Source: SOUTH CAROLINA STATE UNIVERSITY submitted to NRP
THE EFFECTS OF HORTICULTURAL THERAPY ON AT-RISK YOUTH LIVING IN A RURAL COMMUNITY
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
EVANS-ALLEN
Reporting Frequency
Annual
Accession No.
1019975
Grant No.
(N/A)
Cumulative Award Amt.
(N/A)
Proposal No.
(N/A)
Multistate No.
(N/A)
Project Start Date
Aug 16, 2019
Project End Date
Jul 31, 2022
Grant Year
(N/A)
Program Code
[(N/A)]- (N/A)
Recipient Organization
SOUTH CAROLINA STATE UNIVERSITY
(N/A)
ORANGEBURG,SC 29117
Performing Department
Home Economics/Human Services
Non Technical Summary
The current issue that this research addresses is the mental health state of our youth today. This topic needs to be researched because a growing number of young individuals are dealing with the emotional turmoil of hopelessness and despair. As a result, we are seeing an increase in poor school attendance, low academic performance, behavioral issues, etc. Although these concerns may appear to be personal ones, they often create societal dilemmas such as school dropouts, school violence (school and community), and deaths by suicide. Additionally, there is an expectation of schools to ensure that all students are academically developed in preparation for their postsecondary goals, however this task becomes a challenge when their social/emotional needs are not being met.Consequently, this research's intent is to combat the identified problem by developing an afterschool Horticulture Therapy program. It is believed that via this therapeutic counseling approach which focuses on gardening and plant-based activities, variables such as self-esteem, wellness, and resilience will improve, while negative emotional feelings will be minimized. The program will be designed to allow 20 preselected at-risk youths starting in grade 4 to engage in a horticulture experience which includes but will not be limited to visiting a local farm, attending presentations from farm mentors, and growing their own garden. Data from this research will be collected using a one-group pre-test/post-test design (quasi-experimental research design) from various instruments which measure self-esteem, wellness, and resilience. The target audience for the outcome results includes stakeholders from both schools and community. The findings will be share with these entities through local as well as national conference presentations.From the methods mentioned above, the goals for the participants are to have increased self-esteem, improved assertiveness, reduced stress, stronger positive relationships, and healthier lives. It is also anticipated that these progresses will lead to better school attendance, decreased behavior issues, improved academic performance, reduced school/community violence, and declined suicide rates. Moreover, the general impact expected is that schools will have an effective tool to address the emotional/social needs of their students and all parties involved will gain a newfound respect for green space and the environment.
Animal Health Component
50%
Research Effort Categories
Basic
50%
Applied
50%
Developmental
0%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
80660993070100%
Knowledge Area
806 - Youth Development;

Subject Of Investigation
6099 - People and communities, general/other;

Field Of Science
3070 - Psychology;
Goals / Objectives
The major goals of the projects are:Short-termTo investigate the effects of a horticulture therapy 15-week program on at-risk youths' self-esteem, wellness, and resilience.To engage students in meaningful social activitiesTo increase Self-esteemTo improve WellnessTo enriched ResiliencyMid-TermBetter attendanceDecrease in behavior referralsImproved academic performanceLong-termTo increase graduation rateTo decrease school violenceTo minimize the suicide rateTo creat an effective social/emotional intervention/prevention programTo bring about systemic change
Project Methods
All the students are considered at risk at Mellichamp Elementary School due to level of income and environment risk factors. The project will be conducted using a convenience sampling method and this non-probability sampling method will rely on the school counselor to identify 20 research participants starting in the 4th grade that could benefit from the horticulture therapy and plant-based intervention. A one-group pre-test/post-test design (quasi-experimental research design) will be used to collect data during the 15-week horticulture therapy intervention for two hours in an afterschool program that will take place over a 2-year period.Defining Efforts: The findings will be put into article format and poster sessions by project staff and undergraduate and graduate students at the Horticulture Therapy Association Conference, Palmetto State School Counselors Association Conference, and the American Counseling Association Conference and additionally the results will be shared with the Orangeburg Consolidated School District 5 and the Mellichamp Elementary School teachers and parents. The horticulture therapy program results will be distributed to districts across the state.Defining Evaluation: The research will be conducted and evaluated use the assessment measures to evaluate the assessment measures self-esteem, wellness and resilience using the following: Rosenberg Self-Esteem, Scale of Positive and Negative Experience (SPANE), and the Brief Resilience Scale the assessment measures to collect the data. The pre-test survey assessments will be administered during year #2 to the program participants and the participants will take the same pre-test survey assessments at the end of the program in year #3. The research will be analyzed using descriptive statistics and the research associate will analyze, evaluate, and interpret the data and provide the findings to the project staff.The horticulture therapy afterschool program will consist of using psychoeducational groups that cause a change in knowledge, actions, and/or conditions of the target sample of 4th and 5th graders. The research questions for the program are:Research Question #1: How does the horticulture therapy fifteen-week program effect at risk students self-esteem?Research Question #2: How does the horticulture therapy fifteen-week program effect at risk students wellness?Research Question #3: How does the horticulture therapy fifteen-week program effect at risk students resilience?

