Nature connection through film

These notes accompany two films that I have made. They are an attempt to punctuate why my connection to nature is so important to me and try to find a way to share this. I write attempt because I believe that we as human beings are ever-evolving, ever-revealing and ever-growing, and so is our relationship and connection to nature. It’s not a circular movement, but more like a spiraling one which adds one more dimension. We come back to places that are familiar but slightly different. What can we co-learn from lighting a campfire? https://youtu.be/NyBPVkhQjOY Following a stream towards the sea https://youtu.be/r7W7vF2dqzI

Trail Use, Motivations, and Environmental Attitudes of 3780 European Mountain Bikers: What Is Sustainable?

Background: The extent to which mountain biking impacts upon the environment is largely determined by rider behaviours. The purpose of this study was to gain a better understanding of how mountain bikers interact with the natural environment and explore their attitudes towards sustainability. Methods: 3780 European mountain bikers completed an online cross-sectional survey. Results: Connection to nature was an important source of motivation and the use of mountain bike trails has increased rider’s appreciation of and willingness to protect nature, with a large majority having taken direct action to do so. Mountain bikers are prepared to contribute towards trail maintenance through the provision of labour or financially. Although most mountain bikers make use of wet trails and illegal trails, incidence of conflict is relatively low. A range of characteristics were identified as being fundamental elements of sustainable trails, both in relation to the sustainability of the trail itself and in terms of wider environmental sustainability. Conclusions: European mountain bikers care about the sustainability of the natural environment. Self-reported attitudes and behaviours suggest a willingness to reduce environmental impact and actively protect nature.

Children’s environmental psychology, behaviour and education and wellbeing: The role of connection to nature

<p>A personal relationship with nature, which develops in childhood, is associated with wellbeing benefits and greater engagement in pro-environmental behaviour (PEB) in adulthood. This thesis investigates the relationships between children’s connection to nature and their psychological wellbeing and engagement in PEB. It also tests whether nature-based environmental education can promote children’s connection to nature and engagement in PEB. The first study is a meta-analysis of the relationship between connection to nature and PEB. This meta-analysis demonstrated a significant positive, moderately-sized association between connection to nature and PEB. Standard tests indicated little effect of publication bias. Univariate categorical analyses showed that the scales used to measure connection to nature and PEB were significant moderators of the relationship and explained the majority of the between-study variance. The geographic location of a study, age of participants and the percentage of females in a study were not moderators. I then conducted a longitudinal quasi-experiment (with control groups) with children aged 7-13 years from schools who attended environmental education programmes in Wellington City, New Zealand (N = 324). Data was collected via a self-administered questionnaire and a gifting experiment immediately before and four weeks after environmental education interventions. Structural equation modelling, followed by Information Theoretic model selection and inference was used to test theoretical models that explained how children’s connection to nature, and other variables of interest, were associated with their wellbeing (vitality and life satisfaction) or their engagement in PEB. Mixed-design ANOVAs tested whether environmental education influenced children’s connection to nature, PEB and wellbeing. Structural equation models revealed that children’s connection to nature had a direct, positive association with their vitality, but not their life satisfaction. The children’s use of nature for psychological restoration had a direct, positive association with their vitality and their life satisfaction. The model explained 28% of the variance in vitality and 5% of the variance in life satisfaction. Models that contained socio-demographic variables were not well supported. Connection to nature had a direct, positive relationship with PEB. Connection to nature mediated the relationship of environmental attitude and the use of nature for psychological restoration with engagement in PEB. Knowledge was not significantly related to PEB. This model explained 71% of the variance of children’s PEB. Models that contained socio-demographic variables were not well supported. Connection to nature had the strongest association with PEB of the variables tested. Environmental education had no overall significant effect on children’s connection to nature, environmental attitudes, use of nature for psychological restoration, vitality or life satisfaction. However, the effect of environmental education on children’s connection to nature depended on their baseline level of connection to nature. Connection to nature increased after environmental education field-trips only in children with a relatively high baseline connection to nature. There was an increase in children’s PEB, species’ knowledge and financial support for conservation compared with children in the control group. There are some limitations in this research. While the structural equation models imply directionality, they demonstrate correlational relationships between the variables. In addition, the survey data is collected by self-reports which can over-estimate associations between variables. A social desirability response bias, may also limit this research. This research demonstrates the central importance of connection to nature for children’s psychological wellbeing and PEB. This thesis advances previous work by (i) providing a quantitative summary of the existing research to show there is a moderately-sized, positive association between individuals’ connection to nature and their engagement in PEB, (ii) advancing theory by demonstrating that children’s affective connection to nature is positively associated with greater psychological wellbeing and greater engagement in PEB and (iii) demonstrating empirically that while environmental education did not promote affective connection to nature in most children, it did increase their support for conservation and engagement in daily PEBs and their species’ knowledge. Promoting connection to nature has implications for motivating PEB and increasing wellbeing. Environmental education can influence knowledge and beliefs, but may not consistently promote affective connection to nature. Environmental education could incorporate experiences that stimulate children’s affective faculties to promote connection to nature.</p>

