The Influence of Ecotherapy Training on the Professional Identity of New Counselors

Abstract

This study explores the integration of ecotherapy into professional identities of counselors who completed an ecotherapy course. Ecotherapy, an approach that emphasizes the connection between humans and the natural world, has been shown to have positive effects on mental health. Despite growing evidence, little research has been conducted on its long-term impact on counselors’ professional development. This study aims to fill this gap by exploring how ecotherapy concepts are assimilated into practice and identity and how educational experiences in ecotherapy shape professional growth. Through Consensual Qualitative Research methods, findings reveal the influence of ecotherapy on counseling approaches and personal connections with nature. Findings highlighted the impact of ecotherapy as a worldview on professional identity and implications for self-care. Key Words: Ecotherapy—Counselor identity development—Experiential counselor education—Self-care—Clinical application—Counseling theory

Introduction

Counselors-in-training are typically exposed to various theoretical constructs and therapeutic interventions throughout their master’s programs, which are designed to equip them with the skills needed to meet diverse client needs. Introduction to diverse approaches allows them to conceptualize client issues and provide therapy in a way that is meaningful and suited to clients’ needs. Ecotherapy, an emerging discipline in psychotherapy, is defined as contact with the outdoors and nature as a method of therapy that addresses how humans are interwoven with the natural world (Clinebell, 1996). To our knowledge, there is no literature that explores if or how counselors who have taken a master’s level ecotherapy course integrate those practices into their own developing counselor identity and practice. Therefore, this study seeks to (1) explore the utilization of ecotherapy practices of counselors previously enrolled in an ecotherapy course and (2) examine how concepts and tenets covered in such a class shape emerging counselor identity.

Ecotherapy in clinical practice

Ecotherapy, rooted in ecopsychology, emphasizes the reciprocal relationship between individuals and the natural environment (Hasbach, 2012; Rust, 2020). Patricia Hasbach’s work in ecotherapy emphasizes that humans are inherently tied to nature and disconnection from this relationship can lead to psychological distress (2012). Ecotherapy integrates this reconnection into clinical practice and aims to improve well-being by addressing this fundamental disconnection. Hasbach emphasizes the triadic relationship of client–therapist–nature and that nature is invited into session as part of the conversation, not just a periphery. Additionally, in the introduction to a special issue on ecotherapy in Ecopsychology, Bodnar (2023) discusses the contemporary relevance and applicability of these principles in clinical settings. Bodnar explores how modern therapeutic practices are increasingly adopting ecotherapy to address both mental health and broader ecological awareness. Rust (2020) presents ecotherapy as a means to reconnect individuals with nature, addressing both personal and ecological distress. She advocates for a shift from an anthropocentric to an ecocentric perspective in therapeutic practices, emphasizing the interconnectedness of all life.

Building on this, a growing body of literature has emerged describing the positive impact nature can have on mental and physical health (Bratman et al., 2015). A finding often repeated in the literature is that people who engage with nature often feel more focused and calmer, accompanied by feelings of reduced anxiety and depression (Jordan, 2014; van den Berg et al., 2015). Scholars posit that a disconnection from nature contributes to psychological distress and ecotherapy seeks to restore this connection (Buzzell & Chalquist, 2009). The integration of ecotherapy into counseling practice is gaining attention as a holistic approach to enhance well-being. Exposure to nature has been shown to reduce physiological symptoms of stress (Alvarsson, Wiens, & Nilsson, 2010) while positively influencing one’s ability to focus (Faber Taylor & Kuo, 2011), anxiety (Martyn & Brymer, 2016) and empathy for others and spirituality (Unruh & Hutchinson, 2011). These findings align with recent research by Smith and Jones (2022) that demonstrated a significant reduction in cortisol levels among participants engaged in ecotherapeutic interventions, suggesting a stress-reducing effect.

Ecotherapy practices range widely each with unique applications and benefits. For example, horticultural therapy involves working with plants and gardens to promote healing, providing clients with a sense of accomplishment. Interacting with plants through goal-oriented gardening activities and the passive enjoyment of nature can prove therapeutic for individuals with mental health disorders in numerous ways (Siu, Kam, & Mok, 2020). Equine therapy, or therapy involving horses, aids in emotional growth and learning through human–animal connections. This type of therapy can help people to cope with trauma, anxiety, depression, behavioral challenges, and communication skills (Trotter, 2012). Bringing horses into psychotherapeutic environment has the potential to enhance clinical work as traditional counseling skills are supplemented with animal-assisted interactions (White & Scott, 2020). Walk-and-talk sessions in natural settings have been shown to have a multitude of benefits including reconnecting clients with the natural world, enhancing the therapeutic process, adding mutuality, easing the flow of dialogue, and improving the well-being of therapists (Cooley, Jones, Kurtz, & Robertson, 2020). Reciprocity projects, where engaging in environmental conservation promotes purpose and connection, are also part of ecotherapy. Such nature-based interventions (NBIs) that help to improve the environment can lead to physical, mental, and social well-being as individuals cultivate a sense of purpose and community (Shanahan et al., 2019). For example, a volunteer opportunity engaging in a local river cleanup could increase overall well-being and social connection.

Moreover, research has underscored the importance of green spaces for physical and mental well-being, suggesting that increased access to green spaces can have significant health benefits (van den Berg et al., 2015). Adding another dimension to this understanding in their work to determine the efficacy of NBIs, Davis and White (2020) found that NBIs like gardening, green exercise, and nature-based therapy are effective in improving mental health outcomes. Additionally, Zelenski and Nisbet (2014) identified a positive correlation between nature relatedness and happiness, as well as nature relatedness and ecologically sustainable behavior. This suggests that the benefits of ecotherapy extend beyond individual well-being to foster more environmentally responsible behaviors.