Progress 08/16/19 to 07/31/22

Outputs
Target Audience:The 1890 Research grant activity and targeted audience efforts reached during the current reporting period: 12/13/21 Horticultural Therapy Closing Program-Targeted Audience: Orangeburg Consolidated School District (OCSD) Principal, assistant principal, school counselor, district superintendent, executive council members, director of student support services, director of school counseling, parents, teachers and social and economic disadvantaged community members. 5/16/21 Newspaper Article, Dr. Hollis and horticulture therapist interviewed by Devin Johnson News 19 Columbia, SC. Targeted Audience: SC State University 1890 Research, community partners, community stakeholders local, state, and national 6/7/21 Press Release-SC State University feature story on the horticultural therapy program Targeted Audience: SC State University 1890 Research, community stakeholders local, state, and national 1/6/22 Media Advisory 1/6/22-Community partners- Targeted Audience: OCSD and stakeholders-SC State University 1890 Research, community stakeholders local, state, and national 8/19-current-Other targeted audiences include the superintendent, school board members and principals at the research findings presentation;1890 researchers and extension agents at the ARD Symposium, counselor educators, school counselors, school-based mental health counselors at the school counseling and counseling conferences. The PI has presented at the American Counseling (ACA) and the Palmetto State School Counselor Association (PSSCA).Horticultural therapists and environmental educators at the horticultural therapy and nature-based conferences. The PI has presented at the American Horticultural Therapy Association (AHTA), Carolinas Horticultural Therapy Network Conference, NC Center For Afterschool Programs Synergy Conference and STEM/STEAM and Education Conference, and other professional conferences outlined in this final report. With all these activities a population the research project is designed to impact the at-risk students, parents, and school community of racial and ethnic minorities and those who are socially, economically, or educationally disadvantaged. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Professional Development Provided Horticultural Therapy Workshops • Hollis, A.C. and Bruno, B (2020). Horticultural Therapy Training: HT for the 1890 Research-The first year of the project the horticultural therapist conducted a 2-day training where she trained the research team in Horticultural Therapy and how to use plant-based and gardening materials to facilitate horticultural therapy sessions. The project investigator showed the staff how to facilitate psychoeducational groups with children on June 3, 2020. • Hollis, A.C., Bruno, B. and Gidding, C. (2022). Horticultural Therapy Workshop for the OCSD Elementary School Counselors. Conducted a workshop with the Orangeburg Consolidated School District (OCSD) elementary school counselors at the Nix Educational Center on March 1, 2022. • Hollis, A.C. (2022). Horticultural Therapy Workshop for SC State University Social Work Program celebrating National Social Work Week with the workshop entitled, SC State social work seminar promotes horticulture as therapy tool on March 25, 2022. • Hollis, A.C. (2022). Using A Horticultural Therapy Afterschool Program With At-Risk Students Living In A Rural Community To Provide Social and Emotional Development Opportunities and Improve Outcomes In Self-Esteem, Resilience, and Wellness, NC Center For Afterschool Programs Synergy Conference on Friday April 22, 2022. Research Findings Presentation OCSD Superintendent, Leadership Team, and District Personnel • Hollis, A.C., Bruno, B., Awodeha W. N. (2022). Orangeburg Consolidated School District (OCSD) School Board Presentation To Superintendent, Leadership Team, and District Personnel: Presentation To OCSD Superintendent on Horticultural Therapy Program Research Findings-The PI, horticultural therapist and program evaluator will do a one-hour presentation on the program research findings in the OCSD board room on March 30, 2022. Conference Presentations • Hollis, A.C and Giddings, C. (2022). "Integrating Horticulture Science And 4th And 5th Grade Science Standards Into A Virtual Horticultural Therapy Program For At-Risk Youth" STEM/STEAM and Education Conference through the Hawaii University International Conference in Honolulu, Hawaii on June 8-10, 2022. • Hollis, A.C. (2022). "The Effects of Horticultural Therapy on At-Risk Youth Living in a Rural Community" ARD Research Symposium in Atlanta, GA on April 2-5, 2022. • Hollis, A.C. (2022). "Using Horticultural Therapy with At-Risk Youth To Improve Self-Esteem, Resilience, and Wellness During the COVID-19 Pandemic" International Council of Educational Professionals Conference in Fort Meyers, FL on March 10-11, 2022. ICEP Conference Program Abstract: https://storage.googleapis.com/wzukusers/user-35208993/documents/ca87112399ae4fadaa945380eda3f2ac/2022%20ICEP%20Conference%20Program%203.12.22%20final.pdf ICEP Conference Presentation: https://drive.google.com/drive/folders/1EDqu_1XDbwVTG2917KMabZ2L9LdAYcuJ • Hollis, A.C (2022). "A horticultural therapy program to increase self-esteem, resilience and wellness for at-risk students living in a SC rural community" at The 44th Annual Action Council for Cross-Cultural Mental Health and Human Services Conference in Myrtle Beach, SC on February 24-27, 2022. • Hollis, A.C, Bruno, B., Giddings, C., and Glover, D. (2022). "Growing Forward: Using horticultural therapy to support the social/emotional needs of clients who are at-risk" at South Carolina Counseling Association Conference in Hilton Head Island, SC on February17-19, 2022. • Hollis, A.C., Bruno, B., Awodeha W. N. (2021). "The effects of horticultural therapy on at-risk youth" at American Horticultural Therapy Association/International People Plant Symposium Joint Annual Virtual Conference, Whova Virtual Conference Platform on 10/30/21. • Hollis, A.C. and Bruno, B. (2021). "Lessons learned working with youth during the pandemic in a virtual horticultural therapy program" at Carolinas Horticultural Therapy Network Conference at the Bulletin Gardens on 9/25/21 in Hendersonville, NC. • Hollis, A.C., Wright, L. and Giddings, C. (2020). "The effects of horticultural therapy on at-risk youth living in a rural community" American Counseling Association Virtual Conference, 4/18/20. • Hollis, A.C. and Wright, L. "Using horticultural therapy to improve students' self-esteem, wellness and resilience" Palmetto State School Counselor Association, 1/24/20 in Myrtle Beach, SC. How have the results been disseminated to communities of interest?The project staff has been disseminating the project findings at various professional association conferences and symposiums, workshops and/or seminars, community meetings, and local venues. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? 1) Major activities completed / experiments conducted a. The current study employed a convergent mixed methods design (Creswell & Plano Clark, 2017) where qualitative and quantitative data were collected separately throughout the semesters and combined after the program ended. 