The therapeutic garden group takes place each week on the adult inpatient psychiatric unit. It is an integral part of programming for acutely ill patients in recovery from a range of psychiatric diagnoses including schizophrenia, depression, bipolar disorder, and anxiety.
The program was started as a quality improvement project through the 4 East Unit Practice Council, which is multidisciplinary (Nurses, Occupational Therapists, Social Workers) using a quality improvement methodology called A4 Lean, which is one of the quality improvement tools used at UCLA. This methodology gives clinicians a structure to assess the current state of service provision and then implement changes.
Back in October 2017, I had the honor of participating in a trial of the Let’s Get Ready Project (LGR) disaster resilience game with students at the Dixon primary school in the Yarra Valley outside of Melbourne, Australia. The disaster education game was developed and delivered in Queensland, Australia by Jennie Schoof. Jennie moved to Melbourne and commenced work as the Emergency Management Project Coordinator for the Maroondah, Knox and Yarra Ranges Council Cluster Project. In this role, Jennie adapted the game to be used for the LGR project and to meet the needs of a Victorian (Australia) environment in partnership with emergency service agencies. Jennie and Andrew Williams, Emergency Management Coordinator for the Knox Council, worked with me to prepare this Field post.
The overarching objective of LGR is to engage with youth and schools in a broad exploration of resilience and to prepare today’s children and youth to become informed and resourceful adults. The disaster resilience game, a 3 x 3 meter interactive game, is best played outdoors on a school play yard or community green space. The game comes with all resources required for a facilitator to implement the scenarios: a game token, large game dice, team signs, game and scenario cards, a facilitator guide, score sheets, and game pieces (3D bushfire, cyclone/wind, volcano/landslide, earthquake, tsunami, and floods).
The inquiry-focused, immersive approach of the training game assists in planning for, responding to, and recovering from disasters and emergencies. The project challenges participants to think about what they need to know in order to prepare for and respond effectively to natural disasters and emergencies. It encourages teamwork, leadership skills, negotiation skills, exercise, excitement, and education. The hands-on and engaging immersive teaching methods for disaster resilience education as a fundamental life skill can easily be translated into children’s local environments. The interactive participant-focused activity urges investigation of effective methods for youth and their families to prepare for, cope with, and recover from natural disasters and emergencies.
With the game facilitated by youth leaders, I observed firsthand (while playing the role of a community member along with other local emergency service personnel), that the game was FUN! While the message was serious, it was set in play, a most effective way for children to learn and retain knowledge. It tapped into team building and collaboration, two skills vital for effective decision making in a disaster situation, while also enabling youth the opportunity to develop their leadership skills.
Content on The Field is authored by members of ASLA and organized by ASLA’s 20 PPNs, which cover a wide range of practice areas. The PPNs provide opportunities for professionals interested in the same areas of practice to exchange information, learn about current practices and research, and network with each other—both online and in person at the ASLA Annual Meeting and EXPO.
The Field was created to give members who work in landscape architecture a place to exchange information, learn about recent work and research, and share their thoughts about current happenings. We invite you to join the conversation!
The meeting began with short summaries of the past year from leadership of both the COE and HTD PPNs. Amy Wagenfeld, Affiliate ASLA, PhD, OTR/L, SCEM, FAOTA, transitioned from current to past co-chair, with Ken Hurst, PhD, MLA, RLA, ASLA, CLARB, CPSI, stepping into the co-chair role with Brenna Castro, PLA, ASLA, CPSI. Amy, along with Chad Kennedy, PLA, ASLA, CPSI, LEED AP BD+C, will be serving as communications co-directors for the PPN. Over the past year, we have continued to be busy. The COE PPN logged nine blog posts for The Field, hosted three Online Learning webinars (one jointly with the HTD PPN), and have averaged three new posts per month for the PPN LinkedIn group. And, Ken Hurst was a mentor for one of the Student & Emerging Professionals SPOTLIGHT presentations that took place this summer.
While we are busily organizing several great webinars and Field posts for the upcoming year, we extend an open invitation for you to consider sharing your knowledge by presenting a webinar or writing a blog post (or several!).
Following these PPN updates, Joanne Hiromura, ASLA, RLA, Director of Landscape and Outdoor Playspace Design at studioMLA Architects in Brookline, MA, and Naomi Sachs, PhD, ASLA, EDAC, Postdoctoral Associate in the Department of Design and Environmental Analysis in the College of Human Ecology at Cornell University, provided keynote presentations.
An Interview with Lolly Tai, PhD, RLA, FASLA, author of The Magic of Children’s Gardens: Inspiring Through Creative Design
Lolly Tai is a very busy person. In addition to serving as Professor of Landscape Architecture in the Department of Landscape Architecture and Horticulture at Temple University and maintaining a landscape architecture practice, Lolly is the recipient of many awards, has authored numerous articles, wrote the highly praised 2006 book Designing Outdoor Environments for Children, and is author of the newly released 2017 book The Magic of Children’s Gardens: Inspiring Through Creative Design.
