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Transmedia Storytelling for Mental Health Discrimination Reduction and Social Inclusion

Presentation at YTH Live Conference
April 7, 2014, San Francisco, CA

Nedra Kline Weinreich
President, Weinreich Communications

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Transmedia Storytelling for Mental Health Discrimination Reduction and Social Inclusion

  1. 1. Transmedia Storytelling for Mental Health Discrimination Reduction and Social Inclusion Nedra Kline Weinreich April 6-8, 2014 San Francisco, CA Annual Conference on Youth + Tech + Health @Nedra
  2. 2. Stories are powerful.
  3. 3. How do stories create change?
  4. 4. Stories grab people’s attention.
  5. 5. Stories make abstract concepts concrete and relevant.
  6. 6. Stories shape our understanding & interpretation of issues/events. AdrianKinloch
  7. 7. Stories provide vicarious experiences. Photo: Bryan Rosengrant
  8. 8. Stories create empathy for others.
  9. 9. Stories create or reinforce social norms. Photo:Sistak
  10. 10. Photo:Sistak Transmedia Storytelling
  11. 11. Photo:Sistak Immersive Engagement for Change = Behavior Change Model + Good Storytelling + Ubiquitous Media + Participatory Experience + Real World
  12. 12. 1 in 4 will have a mental health issue CCPhoto:JesseVaughan
  13. 13. Combating Misperceptions and Discrimination Social Contact Works!
  14. 14. • Funded by US Substance Abuse and Mental Health Services Administration (SAMHSA) Social Inclusion Grant • Collaboration of Project Return Peer Support Network, the Painted Brain and Weinreich Communications • Population: Students at California Conservation Corps High School in South Los Angeles • Primarily low income, underserved, 18-24 years old Living Our Stories – Transmedia Storytelling Project
  15. 15. • Students would receive training in media skills • Students would collaborate to create a cohesive transmedia story related to mental health for their peers • Students would incorporate their own stories with similar themes to the story • Trained peers/group facilitators with lived experience of mental health challenges would work with the students to help them understand the issue Program as Conceived
  16. 16. • Students at CCC high school are older and often have work/family obligations • Two non-overlapping class cohort schedules • Students not willing/interested in working on project outside of weekly meeting • Major incentives required for participation • Low participation rate – 3-10 students/session, not always same week to week Project Challenges
  17. 17. • Modular weekly activities – continuity not essential • Improv, hip hop, art, haiku stencils • Thematic focus on students’ lives, related to mental health issues, profiling, social inclusion • Incentivized story element production • Compilation of students’ own stories into an overall transmedia experience Current Program
  18. 18. http://LivingOurStories.tumblr.com
  19. 19. • People telling their own real stories are powerful • Participants make connections that you might not have considered • Be flexible in adapting the original plan to what works • Follow the participants’ preferences in terms of which media to use • Incentives work! Lessons Learned
  20. 20. Nedra Kline Weinreich www.Social-Marketing.com weinreich@social-marketing.com Twitter @Nedra