EcoWellness is a framework that elucidates the application of ecotherapy in fostering positive mental health outcomes and ecological awareness (Reese & Myers, 2012). Reese and Myers (2012) define EcoWellness as “a sense of appreciation, respect for, and awe of nature that results in feelings of connectedness with the natural environment and the enhancement of holistic wellness” (p. 400). Reese and Myers posit that how can one conceptualize wellness without the inclusion of one’s relationship with the natural world. The paradigm shift from anthropocentric to ecocentric perspectives, along with the integration of ecotherapy practices offers an expansive view of healing that includes both personal well-being and the health of the planet. These practices deepen the counselor’s professional identity by promoting a holistic approach that considers both the client’s mental health and a more sustainable worldview.

Ecotherapy in education

EcoWellness and ecotherapy, in general, extend beyond counseling into the realm of education, incorporating experiential learning. Experiential learning offers numerous benefits. In educational settings, it can increase engagement and creativity, particularly when students participate in nature-based activities. One of the primary benefits of experiential learning in counselor education is the development of emotional intelligence and self-reflection. This aligns with principles of somatic therapies such as those developed by Levine (2010) and Ogden, Minton, and Pain (2006), which emphasize the mind–body connection and the importance of addressing trauma through embodied experiences. With this, the environment and physical experiences are central to emotional regulation and healing. The movement toward incorporating somatic awareness, such as body posture, breath, and movement, into educational contexts can help students and counselors-in-training become more attuned to their inner states, facilitating personal growth and enhancing their ability to connect with clients.

In both experiential learning and somatic therapy, there is a focus on grounding individuals in the present moment, encouraging them to process emotional and bodily sensations to promote learning. This approach helps students to not only acquire knowledge but also immerse themselves in the learning process. Additionally, engaging with nature directly through experiential activities aids in the development of critical skills such as empathy, mindfulness, and a heightened awareness of the self and others within an ecological context (Kuo, Browning, & Penner, 2017). This learning modality is a powerful tool in harnessing counselors’ abilities to apply ecotherapy, thereby enriching therapeutic relationships and effectiveness (Delaney, Rian, & Owenburg, 2024).

Experiential learning can also be merged with environmental education. This shift toward a more integrative approach is significant because exposure to nature positively influences cognitive functioning, creativity, and emotional well-being. These benefits align well with the principles of ecotherapy in educational contexts (Mayer et al., 2009). Building on this foundation, the positive impacts of nature-based learning go beyond emotional well-being. Research within K-12 settings has illuminated how being exposed to natural environments is associated with engagement in learning (Kuo et al., 2017; Rios & Brewer, 2014), enthusiasm toward learning (Blair, 2009), cognitive abilities (Berezowitz, Bontrager Yoder, & Schoeller, 2015; Dadvand et al., 2015; Li & Sullivan, 2016), and academic performance (Greenleaf, Bryant, & Pollock, 2014; Kuo, 2015; Lee, Oh, Jang, & Lee, 2018). In addition to educational benefits, outdoor classrooms can serve as a means of providing students with direct, routine access to nature (Reese, 2018). Ecotherapy presents promising prospects not just for students but also for educators. It can serve as a form of self-care for educators, offering a retreat from the demands of their roles (Jordan, Hinds, & Helfgott, 2016).

Counselor professional identity development is a process that occurs within the intersection of professional training, personal values, and characteristics. In their qualitative content analysis, Dollarhide et al. (2023) found that learning through experience is “important for identity development, as this helped counselors-in-training to further develop their confidence. Through their experiences and increased confidence, counselors also began to develop their own voice within the profession. In turn, their professional identity also grew” (p. 216). In addition, Dollarhide et al. (2023) discuss that counselor’s identity beyond the training period is positively influenced if a counselor is contributing good for others and that their roles match their inner beliefs. Both the concepts of experiential education and reciprocity are inherently embedded in an ecotherapy or nature-based curriculum.

Previous work has found that integrating nature into counselor education contributed to personal growth among counselors-in-training and contributed to heightened awareness of physiological and psychological well-being. Activities rooted in nature have been shown to positively impact counseling students on both a personal and interpersonal level and foster their growth as counselors (Duffy, Springer, Delaney, & Luke, 2020). Counselors have reported that engagement in nature-based activities enriched their self-care, contributed positively to their own personal development, and deepened their counselor identities (Delaney et al., 2024). The integration of ecotherapy principles into pedagogy and andragogy enriches the educational experience, fostering a deeper understanding of ecological interconnectedness.

The need for further integration

While there exists literature to support the benefits of ecotherapy in therapeutic and educational settings, a significant gap remains in understanding its integration into the practices and identities of counselors, particularly those who have been exposed to ecotherapy during their graduate education. Despite the growing acceptance of ecotherapy’s positive impacts on mental and physical health, there is little research specifically investigating how counselors who have taken ecotherapy courses assimilate these modalities into their professional practice and personal growth. This gap highlights the need for further investigation into the long-term effects of ecotherapy education on counseling practice and how such education influences the approaches to therapy and counselor identity. Addressing this gap is crucial for developing comprehensive programs that equip counselors with the skills to effectively integrate ecotherapy principles into their professional work, thus fostering a holistic approach to mental health care that includes a deep connection with the natural environment. As the body of research continues to grow, ecotherapy emerges as a viable resource for cultivating a generation of both clients and counselors who are not only mentally resilient but also environmentally conscious.

