Children with Autism in Wild Nature: Exploring Australian Parent Perceptions Using Photovoice
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Children with Autism in Wild Nature: Exploring Australian Parent Perceptions Using Photovoice Carolyn Galbraith 1
& Julie
Lancaster 1
# Outdoor Education Australia 2020
Abstract Access to wild nature may be beneficial for human health and well-being (Gill 2014). Time in wild nature has been found to have unique benefits for children with Autism Spectrum Conditions (ASC), although research on access to wild nature for children with ASC is scarce (Blakesley et al. 2013). Parents of children with ASC have unique insights into their children’s lives (Harte 2009). Using a qualitative method this small scale study included three parents of children with ASC aged between five and 10 recruited from an Australian online support group. Data were collected using the participatory method of Photovoice. Parents took photographs of their children in wild nature, with their children’s assent, and shared their perspectives with the other parent participants. Interviews with individual participants were conducted using Facebook private messaging. Data were analysed with participation from the parents using thematic analysis. The three parents reported that time in wild nature supported their children’s deep interests, helped them adapt to change, supported their creative and imaginative play, and calmed them. Reported barriers included being too busy with therapy appointments, balancing the needs of siblings with ASC, sensory challenges, and the exhaustion of daily life. Parents also reported that the Photovoice methodology helped them gain insight into their own perspectives. This small scale study adds some support to the research around wild nature and children with ASC, and speaks to the benefits of the Photovoice approach. Keywords Autism . Children with autism . Wild nature . Photovoice . Parents . Facebook
* Carolyn Galbraith [email protected]
1
School of Teacher Education, Charles Sturt University, Bathurst, NSW, Australia
Journal of Outdoor and Environmental Education
Background John Muir (1901, p.1) stated that “wildness is a necessity,” and researchers continue to find that access to the natural environment is essential for human health and well-being (Gill 2014). Wild nature, or the natural environment such as rivers, beaches, bush and forest, may provide abundant opportunities for children to play independently and creatively (Kreutz 2014). In this study, the term ‘wild nature’ is used rather than ‘green space’ consistent with Malone et al. (2015) and Balmford et al. (2011). Although the division of space into ‘natural’ and ‘non-natural’ has been debated as artificial, and the concept of ‘nature’ as an idealised environment critiqued (see Malone 2016; Taylor 2011), access to wild nature has been shown to provide greater lifelong connection to nature and richer psychological benefits for humans than ‘domesticated’ nature due to its size, lack of restrictions, and increased biodiversity (Fuller et al. 2007; Wells and Lekies 2006). Wild nature includes a varied range of less-managed environments with the possibi
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