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dc.contributor.authorWaddell, Roberta
dc.date.accessioned2020-11-03T02:01:40Z
dc.date.available2020-11-03T02:01:40Z
dc.date.issued2020-11-03
dc.date.submitted2020
dc.identifier.urihttps://viurrspace.ca/handle/10613/23403
dc.identifier.urihttp://dx.doi.org/10.25316/IR-15300
dc.description.abstractThreats to life on Earth, such as climate change and loss of biodiversity, are putting the long-term survival of many species in question, including humans. Unfortunately, individuals and communities can experience psychological barriers to environmental action. To help navigate these barriers, several environmental educators have created educational frameworks and practices, which I have called emotionally supportive environmental education (ESEE). The aim of this research is to gain insight into the possible experiences of ESEE and the meanings attributed to them. I created a case study where I designed and co-facilitated an ESEE workshop, collected written submissions, and conducted semi-structured interviews. Phenomenological hermeneutics was used to create a descriptive text. Final recommendations reflect on possible implications for my own work and the environmental education field. Overall, this research indicates that ESEE is likely a valuable complementary approach to solely information-based or technical environmental education and could hold potential for behavioural change. Keywords: ecopsychology, emotionally supportive environmental education, psychological barriers, psychology, behavioural change, phenomenological hermeneutics
dc.subjectecopsychology
dc.titleEmotionally supportive environmental education in practice : the meaning of workshop experiences
dc.date.updated2020-11-03T02:01:42Z
dc.language.rfc3066en
dc.degree.nameM.A. in Environmental Education and Communication
dc.degree.levelMasters
dc.degree.disciplineSchool of Environment and Sustainability


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