Methods

This study sought to explore the utilization of ecotherapy practices of counselors previously enrolled in an ecotherapy course as graduate students and how the concepts and tenets explored and experienced in class shaped emerging counselor identity. The research team agreed that Consensual Qualitative Research (CQR), which involves data collection through open-ended questions and team-based analysis to reach consensus on emergent categories and themes, was an appropriate qualitative method because it provides an inductive approach that allows participants’ words and ideas to guide the findings (Hill, 2012). In addition, CQR offers rigorous exploration of the experiences of participants and provides analysis across all forms of the participant data (Hill, 2012; Hill, et al, 2005).

Participants

Participants were 10 postgraduate students who were enrolled in the Ecotherapy course during their time in a counseling graduate program between 2017 and 2021. Eight identified as cisgender (seven female and one male), one identified as non-binary, and another as demi-girl. Participants’ ages ranged from 26 to 35, with 10 between 26 and 30 and 2 between 30 and 35 (M = 30.50, SD = 3.02). Eight identified as White/Caucasian, two identified as mixed race (White/African American or Black, and one as White/Hispanic/Latino). All participants in the study are currently licensed as associate or professional counselors and counsel a wide range of clients (children to adults, multiple races, and ethnicities), although data were not collected on specifics. Regarding the number of years of post-master’s degree experience, five of the participants have between 1 month and 1 year, and five participants have between 1 and 3 years of experience. Approximately 20% of participants took the ecotherapy course in 2017 (n = 2), 20% in 2018 (n = 2), 20% in 2019 (n = 2), 30% in 2020 (n = 3), and 10% in 2021 (n = 1). When participants were asked how often they would want to utilize Ecotherapy in their own counseling practice 60% reported all of the time (n = 6), 20% reported often (n = 2), and 20% reported some of the time (n = 2).

Sampling procedure

After obtaining institutional review board approval, a sample of 10 counselors previously enrolled in different sections of a master’s level ecotherapy course. This course included a diverse curriculum ranging from theory, application, ethical, and cultural considerations and included multiple experiential activities (outline of syllabus in Appendix A) that took part as participants for this study. The participant sample is within Hill’s (2012) recommended sample size and aligned with the research goals to capture quality and depth of experiences, rather than a broad generalizability through a quantitative approach, because ecotherapy is a nascent counseling approach. Participants were recruited through email and informed that all identifying information would be removed.

Interview protocol

Participants were invited to complete a 45–60-min semi-structured interview that was initially developed by the primary researcher/class instructor to ensure that questions aligned with class learning outcomes and standards of best practice but was reviewed and edited by the entire research team to ensure fidelity and a cohesive focus (Appendix B). Participant responses helped researchers gain an understanding of the perspectives of counselors who have taken a graduate level ecotherapy class on their experiences with ecotherapy practice after graduation. After the initial individual interviews, participants were asked to participate in a focus group to member check the initial themes and to provide them an opportunity to voice any other feedback; 4 out of 10 participants took part in the focus group.

The use of semi-structured interviews followed by a focus group aligns with best practices in CQR described by Hill (2012), in order to explore participants’ experiences deeply, while maintaining consistency, to gather rich, descriptive data. Focus groups as an avenue to member checking, specifically, are appropriate when rapport and trust were already established. Individual interviews allowed participants to engage in collaborative reflection and co-construction of knowledge and included diverse perspectives (Hill, 2012). All interviews were videotaped or recorded via Health Insurance Portability and Accountability Act–compliant Zoom to allow researchers to revisit the data. Participants provided consent to be videotaped or audiotaped during the individual interview in order to be eligible for this study. As an incentive, each participant received a $25 dollar gift card to Whole Foods Market.

Research team

The research team consisted of three counselor educators and practicing counselors, one graduate student who participated in data collection, and another graduate student who participated in data analysis and article preparation. All authors have experience in ecotherapy including research, writing, and ecotherapy practice. As part of CQR best practices, the researchers had several discussions regarding their biases toward ecotherapy, as all held positive views about the utility of and client outcomes through ecotherapy, and their own relationships with nature. The primary researcher was also the class teacher and addressed biases toward the potential outcome of the study by checking in regularly with the research team and by limiting participation in research activities directly related to course feedback.

Data analysis

The interviews were stripped of identifying information, transcribed, and participants were assigned pseudonyms. Once all data were collected, the research team read each transcript and coded significant information presented by each participant that aligned with the specific curated themes. The researchers used the inductive data analysis process of CQR as defined by Hill (2012), which included developing domains (main topics), integrating data into core ideas (essence of the domains), and conducting cross-analysis (categorizing common themes). Following CQR procedures, the researchers used the process of consensus among the team, individually reviewed the data, and met several times to reach consensus. To obtain the initial domains, the researchers reviewed the transcripts and coded themes that naturally emerged (Hill, 2012). The authors individually coded and reviewed the interviews and then met to reach consensus on emerging domains.

The final step of data analysis in CQR is cross-analysis (Hill, 2012), the process of final delineation of themes from the data to create categories within each domain. The team met to collaborate on a shared understanding of the illustrated core idea of each domain and then worked together to refine each category. As with the initial domain creation, the researchers processed the information with open and honest discussion. A frequency table was created that identified general, typical, and variant categories (Appendix C). Hill (2012) states general categories are represented in the total number of participants minus 1 (9–10); typical categories are represented by at least half the participants (6–10), and variant categories are represented by at least three participants but less than half (3–5). The team worked together to discuss their assumptions and biases with regard to what emerged from the data in order to be sure that data were represented accurately.

