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JenHutchinsonDissertation FINAL.pdf (776.43 KB)

ETD Abstract Container

Abstract Header

Emotional Response to Climate Change Learning: An Existential Inquiry

Hutchinson, Jennifer
http://orcid.org/0000-0002-1115-9565
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951

Abstract Details

2021, Psy. D., Antioch University, Antioch Seattle: Clinical Psychology.
This qualitative study aims to explore and explain the existential underpinnings of learning about climate change and potential emotional responses to climate change learning. Undergraduate students in environmental sciences and studies classes at the University of Washington on in Seattle, WA participated in semi-structured interviews. Participants were asked about their experiences learning about climate change and how they responded emotionally to the learning. This dissertation examines the responses from those interviews and builds a theory out of the data analyzed. Constructivist Grounded theory as outlined by Kathy Charmaz (2014) was used to analyze the interviews. Codes were created and linked together to generate themes that undergird the theory that emerged out of the data. Analysis revealed strong themes of grief, values, and resilience that were then examined through the lens of existential psychological and philosophical concepts. The emergent theory was subsequently framed from this stance and shows a need to address the existential impacts of the climate change grief experience in undergraduate learners of the topic. Education, community, and connection to other learners of climate change played key roles in building resilience to existential nihilism while learning about climate change.
Alejandra Suarez, PhD. (Committee Chair)
William Heusler, PsyD. (Committee Member)
Diana Knauf, PhD. (Committee Member)
154 p.
Adult Education; Climate Change; Conservation; Counseling Psychology; Earth; Ecology; Education; Education Philosophy; Educational Psychology; Environmental Philosophy; Environmental Science; Environmental Studies; Health Care; Higher Education; Mental Health; Philosophy; Psychology; Psychotherapy; Public Health; Public Health Education; Science Education; Social Psychology; Sustainability; Teaching
Climate change, climate change learners, existentialism, grounded theory, grief, values, resilience, emotions, education

Recommended Citations

Citations

  • Hutchinson, J. (2021). Emotional Response to Climate Change Learning: An Existential Inquiry [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951

    APA Style (7th edition)

  • Hutchinson, Jennifer. Emotional Response to Climate Change Learning: An Existential Inquiry . 2021. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951.

    MLA Style (8th edition)

  • Hutchinson, Jennifer. "Emotional Response to Climate Change Learning: An Existential Inquiry ." Doctoral dissertation, Antioch University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951

    Chicago Manual of Style (17th edition)

antioch1602019356792951
319
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This open access ETD is published by Antioch University and OhioLINK.