Ethical Practice of Mindfulness-Based Ecotherapy

The Code of Ethics for the MBEO is a work in progress. A future goal of the Mindfulness-Based Ecotherapy Organization (MBEO) is to establish a code for the ethical practice of Mindfulness-Based Ecotherapy. The Board of Directors will begin establishing such a code in 2025. For now, the information on this page is proposed as a general guideline for developing such a code.

Mindfulness-Based Ecotherapy (MBE) is an integrative therapeutic approach that combines principles of mindfulness with ecotherapy practices. It involves cultivating present-moment awareness and a deep connection with nature to promote healing and environmental stewardship. In Mindfulness-Based Ecotherapy, individuals engage in mindfulness exercises and outdoor activities in natural settings, such as forests, parks, or gardens, to facilitate self-discovery, stress reduction, and ecological awareness. When outdoor spaces are not readily accessible, MBE may be implemented by introducing elements of nature into more traditional therapy settings. Examples of such interventions include Sandtray Eco-Art Therapy (SEAT), eco-art therapy, Animal-Assisted Therapy (AAT), using nature sounds in the therapy room, introducing house plants or aquariums into the therapy room, or other activities designed to add an element of nature to the intervention.

Ethical considerations are paramount in ensuring the safety and autonomy of participants engaging in Mindfulness-Based Ecotherapy. By addressing ethical concerns, therapists can create a supportive and respectful environment conducive to healing and growth. In this chapter, we will discuss some of the ethical considerations unique to the practice of Mindfulness-Based Ecotherapy.

08.01 Informed Consent in Mindfulness-Based Ecotherapy

Mindfulness-Based Ecotherapy may involve unique elements, such as outdoor activities and nature immersion, which require informed consent from participants. Discussing ethical concerns with your clients ensures that participants understand the nature of the therapy, potential risks, and their rights, allowing them to make informed decisions about their participation.

Informed consent is a foundational ethical principle in all forms of therapy, including Mindfulness-Based Ecotherapy. However, the practice of Mindfulness-Based Ecotherapy presents unique considerations and challenges regarding informed consent due to its integration of mindfulness practices and outdoor activities in natural settings.

Here are some ethical issues of informed consent that are particularly relevant to the practice of Mindfulness-Based Ecotherapy:

