Programs and Interventionsto Address Climate Grief:A case studies reportPrepared by:Judy Wu, UBC Sustainability Scholar, 2020

Prepared for:Cait Murphy, Program Lead, Climate Resilience, Fraser Basin Council

March 2021

This report was produced as part of the UBC Sustainability ScholarsProgram, a partnership between the University of British Columbia and

various local governments and organizations in support of providinggraduate students with opportunities to do applied research on projects

that advance sustainability across the region.

This project was conducted under the mentorship of Fraser Basin Councilstaff. The opinions and recommendations in this report and any errors are

those of the author and do not necessarily reflect the views of Fraser BasinCouncil or the University of British Columbia.

TABLE OF CONTENTS

Project BackgroundSustainability Scholars Program .................................................................................................................................. 1About the Author ................................................................................................................................................................... 1About the Partner Organization ................................................................................................................................... 1

Overview .......................................................................................................................................................................... 7

IntroductionBackground .............................................................................................................................................................................. 3Purpose ....................................................................................................................................................................................... 5Navigating the Report ........................................................................................................................................................ 6Intervention Evaluations ................................................................................................................................................... 6Lessons Learned and Considerations ................................................................................................................... 6References ...................................................................................................................................................................... 6

................................................................................................................................................................ 2

Section I. Interventions External to a Climate Change Related DisasterCarbon Conversations ...................................................................................................................................................... 11Work That Reconnects .................................................................................................................................................... 14Stand Up For Climate Change .................................................................................................................................... 17 Good Grief Network 10-Step Approach .............................................................................................................. 18Eco-Anxiety Workshop: London School of Hygiene and Tropical Medicine ............................. 21Feeling Nature Workshops ......................................................................................................................................... 24Climate Cafés ......................................................................................................................................................................... 26Eco-Anxious Stories .......................................................................................................................................................... 28Emotional Resilience Toolkit ......................................................................................................................................... 30Ecodharma Retreats .......................................................................................................................................................... 32

........................................................................................................................ 10

HurricanesMindfulness for Mental Health Workers - New Orleans, Louisiana .................................................. 503-Day Disaster Preparedness Workshop - Port-Au-Prince, Haiti ..................................................... 53DroughtRural Adversity Mental Health Program - New South Wales, Australia ......................................... 57

4648

Creation of Hearts and Minds ................................................................................................................... Youth Recovery Through Video Projects ...................................................................................................

Section II. Interventions Associated with a Climate ChangeDisasterFloodingPerceptions of Resilience - Boulder, Colorado ............................................................................................... 35Community Mental Health Support - Jamestown, Colorado ................................................................. 37Additional Boulder County Resources - Boulder County, Colorado ................................................ 39Building Community Response & Resilience - Liverpool, UK ............................................................... 42Facilitating Youth Recovery - High River, Alberta, Canada ..................................................................... 46

.............................................................................................................................................................................. 34

Acknowledgements ......................................................................................................................................... 61

References .................................................................................................................................................................. 62

PROJECT BACKGROUND

This report was created as part of the University of British Columbia’s(UBC) Sustainability Scholars program. The Sustainability Scholarsprogram is an innovative internship opportunity that matches UBCgraduate students with sustainability partners to work on appliedresearch projects that advance sustainability across the region.

Sustainability Scholars Program

Judy Wu is a graduate student at UBC’s School of Population of PublicHealth (SPPH), pursuing a Master in Public Health (MPH). Judy’spassion for environmental conservation and climate change actionbegan at an early age, leading her to complete a BSc in Biology with afocus on ecology and conservation at UBC. Judy also has a strongpassion for mental health advocacy and improvement of mental healthsupport, particularly within young people. Through the SustainabilityScholars program and her studies, she has had the opportunity tocombine her interests of climate action and mental health.

This report was created in collaboration with Fraser Basin Council asa part of the BC Regional Adaptation Collaborative III (BC RAC). BCRAC is a partnership formed of the Fraser Basin Council, the BCMinistry of Environment and Climate Change Strategy - ClimateAction Secretariat, and Natural Resources Canada. BC RAC aims tostrengthen regional capacity and increase action to advanceadaptation planning and implementation in local governments,Indigenous governments, and the natural resource sector. FraserBasin Council's coordinator of the BC RAC program, Cait Murphy,served as Judy's mentor and partner contact during the SustainabilityScholars program.

About the Partner Organization

About the Author

1

Land AcknowledgementThis report was written by the author who lives, works, and playson the ancestral, unceded, and traditional territories of the CoastSalish Peoples, including the xʷməθkʷəy̓əm (Musqueam),Sḵwx̱wú7mesh Úxwumixw (Squamish), and səl̓ilw̓ətaʔɬ (Tsleil-Waututh) Nations.

INTRODUCTION &OVERVIEW

INTRODUCTION

The effects of anthropogenic or human-induced climate change arevast and inter-connected, impacting most if not all aspects of life onEarth. Historically, climate change has often only been considered anenvironmental health issue, with its effects solely relevant to wildlifepopulations or biodiversity. However, with continuously rising globaltemperatures and increasing knowledge of climate change, the deeplyintertwined and multi-directional relationships between humans andnature becomes increasingly apparent.

In particular, greater consideration has been given to the impact ofclimate change on human health. For instance, an increasing number ofstudies and people’s lived experiences have shown the physical healtheffects of climate change. Rising temperatures have been linked tohigher rates of heat-related illnesses such as heat stroke and highlypolluted air may exacerbate pre-existing respiratory conditions suchas asthma. Moreover, climate change-related disasters such aswildfires, flooding, and storms may also cause acute fatal and non-fatalphysical trauma. The indirect effects of climate change on physicalhealth have also been previously studied. Environmental changes canimpact food and water systems and may lead to food insecurity andwater scarcity. As a result, climate change may lead to healthchallenges such as malnutrition or growth stunting.

Despite the increased focus on climate change and human health, thepsychological and mental health effects remain largely overlooked.Physical and mental health are intrinsically linked and become difficult,if not impossible, to disentangle from one another. For instance,multiple studies have found an association between increased ambienttemperatures and a higher number of mental health related emergencydepartment visits. It has been hypothesized that increased heat maylead to physiological changes within the body that can exacerbate pre-existing mental health disorders. In another example, experience offood insecurity and water scarcity can be a significantly distressingevent, both physically and mentally, and may exacerbate an individual’smental health symptoms or compound other life stressors. Individualsexperiencing malnutrition are also more likely to have an altered mentalstate that may have acute and long-term mental health consequences.

3

6

1

2

4

5

7

Background

3

Previously, the majority of mental health and climate change researchhas been focused on the impacts of climate change related disasters.Disasters related to and exacerbated by climate change typically havelong-term impacts after the initial post-disaster period. Depending onthe type of disaster, populations and communities may experiencesevere infrastructure damage to the community, destruction of homesand livelihoods, displacement or mass migration, and loss of life. Whenconsidered individually, these events are likely to cause adversemental health symptoms such as suicidal ideation or mental healthdisorders such as depression, anxiety, and post-traumatic stressdisorder (PTSD), but when occurring in conjunction to one another - as seen in many climate change related disasters - these impacts may become amplified.

However, mental health effects of climate change can also be felt inthose who have not experienced a climate change related disaster.With recent emergence into academia and popular culture, the terms‘climate anxiety’ or ‘eco-anxiety’ terms describe anxiety related to theglobal climate crisis and the threat of environmental disaster.gr Symptoms associated with eco-anxiety may include panic attacks,insomnia, and obsessive thinking. Feelings of climate or eco-anxietymay also compound other daily stressors to negatively affect overallmental health, potentially leading to increases in stress-relatedproblems such as substance use disorders, anxiety disorders, anddepression. Additionally, individuals may feel ‘solastalgia,’ a term usedto describe distress produced by environmental change to one’s homeenvironment. Although solastalgia may be experienced in acuteclimate change related disasters, the term may also be applied to theobservation of slow, long-term environmental changes and degradationsuch as deforestation, rising sea-levels, and loss of biodiversity.

For the remainder of this report, mental health effects associateddirectly and externally to a climate change related disaster will fallunder the broad umbrella term of ‘climate grief’. The term climate griefhas been increasingly used within the climate change field andencompasses a broad range of mental health impacts. Morespecifically, climate grief can be defined as ”The grief felt in relation toexperienced or anticipated ecological losses, including the loss ofspecies, ecosystems, and meaningful landscapes due to acute orchronic environmental change.“

8-9

10

8

11

9

INTRODUCTION

4

purposeThe purpose of this report is to outline case studies of interventionsthat have been utilized to address, mitigate or prevent climate griefwithin a population, community, or individual. This report is not anexhaustive list of the ways populations, communities, or individualsmay experience climate grief, nor is it an exhaustive list of the ways inwhich climate grief can be addressed, mitigated, or prevented. Rather,this report serves to exhibit a wide variety of strategies and methodsthat can be used when considering climate grief, and hopes to informand inspire future climate grief interventions.

Findings from the case studies were also used in the creation of theauthor's second report for the UBC Sustainability Scholars program,titled ”Addressing and Coping with Climate Grief: A Toolkit for Groupand Individual Use."

Navigating the case studiesThere are 18 climate grief cases included in this report. Of the 18cases, 10 are external to a climate change related disaster (Section I),and 8 are directly related to a climate change related disaster(Section II). Interventions in Section I are not specifically developedfor acute climate events, but instead attempt to address eco-anxietyand solastalgia.

Of the interventions related to a climate change disaster (Section II),5 cases are related to flooding, 2 cases are related to hurricanes, and1 case is related to a long-term drought season. Section IIinterventions are further divided into ‘direct’ and ‘indirect’ methods ofaddressing climate grief. Direct interventions describe strategies andprograms that explicitly address mental health impacts of the disaster,whereas indirect strategies and programs focus on building personalor community resilience. Although certain indirect strategies andprograms may not appear to connect with mental health or climategrief, building personal and community resilience through socialcohesion, disaster preparedness, and climate change educationinterventions may be effective in reducing mental distress.

Brief overview tables are presented at the beginning of the report andinclude information on the location of the intervention and/or disasterand the organizations that were involved. The Section II overviewtable also categorizes interventions as ‘direct’ and ‘indirect.’

8

INTRODUCTION

5

Intervention EvaluationsWhere applicable, evaluations of the interventions are provided withthe case study. If available, academic, research-based, and peer-reviewed evaluations of the intervention are included. Academicevaluations were most commonly available for case studies in SectionII as mental health effects associated with climate change relateddisasters have been more widely included within the academicliterature.

As interventions found within Section I are less likely to be includedwithin academic literature, a large portion of the case studies do nothave academic, peer-reviewed evaluations. Instead, Section Ievaluations were often informed by informal participant feedback.

A note is made for case studies where no evaluation of any sort wasidentified.

INTRODUCTION

Lessons Learned and ConsiderationsA ‘Lessons Learned and Considerations' section is provided for eachcase study. This section is informed by intervention outcomes andevaluations as described in the relevant sources, as well as byinterpretations from the report's author. This section is meant toinform development or improvement of new and existing climateinterventions.

ReferencesReferences are provided at the end of each case study for ease ofaccessibility. Academic references for the introduction section areprovided at the end of the report.

6

Section I. Interventions External to a Climate Change Event

OVERVIEW

7

OVERVIEW

8

Section II. Interventions Associated with a Climate Change Event

OVERVIEW

9

SECTION I.INTERVENTIONSEXTERNAL TO A CLIMATECHANGE DISASTER

CARBONCONVERSATIONS

DESCRIPTION

Home energy Travel Food Other consumption

Carbon Conversations was developed in 2005 bypsychotherapist, Rosemary Randall, and engineer, AndyBrown. The project uses a small group-based method toeducate participants on climate change and carbonemissions.

Carbon Conversations was actively hosted in the UnitedKingdom from 2006-2010 by the Cambridge CarbonFootprint charity organization, from 2011-2012 by theClimate Outreach charity, and from 2013-2017 by theSurefoot Effect Community Interest Company. It isestimated that over 2,000 people have participated in aCarbon Conversations group in the United Kingdom, withhundreds more groups occurring around the world.

During a Carbon Conversations group, facilitators helpparticipants address distress related to climate changethrough carbon reduction. Groups meet between 6-12times and explore four key aspects of personal carbonfootprints:

1.2.3.4.

Carbon Conversations is primarily focused on emotionalengagement to strengthen intrinsic motivations forchange, making it unique from other small climate changegroups focused on climate change mitigation. CarbonConversations acknowledges that climate changeengagement can cause difficult emotions, but alsoemphasizes that engagement with these emotions andinner conflicts is necessary for behaviour change.

Group meetings consist of a mixture of facilitator input onspecific topics, small group discussions, games, and tasksto complete at home.

LOCATIONCarbon Conversationsbegan as a UK-basedorganization offering in-person sessions.Currently, all materialsand resources havebeen made publicly andinternationally availableonline, through theirwebsite.

OBJECTIVESTo address thepracticalities of carbonreduction whileaccounting for complexemotions and socialpressures that canmake carbon reductiondifficult, and to helpparticipants engagewith their emotionssurrounding climatechange and understandhow emotions play arole in climate changeengagement initiatives

ORGANIZATIONCarbon Conversations

INTERVENTION POPULATIONCarbon Conversations isan intervention programdesigned for anyonelooking to reduce theircarbon emissions.

