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Have you ever found yourself drawn to a particular piece of art and wondered why? Perhaps you feel a certain emotional response or connection to the work that you can't quite explain. One form of art that embodies this idea is Traditional Chinese Brushpainting, which is rooted in the artist's connection to nature and energy, known as Qi. By studying and sensing landscapes and nature, the artist becomes an extension of the brush, creating deliberate strokes that convey intention and convey a specific energy component. For instance, a painting of a mountain and waterfall may convey strength and vitality, respectively, as the artist channels the energy of nature into their work. The use of specific colors, movement, and composition direction all contribute to this intentional energy. While some may view this controlled approach as lacking creativity, it reflects the painter's respect and restraint, allowing their intention to communicate with the viewer and evoke emotions. Painting: Lotus in Gold Peace - Deborah Punton 2012 One example of this intentional approach is the painting "Lotus in Gold Peace," which was created with a specific intention in mind. By considering the emotions and feelings stirred within you when viewing a piece of art, you can begin to identify the intention behind the work and appreciate it on a deeper level. Eco-art therapy emphasizes the power of art to connect us to nature and promote healing and well-being. By exploring the intentional energy behind artwork, we can tap into the therapeutic benefits of art and deepen our connection to the world around us. So next time you find yourself captivated by a painting, take a moment to consider the intention behind it and what emotions it evokes within you. #artwork #painting #intention #creativity #naturalsystemsthinkingprocess #earth #nature #intuition #wellbeing #therapeutic #expression #qi #chi #chinesebrushpainting #sensory #emotions #feelings #attractions

Have you noticed that issues with fine and gross motor skills, allergies and anaphylaxis reactions, autism and spectrum disorders, learning and sensory processing disorders are on the rise? Your senses are right! The Center for Disease Control and Prevention demonstrates about 1 in 6 children in the U.S. had a developmental disability in 2006-2008, ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism. Since then, these complications have risen. Many professionals had been noting and researching similar observations. Richard Louv coined the term ‘Nature-Deficit Disorder’ and warns of symptoms such as physical and emotional illness, attention difficulties and diminished use of senses as children become increasingly disconnected with nature. (Louv, 2005) One can look at a barrage of information on possible contributing factors such as contaminates and chemicals in water, food and air, pharmaceuticals, inadequate nutrition, in-utero ultrasounds and vaccinations, however we also need to address the absence of nature in our lives which is a factor validated by research. A 6-year study; ‘Changes in American Children’s Time’ (Hofferth, 1997-2003) documented detrimental repercussions to the changes in values and behaviours. Several studies conducted in America noted the increases in childhood obesity and discussed how environments had changed for children during the 1990’s. (Anderson, 2006) Some possible explanations for this were increased time spent indoors, the lure of screens and technology, homework constraints, extracurricular activities and parental fear of allowing children to be unsupervised outdoors. This study concluded that to restore children’s energy balance, one needed to change children's environment. From neuroscience research we know that sensory stimulation is particularly important for neurological development between ages 0-5; how can we provide this? Our environmental identity is our nature, found in the wisdom of natural sensory experiences inherent to us humans as part of the web of life. Interpreting the rise of Sensory Perception Disorder, ADD, Autism and other childhood imbalances as ‘Natural Attractions’ calling for us to find solutions for healthier children, society and our environment. Noting that Sensory Processing Disorders (SPD) are prevalent with young children, Occupational Therapists now may prescribe a Sensory Diet for children with SPD and provide parents with a check-list to ensure the sensory stimulation is provided to the child. I propose they include a healthy dose of nature as the benefits of being in nature include that it relaxes our nervous system, builds fine and gross motor-skills, creates a sense of belonging, provides healthy activity and exercise outlets, builds greater self-esteem from learning skills and trusting the environment. A bike ride, visit the park, climb trees, or explore a river bed were all play activities that children normally did 20 or more years ago as part of normal daily life before the incremental documented cases of childhood disorders. What else can adult humans do? My solution is to build more Sensory Gardens in our schools and Early Childhood centers. Over two years, I developed and worked with children aged 3-5years old in a Preschool setting where we created and maintained a Sensory Garden. The project was enhanced by incorporating Applied Ecopsychology methods which guided the children to further exploration with nature providing tangible experiences and results. Distinguished World