• Nature-related Risks: Mindfulness-Based Ecotherapy (MBE) often involves outdoor activities in natural environments, such as hiking, camping, or wilderness experiences. Participants may encounter various risks associated with outdoor settings, including uneven terrain, inclement weather, wildlife encounters, and physical exertion. Ethical informed consent requires therapists to provide comprehensive information about these potential risks, as well as strategies for risk management and participant safety. Ethical informed consent may also include special training for therapists in first aid and having backup plans for potential injuries. These backup plans should consider things like the presence of cell phone signals in case of emergency in chosen locations and proximity to emergency medical facilities should a crisis arise.
• Environmental Sensitivities: Individuals engaging in Mindfulness-Based Ecotherapy may have sensitivities or allergies to certain environmental factors, such as pollen, plants, or insect bites. Therapists must inquire about participants’ environmental sensitivities during the informed consent process, and take appropriate measures to mitigate risks and ensure participant comfort and safety during outdoor activities. Therapists should also be aware of local laws and regulations regarding providing medical assistance in such situations and plan accordingly. If possible, therapists should consider having first aid kits containing things like bandages, epi-pens, inhalers, and other emergency medical supplies.
• Access and Mobility: Not all individuals have equal access to outdoor natural settings or possess the physical mobility required for certain outdoor activities. Ethical informed consent involves assessing participants’ physical abilities, mobility limitations, and access to transportation to ensure that outdoor activities are inclusive and accessible to all participants. Therapists may need to offer alternative options or accommodations for individuals with mobility challenges or limited access to outdoor environments. In cases where access to outdoor environments is not possible, therapists may choose to use alternative forms of Mindfulness-Based Ecotherapy such as Sandtray Eco-art Therapy (SEAT), Animal-Assisted Therapy (AAT), using nature sounds in the therapy room, introducing house plants or aquariums into the therapy room, or other activities designed to add an element of nature to the intervention.
• Group Dynamics: Mindfulness-Based Ecotherapy sessions may involve group activities or retreats in natural settings, which can influence group dynamics and interpersonal relationships among participants. Ethical informed consent requires therapists to discuss potential group dynamics, social interactions, and confidentiality considerations with participants to ensure that they feel comfortable and safe within the group setting. Participants should have the opportunity to voice any concerns or preferences regarding group participation and confidentiality before engaging in group activities. Therapists should consider the types of clients participating and plan for safety accordingly. For example, if working with clients who are court-mandated to attend treatment for violent offenses, therapists may wish to consider the possibility of violence in remote settings and plan accordingly by having a low therapist-to-client ratio. It is also imperative that there are safety plans for all group situations and that participants understand the plan.
• Consent for Mindfulness Practices: Mindfulness-Based Ecotherapy incorporates various mindfulness meditation techniques and experiential exercises to cultivate present-moment awareness and connection with nature. Therapists must obtain informed consent from participants for engaging in mindfulness practices, as these techniques may involve introspection, emotional exploration, and personal vulnerability. Participants should understand the nature of mindfulness practices, potential benefits, and any risks associated with emotional discomfort or psychological distress. Mindfulness practices may not be appropriate for certain clients with severe and persistent mental illnesses until they are stabilized. This may include patients with some forms of psychosis or dissociative disorders.
• Cultural Sensitivity: Informed consent processes in Mindfulness-Based Ecotherapy should be culturally sensitive and responsive to participants’ diverse cultural backgrounds, beliefs, and values. Therapists should adapt informed consent materials and communication strategies to be accessible and relevant to individuals from different cultural, linguistic, and ethnic communities. Participants should have the opportunity to ask questions, seek clarification, and express any cultural considerations or preferences related to the therapy process.

Addressing these ethical issues of informed consent unique to Mindfulness-Based Ecotherapy is imperative for promoting participant autonomy, safety, inclusivity, and cultural sensitivity. Therapists must engage in open and transparent communication with participants, provide comprehensive information about the therapy process, and respect individuals’ rights to make informed decisions about their participation in Mindfulness-Based Ecotherapy.

08.02 Confidentiality and Privacy in Mindfulness-Based Ecotherapy

Confidentiality and privacy are fundamental ethical principles in therapy, including Mindfulness-Based Ecotherapy. However, the practice of Mindfulness-Based Ecotherapy presents unique considerations and challenges regarding confidentiality and privacy due to its integration of mindfulness practices and outdoor activities in natural settings.

Some confidentiality and privacy issues unique to the practice of Mindfulness-Based Ecotherapy include:

• Nature of Outdoor Settings: Mindfulness-Based Ecotherapy usually takes place in outdoor natural environments, such as forests, parks, or wilderness areas. These settings may present challenges to maintaining confidentiality due to the presence of other individuals or bystanders who are not part of the therapy session. Participants may encounter hikers, campers, or other visitors to the natural environment, raising concerns about inadvertent disclosure of sensitive information during therapy sessions (Christie et al., 2019). If practicing in such environments, care and consideration about informed consent will need to be taken when assessing clients. Therapists should explain the limits to privacy in outdoor environments and obtain client consent before utilizing outdoor spaces.
• Unpredictable Circumstances: Outdoor environments are inherently unpredictable, with factors such as weather conditions, wildlife encounters, and unexpected events that may disrupt therapy sessions. Therapists must consider how to protect the confidentiality and privacy of participants in the event of unforeseen circumstances, such as encountering other individuals or encountering unexpected challenges during outdoor activities (Jordan & Hinds, 2016). Safety plans should be developed prior to engaging in outdoor activities, and both clients and therapists should understand how to effectively implement these plans.
• Group Dynamics: Mindfulness-Based Ecotherapy sessions may involve group activities or retreats in natural settings, which can influence group dynamics and interpersonal relationships among participants. Maintaining confidentiality within the group setting requires clear communication about expectations regarding privacy, confidentiality, and respectful interaction among group members. Therapists must establish ground rules for maintaining confidentiality within the group and address any breaches of confidentiality that may arise during group activities (Dimidjian & Goodman, 2020).
• Digital Technology: In some instances, therapists may use digital technology, such as audio or video recordings, to document Mindfulness-Based Ecotherapy sessions or facilitate remote participation in therapy sessions. Ethical considerations related to confidentiality and privacy arise concerning the storage, transmission, and security of digital recordings, as well as obtaining informed consent from participants for their use. Therapists must adhere to professional guidelines and legal regulations governing the use of digital technology in therapy while safeguarding the confidentiality and privacy of participants’ information (Hoffman & Dimidjian, 2015). Participants in picturesque outdoor settings may also be tempted to take photographs or record videos. Therapists and clients should be aware of this, and measures should be taken to ensure privacy when using digital cameras so that group participants do not take photographs of each other without permission.
• Environmental Context: Mindfulness-Based Ecotherapy emphasizes the interconnectedness between individuals and the natural environment. Therapists must consider how the natural environment may influence participants’ experiences of privacy and confidentiality, as well as the ethical implications of engaging in therapy activities in outdoor settings where privacy boundaries may be less clearly defined (Poh & Sandra, 2021).

