Storytelling Intervention Research Articles (Page 1)

Evidence supporting the benefits of music therapy for preterm infants during neonatal care is growing. This study aimed to compare the effects of live-performed sansula music (SM) to storytelling (ST) as an alternative caregiving intervention on physiological and behavioral responses. The study was conducted as a randomized controlled trial (RCT), enrolling preterm infants born from 32 + 0 to 36 + 6 weeks of gestation. Infants were block-randomized to either receive SM or ST. Both interventions were performed live and provided three to four times per week on average. Vital signs and behavioral state (assessed using the COMFORTneo scale) were documented before, during, and after each intervention. Sixty preterm infants were enrolled in the study: 30 received SM and 30 received ST. We observed positive effects on vital signs and behavioral state in both groups, although the effects were importantly less pronounced in the ST group compared to the SM group. Heart rate decreased during both SM and ST interventions (mean difference (MD) (baseline-after): SM -9.90bpm (95% CI -11.14 to -8.66); ST -2.85bpm (-3.79 to -1.92)). Respiratory rate also decreased for both groups (MD: SM -8.60 breaths/min (-9.60 to -7.60); ST -2.49 breaths/min (-3.30 to -1.68)). Oxygen saturation increased (MD: SM +1.01% (0.82 to 1.20); ST +0.25% (0.11 to 0.39)). The COMFORTneo score decreased (MD: SM -5.40 (-5.95 to -4.86); ST -2.26 (-2.74 to -1.77)). Both, live-performed sansula music as a therapeutic intervention and storytelling, positively impacted the immediate well-being of preterm infants. However, the benefits of live-performed sansula music on physiological and behavioral parameters compared to storytelling as a caregiving alternative were significantly higher.

Feasibility and acceptability of a digital storytelling intervention for children with serious illness

ASO Visual Abstract: Financial Outlook thRough CAncer STorytelling (FOReCAST): Development of a Novel Video-Based Storytelling Intervention to Mitigate Financial Hardship Among Young Women with Breast Cancer.

ABSTRACT This study investigated the effectiveness of a storytelling pedagogical strategy in enhancing social media marketing skills among women okra farmers. It also compared the impact of delivering the intervention in English versus the native language (Tiv). Utilising a quasi-experimental design, a total of 400 women okra farmers were first recruited using a chain-referral sampling method and then randomly assigned to three groups: a control group, an English language intervention group, and a native-language intervention group. The results showed that the storytelling intervention was highly effective, leading to a significant increase in the social media skills of women okra farmers compared to the control group. A key finding was that the language of instruction played a crucial role in skill acquisition; the native-language group demonstrated a significantly greater improvement in social media skills than the English-language group. However, the study found no significant difference between the two language groups regarding their self-assessed marketing skills, suggesting that both instructional languages were equally effective in this area. The study concludes that the use of a native language is a crucial factor in achieving superior learning outcomes and has significant practical applications for designing future digital inclusion interventions for vulnerable populations.

Background/Objectives: Hispanic children in the U.S. experience disproportionately low COVID-19 vaccination rates, largely due to parental vaccine hesitancy. Digital storytelling offers a culturally relevant approach to address concerns through first-hand narratives. This study examined the feasibility and acceptability of a community-driven digital storytelling intervention to reduce vaccine hesitancy among Hispanic parents. Methods: Ten formerly vaccine-hesitant Hispanic parents developed digital stories about their reasons for vaccinating their child(ren) against COVID-19. We then enrolled 80 Hispanic parents whose children were not up to date with COVID-19 vaccines in a randomized feasibility trial. Intervention group participants (n = 40) viewed four digital stories selected by a community advisory board, while control group participants (n = 40) viewed four length- and format-matched videos about nutrition. Surveys were completed pre-intervention (T1), immediate post-intervention (T2), and at 2-month follow-up (T3). A subsample of intervention participants also joined focus groups at T3. Results: Qualitative data suggested that DST was an acceptable and engaging method of health education. Intervention group parents showed moderately larger increases in intention to vaccinate than did controls at T2 (d = 0.41) and T3 (d = 0.30). At T3, intervention group parents were more likely to have vaccinated their children than were controls (OR = 5.20, 95% CI = 1.63–16.57; RR = 3.10, 95% CI = 1.30–7.37). Conclusions: The community-driven digital storytelling intervention was feasible and acceptable, and findings suggest moderate effects on increasing vaccine intentions and uptake. Future work should evaluate its effectiveness in reducing parental vaccine hesitancy and, in turn, vaccine uptake for other childhood immunizations.

