Storytelling For Empowerment: Day One

Major Sections

Purpose

GOALS

• Knowledge of how Storytelling helps ATOD Prevention Programs



• Background on the oral tradition of Storytelling



• Experience in how Storytelling works



• Listen to stories



• Create personal and cultural symbols



• Tell personal stories



• Information on how to help people learn from stories



• Ideas on how to integrate storytelling into ATOD Prevention Programs



• Steps to take on returning home

PROCESS OF WORKSHOP

RECOMMENDATIONS FOR IMPLEMENTING THIS WORKSHOP:

Trainers:

Local Implementation:

1. Local tribe(s)' symbol(s) to add to symbols displayed on the wall.



2. Commercial tape of music from local tribe(s) musician. Trainers are encouraged to bring any audio cassettes of music that they think would be appropriate to play during breaks, in the morning as participants arrive.



3. A medicine person or traditional storyteller needs to be locally recruited, if appropriate for 7:30-8:30, Day One, to tell his or her story and give advice to the group about using storytelling in drug abuse prevention. A strategy for recruiting a medicine person would be to contact a person in the local tribe to see if that person thinks it is appropriate and would be willing to ask a medicine person or storyteller to come. Logistic issues to deal with may be pay, transportation and using a translator. If it is not appropriate to include a local medicine person or storyteller, one of the Native trainers could substitute a story during this time.



4. Trainers are encouraged to bring any printed stories or references with stories to recommend to participants.

AGENDA

DAY ONE

AGENDA

DAY TWO

Storytelling for Empowerment

Day One

1. Informal Introductions

Purpose:

Learning Objective:

Equipment, Materials Needed:

• Name tags
  
• Markers
  
• Taped music
  
• Tape player.

Room set-up:

Pre-delivery Preparation:

Trainer Resources:

Trainer Directions:

1. Trainers individually welcome people as they come in.
   
   
2. Trainers ask people to wear their name tags and to help themselves to refreshments.
   
   
3. Trainers ask people to meet at least one person that they do not know. Participants are encouraged to find a seat and settle in.
   
   
4. Trainers let everyone know that the session will begin at 9:00.

2. Story

Purpose:

Learning Objectives:

Equipment, Materials Needed:

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

Trainer Directions:

1. Lead trainer begins session by making a very clear statement that the purpose of this workshop is not to give the participants stories or traditions to use in their prevention programs, but rather to demonstrate how to use local stories in prevention programs.
   
   
2. Participants bring with them their own stories and traditions. This workshop is designed to show concepts, methods and models for integrating participants' own stories and traditions into prevention programs.

3. INTRODUCTIONS AND OVERVIEW OF WORKSHOP (25 minutes)

Purpose:

Learning Objectives:

Equipment, Materials Needed:

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

Trainer Directions:

1. Lead trainer welcomes participants and introduces other trainers. Each trainer is asked to tell a short story of how they became a trainer and how they got into prevention work.
   
   
2. Lead trainer introduces participants as a whole by asking people to volunteer where they are from and what type of agencies they work with.

1. Trainer reviews the purpose, goals and process of the workshop.
   
   
2. Trainer reviews the workshop schedule.
   
   
3. Trainer asks if anyone has questions or needs clarification.

1. Trainer asks the group what they would like to get out of the workshop. Responses are recorded. Trainer reviews expectations noting which ones can be covered and which ones will not be covered. Newsprint is saved to review at the end of workshop.
   
   
2. Trainer asks group what norms or ground rules they would like to establish for their process together (i.e., beginning and ending on time; no question is dumb; confidentiality; etc.). These are written on newsprint and posted.
   
   
3. Trainer makes some summary comment, thanking the participants for their attendance and assistance with building a dynamic group, indicating that the participants and their experience are key elements of the workshop. The trainer sets the tone that participants and trainer are colleagues and should learn from each other during the workshop.

4. ATOD PREVENTION AND STORYTELLING

Purpose:

Learning Objectives:

1. Explain the definition of a resiliency factor.
   
   
2. Name one or two resiliency factors.
   
   
3. List one or two characteristics of successful prevention programs.
   
   
4. Discuss how storytelling can strengthen ATOD programs.

Equipment, Materials Needed:

• Overhead projector and screen
  
• Transparencies:
  T-4.1 Resiliency Factors
  T-4.2 Resiliency Factors & Storytelling
  T-4.3 Prevention Programs & Storytelling
  Newsprint and markers.