11

2-31

CARBONCONVERSATIONS

DESCRIPTIONIn particular, the ‘Fears for the Future’ activity invitesparticipants to directly address their emotions and fearsregarding climate change. Participants are providedwith a list of various fears and worries associated withclimate change. They are instructed to work throughand discuss the list of fears in pairs, noting which fearsthey may identify with. Additional space is provided atthe bottom of the handout for participants to add totheir list. Following the pair discussion, a whole groupdiscussion and reflection is initiated.

Providing a space for participants to connect withfeelings of sadness, anxiety, and fear, may helpparticipants process the complex emotions associatedwith climate change. Alternatively, facilitators may alsochoose to add an artistic component by havingparticipants present their fears through drawings. Thismay allow participants to process and express emotionsthat may be difficult to describe with words.

There is no formal training to become a CarbonConversations facilitator, however training documentsare available through their website. It is recommendedthat facilitators are those with therapeutic groupexperience and/or professional training in groupfacilitation.

EVALUATIONA survey of 113participants found that50% of participantsagreed or stronglyagreed that taking parthelped them ‘face theirworries about climatechange.’

In interviews conductedwith several of theparticipants, CarbonConversations activitieswere noted to give spaceto participants to talkabout climate change,and helped with ‘takinga big scary thing andfacing it together.’

Others noted that theyvalued the opportunityto share difficultemotions about climatechange, as this wassomething that otherinitiatives did not offer.

ADDITIONAL DETAILSCarbon Conversationshas since transitionedfrom active partnershipwith organizations tobecome a publiclyavailable onlineresource through theirwebsite.

LESSONS LEARNED &CONSIDERATIONS

Participant feedback highlights the need for safespaces to discuss emotions and distress related toclimate changeEmotional engagement with feelings of climate griefand concern may help participants reduce carbonemissions within their daily lives

12

8

4

2-31

CARBONCONVERSATIONS

REFERENCESCarbon Conversations. Carbon Conversations logo [image on theInternet]. [Publisher unknown]: Carbon Conversation; [date unknown][cited 2021 Feb 5]. Available from:http://www.carbonconversations.co.ukCarbon Conversations. [Internet]. [Publisher unknown]: CarbonConversations; [date unknown] [cited 2021 Feb 5]. Available from:http://www.carbonconversations.co.ukUsing Carbon Conversations. [Internet]. [Publisher unknown]: CarbonConversations; [date unknown] [cited 2021 Feb 5]. Available from:http://www.carbonconversations.co.uk/p/running-group.htmlBüchs M, Hinton E, Smith G. 'It helped me sort of face the end of theworld': the role of emotions for third sector climate change engagementinitiatives. Environ Values. 2015; 24(5): 621-640.

1.

2.

3.

4.

13

Participants form pairs or small groups and finish a shortphrase such as ”The place in nature most special to meis…"Partners or group members take turns finishing the shortphrase with no interruptions in between participants

Participants meditate to sounds and visuals of a rainforestPictures of deforestation, sounds of logging, and statisticsabout deforestation are then presentedParticipants are encouraged to fully open their awarenessto the suffering of the world, and to experience the painbut not remain in it

Drawing from practices of deep ecology, systems theory,ecopsychology, Buddhism, and political activism, JoannaMacy developed the Work That Reconnects (WTR) in the1970s. It is a learning process aimed at moving participantsfrom emotional defensiveness or paralysis towards feelingsof active hope.

The WTR framework unfolds as a spiral journey with fourstages, each designed to build upon the previous one. Avariety of activities can be completed with each stage.Activities range from meditation to interactive andconceptual insight activities. The four stages include:

The framework begins with gratitude to allow participantsto reconnect with empathy and personal power

E.g., Open Sentences Activity

This stage of the WTR framework invites participants towork through experiences of suffering, whilst honoring theirpain for the world

E.g., Honoring the Rainforest

WORK THATRECONNECTS

DESCRIPTIONLOCATIONThe Work ThatReconnects (WTR) is aninternationalorganization withnearly 200 facilitatorslocated around theworld. WTR also offersonline groups.

OBJECTIVETo help participantsacknowledge,experience, andunderstand theemotions that mayempower or inhibitaction related to thecurrent ecological andclimate crisis

ORGANIZATIONWork That ReconnectsNetwork

INTERVENTION POPULATIONThe Work ThatReconnects (WTR) is anintervention programdesigned for anyoneseeking toacknowledge,experience, andunderstand theiremotions related to thecurrent ecological andclimate crisis.

Coming from gratitude

honouring our pain for the world

14

1

2-3

Seeing with new eyes works to build a sense of personalpower or perceptual shift towards a wider and more inclusivesense of self, thus enabling participants to respond morefruitfully to the pressing challenges of the times

Going forth helps participants find ways to incorporateactive, transformative hope in their daily lives

WORK THATRECONNECTS

DESCRIPTIONEVALUATIONMark Hathaway, anuniversity educator andWTR facilitator led andevaluated a 6-hour WTRworkshop in September2013 with a group of 36undergraduatestudents.

Based on analysis ofreflections written by thestudents, participantsfound the WTRworkshop engaged themind, emotions,imagination, and body,to build community,provide a sense ofpossibility andempowerment, andtransform perspectivesand worldviews.

Several participantsdecided to take up moreconsistent meditationpractices as a method todeepen their sense ofconnection with nature,and find peace in thestruggle to addressecological concerns. However, participantsalso found the one-dayworkshop to berestrictive, and reportedfears that feelings ofinspiration andenthusiasm might soonwear off in daily living.

The WTR has been found to be an effective method inmanaging climate grief and other emotions associatedwith climate change in some groupsEvidence supports meditation as a powerful tool inaddressing climate griefOne time workshops to address climate grief may beeffective in the short-term, but continuous work may beneeded for long-term healing and processing of climategrief

going forth

seeing with new eyes

LESSONS LEARNED &CONSIDERATIONS

15

1

3

2-3

Participants are asked to share on an issue they arepassionate about from four perspectives, in the first person:

Their own, that of a person with an opposing opinion,that of a non-human entity affected by the issues (e.g.,animal, plant, ocean, etc.), that of a future person whowill be affected

E.g., Widening Circles

Participants share possible obstacles that might inhibitclimate action or work towards a transformative hope-focused life style

E.g., Potential Obstacles

WORK THATRECONNECTS

REFERENCES

16

Work That Reconnects Network. Work That Reconnects Network logo[image on the Internet]. [Publisher unknown]: Work That ReconnectsNetwork; [date unknown] [cited 2021 Feb 15]. Available from:https://workthatreconnects.org/The Work That Reconnects. [Internet]. [Publisher unknown]: Work ThatReconnects Network; [date unknown] [cited 2021 Feb 5]. Available from:https://workthatreconnects.org/spiral/Hathaway M. Activating hope in the midst of crisis: Emotions,transformative learning, and "The Work That Reconnects". J TransformEduc. 2016; 15(4): 296-314.

1.

2.

3.

The ‘Stand Up for Climate Change’ comedy shows takeplace annually at the University of Boulder Colorado. Theinitiative is part of the larger ‘Inside the Greenhouse (ITG)’project, aimed at confronting climate change through thecreative modes of communication at the university.

Since 2016, participants in the ITG program have worked totranslate climate change issues for the public throughsketch comedy, improvisation, and stand-up mediums. Themajority of performers are undergraduate students in theEnvironmental Sciences majors. Participants can performindividually (e.g., stand-up routine) or in small groups of 2-5performers (e.g., sketch comedy, improv, stand-up).

In preparation for the shows, all participants are required tocarefully consider and articulate who their intended primaryaudience is and their principle messaging to this audience.In the past, members have also engaged in discussions onthe peer-reviewed climate change literature, completedperformance-based exercises, and connected with visitorswho share expertise on communication skills.

Previous performances were presented to audiences ofapproximately 150 people. The audience was mainlycomprised of friends of performers and other students.

For the 2020 show, performances were filmed ahead of timeand compiled into a video. The video can be found here.

The project also includes an international video competitioneach year. The video competition is intended as a method toconnect with a diverse audience. Calls for video entries arecirculated through email servers, message boards, andsocial media outlets and limited to 3 minutes. Winning videosare shown during the in-person comedy show.

Winning videos from each year can be found here.

LOCATIONBoulder, Colorado, USA

OBJECTIVETo explore efficacy ofhumour in climatechange communicationand to build tools ofcommunication forindividuals and groupsthrough humour

ORGANIZATIONInside the Greenhouse

University of ColoradoBoulder

INTERVENTION POPULATIONThe Stand Up forClimate Change showwas organized by andfor students at theUniversity of ColoradoBoulder, with a majorityof participants from theEnvironmental Sciencesmajor.

STAND UP FORCLIMATE CHANGE

DESCRIPTION

17

12-4

5

6

EVALUATIONIn previous shows, post-eventsurveys have been distributedto attendees immediately aftereach performance. Attendeeswere asked about the effect ofcomedy on 1) making themthink, feel, and engage withclimate change, 2) whether theuse of comedy seemed totrivialize issues associated withclimate change, 3) if they feltthat comedy could be an usefulcontributor to the climateconversation, and 4) for anyadditional feedback.

Based on survey feedback fromshow participants andaudience members, humourhas been supported as aneffective coping method toprovide relief from distressingclimate emotions.

Participant feedback alsonoted that comedy was aneffective method for learningand new knowledge formation,but also recognized the risks oftrivializing the wickedchallenge of climate change.

One participant reported theexperience “showed me howfun climate communicationcan be, which helps to reframethe whole conversation in away that feels moremanageable,” while anothermentioned that the show“made it easier to bring up thesubject of climate changewithout being depressing.”

STAND UP FORCLIMATE CHANGE

Humour may serve as an underused tool foraddressing heavy emotions related to the climatecrisisUsing humour may be most effective inpopulations that already have a goodunderstanding of climate change

References and jokes may not be understoodby those who are unfamiliar with climate work

Humour may also serve as a method for learningnew climate change information for those alreadyfamiliar with climate work

REFERENCES

LESSONS LEARNED &CONSIDERATIONS

18

Inside the Greenhouse. Inside the Greenhouse logo [image on theInternet]. [Publisher unknown]: Inside the Greenhouse; [date unknown][cited 2021 Feb 4]. Available from: https://insidethegreenhouse.org/Stand Up For Climate Change Comedy Event. [Internet]. [Publisherunknown]: Inside the Greenhouse; [date unknown] [cited 2021 Feb 5].Available from: https://insidethegreenhouse.org/event/stand-climate-change-comedy-eventStand Up For Climate Change Comedy on April 22. [Internet].[Publisher unknown]: Inside the Greenhouse; [date unknown] [cited2021 Feb 5]. Available from:https://insidethegreenhouse.org/event/stand-climate-change-april-22Boykoff M, Osnes B. A laughing matter? Confronting climate changethrough humour. Political Geogr. 2019, 68: 154-163.2020 Stand Up for Climate Change Comedy Show. [Internet].[Publisher unknown]: Inside the Greenhouse; [date unknown] [cited2021 Feb 4]. Available from:https://insidethegreenhouse.org/media/2020-stand-climate-change-comedy-showComedy for Climate Change. [Internet]. [Publisher unknown]: Insidethe Greenhouse; [date unknown] [cited 2021 Feb 4]. Available from:https://insidethegreenhouse.org/project/comedy-climate-change

1.

2.

3.

4.

5.

6.

4

1

Accept the severity of the predicamentPractice being with uncertaintyHonour my morality and the mortality of allDo inner workDeveloped awareness of biases and perceptionPractice gratitude, witness beauty, and create connectionsTake breaks and restGrieve the harm I have causedShow upReinvest into meaningful efforts

The Good Grief Network (GGN) is a not-for-profitorganization working to bring people together to processgrief and other heavy emotions related to the currentecological and climate crisis. Based on the AlcoholicsAnonymous group model, the organization uses a 10-Stepapproach in their facilitation of peer-to-peer supportgroups.

The aim of these groups is to help participants recognize,feel, and process heavy emotions, and to help convertemotions into meaningful action.

GGN’s 10-Steps to Personal Resilience & Empowerment in aChaotic Climate:

1.2.3.4.5.6.7.8.9.

10.

An in-depth description of each step can be found here.

Group meetings occur weekly for 10-weeks, with one step beingcovered each session. Since initiation, the GGN has facilitatedover 50 peer support groups both in-person and virtually.

Each group includes a maximum of 15 participants (inclusive of 3facilitators) to preserve an intimate group experience. Everygroup session begins with an introduction, participant check-in,announcements, and grounding exercise. The group then movesinto the ‘step’ for the week.

GOOD GRIEF NETWORK:10-STEP APPROACH

LOCATIONThe Good Grief Network(GGN) is anorganization withinternationally availableonline resources andavailable in-personresources in certainareas.

OBJECTIVETo build personalresilience whilestrengtheningcommunity ties to helpcombat despair,inaction, eco-anxiety,and other heavyemotions in the face ofdaunting systemicpredicaments

ORGANIZATIONSGood Grief Network

INTERVENTION POPULATION

DESCRIPTION

The GGN's 10-StepApproach is designedfor anyone seeking torecognize, feel andprocess heavy emotionsrelated to the currentecological and climatecrisis.