Issue/ProblemThere are inequalities in children's oral health outcomes with a widening gap between the least and most deprived and the highest rates of dentinal decay in marginalised groups. Traditional public health messaging fails to resonate with community groups due to cultural and linguistic barriers. Community-based co-creative interventions used in practice deserve greater research attention to evidence effectiveness of complex interventions and translation into policy.Description of the problemThe project was conducted over a 1-year period by public health community officers addressing children's oral health inequalities in the most vulnerable communities. The methods used were co-creative storytelling to develop oral health messaging with cultural sensitivity. Academic evaluation focused on the impact on community of women involved and the subsequent role development into community health champions.ResultsA creative, collaborative storytelling intervention co-produced with the Southeast Asian and Pakistani community provided culturally sensitive oral health messaging that was positively received by children and families. It empowered the women involved to become community health champions.LessonsCommunity engagement using co-creation can have multiple outcomes as effective public health interventions as well as role formalisation through empowerment of marginalised women.Key messages• Creative, culturally sensitive methods like storytelling can bridge cultural gaps and improve health education.• Recognition of community champions through role formalisation is required to sustain public health benefits of community engagement.

Evaluation of a Flexible Artist-Facilitated Storytelling Intervention on a Palliative Care Unit.

Cancer is the leading cause of death among Hispanic/Latino individuals, yet many do not complete cancer screenings due to systemic barriers. To address this issue, Rochester Healthy Community Partnership (RHCP)created "Stories for Change: La detección temprana puede salvar vidas" (S4C-cancer prevention). This digital storytelling intervention involved eight Hispanic/Latino cancer survivors or co-survivors who shared their experiences by creating 2-min videos. Their heartfelt stories aim to help patients make informed decisions about cancer screenings. RHCPpiloted S4C-cancer prevention at three clinical sites to assess intervention acceptability and success (cancer screenings completed). A total of 51 participants who were overdue for cancer screenings were recruited (breast = 13; cervical = 12; colorectal women = 14; colorectal men = 12). After viewing the intervention, 100% intended to be screened in the future. Within 7months, 45% of participants completed their recommended cancer screenings. Among those who were screened, 89% stated that their decision was "very much" influenced by S4C-cancer prevention. Participants who did not complete screening cited barriers such as time, lack of access to health education, and fear. Those who had previously screened for the targeted cancer were more likely to complete screening after viewing S4C-cancer prevention. Additionally, participants suggested enhancing the videos by including more education on various cancer topics. We found high acceptability of S4C-cancer prevention. Despite all participants intending to get screened, half completed screening within 7months of viewing the intervention.

ObjectiveTo examine storytelling interventions as health promotion tools in underserved populations across disease states, including hypertension, diabetes, overall chronic disease, obstetric care, and preventative health to assess intervention design and cultural tailoring and analyze reported quantitative and qualitative health outcomes.Data SourceA comprehensive literature search was performed in PUBMED.Study Inclusion and Exclusion CriteriaStudies were included if they implemented a storytelling intervention to promote health knowledge, behavior change, or health-related outcomes. Excluded studies lacked an evaluated intervention or reported outcomes. Reviews, commentaries, editorials, protocols without outcome data, and duplicate publications without novel findings were excluded. Only English-language studies were included due to reviewer fluency.Data ExtractionTwenty-five studies were included and categorized based on disease focus.Data SynthesisA narrative synthesis and inductive content analysis was performed. Studies were grouped by disease state and analyzed for population demographics, intervention development and delivery, cultural tailoring, storytelling theory, and measured outcomes.ResultsStorytelling, in digital and oral formats, improved health knowledge, self-efficacy, and preventive behaviors. Several methods were employed to culturally tailor interventions. Interventions were based on multiple behavioral theories.ConclusionsWhen culturally tailored and rooted in theory, regardless of delivery format, storytelling can foster behavior change across diverse health conditions.