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

1. The purpose of this section is to build a firm foundation for using storytelling in prevention programs.
   
   Introduction (5 minutes)
   
   
2. Prevention programs focused on youth are designed to help them withstand peer pressure and adversity to form a healthy and productive life style.
   
   
3. Resiliency factors are characteristics that set certain youth apart from those who abuse or become addicted to alcohol and other substances. Some youth have very difficult living situations, like the lack of a parent in the home, or are subjects of abuse or neglect. Even with these conditions, these youth do not abuse drugs or become addicted. These youth are termed resilient.
   
   Diad Activity (10 minutes)
   
   
4. At this point trainer asks participants to talk to a person next to them about what characteristics make youth resilient. Trainer can ask participants to think of a young person they know who has had difficulties but did not encounter problems with drugs. Trainer may need to give a few examples to get people started. Other trainers should walk around the room and help people get started.
   
   
5. After a certain length of time (3-4 minutes), trainer asks participants to face the front of the room. Trainer asks participants to share some of their ideas. A second trainer posts these ideas on the newsprint.
   
   Lecturette (15 minutes)
   
   
6. Trainer summarizes participants' comments and makes a transition to reviewing the following points.
   
   
7. Workers and researchers in substance abuse prevention have established the following characteristics as resiliency factors.
   
   T-4.1: Resiliency Factors
   
   Resiliency Factors
   
   Sense of Inner Strength
   
   Sense of Control Over Life
   
   Future Orientation
   
   Sense that Internal and External World Are Predictable
   
   Ability to Laugh at Self
   
   Problem Solving Skills
   
   
8. Storytelling can strengthen some of these resiliency factors in youth.
   
   
9. Can anyone in the audience share a story of an adolescent who has one or more of these strengths and succeeded in school and has not become addicted to drugs, tobacco or other substances? Trainers need to monitor this sharing so that it does not become rambling. One or two stories would be enough depending on the amount of time that the sharing takes.
   
   
10. What we mean by storytelling in this workshop are stories from the oral tradition. These could be myths, tales, legends or creation stories. They are accounts that are passed on from person to person. They may be written at this point in time, but initially they were only in the oral tradition. Stories may contain heroes, heroines, mythic creatures and magic happenings.
    
    Trainer asks participants to name familiar stories.
    
    T-4.2: Resiliency and Storytelling
    
    
11. This is how storytelling can help strengthen resiliency factors.
    
    Resiliency Factors Storytelling Features
    
    Sense of Inner Strength Heroes and Heroines in stories can be role models for gaining inner strength.
    
    Stories pass on cultural affiliation that will help people develop a sense of self.
    
    Future Orientation; Sense Stories give a sense of that internal and external continuity from past to world are predictable future.
    
    Ability to laugh at stories show human frailty one's self in a likable way, like in coyote stories.
    
    Problem-solving skills Stories show how to face adversity and persevere through courage and humility.
    
    Does anyone have questions or comments about this?

1. Stories also align with the elements that are necessary for effective prevention programs.
   
   T-4.3: Prevention Programs and Storytelling Prevention Programs and Storytelling
   
   
   1. Stories use different modes of learning. They use auditory and visual senses as well as intuitive modes of understanding. Students can also be asked to role play stories or create art after listening to stories, tapping visual and kinesthetic learning modes.
      
      Trainer Note: The auditory sense is used since stories are told. The visual sense is used since stories evoke images or pictures in the mind. Stories require the intuition, since many metaphors are used which do not have direct logical meaning (i.e., the beanstalk growing up into the giant's world).
      
      
   2. Stories are ethnically and culturally sensitive. Stories can be chosen from participants' culture.
      
      
   3. Stories create positive role models either in the form of heroes or heroines in the story or in the person of the storyteller.
      
      
   4. Stories strengthen ties to the community and kin. Relatives and community members can be storytellers.
      
      
   5. Stories can capitalize on grandparents as resiliency factors. Grandparents can be recruited as storytellers.
      
      Are there any questions or comments about this information?
      