19

12-4

4

Facilitators provide information on the step, and share whythe step is important to them. The group then moves toopen sharing time for participants to share their thoughtsand experiences. Although space is made for eachparticipant to share at least once, sharing is not arequirement. Sharing time is not meant to be a discussion socross talk is minimized. At the end of the session, a closingis read and a group check-out is completed.

EVALUATION

94% of programparticipantsreported feelingmore empoweredto take action intheir lives95% of programparticipantsreported that the10-Step Programhelped them thinkin new andnuanced waysabout systemicproblems96% of participantsreported that the10-Step Programhelped them feelless alone andmore connected toothers

According to the GGNwebsite:

GOOD GRIEF NETWORK:10-STEP APPROACH

DESCRIPTION

It is important for facilitators to ensure that theparticipant who is sharing at the time is not interruptedby others (i.e., cross-talk)Facilitators for climate grief support groups mayconsider sharing their own emotions when facilitatingdiscussions GGN’s policy that limits groups to 15 individuals is likelyto be a major contributor to the connectedness that96% of participants felt after the workshop

REFERENCES

LESSONS LEARNED &CONSIDERATIONS

20

Good Grief Network. Good Grief Network logo [image on theInternet]. [Publisher unknown]: Good Grief Network; [date unknown][cited 2021 Feb 12]. Available from:https://www.goodgriefnetwork.org/Good Grief Network. 10-Steps to Personal Resilience & Empowermentin a Chaotic Climate. [Internet]. [Publisher unknown]: Good GriefNetwork; [date unknown] [cited 2021 Feb 12]. Available from:https://www.goodgriefnetwork.org/good-grief-network-10-step-program/Good Grief Network. 10-Step Program. [Internet]. [Publisher unknown]:Good Grief Network; [date unknown] [cited 2021 Feb 12]. Availablefrom: https://www.goodgriefnetwork.org/good-grief-network-10-step-program/Schmidt L, Lewis Reau A. Tooks for the Awakening. [Internet]. SanFrancisco, CA: Medium; [2020 Sept 28] [cited 2021 Feb 13]. Availablefrom: https://goodgriefnetwork.medium.com/tools-for-the-awakening-1f69dbb932c0Good Grief Network. About Good Grief Network. [Internet]. [Publisherunknown]: Good Grief Network; [date unknown] [cited 2021 Feb 12].Available from: https://www.goodgriefnetwork.org/about/

1.

2.

3.

4.

5.

2-4

5

1

In June 2020, the Center on Climate Change & PlanetaryHealth (CCCPH) at the London School of Hygiene &Tropical Medicine (LSHTM) hosted their annual PlanetaryHealth Week. As part of the event, LSHTM students NinaFinley and Viola Gräf facilitated the school’s first eco-anxiety workshop. The workshop, titled ”Eco-Anxiety:From Worry to Action,“ was framed around the work of Dr.Courtney Howard, a Canadian emergency room physicianand President of the Canadian Association of Physicians forthe Environment.

Dr. Howard’s work highlights the importance of developinginsight into the emotional reactions related to climatechange, so that one may become centered and productivein their response. Based on this, the workshop was dividedinto two parts. The first half helped participants developinsight into their own emotions regarding the climate crisis,and the second half focused on becoming centered andproductive in one’s response.

To achieve this, Finley and Gräf introduced a series ofactivities as an ‘emotional toolkit’ that participants coulduse to explore eco-anxiety generally and within themselves.Through personal correspondence, Finley and Gräfdescribed five activities included in the workshop:

Participants were guided in a meditation that includedgrounding elements (i.e., body scan and breathing focus).The aim was to bring awareness to the spatial surrounding,shifting from the proximal room, to the city, continent, andplanet.

LOCATIONLondon, England

OBJECTIVE

ORGANIZATIONLondon School ofHygiene & TropicalMedicine (LSHTM)

INTERVENTION POPULATIONThe workshop wasimplemented in agroup of students at theLSHTM who registeredfor the workshop.

ECO-ANXIETY: FROMWORRY TO ACTION

DESCRIPTION

First Half: Centered breathing

To support the studentbody of LSHTM indeveloping their ownmental well-beingpractices and engagingin planetary healthactivism, and to helpstudents recognize andovercome their eco-anxiety to becomemore productive in theirresponse to the climateand ecological crises

21

12-3

EVALUATIONA feedback survey wasprovided after theworkshop. Based onsurvey responses,many participantsfound the definitions ofthe terms ‘eco-anxiety,’‘eco-grief,’ and‘solastalgia,’ to behelpful when trying toexpress their ownfeelings related toclimate change.

However, a largeportion of respondentsalso reported wantingmore time to discusstheir feelings aboutclimate change withone another, notingthat the one-hoursession may have beentoo short.

Of the activitiesfacilitated during theworkshop, 'CenteredBreathing,' 'FreeWriting,' and 'SmallWins' were identifiedas the most helpfulactivities for copingwith feelings of eco-anxiety.

The author wasprovided access to thefeedback survey by V.Gräf and N. Finley

ECO-ANXIETY: FROMWORRY TO ACTION

DESCRIPTION

Which of these terms do you identify with most: eco-anxiety, eco-grief, or solastalgia?What does it mean to you?

What went well?What are you grateful for?

Participants were introduced to a number of terms related tonegative emotions related to climate change, including:

Eco-anxiety - a chronic fear of environmental doomEco-grief - grief felt in relation to experienced or anticipatedecological losses due to acute or chronic environmental changeSolastalgia - a homesickness you have when you're still at home,and your home environment is changing in distressing ways

After defining the terms, participants were given twominutes to write freely about their emotions. Prompts givenincluded:

Participants were invited to take two minutes to writedown three small ‘wins’ from their day. Prompts givenincluded:

Participants were provided with a list of roles and theirdefinitions from the Social Change Ecosystem framework.They were asked to find the role they most identified with.Facilitators then introduced and highlighted the role ofcollective action in bringing systemic change for climateaction. Participants were asked to reflect on the role theypreviously chose and how their strengths could beincorporated into collective action.

First Half: Small wins

Second Half: collective action

First Half: Free Writing

22

12-3

4

ECO-ANXIETY: FROMWORRY TO ACTION

DESCRIPTION

What are the takeaways you want to remember?Write to the stranger you will be in a month

Participants were given two minutes to write a letter totheir future self. Prompts included:

Second Half: letter to self

Small Wins and expressing gratitude within one's dailylife is a powerful activity for addressing climate grief

Gratitude activities are found in many other eco-anxiety and climate grief interventions such asJoanna Macy's ”Work That Reconnects" (see pg. 13)

Defining terms associated with climate grief such aseco-anxiety, eco-grief, and solastalgia may helpparticipants better express their feelings related toclimate grief

By describing the various ways in which one canexperience climate grief, participants may connectmore deeply with their feelings associated with theclimate crisis

Asking participants to think about their specializedrole in larger, collective climate action may be highlyeffective in reducing feelings of eco-anxiety

LESSONS LEARNED &CONSIDERATIONS

23

12-3

REFERENCES

24

ECO-ANXIETY: FROMWORRY TO ACTION

London School of Hygiene & Tropical Medicine. London School ofHygiene & Tropical Medicine logo [image on the internet]. London, UK:London School of Hygiene & Tropical Medicine; [date unknown] [cited2021 Feb 3]. Available from: https://www.lshtm.ac.uk/Finley N, Aranchia Prado K, von Borries R, Wabnitz K. Caring for theplanet at a public health school: Four women converge in London.[Internet]. San Francisco, CA: Medium; [2020 Jul 16] [cited 2021 Feb27]. Available from: https://phalliance.medium.com/caring-for-the-planet-at-a-public-health-school-four-women-converge-in-london-c9ff39da46beEco-anxiety workshop: from worry to action. [Internet]. London, UK:London School of Hygiene & Tropical Medicine; [date unknown] [cited2021 Feb 27]. Available from:https://www.lshtm.ac.uk/newsevents/events/eco-anxiety-workshop-worry-actionMapping our roles in a social change ecosystem. [Internet]. [Publisherunknown]: Building Movement Project; [date unknown] [cited 2021 Feb27]. Available from: https://buildingmovement.org/our-work/movement-building/social-change-ecosystem-map/

1.

2.

3.

4.

FEELING NATUREWORKSHOPS

The Feeling Nature workshops were developed by Love andLoss co-founders, Sarah and Tony Pletts. In conversationwith S. Pletts, the workshop is described as an opportunityfor participants to explore their relationships with nature,their bodies, their feelings, and with their community.Workshop activities allow participants to feel and addressthe complex emotions of climate grief by giving space toexpress gratitude, honour feelings, and explore connectionwith nature through the senses.

Workshops are framed around ‘Grief Tending,’ a practicethat allows participants the opportunity to provide attentionto grief and the feelings that may arise. Grief tending is notan attempt to ‘fix’ feelings of grief, but serves as a space forcollective support and processing of grief. Workshops orsessions build up to one central ritual to address grief.Previous activities used as the central activity include the‘Truth Mandala’ or ‘Bowl of Tears’ from Joanna Macy’s‘Work that Reconnects’ (see pg. 13).

The central activity is meant to take approximately a third ofthe overall workshop time. The remainder of the workshopis dedicated to building a supportive and safe environmentbefore the central activity, as well as integration of thecentral experience afterwards. Building a supportive andsafe environment is an important step to ensureparticipants feel safe to participate in the central activity.Activities to build a safe environment include setting clearboundaries, use of verbal-based activities such as talking ina round or pairs, and other practical exercises such aswriting, drawing, guided visualizations, movement, touchingobjects, going outside into nature, or self-touch.

Love and Loss held Feeling Nature workshops whichExtinction Rebellion, an international climate activism grouppublicized in their newsletters. Workshops were held fromMay 2019 to February 2020 in London, UK. Many of theparticipants were involved in Extinction Rebellion. The 3-hour workshops were facilitated by Sarah and Tony Pletts.

LOCATIONLondon, England

OBJECTIVETo provide anintroduction to grief foractivists andenvironmentalcampaigners, and toprovide space andopportunity forparticipants to processfeelings of climate griefand anxiety

ORGANIZATIONLove and Loss

Extinction Rebellion

INTERVENTION POPULATIONFeeling Nature is aworkshop aimed atintroducing thelandscape of grief toactivists andenvironmentalcampaigners.

DESCRIPTION

25

1 2-5

EVALUATIONParticipanttestimonials from theLove and Loss websitenote the workshopprovided a safe spaceto express hardemotions, and servedas an opportunity tofeel together or part ofa ‘larger whole’ withthose with similarfeelings.

FEELING NATUREWORKSHOPS

REFERENCES

To effectively address climate grief, a safe andsupportive atmosphere much be created beforeparticipants can fully participate in grief processingactivitiesBuilding a safe and supportive atmosphere can bedone in a number of methods that are not exclusivelygrief relatedCare should be taken to be ‘trauma informed’ andensure that all activities are optional

LESSONS LEARNED &CONSIDERATIONS

26

Love & Loss. Love & Loss logo [image on the internet]. [Publisherunknown]: Love & Loss; [date unknown] [cited 2021 Feb 19]. Availablefrom: http://www.loveandloss.co.uk/loss/Grief Tending Events: Grief tending rituals and events: Feeling Nature.[Internet]. [Publisher unknown]: Love & Loss; [date unknown] [cited2021 Feb 19]. Available from:http://www.loveandloss.co.uk/loss/grief-tending-events/Climate change anxiety workshop: Feeling Nature. [Internet].[Publisher unknown]: Love & Loss; [date unknown] [cited 2021 Feb 19].Available from: http://www.loveandloss.co.uk/loss/grief-tending-events/climate-change-anxiety-workshop/KR London Regenerative Culture: Grief Workshops. [Internet].[Publisher unknown]: Extinction Rebellion; [date unknown] [cited 2021Feb 27]. Available from: https://extinctionrebellion.uk/event/xr-london-regenerative-culture-grief-workshops/Extinction Rebellion: Feeling Nature - Grief Tending Workshop.[Internet]. [Publisher unknown]: Extinction Rebellion; [date unknown][cited 2021 Feb 27]. Available from:https://extinctionrebellion.uk/event/extinction-rebellion-feeling-nature-grief-tending-workshop/

1.

2.

3.

4.

5.

1

3

Climate Cafés work to provide a space for participants tospeak to their emotions related to the climate crisis in asupportive environment. Climate Cafés follow the DeathCafé model, an initiative aimed at providing participants aspace to speak and discuss the subject of death in a safeatmosphere. Organizations such as the Climate PsychologyAlliance (CPA) and Low Carbon Oxford North hold ClimateCafés periodically for the general public.

The Cafés are ‘advice-free’ zones and are not meant toeducate on or discuss solutions to the climate crisis.Instead, Climate Cafés work to create a supportiveatmosphere for participants to explore and speak to theeffects that climate change is having within their personaland family lives, as well as within larger society. Thesessions are facilitated to ensure space is provided for allparticipants who would like to speak. Climate Cafés mayalso be adapted for specific populations. For instance, theCPA held a Climate Café series for parents to discuss theirclimate feelings in relation to their children’s future.

Sessions are generally structured to include time forintroduction, group check-in, discussion on potential actionsteps, and concluding remarks. It is recommended thatClimate Cafés run for a length of approximately 90 minutes.A detailed overview of a Climate Café can be found in”Addressing and Coping with Climate Grief: A Toolkit forGroup and Individual Use."

