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Using storytelling to unpack resilience theory in accordance with an internationally recognised resilience framework with primary school children

Published online by Cambridge University Press:  12 May 2021

Sarah Tillott Open the ORCID record for Sarah Tillott [Opens in a new window] ,
Noelene Weatherby-Fell ,
Phil Pearson  and
Michelle M. Neumann
Sarah Tillott*
Affiliation:
School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
Noelene Weatherby-Fell
Affiliation:
School of Education, University of Wollongong, Wollongong, New South Wales, Australia
Phil Pearson
Affiliation:
School of Education, University of Wollongong, Wollongong, New South Wales, Australia
Michelle M. Neumann
Affiliation:
School of Education and Professional Studies, Griffith University, Gold Coast, Queensland, Australia
*
*Corresponding author. Email: [email protected]
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Abstract

Resilience can be a protective trait to promote mental health when implemented in the early years. This study explored the use of storytelling to foster children’s learning of resilience. A pedagogically appropriate storybook was used to facilitate and embed the skills of resilience in children at primary school. Teachers (n = 2) and community-based sports officers (n = 2) read the storybook to children enrolled in Kindergarten (first formal year of schooling) (n = 20), Year 1 (n = 20) and Year 2 (n = 20). The total number in the participant group was 60, aged 4–8 years old. Following the initial reading, teachers continued to deliver the storybook to children over a 4-week intervention period. All participants were interviewed about their perceptions of the storybook, and their responses were coded into key themes mapped by the Grotberg Resilience Framework. Results indicated that storytelling as a tool provided children with positive resilience-based behavioural intervention opportunities.

Keywords

Resiliencechildrenstory booksearly interventionpreventionpedagogyprimary school
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 1 , June 2022 , pp. 134 - 145
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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