An interpretative phenomenological analysis to explore how four pre-school children experience an educational activity based on eco-therapy principles.

Umpleby, Olivia (2018) An interpretative phenomenological analysis to explore how four pre-school children experience an educational activity based on eco-therapy principles. Manchester Metropolitan University. (Unpublished)

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Abstract

Eco-therapy is a form of psychotherapy which incorporates natural materials and environments into clinical practice to improve mental wellbeing and symptoms of psychological distress in individuals. Previous research into the experiences of eco-therapy has primarily focused on adults. This study builds on existing eco-therapy literature by exploring the individual experiences of four pre-school children, who took part in an activity based on eco-therapy principle. Semi-structured interviews were utilised in conjunction with multiple data collection tools, such as a non-verbal stimulus and visual narratives, in order to obtain rich, detailed accounts of the children’s experiences. Through Interpretative Phenomenological Analysis (IPA), three themes emerged: Place Attachment, Using Metaphor and Sensory Contact. The children exhibited a range of positive emotions which were associated to being in the garden during the activity. Interaction with nature facilitated the use of metaphors which encouraged the children to attach meaning to their experience. Various forms of pleasant sensory experiences were described by all participants. An unexpected finding was reported: there was an aspect of the direct physical contact with nature which two participants did not enjoy. This research provides a basis for further exploration into aspects of eco-therapy which some clients may not find therapeutic.