Table of Domains

DOMAINS, CATEGORIES, AND SUBCATEGORIES	ILLUSTRATIVE CORE IDEA	FREQUENCY
1. Counselor Identity a. Theoretical Integration b. Connection with Nature c. Nature as a Partner	a. Counselor’s own theoretical orientation. b. Connection with nature and self. c. How nature helps facilitate therapy.	a. General b. General c. Typical
2. Counselor Self-Care	a. How the counselor practices self-care, both professionally and personally.	a. General
3. Ecotherapy in Practice a. Metaphor b. Walk and Talk c. Mindfulness/Grounding	a. Connecting nature and feeling. b. Walking and having sessions outdoors. c. Presence-based practice.	a. General b. General c. General
4. Ecotherapy Experiences a. Counselor b. Client c. Perception of Treatment	a. The counselors own experience as an ecotherapist. b. The clients experience and self-care. c. How the counselor views treatment.	a. General b. General c. Typical
5. Special Considerations for Ecotherapy a. Environmental Factors b. Ethics c. Trauma d. Training in Ecotherapy e. Effect of Pandemic	a. Weather, temperature, knowledge of where you are taking your client. b. Ethical concerns and confidentiality. c. Consideration of client’s past experiences. d. Any additional training in the specialization of ecotherapy. e. Context of the society at the time, effect of the COVID-19 pandemic.	a. General b. Typical c. General d. General e. Variant

General—9–10 cases. Typical—5–8 cases. Variant—3–4 cases.

Trustworthiness

The team worked to ensure trustworthiness throughout the process, including an auditor’s review of the data to confirm consistency in findings of themes. The auditor, a counselor, and counselor educator were selected for their expertise in ecotherapy and qualitative research methodology. The auditor could provide impartial feedback because they did not know any participants, was not involved in the data collection, and did not participate in any initial consensus meetings. Throughout the data analysis process, the research team met every other week to continually review findings until consensus was reached on all ideas and emerging themes. Furthermore, once initial themes were identified, member checking was used to give participants an opportunity to confirm consistency of themes and provide any feedback or clarification. The team followed CQR best practices by ensuring consistency with the interview process and data analysis, being transparent with participants about the process and valuing the consensus process (Balkin & Kleist, 2017; Hill, 2012).

Results

While the findings from this study discuss integrating ecotherapy and nature as if it is both novel and as if humans are not already part of nature, this speaks to the importance of ecotherapy training and education to bridge the gap of human–nature connection. The participants’ experience of integrating ecotherapy into their practices can be seen as a microcosm of the larger societal need to reconnect with nature in personal and meaningful ways that recontextualize humans as part of nature. There has been a profound bifurcation between humans and their natural environments in modern society and culture, which has implications not only for the future of the counseling profession but also for the earth and all living beings inhabiting it.

Domain 1: Counselor identity

The first domain to emerge was how the participants incorporated ecotherapy concepts into their own counselor identity. Many discussed how the class itself opened up their worldview about the connection with the natural world. All discussed how they are beginning to integrate ecotherapy into their approach and client conceptualization. For example, Melissa stated that they integrate ecotherapy and feminism:

[the empowerment based approach] and belief that [the client] is the expert.it really helps to look at their connection and oneness with earth and what that looks like and connecting with nature and our environment to empower ourselves. Like it’s not me alone, it’s me in this whole larger schema as an animal essentially.

Sam expressed:

You know I thought that the therapy portion would be the exact same thing, how I feel as a therapist or a counselor sitting in the chair in the office, I’d feel the exact same out and about. But it kind of changes your way of thinking and I don't know if that’s because there’s like an influx of metaphor work that you have access to because there’s just so much that you’re encountering as you’re having these conversations. So it just … expanded my mindfulness and how I approach [counseling]. I thought I didn’t know it would be, it would almost be like a copy and paste experience like therapy is therapy, but I think changing the environment definitely changes the way that I think as a counselor.

Participants also discussed their own connection with nature, how this connection might have been a part of their prior identity but became deeper after learning the ecotherapy concepts in class. Gianna stated:

I form my own connection more. It really made me think about my own relationship with nature and one thing that stood out to me was how awesome living by the water is … the benefits of living by the ocean and just being around water, and I [am] pretty lucky to have grown up next to the ocean my whole life, so I’ve definitely used that to my benefit.

Additionally, participants noted that they see nature as a partner in the therapy process. Amy stated:

I feel like in practice it’s helped me connect to my clients, a lot more because a lot of them already have some sort of foundation and enjoy being outside, going for walks, bike rides, things like that. It’s a place where I can connect with them and help them use what they already do to be more therapeutic.

Domain 2: Counselor self-care

Another core domain that emerged from the data was the impact of ecotherapy on the counselor’s own self-care and well-being. In particular, how the counselor practices self-care, both professionally and personally. Sam noted:

When I’m stressed, I find myself turning to nature … I walk to a local beach … if I had a really heavy work day instead of going right home, I’ll go drive sit by a body of water or I’ll go walk along the beach or take the dog for a walk and be out and about… you kind of give yourself that similar treatment as you would a client, you kind of learn from those, I need to go outside and get some fresh air today, I feel a little sad. So it’s helped expand my own self-care and the ways that I could go about doing that, it doesn’t have to just be a bubble bath it could be, going in the backyard and getting to enjoy seeing the birds.