2) Data collected Sample for the First 15 Weeks - Fourteen students participated, however, 4 students did not complete the First 15 weeks. Four students were added later but did not complete the pre-test, resulting in 10 complete participant profiles. Five participants were female, 5 were male. Nine were Black/African American, Non-Hispanic, and 1 was Asian American. Three participants were 9 years old, 6 were 10 years old, and 1 was 11 years old. Five participants came from single parent households, two had parents who were divorced, 2 had parents who were separated, and 1 participant had parents who were married. Sample for the Second 15 Weeks Three participants were added, and 11 students returned, resulting in 14 participants. A total of 13 students completed pre-tests and 1 student joined later and did not complete a pre-test, resulting in 13 pre-tests at the beginning of the Second 15 weeks. Eight participants were female, 5 were male. Eleven were Black/African American, Non-Hispanic, and 2 were Hispanic. One participant was 9 years old, and the remaining 12 were 10 years old. Three participants came from single parent households, 1 had parents who were divorced, 2 had parents who were separated, and 6 participants had parents who were married. One participant did not respond to this question. The quantitative component of the study was comprised of 3 assessments: The Rosenberg Self-Esteem Scale (RSE); the Brief Resilience Scale (BRS); the Scale of Positive and Negative Experiences (SPANE), which includes Positive, Negative, and Balance Subscales. Qualitative data collection included behavioral observations, participants' journals, and a final PowerPoint presentation that used text (from the student's own words) and images to illustrate how each participant grew across this first semester of the program. Participants' assessment scores were compared using paired-samples t-tests. Individual profiles and common themes were generated for the qualitative findings. These results were then merged, generating a matrix that compared the individual profiles with the assessment results. 3) Summary statistics and discussion of results Research Question One Does participation in a horticultural therapy program result in statistically significant increases in resilience, self-esteem, and well-being, among at-risk youth in a rural community? First, a paired-samples t-test was used to compare participants' assessment scores from the beginning of the First 15 Weeks to the beginning of the Second 15 Weeks. These results indicate no statistically significant differences in self-esteem, resilience, or well-being from the beginning of the First 15 Weeks to the Beginning of the Second 15 Weeks. Only 6 participants (n=6) were included in this analysis due to attrition and missing data. Here are the results of the paired samples t-tests, from the beginning of the First 15 Weeks to the beginning of the Second 15 Weeks. There was no statistically significant improvement in: 1. RSE scores, p<0.57, 2. BRS scores, p<0.41, 3. SPANE-POS scores, p<0.76, 4. SPANE-NEG scores, p<0.29, or 5. SPANE-BAL scores, p<0.64. The second set of quantitative analyses included paired-samples t-tests used to compare participants' assessment scores from the beginning of the Second 15 Weeks to the end of the Second 15 Weeks. These results indicate no statistically significant differences in self-esteem, resilience, or well-being from the beginning of the Second 15 Weeks to the end of the Second 15 Weeks. A total of 12 (n = 12) participants were included in this analysis. Here are the results of the paired samples t-tests, from the beginning of the First 15 Weeks to the beginning of the Second 15 Weeks. There was no statistically significant improvement in: 1. RSE scores, p<0.10, 2. BRS scores, p<0.06, 3. SPANE-POS scores, p<0.26, 4. SPANE-NEG scores, p<0.43, or 5. SPANE-BAL scores, p<0.95. The third set of quantitative analyses included paired-samples t-tests used to compare participants' assessment scores from the beginning of the First 15 Weeks to the end of the Second 15 Weeks. These results, provided in Table 5, below, indicate no statistically significant differences in self-esteem, resilience, or well-being from the beginning of the First 15 Weeks to the end of the Second 15 Weeks. A total of 6 (n = 6) participants were included in this analysis due to attrition and missing data. Here are the results of the paired samples t-tests, from the beginning of the First 15 Weeks to the beginning of the Second 15 Weeks. There was no statistically significant improvement in: 1. RSE scores, p<0.59, 2. BRS scores, p<0.70, 3. SPANE-POS scores, p<0.94, 4. SPANE-NEG scores, p<0.19, or 5. SPANE-BAL scores, p<0.76. Research Question Two How did students grow because of participation in the horticultural therapy program? At the end of the First 15 Weeks, the qualitative data revealed participants were: (1) more responsible; (2) more knowledgeable; (3) more confident; (4) more creative; (5) more responsible; (6) had increased self-esteem, and (7) more curious (willing to try new things). At the end of the Second 15 Weeks, the participants demonstrated growth by: (1) learning about plants; (2) learning about animals; (3) being more responsible/mature; (4) being more creative; (5) being more kind/nice; (6) being more adventurous, and (7) being more social. 4) Key outcomes or other accomplishments realized Unfortunately, there were no statistically significant differences in self-esteem, resilience, and well-being on any of the measures, at any of the pre-post time points in this study. At the end of the First 15 Weeks, the qualitative data revealed the students who participated in the horticultural therapy program were: (1) more responsible; (2) more knowledgeable; (3) more confident; (4) more creative; (5) more responsible; (6) had increased self-esteem, and (7) more curious (willing to try new things). At the end of the Second 15 Weeks, the participants demonstrated growth by: (1) learning about plants; (2) learning about animals; (3) being more responsible/mature; (4) being more creative; (5) being more kind/nice; (6) being more adventurous, and (7) being more social. 5) Key outcomes or other accomplishments realized Resilience, Self-Esteem, and Well-Being among At-Risk Youth in a Rural Community The first research question asked, "Does participation in a horticultural therapy program result in statistically significant increases in resilience, self-esteem, and well-being, among at-risk youth in a rural community?" Unfortunately, there were no statistically significant differences in self-esteem, resilience, and well-being on any of the measures, at any of the pre-post time points in this study. The Role of Horticultural Therapy in Participant Growth The second research question was answered using analysis of qualitative data: "How did students grow as a result of participation in the horticultural therapy program?" At the end of the First 15 Weeks, the qualitative data revealed the students who participated in the horticultural therapy program were: (1) more responsible; (2) more knowledgeable; (3) more confident; (4) more creative; (5) more responsible; (6) had increased self-esteem, and (7) more curious (willing to try new things). At the end of the Second 15 Weeks, the qualitative data revealed the participants demonstrated growth by: (1) learning about plants; (2) learning about animals; (3) being more responsible/mature; (4) being more creative; (5) being more kind/nice; (6) being more adventurous, and (7) being more social.

