The first paper is a two-phase mixed methods study that explored the relationship among nature connectedness, mental health, and childhood nature experiences in a sample of McMaster undergraduates. Study objectives were twofold: (1) to determine associations between measures of nature connectedness, positive childhood nature experiences, and mental health via an online survey (Phase One); and, (2) to compare, qualitatively, the self-reported childhood nature experiences of students who are more nature connected to those who are less nature connected via in-depth interviews (Phase Two). Quantitative findings from the Phase One survey (N=308) showed that nature connectedness is associated with higher levels of emotional and psychological well-being and also correlates positively with students’ self-recalled positive childhood nature experiences. Thematic analysis of qualitative findings from in-depth interviews held with students (n=12) in Phase Two showed that students who measured relatively higher in nature connectedness recall growing up in the vicinity of accessible, expansive, natural places, and being raised in families that modeled a love for nature and valued shared nature experiences. Overall, findings suggest that positive experiences in natural places growing up may have long-term mental health benefits through fostering a more ecological self.
The second paper, an exploratory qualitative study, investigated the types of natural places that McMaster undergraduates consider beneficial to their mental health, and why. Twelve students were invited to photographically document a natural place that they consider mental health promoting. Thematic analysis of photographs and follow-up in-depth interviews revealed that students prefer familiar natural places that contain a variety of natural elements (especially mature trees and some form of water) and are separate from the context of everyday campus life (distanced from both the built and social campus environment). Overall, findings demonstrate the importance of acknowledging symbolic and social factors when assessing the potential mental health benefits of natural places for different groups and individuals.
In the third paper, an argumentative essay, we argued that colleges and universities should take nature’s mental health benefits seriously by finding ways to foster student-nature relationships both on their campuses, and in their surrounding communities. We present and describe four geographically informed ways that this might be accomplished: (1) raising awareness; (2) planning for the availability and accessibility of natural spaces; (3) bringing nature indoors, and; (4) using nature-based therapies. While many students may be “bleeding at the roots”, it is not too late to graft them back onto the earth. / Thesis / Master of Arts (MA) / The first paper explored associations among childhood nature experiences, nature connectedness (a measure of the degree to which an individual includes nature in her or his identity), and mental health in McMaster undergrads. Quantitative results showed that positive childhood nature experiences, nature connectedness, and mental health are all significantly related. Qualitative findings showed that students who are more nature connected remember growing up in nature loving families and in the vicinity of expansive natural areas (e.g., a conservation area).
The second paper explored the types of natural places that McMaster undergrads consider beneficial to their mental health, and why. Twelve students were invited to visit a favourite natural place and take photographs of it. Qualitative findings showed that students’ prefer familiar natural places that contain a variety of natural elements and are separate from the context of campus life.
In the third paper, four strategies that post-secondary institutions can use to connect students with nature are presented: (1) raising awareness; (2) planning for the availability and accessibility of natural spaces; (3) bringing nature indoors, and; (4) using nature-based therapies. While many students may be “bleeding at the roots”, it is not too late to graft them back onto the earth.
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/18390 |
| Date | January 2015 |
| Creators | Windhorst, Eric |
| Contributors | Williams, Allison, Geography |
| Source Sets | McMaster University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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