Children’s environmental psychology, behaviour and education and wellbeing: The role of connection to nature

<p>A personal relationship with nature, which develops in childhood, is associated with wellbeing benefits and greater engagement in pro-environmental behaviour (PEB) in adulthood. This thesis investigates the relationships between children’s connection to nature and their psychological wellbeing and engagement in PEB. It also tests whether nature-based environmental education can promote children’s connection to nature and engagement in PEB. The first study is a meta-analysis of the relationship between connection to nature and PEB. This meta-analysis demonstrated a significant positive, moderately-sized association between connection to nature and PEB. Standard tests indicated little effect of publication bias. Univariate categorical analyses showed that the scales used to measure connection to nature and PEB were significant moderators of the relationship and explained the majority of the between-study variance. The geographic location of a study, age of participants and the percentage of females in a study were not moderators. I then conducted a longitudinal quasi-experiment (with control groups) with children aged 7-13 years from schools who attended environmental education programmes in Wellington City, New Zealand (N = 324). Data was collected via a self-administered questionnaire and a gifting experiment immediately before and four weeks after environmental education interventions. Structural equation modelling, followed by Information Theoretic model selection and inference was used to test theoretical models that explained how children’s connection to nature, and other variables of interest, were associated with their wellbeing (vitality and life satisfaction) or their engagement in PEB. Mixed-design ANOVAs tested whether environmental education influenced children’s connection to nature, PEB and wellbeing. Structural equation models revealed that children’s connection to nature had a direct, positive association with their vitality, but not their life satisfaction. The children’s use of nature for psychological restoration had a direct, positive association with their vitality and their life satisfaction. The model explained 28% of the variance in vitality and 5% of the variance in life satisfaction. Models that contained socio-demographic variables were not well supported. Connection to nature had a direct, positive relationship with PEB. Connection to nature mediated the relationship of environmental attitude and the use of nature for psychological restoration with engagement in PEB. Knowledge was not significantly related to PEB. This model explained 71% of the variance of children’s PEB. Models that contained socio-demographic variables were not well supported. Connection to nature had the strongest association with PEB of the variables tested. Environmental education had no overall significant effect on children’s connection to nature, environmental attitudes, use of nature for psychological restoration, vitality or life satisfaction. However, the effect of environmental education on children’s connection to nature depended on their baseline level of connection to nature. Connection to nature increased after environmental education field-trips only in children with a relatively high baseline connection to nature. There was an increase in children’s PEB, species’ knowledge and financial support for conservation compared with children in the control group. There are some limitations in this research. While the structural equation models imply directionality, they demonstrate correlational relationships between the variables. In addition, the survey data is collected by self-reports which can over-estimate associations between variables. A social desirability response bias, may also limit this research. This research demonstrates the central importance of connection to nature for children’s psychological wellbeing and PEB. This thesis advances previous work by (i) providing a quantitative summary of the existing research to show there is a moderately-sized, positive association between individuals’ connection to nature and their engagement in PEB, (ii) advancing theory by demonstrating that children’s affective connection to nature is positively associated with greater psychological wellbeing and greater engagement in PEB and (iii) demonstrating empirically that while environmental education did not promote affective connection to nature in most children, it did increase their support for conservation and engagement in daily PEBs and their species’ knowledge. Promoting connection to nature has implications for motivating PEB and increasing wellbeing. Environmental education can influence knowledge and beliefs, but may not consistently promote affective connection to nature. Environmental education could incorporate experiences that stimulate children’s affective faculties to promote connection to nature.</p>