Several participants noted that while they enjoyed being in nature, now they are aware of the mental health benefits it brings. Melissa notes that they are more mindful about their time in nature:

I think … with my self-care, it’s made me more intentional, I mean I was already intentional to be outside more, but I am even more intentional about … the way I look at the world that I am taking a broader approach to things, a more integrated approach and more connected approach.

Chloe talked about how the incorporation of nature into their self-care is expanding their vitality:

I definitely incorporate nature more with my sense of self care and acknowledge that when I do make the time to be in nature or to acknowledge nature around me, in moments on my porch or whatever I’m doing that that’s filling me or filling my soul. And, I think, as I mentioned before, my relationship with nature has just grown more and more and more intimately and so I’m spending more time outside than inside, which is transforming.

Domain 3: Ecotherapy in practice

A third domain highlights the diverse ways in which ecotherapy principles are integrated into therapeutic practice. Three subdomains were identified: the use of metaphor, walk and talk, and mindfulness/grounding. Most participants shared how metaphors provided a tangible and relatable context for clients, increasing insight. Metaphors allowed participants to draw parallels between the natural world and clients’ experiences. For example, Laura used building birdhouses as a metaphor to discuss adoption and parenting with a family. Kim aided a client in trauma recovery when their client compared nature and the human experience, suggesting that just as nature endures and recovers from various events, so can people. Relatedly, Sean reflected that “through the seasons, wintertime is death and then there’s renewal in the spring and flourishing in the summer and then fall is all about letting go.” Sean also drew on symbolism to enhance understanding and engagement during ecotherapy sessions:

Metaphors are such a big part of getting outside because there are so many great rabbit holes to fall down conversationally. I find that a lot of things that I’m coming around to in session with clients, like specifically post-pandemic, there is a lot of existential concern. It’s death anxiety, it’s responsibility, it’s purpose, it's all of it and, every single second when you're going for a walk in the woods, or sitting on the beach or paddleboarding, or whatever the case may be, it's like all of those tenets are visited and revisited.

Another technique many participants implemented was combining walking with therapeutic dialogue in natural settings. This walk-and-talk approach leverages the synergistic effects of physical activity, psychotherapy, and exposure to nature in an engaging way. Sam commented on the convenience of walk and talk:

I do walk and talk therapy a lot with a lot of my clients, just kind of getting out and moving. I think it has been helpful, especially with a lot of trauma clients. I use it in unexpected ways, definitely more than I would have anticipated ever using it before taking the class.

The third subdomain, mindfulness and grounding techniques, was observed as being effective in reducing anxiety while promoting present-moment awareness and connection to nature. Amy shared:

I’d say they [clients] enjoy the mindfulness activities the most. I have a lot of clients diagnosed with anxiety right now, and it really does seem to be effective for them. I have them rate how they feel before and after certain activities, so they can monitor what’s working for them. I’ve seen the greatest numbers, with the people that I’ve worked with, using techniques that involve nature and mindfulness calling them back down, bringing them to a neutral place.

Cameron incorporates mindfulness when paddleboarding alongside clients: “It instills mindfulness because you have to be in the here-and-now to not fall off, so all your thoughts that are going on, it [paddleboarding] brings you back.” Chloe expressed how nature is grounding:

I think doing meditations in nature, they enjoy the most, because they’re making contact with silence and stillness and coming back into their bodies, their emotional bodies, and there’s a lightness after the initial pain.

Collectively, these subdomains demonstrate how ecotherapy practices not only enrich therapeutic interventions but also contribute to the shaping of an emerging counselor identity that values integration of natural elements into the healing process.

Domain 4: Ecotherapy experiences

Participants talked at length about the actual experience of ecotherapy, from the points of view as the clinician, the clients’ self-reported experiences, and their perception of ecotherapy as a treatment modality. Several of the participants noted the importance of experiential aspects of the training, and how that shifted their preconceived notions about what it would feel like to practice ecotherapy. Cameron elaborated on this notion:

I don’t think I would have ever even considered doing walk and talk therapy or even just kind of getting out beyond Telehealth or the office if I hadn’t taken this class, obviously. I think I feel much more comfortable in doing those things than I could have ever imagined myself being comfortable doing, which was very surprising for me; I would have never guessed when starting this program that I would ever be using any ecotherapy techniques or even utilizing any type of ecotherapy skills at all, so I think it’s definitely been an interesting journey for me clinically.

Laura shared that the experiential work increased their perceived self-efficacy:

“Once I applied what I’ve learned through the ecotherapy class and saw that I can work in person, I felt like that planted the seed and no pun intended, but from there I have been doing something with it (ecotherapy) all along.” Similarly, Sean expressed, “being able to do walks in the park or woods and paddleboarding routinely every week for the duration of the summer really kind of added to my comfort level, and my ability."

The participants also took note of how impactful the ecotherapy experiences and interventions were for their clients, based both on their observations and client self-reports. Cameron discussed the power of presenting alternative options to teen clients:

I don’t think a lot of people realize that you can again get out beyond either, just like telehealth or the regular basic one-on-one in my office. I work with a lot of teenagers and for them it’s like a cool thing to be out and … the ones that I have done it with are really excited to just try something different, try something new, beyond just that basic you sitting on the couch and me sitting across from you, taking notes.

