Tiny Ecology Part 2

My sit spot has become a place for my own mental well-being. It allows me to breathe and take a step back from the hustle of my face paced life, where there is always a feeling that there isn’t enough time. Today’s visit embodied the true weather of the northwest spirit. The rain gently fell on my head as I looked up at the trees. Trees that have been on this land much longer than I have. Although, the pattern of the weather has turned to overcast days and cold mornings, there is still such an immense beauty and power to this climate. I couldn’t help but think of the correlation between being immersed in nature and its effects on mental health. The more we find ourselves in a natural environment there is a deeper connection and understanding established that is indescribable. We come to know ourselves in a more pure and true form. 

What I chose to focus on from the Connor et al. paper is the domain of health, and specifically, youth mental health in relation to climate change. Connor et al. (2016) add that, “environmental degradation [is] a common public concern” and impacts youth in a dramatic way (p. 466). I believe that mental health suffers when there is a lack of engagement with the natural world. This loss-frame is exacerbated by climate change and the inability of our young ones to fully process and comprehend how environmental and climatic shifts impact their mental wellbeing. I argue that our young ones are the most affected by climate change, as they are left to undo the generations of harm done to our planet. Sanson et al. (2019) add that “climate change poses an urgent threat to future generations…Children are more susceptible to its effects than adults, with immediate and life long impacts on their physical and mental health” (p. 201). Our efforts, as parents, academics, educators, and climate action leaders, must focus on interpreting mental health through a climate based lens. What I mean by this, is more land based counselling and therapeutic approaches to help process the relationship between anxiety, for example, and a changing climate. 

There are ways to take action and to do so thoughtfully with the objective of creating and framing a compelling message to the public. Sanson & Bellemo (2021) note that, “professionals can support young people…by supporting their capacity to take action, raising awareness on the impact of the climate crisis on youth mental health and physical health, and taking actions themselves to work for a secure climate future” (p. 205). 

I think a wonderful way to reach a larger audience would be in the form of an educational tv show. Topp et al. (2019) add that “entertainment increas[es] cognitive engagement associated with climate change” (p. 697). I spend quite a bit of time watching shows with my two year old daughter. How impactful would it be, if from a young age, children could watch an animated show based around climate change and how it impacts kids? Communication through entertainment in a creative way. The show’s episodes could take place in various cities and rural areas around the world highlighting that regions most pressing climate concerns and its effects on local children and their way of life. 

For future consideration, I would like to further explore the direct impacts of climate change on youth mental health and strategies to help youth cope with the lasting impacts of climate change and climate grief. What can be done? How can we tackle youth mental health while simultaneously making space for our next generation of climate action leaders?

Resources

Connor, P., Harris, E., Guy, S., Fernando, J., Shank, D. B., Kurz, T., Bain, P. G., & Kashima, Y. (2016). Interpersonal communication about climate change: how messages change when communicated through simulated online social networks. Climatic Change, 136(3-4), 463–476. https://doi.org/ 10.1007/s10584-016-1643-z

Sanson, A., & Bellemo, M. (2021). Children and youth in the climate crisis. BJPsych Bulletin, 45(4), 205–209. https://doi.org/10.1192/bjb.2021.16

Sanson, A. V., Van Hoorn, J., & Burke, S. E. L. (2019). Responding to the Impacts of the Climate Crisis on Children and Youth. Child Development Perspectives, 13(4), 201-207. https://doi.org/10.1111/ cdep.12342

Topp, K., Thai, M., & Hryciw, D. H. (2019). The role of entertainment in engagement with climate change. Environmental Education Research, 25(5), 691–700. https://doi.org/ 10.1080/13504622.2019.1572072