1.  Stories do not need to convey the literal, factual content of prevention, since stories contain ancient human wisdom about how to face adversity through the language of storytelling which is metaphor.

2.  All stories contain similar characters and plots across cultures, so one does not need to worry too much about picking the right story.

3.  It is best if stories are chosen from the storytellers’ own perspective so that the story should be one that the storyteller is drawn too.  In effect, the storyteller is communicating heart to heart with the listener. Storytellers need to find stories that they like.

4.  Stories closest to the oral tradition of folk tales will have the richest characters and plots, so looking to folk tales of the storyteller’s and young people’s culture is a strong place to go.  Of course, storytellers can create new stories, as well.

5.  The moral of a story need not be interpreted or explicated for the young people, since the imagery of the story plants seeds in the young people’s minds. 

6.   It is extremely positive to help young people interact on a non-verbal level with the stories, through art or movement.  This allows the unconscious mind become active in the processing of the story content.

An effective storytelling prevention program includes stories, both original and from the participants’ culture, as well as a means for transforming personal experiences of the participants into stories. 

In addition the program needs to include information, as well as case studies which can be in story format for young people to practice problem solving and social skills.  Further including adults as mentors and creating a peer group to reinforce healthy values is essential.

In stories the main characters face adversity just as our youth do today. Stories showcase some of the worst scenarios we can imagine such as abusive parents, abandonment, peer pressure, messages of inadequacy and ignorance, poverty and societal oppression. 

After the characters experience these dire fates, we are shown the forces (protective factors) that are necessary to withstand negative forces, succeed and triumph. It is interesting  to note that stories teach us that the most help for youth comes from the heart of our favorite characters, as well as from the heart of those who surround them.

Almost always in our favorite stories, the most significant help comes from the spiritual beliefs and spiritual entities. Love  from a parent, or someone acting in the mentor role, even though that person is no longer present is the next most significant factor in helping a young person succeed. And not only must a young person receive love, but they must also learn to give love. Learning to love others helps our heroes and heroines succeed. Peer support is also important so that at least one other person believes in and supports a young person's health. 

Finally stories teach us that young people need a self-concept that is stronger than the messages they receive from society-a knowing that they are more than others see.

Most stories use the hero-heroine stages documented by Joseph Campbell who studied legends from all over the world. These are the stages:

Separation. The character must leave home or family to prove his character or to help others. There is a "call to adventure." And often a "helper" appears to give the hero or heroines advice.

Initiation. The character goes through very serious tests that prove his or her character. These initiations include battles, dismemberment, journeys into the unknown and being abducted. The character often has "helpers" during these tests.

Return. The hero or heroine returns after the initiation to his or her society, community and family. By surviving the tests, the hero or heroine gives hope that others can survive the tests. The hero or heroine also often brings back knowledge or a symbol which will often help community and family.

   This model is very helpful for work in prevention because it explains why teenagers create "tests" for themselves. Often these tests can end in addiction.

Our job as preventionists is not to keep them from the tests but to help them create tests to prove their strength without addiction or self destruction. 

Teenagers naturally seek risky situations for themselves; our job is to channel this search toward activities that build strength not destruction.

This page and all contents copyrighted 1997-2007  by The Wheel Council, Inc.