BackgroundHispanic/Latinx individuals have high prevalence of type 2 diabetes and its complications yet often face barriers in accessing diabetes prevention and self-management interventions. One possible approach is to implement digital storytelling interventions, which involve narrative-driven videos made by individuals who have lived experience with particular conditions or illnesses. These stories can inspire viewers with similar life experiences to change behaviors or attitudes. Little is known about which characteristics influence how individuals respond to digital storytelling interventions with healthful behaviors and improved outcomes – information necessary to further tailor these interventions to improve type 2 diabetes outcomes. Previously, the Rochester Healthy Community Partnership used the digital storytelling process to develop Stories for Change Diabetes and tested intervention effectiveness.MethodsWe conducted a secondary analysis to examine the sociodemographic and disease-related factors that affected participants’ responses to the Stories for Change Diabetes intervention. Drawing on Social Cognitive Theory and Culture-Centric Health Promotion principles, we analyzed results from the 227 intervention participants stratified by whether they experienced a clinically meaningful decrease (>0.5%) in hemoglobin A1c between baseline and three-month follow-up. We then used multivariable logistic regressions to identify factors associated with change in hemoglobin A1c.ResultsParticipants with diabetes duration <5 years and/or whose diabetes self-efficacy improved between baseline and 3-month follow-up were more likely to experience a meaningful decrease in hemoglobin A1c at three months (compared to participants without those characteristics).ConclusionsThese findings will provide insight into how digital storytelling interventions can be effectively tailored to Hispanic/Latinx individuals most likely to benefit.Trial registration: Not applicable

Hispanic/Latinx individuals have high prevalence of type 2 diabetes and its complications yet often face barriers in accessing diabetes prevention and self-management interventions. One possible approach is to implement digital storytelling interventions, which involve narrative-driven videos made by individuals who have lived experience with particular conditions or illnesses. These stories can inspire viewers with similar life experiences to change behaviors or attitudes. Little is known about which characteristics influence how individuals respond to digital storytelling interventions with healthful behaviors and improved outcomes - information necessary to further tailor these interventions to improve type 2 diabetes outcomes. Previously, the Rochester Healthy Community Partnership used the digital storytelling process to develop Stories for Change Diabetes and tested intervention effectiveness. We conducted a secondary analysis to examine the sociodemographic and disease-related factors that affected participants' responses to the Stories for Change Diabetes intervention. Drawing on Social Cognitive Theory and Culture-Centric Health Promotion principles, we analyzed results from the 227 intervention participants stratified by whether they experienced a clinically meaningful decrease (>0.5%) in hemoglobin A1c between baseline and three-month follow-up. We then used multivariable logistic regressions to identify factors associated with change in hemoglobin A1c. Participants with diabetes duration <5 years and/or whose diabetes self-efficacy improved between baseline and 3-month follow-up were more likely to experience a meaningful decrease in hemoglobin A1c at three months (compared to participants without those characteristics). These findings will provide insight into how digital storytelling interventions can be effectively tailored to Hispanic/Latinx individuals most likely to benefit. Trial registration: Not applicable.

This systematic literature review examines the impact of digital storytelling interventions on the language comprehension skills of children diagnosed with autism spectrum disorders (ASD). Given the communication challenges faced by individuals on the autism spectrum, there is a growing interest in leveraging digital storytelling as a potential tool for language development. The review synthesizes findings from relevant studies, focusing on key components such as visual support, multimodal presentation, repetition, interactivity, personalization, and the incorporation of social narratives. The research shows promising outcomes, indicating that digital storytelling improves language comprehension in children with ASD. The review emphasizes the potential benefits along with the need for more investigation to determine the best intervention settings, treatment periods, and skill generalization. The review's conclusion deepens our understanding of how digital storytelling aids in the language development of kids with ASD and has useful ramifications for educators, researchers, and special education practitioners.

A movement and story-telling intervention improves language and fundamental movement skills and is feasible for delivery by teachers in the first year of school