The CPA also provides periodic training workshops forthose looking to implement and facilitate a Climate Caféwithin their community.

CLIMATE CAFÉS

LOCATIONClimate Cafés may befacilitated online andin-person,internationally.

OBJECTIVETo create a simple,hospitable, empatheticspace where fears anduncertainties about theclimate crisis can besafely expressed

ORGANIZATIONVarious organizations

INTERVENTION POPULATION

DESCRIPTION

Climate Cafés aredesigned for anyoneexperiencing fears anduncertainties about theclimate crisis.

27

1-4

EVALUATIONTo the knowledge of theauthor, no evaluationhas been conducted attime of reportingregarding the efficacyof Climate Cafés inreducing eco-anxietyand climate grief .

It is important that facilitators of climate griefsupport groups manage time to ensure everyone whowould like to share is able to do soTo reduce certain behaviours such as ‘advice-giving’during discussion time, group guidelines can bestated each meeting during introduction timeSupport groups for climate grief can be facilitated byanyone who is interested and passionate abouthelping others process their climate griefSupport groups for climate grief can also be targetedat specific populations as those with similarcharacteristics (e.g., having a child) are more likely toexperience similar thoughts and feelings

REFERENCES

CLIMATE CAFÉSLESSONS LEARNED &CONSIDERATIONS

28

What is Death Cafe? [Internet]. [Publisher unknown]: Death Cafe;[date unknown] [cited 2021 Feb 15]. Available from:https://deathcafe.com/what/Climate Cafe International. [Internet]. [Publisher unknown]: Climate &Mind; [date unknown] [cited 2021 Feb 15]. Available from:https://www.climateandmind.org/climate-cafeOutreach. [Internet]. [Publisher unknown]: Climate PsychologyAlliance; [2019 Oct 3] [cited 2021 Feb 15]. Available from:https://www.climatepsychologyalliance.org/support/outreachPatrick J. Want to talk about Climate Change? Join one of our friendlyClimate Cafes. [Internet[. [Publisher unknown]: Low Carbon OxfordNorth; [2020 Mar 17] [cited 2021 Feb 15]. Available from:https://lcon.org.uk/2020/03/17/want-to-talk-about-climate-change-come-to-our-next-climate-cafe-on-23-february-for-a-friendly-chat-and-cake-2/

1.

2.

3.

4.

ECO-ANXIOUS STORIES

DESCRIPTIONLOCATIONEco-Anxious Stories isan online platform.

OBJECTIVETo create an onlinespace dedicated tonormalizing andtransforming eco-anxiety into meaningfulaction by sharing storiesand resources related toeco-anxiety and the fearassociated with theclimate crisis

ORGANIZATIONSEco-Anxious Stories

INTERVENTION POPULATIONThe Eco-Anxious Storiesplatform is designed foranyone feeling eco-anxiety looking tofind support in thestories and experiencesof others.

Where does eco-anxiety show up in your life?What gives you the courage to face a challenge like theclimate crisis?What does a meaningful response to this crisis look likeand feel like?

Eco-Anxious Stories is an online platform offering eco-anxiety resources. Resources aim to help channel feelingsof eco-anxiety into courageous and compassionateresponses to the climate crisis. The platform was foundedby communication strategist, Rachel Malena-Chan, andbusiness manager and leadership coach, Kevin Gatley.

Eco-Anxious Stories emphasizes that eco-anxiety is anexpression of love for the future, your family, and yourself,and such feelings of love should be expanded on. In orderto achieve this, the organization notes that anxiety, guilt,shame, and powerlessness related to the climate crisismust first be addressed.

By providing various resources on eco-anxiety, users maybegin to unpack their own feelings on the climate crisisand move towards expressions of love and meaningfulaction. Examples of resources available on the websiteinclude original poetry, stories, blog posts, webinars, andpodcasts. The complete library of all their resources canbe found here.

The platform is also open for submissions of eco-anxiousstories and other content. Those interested in submittingtheir story may do so in a variety of methods such asthrough visual art, photography, dance, music, or comedy.Users submitting content to Eco-Anxious Stories are askedto consider three questions:

These questions prompt submitters to employ a strengths-based perspective when reflecting on their eco-anxiety,and highlights the need for courage and meaningful actionwhen addressing the climate crisis.

29

1

2-4

3

ECO-ANXIOUS STORIES

EVALUATIONTo the knowledge of theauthor, no evaluationhas been conducted attime of reporting on theefficacy of Eco-AnxiousStories on reducing eco-anxiety and climategrief in those accessingthe resource or in thosewho have submitted astory or resource. REFERENCES

It is important that the concept of eco-anxiety isnormalized, allowing for a greater number ofindividuals to begin to acknowledge and processtheir feelings of eco-anxietyEco-anxiety may be reframed as a deep love andconnection to the world and should be embracedThere are a variety of methods that one can use toacknowledge, process, and express their eco-anxietysuch as the writing of stories or poems, or creatingart through photography, dance, or painting

LESSONS LEARNED &CONSIDERATIONS

29

1

Eco-Anxious Stories. Eco-Anxious Stories logo [image on the internet].[Publisher unknown]: Eco-Anxious Stories; [date unknown] [cited 2021Feb 21]. Available from: https://www.ecoanxious.ca/About Us. [Internet]. [Publisher unknown]: Eco-Anxious Stories; [dateunknown] [cited 2021 Feb 21]. Available from:https://www.ecoanxious.ca/about/All Libraries. [Internet]. [Publisher unknown]: Eco-Anxious Stories;[date unknown] [cited 2021 Feb 21]. Available from:https://www.ecoanxious.ca/library/Sharing our Eco-Anxious Stories. [Internet]. [Publisher unknown]: Eco-Anxious Stories; [date unknown] [cited 2021 Feb 22]. Available from:https://www.ecoanxious.ca/library/sharing-our-eco-anxious-stories/

1.

2.

3.

4.

LOCATIONThe EmotionalResilience Toolkit is afreely available onlineresource.

OBJECTIVETo provide emotionalsupport, resources, andtools for eco-anxiety,grief, and the range offeelings thataccompany climatework

ORGANIZATIONClimate TherapyAlliance (PacificNorthwest Chapter)

INTERVENTION POPULATIONThe EmotionalResilience Toolkit is anopen-source resourceavailable to those whoare interested inreceiving or providingsupport for thoseexperiencing eco-anxiety, grief, andother emotions relatedto the climate crisis.

EMOTIONAL RESILIENCETOOLKIT

The Emotional Resilience Toolkit provides instruction for 11different practices to help address eco-anxiety and climategrief. The toolkit was compiled by a group ofpsychotherapists specializing in climate psychology in thePacific Northwest and was distributed in 2019.

Activities listed within the toolkit are designed to buildemotional resilience, promote self-care, and make room forself-expression of eco-anxiety and climate grief. Activitiesare categorized by purpose, time required, and age group(i.e., children, youth, adults). All activities are designed tobe facilitated within 5-15 minutes with no special trainingneeded. An example activity is detailed below:

DESCRIPTION

Humour & Play Practices

The facilitator reads out:

The facilitator demonstrates the movement while narrating:

The 'dog remedy' is repeated approximately 6 times withincreasing speed, until the final one is one quick,shimmering flow.

”Research shows that physical shaking is one of the fastest and most effectiveways to relieve stress and anxiety. Can you recall the way a wet dog dries offwith a progressive shimmy-shake that starts with the head and travels to thetail, water drops spraying in a dynamic water halo? We can use this image to'shake off' some of our own stress. There is no 'right way' to do themovement - the important part is just the shaking itself."

”Stand with your feet shoulder distance apart to create a solid base. Begingently shaking just your head - side to side, up and down. Take about 20seconds with each area of the body. Now let your head rest, but keep theshaking going in your shoulders. After 20 seconds, let the shaking travel intoyour arms and hands, as if you were flicking water off your fingers. Let theshaking move to your torso and hips, with as much mobility as possiblethrough the ribcage and pelvis. The final segment is to let the shaking traveldown each leg one at a time. Alternate lifting each foot off the floor andflicking "water" from the toes. If balance is a concern, a chair back can beused for stability when on one foot, or both feet can remain on the floor, withalternating heel taps."

30

11

EVALUATIONTo the knowledge of theauthor, no evaluationhas been conducted attime of reporting on theefficacy of theEmotional ResilienceToolkit for Climate Workon reducing eco-anxietyand climate grief inthose accessing theresource.

Assessments onindividual activities mayhave been conductedwithin other work.

REFERENCES

EMOTIONAL RESILIENCETOOLKIT

LESSONS LEARNED &CONSIDERATIONS

Many activities that address climate grief can beused or adapted for different age groups andpopulations The majority of activities listed in the toolkit arefocused on self-inquiry, highlighting the need for self-reflection when acknowledging and processingemotions related to climate grief Self-care and ensuring one is able to continueworking on processing their emotions is alsoimportant when addressing climate grief

31

1

Climate Therapy Alliance (Pacific Northwest Chapter). EmotionalResilience Toolkit for Climate Work. [Internet]. [Publisher unknown]:Climate Therapy Alliance (Pacific Northwest Chapter); 2019 [cited2021 Feb 4]. Available from:https://static1.squarespace.com/static/5c50ca089f87700f60a1b56d/t/5d96d9c4a6b84676db50ffc2/1570167236794/Emotional+Resilience+Toolkit+for+Climate+Work+(v1.5)+04Oct19.pdf

1.

The Ecodharma Centre and Rocky Mountain EcodharmaRetreat Center (RMERC) are not-for-profit, low-cost retreatcenters offering Ecodharma retreats.

The Ecodharma Centre is located in the Catalan Pyrenees innortheastern Spain, while the RMERC is located on 180acres of private river, meadow, and woodlands within thestate of Colorado.

Ecodharma is a creative exploration that brings insights ofthe Buddhist tradition together with an emerging ecologicalparadigm to support the realization of life-affirmingindividuals, societies, and cultures. Using the Ecodharmaframework, both centres work to develop clarity,compassion, and courage to face the current ecological andclimate crisis.

As part of it’s website, the RMERC notes:

The centers emphasize the need for both individual andcollective transformation through meditation practice andspending time in nature. Common activities offered throughboth centers include meditation and spirituality retreats,hiking excursions, and workshops in nature. Activities canrange from a few days to weeks.

OBJECTIVE

LOCATIONWard, Colorado, USA

Abella de la Conca,Provincia de Lleida,Spain

To bring Buddhism andDharma back into thenatural world and tofoster clarity andcompassion to betteraddress the ecologicaland climate crisis, andrelated social justiceissues

ORGANIZATIONSEcodharma Centre

Rocky MountainEcodharma RetreatCenter (RMERC)

INTERVENTION POPULATIONEcodharma retreatsthrough the EcodharmaCentre and the RockyMountain Ecodharmaare available to thegeneral public.

ECODHARMARETREATS

”Since the natural world, including its innumerable species and processes aswell as the most vulnerable human members of our planetary ecosystem, isunable to protect itself from our formidable systems and technologies, theultimate question is how we can realize our non-duality with it, to love it andbe loved by it, and in that way come to embrace responsibility for thewellbeing of the whole biosphere. Our intention is that in working for thehealing of the earth, we are empowered, healed, and awakened.”

DESCRIPTION

OBJECTIVE

32

1

2

3-4

EVALUATIONTo the knowledge of theauthor, no evaluationshave been conductedat time of reporting onthe efficacy of theEcodharma centres onreducing eco-anxietyand climate grief .

ECODHARMARETREATS

REFERENCES

Connecting with nature and adopting Ecodharmapractices may acknowledge and process feelings ofclimate griefIn particular, acknowledging one's connection withnature and taking responsibility for the biosphere willwork towards healing of the planetMeditation and other spiritual practices may serve asan effective method to help start such processes ofhealing and re-connection with nature

LESSONS LEARNED &CONSIDERATIONS

33

1

2

Rocky Mountain Ecodharma Retreat Centre. Rocky MountainEcodharma Retreat Centre logo [image on the internet]. [Publisherunknown]: Rocky Mountain Ecodharma Retreat Centre; [dateunknown] [cited 2021 Jan 16]. Available from: https://rmerc.org/Ecodharma Centre. Ecodharma Centre logo [image on the internet].[Publisher unknown]: Ecodharma Centre; [date unknown] [cited 2021Jan 19]. Available from: http://www.ecodharma.com/About RMERC. [Internet]. [Publisher unknown]: Rocky MountainEcodharma Retreat Centre; [date unknown] [cited 2021 Jan 16].Available from: https://rmerc.org/about/Nature Based Practice. [Internet]. [Publisher unknown]: EcodharmaCentre; [date unknown] [cited 2021 Jan 19]. Available from:http://www.ecodharma.com/nature-based-practice

1.

2.

3.

4.

CLIMATE GRIEFRELATED TO ACLIMATE CHANGEEVENT

Boulder is one of the many municipalities found withinBoulder County, Colorado. The city is located at the baseof the foothills of the Rocky Mountains, and is the mostpopulous municipality within the county.

On September 9, 2013, a slow-moving cold front (i.e., atransition zone of warm air to cold air) stalled over theFront Range mountains of Colorado. Exacerbated byincreasing global temperatures, heavy rainfall (≥18inches) fell on the Front Range region from September 11 –15, resulting in flooding and widespread damage. Floodwaters spread across 23 counties, covering nearly 200miles of area. As a result, Boulder County was designateda Federal Disaster Area.

