Young People and Climate Change

Barford, Anna; Mugeere, Anthony; Proefke, Rachel; Stocking, Barbara

doi:10.5871/bacop26/9780856726606.001

Cited by 11 publications

(14 citation statements)

References 7 publications

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“…They are more prone to trauma which, especially in early childhood, adds gravity to the expectation of future chaos [20]. Moreover, they are the weakest part of the population (especially in developing countries) due to fewer personal resources, low income, minimal work experience, and lack of professional authority [38,41]. The youth are mainly depicted as fierce activists, adultified children, innocent victims, and ultimate saviors [42].…”

Section: Vulnerable Groupsmentioning

confidence: 99%

“…On the one hand, climate change anxiety and the lack of opportunities to address environmental issues are thought to increase concerns about the future, to be detrimental to wellbeing and to contribute to clinical anxiety and depression in emerging adults. On the other hand, engaging in individual and collective action might be protective against mental symptoms [41,46], with many young people taking part in awareness campaigns and protest movements. Seen from this perspective, younger generations should not be excluded from policy dialogues in order for their mental resilience to thrive.…”

Section: Vulnerable Groupsmentioning

confidence: 99%

“…Seen from this perspective, younger generations should not be excluded from policy dialogues in order for their mental resilience to thrive. On the contrary, their knowledge and life experience should be considered, and they should be incorporated in addressing emerging challenges; thus, empowering and allowing them to develop knowledge for the future [17,41].…”

Section: Vulnerable Groupsmentioning

confidence: 99%

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Eco-emotions and Psychoterratic Syndromes: Reshaping Mental Health Assessment Under Climate Change

et al. 2023

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Human activities like greenhouse gas emissions, pollution, and deforestation are largely responsible for climate change and biodiversity loss. The climate is a complex system and scientists are striving to predict, prevent, and address the aforementioned issues in order to avoid reaching tipping points. The threat to humankind is not only physical (ie, heat waves, floods, droughts) but also psychological, especially for some groups. Insecurity, danger, chaos, and an unstable system due to climate change have both short-and long-term psychological effects. In this scenario, the need for new psychological categories is emerging, namely, eco-emotions and psychoterratic syndromes which include eco-anxiety, ecological grief, climate worry, and climate trauma. This paper focuses on these new categories, presenting a summary of each one, including definitions, hypotheses, questions, and testological evaluations, as a useful tool to be consulted by researchers and clinicians and to help them in the therapeutic work. Also, this paper endeavors to distinguish between a psychological stress resulting in a positive outcome, such as pro-environmental behavior, compared to a stress that leads to a psychopathology. Prevention and intervention strategies including social and community support are fundamental to help cope with and mitigate the effect of climate change on mental health. In conclusion, the climate crisis has led to an enormous increase in research on climate change and its consequences on mental health. Researchers and clinicians must be prepared to assess this complex phenomenon and provide help to those who cannot cope with anxiety and climatic mourning.

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Section: Vulnerable Groupsmentioning

confidence: 99%

Section: Vulnerable Groupsmentioning

confidence: 99%

Section: Vulnerable Groupsmentioning

confidence: 99%

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Eco-emotions and Psychoterratic Syndromes: Reshaping Mental Health Assessment Under Climate Change

et al. 2023

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“…With the multiple crises in the recent years, young people have been much at the centre of public and scholarly attention as a generation of being particularly affected. Described, for instance, as 'Youth in an Age of Lost Opportunity' (World Economic Forum, 2021: 39) or a generation 'in permanent crisis mode' (Schnetzer and Hurrelmann, 2022) research has shown what impact the 2008 economic crisis (Coppola and O´Higgins, 2016;Schoon and Bynner, 2017), the Covid-19 pandemic (Gittings et al, 2021; for an overview see Li and Yu, 2022) and the increasingly tangible climate crisis (Barford et al, 2021) have on young people, their everyday lives and future (perspectives). In addition to studies on (more limited) access to the labour and housing market (Antonucci et al, 2014;France, 2016) and the (prolonged) transition into adulthood (Gentile, 2014;Moreno Mínguez et al, 2012), researchers increasingly raised the question of how these profound changes affect young people's narratives and imaginaries (Benedicto et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Making Sense of Change: Emotive-Cognitive Reframing of Young People in Post-crisis Spain

Margies

2024

Cultural Sociology

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This article explores how people interpret deep transformations, how they integrate them into their everyday meaning-making and what role emotion work plays therein. To do so, the article draws on the experiences of young people (n=68) in post-crisis Spain and their narratives of change. In the wake of the severe economic crisis of 2008, many of them had lost their jobs as well as their future prospects. They experienced a mismatch between their expectations of their (working) life and the actual opportunities on the precarious labour market. Disappointed expectations and crumbling future prospects made it necessary for them to search for explanations and coping strategies. The article proposes the concept of emotive-cognitive reframing to capture the ways in which the young people adapted their emotions, ideas and expectations and the different forms and directions this could take. It shows that emotive-cognitive reframing was a complex and embodied process of emotional and cognitive work in which existing patterns of explanation were questioned and partly replaced by new ones. If these explanations were individualistic in nature, people considered their emotions and how they dealt with them to be a personal matter. In this case, emotion work was more about appeasing and suppressing emotions rather than channelling them into action. If the explanations were systemic, though, emotion work consisted primarily of turning emotions inside out and redirecting them from the individual towards external actors and structural conditions laying the seeds for collective mobilisation.

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“…Young people will face the consequences of climate change throughout their lives to a greater degree than previous generations [1]. Given the high stakes of inaction on climate change, it has never been more urgent to ensure that university students learn about climate change from broad, interdisciplinary perspectives that include connections to the social determinants of health and social issues more broadly [2,3].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Gamified Role-Playing on Climate Change Knowledge and Nature Relatedness: Evidence from an Online Undergraduate Course on Environmental Health

Runnerstrom,

Denaro,

DiVincenzo

2024

Sustainability

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In an online environmental health course, undergraduate students worked in teams of five and were immersed in a team-based climate change case study set in the Amazon rainforest. Each student was assigned a character role—a logger, a farmer, a conservation biologist, an environmental activist, and a policymaker. We aimed to understand whether student character assignments influenced their climate change knowledge, environmental concern, and connection to nature. Regression models were generated to test for differences in the outcome variables between characters at pre- and post-test. We observed higher gains in the nature relatedness scores for students assigned the logger role. After controlling for previous climate change knowledge, first-generation college students had lower climate change knowledge at the end of the course compared to non-first-generation students, but low-income students had higher climate change knowledge at the end of the course compared to non-low-income students. Environmental concern had no change over the term; scores were high during the pre- and post-survey for all students. There may be potential to develop a connection to nature by assigning students to play specific characters. Also, despite ongoing work to support first-generation college students, there remain opportunities to develop academic support programs for these students.

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Young People and Climate Change

Abstract: Why young people and climate change? Key climate change-related livelihood challenges for young people Young people's input Conclusion and recommendations

Cited by 11 publications

References 7 publications

Eco-emotions and Psychoterratic Syndromes: Reshaping Mental Health Assessment Under Climate Change

Eco-emotions and Psychoterratic Syndromes: Reshaping Mental Health Assessment Under Climate Change

Making Sense of Change: Emotive-Cognitive Reframing of Young People in Post-crisis Spain

Exploring the Impact of Gamified Role-Playing on Climate Change Knowledge and Nature Relatedness: Evidence from an Online Undergraduate Course on Environmental Health

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