Confidentiality and privacy are essential ethical considerations in the practice of Mindfulness-Based Ecotherapy, requiring therapists to consider the unique challenges associated with outdoor settings, group dynamics, digital technology, and the environmental context in which MBE is implemented. Therapists must establish clear guidelines and protocols for maintaining confidentiality and privacy, communicate openly with participants about these issues, include these conversations in their intake and assessment, and adapt therapeutic practices to safeguard the confidentiality and privacy of participants in outdoor settings.

08.03 Competence and Training in Mindfulness-Based Ecotherapy

Ethical considerations of competence and training are crucial in all forms of therapy, including Mindfulness-Based Ecotherapy. However, the practice of Mindfulness-Based Ecotherapy presents unique considerations and challenges regarding competence and training due to its integration of mindfulness practices and outdoor activities in natural settings. MBE requires some skill sets that are unlike the skills required for any other form of therapy.

Therapists leading Mindfulness-Based Ecotherapy sessions must possess adequate training and competence in both mindfulness practices and ecotherapy principles. Addressing ethical concerns involves ongoing professional development, supervision, and adherence to ethical guidelines to ensure the safety and effectiveness of the therapy.

Some of the ethical considerations inherent in acquiring competence and training in Mindfulness-Based Ecotherapy include:

• Integration of Mindfulness and Ecotherapy: Mindfulness-Based Ecotherapy requires therapists to have expertise in both mindfulness practices and ecotherapy principles. Competence in mindfulness involves understanding various meditation techniques, cultivating present-moment awareness, and facilitating mindfulness exercises effectively. Additionally, therapists need knowledge and skills in ecotherapy, including ecological principles, nature connection practices, and the therapeutic benefits of engaging with natural environments (Jordan & Hinds, 2016).
• Safety and Risk Management: Therapists leading Mindfulness-Based Ecotherapy sessions must be competent in assessing and managing risks associated with outdoor activities in natural settings. This includes knowledge of wilderness safety, first aid procedures, navigation skills, and emergency response protocols. Competence in risk management ensures the safety of participants during outdoor therapy sessions and minimizes the potential for accidents or adverse events (Christie et al., 2019).
• Environmental Literacy: Competence in Mindfulness-Based Ecotherapy requires therapists to have a deep understanding of ecological concepts and environmental issues. This includes knowledge of ecosystems, biodiversity, environmental conservation principles, and sustainable practices. Therapists should be able to integrate environmental education into therapy sessions and facilitate meaningful nature experiences that promote ecological awareness and connection with the natural world (Poh & Sandra, 2021).
• Cultural Competence: Mindfulness-Based Ecotherapy practitioners must demonstrate cultural competence and sensitivity to the diverse backgrounds, beliefs, and values of participants. This includes understanding the cultural significance of nature in different communities, respecting cultural traditions related to outdoor activities, and adapting therapy approaches to be inclusive and accessible to individuals from diverse cultural backgrounds (Dimidjian & Goodman, 2020).
• Professional Development and Supervision: Therapists engaging in Mindfulness-Based Ecotherapy should engage in ongoing professional development and supervision to maintain competence and enhance their skills. This may involve attending workshops, training programs, or continuing education courses related to mindfulness, ecotherapy, and wilderness therapy. Regular supervision sessions provide opportunities for therapists to receive feedback, consultation, and support for addressing ethical dilemmas or challenging situations that arise in practice (Hoffman & Dimidjian, 2015).

