Immersive activity in nature and effects on well being

Jane Acton Bsc MA

Introduction

How we operate and why?

What we have done and what are the impacts?

Thoughts on mainstreaming outdoor interventions to improve well being?

The Model

ResearchHow do we know what's working without robust evidence?

TrainingSkills to feel safe and confident for practitioners and clients

Delivery Client focussed iterative and reflective

Delivery Model

Early Intervention and PreventionThroughout the selection and delivery process saving lives and money Not for profit

Quality

Consistent

Reliable

Delivery Model: what do we do?

Meeting and risk assessing with the referrer and the participant before the sessions start Using spaces as near to the participants as possible, and facilitating access issuesEnsuring each session is iterative for the practitioner and the participants with regular reflection timeMinimum 24 hours total maximum 12 participants Ensuring sessions are varied to meet all participants needs, adding challenges and completed activitiesSensory, educational, physical and social activities focussing on individual needs and learning stylesIncluded games, tool use, bushcraft, arts, cooking, talking, thinking, silence.

Delivery Model

Participants are referred CPNs, health workers, schools, play workersParticipants choose to comeYoung people with ADHD, behavioural issues, grieving, at risk or already excluded from schoolAdults with severe or enduring mental health problems (psychosis, depression, schizophrenia, bi polar)

Methods- measuring the impact

Quantitative

Measure

Emotional Literacy Checklists (ELC)Measures resilienceGenerally aimed at children and young people aged 7-18

Informant

Parents, teachers and children

Description

Quantitative: 25 (child and parent) or 20 (teacher) item categorized into 5 subscales: empathy, motivation, self-awareness, self-regulation and social skills. Informants are asked to indicate how much they agree with a statement. Overall emotional literacy and sub scales are calculated.

Methods

Quantitative

Measure

Warwick and Edinburgh Mental Well Being Scale (WEMWBS) advised by EU Centre for Environment and Human Health.

Informant

Adult Participant

Description

Quantitative: 14 positive statements used for groups pre and post intervention

Measure

Reflective review at the beginning and end of each session

Informant

Participants

Description

Qualitative often linked to learning styles eg drama, music, poetry, 2D or 3D images

Methods Qualitative

Measure

Satisfaction ratingSuitable for all ages

Informant

Participants

Description

Qualitative largely anonymous: For example the participant is offered a scale from to on which to indicate their satisfaction with 4 parameters.

Measure

Poems

Training

Informant

Child and Adult Participant

Child and Adult participants

Description

Using a template

Using the Apt Award Level 1 Training or Royal Life Saving Society Water Awareness Training

Measure

Recorded interviews using pre set well being indicators

Informant

Participants and stakeholders

Description

Question sets were used to aid discussions and explore relevant issues with the participants, referrers and staff before, during and after the activities took place. This allowed us to revisit baselines, hopes and expectations in relation to the participants. Transcripts of all this material were then coded using pre set well being indicators. Each member of staff had a note book which was used during the sessions and immediately after each session.

Measure

Review at end of each session

Informant

Session leaders and staff

Description

Qualitative:Paper based and collaborative (Name of participant DateWhat worked well for this individual?What didnt work well?What were their strengths?What were their difficulties?What might I need to check up on/do more of in the next session?Other issues?)

Results Quantitative:
Emotional Literacy Checklist Scores Total 29 young people

Results: Quantitative
WEMWBS

Results-qualitative

Headline results, unexpected:1 woman with GPs approval was able to come off one anti psychotic drugs2 brothers became ardent recyclers at home despite the issue not being referenced in the content of our sessionsEveryone passed Level 1 Forest School training

Top 3 most referenced well being indicators for young carers were 'safe and supported within and through social relationships', 'developing oneself', 'connecting with others through shared beliefs and outlook'

Top 3 most referenced well being indicators for adults with mental health problems were 'developing oneself', 'feelings of closeness to the natural world', 'optimistic about the future'.

Results: qualitative

Results: Qualitative

Quotes from transcripts with young people:'I wish I could come every day''This is the best meal ever because everyone has helped to make it and everyone is eating it' 'Can we have this meal every day?''The main thing about all of this is the teamwork'

Teacher feedback:He seems calmer, not so aggressive, he doesn't seem as moody or grumpy and , yeh a calmer person and he's only had one or 2 management tickets this term both for not doing homework. Whereas last year there was a lot more name calling, naughtiness and lots more tickets'

Parent of a young carer:There are a couple of kids his age a few doors down who he's never ever spoken to and he's actually gone out there and introduced himself to them. So he's got a lot more confident. He seems to be at a stage where he's not so paranoid about leaving me. I don't whether he's grown a bit more understanding, not quite sure why that is yet but he's giving me a lot more space where he wouldn't usually leave me. He would flap around me which would stress me out so his confidence has grown in as lot of ways.

Child's satisfaction with the sessions

C1

C2

C3

C4

C5

C6

Were you listened to?

10

10

10

9

10

10

How important to you was what we did in this session?

10

9

10

10

10

10

How much did you like the session?

10

10

10

10

10

10

Overall how much would like to do more of the same?

9

9

10

10

10

10

Results - qualitative

Poem example, 9 year old boy:

To the west I see a river and the fieldsTo the north my brother and friend in another riverAbove I see tall treesBelow I see my little nestInside I feel happy that I cameI give thanks for all there is

Results - Qualitative

'The space was lovely, it was nice, you just didnt feel penned in and if you really wanted to go off on your own you could do it ... and that how different it is and how your mind can work totally different to being in like a room kind of thing - especially when you have got a really racing mind, it is amazing how that racing kind of stops'

'I really couldnt wait, saw my CPN yesterday and I was like I cant wait, Im going tomorrow.'

'I kind of energise the week before last when I came, I went back and I said to my partner, the difference between like, cos I have isolated myself so much in the few years,Ive realised that when you go out and do stuff and be with other people there is a risk things might go wrong youre also opening yourself up to really positive experiences as well.'

Thoughts on mainstreaming outdoor EIP

Agree some cross sector standards eg LoTCUsing the same measuring tools -quantitative and qualitative Catalogue findings collectively-which journals?Make our interventions as accessible as possibleMake training as accessible as possibleFind more partners across conservation and economic spectra for delivery and advocatesWork with participants to advocate

we do not inherit the earth from our ancestors, we borrow it from our children Native American proverb

www.natureworkshops.co.uk

Thank you

Any questions?

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Emotional Literacy ResultsOverall ScoresBEFOREAFTER

STUDENT58.206818181818259.8066666666667

PARENT53.672727272727356.3

TEACHER41.310606060606143.5520833333333

Nature Workshops Good from Wood Project Well Being in Nature - Warwick and Edinburgh Well Being ScaleParticipantWellbeing scoreScore Before Score After

15456

25144

35565

44551

53658

62647