Beyond outdoor ecotherapy in the actual session, Amy described how cultivating nature-based practices was also a form of personal self-care for clients:

They love it, like everyone that I, you know, introduced it to in any way, shape or form. I kind of scope it out a little bit in the beginning, when I first meet them to figure out what they find therapeutic, what they find is self-care. If they’re already off the bat telling me about how they like to be outside or be at the beach that I’m like okay, let’s start there with what you already know as being therapeutic. But if I have a client who isn’t really into being outside, then I might have them do one of the activities that they enjoy; if they like reading, okay let’s read a book outside, you know, so kind of helping them get more of that nature in their life; we don’t need to go on a 10-mile hike for you to get something out of it.

Lastly, the participants described how they viewed the overall effectiveness of treatment, expressing support for the observed impact of ecotherapy on client symptoms. Miranda noted, “I think the biggest takeaway in general, would be how truly effective it is to see clients outside as opposed to in an office with four walls.” Likewise, Chloe shared “one major takeaway was that nature is a partner in helping the healing process, and it just really hit me—why wouldn’t we be working with nature to heal people?”

Domain 5: Special considerations for ecotherapy

Finally, participants discussed the varied special considerations they deemed necessary for therapists when considering ecotherapy with their clients. These ideas ranged from ethical considerations to climate and weather. Of the topics discussed, five subdomains were identified. They include environmental factors, ethical considerations, issues of trauma, and training in ecotherapy. With regard to environmental factors, participants noted that it is important to be knowledgeable about where one is taking the client including considerations such as topography, the client’s physical ability and comfort, the weather, and temperature. Participants talked about being aware of the weather, if it was going to rain, or be buggy or hot, and checking in with the client about their comfort level. Participants also noted that it is imperative that the counselor be familiar with the location including the amenities available as well as being completely knowledgeable about the trails, paths or any other areas they are taking clients.

Participants also noted that ecotherapists must consider ethics when utilizing therapy in the natural world. Informed consent must go above and beyond to include language regarding ecotherapy practices and well as have mindful boundaries when working with clients. It is important for the client and therapists to have an open conversation on what that might look like and have a plan in place for potential situations that compromise confidentiality. In addition, participants stated that it is important to understand that clients can present with trauma and how that might interact with exposure to the natural world. Participants also discussed the experience of clients talking through trauma while also being outdoors. Chloe noted:

One client, because of trauma, found it very hard to focus, all of our conversations were very roundabout and she couldn’t really answer questions directly. Everything was told through a story. So nature really helped us to slow down. Her mind would be going really, really quickly and she talked really fast. It was kind of scattered from trauma and so just by walking slower and putting an emphasis on that together really helped to translate from her body into her mind and she slowly began to see that she was able to start to slow down and to be able to sit with questions and not have all the roundabout answers or just be triggered into a story that didn’t answer what we were talking about.

Some clients might feel exposed in the natural world while others feel support and nurture. Gianna states:

So, I think seeing this connection formed with nature, first and foremost, is a really beautiful thing to witness. I think it feels safe for people, right, because again nature can’t criticize, nature can’t invalidate, it just has a very accepting presence, and so I think you know that’s probably the most important thing that I focus on with people have been through trauma is just forming that connection, where they feel like they’ve lost that and I think also you know you can reform that connection with self while in the natural space. There aren’t those fears of judgment or anything like that.

Participants expressed that to ethically and effectively provide nature-informed work, therapists ought to have received training in ecotherapy. Participants noted that taking classes in ecotherapy helped to inform their own ecological identity and learn the theory and research behind the work and best practices and appropriate interventions. Having their own experiences as students in ecotherapy classes, participants noted that they felt inspired to be more creative in their work as counselors. They also felt capable of pushing past their own boundaries, are more comfortable with the uncomfortable and utilize that natural world for their own healing and self-care. Finally, participants noted the effects of the COVID-19 pandemic with regard to their experience with ecotherapy. These students were either participants in the ecotherapy class or new therapists during the time when the pandemic was at its height (2020–2021). Participants noted that their clients were affected by COVID-19, in particular, being forced to be indoors and isolated. Participants stated that ecotherapy offers an antidote and respite for clients. Miranda noted:

I’ve realized I worked with a lot of high school age kids in my internships, when I was in the program and I’ve realized like how much they’re struggling after COVID-19, socially and how disconnected they are from nature, so I feel like I also came out of the program realizing like this is a really good time for eco therapy, because so many people, not just that age are disconnected like more than ever.

Other participants noted that the pandemic brought up specific issues and the natural world allowed space to have those bigger conversations. Sean noted:

I mean really to me like the metaphors are such a big part of getting outside because there’s so many great rabbit holes to fall down conversationally and like I find that a lot of things that I’m coming around to in session with clients like specifically post pandemic, there is a lot of existential concern right it’s like it’s death anxiety it’s responsibility, it’s purpose it’s all of it and, like every single second when you’re going for a walk in the woods and sitting on the beach or whatever like paddleboarding or whatever the case may be, it’s like all of those tenants are visited and revisited.

In sum, in order to be a practicing ecotherapist, participants stressed that receiving specific training in ecotherapy is imperative. Training in ecotherapy would provide future ecotherapists with a solid foundation on how to approach intent, understanding of environmental and safety factors as well as ethical issues for both the therapist and the client.