Publications

  • Type: Journal Articles Status: Published Year Published: 2021 Citation: Hollis, A.C., Bruno, B., Awodeha W. N. (2021). The effects of horticultural therapy on at-risk youth. Acta Horticulturae. International Society for Horticulture Science. https://doi.org/10.17660/ActaHortic.2021.1330.11
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: " Hollis, A.C and Giddings, C. (2022). Integrating Horticulture Science And 4th And 5th Grade Science Standards Into A Virtual Horticultural Therapy Program For At-Risk Youth STEM/STEAM and Education Conference through the Hawaii University International Conference in Honolulu, Hawaii on June 8-10, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: " Hollis, A.C. (2022). The Effects of Horticultural Therapy on At-Risk Youth Living in a Rural Community ARD Research Symposium in Atlanta, GA on April 2-5, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: " Hollis, A.C. (2022). Using Horticultural Therapy with At-Risk Youth To Improve Self-Esteem, Resilience, and Wellness During the COVID-19 Pandemic International Council of Educational Professionals Conference in Fort Meyers, FL on March 10-11, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: " Hollis, A.C (2022). A horticultural therapy program to increase self-esteem, resilience and wellness for at-risk students living in a SC rural community at The 44th Annual Action Council for Cross-Cultural Mental Health and Human Services Conference in Myrtle Beach, SC on February 24-27, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: " Hollis, A.C, Bruno, B., Giddings, C., and Glover, D. (2022). Growing Forward: Using horticultural therapy to support the social/emotional needs of clients who are at-risk at South Carolina Counseling Association Conference in Hilton Head Island, SC on February17-19, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2021 Citation: " Hollis, A.C., Bruno, B., Awodeha W. N. (2021). The effects of horticultural therapy on at-risk youth at American Horticultural Therapy Association/International People Plant Symposium Joint Annual Virtual Conference, Whova Virtual Conference Platform on 10/30/21.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2021 Citation: " Hollis, A.C. and Bruno, B. (2021). Lessons learned working with youth during the pandemic in a virtual horticultural therapy program at Carolinas Horticultural Therapy Network Conference at the Bulletin Gardens on 9/25/21 in Hendersonville, NC.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2020 Citation: " Hollis, A.C., Wright, L. and Giddings, C. (2020). The effects of horticultural therapy on at-risk youth living in a rural community American Counseling Association Virtual Conference, 4/18/20.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2020 Citation: " Hollis, A.C. and Wright, L. Using horticultural therapy to improve students self-esteem, wellness and resilience Palmetto State School Counselor Association, 1/24/20 in Myrtle Beach, SC.
  • Type: Other Status: Published Year Published: 2021 Citation: " Hollis, A. and Bruno, B. (2021, May 16). 1890 Research Grant Newspaper Article: Gardening for kids: SCSU 1890 OCSD partner for gardening initiative for students. The Times and Democrat. https://thetandd.com/lifestyles/orangeburgers/gardening-for-kids-scsu-1890-ocsd-partner-for-gardening-initiative-for-students/article_fedcd0f5-4bf1-59d2-8840-c99987c86336.html
  • Type: Other Status: Published Year Published: 2021 Citation: " Hollis, A. and Bruno, B. (2021, June 7). 1890 Research Grant Press Release: SC State 1890, Orangeburg County School District partner to improve students well-being through gardening. A new virtual research program implemented for fourth and fifth graders at Mellichamp Elementary. Principal investigator, Dr. Hollis and horticulture therapist interviewed by Devin Johnson News 19 Columbia, SC. https://www.wltx.com/article/news/local/street-squad/orangeburg/to-improve-students-well-being-through-gardening/101-2e620295-fcad-465f-abcd-e99fb870fa63
  • Type: Other Status: Published Year Published: 2022 Citation: " Hollis, A. and Bruno, B. (2022, January 7). 1890 Research Grant Media Advisory: SC State 1890 garden project plants seeds of resilience in Orangeburg 5th graders. Principal investigator, Dr. Hollis and horticulture therapist on the garden feature story. https://scsu.edu/sc-state-1890-garden-project-plants-seeds-of-resilience-in-orangeburg-5th-graders/
  • Type: Other Status: Published Year Published: 2022 Citation: " 1890 Research Horticultural Therapy Grant Featured in the SC State University Newsletter, SC State social work seminar promotes horticulture as therapy tool for National Social Work Week on March 25, 2022. https://conta.cc/35cnKg5


