Using Storytelling to Build Resilience Among Learners in the Post-Covid-19 Pandemic Era
Vusiwana Constance Babane 
Issue: Vol.4 No.12 Special Issue Article 5 pp.55-63
DOI: https://doi.org/10.38159/ehass.20234126 | Published online 30th November, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The COVID-19 pandemic has created anxiety, depression and loss of existential meaning in local and global communities. It left behind children who bear the pain of losing their parents, siblings, relatives and friends while dealing with their sicknesses, including those that result from psychosocial stress, and/or contending with poverty. The problem is that children did not receive adequate psychosocial interventions that could contain their negative emotional experiences, help them to heal and build resilience that could enable them to deal with future adversities. Post-Traumatic Stress Disorder (PTSD) may manifest later in their lives. This paper investigated the use of storytelling to build learners’ resilience and restore their existential meaning Post-COVID-19 pandemic. This conceptual article has been designed within qualitative research and follows an interpretivist paradigm. Document analysis was employed to collect data. Documents reviewed indicated that there is limited research done on the effects of integrating bibliotherapy in learning processes. The article contends that classroom pedagogies should integrate storytelling to help children build resilience. This paper recommends storytelling as an innovative teaching strategy that could help young children build resilience. Therefore, the relationship between bibliotherapy and resilience has been discussed. The recommended strategy is premised on the understanding that when children are involved in storytelling that aligns with their cultures and experiences, it can foster change in cognitions and mobilise intrinsic and extrinsic assets that enable them to cope with adversities.
Keywords: Resilience, Storytelling, Psychosocial, Post-Traumatic Stress Disorder, Bibliotherapy
Álvarez-Iglesias, Alejandra, Emily Garman, and Crick Lund. “Effects of COVID-19 on the Economy and Mental Health of Young People in South Africa: Opportunities for Strengthening Social Protection Programmes by Integrating Mental Health.” South African Journal of Psychology 51, no. 2 (2021): 199–204.
Babane, V.C. Friends of Shangala. Lungu, C., Illus.: Self-published, 2022.
Boss, Pauline, Chalandra M Bryant, and Jay A Mancini. Family Stress Management: A Contextual Approach. 3rd Edition. Sage Publications, 2016.
Brooks, Samantha K, Rebecca K Webster, Louise E Smith, Lisa Woodland, Simon Wessely, Neil Greenberg, and Gideon James Rubin. “The Psychological Impact of Quarantine and How to Reduce It: Rapid Review of the Evidence.” The Lancet 395, no. 10227 (March 2020): 912–20. https://doi.org/10.1016/S0140-6736(20)30460-8.
Carney, Karen L. “Barklay and Eve: The Role of Activity Books for Bereaved Children.” OMEGA – Journal of Death and Dying 48, no. 4 (June 3, 2004): 307–19. https://doi.org/10.2190/5D4K-LWHX-3H17-7TDB.
Casapulla, Sharon. “Asset-Based and Narrative-Oriented Medical Education for Rural and Urban Underserved Practice.” Health Communication 36, no. 6 (2021): 789–94.
Charon, Rita. “At the Membranes of Care: Stories in Narrative Medicine.” Academic Medicine 87, no. 3 (2012): 342.
Connelly, L.M. “Understanding Research: Medical-Surgical Nursing.” Cross-sectional Survey Research. Accessed November 13, 2023. https://go.gale.com/ps/i.do?id=GALE%7CA470159876&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=10920811&p=AONE&sw=w.
Coward, H.G. Journey Through the Brain: A Colouring Book. New York: SUNY Press, 1985.
Deolmi, M, and F. Pisani. “Psychological and Psychiatric Impact of COVID-19 Pandemic among Children and Adolescents.” Acta Bio Medica 91, no. 4 (November 10, 2020): 1–5. https://doi.org/https://doi.org/10.23750%2Fabm.v91i4.10870.
Dweck, C. S., C. Y. Chiu, and Y. Y. Hong. “Implicit Theories and Their Role in Judgments and Reactions: A Word from Two Perspectives.” Psychological Inquiry 6, no. 4 (1995): 267–85. https://doi.org/http://dx.doi.org/10.1207/s15327965pli0604_1.