Within the city of Boulder, all 15 major creeks and 23irrigation ditches were flooded, overwhelming the citystorm drainage and sanitary sewer systems. Reports ofstreet flooding began occurring in the evening ofSeptember 11th with a flash-flood warning being initiatedat 9:20PM. At 10:01PM, flood sirens were activated nearBoulder Creek, urging those near the waterway toimmediately seek higher ground. Resulting from the flood:

OBJECTIVE

101 children andyouth from Boulder,Colorado 22 University ofColoradoundergraduateEnvironmentalDesign Programstudents50 participants fromthe University ofColorado and theBoulder Community

The intervention wasimplemented within:

LOCATIONBoulder, Colorado, USA

To explore ideas ofresilience and to testmethods that mightyield meaningfulconversations onbuilding communityresilience

ORGANIZATIONSResilient Boulder

Growing Up Boulder

INTERVENTION POPULATION

BACKGROUND

OBJECTIVE

POPULATIONAFFECTED BYDISASTERResidents of Boulder(Population ofapproximately 100,000at time of flooding)

PERCEPTIONS OFRESILIENCE

DESCRIPTIONIn 2014, the city of Boulder was selected to participate inthe Rockefeller Foundation’s 100 Resilient CitiesInitiative. The initiative is aimed at supporting andcollaborating with cities that have experienced a naturaldisaster to explore and develop strategies for addressingdisaster-related challenges. As a result, the Growing UpBoulder (GUB) program developed the ‘Perceptions toResilience’ program to understand youth and communityperceptions of disaster-related challenges. Programmingincluded:

2

3

4

5

5

14% of households were affected in BoulderCity property damage totaled approximately $300 million 15% of the city’s paved paths, 34% of city parks, and 100%of the city’s open space trails were destroyed

6

35

1

OBJECTIVE

EVALUATIONTo the knowledge ofthe author, noevaluation has beenconducted at time ofreporting regarding theefficacy of Growing UpBoulder’s Perceptionsof Resilience programto build communityresilience.

However, otherGrowing Up Boulderprograms have beenfound to be effective forincreasing sense ofcommunityinvolvement. It isprobable that thePerceptions ofResilience programhad similar effects onparticipants, thuscontributing to sense ofcommunity ownership,social cohesion, andoverall communityresilience

PERCEPTIONS OFRESILIENCE

DESCRIPTIONMural Creation

Local school children participated in a GUB program tohelp conceptualize and design a resilience mural for thecity. Students were asked to name colours that were‘happy’ and ‘sad,’ places within the city that made themfeel safe, places they go when they feel unsafe oruncertain, things that make them feel good, and thingsthat make them feel that life is hard. Participants werealso allowed to express their answers in drawing form.The final mural highlighted aspects of the community thatsupported or inhibited resilience.

Community Resilience Recommendations

GUB partnered with three elementary and one highschool class to further explore student’s perceptions ofidentified assets and vulnerabilities in their community.Students were also asked to think of recommendationsfor how to increase resilience within the city. Ideas thatemerged from the student groups included using accessto nature and green spaces as a source for restorationand resilience. Children and youth also shared their ideasand recommendations with local leaders to supportincreasing resilience of Boulder’s young people.

Resilience PoetryHigh school students participated in a poetry project withcreating work about personal and community resilience.The program was co-designed by renowned Latino poet,Tim Z. Hernandez, and included digital interactions withother poets and facilitation of a workshop between highschool and undergraduate students. Many students spokeabout surviving the flood along with other challenges suchas coping with poor family health, and the challenges ofimmigration/immigration status.

6

36

1 6

PERCEPTIONS OFRESILIENCE

It is important to engage children and youth withresilience activities to build resilience for futurecommunities and generationsEngagement of local government is important forcommunity members to feel heardUse of an expressive and creative outlet, such aspoetry, can be an effective way to explore and reflecton topics such as resiliency, loss, and climate grief

LESSONS LEARNED &CONSIDERATIONS

REFERENCES

37

Growing up Boulder. Growing Up Boulder logo [image on the internet].[Publisher unknown]: Growing Up Boulder; [date unknown] [cited 2021Jan 7]. Available from: http://www.growingupboulder.org/Brennan C. Boulder scientist ties severity of Colorado's 2013 flood toclimate change. Daily Camera [Internet]. 2015 Jun 22 [cited Jan 4 2021];Local News. Available from:https://www.dailycamera.com/2015/06/22/boulder-scientist-ties-severity-of-colorados-2013-flood-to-climate-change/Garrison R. Colorado flood: Rebuild like to take more than a year. 9 News[Internet]. 2013 Sept 16 [cited Jan 4 2021]; Local News. Available from:https://archive.is/20130917013401/http:/www.9news.com/news/article/355407/339/Rebuild-likely-to-take-more-than-a-yearSeptember 2013 Flood. [Internet]. Boulder, CO: City of BoulderColorado; [date unknown] [cited 2021 Jan 4]. Available from:https://bouldercolorado.gov/flood/september-2013-floodPettem S. Boulder's Floods and Flood Management: Past & Present.Boulder, CO: City of Boulder; 2016, 124 p. Available from:https://www.static.bouldercolorado.gov/docs/Boulder_Flood_History_2016-1-201606030930.pdf?_ga=2.25464829.1382074588.1615067169-2106043029.1609731690Mintzer M, Derr T, Huber M, Derr C. Perceptions of Resilience FinalReport; 2016, 12 p. Available from:http://www.growingupboulder.org/uploads/1/3/3/5/13350974/gub_resilience_report_2016_final.pdfDerr V. Assessing participatory processes for child-friendly cities.[Internet]. 2016 Mar 16 [cited Jan 4 2021]. Available from:https://www.childinthecity.org/2016/03/16/assessing-participatory-processes-for-child-friendly-cities/

1.

2.

3.

4.

5.

6.

7.

1

Jamestown is a small Statutory Town in Boulder County,Colorado, USA. It is located along James Creek within theFront Range of the Colorado Rockies, 12 miles northwestof Boulder City. Due to its geographic location,Jamestown and several other areas in Boulder County,Colorado have the highest risk of flash flooding within thestate.

In 2003, high winds caused a 20-foot-tall tree to down a31,200-volt power line, resulting in a fire that burned3,500 acres and destroyed 12 homes within one day.With the fire having destroyed a large portion of trees inthe Fourmile Canyon Creek drainage basin, the areabecame more susceptible to rapid runoff, which latercontributed to the storm and flood damage.

During the storm, half of the town’s roads were washedaway, and all underground infrastructure of Jamestown'sdrinking-water treatment plant was destroyed, along with50% of the water distribution lines. Due to the destructionof roads, a number of Jamestown residents needed to beevacuated by the helicopter, including a group of school-aged children. It was estimated that Jamestown suffereda $20 million loss in public infrastructure.

BACKGROUND

COMMUNITY MENTALHEALTH SUPPORT

DESCRIPTION

Calryn Aston, a Jamestown resident and senior teacher atthe Shambhala Meditation Center in Boulder, Coloradoworked to create a community hub for town residents. Bymaking Shambhala Meditation Center available to thecommunity as a place of gathering, Jamestown residentswere provided with both inner and outer nourishment. Themeditation center’s community room was filled with freegroceries, and available bags and boxes for transport.Food donations were arranged by Mike Glass, themanager for a local Whole Foods Market.

OBJECTIVE

LOCATIONJamestown, Colorado,USA

To provide immediateand long-term resiliencyand mental healthsupport in response toflooding disaster

ORGANIZATIONSShambhala MeditationCenter

Federal EmergencyManagement Agency

United Way (Foothills)

INTERVENTION POPULATION

OBJECTIVE

POPULATIONAFFECTED BYDISASTERResidents ofJamestown, Colorado(Approximately 270 attime of flooding)

Residents ofJamestown, Colorado(Approximately 270 attime of flooding)

Creation of a Community Hub Following Disaster

1

2

3

4

5

5

38

OBJECTIVE

EVALUATIONTo the knowledge ofthe author, noevaluation has beenconducted at time ofreporting regardingthe efficacy ofJamestowninterventions inaddressing climategrief. However, Astonshared her thoughts onthe atmosphere of thecommunity hub:

“There was a lot oflistening with a greatsense of care andpresence. There wasroom to express bothwhat hurt and whatcould be appreciated. Ifind that in mindfullyattending tothemselves and others,people naturallyrecover their owninsights and strength.And when a group isconnected in this way,a lot can happen.”

-Carlyn Aston asquoted in 'EmotionalResiliency in the Era ofClimate Change'

Following the flooding emergency, weekly meditationmeetings were provided in Jamestown, as well as largerperiodic Contemplative Writing gatherings whereexperiences are shared through meditation, intentionaldialogue, and writing.

Long-term Community Support and Meditation Gatherings

DESCRIPTION

COMMUNITY MENTALHEALTH SUPPORT

REFERENCES

It is important to provide opportunities for socialconnection following a disaster or emergency event,to help those affected cope with the situationEffects of a climate change event can be long lasting,so it is also important to provide long-term support forthose affectedLong-term community support groups may be aneffective and low-cost solution to facilitate communityand individual healing

LESSONS LEARNED &CONSIDERATIONS

Boulder Flood Info. [Internet]. Boulder: City of Boulder Colorado; [date unknown][cited 2021 Jan 4]. Available from: https://bouldercolorado.gov/floodGraham R, Finney M, McHugh C, Cohen J, Calkin D, Stratton R, Bradshaw L,Nikolov, N. Fourmile Canyon Fire Findings. Fort Collins, CO: U.S. Department ofAgriculture, Forest Service, Rocky Mountain Research Station; 2012, 110 p.Available from: https://www.fs.fed.us/rm/pubs/rmrs_gtr289.pdfKroh K. After the Flood: how Climate Change Changed One ColoradoCommunity Forever. [Internet]. [Publisher unknown]: ThinkProgress; [2013 Oct 10][cited 2021 Jan 4]. Available from: https://thinkprogress.org/after-the-flood-how-climate-change-changed-one-colorado-community-forever-e183df603289/Pettem S. Boulder's Floods and Flood Management: Past & Present. Boulder, CO:City of Boulder; 2016, 124 p. Available from:https://wwwstatic.bouldercolorado.gov/docs/Boulder_Flood_History_2016-1-201606030930.pdf?_ga=2.25464829.1382074588.1615067169-2106043029.1609731690Davenport L. Emotional Resiliency in the Era of Climate Change: A Clinician'sGuide. London: Jessica Kingsley Publishers; 2017.

1.

2.

3.

4.

5.

55

39

In addition, tables and chairs were set up in the communityroom for residents to gather and connect with one another.Counselors from the Federal Emergency ManagementAgency (FEMA) were present and made available to respondto community needs.

Following the 2013 flooding events in Boulder County,numerous mental health support programs wereimplemented for county residents to recover after theflooding emergency. Many of these programs servedmultiple regions within the county.

BACKGROUND

ADDITIONAL BOULDERCOUNTY RESOURCES

Mental Health Partners (MHP) opened a drop-in centre inLyons, Colorado in December 2013 for residents copingwith emotional distress related to the flooding event.Lyons was specifically chosen for this drop-in help centredue to the severity at which the town was impacted, aswell as its proximity to surrounding mountain communitiesimpacted by the flood.

At the time of the flood, MHP already operated two mentalhealth drop-in centers in Boulder County, located in themunicipalities of Boulder and Longmont. Like the newlyopened Lyons center, both Boulder and Longmontcenters offered flood support services after theemergency. Each drop-in centre was staffed with a casemanager and clinician. The case manager aided residentsin finding resources such as housing or rental assistance,food, and clothing, while the clinician provided emotionalsupport for residents.

RESOURCES & INTERVENTIONS

Mental Health Support Voucher SystemResidents who were impacted by the flood in BoulderCounty were provided with vouchers for freepsychotherapy by the Foothills United Way. Pre-printedvouchers were given out to qualified residents to seektreatment from the therapist of their choice. Voucherswere filled out for reimbursement; therapists were paid acustomary fee of $200 per appointment. Residentsexperiencing fear, anger, insomnia, anxiety, and othermental health symptoms cited the mental health servicesas tremendously useful.

Mental Health Support Centres1

2

40

The United States Department of Housing and UrbanDevelopment (HUD) manages and distributes theCommunity Development Block Grant Disaster RecoveryProgram (CDBG-DR), a grant program aimed to supportcities, counties, and states that have experienced apresidentially declared disaster. Funding allows forsupport and recovery of communities by providing vitalseed money to begin the process of rebuilding. Inparticular, the CDBG-DR grants seek to provideassistance for low-resource communities that may nototherwise have available funds for recovery.

The CDBG-DR grant was awarded to Boulder County toprovide financial assistance for eligible homeownerswhose homes were impacted by the flood. Funding wasavailable for home repairs, septic and well systems,rebuilding of individual roads and bridges, as well astemporary rent assistance. Funding allowed for manyresidents who were displaced to return to their homes,and alleviated the financial burden for many who wouldnot have been able to afford repairs otherwise. Providingfinancial support post-climate change disaster isimportant in working to decrease the number of stressors,and prevent compiling of stress in an already-highlystressed population. However, due to the high cost ofrecovery for the Boulder County area, applications forfunding from the CDBG-DR were no longer accepted fromJuly 2016 onwards.

