Pilot Study of a School Based Intervention for Coping With Climate Change

Université du Québec a Montréal

Status: Completed

Conditions: Eco-anxiety

Treatments: Behavioral: Making room for climate emotions in the classroom

Study type: Interventional

Funder types: Other

Identifiers

NCT07095387

767-2023-1376 (Other Grant/Funding Number)

Details and patient eligibility

About

The present study aimed to evaluate the impacts of a school-based program that combined creative arts and philosophy inquiry to discuss climate change emotions with children. The objective was to determine if there were changes that could be seen in the group that participated in the weekly workshops (total of 7 workshops) compared to the group who did not participate (control group). A questionnaire was administered to all children before the intervention began and after it finished to compare scores on the variables of coping with climate change, eco-anxiety, intolerance to distress, general anxiety, and self-determination.

Enrollment: 87 patients

Sex: All

Ages: 8 to 13 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Elementary school student in recruited classrooms

Exclusion criteria

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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87 participants in 2 patient groups

Creative arts an philosophy inquiry intervention

Experimental group

Description:

The intervention group received the one workshop per week for 7 weeks. Each workshop combined artistic creation and group philosophical inquiry on a certain theme related to climate change (e.g., responsibility, hope, the beauty of nature)

Treatment:

Behavioral: Making room for climate emotions in the classroom

Wait-list control group

No Intervention group