Nature’s Role in Positive Youth Development and as a Protective Factor Against Adverse Childhood Experiences
Sarina H. Alavi, Patrick O’Neill, Dylan Bitensky, Ayesha Liaqat, Maria Huertas-Trujillo1 and Susan S. Bodnar
Citation: Alavi, S. H., O’Neill, P., Bitensky, D., Liaqat, A., Huertas-Trujillo, M., & Bodnar, S. S. (2023). Nature’s Role in Positive Youth Development and as a Protective Factor Against Adverse Childhood Experiences. Journal of Ecopsychology, 3, 5, 1-12. https://joe. nationalwellbeingservice.com/volumes/volume-3-2023/volume-3-article-5/
Processing dates: Submitted 5th November 2022; Resubmitted 18th July 2023; Accepted
31st July 2023; Published: 28th November 2023
Abstract
Background: Children today spend less time in nature than children of any other generation. This has contributed to a decrease in children’s nature connectedness, which is one’s sense of their relationship with the natural environment. Decreases in nature exposure and, subsequently, nature connectedness during childhood threaten the wellness of children. While extant literature provides evidence for positive developmental outcomes associated with child-nature interactions, nature connectedness remains a largely overlooked factor. Further, very few studies have highlighted child-nature relationships to be protective factors for children facing adversity. Therefore, this study sought to examine how childhood nature connectedness may serve as a protective factor for positive youth development and against maladaptive developmental outcomes associated with adverse childhood experiences.
Methods: 163 participants completed a questionnaire about their past and present connections with nature and social-emotional outcomes associated with climate change. 25 participants completed follow-up interviews that allowed them to expand upon their questionnaire answers.
Results: Eleven nature connectedness themes were identified upon analysis of the questionnaire responses and interviews, with nine themes being associated with positive youth development and having protective qualities against maladaptive developmental outcomes associated with adverse childhood experiences. Four overarching themes, protection, relationships and community, positive identity development, and emotions, were found to house the eleven individual themes found. Participants indicated that their connection to nature during childhood made them feel protected (72.22%), nurtured (72.22%) and supported (58.33%). 47.22% expressed that their connection to nature protected them against adversities they faced during childhood. Participants also felt that nature connectedness during childhood fostered their relationships (58.33%) and community connection (55.56%), identity development (88.89%), and their life-long passions (58.56%). Childhood nature connectedness was also found to invoke hopefulness (55.56%) and positive emotionality (69.44%). Participants also reported experiencing negative emotionality (44.44%) and hopelessness (55.56%) when thinking about the potential future loss of their childhood natural environment due to climate change.
Discussion: Our findings highlight nature connectedness as a protective factor for positive youth development and against maladaptive developmental outcomes associated with adverse childhood experiences. Early intervention efforts should consider that promoting nature connectedness in the home, school, and community systems may not only support the healthy development of children, but may also encourage long-lasting, pro-environmental behaviors in support of the planet.
Keywords: Nature connectedness; positive youth development; protective factors; adverse childhood experiences; climate change
Biographies
Sarina H. Alavi is a Ph.D Student of School Psychology, at Teachers College, Columbia University, New York, USA
https://orcid.org/0000-0001-7160-0677
Patrick O’Neill is with Teachers College, Columbia University, New York, USA https://orcid.org/0000-0003-3679-9590
Dylan Bitensky is with Teachers College, Columbia University, New York, USA https://orcid.org/0000-0001-9562-8092
Ayesha Liaqat is with Teachers College, Columbia University, New York, USA https://orcid.org/0000-0002-3314-11470
Maria Huertas-Trujillo is with Teachers College, Columbia University, New York, USA https://orcid.org/0000-0002-3035-3275
Dr. Susan S. Bodnar is with Teachers College, Columbia University, New York, USA https://orcid.org/0000-0001-9504-9269