Giannopoulou, Ioanna, Sofia Galinaki, Evangelia Kollintza, Maria Adamaki, Stylianos Kympouropoulos, Evangelos Alevyzakis, Konstantinos Tsamakis, Iraklis Tsangaris, Demetrios A Spandidos, and Nikolaos Siafakas. “COVID‑19 and Post‑traumatic Stress Disorder: The Perfect ‘Storm’for Mental Health.” Experimental and Therapeutic Medicine 22, no. 4 (2021): 1–7. https://doi.org/https://doi.org/10.3892/etm.2021.10596.
Gkatsa, T. “Re-Entry to School, During the Pandemic Covid-19 and Psychosocial Interventions.” International Journal Of Scientific Advances SP, no. 2 (2021). https://doi.org/10.51542/ijscia.spi2.05.
Gkatsa, Tatiani. “A Systematic Review of Psychosocial Resilience Interventions for Children and Adolescents in the COVID-19 Pandemic Period.” Journal of School and Educational Psychology 3,no.1(2023): 34-48.
Goleman, Daniel. The Brain and Emotional Intelligence: New Insights. Vol. 94. More than sound Northampton, MA, 2011.
Haggerty, R. J., L. R. Sherrod, N. Garmezy, and M. Rutter. Stress, Risk, and Resilience in Children and Adolescents: Processes, Mechanisms, and Interventions. Cambridge University Press, 1996.
Hooks, B. Teaching Community: A Pedagogy of Hope. New York: Routledge, 2003.
Kola, Lola, Brandon A Kohrt, Charlotte Hanlon, John A Naslund, Siham Sikander, Madhumitha Balaji, Corina Benjet, et al. “COVID-19 Mental Health Impact and Responses in Low-Income and Middle-Income Countries: Reimagining Global Mental Health.” The Lancet Psychiatry 8, no. 6 (June 2021): 535–50. https://doi.org/10.1016/S2215-0366(21)00025-0.
Lakner, C., N. Yonzan, D. G. Nahler, R.A.C Aguilar, and H. Wu. “Updated Estimates of the Impact of COVID-19 on Global Poverty: Looking Back at 2020 and the Outlook for 2021.” World Bank Blogs, 2021. http://www.worldbank.org/.
Lee, Joey A, Erin Heberlein, Emily Pyle, Thomas Caughlan, Darvi Rahaman, Margaret Sabin, and Jill L Kaar. “Evaluation of a Resiliency Focused Health Coaching Intervention for Middle School Students: Building Resilience for Healthy Kids Program.” American Journal of Health Promotion 35, no. 3 (2021): 344–51.
Lester, C. “Colouring Grief: Translating the Feelings and Experiences of Parentally Bereaved Children into a Therapeutic Colouring Book.” Concordia University, 2010.
Masten, Ann S. “Resilience Theory and Research on Children and Families: Past, Present, and Promise.” Journal of Family Theory & Review 10, no. 1 (March 26, 2018): 12–31. https://doi.org/10.1111/jftr.12255.
Masten, Ann S., Karin M. Best, and Norman Garmezy. “Resilience and Development: Contributions from the Study of Children Who Overcome Adversity.” Development and Psychopathology 2, no. 4 (October 31, 1990): 425–44. https://doi.org/10.1017/S0954579400005812.
Monroy-Fraustro, Daniela, Isaac Maldonado-Castellanos, Mónica Aboites-Molina, Susana Rodríguez, Perla Sueiras, Nelly F. Altamirano-Bustamante, Adalberto de Hoyos-Bermea, and Myriam M. Altamirano-Bustamante. “Bibliotherapy as a Non-Pharmaceutical Intervention to Enhance Mental Health in Response to the COVID-19 Pandemic: A Mixed-Methods Systematic Review and Bioethical Meta-Analysis.” Frontiers in Public Health 9 (March 15, 2021). https://doi.org/10.3389/fpubh.2021.629872.