Progress 10/01/20 to 09/30/21

Outputs
Target Audience:The 1890 Research grant activity and targeted audience reached during the current reporting period are: 12/13/21 Horticultural Therapy Closing Program-Targeted Audience: Orangeburg Consolidated School District (OCSD) Principal, assistant principal, school counselor, district superintendent, executive council members, director of student support services, director of school counseling, parents, and teachers. 5/16/21 Newspaper Article, Dr. Hollis and horticulture therapist interviewed by Devin Johnson News 19 Columbia, SC. Targeted Audience: SC State University 1890 Research, community partners, community stakeholders local, state, and national 6/7/21 Press Release-SC State University feature story on the horticultural therapy program Targeted Audience: SC State University 1890 Research, community stakeholders local, state, and national 1/6/22 Media Advisory 1/6/22-Community partners- Targeted Audience: OCSD and stakeholders-SC State University 1890 Research, community stakeholders local, state, and national With all these activities a population the research project is designed to impact the at-risk students, parents, and school community of racial and ethnic minorities and those who are socially, economically, or educationally disadvantaged. ? Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Targeted Communities of Interest The PI and horticultural therapist are scheduled to train and provided a workshop to the fifteen elementary school counselors in the Orangeburg Consolidated School District (OCSD) on horticultural therapy and how it can be used as an evidence-based treatment modality to address social/emotional needs of youth with multiple risks on March 1, 2022 from 11:00 am-12:00 pm. The PI will also be providing a professional development on horticultural therapy to three faculty and twenty-five students in the social work program at SC State University for national social work week in March. The national association of social work week is March 6-12, 2022. How have the results been disseminated to communities of interest?Dissemination of Project Data Throughout the Community and Local Venues After the program implementation during year three there will be the dissemination of results. The program evaluator disseminated the research results to the project staff, the project staff will present research at local, state and national conferences, and submit manuscripts for publications. The PI has submitted to proposals to conferences and is waiting on acceptance letters. These conferences will be highlighted on the next report form. The research findings will be disseminated to the communities of interest at conference attendees in counseling and education conferences that are aligned with the research variables of wellness, resilience and self-esteem. More specifically, the PI will be presenting along with the student researchers will be presenting at the South Carolina Counseling Association Conference on February 17-19, 2022 in Hilton Head, SC. and the ARD Conference on April 2-6, 2022 in Atlanta, GA. The results of the horticultural therapy program were shared through a PowerPoint presentation that highlight ed the students growth during the 15-week horticultural therapy program during the closing program on December 15, 2021 at 6:00pm. The key stakeholders in attendance at the culminating program consisted of the following: School administration Dr. Glover principal of Mellichamp Elementary School, Mrs. Greene assistant principal of Mellichamp Elementary School, Mr. Hayward Jean, the OCSD director of student support services and guest speaker for the closing program, Mrs. Smith school counselor, parents and teachers. The program evaluator created a PowerPoint presentation that provides the quantitative and qualitative for the horticultural therapy program along with statistical analysis for an upcoming board meeting with the superintendent and the executive council. What do you plan to do during the next reporting period to accomplish the goals? Promotes the research project and the University through: • Presentations at conferences and meetings of local, regional, national, and international scientific organizations. • Publishing of scientific articles and papers, singly or co-authored in refereed scientific journals or recognized trade publications and in the research publications of the Office Agricultural Research. • Conduct seminars, workshops, professional development to communities.

Impacts
What was accomplished under these goals? Major Goals of the Project entail the objectives and activities that were as outlined on the GANTT Chart and implemented for Year 3: Objective: To administer psychological tests that measure research objectives which consist of self-esteem, wellness, and resilience. Activity: Administer the pretest-posttest design to 14 research participants Objective: 15 weeks of horticultural therapy program Activity: Implement 30-week horticultural program (15 weeks in 4th and 15 weeks as they transition to 5th grade) research participants Objective: Research associate to analyze the data and disseminate results Activity: The research associate will present findings to research team from the pre-test and post-test Activity: Submit report with research findings to Orangeburg Consolidated School District 5 Objective: PI, Co-PI, and students to present research at local, regional, state and national conferences. Activity: Construct presentation and conference materials, such as abstract, handouts, and activities to use during the educational session at the conference Objective: PI, Co-PI, and students to submit a manuscript based on research findings Activity: Identify a journal to submit manuscript with research findings. Activity: Develop a timeline with roles and responsibilities based on the requirements for journal submission. Research Questions Research Question #1: How does the horticulture therapy fifteen-week program effect at risk students self-esteem? Research Question #2: How does the horticulture therapy fifteen-week program effect at risk students wellness? Research Question #3: How does the horticulture therapy fifteen-week program effect at risk students resilience? I have included the research outcomes with the quantitative data or qualitative data yield results in the highlighted areas. Research Outcomes: For participants *Increased self-esteem *Improved assertiveness *Reduced stress levels *Healthier lives *Healthier relationships For school counselors New tool for addressing the social/emotional needs of at-risk students. For school environment Decreased mental health issues, less risk for school violence, safer educational environment For community Safer community, less risk of violence, respect for green space/environment Even though the program had to be fully virtual, it was a success in its goal of teaching the children the joy of gardening, and the natural world, and giving them tools to build resilience, self-esteem, and wellness - a sense of wellbeing that comes from engaging in an activity that brings satisfaction. And the impacts rippled out as they shared what they were learning with their families, friends and teachers. Research Results For the research questions, there was no statistically significant difference on any of the three measures from the beginning of the first 15 weeks to the beginning of the second 15 weeks, or from the beginning of the second 15 weeks to the end of the program. For the research outcomes: The qualitative themes from the first and second 15 weeks do overlap with some of the outcomes listed below, although the quantitative data does not yield statistically significant changes. For participants *Increased self-esteem - yes/QUAL *Improved assertiveness - yes/QUAL (more confident, more adventurous) *Reduced stress levels - no data to support this outcome *Healthier lives - not overall, but feedback from one parent did speak to health outcomes ("I see that the program has impact her eating habits and increasing physical activity to where she said it great therapy and exercise") *Healthier relationships - yes/QUAL (more kind/nice, more social, more responsible) Qualitative themes First 15 weeks: 1. More knowledgeable 2. More confident 3. More responsible 4. Increased self-esteem 5. More creative 6. More curious 7. More willing to try new things Second 15 weeks: 1. Learning about plants 2. Learning about animals 3. Being more responsible/mature 4. Being more creative 5. Being more kind/nice 6. Being more adventurous 7. Being more social We don't have qualitative or quantitative data that supports the majority of the outcomes below. Additional research would be needed. However, on the last one - feedback from parents and students did show that students had more respect for green spaces/the environment. For school counselors New tool for addressing the social/emotional needs of at-risk students. For school environment Decreased mental health issues, less risk for school violence, safer educational environment For community Safer community, less risk of violence, respect for green space/environment Even though the program had to be fully virtual, it was a success in its goal of teaching the children the joy of gardening, and the natural world, and giving them tools to build resilience, self-esteem, and wellness - a sense of wellbeing that comes from engaging in an activity that brings satisfaction. And the impacts rippled out as they shared what they were learning with their families, friends and teachers.