      
   6. In closing this section, we hope you are now beginning to understand the potential of storytelling in increasing the effectiveness of prevention programs. The remainder of the workshop will help you experience how storytelling can be incorporated into prevention programs.

BREAK 11:00-11:15 (15 MINUTES)

5. CHARACTERISTICS AND PURPOSES OF STORIES

Purpose:

Learning Objectives:

• Remember a vivid scene from a favorite story.
  
  
• Explain the quality that one metaphor from one story represents.
  
  
• Verbalize at least three purposes of stories.

Equipment, Materials Needed:

• Overhead Projector and Screen
  
  
• 3 newsprint stands with blank newsprint for three groups in break-out rooms.
  
  
• Transparencies:
  
  T-5.1-5.8 (Metaphor-Green Plants, Metaphor-Older Women, Metaphor-River, Metaphor-Mountain, Metaphor-Eagle, Metaphor-Bear, Metaphor-Death, Metaphor-Child)
  
  RS-5.1 How Stories Affect the Mind
  
  RS-5.2 Purposes of Stories

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

1. through examples how strong of an effect stories can have on people's values and behavior. By understanding this you will see how stories can effect values and beliefs that will impact substance abuse.
   
   
2. Some people think that stories are for children, but in reality stories are a powerful tool for building values for all ages.
   
   
   1. Stories contain metaphors that carry deep meaning.
      
      
   2. As people grow, the metaphors gain deeper and deeper meaning. For example, the forest in Little Red Riding Hood is a dark scary place to a child. But to an adult the forest can symbolize the unknown.
   
   
3. Stories you heard when you were a child are still a deep part of you.

1. To underscore this point I'd like each one of you to take a moment and to think of your favorite story from your childhood. (Pause a few minutes.)
   
   
2. What do you remember from that story?
   
   
3. Do you remember a character? Or a scene?
   
   
4. Can you still see the character or scene in your mind?
   
   
5. Do you remember a specific color?
   
   
6. What was your favorite thing about the story?
   
   
7. Tell a person next to you what you remember. Give them several minutes to share.
   
   
8. After a sufficient time (i.e., 3-5 minutes), ask for a few people to share their most vivid memory from the stories.
   
   
9. As you can see, stories contain vivid images and feelings that stay with us a very long time.

1. One reason that stories have such a large effect on us is the way they work in our minds.
   
   
2. People react very differently to a story, than to information or facts.
   
   
3. When you heard a story as a young child, you were not learning history, or learning facts.
   
   
4. You were learning about qualities of certain types of people, and what happens to people who have certain qualities.
   
   
5. You were learning about what qualities you wanted to have in yourself.


1. Stories are clad in metaphors.
   
   
2. A metaphor is a word or a group of words that stands for something beyond the literal meaning of the words.
   
   
3. For example a King in a story isn't really about a specific person who is actually a King, like King Carlos of Spain.
   
   
4. A King in a story stands for a person of authority who has power.
   
   
5. This person can either be noble and hold power for the good of his people, or a controlling king who holds power to use for his own benefits.
   
   
6. Therefore the metaphor of the King is power.

1. Let's practice the idea of metaphors.
   
   
   1. I'll give a word or a group of words that could appear in a story.
      
      
   2. You tell me what quality the word could stand for or represent.
      
      Each word and drawing representing that word is on a separate transparency. Participants also have the word and drawing on a page in their manuals. Lead trainer asks questions below. Second trainer writes words that participants volunteer on each transparency. Participants are also encouraged to write words on their sheets. If no one comes up with any ideas, the trainer can say, "How about ______ (word in parenthesis below)?"
      
      T-5.1
      
      What could a green plant in a story stand for? (healing, positive change)
      
      T-5.2
      
      What could an older women in a story stand for? (wisdom)
      
      T-5.3
      
      What could a river stand for? (doorway or threshold to a understanding)
      
      T-5.4
      
      What could a mountain in a story stand for? (reaching a goal)
      
      T-5.5
      
      What could an eagle stand for in a story? (vision, ability to see in the future)
      
      T-5.6
      
      What does a bear in a story stand for? (strength, ability to tear apart barriers)
      
      T-5.7
      
      What does death stand for in a story? (letting go to what has past)
      
      T-5.8
      
      What does a child stand for in a story? (a new chance, a new beginning)

Trainer Note:

1. As an alternative way to conduct this activity, trainers may want to give participants the subjects (wisdom, strength, etc.) and ask them to visualize, describe or draw something that symbolizes it.
   
