Date Presented 04/03/2025
This ABAB single-subject experiment investigates the relationship between gardening and occupational engagement of youth with a history of adverse childhood events (ACEs) attending an alternative learning environment.
Primary Author and Speaker: Sydney Rice
Contributing Authors: Glenda E. Hux
While more research is needed on the impact of nature on youth with ACEs, research findings highlight the prospective impacts of nature exposure on occupational engagement highlighting natures' ability to positively impact positive youth development in the areas of empathy building, social relationships, and community involvement (Bowers et al., 2021).
PURPOSE: To characterize the influence of gardening on occupational engagement in youth ages 12–17 attending an ALE we asked, how will participating in gardening activities influence occupational engagement for youth with a history of ACES?
DESIGN: An 8-week, mixed-methods, ABAB single subject experiment (6x/phase; n = 3). Eligibility criteria: History of ACEs, a self-rated interest in gardening at 7/10 or above, and full-time enrollment in the ALE.
METHOD: Qualitative Data collection: Occupational profiles, teacher reports, and records review. ABAB Phases: Direct observations using descriptive field notes and observation checklists for 60+min focused on behavioral patterns in the classroom upon the students' school arrival and while gardening outdoors. Pre-session: Teacher reports of externalizing behaviors to reduce contextual triggers and confounding variables. Analysis: Deductive thematic coding identified relevant themes in physiological, cognitive/affective, social/spiritual domains. Visual analysis will be used for quantitative data and presented separately.
RESULTS: The impact of gardening interventions on occupational engagement was highly individualized, however, collective in-sessions effects identified increased teamwork, problem-solving, curiosity, and sensory seeking/avoiding behaviors.The results emphasize the importance of using strength-based trauma informed principles, the individualized nature of trauma, current exposure to ACEs, and the presence of systemic triggering factors when designing gardening interventions to maximize benefits in youth with ACEs.
References
Bowers, E. P., Larson, L. R., & Parry, B. J. (2021). Nature as an ecological asset for positive youth development: Empirical evidence from rural communities. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.688574
Lynch, A. K., Ashcraft, R., Mahler, K., Whiting, C. C., Schroeder, K., & Weber, M. (2020). Using a public health model as a foundation for trauma-informed care for occupational therapists in school settings. Journal of Occupational Therapy, Schools, & Early Intervention, 13(3), 219–235. https://doi.org/10.1080/19411243.2020.1732263