Discussion

The natural world is imperative to human survival and yet largely unconsidered as western practitioners of psychotherapy conceptualizes human mental health. Ecopsychologists argue that the exclusion of the natural world is, essentially, the missing piece in western psychotherapies. How can we discuss anxiety, depression, and chronic stress, for example, without acknowledging the dissociation from nature, the impact of climate-change and eco-grief (Cunsolo & Ellis, 2018), and the dramatic decrease in time spent interacting with nature? Furthermore, with more than two thirds of Americans expressing concern about climate change, and half specifically concerned about personal impacts of change such as displacement, natural disasters, and survival, eco-anxiety, or a pre-traumatic stress disorder rooted in concern for the earth, is also on the rise (Baudon & Jachens, 2021).

The findings in this study suggest studying ecotherapy in a counseling curriculum can shape one’s connection to nature. Participants mentioned that taking this class informed their counselor identity as such that they now cannot work with clients without thinking about infusing the natural world into both case conceptualization and the interventions either utilized or suggested. This aligns with previous research showing that ecotherapy principles can enhance counselors’ understanding and practices (Delaney et al., 2024; Duffy et al., 2020; Greenleaf et al., 2014; Reese & Myers, 2012). Swank and Reese (2021) note that counselors are interested in infusing nature into the therapeutic process and are interested in learning but there is a lack of training available.

All participants mentioned that learning these tenets opened their worldview and expanded their understanding of the interconnection of all things. It also taught them a valuable lesson in reciprocity, in so much that all relationships, in order to be as healthy as possible, need to be reciprocal. Ecopsychology helps to teach ways to infuse reciprocity with nature in a variety of ways, promoting more sustainable attitudes and practices, and intersecting with issues of social justice. By approaching counseling from an indigenous-centered perspective and increasing client access to nature, which continues to be an equity issue correlated with race and class (Hasbach, 2012; Shanahan et al., 2019). As such, those who are deliberate in giving to and receiving from the natural world learn valuable lessons in symbiosis. These lessons can be translated into human-to-human relationships and can also be infused into counselor identity. As “a sense of duty to support and stand up for others” (Dollarhide et al., 2023, p. 217) is a core tenet in counselor identity, ecotherapy can address the needs of both clients and the natural world.

Participants also noted that infusing ecotherapy into their own practice improved their own self-care and provided an avenue for healing and self-discovery. Participants discussed being mindful of the ways that the natural world impacts their own mental health and, as a result of taking the class, participants now deliberately seek out interactions with nature to help reduce stress. Furthermore, participants discussed giving back to the natural world, tapping into the concept of reciprocity, and being deliberate and thoughtful about the way they treat nature around them. This expansion of one’s ecological identity helps to ensure that future generations continue to care for the planet. All participants noted that their expanded relationship with the natural world and the mindful ways that they interact with nature, improves their own mental health and stress-reduction. This finding also suggests that incorporating ecotherapy into professional practice can address burnout, a substantial issue among helping professionals (Hricova, Nezkusilova, & Raczova, 2020). This aligns with existing literature on the benefits of nature for stress reduction and mental health (Jimenez et al., 2021).

There are a variety of ways that ecopsychology and ecotherapy can be incorporated into the perspectives of counselors and counselor educators. Recognizing that a stand-alone ecotherapy class is not an option in all programs, integrating the concepts can be easily done. Reading and discussions in ecopsychology and ecotherapy can be integrated into theory, human development, self-exploration, and skills courses. Students can take the EcoWellness inventory (Reese, Myers, Lewis, & Willse, 2015) or other nature-based inventories to assess their own connection to the natural world and ways to explore and expand that relationship. The EcoWellness model offers counselors a foundation from which they can integrate engagement with nature into the assessment and treatment of clients. Counselors integrating ecotherapy into their practice can utilize Reese et al. (2015) EcoWellness assessment to analyze clients’ access to nature, environmental identity, connection and protection of nature, and spiritual practices. In addition, trainings, conferences, and workshops exist in the United States and abroad on ecopsychology, applied ecotherapy, and other nature-informed techniques. Counselors and counselors-in-training can also explore the different ways in which the natural world can help buffer the effects of the stress of the work and mitigate burnout.

One interesting finding from this study was how COVID-19 informed participants’ interest and commitment to the work of ecotherapy. This finding supports Labib, Browning, Rigolon, Helbich, and James’ (2022) research, which synthesized research that explored the contribution of the natural world on people’s health and well-being. Labib et al. (2022) found that exposure to nature during COVID-19 correlated with less anxiety, depression, stress, and greater life satisfaction and happiness. This supports the idea that nature can act as a buffer against negative effects during crises and suggests that “recovery and resilience during the current crises and future public health crises might be improved with nature-based infrastructure, interventions, designs, and governance” (p. 1). These findings support the experiences of our participants and suggest that exploring the concepts of ecopsychology in mental health could benefit both the clinician and the client.

Looking to the future, the relevance of ecotherapy education and training is even more critical in light of the rising ecological threats, practices, and implications of the unprecedented destruction of the earth. There is a growing need for all mental health professionals to become better equipped to address the psychosocial impacts of climate change (Climate Psychology Alliance, 2022), which can be accomplished largely through systemic and embedded eco-focused changes to counseling curriculum, practice, and supervision. Specifically, there is very little awareness, let alone targeted interventions to address eco-anxiety, despite the increased prevalence and demand for mental or emotional support in coping with these fears about the state of the earth and its longevity (Baudon & Jachens, 2021). Ecotherapy plays a critical role to the future of the profession as the need to address the mental and emotional suffering from the increasing effects of climate change becomes paramount, because it provides a wide-scale method for reconnecting people with the earth, fostering resilience, and providing self-care to mitigate the emotional toll of advocacy efforts.