Published in 2017 by Temple University Press, The Magic of Children’s Gardens: Inspiring Through Creative Design is a must-have book, and this is not just for landscape architects, students, and designers. Anyone who interacts with and cares about children—parents, grandparents, childcare staff, teachers, and therapists—will reap innumerable benefits and inspiration from reading this gem of a book. It is a rare book that crosses over between textbook and general interest book, and this is one. Landscape architecture and design students will be inspired by the case examples. The general public now has a guide for must-visit children’s gardens, because as we all know, letting children do what they do best—engaging in spontaneous play, learning, and exploration—can happen in an outdoor space designed just for them.
Debbie Lee Bester, Executive Director, is a co-founder of Memory Trees, a 501(c)(3) social impact organization with a mission of “Giving Back Life…In Abundance.” Memory Trees is moving the social needle on food insecurity and inspiring healthier communities by focusing on: education, social change, food donations, female empowerment, sustainable food,entrepreneurship, public/private collaboration, urban farming, self-sufficiency, and microlending. We are very pleased to have Debbie share her thoughts about the Highridge garden project that Memory Trees developed and continues to facilitate.
Where is your garden located? Is it a public or private facility?
The Highridge Facility for at-risk youth is located on a Palm Beach County-owned property in West Palm Beach, FL. This residential facility accommodates approximately 72 youths, aged 9-16, in six individual dormitories (12 youths per house).
Please tell us more about your garden facility—what is the total size, and what types of amenities and spaces does it include, such as garden beds, prep area, or an outdoor classroom? How many children use the garden?
There are two garden facilities: a 3-bed, above-ground planter setup for the commercial kitchen, and one planter alongside each of the 6 dormitories, as described above.
The planters for the commercial kitchen are approximately 100 square feet in total size, and the planters built next to each dormitory are about 16 square feet each.
Debbie Lee Bester, Executive Director, is a co-founder of Memory Trees, a 501(c)(3) social impact organization with a mission of “Giving Back Life… In Abundance.” Memory Trees is moving the social needle on food insecurity and inspiring healthier communities by focusing on: education, social change, food donations, female empowerment, sustainable food,entrepreneurship, public / private collaboration, urban farming, self-sufficiency, and microlending. We are very pleased to have Debbie share her thoughts about the De George Boys & Girls Club garden project that Memory Trees developed and continues to facilitate.
Mention a sensory garden and what often comes to mind is an outdoor space resplendent with aromatic plants and lush plantings abounding with splashes of color. While certainly part of the picture, it is perhaps not the complete one. In this post, we share strategies to create gardens that nurture and enrich all of the sensory systems. Our ideas to create a naturalized outdoor space for sensory exploration and enrichment are general. If you have the opportunity to create specialized sensory gardens for children with complex sensory integrative challenges, we recommend teaming up with occupational therapists with extensive training in sensory integration (it was introduced and the theory was developed by an occupational therapist, A. Jean Ayres), to make it as usable as possible. Because occupational therapists are also well versed in child development, it is a bonus for great sensory garden design.
The International Classification of Functioning, Disability and Health (ICF) suggests that disability is contextual. Environmental contexts can reduce or exacerbate disability. If an environment enables a young girl with a left leg amputation who uses a wheelchair to access spaces the same ways everyone else does, she is not disabled in this context. In accordance with the ICF, if she has to gain access to an environment via a steep ramp, be carried because the only access is steps, or be unable to enter at all, she is disabled. If she cannot participate or engage in the space, she is disabled in this environmental context. In the exemplar above, the ramp and steps are adjacent. The surface is crushed stone and the ramp slope is barely discernible. Both wheeled mobility users and those ambulating can equitably gain access to the Zen garden beyond the shelter. There is no backdoor entrance; all are equal and welcomed through the front door.
Play is a primary occupation of childhood and an important contributor to healthy development. The United Nations High Commission for Human Rights acknowledges play as being the right of every child.  The American Academy of Pediatrics recommends that children play or exercise outside for 30-60 minutes a day.  Despite this recommendation, a study of nearly 9,000 preschool children found that almost half of them don’t go outside even once per day. 
Outdoor play encourages physical movement and social and emotional interactions. It fosters thinking and creativity. The quality of outdoor play activities depend upon children being able to experience and to be in an environment that is safe, inclusive, engaging, fun, spontaneous, and arouses curiosity and creativity. When children play outside they can learn to enjoy their own company, take turns and listen to the perspective of others, create and follow and break rules, understand the consequences of their actions, take risks, learn, role play, challenge themselves, problem solve, move, and have fun. Arguably, what happens in outdoor play and exploration is equally as important as classroom learning. To deprive any child of opportunities to be outside and in nature is simply wrong.