Citizen and Ecopsychologist, Dr. Michael J. Cohen and Project NatureConnect have been researching, conducting education programs and healing with nature for over 50 years. The organization is at the forefront of Eco-psychology and Natural Attraction Ecology (NAE). Within our Sensory Garden Project our 5 well-known senses were easily identified in the garden such as: Tasting herbs, fruits and vegetables Seeing the garden and visually identifying aspects. Hearing wind chimes and other garden ornaments, birds, children, teachers and other visitors, the wind blowing through leaves. Touching the plants, worms, snails and soil. Smelling the herbs and flowers. Michael Cohen and Project NatureConnect have identified over 50 natural Senses. Interactions with nature in a Sensory Garden also may include: Sense of temperature, changes in temperature, season, winds, weather changes and sun direction demonstrate scientific and mathematical aspects as well a sense of curiosity, sense of self belonging, and how they fit into the world. Development of sense of self-esteem, caring, consideration and nurturing. Fine and gross motor skills are benefited by the sense of gravity, balance, mobility and physical space that the garden provides. Sense of fun, un-structured adventure, curiosity, pleasure and play. A sense of relaxation was noted whenever we had a child feeling upset from separating from a parent we would take them outside; they felt a sense of calm and benefited from the distractions that the garden provided. This involved meaningful tasks where the child could mirror the feeling lacking in their emotional state by caring and nurturing such as watering or feeding the fish. Senses such as community, friendship, support and trust are built and a sense of belonging with the creatures visiting the garden was noted and enjoyed providing positive experiences. A sense of duty, horticultural cultivating and territorial sense led to protective behaviours and community-building. Sense of values and ethics and understanding of systems developed. The senses form, shape, design, creativity, beauty were observed and artwork and photography resulted from the appreciation. Reasoning, logic, memory and sense of time were influential on establishing concepts such as past, present and future. Sense of estimation. Scientific estimating, mathematics, dialogue and sharing memories evolved from observations of growth and life cycles. From 2 years of involvement and observations; I can confidently state that sensory stimulation is a benefit of a Sensory Garden which provides diverse experiences in nature. When working in the garden and with nature-related activities, children labelled with a disability or disorders are able to capably work and play alongside classmates without any noticeable difference in behaviour. Nature does not segregate, or discriminate. I recommend that Early Childhood Centers and schools adapt a natural and holistic approach as we address children’s imbalanced health and wellbeing with the need for sensorial experiences to create neurological pathways in their developing brains. There is no substitute for natural wild spaces; however Sensory Gardens provide many holistic benefits for our future problem-solvers who will inherit this Earth. Research Links: Anderson, P. a. (2006). Childhood Obesity. Pages From - To. Retrieved from http://futureofchildren.org/publications/journals/article/index.xml?journalid=36&articleid=94§ionid=582 Autism and Developmental Disabilities Monitoring (ADDM) Network retrieved from http://www.cdc.gov/ncbddd/autism/data.html Bucklin-Sporer, A. &. (2010). How to Grow a School Garden. Portland Oregon: Timber Press. Cohen, M. (1989). Connecting With Nature. Eugene, Oregon. Cohen, M. (2003). The Web of Life Imperative. Victoria, Canada. Cohen, M. (2007). Reconnecting With Nature. Lakeville, Minnesota: Ecopress. Cohen, M. (2008). Educating, Conseling and Healing with Nature. Retrieved from http://www.ecopsych.com/ksanity.html Hofferth, S. L. (1997-2003). Changes in America Children's TIme. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2939468/#R1 Louv, R. (2005). Last Child in the Woods: Saving our children from nature deficit disorder. . Chapel Hill, NC: Algonquin Books. Parsons, A. (2011i). Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-05062011-114155/unrestri More: Environmental Education Gardens for Wellbeing course Gardens for Wellbeing Gardening Workshops Permaculture Landscape Design Ecopsychology About Greensong #developmentaldisabilities #intellectualdisabilities #cerebralpalsy #autism #sensorygarden #ecopsychology #nae #na #projectnatureconnect #naturedeficitdisorder #obesity #earlychildhood #sensoryperceptiondisorder #appliedecopsychology #naturalattractions #nature #childhoodallergies #gardendesign #preschool #schoolgarden

Have you ever thought about the emotional costs of ecological decline and living in a society which values economic values above ecological and welfare? Does it manifest as Anxiety, Depression, Fear, Despair, Guilt, Feelings of being overwhelmed/powerless, addictive behaviours as coping mechanisms and Distractions to numb from these feelings? The evidence is there that our species and many others will decline and become extinct. We can address 'uncomfortable and unpleasant' feelings as 'attractions' triggering us to action; calling us to make conscious changes in our life to alleviate the discomfort we feel. On a holiday we can choose; do we purchase carbon offsets or stay in Eco-ethical resorts? Do we make a conscious thought regarding our purchases and the consequence of this purchase and impact on its origin and life cycle? Please contact me if you would like to be part of an Ecopsychology study sharing your feelings and thoughts…

