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TRANSCRIPT
Slide 1 Outdoor Learning
and STEAM
Activities as Therapeutic Intervention
Tammy Blake, OTD, OTR/LDawn Leach, MS, CCC-SLPShannon Fenix, MS, OTR/L
Amy Wagenfeld, Ph.D, OTR/L, SCEM, CAPS
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Slide 2
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Slide 3 Introductions
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Slide 4 Objectives
Infer the value of outdoor learning and STEAM activities as an inter-professional therapeutic intervention across practice settings
Recognize functional skills and communication skills that can be facilitated via outdoor learning and STEAM activities across learners of all ages
Implement knowledge of therapeutic intervention in outdoor learning and STEAM activities
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Slide 5 Activity - Make & TakeSeed Paper
• Tear or cut paper into strips
• Space glue dots along strip of paperat intervals (see seed packet)
• Place a seed on a glue dot
• Plant paper 2” deep with seed side of paper facing up and water
• Document and journal plant growth and weather conditions over time
• Enjoy
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Slide 6 Short Brainstorming Discussion
• What are some ways this activity can be adapted or modified for your students?
• How can documenting weather patterns, plant growth, journaling, and discussions about gardening or memories of gardening impact a student?
• How can ‘getting dirty’ be therapeutic?
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Slide 7 OT Practice Framework
What contexts within the OT Framework-3 can you identify as areas that may be impacted and improved by gardening
activities?
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Slide 8 Guiding Practice Models and
Performance Skills: Gardening
• Person-Environment-Occupation-Performance
• Model of Human Occupation
• Canadian Model of Occupational Performance
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Slide 9 The International Classification of Functioning Disability, and Health
World Health Organization. (2001). International classification of functioning, disability and health. Geneva: Author.
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Slide 10 Impact on Children and Youth
• Overall health and quality of life
• Fitness/strength/flexibility/range of motion
• Fine and gross motor skills/eye hand coordination
• Cognition
• Mood
• Sense of purpose
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Slide 11 Impact on Children and Youth
• Socialization
• Leisure skills
• Creativity, self expression
• Sensory EnrichmentWang, D. & MacMillan, T. (2013)
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Slide 12 Impact on Children and Youth
• Urban and rural communities- group cohesion and reduced aggression
• Well suited for individual and group activities
http://thehauntedgardens.blogspot.com/
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Slide 13 Impact on Children and Youth
• April 2015 VA Governor McAuliffe signed an Environmental Literacy Executive Order
Students from Lucille Brown Middle School aboard the Chesapeake Bay Foundation's Baywatcher watch as Governor Terry McAuliffe signs the Executive Order on Environmental Literacy.
http://myemail.constantcontact.com/What-s-new-in-Environmental-Education.html?soid=1102452069761&aid=we3bGdpfwS0#LETTER.BLOCK76
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Slide 14 Impact on Children and Youth
•Represents a challenge to teachers and administrators to engage students in outdoor experiences and school sustainability projects.
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Slide 15 Impact on Children and Youth
•http://myemail.constantcontact.com/What-s-new-in-Environmental-Education.html?soid=1102452069761&aid=we3bGdpfwS0#LETTER.BLOCK76
•https://governor.virginia.gov/newsroom/newsarticle?articleId=8238
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Slide 16 Impact on Children and Youth
• Transitioning
• Patience
• Grasp, pinch, and bilateral hand use
• Attending and following directions
• Facilitation of social and functional communication
• Resilience and sense of accomplishment
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Slide 17 Impact on Children and Youth
• Self-advocacy
• Making choices and problem solving
• Exercise
• Healthy eating- children are more likely to eat what they grow
• Sensory enrichment
• Participation and stewardship
• Facilitates Problem Based Learning strategies
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Slide 18 Therapeutic Value
Career Development and Exploration
• Work behaviors: staying on task, initiating and completing a task, following directions, restoring a work area, exploring a new task, sense of personal mastery
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Slide 19 Therapeutic ValuePsychological benefits
Gardening is re-emerging in hospitals, nursing homes, prisons, adolescent centers, veterans’ hospitals and rehabilitation centers as a therapeutic intervention for post-traumatic stress disorder, depression, anxiety, stress reduction, and other psychological diagnoses (Husted, 2013)
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Slide 20 Therapeutic Value
Physical and Sensory
•Opportunity to exercise and move
•Strengthening
•Range of motion
•Coordination
•Balance
•The 5 senses
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Slide 21 Therapeutic Value
Community Involvement
• Encourages participation and facilitates a connection to and an investment in the larger community.
