Nature Workshops Well Being and Vulnerable people
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Transcript of Nature Workshops Well Being and Vulnerable people
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