BackgroundHuman papillomavirus (HPV) is one of the most prevalent sexually transmitted infections in the United States; however, vaccination uptake falls far below the goal of 80% of the population set forth by Healthy People 2030. Specifically, within the LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning) population, HPV vaccination adherence remains a complex issue. Due to the widespread use of technology within the young adult population, digital health tools such as digital storytelling (DST) have been promoted as an effective way to increase vaccination uptake.ObjectiveThe purpose of this study was to conduct a formative inquiry into (1) what components should be considered for inclusion in an HPV documentary tailored for sexual and gender minority populations and (2) what dissemination channels would be more effective and impact the uptake and completion of the HPV vaccine among sexual and gender minority populations. Additionally, this study aims to provide insight into perceived HPV risk and its implications on the HPV vaccine uptake within the LGBTQ+ population.MethodsA mixed methods study was conducted between January 2021 and September 2021 in Atlanta, Georgia. Intake surveys were distributed to individuals identifying as members of the LGBTQ+ community to examine demographic characteristics, barriers to vaccine adherence, and current HPV vaccination status. Perceived HPV risk was assessed using 5 statements on a 1 to 7 Likert scale. Key informant interviews were conducted via Zoom with participants who completed the intake surveys and consented to be interviewed. Transcripts were coded and analyzed using the constant comparison method for emergent themes surrounding components of effective DST campaigns.ResultsForty-seven individuals completed the intake survey and interview. A total of 13 out of 47 (27.7%) of participants indicated that they were not sure when provided with the statement “I am likely to get HPV”, whereas 12 out of 47 (29.8%) participants strongly disagreed with the statement “I am at high risk for getting HPV” and 13 out of 47 (27.7%) participants indicated that they were not sure when presented with the statement “HPV would be a serious threat to the quality of my life.” A total of 14 out of 47 (29.8%) participants responded that they were not sure to the statement “HPV would be a severe threat to my health” and 13 out of 47 (27.7%) participants strongly agreed that “HPV would be a severe threat to my sex life.” Qualitative analysis indicated a high level of stigma experienced in interactions between the LGBTQ+ population and private practitioners. Major barriers to vaccination hesitancy were concerns about age, perceived reduced risk, and lack of provider recommendation. Participant interviews revealed that “Real Outcomes,” and “Accurate Representation” were the main components that should be considered for inclusion in an HPV documentary tailored for sexual and gender minority populations.ConclusionsCreation of a DST intervention within the LGBTQ+ population should include information surrounding the real outcomes of HPV and accurate representation.

Abstract BackgroundDespite the well‐established positive effects of storytelling, narrative modes of thinking have neither been systematically assessed nor widely implemented in engineering education.PurposeRecently, the idea of story‐driven learning (SDL) as pedagogy has been applied in an engineering department at a public university. Our research question was: “How are students, as a result of story‐driven learning, changing in regard to both their self‐reported (1) entrepreneurial mindset, self‐concept clarity, and sense of narrative identity and (2) the ways in which they tell the stories of their lives?”DesignWe collected data from 60 students and compared the results from (1) students currently enrolled in “The Art of Telling Your Story” course and (2) students who had never taken the course. At the beginning and end of the semester, students completed self‐report measures (i.e., self‐concept clarity, awareness of narrative identity, entrepreneurial mindset) and two narrative prompts. The stories were then coded for six narrative themes: entrepreneurial mindset, redemption, contamination, agency, self‐concept clarity, autobiographical reasoning.ResultsStudents in the class experienced an increase in agency and entrepreneurial mindset. Moreover, when directly compared with students not in the course, students in the course experienced an increase in autobiographical reasoning, awareness of narrative identity, and maintained their increase in entrepreneurial mindset.ConclusionsThese results showcase the potency of storytelling interventions, as well as highlighting—for the first time—their potential for influencing the development of entrepreneurially minded engineers.

Stigma toward people with addiction is a well-documented phenomenon that dramatically impacts help-seeking, treatment, and recovery. Interventions aimed at reducing stigma toward those with addiction must overcome the frequent mischaracterization of addiction as a failure of judgment rather than a chronic, treatable illness. Previous research has demonstrated that social contact with people recovering from addiction can promote empathy and reduce stigma, but social contact is difficult to scale. Short, animated storytelling (SAS) is a novel health communication approach that scales easily because it can leapfrog barriers associated with language, culture, literacy, and education levels. This study will investigate the effect of a cross-culturally accessible SAS video intervention aimed at reducing stigma and increasing empathy toward people with addiction. We also seek to gain insight into the mechanisms of action of this SAS intervention by measuring the contribution of sound design to their effect. We will conduct a randomized controlled trial with 13,500 adult participants from the United States, the United Kingdom, and South Africa, recruited online via Prolific Academic and randomized into 3 arms, per country. The 2 intervention arms will receive a wordless, social contact-based SAS video, one arm with a soundtrack and one without. The third arm will receive an educational video about addiction. Validated questionnaires will be used to assess our primary outcome, addiction stigma, and secondary outcomes, optimism, warmth toward the subject, and hopefulness, at baseline, immediately post exposure, and 2 weeks later. Ethics clearance was obtained on August 15, 2024, from the Stanford University institutional review board (protocol 76457). This trial was funded in January 2025 by the Heidelberg Institute of Global Health, the Faculty of Medicine at Heidelberg University, in Germany. As of March 2025, no data have been collected. The estimated start date for this trial is May 15, 2025. We expect to complete data collection by July 1, 2025, and expect results to be published in the spring of 2026. Here, we present the protocol for an online, multicountry, randomized controlled trial. This trial is designed to measure the effect of an innovative approach to global health communication (wordless, short, and animated storytelling) on addiction stigma in 3 global regions. These findings will inform the design of future scalable, digital health storytelling interventions for global audiences while exploring the capacity of SAS to shift public health attitudes and perceptions. Furthermore, if effective, the intervention described here could be disseminated broadly via social media and other online platforms. ClinicalTrials.gov NCT06705205; https://clinicaltrials.gov/study/NCT06705205. PRR1-10.2196/73382.

