Abstract
This research used a structured storytelling narrative methodology to capture the lived experience of youth participants to identify effective factors that helped them in three programs in Santa Barbara and Ventura Counties, California. Thirty-nine youth aged 8–17 participated in two storytelling protocols at their home sites; one was a written narrative of a vivid experience in the project, and the second was a group story about a character who had been a participant. Categorical content analysis reported the following themes: positive peer experiences, caring adults, family atmosphere and learning new skills particularly computer literacy. Participants reported changing from being isolated or acting out to succeeding in school.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Balmer, D. H., Gikundi, E., Billingsley, M., Kihuho, F., Kimani, M., Wang’ondu, J., et al. (1997). Adolescent knowledge, values, and coping strategies: Implications for health in Sub-Saharan Africa. Journal of Adolescent Health, 21(1), 33–38.
Balmer, D. H., Gikundi, E., & Rachier, C. O. (2002). The evaluation of an adolescent programme based upon a narrative story, role plays and group discussion in Kenya. Journal of Psychology in Africa; South of the Sahara. the Caribbean & Afro-Latin America, 12(2), 101–118.
Bandura, A. (1977). Social learning theory. Oxford, England: Prentice-Hall.
Dryfoos, J. G. (1990). Adolescents at risk: Prevalence and prevention. London: Oxford University Press.
Gambone, M. A., Klem, A. M., & Connell, J. P. (2002). Finding out what matters for youth: Testing key links in a community action framework for youth development. Philadelphia: Youth Development Strategies Inc. and Institute for Research and Reform in Education.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional and academic learning. American Psychologist, 58(6/7), 466–474.
Haverkos, H. W. (1998). HIV/aids and drug abuse: Epidemiology and prevention. Journal of Addictive Diseases, 17(4), 91–103.
Hawkins, C., Catalano, R., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early childhood: Implications for substance abuse. Psychological Bulletin, 112, 64–105.
Houston, J. (2000). Myths of the future. The Humanistic Psychologist., 28(1–3), 43–58.
Josselson, R., Lieblich, A., & McAdams, D. (2002). Up close and personal: The teaching and learning of narrative research. Washington, DC: American Psychological Association.
Krueger, M. (2004). Using self and story to understand youthwork. Child and Youth Services, 26(1), 25–48.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis and interpretation. Thousand Oaks, CA: Sage.
McClintock, C. (2004). Using narrative methods to link program evaluation and organization development. The Evaluation Exchange, IX (4), Winter 2003/2004. Tenth Year Anniversary Issue: Promising Practices. Published by the Harvard Research Project. hfrp@gse.harvard.edu.
Morrill, C., Yalda, C., & Adelman, M. (2000). Telling tales in school: Youth culture and conflict narratives. Law and Society, 34, 521–565.
Nelson, A. (1998a). Storytelling for prevention. Evergreen, CO: The WHEEL Council, Inc.
Nelson, A. (1998b). The learning wheel: Holistic and multicultural lesson planning. Tucson, AZ: Zephyr Press.
Nelson, A. (2005a). Multicultural model of HIV prevention for youth. International Journal of Learning, 11, 1555–1564.
Nelson, A. (2005b). The storytelling project. The WHEEL Council.
Nelson, A., & Arthur, B. (2003). Decreasing at-risk youth’s alcohol and marijuana use. Journal of Primary Prevention, 24(10), 693–712.
Stone, S. (2003). The transition to high school: Teacher perspectives in a large, urban, predominately minority school system. Journal of Ethnic and Cultural Diversity in Social Work, 12(1), 47–67.
Tafoya, T. (1982). Coyote’s eyes: Native cognition styles. Journal of American Indian Education, 11, 21–33.
Tobler, N. S. (1992). Drug prevention programs can work: Research findings. Journal of Addictive Diseases, 11(3), 1–28.
Weissberg, R. P., Kkumpfer, K. L., & Seligman, M. E. P. (2003). Prevention that works for children and youth. American Psychologist, 58(6/7), 425–432.
Werner, E., & Smith, R. (1982). Vulnerable but not invincible: A study of resilient children. New York: McGraw Hill Book Co.
Acknowledgments
Research reported here was funded by a grant from the McCune Foundation to the Institute for Social Innovation, Fielding Graduate University.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Nelson, A., McClintock, C., Perez-Ferguson, A. et al. Storytelling Narratives: Social Bonding as Key for Youth at Risk. Child Youth Care Forum 37, 127–137 (2008). https://doi.org/10.1007/s10566-008-9055-5
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10566-008-9055-5