   RS-5.1 How Stories Affect the Mind
   
   
2. Trainer brings participants attention to how stories affect the mind. Trainer asks the following questions to review content of this transparency. As you can see, stories are much more that simple entertainment for children.
   
   
   1. How do metaphors in stories teach values for living?
      
      
   2. How are morals taught in stories?
      
      
   3. How do stories teach how and how not to be?
      
      
   4. What part of the mind do stories affect?
      
      
   5. What percent of the mind is used for conscious thought?
      
      
   6. What percent of the mind is in the unconscious?
      
      
   7. How does the unconscious mind effect how we act and how we see ourselves?
      
      
   8. How does a negative image of yourself in the unconscious mind affect how we act?
      
      
   9. How can self destructive images of the self in the unconscious create substance abuse?
      
      
   10. How can metaphors in stories plant positive images of self in the unconscious?
   
   
   
3. Trainers facilitate discussion as appropriate. Purposes are noted on blank newsprint.
   
   
4. Trainers bring participants attention to this reference sheet 5.2 and use the information as a review of the discussion.
   
   
   1. Respect for all of life, including respect for self, family, community, tribe, country and the planet.
      
      
   2. The interconnectedness of all life.
      
      
   3. The coherence in one's life from the past and the hope in one's life for the future. (Protective factors of coherence and future orientation)
      
      
   4. The awareness that adversity will come in life.
      
      
   5. The goals of building a life in harmony and balance with nature.
      
      
   6. The ability to laugh at pitfalls. There is a lot of this in Coyote or Spider stories. (Protective factor of humor)
      
      
   7. Beliefs.
      
      
   8. How to stay safe.
      
      
   9. Identification with a group or tribe.
      
      
   10. Character traits such as courage, ability and bravery.
       
       
   11. How to withstand negative forces and to overcome adversity.
       
       
   12. Acceptance of one's role or destiny in life.
       
       
   13. How to live in harmony with the forces of nature.
   
   
5. Trainers close each of their groups, pointing out important purposes brought up by participants.

LUNCH 12:00-1:30 (90 MINUTES)

6. ORAL TRADITIONS

Purpose:

Learning Objectives:

• Verbalize the difference between oral and written traditions.
  
  
• Name at least one strength of oral traditions.

Equipment, Materials Needed:

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

1. The purpose of this activity is to demonstrate the difference between telling and reading a story. This will help participants decide which method to use when including storytelling in your prevention program. This section also reviews the advantages of using oral traditions for prevention programs.
   
   
2. Participants are asked to find a partner.
   
   
3. Participants are to move their chairs so that the partners are facing each.
   
   
4. Other trainers can assist people in pairing up.
   
   
5. The partners are to decide which one is the storyteller and which one is the listener.
   
   RS-6.1: The Children
   
   
6. The trainer brings storytellers' attention to the reference sheet with the story "The Children".
   
   
7. Storyteller is to read this story.
   
   
8. Listeners are asked to sit quietly for several minutes after the story.
   
   
9. The storyteller is then asked to tell a very short story from his or her childhood.
   
   
10. Again the listeners are asked to sit quietly for several minutes after the story.
    
    
11. Partners are to switch roles and repeat the activity.
    
    
12. At this point the trainer asks the group to turn towards the front and asks the listeners what they thought about being read a story versus being told a story.
    
    
    1. What were the differences in reading and telling a story?
       
       
    2. What were the similarities?
       
       
    3. Did you have a different feeling from being told or being read a story?
       
       
    4. Does one method have more of an emotional content than the other?
       
       
    5. Why would it be important to convey and arouse emotions through stories in a prevention program?

1. Oral traditions emphasize the spoken word.
   
   
   1. People are the source of knowledge.
      
      
   2. What people say and how people respond internally to what is spoken is important.
      
      
   3. Oral traditions stress listening.
   
   
2. Literate traditions emphasizes the written word.
   
   
   1. What is written down in a book is considered truth.
      
      
   2. In this tradition talking or writing about what is read is stressed.
      
      
   3. What do you think the differences are between stressing listening versus stressing talking and writing?
   
   
3. Because oral traditions stress listening, metaphors, symbols and images from stories move deep into the mind.
   
   
   1. For example in the Navajo (Dine) creation story, the four cardinal directions are very significant in how life is created.
      
