EOE - Liz O' Brien's Presentation
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Liz O'Brien's accompanying presentation to her lecture at the European Institute of Outdoor Education conference at Metsakartano, Finland.
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EOE - Liz O' Brien's Presentation
- 1. Why Woods? Growing adventure and the importance of contact with trees, woods and forests Liz O’Brien Social and Economic Research Group 7 th -10 th October, 2011 Youth Centre Metsakartano, Finland
- 3. ‘ In Glasgow there was no woods at all you couldn’t do anything. All you could do was go outside and play with abandoned cars, stuff like that. There was a wee park, one swing for about 4,000 folk’ (young Man Galshiels)
- 4. Lack of contact with nature not a new issue! Urban children have become increasingly divorced from the natural environment of forests and fields. Today’s children often learn about nature secondhand. 1977 De-natured childhood and criminalisation of natural play. Nature deficit disorder. 2006
- 17. Using soft GIS and on line questionnaires to identify positive and negative places Where young people go and what they think of these places Now being used with planners in Finland to shape designs
- 29. Quality of green spaces is important Lack of care, social control and management can lead to a spiral of decline. Fear of crime when vegetation blocks views
- 33. Concepts and theories Natural England. 2011. Children and the natural environment: experiences, influences, interventions
- 34. Levels of engagement Specific interventions might aid engagement e.g. wilderness therapy, Forest School etc Involved in decision making about the creation or design or management of woods Participation in decision making Cycling, walking, sitting etc. on site Use and being in View from a window, car or walking by a wood A view Involved in decision making and responsibility about management of site Practical hands on work e.g. volunteering Forest school, gathering non timber forest products Virtual or mental image, TV, memory etc. Knowing they exist as part of the landscape for yourself or others Types of activity Ownership or management Active ‘hands on’ engagement Virtual access Existence Levels of engagement
- 35. Towards a conceptual model
- 36. Structured activities focused on care Sempik J, Hine, R and Wilcox, D. 2010. Green care: a conceptual framework. Loughborough University
- 37. Provision of guidance How confident are organisations/managers in providing opportunities for children and young people?
- 39. Please visit our website to find out more about our work www.forestresearch.gov.uk/peopleandtrees
Hinweis der Redaktion
- In this talk I want to focus on children and young people and what seems to be their lack of contact with nature and woodlands sometimes known as nature deficit disorder and wider issues about children’s well-being before moving on to discuss evidence of the benefits and finishing with some concepts and theories
- Taken on a summers day at a chilli fiesta 10 children on a single tree in south east England This is what we like to think of children having the opportunity to climb trees and have adventures in woodlands. But not same for all We all remember those special trees with large lower limbs that we climbed, swung and bounced on. Where were you’re favourite places as a child
- Extinction of experience Traced back to start of industrial revolution so not new Growing concerns about lack of contact leading: Poorer physical activity, poorer development Lack of interest in and concern for natural environment
- But why is nature deficit disorder and extinction of experience occurring? Streets in Bristol that have applied to close the streets to traffic for 2-3 hours per day so children can play on the streets Older young people no place to go Segregation – play happens in designated places but not in others
- Concern about safety can restrict movement Illustration of how this translates into restricted movement for today's children
- How do we view children in modern society Not sure how typical this is across Europe but certainly in UK Paradox in UK between a shift to a rights agenda for children and national anxiety about them. The simultaneous positing of children as ‘in danger’ or ‘dangerous’ leads to particular approaches to children’s rights on one hand and on the control of them on the other Our polarised views of children and young people are not helping us think about what is best for them Ferral children ASBO’s used mostly with young people Social norms of acceptable behaviour Conditioned by adult views of appropriate behaviour in the public realm – Broken Society!
- I want to start by focusing on some key issues/problems faced by children and young people affecting well-being What are we up against Are we creating obesogenic environments?
- WHO mental ill health biggest cause of disease burden by 2020
- Comparing the UK with other European countries on the child well-being index highlights that UK is low for most of the indicators The UK does not appear in the top third of the table for any of the domains of child WB What causes this?