Competence and training in Mindfulness-Based Ecotherapy encompass proficiency in mindfulness and ecotherapy practices, safety and risk management skills, environmental literacy, cultural competence, and ongoing professional development. Therapists must demonstrate competency in these areas to ensure the effectiveness, safety, and ethical integrity of Mindfulness-Based Ecotherapy interventions.

08.04 Cultural Sensitivity and Inclusivity in Mindfulness-Based Ecotherapy

Mindfulness-Based Ecotherapy should be culturally sensitive and inclusive, respecting the diverse backgrounds, beliefs, and values of participants. Ethical practice involves adapting therapy approaches to be accessible and relevant to individuals from different cultural, socioeconomic, and environmental contexts.

Ethical considerations of cultural sensitivity and inclusivity in the practice of Mindfulness-Based Ecotherapy include, but are not limited to:

• Cultural Relevance of Nature: Different cultures have diverse beliefs, values, and relationships with nature. Therapists practicing Mindfulness-Based Ecotherapy must recognize and respect the cultural significance of nature in various communities. This includes understanding cultural traditions, rituals, and practices related to nature connection, as well as incorporating culturally relevant elements into therapy sessions to ensure that they resonate with participants from different cultural backgrounds (Poh & Sandra, 2021).
• Language and Communication: Language barriers can hinder effective communication and engagement in Mindfulness-Based Ecotherapy sessions. Therapists must be sensitive to participants’ linguistic diversity and provide language-appropriate materials, interpretation services, or bilingual facilitators to ensure that therapy sessions are accessible and inclusive to individuals who speak languages other than English (Dimidjian & Goodman, 2020).
• Cultural Humility and Awareness: Therapists practicing Mindfulness-Based Ecotherapy should cultivate cultural humility and self-awareness of their own cultural biases, assumptions, and blind spots. This involves recognizing the limitations of one’s own cultural perspective and being open to learning from and collaborating with individuals from diverse cultural backgrounds. Therapists should approach therapy sessions with curiosity, empathy, and respect for the cultural identities and experiences of participants (Jordan & Hinds, 2016).
• Adaptation of Practices: Mindfulness-Based Ecotherapy practices may need to be adapted to be culturally sensitive and inclusive to participants from diverse cultural backgrounds. This may involve modifying mindfulness exercises, nature-based activities, or therapeutic metaphors to align with participants’ cultural beliefs, values, and preferences. Therapists should collaborate with participants to co-create culturally relevant interventions that resonate with their lived experiences and cultural identities (Christie et al., 2019).
• Addressing Systemic Inequities: Mindfulness-Based Ecotherapy practitioners must recognize and address systemic inequities, discrimination, and environmental injustices that impact marginalized communities. This includes acknowledging the disproportionate access to natural spaces, environmental resources, and mental health services experienced by marginalized groups, and advocating for social and environmental justice within therapy practice and broader societal contexts (Hoffman & Dimidjian, 2015).

Cultural sensitivity and inclusivity are critical ethical considerations in the practice of MBE, requiring therapists to recognize and respect the diverse cultural backgrounds, beliefs, and experiences of participants. MBE therapists can create a safe, inclusive, and empowering therapeutic environment for individuals from all cultural backgrounds by advancing cultural humility, adapting therapy practices to include cultural sensitivity, addressing language barriers, and advocating for social justice.