The Boulder County Department of Housing and HumanServices (BCDHHS) created a video detailing a Lyonsresident’s experience of receiving a CDBG-DR. Fundingwas used to help cover the costs of rehabilitating andelevating the resident’s home. BCDHHS also played amajor role in helping the resident navigate the varioussupport systems available to them.

ADDITIONAL BOULDERCOUNTY RESOURCES

Community Development Block Grant Disaster Recovery Program 3-4

41

5

REFERENCES

42

Mental health Partners Opens New Drop-in Center in Lyons to HelpPeople Cope with the Flood. [Internet]. Boulder, CO: CommunityFoundation Boulder County; [2013 Dec 10] [cited 2021 Jan 5]. Availablefrom: https://www.commfound.org/content/mental-health-partners-opens-new-drop-center-lyons-help-people-cope-floodDavenport L. Emotional Resiliency in the Era of Climate Change: AClinician's Guide. London: Jessica Kingsley Publishers; 2017.Community Development Block Grant Disaster Recovery Program.[Internet]. Washington, DC: US Department of Housing and UrbanDevelopment; [date unknown] [cited 2021 Jan 5]. Available from:https://www.hudexchange.info/programs/cdbg-dr/Community Development Block Grant - Disaster Recovery (CDBG-DR).[Internet]. Boulder, CO: Boulder County; [date unknown] [cited 2021 Jan12]. Available from: https://www.bouldercounty.org/disasters/flood/2013-flood/recovery/community-development-block-grant-disaster-recovery/BCDHHS. Boulder County: Flood Recovery in Lyons - Priscilla Cohan[Internet]. [Place unknown]: [publisher unknown]; 2015 Feb 11 [cited 2020Dec 10]. Streaming video: 3:01 min. Available from:https://www.youtube.com/watch?v=B3D2CRvCse4&ab_channel=BCDHHS

1.

2.

3.

4.

5.

ADDITIONAL BOULDERCOUNTY RESOURCES

Liverpool is a maritime metropolitan city within the UnitedKingdom. It is located on a number of floodplains and isvulnerable to tidal, river, and rain-related flood events.Furthermore, due to its older sewer and drainageinfrastructure and high rate of rising sea-levels, floodingrisk is heightened for the city.

The Woodlands Estate is an area within the Belle Valeward of Liverpool. It is located on the outskirts of the city,nearby the Netherley Brook river. Residents of the areaare within the top 15% of most deprived areas in England,and experience high rates of poverty. Moreover, theWoodlands Estate area is characterized by a highproportion of elderly people, lone parent households, andhouseholds with members experiencing long-term healthchallenges or disability. As a result, those living in theWoodlands Estate may be impacted more severely by thesocial, economic, and health consequences of a floodingevent. The interventions were undertaken in theWoodlands Estates in 2013, following city flooding thathad occurred in areas of the city in the previous year.

OBJECTIVE

LOCATIONLiverpool, Merseyside,England

ORGANIZATIONS

INTERVENTION POPULATION

BACKGROUND

OBJECTIVE

POPULATIONAFFECTED BYDISASTER

BUILDING COMMUNITY RESPONSE & RESILIENCE

DESCRIPTIONFunding from the Department of Food and Rural Affairs(DEFRA) allowed the Liverpool City Council (LCC) todevelop and implement the Liverpool Pathfinders projectto build resiliency against flooding in the WoodlandEstates. The Pathfinders project involved initiatives toimprove social, economic, institutional, and infrastructureresilience, as well as initiatives to improve communitycapital. Relevant interventions from the Pathfindersproject to this report include:

Increasing social andcommunity resilience byorganizing communityactivities (e.g., the FloodAction Groups) andstrengthening networksacross local, city wideand national agencies,and organizations

Department of Foodand Rural Affairs(DEFRA)

Liverpool City Council(LCC)

National Flood Forum(NFF)

Valley CommunityTheatre Company

Residentsof Liverpool(Approximately 450,000during flooding)

Residents of Belle Vale(Approximately 15,000residents at time ofproject)

Creation of a resilience hubThe Resilience Hub is located in a garage near flood-prone properties within the Woodlands Estate area. Itserves as a method of emergency preparedness for thelocal community. In the instance of a flooding event, localresidents are able to access the hub for flood equipment

1-2

3

3

3-4

43

OBJECTIVE

EVALUATIONFollowing allinterventions, residentswere found to haveincreased awareness offlooding risk and weremore likely to engage inflood preparednesspractices , which mayhelp ease concern andworry about futureflooding events.

The community water-level monitoringand creations of aresilience hub were alsofound to be effective indecreasing anxietiesabout future floods andincreasing resilienceamong residents.

and other flooding information to increase their safetyand allow for better coping. The hub also acts as a pointof contact for local residents and registered providers(i.e., Ambulance, fire, and rescue services) in times ofextreme weather and other emergency situations.

DESCRIPTION

Flood Action Group

Pursuing flooding and flood risk issues with relevantagencies through multi-agency meetings and ongoingdialogue, such as:

Advocacy support with other concerned communitymembers to the Liverpool City Council (LCC) thatresulted in the installation of CCTV cameras for allsurface-water drains, allowing for consistentmonitoring and timely blockage removal whenappropriateAdvocacy support with other concerned communitymembers that resulted in the installation of a heightgauge in Netherley Brook, allowing residents of thecommunity to monitor the water levels of the brook

Training of FLAG members to operate certainflooding equipment in the Resilience Hub

A Flood Action Group (FLAG) was created within theWoodland Estates community. Composed of concernedcommunity members, the group creates space forindividuals to work collaboratively with one another andwith local government to implement strategies to protectagainst flooding. The group was formed using theframework and resources provided by the National FloodForum (NFF), a flood-preparedness organization in theUK. The group meets at the Woodlands Residents’Association’s community centre.

Activities undertaken by the FLAG include:

3-43

5

BUILDING COMMUNITY RESPONSE & RESILIENCE

44

DESCRIPTIONFlood risk management education and awareness

Increased awareness and preparedness for emergencieshas been found to decrease anxiety and fear prior to apotential emergency event. It may also work to decreasenegative mental health effects after the occurrence of anemergency event, thus building individual and communityresilience to climate change disasters. In an effort toincrease awareness and preparedness for floodingevents, the Valley Community Theatre Company workedwith local schools to educate students and their families.The theatre company incorporated a flood film into aninteractive show given at the local schools. The play waswritten by local writers and performed by drama studentsat a nearby university. The play highlighted simple andpractical actions that households could use to increasetheir resilience to flooding events.

LESSONS LEARNED &CONSIDERATIONS

Allowance of citizen science and climate riskmonitoring activities is important in preparingcommunities for future emergencies and providesresidents with ownership over their safety andpreparednessCommunity members are vital stakeholders whenimplementing climate and other emergencypreparedness strategies to build resilience within acommunity

3-4

BUILDING COMMUNITY RESPONSE & RESILIENCE

45

REFERENCES

46

Areas of Potential Higher Risk. [Internet]. [Publisher unknown]:Merseyside Perpared; [date unknown] [cited 2021 Jan 19]. Availablefrom: https://www.merseysideprepared.org.uk/main-sections/in-my-area/liverpoolFlood Management. [Internet]. Liverpool, UK: Liverpool City Council;[date unknown] [cited 2021 Jan 19]. Available from:https://www.liverpool.nsw.gov.au/environment/water-and-waterways/flood-managementBrooks K, Coke A, Orr P, Sadauskis R, Simcock N, Papadopoulou L, StirlingA, Twigger-Ross C, Walker G. Case studies of community resilience toclimate change. York, UK: Joseph Rowntree Foundation; 2015; 48 p.Available from: https://www.jrf.org.uk/report/community-resilience-climate-studiesClimate Just. Liverpool's Flood Resilience Community Pathfinder.[Publisher unknown]; [Date Unknown] [cited 2021 Jan 19]. Available from:https://www.climatejust.org.uk/case-studies/liverpools-flood-resilience-community-pathfinderCommunity Engagement Hub. [Internet]. Bewdley, UK: National FloodForum; [date unknown] [cited 2021 Jan 19]. Available from:https://nationalfloodforum.org.uk/working-together/community-engagement-hub/

1.

2.

3.

4.

5.

BUILDING COMMUNITY RESPONSE & RESILIENCE

OBJECTIVE

LOCATIONHigh River, Alberta,Canada

ORGANIZATIONS

INTERVENTION POPULATION

OBJECTIVE

POPULATIONAFFECTED BYDISASTER

FACILITATING YOUTHRECOVERY

DESCRIPTION

High River, Alberta is a small town located near the city ofCalgary. On June 19, 2013, southern Alberta experiencedheavy rainfall that resulted in major flooding within theregion.

In High River, waters rose above vehicles and resulted inover 150 residents requiring rescue from their rooftops.The entire town of 13,000 was evacuated the next daywith approximately 70% of homes having moderate tosevere damage. Although other surrounding communitiesimpacted by the flood were able to begin recovery andclean-up, High River residents were unable to return for aweek after the initial flooding.

There was severe damage to town infrastructure with 79out of 83 town buildings experiencing significant damage.As a result, numerous small businesses were forced toshut down. Additionally, many luxury homes in theBeechwood estates neighbourhood were damaged by theflood. The provincial government purchased 94 homeswithin the neighbourhood for demolishment so the areacould be restored back to its natural state as a floodplain.

BACKGROUND

Creation of Hearts and minds

To aid the emotionalrecovery of youngpeople in local schoolsaffected by the HighRiver floodingemergency andadvance theestablishment of anintegrated continuumof mental healthservices for the children,youth, and families ofHigh River

Alberta Health Services

Hearts & Minds

High River Population(Approximately 12,000at time of event)

Students in the FoothillsSchool Division andChrist the RedeemerCatholic Schools

In January 2014, the Hearts and Minds program wascreated in response to the High River flooding event.Funded by Alberta Health Services, the program aimed tohelp children and youth affected by the floods. Programmingwas implemented in the Foothills School Division and Christthe Redeemer Catholic Schools. Consisting of programcoordinator, Fawna Bews, family therapists, and fourwellness coaches, the program worked closely with schooland community counsellors to provide support for students.

Hearts and Minds followed an ”Any door is the right door“principle, which meant any child, youth, or family memberwith an emerging or existing mental health concern would beconsidered as ‘entering the right door’ with the program,

1

1

2

3

4-8

47

4-8

OBJECTIVE

EVALUATIONThe Hearts and Mindsprogram was able todeliver universal mentalhealth services to 90% ofstudents in High River,and 20% of studentsreceived targetedmental health services.

As reported by teachersand Hearts and Mindsstaff, delivery in theprogram resulted incalmer schoolenvironments andbehaviouralimprovements innumerous students.

DESCRIPTIONregardless of their location or ministry. Using schoollocations as central hubs, Hearts and Minds collaboratedwith various mental health services to deliver a range ofmental health programs and services to children, youth, andtheir families. Screening and clinical assessments of studentmental well-being were conducted, and counselling orreferral interventions were implemented if necessary.Community workshops were also presented to thosereceiving targeted mental health support. For instance, the‘Community Workshop on Mindfulness' introduced the topicof mindfulness and taught various mindfulness skills to anaudience of children and their parents.

Additionally, the program facilitated various universal-basedmental health capacity-building activities for children, youth,and family members during and after school. Examples ofuniversal activities for children and youth included socialemotional skill building through positive play, school-widedrumming circles, and creation of a drop-in mentoring room.Indirect activities aimed at building capacity withineducators were also undertaken, such as increasedclassroom support, as well as implementation of professionaldevelopment workshops for teaching staff.

LESSONS LEARNED &CONSIDERATIONS

Mental health programs adopting a community-wideapproach are likely to be an effective approach toaddressing climate griefActivities to build mental health capacity can beconducted in a variety of methods that are not explicitlyassociated with mental health topics (e.g., buildingsocial cohesion among students, improving relationshipswith supportive adults, etc.)A centralized approach to addressing mental healtheffects of climate change-related events, such ascreation of a ‘school hub,’ may be an effective andconvenient method to provide initial mental healthsupport for youth and their families

6-8

FACILITATING YOUTHRECOVERY

48

DESCRIPTION

LESSONS LEARNED &CONSIDERATIONS

Offering art-based interventions to express emotionsmay be an effective method to express feelings andreflections associated with a climate change relateddisasterThe way in which youth are affected by climate changerelated disasters differs from that of adults, thusparticular considerations should be made whenaddressing disasters in younger populations

FACILITATING YOUTHRECOVERY

Youth Recovery Through Video ProjectsIn collaboration with the Canadian Red Cross, the YouthCreating Disaster Recovery (YCDR) research group atRoyal Roads Univeristy, the Antyx Art group, and Heartsand Minds, a video development activity was implementedfor youth affected by the 2013 floods. The projectintervention was offered to high school students in HighRiver, but was also implemented in other Albertan locationssuch as Calgary, Canmore, and Morley.

High school students created videos to express theiremotions related to their experience of the 2013 floods, aswell as exploring themes of recovery and resilience. Forinstance, one of the videos described emotions associatedwith the flooding event, including works such as ”Afraid,Powerless, Angry and Scared.“ Following these emotions, ateenage narrator encourages viewers to ”Always look atthe positive side in a bad situation. Even if it may not showright away, keep in mind that something good alwayscomes out of it.“ Students used puppets and stop-motiontechniques for video creation.

