Forest School for wellbeing: an environment in which young people can ‘take what they need’

Tiplady, Lucy; Menter, Harriet

doi:10.1080/14729679.2020.1730206

Cited by 42 publications

(32 citation statements)

References 25 publications

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“…Research by Tiplady and Menter (2020) provides a stronger focus on the link between Forest Schools and children unable to attend school due to anxiety or other emotional issues (2020, 2). It crosses over into the realm of special educational needs while maintaining a narrower focus on emotional wellbeing that is commensurate with the other studies that deal with this theme.…”

Section: Increased Self-esteem and Wellbeingmentioning

confidence: 99%

A systematic review of forest schools literature in England

Garden

Downes

2021

Education 3-13

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This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space.

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Section: Increased Self-esteem and Wellbeingmentioning

confidence: 99%

A systematic review of forest schools literature in England

Garden

Downes

2021

Education 3-13

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“…In Phase 1, an ethnographic approach was used, involving observation of children at sessions. This method has also been used in other studies of children at forest school (Tiplady and Menter 2020;Cudworth 2020). 71 children from an English primary school were observed as they attended forest school.…”

Section: Methodsmentioning

confidence: 99%

“…Data analysis followed guidance from Braun and Clarke (2013) and is similar to the examples of Ärlemalm-Hagsér (2013), Kemp (2020), Cumming and Nash (2015) and Tiplady and Menter (2020). The researcher was immersed in the data through reading all the transcripts of the interviews.…”

Section: Methodsmentioning

confidence: 99%

Developing a relationship with nature and place: the potential role of forest school

Harris

2021

Environmental Education Research

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Outdoor learning provides an opportunity for schools to foster children's engagement with nature. This paper focusses on forest school practitioners' perceptions of children's development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location.Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing proenvironmental behaviour, is a fundamental part of their practice.

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“…Finally, there is the added benefit that a ToC can be both retrospective by evaluating the efficacy of a service to date and prospective when used as a tool to support the planning of service development [ 34 , 35 ]. ToCs have been used in a range of contexts for young people, including sports programs within the youth justice service [ 34 ], school-based interventions for students and their families [ 36 ], and well-being programs for those unable to access mainstream education [ 37 ].…”

Section: Introductionmentioning

confidence: 99%

A Theory of Change for Web-Based Therapy and Support Services for Children and Young People: Collaborative Qualitative Exploration

Hanley¹,

Sefi²,

Grauberg³

et al. 2021

JMIR Pediatr Parent

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Background Web-based counseling and support has become increasingly commonplace for children and young people (CYP). Currently, there is limited research that focuses on the mechanisms of change within complex telepsychology platforms, a factor that makes designing and implementing outcome measures challenging. Objective This project aims to articulate a theory of change (ToC) for Kooth, a web-based therapy and support platform for CYP. Methods A collaborative qualitative research design involving professional staff, academic partners, and young people was used to develop the ToC. The following three major reflective phases were engaged: a scoping workshop involving professional staff and academic partners, a series of explorative projects were completed to inform the development of the ToC, and the draft ToC was reviewed for coherence by key stakeholders (young people, online professionals, and service managers). Results A collaboratively developed ToC was presented. This was divided into the conditions that lead to individuals wanting to access web-based therapy and support (eg, individuals wanting support there and then or quickly), the mode of service delivery (eg, skilled and experienced professionals able to build empathetic relationships with CYP), and the observed and reported changes that occur as a consequence of using the service (eg, individuals being better able to manage current and future situations). Conclusions Developing the ToC helps to shed light on how web-based therapy and support services aid the mental health and well-being of CYP. Furthermore, it helps to understand the development of positive virtual ecosystems and can be used to devise evaluative tools for CYP telepsychology providers.

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Forest School for wellbeing: an environment in which young people can ‘take what they need’

Cited by 42 publications

References 25 publications

A systematic review of forest schools literature in England

A systematic review of forest schools literature in England

Developing a relationship with nature and place: the potential role of forest school

A Theory of Change for Web-Based Therapy and Support Services for Children and Young People: Collaborative Qualitative Exploration

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