Introduction:Digital storytelling, an innovative educational tool that merges traditional narrative techniques with digital media, is increasingly being recognized for its potential to enhance students’ cognitive development. This study explored how digital storytelling can influence cognitive flexibility and divergent thinking—two critical skills in fostering creativity and adaptability among middle school students. Objective:The primary aim was to assess the effectiveness of a digital storytelling intervention in improving cognitive flexibility and divergent thinking skills among seventh-grade students. Method:A post-test-only control group design was adopted. From seven sections of Class VII, two were randomly selected—one designated as the experimental group and the other as the control group. The experimental group underwent a 15-day intervention using structured digital storytelling activities. A researcher-constructed tool was employed to assess both cognitive flexibility and divergent thinking skills. Results:Findings revealed a significant impact of the intervention on cognitive flexibility (p &lt; .001) and divergent thinking (p &lt; .001), with experimental group students outperforming the control group. However, the interaction effect between creativity experience and group on divergent thinking was not statistically significant (p = .265). Conclusion:Digital storytelling was shown to be an effective strategy for enhancing essential cognitive skills in school-aged children. Its integration into classroom practices can support students in developing flexible thinking and creative problem-solving abilities, making them better prepared for the complexities of real-world learning and challenges.

This study addresses the low participation rates in STEM careers due to career and intellectual stereotypes by examining the potential of digital storytelling to challenge gender stereotypes and influence middle school students’ interest in STEM. Employing a quasi-experimental design, pre and post-tests, consisting of two questionnaires, were administered to measure shifts in students interest and intellectual stereotypes perceptions. The experimental group, exposed to the digital storytelling intervention, exhibited a positive shift in attitudes and interests in diverse STEM domains. In the examination of intellectual stereotypes, the experimental group displayed distinctive changes, challenging stereotypes associated with innate intelligence, girls’ reading and writing abilities, leadership roles, creative thinking, and problem-solving skills. These findings underscore the need for a refined approach in narrative construction to avoid unintended consequences. Digital storytelling emerges as a promising tool for positively influencing STEM interest and perceptions of intellectual stereotypes among middle school students.

The aim of this research study is to investigate the influence of drama-based teaching techniques, specifically Reader's Theatre and Dramatic Storytelling, on teachers’ self-efficacy in teaching reading compared to conventional teaching methods. Using an experimental design, the study involved 204 teachers from different educational regions in Greece, divided as follows: (a) an experimental group of 95 teachers implementing Reader's Theatre interventions, (b) a comparison group of 87 teachers implementing Dramatic Storytelling interventions, and (c) a control group of 22 teachers using traditional teaching methods. Teachers’ self-efficacy was measured using a standardised scale before and after the eight-week intervention. The results showed that teachers using drama-based techniques had significantly higher levels of self-efficacy than those using traditional methods, with large effect sizes. This finding supports the use of drama-based teaching practices as a means of enhancing teachers’ self-efficacy, and highlights their superiority to conventional literacy practices. Further research is recommended to substantiate these findings in other educational contexts and subject areas.

This research aims to explore the effectiveness of Islamic storytelling methods in enhancing the emotional intelligence of early childhood children, particularly those aged 5-6 years at TKIT Al-Adzkiyah Bekasi. Utilizing a quasi-experimental design, this study involves two groups: the experimental group receiving the Islamic storytelling intervention and the control group following the regular curriculum. The intervention is conducted over 8 weeks with storytelling sessions lasting 30 minutes, three times a week. Data is collected through the Child Emotional Intelligence Scale (SKEA) and analyzed using paired t-tests and thematic analysis for qualitative data. The research findings indicate that although there is no statistically significant difference between the experimental and control groups (p = 0.938), the Islamic storytelling method still has the potential to serve as an effective educational tool in developing children's emotional intelligence. This study emphasizes the importance of developing better methodologies, implementations, and outcome measurements to enhance the effectiveness of interventions. Recommendations for future research include extending the duration of interventions, increasing the sample size, and involving parents in the storytelling process. Thus, this research makes an important contribution to the development of Islamic-based educational methods that focus not only on emotional intelligence but also on character formation in children.