Abstract
The purpose of this study was to examine the impact of nature-based interventions on physiological and emotional responses in at-risk preadolescent youth. Preliminary results indicate a decrease in resting heart rate and an increase in positive emotional states following the interventions. Inclusion of nature-based activities in OT interventions for at-risk youth can contribute to advancements in occupational justice and engagement for this population.
Primary Author and Speaker: Christine McQuay
Additional Authors and Speakers: Charlea Olmstead, Taylor Reamy
Contributing Authors: Elizabeth Richardson, Robert Koslow
Low socioeconomic status, maladaptive parenting styles, poor parental mental health and lower parental education levels have been linked to adverse mental health experiences in childhood (Bøe et al., 2014).
Exposure to nature positively influences social, physiological, psychological, and behavioral health (Gill, 2014). However, the amount of time school-aged children spend engaging in nature-based play and activities is decreasing (Larson, Green, Cordell, 2011).
Occupational therapists have the training needed to intervene with children who are at risk for failure, including those from families with economic or social disadvantages (AOTA, 2016). Embedding nature-based activities into group programming for children who are at-risk can help to promote participation and health across multiple dimensions.
The purpose of this study was to examine the impact of nature-based interventions on physiological and emotional responses in at-risk preadolescent youth using a mixed methods, quasi-experimental design.
An 8-week group program was designed using four of the Six Pillars of Character (trustworthiness, respect, responsibility, and caring) as a foundation. Two consecutive group sessions were dedicated to each pillar, alternating each week between using nature and non-nature based activities. Nature-based interventions included those which took place in nature (being outdoors) and/or interacting with objects or items from nature. Non-nature based interventions occurred indoors and did not include an element of nature.
Participants included 28 children who attend an after-school program, located in a rural community, for 3rd-5th graders who have been identified as being at-risk due to significant difficulties with academic achievement or multiple behavioral referrals. Additionally, approximately 80% of the children are in foster-care or live with a grandparent, and many have identified disabilities or mental health disorders.
To measure changes in physiological response, the resting heart rate was measured for each participant at the beginning and end of each weekly intervention using a pulse oximeter. Information related to emotional responses was collected by recording responses to discussion questions during “share time” at the conclusion of each weekly session.
No significant difference in heart-rate was found between intervention groups (nature/non-nature) at baseline or cumulatively over the 8-week program. However, each nature-based intervention was unique thus warranting a cursory review of the heart rate data for specific nature-based interventions. Week 3 data was selected for further evaluation as a substantial decrease in heart rate post-intervention was noted. A paired t-test indicated statistical significance at the 0.05 level (t = 2.33, df = 18, p = 0.0316, 95% CI = (1.09 -- 21.02), d = 0.29). These findings are buttressed by a qualitative review of the children’s responses to this specific intervention at “share time”.
Responses from weekly “share time” discussions were analyzed through content analysis to identify themes associated with emotional responses. Preliminary results indicate that engagement in nature-based interventions positively influenced the participants’ emotional responses. Participants reported feeling happy, calm and excited.
The results of this study provide preliminary evidence supporting the use of nature-based interventions to positively influence physiological responses (decrease in resting heart rate) and emotional states (increase in positive emotions) in at-risk preadolescent youth. Inclusion of nature-based activities in occupational therapy interventions for at-risk youth can contribute to advancements in occupational justice and engagement for this population.
Bøe, T., Sivertsen, B., Heiervang, E., Goodman, R., Lundervold, A. J., & Hysing, M. (2014). Socioeconomic Status and Child Mental Health: The Role of Parental Emotional Well-Being and Parenting Practices. Journal of Abnormal Child Psychology, 42(5), 705-715. doi:10.1007/s10802-013-9818-9
Gill, T. (2014). The Benefits of Children’s Engagement with Nature: A Systematic Literature Review. Children, Youth and Environments, 24(2), 10. doi:10.7721/chilyoutenvi.24.2.0010
Larson, L. R., Green, G. T., & Cordell, H. K. (2011). Children’s Time Outdoors: Results and Implications of the National Kids Survey. Journal of Park & Recreation Administration, 29(2), 1–20. Retrieved from https://www.srs.fs.usda.gov/pubs/ja/2011/ja_2011_larson_001.pdf
American Occupational Therapy Association (2016). Mental Health in Children and Youth: The Benefit and Role of Occupational Therapy. Retrieved from https://www.aota.org/About-Occupational-Therapy/Professionals/MH/children-youth-mental-health.aspx.