The videos were shared with the mayor and the citycouncil, and at a number of community events including acommunity movie night. Videos created by students in HighRiver are available through the YCDR website.

OBJECTIVE

OBJECTIVETo aid the emotionalrecovery of youngpeople in local schools of High River that hadbeen affected by theflooding emergency

ORGANIZATIONS

INTERVENTION POPULATION

POPULATIONAFFECTED BYDISASTER

Canadian Red Cross

Royal Roads University

Antyx Art Group

Hearts & Minds

High River Population(Approximately 12,000at time of event)

Students in the Heartsand Minds program

EVALUATIONAfter the video projectactivity, youthhighlighted theimportance of havingopen spaces to expressthemselves in the waysthey were mostcomfortable with. Theyalso found provision ofyouth-friendly spaces,processes, andopportunities to beimportant in theirrecovery during theintervention. 49

9-12

12 11

FACILITATING YOUTHRECOVERY

REFERENCESAfter Action Report June 2013 Flood. [Internet]. High River, AB: Town of HighRiver; 2014; 18 p. Available from: https://swana.org/docs/default-source/resources-documents/disaster-resource-documents/hrf_afteractionreport.pdf?sfvrsn=33d35da4_2Eckley M, Benson C. Emergency Planning: Lessons from High River's 2013Flood. [PowerPoint Slides]. Government of Alberta. [cited 2021 Feb 3].Available from: https://www.alberta.ca/assets/documents/ma-emergency-planning-lessons-from-high-river-2013-flood.pdfLogan S. These High River estate homes can be yours for a song. But there'sa catch. Calgary Herald [Internet]. 2017 Feb 1 [cited 2021 Feb 3]; LocalNews. Available from: https://calgaryherald.com/news/local-news/these-high-river-estate-homes-can-be-yours-for-a-song-but-theres-a-catchCampbell C. Some caring hearts and minds. Okotoks Today [Internet]. 2014May 22 [cited 2021 Feb 4]. Available from:https://www.okotokstoday.ca/local-news/some-caring-hearts-and-minds-1528463Manke B. High River RBC Donates $25,000 to Hearts and Minds. [Internet].High River, AB: High River Online; [2014 June 30] [cited 2021 Feb 4].Available from: https://www.highriveronline.com/local/high-river-rbc-donates-25000-to-hearts-and-mindsBews F. Responding to the Recovery of Hearts and Minds in High RiverSchools January to June 2014 Initial Year End Report. Hearts and Minds;2014. Mental Health Capcity Building in Schools Interim Report September 1, 2015- March 1, 2016. Hearts and Minds; 2016.Mental Health Capacity Building in Schools Initiative Final Flood ProjectReport. Hearts and Minds; 2016.Youth Creating Disaster Recovery The Story. [Internet]. [Publisher unknown]:Youth Creating Disaster Recovery & Resilience; [date unknown] [cited 2021Feb 10]. Available from: http://www.ycdr.org/our-researchCoulter D. Youth create videos to help Alberta flood recovery. [Internet].Ottawa, ON: Canadian Red Cross. [2014 Oct 21] [cited 2021 Feb 10].Available from: https://www.redcross.ca/blog/2014/10/youth-create-videos-to-help-alberta-flood-recovery2013 High River Floods. [Internet]. [Publisher unknown]: Youth CreatingDisaster Recovery & Resilience; [date unknown] [cited 2021 Feb 10].Available from: http://www.ycdr.org/2013-high-river-floods/Fletcher S, Cox RS, Scannell L, Heykoop C, Tobin-Gurley J, Peek L. Youthcreating disaster recovery and resilience: A multi-site arts-based youthengagement research project. CYE. 2016; 26(1):148-163.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

50

On August 29, 2005, Hurricane Katrina hit the coast ofLouisiana, destroying large parts of New Orleans. At thetime of landfall in Louisiana, Hurricane Katrina was ofCategory 3 strength and caused 53 breaches to variousflood protection structures in the New Orleans area. As aresult, 80% of the city became submerged underwater.

The day before Hurricane Katrina was expected to hit, acity-wide evacuation notice was ordered. The city’sSuperdome stadium was opened as shelter for those whowere unable to leave the city. By the evening, 80% of thecity’s population had evacuated, approximately 10,000people sought shelter in the stadium, and tens ofthousands of others chose to wait out the storm at home.However, with the failure of multiple flooding levees, themajority of citizens who remained in their homes wereforced to seek shelter in their attics and rooftops,resulting in nearly 34,000 people requiring rescue by theCoast Guard. Moreover, an estimated 1,833 people diedin the hurricane and subsequent flooding, and millions ofcitizens were displaced due to widespread infrastructuredestruction.

The mental health effects of Hurricane Katrina have beenwell documented within the literature. Specifically,evacuees were found to experience short-term acutestress disorder immediately after the hurricane. Adversemental health outcomes were also found one year post-disaster, with those exposed being more likely toexperience severe mental illness such as depression,anxiety, and PTSD.

Climate research has noted an association betweenclimate change and increased hurricane severity,particularly within the North Atlantic and western NorthPacific oceans. Consequently, higher severity, coupledwith rising sea levels is likely to increase the number ofpeople exposed to hurricane and flooding disasters and the associated mental health effects.

BACKGROUND

MINDFULNESS FOR MENTALHEALTH CARE WORKERS

OBJECTIVE

LOCATIONNew Orleans, Louisiana,USA

To decrease symptomsof PTSD, depression,and anxiety in mentalhealth workersfollowing theoccurrence of a weatherdisaster (i.e., HurricaneKatrina)

ORGANIZATIONS

OBJECTIVE

University ofMassachusettsPrinceton UniversityHarvard UniversityWashington StateUniversity

Researchers from the:

INTERVENTION POPULATION

POPULATIONAFFECTED BYDISASTERResidents of NewOrleans (Approximately 500,000people at time ofHurricane Katrina)

Mental health workersin New Orleans post-Hurricane Katrina (20study participants)

1

2

2

3

4

5

51

A meditation retreat in downtown New Orleans was offeredto mental health workers ten weeks after HurricaneKatrina. In the first hour of the retreat, participantscompleted a self-reported baseline questionnaire, whichwas followed by a 4-hour meditation workshop. Theworkshop included instruction and guidance of meditationpractices such as breathing, guided breath-focusedimagery, mantra repetition, and letting go of thoughts,feelings, and sensations as they arose.

The 8-week Inner Resources (IR) home study program wasprovided to participants after the retreat. The IR programis designed to improve wellness and stress resiliency inmental health and other allied professionals. The programprovides participants with education on differentmindfulness and meditation techniques and ways in whichmeditation can be incorporated into one’s daily life.Previous studies have shown the IR program to beeffective in decreasing levels of stress hormones andimproving overall life satisfaction. Study participants wereprovided with the IR Participant Manual and four audiorecordings of guided meditations, and encouraged tocomplete at least 30 minutes of meditation a day, 6 daysper week.

OBJECTIVE

EVALUATIONFollowing theintervention,participants reportedreduced total PTSDsymptoms, PTSD-related re-experiencingand hyperarousal, andstate anxiety.

Additionally, 93% ofparticipants reportedfeeling “somewhatbetter” or “much better”than before theintervention. However,depression was notfound to decrease afterthe intervention. Thismay be becauseparticipant depressionwas related to ongoingstress of living in adisaster zone, and theshort-term format ofthe IR intervention maynot have been longenough to adequatelyaddress ongoingenvironmental stressors.

DESCRIPTION

MINDFULNESS FOR MENTALHEALTH CARE WORKERS

LESSONS LEARNED &CONSIDERATIONS

Inner Resources and other meditation based practicesmay help mental health workers decrease or preventadverse mental health outcomes related to a climatedisasterThere is potential for other meditation based practicesto be delivered in a similar structure to the IR programto decrease mental health symptoms within otherpopulations experiencing climate disasters and griefDepression may be strongly associated with theenvironment and surroundings of an individual who hasexperienced a climate change-related disaster, thusfuture interventions should seek methods to addressongoing environmental stressors

66

7

8

52

REFERENCES

MINDFULNESS FOR MENTALHEALTH CARE WORKERS

Wave Heights - Hurricane Katrina 2005. [Internet]. [Publisher unknown]:Science On a Sphere; [date unknown] [cited 2021 Feb 12]. Available from:https://sos.noaa.gov/datasets/wave-heights-hurricane-katrina-2005/Hurricane Katrina. [Internet]. [Publisher unknown]: History; [2009 Nov 9][cited 2021 Feb 12]. Available from:https://www.history.com/topics/natural-disasters-and-environment/hurricane-katrinaKnabb R, Rhome J, Brown D. Tropical Cyclone Report Hurricane Katrina 23-30 August 2005. [Internet]. Miami, FL: National Hurricane Center, NationalOceanic and Atmospheric Administration; 2005; 43 p. Available from:https://www.nhc.noaa.gov/data/tcr/AL122005_Katrina.pdfOne Year After Katrina, More Is Known About its Mental Health Effects;Storm's Widespread Effect on People of Color and Children and the Needfor Culturally Competent Mental Health Services Are Evident. [Internet].Washington, DC: American Psychological Association; [date unknown] [cited2021 Feb 14]. Available from:https://www.apa.org/news/press/releases/2006/08/katrinaGlobal Warming and Hurricanes: An Overview of Current Research Results.[Internet]. Princeton, NJ: Geophysical Fluid Dynamics Laboratory; [2020Sept 23] [cited 2021 Feb 16]. Available from:https://www.gfdl.noaa.gov/global-warming-and-hurricanes/Waelde L, Uddo M, Marquett R, Ropelato M, Frieghtman S, Pardo A, SalazarJ. A pilot study of meditation for mental health workers following HurricaneKatrina. J Trauma Stress. 2008; 21(5): 497-500. Inner Resources for Stress: Mindfulness for Self Care. [Internet]. Palo Alto,CA: CONCEPT, Palo Alto University; [date unknown] [cited 2021 Feb 19].Available from: https://training.concept.paloaltou.edu/courses/Inner-Resources-for-Stress-Mindfulness-for-Self-CareWaelde L, Meyer H, Thompson J, Thompson L, Gallagher-Thompson D.Randomized controlled trial of inner resources meditation for familydementia caregivers. J Clin Psychol. 2017; 3(12): 1629-1641.

1.

2.

3.

4.

5.

6.

7.

8.

53

The country of Haiti is highly susceptible to climatechange-related disasters. Due to its geographic locationwithin a hurricane-belt, the country experiences manytropical storms and hurricanes. Tropical storms andhurricanes are characterized by heavy rainfall and windspeeds, often leading to widespread flooding andlandslides within the country. Flooding and landslides areparticularly common in Haiti due to the country’s lack oftree cover. With approximately 98% of Haiti’s foresthaving been removed by deforestation, rainfall is able toflow freely down mountains and hills.

Hurricane, flooding and landslide events have majorconsequences to society. Houses and buildings are oftendestroyed, resulting in a large number of displacedpeoples. In 2004, Hurricane Ivan and Jeanne causedmassive flooding damage that resulted in over 300,000people being displaced from their homes. Moreover,3,000 people were estimated to have been killed duringthe hurricane events. With climate projections predictingincreasingly severe and extreme weather events in thefuture, it is expected that Haiti will experience an evenhigher number of hurricane, flooding, and landslide eventsin the future.

BACKGROUND

3-DAY DISASTER PREPARENESS WORKSHOP

OBJECTIVE

LOCATIONPort-au-Prince, Haiti

To increase disasterpreparedness andreduce symptoms ofmental health disorderssuch as depression,anxiety, and PTSD

ORGANIZATIONS

OBJECTIVE

Researchers from theUniversity of BoulderColorado

Soulaje Lespri Moun(SLM)

INTERVENTION POPULATION

POPULATIONAFFECTED BYDISASTERMetropolitanPort-au-Prince residents (Approximately2,600,000 at time ofstudy)

Metropolitan Port-au-Prince residents (480 participantsselected from threecommunities)

DESCRIPTIONA mental health integrated disaster preparednessintervention was developed by researchers from theUniversity of Colorado Boulder and Haitian team membersfrom the Soulaje Lespri Moun (SLM) organization. SLM is acollaborative grass-roots project that was initially created toprovide mental health services and training to internallydisplaced peoples in Haiti following the 2010 earthquake.Partnership with SLM allowed the development of theintervention to include cultural and religious attributions fordisasters and mental health reactions. The interventionutilizes an experiential approach, including facilitateddiscussion, space for sharing personal experiences andexchange of peer-support, establishment and

1

2

3

4

5

54

practice of coping skills targeting disaster-related distress,and hands-on training in disaster preparedness and responsetechniques for use by participants in their own lives and tosupport other community members.

DESCRIPTION

3-DAY DISASTER PREPARENESS WORKSHOP

OBJECTIVE

EVALUATIONThe intervention wasfound to increasepreparedness, whichwas found to beassociated with adecrease in mentalhealth symptomsrelated to depression,PTSD, and anxiety.

Interventionparticipants engaged inan average of four moredisaster preparednessbehaviours than thecontrol group, and werefound to have increasedperceived socialcohesion and help-giving intention withregard to both mentalhealth and disastermitigation.