08.05 Environmental Stewardship in Mindfulness-Based Ecotherapy

Mindfulness-Based Ecotherapy promotes a deep connection with nature and contributes to ecological awareness and responsibility. Ethical concerns extend beyond individual well-being to include environmental ethics, such as minimizing ecological impact during outdoor activities and promoting sustainable practices that support environmental conservation. Mindfulness-Based Ecotherapy involves engaging with natural environments to promote healing and ecological awareness.

Here are some ethical considerations of environmental stewardship unique to the practice of Mindfulness-Based Ecotherapy:

• Minimizing Ecological Impact: Therapists practicing Mindfulness-Based Ecotherapy must prioritize minimizing the ecological impact of therapy sessions in natural environments. This includes adhering to “leave no trace” principles, such as packing out all waste, avoiding damage to vegetation, and minimizing disturbance to wildlife habitats. MBE therapists should educate participants about responsible outdoor behavior and model environmentally sustainable practices during therapy sessions (Jordan & Hinds, 2016).
• Promoting Ecological Awareness: Mindfulness-Based Ecotherapy aims to create a deep connection with nature and promote ecological awareness and appreciation. Therapists should integrate environmental education into therapy sessions, sharing information about local ecosystems, biodiversity, and environmental conservation initiatives. By increasing participants’ understanding of ecological principles and challenges, therapists can inspire greater environmental stewardship and advocacy (Christie et al., 2019).
• Sustainable Practices: Therapists practicing Mindfulness-Based Ecotherapy should strive to incorporate sustainable practices into therapy sessions and program operations. This may include choosing eco-friendly materials and equipment, utilizing renewable energy sources, and minimizing carbon emissions associated with transportation to therapy locations. By aligning therapy practices with principles of sustainability, therapists can demonstrate a commitment to environmental stewardship and model responsible behavior for participants (Dimidjian & Goodman, 2020).
• Cultivating Connection with Nature: Mindfulness-Based Ecotherapy encourages participants to cultivate a deep sense of connection with the natural world. Therapists should facilitate meaningful nature experiences that promote awe, wonder, and reverence for the environment. MBE therapists can empower participants to become stewards of the Earth and take action to protect and preserve natural resources (Hoffman & Dimidjian, 2015).
• Addressing Environmental Injustices: Therapists practicing Mindfulness-Based Ecotherapy should recognize and address environmental injustices that disproportionately impact marginalized communities. This may involve advocating for equitable access to green spaces, clean air, and clean water for all individuals, regardless of socioeconomic status or demographic background. By addressing environmental inequities within therapy practice and advocating for systemic change, therapists can contribute to social and environmental justice (Poh & Sandra, 2021).

Environmental stewardship is a critical ethical consideration in Mindfulness-Based Ecotherapy, requiring therapists to minimize ecological impact, promote ecological awareness, adopt sustainable practices, cultivate connection with nature, and address environmental injustices. By integrating environmental ethics into therapy practice, therapists can empower participants to develop a deeper relationship with the natural world and become advocates for environmental sustainability and justice. When we do so, we honor the interconnectedness of all life.

08.06 Boundaries and Dual Relationships in Mindfulness-Based Ecotherapy

Ethical considerations of boundaries and dual relationships are important in all forms of therapy, including Mindfulness-Based Ecotherapy. However, the practice of Mindfulness-Based Ecotherapy presents unique considerations and challenges regarding boundaries and dual relationships due to its integration of mindfulness practices and outdoor activities in natural settings. Some of these considerations include:

