HAE Interactions as Context

From Intern to Mentor: The Journey of an HAI Professional

September 20, 2022

This study is the first in a series of qualitative studies, and focused on describing the essence and nature of special education teachers’ lived experiences in incorporating nature-based interventions as a tool to improve youth social-emotional learning outcomes and promote positive youth development. It is also one of the first to examine nature-based interventions that are being implemented in a positive youth development context. This approach uses a strengths-based lens that views youth development as a process of mutual influence between youth and components of their social, constructed, and natural environment.

Almost universally, teaching staff perceive nature-based interventions to effect marked improvement in:

Prosocial behavior

Caregiving and nurturing

Connection to animals, plants and humans

Curiosity and excitement about learning

While staff acknowledged occasional or temporary challenges and barriers to student participation, overall, the nature-based activities are viewed as an essential component of the Green Chimneys education and treatment model.

Brownie

With the completion of an elaborate new habitat built by Green Chimneys’ woodshop students, the Farm Science classroom was able to welcome Brownie into her new home. Brownie previously lived alone in her cage in the farm and wildlife office, but guinea pigs do best in larger environments. The new habitat allows her to live in a herd as she would in the wild, with many places to hide and ways to practice her skills. Brownie has always been a social creature, and she has taken over the guinea pig herd but is a very peaceful leader.