Publications

  • Type: Other Status: Accepted Year Published: 2021 Citation: Newspaper Article Hollis, A. and Bruno, B. (2021, May 16). Gardening for kids: SCSU 1890 OCSD partner for gardening initiative for students. The Times and Democrat. https://thetandd.com/lifestyles/orangeburgers/gardening-for-kids-scsu-1890-ocsd-partner-for-gardening-initiative-for-students/article_fedcd0f5-4bf1-59d2-8840-c99987c86336.html
  • Type: Other Status: Accepted Year Published: 2021 Citation: Press Release Hollis, A. and Bruno, B. (2021, June 7). SC State 1890, Orangeburg County School District partner to improve students well-being through gardening. A new virtual research program implemented for fourth and fifth graders at Mellichamp Elementary. Principal investigator [Press release]. https://www.wltx.com/article/news/local/street-squad/orangeburg/to-improve-students-well-being-through-gardening/101-2e620295-fcad-465f-abcd-e99fb870fa63
  • Type: Journal Articles Status: Accepted Year Published: 2021 Citation: Hollis, A.C., Bruno, B., Awodeha W. N. (2021). The effects of horticultural therapy on at-risk youth. Acta Horticulturae. International Society for Horticulture Science. https://doi.org/10.17660/ActaHortic.2021.1330.11
  • Type: Journal Articles Status: Submitted Year Published: 2021 Citation: Hollis, A.C., Bruno, B., Awodeha W. N., Giddings, C.M. (In Progress). Using horticultural therapy to promote wellness, resilience and self-esteem with youth experiencing multiple risks. Acta Horticulturae. International Society for Horticulture Science.
  • Type: Conference Papers and Presentations Status: Under Review Year Published: 2022 Citation: Hollis, A.C., Hollis-Staten, B. Using Horticultural Therapy as an Evidence-Based Treatment Intervention With At-Risk Youth Living in a Rural Community American Mental Health Counseling Conference in Las Vegas, Nevada on June 22-24, 2022 (Conference Proposal Review In Progress).
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: Hollis, A.C., Bruno, B. The Effects of Horticultural Therapy on At-Risk Youth Living in a Rural Community ARD Research Symposium Conference in Atlanta, GA on April 2-5, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: Wilson, K., Hollis, A.C. 1890 Research Grant Undergraduate Student (Social Work Undergraduate Major): The Effects of Horticultural Therapy on Youth Living with Multiple Risks at ARD Research Symposium Conference in Atlanta, GA on April 2-5, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: Glover, DiAndre, Hollis, A.C. 1890 Research Grant Graduate Research Assistant (Counselor Education Program Student): Using Horticultural Therapy with At-Risk Youth at ARD Research Symposium Conference in Atlanta, GA on April 2-5, 2022.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2022 Citation: Hollis, A.C., Bruno, B., Giddings, C.M. Growing Forward: Using horticultural therapy to support the social/emotional needs of clients who are at-risk at South Carolina Counselor Association Conference in Hilton Head Island, SC on February17-19, 2022.
  • Type: Other Status: Accepted Year Published: 2022 Citation: Media Advisory Hollis, A.C., Bruno, B. (2022, January 6). SC State 1890 garden project plants seeds of resilience in Orangeburg 5th graders. [Media Advisory]. SC State University Feature Story in Bulldog News. https://scsu.edu/sc-state-1890-garden-project-plants-seeds-of-resilience-in-orangeburg-5th-graders/
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2021 Citation: Hollis, A.C., Bruno, B., Awodeha W. N. The effects of horticultural therapy on at-risk youth at American Horticultural Therapy Association/International People Plant Symposium Joint Annual Virtual Conference, Whova Virtual Conference Platform on 10/30/21.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2021 Citation: Hollis, A.C., Bruno, B. Lessons learned working with youth during the pandemic in a virtual horticultural therapy program at Carolinas Horticultural Therapy Network Conference at the Bulletin Gardens on 9/25/21 in Hendersonville, NC.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2020 Citation: Hollis, A.C., Wright, L., Giddings, C.M. The effects of horticultural therapy on at-risk youth living in a rural community American Counseling Association Virtual Conference, 4/18/20.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2020 Citation: Hollis, A.C., Wright, L. Using horticultural therapy to improve students self-esteem, wellness and resilience Palmetto State School Counselor Association, 1/24/20 in Myrtle Beach, SC.