Day 1 Overview

Day 2 & 3 OverviewGreater focus on disaster preparedness, includingfacilitated discussions regarding links betweencommon attributions for disasters (natural causes,God’s will) and preparedness motivation

Facilitators introduce common scientific explanationsfor disasters such as earthquakes and floods and sharerecommended preparedness strategies

Explanations are done without discouraging pre-existing cultural and religious beliefs whichparticipants are encouraged to maintain alongsidenew information

At the end of Day 2 and moving into Day 3, participantspractice providing disaster and mental health relatedpeer support to one another, including through a ”minidisaster simulation“ in which participants demonstrateskills learned throughout the 3 days

In a randomized control trial, groups of no more than 20participants were given the 3-day intervention by trainedHaitian mental health workers.

55

55

Discussion of mental health and psychosocial reactionsto disaster-related stress

Teaching of associated coping strategies such as skillsto reduce potential avoidance of disaster-relatedmaterial

E.g., Self-calming through breathing, grounding,mindfulness, and muscle relaxation exercises

3-DAY DISASTER PREPARENESS WORKSHOP

LESSONS LEARNED &CONSIDERATIONS

Disaster preparedness can decrease mental healthsymptoms related to experience of a climate-changedisaster; future interventions to build communityresilience should consider incorporating disasterpreparedness contentInterventions that teach coping strategies and peer-support skills for disaster events can increase feelingsof social cohesion and serve as a resilience factor forclimate grief and other mental health symptoms relatedto climate change

REFERENCESHaiti's vulnerability to natural disasters. [Internet]. Washington, DC: Disastersand Humanitarian Assistance, Pan American Health Organization; [dateunknown] [cited [2021 Jan 15]. Available from:https://www.paho.org/english/dd/ped/reginfohaiti.htmHaiti Floods due to Deforestation. [Internet]. New York, NY: CBS News;[2004 Sept 23] [cited 2021 Jan 17]. Available from:https://www.cbsnews.com/news/haiti-floods-due-to-deforestation/The History of Natural Disasters in Haiti. [Internet]. Houston, TX: uFondwaUSA; [2018 Feb 22] [cited 2021 Feb 16]. Available from:https://www.ufondwa.org/history-natural-disasters-haiti/Global Warming and Hurricanes: An Overview of Current Research Results.[Internet]. Princeton, NJ: Geophysical Fluid Dynamics Laboratory; [2020Sept 23] [cited 2021 Feb 16]. Available from:https://www.gfdl.noaa.gov/global-warming-and-hurricanes/James L, Welton-Mitchell C, Noel J, James A. Integrating mental health anddisaster preparedness in intervention: a randomized controlled trial withearthquake and flood-affected communities in Haiti. Psychol Med. 2020;50(2): 342-352.

1.

2.

3.

4.

5.

56

OBJECTIVE

From 1996 to mid-2010, parts of southern Australiaexperienced ‘The Millennium Drought,’ a prolonged periodof dry conditions. Due to a combination of low rainfall andlow river inflows, little to no water flowed into the region,resulting in widespread environmental, social, andeconomic consequences. Natural weather variability,such as El Niño weather patterns were found tocontribute to the drought event, however, it wasconcluded by the Bureau of Meteorology thatanthropogenic climate change exacerbated the extentand severity of the drought.

In addition to the significant environmental consequencesof the drought, there were severe impacts to numeroussocial and economic systems. In particular, theagricultural sector was negatively affected due towidespread crop failures and livestock deaths. As aresult, many farmers were left without their livelihoodwhich has been associated with increased rates of mentalhealth challenges within this population. According to theAustralian Bureau of Statistics, 70,000 agricultural jobswere estimated to have been lost from 2002-2003.

In the fall of 2010, a La Niña weather pattern ended thedrought conditions in Southeastern Australia with certainareas reporting record-breaking levels of rainfall.However, this did not occur in all drought-affected areaswith certain locations in Western Australia experiencingintensified dry conditions in 2010.

LOCATIONNew South Wales,Australia

Increasingcommunity capacityto respond tochangeDeveloping strongrural servicenetworks andpartnershipsRaising awareness ofpathways to care forrural people with ordeveloping a mentalhealth problemDecreasing stigmaassociated withmental illnessIncreasingunderstanding ofmental health, andsocial and emotionalwell-being

To develop communityresilience and helpreduce mental healthproblems by:

ORGANIZATIONS

New South Wales (NSW)Government

Centre for Rural andRemote mental Health(University of Newcastle)

BACKGROUND

OBJECTIVE

RURAL ADVERSITY MENTALHEALTH PROGRAM

New South Wales(NSW) Government

Centre for Rural andRemove Mental Health(University ofNewcastle)

DESCRIPTIONIn 2006, a report titled ”NSW Farmers Mental HealthBlueprint“ was published by the New South WalesFarmers Association and 18 other organizations. Thereport highlighted the need for a program to promotemental health in farmers, improve service access andcoordination, and link farming communities to effectivemental health support in New South Wales, Australia.

2

3

4

5

6

7-9

1

57

OBJECTIVE

RURAL ADVERSITY MENTALHEALTH PROGRAM

INTERVENTION POPULATIONAll rural and remotefarming communitiesaffected by the droughtwere supported by theRural Adversity MentalHealth Program duringthe millenium drought.

EVALUATIONWithin the first year ofimplementation in2007, 50 MHFAworkshops had beendelivered to over 800people and 1,900 peopleattended one of 17“Tackling Tough Times”workshops, focusedspecifically on farmermental health.

Participant feedbackfound the RAMHPprogramming to bewell-received andeffective in helpingcommunities buildcapacity and resiliencein the face of drought-related prolonged stressand hardship.

Participants also notedthat they felt moreprepared to adapt toother rural adversities,such as floods.

In response to the report, the New South Walesgovernment funded the Rural Adversity Mental HealthProgram (RAMHP) in 2007. The RAMHP was implementedin collaboration with the rural area health service, theUniversity of Newcastle’s Centre for Rural and RemoteMental Health, and local communities and agencies tobuild individual and community resilience in response tothe drought.

The RAMHP employed several interventions to addressrural mental health of farmers. For instance, mental healthfirst aid (MHFA) training was provided for ruralcommunities and front-line agencies working with farminghouseholds. MHFA courses were specifically targeted atcertain populations such as Indigenous communities,teachers, general practice staff, youth workers, and ruralservice providers. Additionally, community andinformation forums on mental health were held in an effortto reduce drought-related mental health stigma andincrease knowledge of mental health challenges. Acharge-free mental health telephone support line was alsoimplemented to provide crisis support and referral to ruralmental health services.

The RAMHP also partnered with local organizations tofacilitate events and activities for those within the farmingcommunities. Examples of activities included the:

An intervention conducted at local events where people couldreceive quick health-related screenings and receive adviceand information on health related topics such as diet, lifestyle,alcohol consumption, and mental health.

An intervention designed to support women impacted by thedrought and other climate change-related adversity. Pamper

DESCRIPTION

Men’s Health Pit-Stop Program

Women's pamper day

7

1 7-9

58

RURAL ADVERSITY MENTALHEALTH PROGRAM

days provided women with free massages, make-up advicefrom beauty therapists, drumming classes, mental andphysical health advice, and other activities to promote well-being and increase social support and networking.

John Harper, a local farmer and shearer, conductedpresentations with other farmers surrounding his experienceof depression. The presentations helped to de-stigmatizemental health challenges for many who attended.Presentations were primarily delivered to rural farmingcommunities.

DESCRIPTION

LESSONS LEARNED &CONSIDERATIONS

Mate Helping mate

Farmers and their families are a group with a highlikelihood of experiencing grief and other mentalhealth impacts related to climate change; it will beimportant for future climate grief work to considerthe unique experiences of those working in theagricultural sectorFacilitation of open conversations about mentalhealth by someone with lived experience, andproviding people with access to MHFA training arevaluable opportunities that work towards de-stigmatizing mental health challenges in populationswith low mental health literacy

1 7-9

59

REFERENCES

MINDFULNESS FOR MENTALHEALTH CARE WORKERS

Rural Adversity Mental Health Program. Rural Adversity Mental HealthProgram logo [image from the internet]. [Publisher unknown]: Rural AdversityMental Health Program; [date unknown] [cited 2021 Feb 17]. Available from:https://www.ramhp.com.au/ Millennium Drought. [Internet]. Adelaide, SA: Department of Agriculture,Water and the Environment; [date unknown] [cited 2021 Feb 2]. Availablefrom: https://www.environment.sa.gov.au/topics/river-murray-new/current-dry-conditions/millennium-droughtRecent rainfall, drought and southern Australia's long-term rainfall decline.[Internet]. Melbourne, VIC: Bureau of Meterology, Australian Government;[date unknown] [cited 2021 Feb 2]. Available from:http://www.bom.gov.au/climate/updates/articles/a010-southern-rainfall-decline.htmlRecent rainfall, drought and southern Australia's long-term rainfall decline.[Internet]. Melbourne, VIC: Bureau of Meterology, Australian Government;[date unknwon] [cited 2021 Feb 2]. Available from: http://www.bom.gov.au/climate/updates/articles/a010-southern-rainfall-decline.shtmlHeberger M. Australia's Millennium Drought: Impacts and Responses. In:Gleick PH, eds. The World's Water. Washington: Island Press; 2012. p. 97-125.Lu L, Hedley D. The impact of the 2002 drought on the economy andagricultural employment. [Internet]. Canberra, ACT: Australian Government;[2004 Apr 23] [cited 2021 Feb 15]. Available from:https://treasury.gov.au/publication/economic-roundup-autumn-2004/the-impact-of-the-2002-drought-on-the-economy-and-agricultural-employmentRural Adversity Mental Health Program. [Internet]. [Publisher unknown]: RuralAdversity Mental Health Program; [date unknown] [cited 2021 Feb 17].Available from: https://www.ramhp.com.au/Hart C, Berry H, Tonna A. Improving the mental health of rural New SouthWales communities facing drought and other adversities. Aust J Rural Health.2011; 19: 231-238.Maddox S, Read D, Powell N, Caton T, Dalton H, Perkins D. Reorientation ofthe Rural Adversity Mental Health Program: the value of a program logicmodel. Rural Remote Health. 2019; 19(3): 5217.

1.

2.

3.

4.

5.

6.

7.

8.

9.

60

ACKNOWLEDGEMENTS

Amanda BroadAngie WooCraig BrownEliana ChiaErica CrawfordFawna BewsKari TylerNina FinleyOlive DempseyPete ThimmaiahSarah PlettsTrevor MurdockViola Gräf

I would like to express gratitude to my mentor, CaitMurphy, from Fraser Basin Council, for providing guidanceand teaching throughout the Sustainability Scholarsproject.

I am also incredibly grateful to all the climate changeadaptation practitioners and climate grief interventionfacilitators that took the time to speak with me regardingtheir work, experience, and expertise:

Thank-you to Karen Taylor, Julia Niebles, and the rest ofthe team at the UBC Sustainability Initiative for their workin running the Sustainability Scholars program.

I would like to thank my family and friends for supportingme throughout this project. I am grateful for my friends,Henri Lu, Lauryn Rohde, and Shakti Ramkumar, who havebeen my climate grief support circle since elementaryschool. I would also like to thank my mother, Jenny Wu,for supporting me throughout my academic career (and inevery other aspect of my life), as well as my foster cat,Josephine, who kept me company during the late-nightwriting sessions.

Finally, I would like to recognize my father, who I knowwould have been extremely proud to read this report.

61

REFERENCES

Parker CL, Wellbery CE, Mueller M. The changing climate: managinghealth impacts. Am Fam Physician. 2019; 100: 618-626.Ghazali DA, Guericolas M, Thys F, Sarasin F, González PA, Casalino E.Climate change impacts on disaster and emergency medicine focusingon mitigation disruptive effects: an international perspective. In J EnvironRes Public Health. 2018; 15(7): 1379.Wheeler T, von Braun J. Climate change impacts on global food security.Science. 2013; 341(6145): 508-513.Muttarak R. Too few nutrients and too many calories: climate change andthe double burden of malnutrition in Asia. Asian Popul Stud. 2018; 15(1): 1-7.Thompson R, Hornigold R, Page L, Waite T. Associations between highambient temperatures and heat waves with mental health outcomes: asystematic review. Public Health. 2018; 161: 171-191.Lõhmus M. Possible biological mechanisms linking mental health and heat– a contemplative review. Int J Environ Res Public Health. 2018; 15(7): 1515.Huang C, Phillips M, Zhang Y, Zhang J, Shi Q, Song Z, Ding Z, Pang S,Martorell R. Malnutrition in early life and adult mental health: evidencefrom a natural experiment. Soc Sci Med. 2013; 97.Clayton S, Manning CM, Krygsman K, Speiser M. Mental health and ourchanging climate: impacts, implications, and guidance. Washington (DC):American Psychological Association, and ecoAmerica; 2017. Cunsolo A, Ellis NR. Ecological grief as a mental health response toclimate change-related loss. Nat Clim Change. 2018; 8: 275-281.Castelloe M. Coming to terms with ecoanxiety [Internet]. 2018 [cited2021 Jan 25]. Availablefrom:https://www.psychologytoday.com/us/blog/the-me-in-we/201801/coming-terms-ecoanxietyAlbrecht G, Sartore G, Connor L, Higginbotham N, Freeman S, Kelly B,Stain H, Tonna A, Pollard G. Solastalgia: the distress caused byenvironmental change. Australas Psychiatry. 2007; 15 Suppl 1: S95-8.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

62