Why?
Why storytelling?
Based on our research, we have found that stories will absolutely have a place in detention centers. Stories are known to be engaging, entertaining, and to teach lessons. They also appear to be pre-programmed into humans, and to predate language (Haven, 7). In that way, stories are an almost innate ability in everyone. In addition, given that many incarcerated individuals have difficulty in school and often have troubles with literacy, stories can bridge the gap between illiteracy and literacy for many. Also, very little is needed to tell a story; no special equipment is necessary, which makes storytelling a perfect option for a location that does not have access to very much funding, space, or equipment (such as a juvenile detention center).
There is something powerful about the stories that incarcerated youth have to tell. Stories of their lives before they were incarcerated, or what they hope to do after they are released, may provide them with hope that can help sustain them during their incarceration. These stories give them something to hold on to, and something to look forward to.
Group therapy storytelling sessions can provide a means of support and camaraderie among the youth. The youth involved in the program will be able to see that they are not alone- that there are others who have come from similar backgrounds, or who were incarcerated for similar reasons, with whom they can relate and form bonds. These sessions will also provide an opportunity for youth from different situations to learn to relate better with one another, which will help them relate better to members of the community-at-large after their release.
Another benefit of using stories in group therapy is the possibility of youth sharing stories on their feelings about their actual incarceration. Sharing these feelings can relieve feelings of isolation and may provide counselors with valuable insight into their emotional and mental health. Some youth may also choose to share fictional stories that serve as an outlet for repressed creative expression.
The stories of how they became incarcerated may help other youth to avoid following similar paths. In recording these stories, we hope to create a valuable community resource that could be used in classrooms for many different ages. For those students closest in age to the incarcerated youth, it will hopefully provide a lesson about the dangers of illegal activities. For older students, these stories could be used in sociology and psychology classrooms as tools for studying different behaviors. In all cases, the identities of the storytellers would remain confidential.