      
   2. The four directions represent the different energies that are necessary to live a life of balance and harmony.
      
      
   3. Therefore the symbol of the four direction, the medicine wheel, carries meaning about how to create a life in harmony with the forces of creation.
      
      Refer to symbol of four directions on the wall.
      
      
   4. Each of us have symbols that are meaningful to us. As an example, each trainer will share a symbol that is meaningful to him or her. Trainer doing this session asks other trainers, ahead of time, to draw a symbol that is meaningful to them on a piece of newsprint. At this point trainer asks other trainers to post their symbols and explain the significance of their symbols.
   
   Discussion (10 minutes)
   
   
4. If listeners identify with characters in the stories then the symbols and images of these character become the symbols and images of the listeners.
   
   
   1. Trainer gives an example of his or her favorite character from a story and explains the symbols, images or characteristics of the story that he or she particularly liked.
      
      
   2. Trainer asks participants to share with a person sitting next to them, their favorite character from a story.
      
      
   3. After an appropriate time, trainer asks participants to share their favorite characters with the group. Second trainer notes these on newsprint.
      
      
   4. Trainer asks participant what symbols remind them of these characters' qualities.
      
      
   5. Symbols of characters in stories begin to drive and motivate people's behavior.
   
   
   
   1. This can happen unconsciously, meaning that people do not even realize that they are affected in this way.
      
      
   2. People are affected by the symbols of themselves in the unconscious even if they are not aware of this.
      
      RS-6.2: Examples of Symbols
      
      
   3. Look at RS-6.2 for examples of symbols. Some symbols that advertisers use are very ancient. Symbols have a very strong effect on us because they go directly into the unconscious.
      
      
   4. What is a symbol that you think motivates you? Would anyone like to come up and draw a symbol that they like?
   
   
5. Stories help people create symbols and images of themselves.
   
   
   1. The oral tradition is different than the written tradition, in that stories come from the heart of the storyteller.
      
      
   2. Stories convey emotions and effect the listeners'
      
      
   3. Stories then contain models of how to deal with emotions and how to express emotions.
      
      
   4. Emotions effect how people see themselves.
      
      
   5. If people see themselves as victims or losers, they will act in self-destructive ways.
      
      
   6. Stories can help people find characters to identify with to develop a positive self image.
   
   
6. In this way stories have a strong effect on self image, by transferring symbols of self as well feelings about self.
   
   
7. Trainer asks following questions to prompt discussion.
   
   
   • How do you define an oral tradition?
     
     
   • Who comes from an oral tradition?
     
     
   • Can you come from both an oral and written tradition?
     
     
   • How do you think the oral and written traditions differ?
     
     
   • What are some strengths of the oral tradition?
   
   RS-6.3: Summary of Oral Tradition
   
   
8. Trainer summarizes key points of this session that are listed on reference sheet 6.3.

7. PERSONAL SYMBOLS

Purpose:

Learning Objectives:

• Draw a symbol that represents them.
  
• Understand that art is an effective medium for people to express concepts about self in the unconscious.
  
• Share their symbol with others.

Equipment, Materials Needed:

• Music and audio cassette tape player
  
• Drawing paper
  
• Markers
  
• Oil-based crayons
  
• Colored pencils
  
• Crayons and a role of masking tape for each trainer.

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

1. The purpose of this activity is to have participants experience how symbols carry deep meaning and how using symbols in prevention programs can help people strengthen their sense of personal power which is a resiliency factor.
   
   
2. Participants are sitting at tables.
   
   Group Activity (20 minutes)
   
   
3. Participants are asked to create a symbol of themselves using the supplies available.

1. After participants finish creating their symbols, participants are asked to sit in one of the three circles in the break-out rooms.
   