• Maintaining Professional Boundaries: Mindfulness-Based Ecotherapy involves a therapeutic relationship between the therapist and the participant, with clear boundaries established to ensure the safety, trust, and integrity of the therapeutic process. Therapists must maintain professional boundaries by delineating the roles and responsibilities of the therapist and the participant, maintaining appropriate physical and emotional distance, and avoiding behaviors that may compromise the therapeutic relationship (Jordan & Hinds, 2016).
• Avoiding Exploitation of Power: Therapists practicing Mindfulness-Based Ecotherapy must be mindful of the power dynamics inherent in the therapeutic relationship and avoid exploiting their position of authority or influence. This includes refraining from engaging in activities or behaviors that may lead to the exploitation, manipulation, or coercion of participants, and respecting the autonomy and agency of individuals to make their own decisions about therapy participation (Christie et al., 2019).
• Addressing Dual Relationships: Mindfulness-Based Ecotherapy may involve participants and therapists engaging in shared outdoor activities or nature-based experiences outside of formal therapy sessions. Therapists must be vigilant about the potential for dual relationships to develop in these contexts and take proactive steps to address and mitigate any conflicts of interest, boundary crossings, or ethical dilemmas that may arise. This may involve establishing clear guidelines for interactions outside of therapy sessions, discussing potential risks and benefits with participants, and seeking consultation or supervision when navigating dual relationships (Dimidjian & Goodman, 2020).
• Conflict of Interest: Therapists practicing Mindfulness-Based Ecotherapy may have personal or professional interests that intersect with the therapeutic process, such as a love of nature, environmental advocacy, or involvement in outdoor recreational activities. Therapists must be transparent about their personal interests and ensure that they do not unduly influence or bias the therapy process. This may involve disclosing relevant personal information to participants, maintaining professional objectivity and neutrality, and prioritizing the goals of participants above personal interests (Hoffman & Dimidjian, 2015).
• Seeking Consultation and Supervision: Therapists practicing Mindfulness-Based Ecotherapy should seek consultation and supervision to address ethical dilemmas, boundary issues, or dual relationships that may arise in practice. Supervision provides therapists with opportunities for reflection, feedback, and guidance from experienced professionals, helping to ensure ethical integrity and adherence to professional standards in therapy practice (Poh & Sandra, 2021).

Ethical considerations of boundaries and dual relationships in Mindfulness-Based Ecotherapy require therapists to establish and maintain clear professional boundaries, avoid exploitation of power dynamics, address dual relationships and conflicts of interest, and seek consultation and supervision when navigating ethical dilemmas. By upholding ethical standards and prioritizing the safety of participants, therapists can create a safe, respectful, and effective therapeutic environment in their practice of Mindfulness-Based Ecotherapy.

08.07 Challenging Biases and Assumptions

There are ethical considerations to be taken into consideration during the practice of Mindfulness-Based Ecotherapy that are focused on the inherent biases and assumptions all therapists bring into the therapy environment. A robust ethical system will encourage facilitators to reflect on their own biases and assumptions when practicing Mindfulness-Based Ecotherapy. Such considerations are multifaceted and crucial for maintaining the integrity of the therapeutic process.

The American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct emphasizes the paramount importance of psychologists’ commitment to their clients’ welfare (APA, 2017). Other ethical codes for mental health professionals have similar requirements. To date there is no formal organization regulating the practice of Mindfulness-Based Ecotherapy, and therefore no ethical code regulating its practice. For the purposes of this discussion, we will be using the APA Code of Ethics as a template. If you are bound by another ethical code, you may wish to review your own code of ethics regarding the topics that we will be discussing here. Reflecting on biases and assumptions helps facilitators ensure they are providing the best possible care, aligned with client needs and without undue influence from personal perspectives.

APA’s Ethical Standard 3.01, on Unfair Discrimination, highlights the need for psychologists to be aware of and respect cultural, individual, and role differences, including those based on ethnicity, culture, and other aspects of diversity (APA, 2017). This principle underscores the importance of facilitators examining their biases to ensure they do not inadvertently perpetuate cultural insensitivity or bias in their practice. Since it often draws on indigenous wisdom regarding our interactions with nature, some aspects of Mindfulness-Based Ecotherapy are particularly vulnerable to cultural biases. Therapists should be aware of this potential for bias and regularly reflect on whether they may be bringing their own biases into therapy situations.

While there might not be specific APA standards addressing environmental ethics in therapy, the APA has recognized the importance of addressing climate change and environmental sustainability as critical societal issues (APA, 2020). Encouraging facilitators to reflect on their relationship with nature aligns with broader environmental ethics principles, developing a sense of interconnectedness and responsibility toward the natural world. As the practice of Mindfulness-Based Ecotherapy continues to grow, there may be future ethical principles that develop this responsibility further.

