Wildlife and Well being - a PhD proposal
Background
Children’s mental health has hit the headlines several times this year ( e.g. BBC, huffington post, Guardian). There is increasing concern about childhood and teenage wellbeing and this is not just from the popular media (House of commons 2017, Morrison Gutman 2012, NHS, CAMH).
At the same time the interaction between people and the environment has been highlighted in popular media, with the concepts of “shinrinyoku - forest bathing,” (Wikipedia, Telegraph, facebook) Scandanavian ideas (Finnish forests, Nordic wellbeing) and even invites to visit the zoo (Ueno) all with the aim of helping wellbeing. Research backs this up with the link between exposure to natural environments being well documented (Barton 2016, Benwell RSPB review, Moss 2012). Bragg (2015) in a literature review exploring links between biodiversity and wellbeing. concluded that “Overall there is a large body of evidence from published peer-reviewed and grey literature to suggest that contact with a wide range of natural environments can provide multiple benefits for health and wellbeing” (p5).
In education, this link has been an important part of the development of forest schools, and research has looked at the role of Forest Schools and wellbeing. Murray (2004), among others (Obrien 2006, Knight 2009, Obrien 2009, Glastonbury Trust 2008, Maynard 2003, Davis 2005, Howes 2006, Swarbrick 2004) emphasised personal, social and emotional development. Roe (2009) and Lovall (2009) found forest schools have a positive impact on children's mental well-being, and wider well-being.
Further outdoor experiential therapies such as adventure therapy, and wilderness therapy are growing areas of educational intervention (IOL, MBA). These terms are interchanged, although Ewert (2001) have tried to define them, however the very confusion that arises points to a wide range of approaches.
Other approaches are also gaining interest; Notably mindfulness in forest settings has been shown to be effective with adults (Ambrose Oji 2013, Howell 2011), however much less has been done to explore this relationship in children, despite the increase in mindfulness for schools and young people (MISP, stressedteens, youth mindfulness) and animal aided intervention, although it may not be so closely allied with other outdoor therapies, given that it may include interactions with nature (Dartmoor, Haubenhofer 2010).
Aims of research
This research sets out to explore the link between children and young people’s wellbeing and exposure to the natural environment. In particular
Methods of research
The approach to this study would initially be ethnographic, to examine children's wellbeing in detail gain an understanding of their experience (Hammersley 2006).
A range of methods would be used. This will include:
These observations as well as being research in their own right will inform the creation of questionnaires that can be administered by myself and other at similar settings.
Children will be asked to assist the research. Ruddock (2001) said “from an early age young people are capable of insightful and constructive analysis of their experiences of learning in school.” To aid this recording can be through the use of cameras or recording equipment to give a child's view, rather than the researchers view (ideas adapted from Waite 2009).
In addition, the observations can be used to create a format for interval sampling to give quantitative data. This will produce qualitative and quantitative data.
Ethics and practicalities
It will be essential to work closely with several schools and associated organisations. These may include The Wildlife Trusts, the RSPB, the Field Studies Council and independent providers of both environmental education and outdoor experiential therapy.
Permission will be sort from the school, the teachers and staff in question, the children and their parents. Data will adhere to a confidentiality policy and data protection policy, including the gathering a use of video and recording equipment.
Communication on the aims and findings of the project could be by newsletter, meetings and research summaries at points in the project and a final event to summarise the outcomes.
Bibliography and References
Children’s mental health has hit the headlines several times this year ( e.g. BBC, huffington post, Guardian). There is increasing concern about childhood and teenage wellbeing and this is not just from the popular media (House of commons 2017, Morrison Gutman 2012, NHS, CAMH).