MELANSIA: PEMBERDAYAAN LANSIA ANTI-STRES DI PANTI WERDHA DENGAN METODE BERKEBUN TANAMAN HERBAL

Health care for elderly must be aimed for maintaining a productive and healty life. Unfortunately, most of the activities carried out by the nursing home are restricted, it's causing the elderly being less activities. Planting is one of the activites that can be overcome the issue. Planting activities can be used as an intervention technique and connection to nature that is used as a therapy and rehabilitation program. The aimed of this program is to empower the elderly for stay healthy and productive through the planting of herbal plants. This program was carried out at the Tresna Werdha Social Home, Budi Mulia 3, South Jakarta which was held from June to September 2021 by blended (offline : online = 60 : 40). This program includes 10 series of activities that is consist of planting herbal plants, education, and nutrition consultation. This program was followed by 16 participant which is 13 female and 3 male elderly and including nursing home staff. Based on the results of the activity, there was a significant increase in the proportion of the elderly with a high level of spiritual well-being up to 88%. It can be concluded that Melansia is a solution in anti-stress training for elderly during the pandemic through farming herbal plant activities that are proven to reduce stress levels in the elderly, and can increase the level of spiritual well-being and physical activity of the elderly.

Attention and Emotional States during Horticultural Activities of Adults in 20s Using Electroencephalography: A Pilot Study

Since indoor, sedentary lifestyles became prevalent in society, humans have lost a sustainable connection to nature. An intervention utilizing outdoor horticultural activities could address such a challenge, but their beneficial effects on the brain and emotions have not been characterized in a quantitative approach. We aimed to investigate brain activity and emotional changes in adults in their 20s during horticultural activity to confirm feasibility of horticultural activity to improve cognitive and emotional states. Sixty university students participated in 11 outdoor horticultural activities at 2-min intervals. We measured brain waves of participants’ prefrontal cortex using a wireless electroencephalography device while performing horticultural activities. Between activities, we evaluated emotional states of participants using questionnaires. Results showed that each horticultural activity showed promotion of brain activity and emotional changes at varying degrees. The participants during physically intensive horticultural activities—digging, raking, and pruning—showed the highest attention level. For emotional states, the participants showed the highest fatigue, tension, and vigor during digging and raking. Plant-based activities—harvesting and transplanting plants—made participants feel natural and relaxed the most. Therefore, this pilot study confirmed the possibility of horticultural activity as a short-term physical intervention to improve attention levels and emotional stability in adults.

An Exploration of Children’s Connection to Nature: Aotearoa New Zealand

<p>“People protect what they love” - Jacques Cousteau It’s unavoidable that the next generation will be faced with resolving our current and future environmental issues. It is suggested that children must first care about the environment before they are asked to save it, however, a more indoor childhood is forming a disconnect between child and the natural world. Rooted in the theory that a connection to nature (i.e. our affective and experiential relationship with the natural world) influences a willingness to protect it, this thesis aims to unearth the relationships between connection to nature and environmental attitudes and behaviours of children in Aotearoa New Zealand. To do so this study will: 1) Explore the underlying dimensions of children’s connection to nature, 2) Identify the factors that are related to children’s connection with nature, 3) Investigate the variables that best predict children’s willingness to act for the environment, 4) Investigate the variables that best predict children’s household pro-environmental behaviour. Findings from a quantitative questionnaire suggest that a child’s (n = 450) connection to nature is related to a plethora of variables; most notably exhibiting a strong relationship with their willingness to act for the environment. Furthermore, children’s experiences in nature best predict their household’s pro-environmental behaviour. These findings contribute to past research which suggest that positive relationships with nature, partially formed from time spent in nature, relate to pro-environmental attitudes. This study addresses gaps in Aotearoa New Zealand in regards to children’s connection to nature. It will benefit local policy makers and educators who are dedicated to strengthening the child and nature bond and/or conserving Aotearoa New Zealand’s natural environment.</p>