APA’s Ethical Standard 3.08 on Exploitative Relationships states that psychologists do not exploit individuals over whom they have supervisory, evaluative, or other authority (APA, 2017). Reflecting on biases and assumptions helps facilitators mitigate power differentials inherent in the therapeutic relationship, ensuring equitable and respectful interactions with clients and with supervisees.

APA’s Ethical Standard 7.02, on Descriptions of Education and Training Programs, emphasizes the importance of ongoing education and training for psychologists (APA, 2017). Encouraging facilitators to engage in self-reflection and seek supervision aligns with this ethical principle, promoting professional competence and ethical conduct in Mindfulness-Based Ecotherapy practice. Practitioners of Mindfulness-Based Ecotherapy should strive to seek continuing education that challenges any inherent biases or assumptions they may have.

APA’s Ethical Standard 10.01, on Informed Consent to Therapy, mandates that psychologists inform clients as early as is feasible in the therapeutic relationship about the nature and anticipated course of therapy, fees, involvement of third parties, and limits of confidentiality (APA, 2017). This principle underscores the importance of transparency and disclosure regarding facilitators’ biases and assumptions to ensure clients can make informed decisions about their participation in Mindfulness-Based Ecotherapy.

Incorporating these ethical considerations into the practice of Mindfulness-Based Ecotherapy helps facilitators uphold professional standards, maintain client trust, and strive to minimize or eliminate any biases or assumptions they may hold that would hinder the ethical implementation of therapy.

08.08 Soliciting Feedback from Participants

When discussing the ethical considerations of soliciting feedback from participants to improve the quality of sessions in Mindfulness-Based Ecotherapy (MBE), several APA ethical principles come into play. This section will address a few of these.

APA’s Ethical Principle A states psychologists strive to benefit those with whom they work and take care not to harm (APA, 2017). Soliciting feedback from participants aligns with this principle by ensuring that therapy is tailored to meet the needs of participants, thereby maximizing potential benefits, and minimizing harm.

Ethical Standard 10.01 requires psychologists to inform clients as early as feasible in the therapeutic relationship about the nature and anticipated course of therapy (APA, 2017). When soliciting feedback, it’s essential to obtain informed consent from participants, clearly explaining how their feedback will be used to improve the quality of sessions and ensuring their voluntary participation.

Ethical Standard 4.01 mandates psychologists to maintain confidentiality concerning participant information obtained during therapy, including feedback (APA, 2017). Facilitators must take measures to protect participants’ privacy and ensure that feedback is collected and used in a manner that respects confidentiality. There are special privacy considerations when practicing MBE in outdoor, public settings. Extra care must be taken by MBE therapists to assure that clients have been informed of these special privacy and confidentiality concerns and that proper consent is obtained prior to engaging in therapy in public places.

Ethical Standard 3.01 underscores the importance of psychologists being aware of and respecting cultural, individual, and role differences (APA, 2017). When soliciting feedback, facilitators should consider cultural factors that may influence participants’ perceptions and responses, ensuring that feedback mechanisms are culturally sensitive and inclusive. MBE therapists should also be aware of the cultural origins of any nature-based interventions they use and take extra care to minimize or eliminate any cultural appropriation, relying heavily on feedback from participants to remain culturally sensitive to their client’s needs.

Ethical Principle D states psychologists provide services, teach, and conduct research only within the boundaries of their competence, based on their education, training, supervised experience, consultation, study, or professional experience (APA, 2017). Facilitators should possess the necessary skills and competence to effectively solicit, interpret, and integrate feedback into the therapeutic process. This means that MBE therapists should seek continuing education, stay informed of the latest developments and research in the field, be aware of evidence-based interventions, seek supervision when necessary, and solicit input from their clients based on this knowledge.

By adhering to these ethical principles, facilitators can ensure that soliciting feedback from participants in Mindfulness-Based Ecotherapy is conducted ethically, promoting participant well-being, autonomy, and the overall effectiveness of the therapy.