   
2. A trainer takes each group and asks participants to share their symbol, and discuss it.
   
   
3. Participants, of course, can elect to pass, or to just show their symbol and not comment on their drawing.
   
   
4. Trainer begins with the person sitting in the East, and proceeds around the circle clockwise with each person. For future reference, this method of sharing is called a "go-around."
   
   
5. If appropriate, trainer can encourage group to create a group symbol, if there seems to be a commonality in drawings.
   
   
6. This section is closed by a discussion of how symbols have a strong effect on the unconscious mind and can motivate behavior.
   
   
7. If symbols were placed on the wall at the beginning of the workshop, trainers may also discuss the symbols that have been placed on the wall.
   
   
8. Participants are asked to put their symbols on the wall.
   
   
9. Trainer who began session can close session by asking if anyone would like to share their symbol(s) with the large groups. However, it may not be appropriate due to logistics to get the three groups back together.

BREAK: 3:00-3:15 (15 MINUTES)

8. HELPING PEOPLE LEARN FROM STORIES

Purpose:

Learning Objectives:

• List two techniques to assist learning from stories.
  
  
• Name someone that they think would make a good storyteller.
  
  
• Describe the benefits of teaching listening skills.

Equipment, Materials Needed:

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

1. In the written tradition derived from Europe, the printed page is valued regardless of what one's senses may tell one.
   
   
2. In the oral tradition the internal response a person has to a story is the most important thing.
   
   
   1. It is important for one to listen carefully to a story
      
      
   2. It is also important to sit with the story for awhile to wait for a response.
      
      
   3. How do you think people learn in an oral tradition?
      
      
   4. In the oral tradition, people are not told to listen, nor is the meaning of the story explained.
      
      
   5. People are taught that they need to listen to show respect.
   
   
   1. One method of teaching this is that the storyteller stops when listeners talk.
      
      
   2. Another method is to choose a storyteller that is respected by the listeners.
   
   RS-8.1: Learning from Stories
   
   
3. Trainer points out reference sheet 8.1. Methods for assisting a person to learn from stories are the following:
   
   
   1. Teach people to listen without interrupting until the storyteller is done.
      
      
   2. Emphasize the importance of being quiet or being alone after a story and letting the meaning of the story move into the mind.
      
      
   3. Validate that each person's individual response to a story is appropriate. This means that not all people need to have the same reaction to the story. Each person may have a unique response and that is as important as any one else's response.
      
      
   4. Don't feel that you have to explain the meaning of stories. Use art as a way of having people process the story.
   
   
4. Trainer asks participants what conditions or techniques they think help people learn from stories.

1. Since stories have natural appeal, people like to listen to stories. Since listening to stories is naturally motivating, people will choose to listen to stories without being forced.
   
   
2. Through storytelling people naturally develop listening skills.
   
   
3. Listening teaches people to be reflective, or to wait before they respond.
   
   
4. If people can learn to be reflective they will develop an internal locus of control.
   
   
5. This means that a person will not automatically react to his or her environment, but will think before he or she acts.
   
   
6. An internal locus of control is a protective factor to prevention addiction.
   
   
7. Learning to listen also teaches respect.
   
   
8. Listening skills can help people become better learners.
   
   
9. Trainer asks participants why learning to listen may be important in ATOD prevention.
   
   How do you think learning to listen would help people in avoiding substance abuse?
   
   
10. Trainers can end this module by having an open ended discussion with participants on their reaction to the idea of using storytelling in prevention programs.

9. COYOTE STORIES

Purpose:

Learning Objectives:

• Understand the format of Coyote stories.
  

Equipment, Materials Needed:

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

1. The purpose of this section of the workshop is to model the use of stories in prevention programs, particularly stories that help us laugh at the mistakes we make in life. This section also models the use of art in prevention programs to help participants process their reaction to stories.
   
   
2. Coyote stories teach people to laugh at their mistakes. Coyote stories have been popularized in Roadrunner cartoons.
   
   
   1. These stories teach about the frailty of the human condition.
      
      
   2. Coyote's vanity or greed invariably gets him into trouble, but Coyote keeps coming back.
      
      
   3. By laughing at Coyote we learn humor about our own frailties. We also learn how not to be.
      
      
   4. Coyote stories teach us that it is okay to laugh at yourself, and that humans are still okay even though they make mistakes.
      