At the same time the interaction between people and the environment has been highlighted in popular media, with the concepts of “shinrinyoku - forest bathing,” (Wikipedia, Telegraph, facebook) Scandanavian ideas (Finnish forests, Nordic wellbeing) and even invites to visit the zoo (Ueno) all with the aim of helping wellbeing. Research backs this up with the link between exposure to natural environments being well documented (Barton 2016, Benwell RSPB review, Moss 2012). Bragg (2015) in a literature review exploring links between biodiversity and wellbeing. concluded that “Overall there is a large body of evidence from published peer-reviewed and grey literature to suggest that contact with a wide range of natural environments can provide multiple benefits for health and wellbeing” (p5).
In education, this link has been an important part of the development of forest schools, and research has looked at the role of Forest Schools and wellbeing. Murray (2004), among others (Obrien 2006, Knight 2009, Obrien 2009, Glastonbury Trust 2008, Maynard 2003, Davis 2005, Howes 2006, Swarbrick 2004) emphasised personal, social and emotional development. Roe (2009) and Lovall (2009) found forest schools have a positive impact on children's mental well-being, and wider well-being.
Further outdoor experiential therapies such as adventure therapy, and wilderness therapy are growing areas of educational intervention (IOL, MBA). These terms are interchanged, although Ewert (2001) have tried to define them, however the very confusion that arises points to a wide range of approaches.
Other approaches are also gaining interest; Notably mindfulness in forest settings has been shown to be effective with adults (Ambrose Oji 2013, Howell 2011), however much less has been done to explore this relationship in children, despite the increase in mindfulness for schools and young people (MISP, stressedteens, youth mindfulness) and animal aided intervention, although it may not be so closely allied with other outdoor therapies, given that it may include interactions with nature (Dartmoor, Haubenhofer 2010).
Aims of research
This research sets out to explore the link between children and young people’s wellbeing and exposure to the natural environment. In particular
- Do “flagship” species, places and events have a specific impact? Does a “nature rich” environment that is more remote have an advantage over a local environment? Does a forest out do an ocean? Does exposure time have greater impact than biodiversity? What implications are there to habitat management?
- How does knowledge, understanding and a mindful appreciation of the natural world around children impact their wellbeing?
- Can a one off high quality interaction with nature have a lasting impact, or can an ongoing lower quality interaction be more efficacious?
- How do the interventions mentioned above interact and are there preferences in approaches to different populations?
- Should wildlife and nature wellbeing sessions be aimed at children/teenagers struggling with mental health (interventions) or at the general population (interactions) and what is the impact of these overall?
- How are the deliverers supported and how is professionalism maintained in a setting (see also Natynczuk 2017) that is different from general therapeutic areas?
Methods of research
The approach to this study would initially be ethnographic, to examine children's wellbeing in detail gain an understanding of their experience (Hammersley 2006).
A range of methods would be used. This will include:
- A series of observations over the course of identified sessions (including pre sessions observations) in each situation.
- Semi-structured interviews with parents and teachers.
- Measurements of wellbeing in teenagers is often taken using standardised questionnaires (Bradley 1994, Goodman 2000) and as such these procedures can be utilised.
These observations as well as being research in their own right will inform the creation of questionnaires that can be administered by myself and other at similar settings.
Children will be asked to assist the research. Ruddock (2001) said “from an early age young people are capable of insightful and constructive analysis of their experiences of learning in school.” To aid this recording can be through the use of cameras or recording equipment to give a child's view, rather than the researchers view (ideas adapted from Waite 2009).
In addition, the observations can be used to create a format for interval sampling to give quantitative data. This will produce qualitative and quantitative data.
Ethics and practicalities
It will be essential to work closely with several schools and associated organisations. These may include The Wildlife Trusts, the RSPB, the Field Studies Council and independent providers of both environmental education and outdoor experiential therapy.
Permission will be sort from the school, the teachers and staff in question, the children and their parents. Data will adhere to a confidentiality policy and data protection policy, including the gathering a use of video and recording equipment.
Communication on the aims and findings of the project could be by newsletter, meetings and research summaries at points in the project and a final event to summarise the outcomes.
Bibliography and References