Rajkumar, Ravi P. “Bipolar Disorder, COVID‐19, and the Risk of Relapse.” Bipolar Disorders 22, no. 6 (September 18, 2020): 640–640. https://doi.org/10.1111/bdi.12947.
Seccombe, Karen. “‘Beating the Odds’ versus ‘Changing the Odds’: Poverty, Resilience, and Family Policy.” Journal of Marriage and Family 64, no. 2 (2002): 384–94.
Seidenfeld, Adina M., Stacy R. Johnson, Elizabeth Woodburn Cavadel, and Carroll E. Izard. “Theory of Mind Predicts Emotion Knowledge Development in Head Start Children.” Early Education and Development 25, no. 7 (October 10, 2014): 933–48. https://doi.org/10.1080/10409289.2014.883587.
Setia, ManinderSingh. “Methodology Series Module 3: Cross-Sectional Studies.” Indian Journal of Dermatology 61, no. 3 (2016): 261. https://doi.org/10.4103/0019-5154.182410.
Shean, Mandie. “Current Theories Relating to Resilience and Young People.” Victorian Health Promotion Foundation: Melbourne, Australia 2 (2015).
Skinner, Ellen A., and Melanie J. Zimmer-Gembeck. “Ways and Families of Coping as Adaptive Processes.” In The Development of Coping, 27–49. Cham: Springer International Publishing, 2016. https://doi.org/10.1007/978-3-319-41740-0_2.
Taylor, Steven. “The Psychology of Pandemics: Lessons Learned for the Future.” Canadian Psychology / Psychologie Canadienne 63, no. 2 (May 2022): 233–46. https://doi.org/10.1037/cap0000303.
Tovey, Shannon. “Building Resilience Skills Using Children’s Literature.” The Reading Professor 44, no. 1 (2021): 7.
Ungar, Michael. “Putting Resilience Theory into Action: Five Principles for Intervention.” Resilience in Action 17 (2008): 38.
Unicef. “Learners in South Africa up to One School Year behind Where They Should Be.” UNICEF Report, Pretoria, 2021.
Vlachos, Jonas, Edvin Hertegård, and Helena B. Svaleryd. “The Effects of School Closures on SARS-CoV-2 among Parents and Teachers.” Proceedings of the National Academy of Sciences 118, no. 9 (March 2, 2021). https://doi.org/10.1073/pnas.2020834118.
Wolkow, Katherine E, and H Bruce Ferguson. “Community Factors in the Development of Resiliency: Considerations and Future Directions.” Community Mental Health Journal 37 (2001): 489–98.
Yates, Tuppett M, Fanita A Tyrell, and Ann S Masten. “Resilience Theory and the Practice of Positive Psychology from Individuals to Societies.” Positive Psychology in Practice: Promoting Human Flourishing in Work, Health, Education, and Everyday Life, 2015, 773–88.
Zac, P. “How Stories Change the Brain. Greater Good Magazine – Science-Based Insights for a Meaningful Life (Pp1 – 9).” Claremont Graduate University, 2021. https://greatergood.berkeley.edu/article/item/how_stories_change_brain.
Dr. Vusiwana Constance Babane is a lecturer in the Education Foundations Department, Faculty of Education, University of Free State. She has been trained as an Educational Psychologist and was registered as well as practiced as a psychologist from 2003 to 2014. She worked at various educational institutions in South Africa as a teacher, student development and counselling practitioner, lecturer and researcher. She has been researching children with barriers to learning, especially children from disadvantaged families and communities. Her interest is in integrating therapeutic intervention strategies in learning processes to help children and adolescents heal from trauma, build resilience, and develop pro-social skills. She has a passion for helping children from disadvantaged families and communities such as immigrants, farms and rural settings. She has recently adopted a farm school on the outskirts of Bloemfontein as a community engagement project and would like to expand the project to other farm schools. Dr Babane is also a creative writer who writes poetry and story books.
Babane, Vusiwana Constance. “Using Storytelling to Build Resilience Among Learners in the Post-Covid-19 Pandemic Era.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 55-63. https://doi.org/10.38159/ehass.20234126
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Featured
Others