      
   5. Humor is a protective factor against alcohol and other substance addiction.
      
      
   6. Can you think of trickster stories from your culture?

1. Trainer introduces Coyote storyteller. Trainer encourages participants to draw while listening if they would like to, mentioning that that will have time after the story to draw if they feel more comfortable that way. Storyteller tells 1 to 3 stories.

1. Trainer asks participants to draw anything that comes to mind. This could be a color, a symbol, a scene from the story or anything that comes to mind as a result of listening to the story.
   
   
2. Trainer gives participants 5-10 minutes to complete drawing.
   
   
3. Trainer asks participants if anyone would like to share their drawing with the group.
   
   
4. Trainer asks participants for feedback on the idea of drawing after hearing a story.

1. Did this help you process the content of the story?
   
   
2. Would you consider using drawing after a story in a prevention program? Why or why not?

1. "The purpose of the workshop, as you recall, is two-fold. On one hand we want you to experience the effects storytelling that can have, and on the other hand we want you to have the opportunity to begin planning to include storytelling in your prevention programs."
   
   
2. In some Native American tribes, the grandparents are the storytellers. In others, the uncle is the storyteller to the children.
   
   
3. People are more apt to listen to stories if the storyteller is someone that they respect.
   
   
4. This is similar to literature on imitation or modeling, that says people will imitate others who are in a position of authority or respect or who are most like themselves.
   
   
5. Having a storyteller be a person that others respect brings in the emotional or heart-felt dimensions of stories.
   
   
6. Trainer asks participants to give examples of people they think would be good storytellers.
   
   If you were recruiting a storyteller, how could you choose one who would be respected by your participants?
   
   
7. Trainer asks participants to form groups of three and talk about the culture and the ethnicity of the participants in their prevention programs. Based on this information, participants should discuss who would be appropriate storytellers.
   
   
8. After 5 minutes, trainer asks people to share ideas. These can be jotted down on newsprint.
   
   
9. Trainer paraphrases the following comments: The philosophy of the workshop is that stories selected to be used for substance abuse prevention programs are best if they reflect participants' cultural backgrounds, and that storytellers are most effective when they tell stories from their own cultural backgrounds. This means that people may need to do some research on their own and participants' cultural backgrounds to find appropriate stories. It also means that if people are interested in using storytelling in their programs, it would be good for them to learn to tell, not read, a story from their own culture. At times it may be appropriate to learn a story from a cultural tradition other than your own. If this is done, great care and respect should be taken, so that a person does not appear to be "ripping off" the other culture. It is probably best to ask advice from someone from the other culture on how to proceed.
   
   
10. Trainer ends day asking participants to give "pluses" of the day and "wishes" for tomorrow. Day One evaluation can be handed out if appropriate and trainer can give space for announcements.

10. MEDICINE PERSON, LOCAL EXPERT STORYTELLER OR TALKING CIRCLE

Purpose:

Learning Objectives:

• Experience listening to stories in a respectful manner.

Equipment, Materials Needed:

Room Set-up:

Pre-delivery Preparation:

Trainer Resources:

Trainer Directions:

1. The purpose of this section is to model how to use elders or respected community members as storytellers who could serve as role models for participants. This section also gives participants another chance to experience listening to stories.
   
   Speaker is introduced by most appropriate person.
   
   
2. Medicine person or trainer tells story.
   
   
3. Trainer who introduced the medicine person can open the session up for questions, if appropriate. This is a good time to have an open-ended discussion, encouraging participants to bring up issues and thoughts that they have not had a chance to do before.
   
   Discussion (15 minutes)
   
   
4. Trainer can ask participants to tell their personal experiences with storytelling.
   
   
   • How has storytelling affected your life?
     
     
   • Do you think storytelling could help substance abuse prevention?
     
     
   • Does this session give you any more ideas about who you might recruit as a storyteller or how you might use storytelling in your program?
     
     
   • Do you think it would be important to recruit storytellers from the same ethnicity as the participants? Why or why not?
   
   
5. After 60 minutes, trainer can give people permission to leave and then invite people to stay if they would like to continue the discussion in a more informal way. If trainers need to debrief, they may need to excuse themselves.