- Parents sometimes don’t mind children doing this as they know where they are
- Never seemed so important to get children and young people outside Overview of benefits, next slides on outlining some of the evidence A range of research from physiologists, sociologists, educationalists, outdoor education has outlined how children having contact with nature can I considered whether to talk in detail about a small number of studies or to touch briefly on a range of research from different countries – chose the latter
- There are gender differences in play with boys engaged in more rough and tumble play and girls in friendships and social play Need to be careful as parents were asked what they did when young – difficulties of remembering
- Also found in climbing trees and building dens young people preferred wild paces to purpose designed and structured woodland playspaces that limited children’s imagination. Korpela in researching 17-18 year olds in Finland found they cited private homes as favourite places – bars, cafes, discos, sports facilities and natural settings
- Studies consistent across a number of countries but mostly north america
- With a place based approach the value of the environment can be studied in close connection with the physical characteristics of the locations Providing geocoded data
- Combine with focus on neighbourhoods and qualitative data gathering
- Woods can be an important part of the culture of a country I would say there are an important part of English culture even though we only have 9% woodland cover 72% forest cover – state of europe’s forests Traditional practices of reindeer herding, hunting and fishing still important Survey in 2006 of over 1000 children 6-18 What is stopping for 46% who wanted to visit more often? Hunting of moose, deer, waterfowl, grouse
- Improving play spaces in schools does not cost much more than creating a new tarmac playground Natural experiment – opportunity to try new things
- physical development, emotional and mental health and well-being, and social and educational development, which may have long-lasting effects into Adulthood What do young people say they value from wild adventure space? The focus groups with teenagers identified the following key benefits: • something to keep you out of trouble • a breathing space, away from family or peer pressures • a place that offers risk and challenge • a place that inspires you to do things • a place where you can do what you want, where you can relax and feel free • a comfortable place, without adults, where won’t be told to go away • a place to have a good time with your friends
- Campaign for recognition of the concept that all young people have a right and need to experience adventure outdoors. Explore what works to attract young people from areas and contexts of deprivation to experience wild adventure through innovative approaches. Develop a forum to bring together managers of green and wild adventure places and those trained or experienced in working with young people, including educators, police and social workers. Use this forum to develop partnership working and identify examples of good practice. Develop demonstration projects in a few, targeted areas, where different approaches to providing a welcome for teenagers to wild adventure space are tested.
- Cone war = place in forest with pines were they could throw cones at each other Space ship = a big rock affording fantasy play The cliff = steep rocky wall for jumping off, climbing
- Digital child track is using a digital computer tool marking leisure routes and routes to school, areas young people normally use and what they do there, areas they avoid or would like to change
- Children did tests and went out for the 3 treatments over 3 weeks Controlled for day of week, terrain, season, order of walks Contact with nature might be particularly important for specific groups
- Recent PhD work part funded by the FC Becca’s study Explored rates of p.a. during FS and compared to typical school day and day with PE. Children significantly more active during FS and exceeded the daily 1 hour recommneded level at FS 89.4 mins. Little difference between girls and boys at FS Jenny’s study Explored mental health with young people 10-13 in 3 groups No behaviour problem Significant behaviour problem Mental disorder Measured mood on a mood scale before and after typical school day and before and after FS The forest setting was advantageous to mood in all behaviour groups but particularly for those with mental disorder
- Key features of FS The use of a woodland (and therefore ‘wild’) setting strict safety rules, flexibility and freedom for child led learning A high adult pupil ratio approx 12 children per session Learning can be linked to the national curriculum and foundation stage objectives The freedom to explore using multiple senses encouraging creative, diverse and imaginative play Regular contact for the children over a significant period of time all year round, all weathers, one morning or afternoon or day per week or fortnight from 2-12 months or more
- In a piece of research on a small woodland between two housing estates in London I engaged with local children at their youth club session to ask them about their local wood Peabody Hill Wood and they outlined what they liked and disliked.
- The quality of a wood and its entrances can have a big impact on whether people feel able to access an area – also what your allowed to do there. These photos are from Peabody Hill Wood. The SDC publication every child’s future matters
- (graduation rates and merit awards) Similar to Ulrich study of hospital patients looking out at tree and gaining benefits
- Interviews with people in Norway and Kentucky - adults
- Increase the understanding and appreciation, particularly among young people, of the environmental, social, and economic potential of trees, woodlands and forests and of the link between the tree and everyday wood products. (FEI website, 2010) Bottom up partnership
- There are a range of theories about the relationships of children and natura env For example the biophilia hypothesis suggests there is a geneticically there is an innate need for contact with nature Theory of affordances looks at dynamic relationship between percpetion and action as we move through a wood and that wood will afford different opportunities for activity engagement for different people Propsect and refuge theory – suggests that we want to look out in the landscape and find a space to be in it. Attention restoration theory – fascination, being away, compatability (meets our needs), extent (entices you in)
- How are children and young people engaging with trees and woods and at what level Organised activity School activity Level of engagement may be important to different types or levels of well-being and may change over people’s life course Formal/informal
- We have developed a conceptual model to represent the range of factors that enable, mediate, or restrict the realisation of well-being benefits from TWF. This is intended as a dynamic non linear model that can be applied to research case studies (woodland sites/projects) to explore how various factors interact to bring about improvements in well-being for different groups or individuals. Well-being is the outcome of different configurations of and interactions between the physical wood or tree resource, governance structures and processes, the characteristics of individuals or group of beneficiaries and different activity and engagment types
- There is also an increasing focus on how woods, nature, green spaces can be part of organised and assisted therapies for those suffering from physical problems or disabilites, those with mental health problems, with emotional and behavioural problems
- We also need to translate research and theory into guidance for those on the ground who are providing opportunities – how confident are they to do this. The FC has created guidance for staff and managers to encourage the creation of play spaces and ally health and safety concerns
- Evidence is building but to what extent do we need more work on: What nature? - Nearby, far away, quality, type? Good for whom? - Young people, deprived communities, everyone? Under what circumstances? - Types of engagement - existence, hands on? How? - Through restoration processes, physical and physiological processes And longitudinal research that can show changes over time.