Stories of hope created together: A pilot, school-based workshop for sharing eco-emotions and creating an actively hopeful vision of the future

From eco-anxiety to eco-hope: surviving the climate change threat

Introduction

As the average global temperature increases, the effects of climate change worsen, through effects on worsening extreme events as well as exacerbating political, economic, and social turmoil (wars, conflicts, and migrations). This poses an existential risk to the survival of humans and non-humans. These effects are visible due to the impact on people's mental health and psychophysical well-being. This article aims to explore the growing phenomenon of psychoterratic syndromes, with focus on the effect of eco-anxiety on mental health. Furthermore, the relationship between eco-anxiety and behavior response (both individual and collective) in the climate crisis era is outlined.

Methods

A research with interdisciplinary approach was carried out for recent literature and articles relating to psychoterratic syndromes and the effects of climate change on mental health.

Results

The article explores the effects of climate change on mental health, including various research on the onset of new emotions in response to psychological effects to climate change, called psychoterratic syndromes (such as eco-anxiety, climate anxiety, solastalgia, eco-grief). Among these, eco-anxiety is the most popular term used for describing how people feel about climate change. However, the paradigm that described eco-anxiety only as a pathological emotion needs to be changed.

Discussion

The article emphasizes the positive effect of eco-emotions and the need to stimulate people to move from a state of anxiety, which could bring apathy and resignation, toward eco-hope. Eco-hope could be an adaptive coping mechanism in people and communities, which is key to preventing, mitigating, and protecting mental and planetary health.

On proposing relational environmental metaphors to stimulate engagement and foster well-being in the midst of climate change

Messages regarding climate change that are intended to stimulate responsible engagement can impact our mental health in both positive and negative ways, which in turn can increase or limit the potential engagement being sought through those very messages. Increasingly alarmist environmental metaphors are being brought into question due to their possibly detrimental impact on mental health and well-being, and in their place, relational environmental metaphors are proffered to instill hopeful and constructive individual and collective engagement for responsible climate action. This article discusses how both alarmist and relational environmental metaphors interact with eco-emotions. It proposes, in light of concepts arising from Porges' Polyvagal Theory - on the psychophysiology of autonomic states created in contexts of threatening cues and feelings of safety and connection -, that relational environmental metaphors are preferable for stimulating responsible collective engagement and fostering global well-being in the midst of climate change.

Integrating mental health into climate change education to inspire climate action while safeguarding mental health

Climate change is the greatest threat humanity faces, and puts at risk the mental health and wellbeing of children and young people. Climate change education must equip children and young people with the knowledge, skills and resilience to live in an uncertain future, sustainably take relevant climate action and work in climate careers. As attention on climate change education grows, this is a critical moment for the mental health community to ensure mental health and wellbeing considerations are embedded. Critically, appropriate integration of mental health can enable these very necessary goals of equipping children and young people to live and work in a future where climate change looms large. This paper explores why promoting good mental health and wellbeing and building psychological resilience can help achieve climate change education outcomes, and why not doing so risks harming children and young people's mental health. It also explores how integrating discussions about emotions, mental health, and coping strategies within climate change education can be a route into wider discussions about mental health, to support children and young people in the context of rising mental health needs. Learning from an existing approach to promoting good mental health and wellbeing in schools (the 'whole school approach') provides the opportunity to explore one avenue through which such an integrated approach could be implemented in practice. Identifying appropriate mechanisms to integrate mental health into climate change education will require co-design and research with educators and young people, and addressing systemic barriers facing the schools sector.

Eco-Anxiety: An Evolutionary Line from Psychology to Psychopathology

According to the scientific literature, climate change, due to human activities, can damage the environment, with psycho-physical consequences for humans. The scientific literature has highlighted how severe weather events can cause fear, stress, concern for the future, and eco-anxiety. In light of this information, this study aims to explore the concept of eco-anxiety. However, climate change is still perceived as a secondary problem. It would also be worth investigating the real importance that people attach to environmental issues compared to other circumstances, such as wars or pandemics.

Growing Up in an Era of Storms and Stress-Promoting Hope Among Adolescents in the Face of Climate Change

This JAMA Forum discusses climate change efforts to promote hope among adolescents.