• Green spaces have been shown to reduce aggression in urban areas
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Slide 22 Therapeutic Value
Learning Opportunities
• Multi-modality learning experience
• Creates connections to math, science, history, language arts, fine arts, technology, personal memories, and personal experiences
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Slide 23
Start With
The End
In Mind
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Slide 24 Harvesting with a Purpose
• Gifts
• Healthy eating and for donation to others
• Beautification
• Aromatherapy
• Crafts
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Slide 25 Harvesting with a Purpose
Additional Benefits for Groups
• Socialization
• Collaborative work
• Community awareness and cohesion
• Conflict resolution/Mediation
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Slide 26 Planning and Design• Butterfly gardens- relies on native plants; need host and
nectar plants, children and adults are drawn to them.
• Flower and vegetable gardens easily align with educational curriculum- science, math, language art, social studies, art, music
• Herb gardens for sensory exploration, crafts, and cooking
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Slide 27 Planning and Design
• Wildlife habitats (i.e. bird sanctuary for environmental awareness, woodland theaters for outdoor reading, classes, and interactive plays)
• Sensory gardens for self-awareness and personal preferences
• Production gardens to grow vegetables and fruit for diet and nutrition education and healthy food tastings
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Slide 28 Planning and Design
• Themed gardens with connections to regional history or literature
• Rain garden (Problem Based Learning)
• Peace garden to facilitate communication and conflict resolution
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Slide 29
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Slide 30
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Slide 31
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Slide 32
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Slide 33 Getting Started
Financial SupportObtaining funding is an essential part of developing and maintaining a healthy garden and outdoor learning environment.
Blake, Leach, & Fenix, (2014); Winterbottom & Wagenfeld (2015)
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Slide 34 Getting Started
Financial Support
• Donations
• Grants
• PTA support
• Allocated school funds
• Corporate partnershipsBlake, Leach, & Fenix, (2014); Winterbottom & Wagenfeld (2015)
www.someecards.com
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Slide 35 Financial Resources for Schools
Community Foundation grants- search data bases
Home Depot and Lowe’s grants
Garden club grants
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Slide 36 Financial Resources for Schools
Whole Foods Grants
Subaru Grants
Partner with a university to obtain grants to design and evaluate effectiveness of gardens
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Slide 37 Financial Resources for Schools
Fund for Teachers (www.fundforteachers.org/) provides
educators the resources and funding they need to pursue self-
designed professional learning experiences. Funding for Teachers
grant awards support a variety of projects, all designed to create
enhanced learning environments for teachers, their students, and
school communities. Since 2001, Fund for Teachers has invested
$22 million in nearly 6,000 teachers
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Slide 38 Financial Resources for Schools
The Children’s Environmental Literacy Foundation (CELF)
(www.celfeducation.org) provides consulting services, training
programs, and educational programs for teachers, students, and
communities to promote sustainability education in K-12 curriculum,
decision-making, civic engagement, community partnerships, and
school campus practices. Both standard and customized programs
are available
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Slide 39 Financial Resources for Schools
The Captain Planet Foundation (www.captainplanetfoundation.org)
provides grants of up to $2,500 to schools for hands-on environmental
project
Project Learning Tree GreenWorks! Grants (www.plt.org//apply-for-
greenworks-environmental-education-grant) offers grants for service-
learning projects that improve schools or restore natural habitats
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Slide 40 Financial Resources for Schools
Elmer’s Teacher Tool Kit Grants (www.kinf.org/grants),
ranging from $100-$500, provide K-12 teachers the means to
replicate projects found in the Elmer’s Teacher Tool Kit catalog
in their own classrooms. Past grants have funded STEM and
environmental projects
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Slide 41 Financial Resources for Schools
Target Field Trip Grants
(https://corporate.target.com/corporate-
responsibility/grants/field-trip-grants) awards K-12
educators grants of up to $700 to fund a field trip for their
students to connect their classroom lessons to out-of
school experiences
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Slide 42 Getting Started
Partnerships and Labor
Develop your own or look for programs that meet your needs and then, reach out for help to make your program a reality through
• Teen clubs
• Community Volunteers
• School Community http://www.flowerpatchfarmhouse.com/
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Slide 43 Getting Started
Partnerships and Labor
• Community churches
• Scouting organizations
• Service organizations
• University student service projects
• Master Gardeners (they need service hours)
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Slide 44
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Slide 45 Precautions and Concerns • Allergies
• Fear of being outdoors (children who have little exposure)
• Garden is too far from building or hard to access
• Garden design does not meet the needs of the user groups
• Garden design unintentionally increases potential for injury*
• Photosensitivity (some medications or conditions predispose people to being photosensitive)
• Elopement - Individuals with autism and dementia
• Selecting the wrong plants - poisonous, thorny, oozy, sharp
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Slide 46 Share Out of Ideas
• What available garden areas do you currently have at your facility?