Limitations and future research

Although this study is exploratory in nature, findings can help inform both the understanding of infusing ecotherapy into counselor identity and practice, and several limitations need to be addressed. The research team included the instructor of the course, and while the CQR protocol mitigates issues of bias by including a rigorous research team approach and involving external evaluator and member checks, the instructor’s vested interest in the outcomes of this study must be noted. While the rest of the research team was not involved in course instruction, they all held positive views toward ecotherapy and are engaged in ongoing ecotherapy practices, which may have also influenced participant responses during the focus group and interviews or researcher interpretation of the data. Unfortunately, there is a lack of specific, validated measures for assessing the impact of ecotherapy or how counselors integrate natural experiences, which would have helped mitigate this additional bias. Future research would benefit from the development of such measures. Furthermore, the findings of this study are limited to participants’ experiences in ecotherapy training at a small private institution and do not represent all ways in which ecotherapy can be taught and experienced, as such, the findings in this study are not generalizable in nature. In addition, limitations also exist due to the relative homogeneity of participants and that most participants were relatively young in their careers as counselors.

Access to green spaces is disproportionately skewed with social-economic status and largely impacts Black and Brown communities (Bürgi, Tomatis, Murer, & de Bruin, 2016). Special consideration and future research is necessary to ascertain the psychological connection of the natural world. Historically marginalized communities may need additional research to understand their relationship with the natural world, which may influence the ways in which ecotherapy curriculum is designed and taught. Follow-up studies are encouraged to give more time for identity development, with a more diverse participant body.

Conclusion

The study explores the experiences of an ecotherapy course on the identity and practices of counselors who have been exposed to this approach during their training/coursework. The findings indicate that counselors begin to integrate ecotherapy into their therapeutic practices and client conceptualizations, due to confidence built during experiential class activities, with participants reporting a deepened connection to the natural world and an expanded worldview. The educational experience in ecotherapy not only enriches the counselors’ professional skills but also contributes to their personal growth and self-care, which is critical in reducing or preventing burnout. Given the positive implications, the study highlights a need for further research into the long-term effects of ecotherapy education on counselor identity development and clinical applications with a larger, more diverse sample participants. This research underscores the potential of ecotherapy to foster a holistic approach to mental health care that includes a deeper connection with the environment, in addition to de-pathologizing grief and anxiety responses to planetary destruction, benefiting clients, counselors, and our only home—the earth.

Footnotes

Acknowledgments

The authors thank the Urban Coast Institute at Monmouth University for their continued support of our research. They would like to thank Marielle Spero for her help with data collection.

Authors’ Contributions

M.E.D., S.W.R., and E.S. contributed to the design and implementation of the research and qualitative interviews. C.B. performed external audit domain analysis and literature review. All authors contributed to the analysis of results, discussion section, and writing of the article.

Author Disclosure Statement

We have no known conflicts of interest to disclose.

Funding Information

The authors received grant funding from the Urban Coast Institute at Monmouth University.

Appendix A. Ecotherapy Course

The following is an outline of the Ecotherapy course participants experienced as a basis for this study. In consideration of page limitations, an outline of the syllabus is included.

Books/Articles assigned:

Delaney, M. (2020). Nature is nurture: Counseling and the natural world. Oxford University Press. Harper, N. and Will Dobud, W. (2020). Outdoor Therapies: An introduction to practice, possibilities and critical perspectives Hasbach, P. (2022) Grounded: A guided journal to help you reconnect with the power of nature―and yourself. Adams Media.

Salazar, G., Kunkle, K. & Monroe, M. C. (2020). Practitioner guide to assessing connection to nature. North American Association for Environmental Education Additional weekly readings as assigned.

Assignments:

1. Active Participation: Engagement in class discussions and activities.

2. Discussion board posts: Students will be required to post answers to discussion posts that synthesize their understanding of the readings and any applicability to the experiences.

3. Grounded Journal: Each week, sections of the journal will be assigned.

4. Presentations: Part I: synthesis of an additional ecotherapy reading and discussion its finding and implications for practice with the class. Part II: Create an ecotherapy intervention and come prepared to discuss and demo with the class. Post a lesson plan for the intervention for other students, including appropriate references. Part III: Choose one ecotherapy assessment from Salazar, Kunkle & Monroe (2020) and be prepared to come and discuss with class.

5. Reciprocity Project: Design a semester-long reciprocity project of your choosing. To complete outside of class; discuss your projects and its impact at the end of the semester.

Activities and weekly discussions: •

Introduction and Theory/Eco-Wellness.

•

Ecotherapy in Practice (paddle boarding session with ecotherapist).

•

Horticulture Therapy (speak with horticultural therapist and harvest at local community garden).

•

Forest Bathing and Walk and Talk therapy (participate/case-conceptualization).

•

Animal Assisted Therapy (demo at local farm specializing in mental health).

•

Blue Mind (discuss connection to water and theory of Blue Mind at local beach).

•

Nature Informed Therapy (Presentation/discussion part I).

•

Equine Assisted Therapy (demonstration/participation at stable with EGALA trained therapists).

•

Nature-based interventions (Presentation/discussion part II).

•

Ethics/Assessment in Ecotherapy (Presentation/discussion part III).

•

The future of ecotherapy/Infusion in clinical practice/Ethical and practical considerations.

Appendix B. Open-Ended Survey Questions

Appendix CTable of Domains

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