Progress 10/01/19 to 09/30/20

Outputs
Target Audience:The target audience was school counselors and parents through presentations. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? -American Horticulture Therapy Association (AHTA) Conference "Digging In Together"-The PI learned how to use a floating mandala with clients to help them deal resistance related to their presenting concerns and unfinished business related to the parts of their life that require further self-exploration. -AHTA Conference Pre-Tour Learning Activities at the Blanchard Nature Center-The PI learned how to do use meditation to reduce stress and how to conduct a walking meditation with at-risk youth and Benjamin's Hope that provides horticultural therapy to individuals with disabilities and learned their color-coded system they use with consumers when doing horticulture related program activities in the greenhouse in groups, October 3-5, 2019 -Conference Session: "Using horticultural therapy to improve students' self-esteem, wellness and resilience" Palmetto State School Counselor Association, 1/24/20 in Myrtle Beach, SC. -Carolinas Horticulture Therapy Network 2020 Winter Gathering January 31-February 1, 2020 -Horticultural Therapy Training for Project Staff by Horticultural Therapist Deborah Bruno June 2, 2020 at 9:00am-1:00pm and Horticultural Therapy Program Development with Project Staff June 3-5, 2020 at 9:00am-1:00pm -American Horticultural therapy Association webinar series: Part I Horticulture and the Community September 16, 2020, Part II-Working Together to Advance the Application of Horticulture to Human Wellbeingon October 21 2020 at 7:00pm -Parent University Training-Turning Point Enterprises, "Stress and Anxiety Workshop Presenter, Osborne High School November 9, 2020-The PI conducted a workshop on the stress and anxiety that parents and adolescents experience dealing with COVID-19. I empowered and equipped the parents reviewing the symptoms of stress, causes of stress, how to respond to stressors, and healthy ways to deal with stress. The workshop also specifically addressed strategies they could use to address social isolation. The circle of influence was reviewed with the parents and the PI did a demonstration on how they can use horticulture -based materials to look at things you do and don't have control of from a different perspective. How have the results been disseminated to communities of interest?PI presented a recorded presentation for the virtual American Counseling Association Conference entitled, The effects of horticultural therapy on at-risk youth living in a rural community with the presenters Dr. Leonis Wright, Governors State University and Dr. Crystal Giddings, Clark Atlanta University. What do you plan to do during the next reporting period to accomplish the goals?The plan for the next reporting period to implement the 15-week horticulture therapy program as the therapeutic intervention for the at-risk youth identified by the school counselor for the program. The assessment measures of self-esteem, wellness, and resilience. The PI will report the results related to the research project in publications. The horticultural therapy program will teach the participants coping skills and stress reduction strategies. The PI provided the school counselor the program criteria for selection of the participants.

Impacts
What was accomplished under these goals? A fifteen-week virtual horticultural therapy program using psychoeducational groups to implement this program with 20 identified 4th & 5th grade at-risk students attending Mellichamp Elementary School was developed by the horticultural therapist and project staff through a 3-day program development Zoom meeting. The program has pivoted from an in person learning afterschool program to a virtual program due to Covid-19. Our hopes are to build a garden and do horticultural therapy and social/emotional group topics with the children. Thus, the students will participate in a virtual 15-week horticultural therapy program each week for 2 hours on Zoom. During the program the studentswill be sent garden kits in the mail with engaging activities.The students will be virtually taken into a garden and even visit the animals that live there. The students will also be mentored bytwo farmers.This program will be implemented with 20 fourth graders and continue into fifth grade with another 15-week gardening program. Students who participate in the 15-week garden program will receive participant incentives at the end of each part of the program. The PI held a parent meeting with the parents and program participants on Thursday, January 21, 2021at 6:00 pmon Zoom and this served as our kickoff event for the program. Theweekly Horticultural Therapy Programstarts Thursday February 4, 2021-May 27, 2021at 3:00 pm-5:00 pmon Zoom. The program evaluator has also developed the assessment system that will be used to evaluate the research variables of self-esteem, wellness and resilience. We are the process of ordering educational and horticultural supplies that will be used with the students. The PI has also attended some Zoom meeting with horticultural therapists in SC and NC through the Carolinas Horticulture Therapy Network to hear what are ways counselors are connecting their consumers to gardening through virtual platforms. The horticultural therapist has revamped the lesson plans for the virtual program format.PI is in the p-card requisition process for the vendors that are needed for the virtual program to be successful and those vendors include Zoom Pro for the 15-week horticultural therapy weekly group counseling video meetings with the fourth graders, Padlet software to support a place to house the virtual bulletin board for our online classroom, Affinity Stones for the weather stones, and Gruber Family CSA Farm. PI isin the process of getting the Gruber Family Community Supported Agriculture (CSA) Farm approved for the 15-week virtual horticultural therapy program. The students during the program will be sent soil, seeds, and be equipped with the tools of how to grow and plant materials throughout the program. However, since the students are not able to experience growing a garden in person at Mellichamp Elementary School in the afterschool program since they have been suspended by the district superintendent and made virtual as evidenced in the Covid-19 Plan, each student will receive the end product of growing process which are the fruits vegetables that would have been grown in the garden at the elementary school. Through the horticultural therapy program, each student will receive four vegetable share boxes from Gruber Family CSA Farm which is located close to St. George. They have a Community Supported Agriculture (CSA) program that delivers seasonal, healthy, locally-grown produce.Each seasonal share box comes with recipes. The students will be encouraged to make the recipes with their parents and the seasonal share vegetables will be integrated into the lessons being taught during the program. There will be a recipe section on Padlet for them to retrieve a fun extra activity. We will be doing a lesson on farming and the Gruber Family CSA Farm will be providing pictures of their farm and be discussing with the students about the career of farming along with the extension agent and the two farmer mentors on the research grant. Additionally, this is a way to connect the student's to agribusiness since they are a locally sustainable family farm that grows, delivers, and supplies goods to the market for SC residents. We are hoping to expand their dietary horizon tasting new things and having a healthier diet throughout their lives. By integrating this into the virtual horticultural therapy program they will have health options their houses to try the fruits and veggies in new ways.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Antoinette C. Hollis, Leonis Wright and Crystal Giddings. The effects of horticultural therapy on at-risk youth living in a rural community. Virtual American Counseling Association Conference.