• What types of garden activities are comparable with your garden areas?
• Is there room for expansion or revitalization?
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Slide 47 Plan Your Garden
• Identify your user group, space, and growing condition needs
• Consider what types of gardens your users need and space allows:
In ground beds - for those who are able to comfortably garden the traditional way
Raised beds - 24” for children to stand at, 28” -30” for adults to sit at, 36” for adults to stand at, 3’ wide- no splintery wood.
Containers - varied heights to stand or sit on, can place on tables if small enough, on large containers on scooter boards to move around to follow the sun
Vertical gardens - opportunities to grow in a small space and to work on range of motion
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Slide 48 Plan Your Garden
•Space - is it large, small, or in the middle- determines how much you can include. Factor in space to move between spaces make sure to allow enough room for a wheelchair, walker, or other personal mobility device to comfortably navigate the garden
•Growing conditions - sun, shade, mixed- veggies love sun as do herbs, know your plants and remember to read your plant tags
•Xeriscape - planting natives. Once established, requires little watering. This is sustainable growing!
•Water source - irrigation, hose, watering cans
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Slide 49 Plan Your Garden
• Choose your theme - beautification, wildlife habitat, food/herb/sustainability, wellness, arts and entertainment, sensory, mobility/therapy
• Determine what you need/want - this could include water feature (a very high maintenance item), shade structures, greenhouse, universal accessibility (pathway paving, heights of raised beds, drinking fountain, bathroom, need to be well-designed to promote good ergonomics, tool shed and garden tools, seating, outdoor classroom capacity, potting tables, harvest bins
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Slide 50 Plan Your Garden
• Consider sustainability over time- an integral part of the budget: maintenance, labor- who is going to maintain the garden, what materials do you need to build the garden, who will design the garden, who will build the garden and plant it, replacement plants, who will lead the project and develop programming
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Slide 51 Plan Your Garden
Host a community meeting- gather group ideas of what the garden should look like. As a group
draw
make collages
build models
Use these base ideas to help you design your garden for all times!
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Slide 52
Questions?
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Slide 53 References
Occupational Therapy Practice Framework: Domain and Process (3rd Edition). Am J Occup Ther 2014;68(Supplement_1):S1-S48. doi: 10.5014/ajot.2014.682006. retrieved 10/12/2015.
Blake, T., Leach, D., & Fenix, S. (2014). Growing...plants, functional skills, and communication skills in school gardens. Indianapolis, IN: Dog Ear Publishing.
Christiansen, C., Baum, C. M., & Bass-Haugen, J. (2005). Person-Environment-Occupation-Performance: An Occupation-Based Framework for Practice. Occupational Therapy : Performance, Participation, and Well-being (242–266). Thorofare, NJ: Slack.
Husted, K. (2012, February 22). Retrieved September 15, 2013, from NPR the salt Can Gardening Help Troubled Minds Heal? website: http://www.npr.org/blogs/thesalt/2012/02/17/147050691/can-gardening-help-troubled-minds-heal.
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Slide 54 References
Wang, D. & MacMillan, T. (2013). The benefits of gardening for older adults: A systematic review of the literature. Activities, Adaptation & Aging, 37(2), 153-181.
Winterbottom, D. & Wagenfeld, A. (2015). Therapeutic gardens: Design for healing spaces. Portland, OR: Timber Press.
World Health Organization. (2001). International classification of functioning, disability and health. Geneva: Author.
https://governor.virginia.gov/media/3797/eo-42-establishing-the-virginia-environmental-literacy-challengeada.pdf retrieved 10/03/2015 retrieved 10/03/2015.
http://myemail.constantcontact.com/What-s-new-in-Environmental-Education.html?soid=1102452069761&aid=we3bGdpfwS0#LETTER.BLOCK76retrieved 10/10/2015.
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