An Exploration of Children’s Connection to Nature: Aotearoa New Zealand

<p>“People protect what they love” - Jacques Cousteau It’s unavoidable that the next generation will be faced with resolving our current and future environmental issues. It is suggested that children must first care about the environment before they are asked to save it, however, a more indoor childhood is forming a disconnect between child and the natural world. Rooted in the theory that a connection to nature (i.e. our affective and experiential relationship with the natural world) influences a willingness to protect it, this thesis aims to unearth the relationships between connection to nature and environmental attitudes and behaviours of children in Aotearoa New Zealand. To do so this study will: 1) Explore the underlying dimensions of children’s connection to nature, 2) Identify the factors that are related to children’s connection with nature, 3) Investigate the variables that best predict children’s willingness to act for the environment, 4) Investigate the variables that best predict children’s household pro-environmental behaviour. Findings from a quantitative questionnaire suggest that a child’s (n = 450) connection to nature is related to a plethora of variables; most notably exhibiting a strong relationship with their willingness to act for the environment. Furthermore, children’s experiences in nature best predict their household’s pro-environmental behaviour. These findings contribute to past research which suggest that positive relationships with nature, partially formed from time spent in nature, relate to pro-environmental attitudes. This study addresses gaps in Aotearoa New Zealand in regards to children’s connection to nature. It will benefit local policy makers and educators who are dedicated to strengthening the child and nature bond and/or conserving Aotearoa New Zealand’s natural environment.</p>

Understanding Rural Identities and Environmental Policy Attitudes in America

Attitudinal differences between urban and rural voters in America have been in the spotlight in recent years and engaging rural populations politically has been growing in importance, particularly since the 2016 presidential election. Meanwhile, social and geographic sorting is increasing the salience of a rural identity that drives distinct policy preferences. While recent research has examined how rural identities drive social and economic policy preferences, rural Americans are also particularly relevant to the fate of environmental policy. Farmers, ranchers, and forest landowners manage huge portions of American lands and watersheds and are important stakeholders in the implementation of environmental policies. Despite this, the environmental policy preferences of rural Americans have received little attention from the research community. This study fills a gap in the literature by investigating how collective identities among rural Americans drive environmental policy preferences. Through eight focus groups and thirty-five interviews with rural voters across America (total n=105), this study explores how four components of rural American identity—connection to nature, resentment/disenfranchisement, rootedness, and self-reliance—inform specific rural perspectives on environmental policy. The findings have implications for how to best design, communicate, and implement environmental policies in a way that can better engage rural Americans on this issue.

Connection to Nature Boosts Adolescents’ Mental Well-Being during the COVID-19 Pandemic

Growing evidence suggests that connection to nature may be linked to mental health and well-being. Behavioral changes brought about by the COVID-19 pandemic could negatively affect adolescents’ connection to nature, subsequently impacting health and well-being. We explored the relationship between connection to nature and well-being before and during the pandemic through a nationally representative survey of adolescents across the United States (n = 624) between April and June 2020. Survey items focused on connection to nature, mental well-being, and participation in outdoor activities before and during the pandemic. Paired-sample t-tests revealed declines in connection to nature, mental well-being, and participation in outdoor activities during the pandemic. Multiple linear regression analyses examining connection to nature’s mediating role between outdoor activity participation and mental well-being indicated that connection to nature fueled higher levels of mental well-being at both time intervals. Z scores comparing connection to nature’s mediating role between outdoor activity participation and mental well-being between time intervals indicate that during the pandemic, the direct effect of outdoor activities on mental well-being increased, generating a greater impact than before the pandemic. This study illustrates how the health and well-being benefits associated with adolescents’ outdoor activities are reinforced when those activities also foster a stronger connection to nature.