Progress 08/16/19 to 09/30/19

Outputs
Target Audience:During this reporting period, the target audience we reached were practicing school counselors and school counselors-in-training. This was done via our presentation at the Palmetto State School Counselor Association Conference held on January 23-25, 2020. As one of our outcomes is to develop horticultural therapy activities that could be used by school counselors to empower them with addressing social-emotional student concerns. Futhermore, horticultural therapy provides them with a clinical tool that will equip them with positive outcomes when working with at-risk youth to improve wellness, resilience, and self-esteem. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Attended the AHTA Conference, Proposal Accepted for Counseling Conferences-PSSCA and ACA, Carolinas Horticultural Therapy Network Conference and Training through the NC/SC American Horticultural Therapy Association Group and the pre-tour will be held in Chapel Hill, NC and meeting and the Horticultural therapy training will be held at the NC Botanical Garden. How have the results been disseminated to communities of interest?Results of the project have been disseminated through conference presentation. What do you plan to do during the next reporting period to accomplish the goals? Continue following the goals and objectives on the GANTT Chart, Host a 4-day Horticultural Therapy training and program development: Horticultural Therapy training at SC State University (1 day) and Program Development (3 days) with a trained horticultural therapist and the research team at Mellichamp Elementary School garden space and to design a therapeutic green space in a classroom Spring 2020 between January-May The school counselor will use a convenience sample to select the participants for the research study and share research participants selected with the PI and Co-PI/grant liaison. Parent Meeting held on Fall of Year 2 Present an overview of the research project, discuss the research protocols and procedures, review the parental consent form and have parents sign the parental consent form Secure psychological tests Principal and School Counselor will assist with the Parent Meetingto present an overview of the research project, discuss the research protocols and procedures, review the parental consent form and have parents sign the parental consent form Principal and School Counselor will assist with the Parent Meeting

Impacts
What was accomplished under these goals? Goals Goal 1-Hire undergraduate and graduate student researcher and Master Gardener, school counselor, and research associate, Train student researchers on interoffice procedures, horticultural therapy, assessment protocols, literature reviews annotated bibliography Goal 2-Submitted a conference proposal based on the 1890 Research grant literature review and evidence-based therapeutic approaches Goal 3-The research team has completed all GANTT Chart action items associated with the Fall 2019 academic semester Objectives and Activities Identify and hire the research horticultural project staff (i.e., research associate, research assistant, horticulture therapist, school counselor, farmer mentors, and student assistants) Interview the research staff based on the roles and responsibilities outlined in the research proposal Ordered Office Supplies Graduate student research psychoeducational topics Undergraduate student research assistant developed student journal sheets Undergraduate research student looked up science concepts (e.g., using the plants to make paint) that can be used during the horticultural therapy program and during the interview with the master gardener she shared with me science concepts for 4th and 5th graders Undergraduate research student researched the order process for the psychological assessments that will be used for the research project. Conference proposals accepted at local and national conference PSSCA and ACA-Student research assistants helped to develop the conference presentation with assistance from the PI and Co-PI for the Palmetto State School Counselor Association (PSSCA) Conference educational session that was entitled, Using Horticultural Therapy to improve students' self-esteem, wellness, and resilience. The PI and Co-PI presented at the Palmetto State School Counselor Association (PSSCA) Conference on Friday, January 24, 2020 from 4:30pm-5:30pm in Myrtle Beach, SC. and we will be presenting at a poster session on The effects of Horticultural Therapy on At-Risk Youth Living in a Rural Community at the American Counseling Association (ACA) Conference on Saturday, April 18, 2020 at 1:00pm-1:30pm in San Diego, CA. Our conference presentations are based on the mental health statistics used in the grant proposal, ASCA Mindsets and Behaviors (academic, career, and social-emotional), Nature Deficit Disorder, horticultural therapy benefits (physical, social, psychological, and cognitive), well-being as a positive outcome of Horticultural Therapy, and school counselors constructed a floating mandala that I learned how to use this activity with diverse cultures at the October 2019 American Horticultural Therapy Association (AHTA) Conference in Grand Rapids, Michigan. By attending the AHTA conference for the 1890 research grant, the PI and Co-PI were able to learn evidence-based and cutting edge research in Horticultural Therapy that will assist in the program training and development. At the AHTA Conference, the PI was invited to join the NC/SC Carolinas Horticulture Therapy Network. Additionally, the ACA conference presentation will address factors associated with at-risk youth, evidence-based research on horticultural therapy, multicultural implications, and therapeutic benefits of horticultural therapy, and clinical recommendations highlighted from the research grant proposal. The PI will be attending the Carolinas Horticulture Therapy Network Conference and Training January 31, 2020 (1:45pm-7:00pm) and February 1, 2020 (8:15am-4:00pm) in Chapel Hill, NC. Before the conference, the PI will have a lunch meeting with the horticultural therapist who is conducting the training and program development in June. We will further discuss the training, program development, therapeutic design considerations for the garden (i.e., raised flower beds, outdoor fence to instill safety of the program participants, shed kit to store supplies), and designing the classroom therapeutic green space to address social-emotional development using psychoeducational groups. The PI will review with the horticultural therapist a sample ten-week horticultural therapy program with activities. This sample program that will be used as resource in developing the fifteen-week horticultural therapy program at Mellichamp elementary school. During the lunch meeting, a horticultural therapy supply list will be constructed for the training and program development. Research assistants developed parent meeting presentation that provides an overview of the grant. Met with the school counselor and principal to review the GANTT chart items for Fall 2019-Spring 2020, especially those associated with the school, such as student consent forms and parental consent forms, requesting their site for the 3-day program development meetings being held on June 3-5, 2020. The meeting took place at the end of the Fall 2019 academic semester. The school counselor will assist with obtaining parent consent forms for the horticulture therapy program and the Co-PI/grant liaison will retrieve them from the school counselor reviewed parental and student consent form process. We developed a schedule with school counselor for collection of the consent forms which will start in August, and start of afterschool program after Labor Day holiday, viewed the garden space and ask questions regarding design, and view the classroom space for the Horticultural Therapy afterschool program. The PI and Co-PI had a conference call with the Horticultural Therapist during the Fall 2019 academic semester and confirmed with the horticultural therapist the following dates: June 2, 2020 9:00am-1:00pm for the training of the horticultural therapy project staff at SC State University (location and room number are TBD) and June 3-5, 2020 9:00am-1:00pm for program development of the afterschool horticultural therapy program at Mellichamp Elementary School.

Publications

  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2019 Citation: Hollis, A and Wright, L. Using Horticultural Therapy to Improve Students Self-Esteem, Wellness and Resilience. At the Palmetto State School Counselor Association Conference held on January 23-25, 2020, Myrtle Beach, SC.