The emergence of Eco-therapies to reconnect people to nature in response to nature-disconnected problems reflects our current global perspectives of climate change and the psychological distress from political and consumerist agendas and lack of action. With the predicted rise of psychological and environmental problems, logically a Nature-based solution facilitated by Eco-therapists aware of these current issues would be a great asset. Increasing environmental disasters and related factors are predicted to influence our economical, physical and psychological health. Therapists will be required to find creative solutions when working with people to maintain health and wellbeing. “An estimated 200 million Americans will be exposed to serious psychological distress from climate related events and incidents: The severity of symptoms will vary, but in many instance the distress will be great.” (Kevin J. Coyle J. L., 2011) To establish goals and rational of Eco-Art Therapy and Applied Ecopsychology, it is useful to explore the origins of the fields Ecology, Eco-Art and Art Therapy. Eco-Art Therapy combines aspects from amalgamating these disciplines and utilizes aspects as a powerful modality for self-discovery and healing. Ecology Ecology refers to the ‘economies’ of living forms, the scientific analysis and study of interactions among organisms and their environment. (Sarkar, 2005) Contemporary ecologies unite many sub-disciplines however, within the context of Ecopsychology and Eco-Art Therapy principle considerations are from the realm of the behavioral aspects, evolutionary ecology, ecosystems and conservation. Eco-Art Eco-Artists often have an understanding of ecology and use creative techniques often with consideration to natural materials to create their Eco-Art. Contemporary Eco-Art may reflect the artists’ imaginative interpretation from awareness and responses to Ecological concerns. Weintraub relates to Eco-Artists as having content enriched by the artistic imagination and license in response to decline of ecosystems, climate change, resource depletion and loss of habitats. (Weintraub, 2012) Eco-Artists can be viewed as environmental activists drawing awareness to current environmental concerns regarding our planet Earth through the medium of creative expression. Art Therapy Art Therapy is the use of art expression as a treatment for individuals working through issues such as physical pain and/or psychological trauma. People in such situations may find it easier to express their emotions and unconscious thoughts through non-threatening and nonverbal channels while building a trusting relationship with a trained therapist. Art exercises and materials are chosen for particular goals to assist creative expression, healing and transformation. Often mainstream Art Therapists interpret specifics within the artwork of placement, colour and content subject matter to diagnose aspects of wellbeing and experiences which may contribute to the participants’ problems. - Natural Attractions “We are biologically constructed to sense natural attractions.” (Cohen M. J., 1995) Observing psychological distress and increased natural disasters as an attraction, we are called to consider underlying issues. Eco-Art Therapy and Applied Eco-psychology facilitators guide participants to tune in to the multitude of sensory attractions and sense the belonging, balanced, restorative and supportive realm where insight is capable of transformation. Ecotherapies can assist to create greater harmony, balance and stability in people’s lives, leading them to greater insights regarding their sense of place and impact in the web of life. Eco-Art Therapy and Applied Eco-psychology are a perfect marriage where nature-reconnecting and creating artworks symbiotically work to bring an innate flow of creativity and greater depth to the therapeutic experience. Individual self-discovery and wellbeing from the Eco-Art Therapy model demonstrate transformations which have potential to impact on greater health within community and our environment. Eco-Art classes and workshops with Greensong offer interactions with the natural environment through exploring sensory connections and manifesting creative expression. Desired intentions: • Explore natural attractions for therapeutic wellbeing (Relationships with self, community and environment) • Create a physical expression consolidating the experience and offering further reflection, insights and wellbeing benefits • Promote individual and community health and ecological awareness More information/contact: GREENSONG ECO-ART ECO ART THERAPY COURSES www.greensong.info References: Cohen, M. J. (2003). The Web Of Life Imperative. Victoria, Canada. Cohen, M. J. (1995). Reconnecting with Nature. Lakeville: Ecopress. Heginworth, I. S. (2008). Environmental Arts Therapy and The Tree of Life. Kevin J. Coyle, J. L. (2011). The Psychological Effects of Global Warming on the United States and Why the U.S. Mental Health Care System Is Not Adequatly Prepared. National Wildlife Federation. http://www.nwf.org/pdf/Reports/Psych_Effects_Climate_Change_Full_3_23.pdf Sweeney, T. (2014) Eco-Art Therapy. Creative Activities That Let Earth Teach #ecpartecoarttherapyMelbourne #ecopsychology