08.09 Conducting Periodic Evaluations

When conducting periodic evaluations of ethical practices and making necessary adjustments in the practice of Mindfulness-Based Ecotherapy (MBE), several ethical considerations should be considered:

Ethical Principle A of the APA’s Ethical Principles of Psychologists and Code of Conduct emphasizes psychologists’ responsibility to strive for the welfare of and avoid harm to individuals (APA, 2017). Regular evaluations of ethical practices ensure that therapy continues to benefit participants while minimizing any potential harm caused by ethical lapses or oversights.

Ethical Standard 10.01 underscores the importance of informing clients about the nature and anticipated course of therapy, including any changes or adjustments made to ethical practices (APA, 2017). Participants should be informed about the purpose of the evaluations, how data will be collected and used, and any potential implications for their therapy. They should also inform clients of any changes to ethical policies and procedures and obtain informed consent based on this new information before continuing therapy.

Ethical Standard 4.01 requires psychologists to maintain the confidentiality of client information, including data collected during evaluations of ethical practices (APA, 2017). Facilitators must ensure that participant confidentiality is protected throughout the evaluation process, including the storage and handling of evaluation data. MBE therapists should avoid disclosure of personal client information when publicizing feedback and results of surveys or studies and explain to clients how feedback is collected and for what purposes.

Ethical Standard 3.01 highlights psychologists’ obligation to be aware of and respect cultural, individual, and role differences (APA, 2017). When conducting evaluations of ethical practices, facilitators should consider cultural factors that may influence participants’ perceptions and experiences of therapy, ensuring that evaluation methods are culturally sensitive and inclusive.

Ethical Principle D emphasizes psychologists’ responsibility to provide services only within the boundaries of their competence (APA, 2017). Facilitators conducting evaluations of ethical practices should possess the necessary skills and knowledge to design and implement ethical evaluation processes effectively. MBE therapists should take care not to solicit feedback in areas outside the boundaries of their experience, training, and competence.

By adhering to these ethical considerations, facilitators can ensure that periodic evaluations of ethical practices in MBE are conducted in a manner that upholds participant welfare, respects their autonomy, and promotes the integrity of the therapeutic process.

08.10 Risk Assessment and Management

Risk assessment and management in the practice of Mindfulness-Based Ecotherapy (MBE) are critical components of ethical practice because of the unique nature of this therapeutic approach. Several key principles from the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct are relevant to assessing and managing risk.

Ethical Principle A highlights psychologists’ responsibility to strive to benefit those with whom they work and take care to do no harm (APA, 2017). In MBE, facilitators must assess potential risks associated with the therapeutic environment, such as physical hazards in natural settings, and take appropriate measures to ensure participant safety while maximizing therapeutic benefits.

Ethical Standard 10.01 emphasizes the importance of providing clients with informed consent regarding the nature and anticipated course of therapy, including any potential risks involved (APA, 2017). Facilitators must ensure that participants are aware of any risks associated with engaging in MBE, such as exposure to outdoor elements or emotional challenges, and obtain their consent to participate accordingly. Extra care should be taken in outdoor environments where safety is an issue. Clients should be informed during the assessment that Mindfulness-Based Ecotherapy in outdoor scenarios carries some safety risks. Safety plans should be made before beginning therapy outdoors, and clients should understand and abide by the safety plan.

Ethical Standard 4.01 requires psychologists to maintain the confidentiality of client information, including information obtained during risk assessments (APA, 2017). Facilitators conducting risk assessments must ensure that participant privacy is protected and that any information collected is securely stored and handled following ethical guidelines. MBE has greater privacy concerns because it is often conducted in public spaces where privacy cannot be guaranteed. The ethical practice of MBE includes making sure the client understands the greater privacy risks and has given informed consent for participating in MBE in public places.

Ethical Standard 3.01 underscores the importance of psychologists being aware of and respecting cultural, individual, and role differences (APA, 2017). When conducting risk assessments in MBE, facilitators should consider cultural factors that may influence participants’ perceptions of risk and safety, ensuring that risk management strategies are culturally sensitive and inclusive. This can be difficult to manage when some cultures may have traditions that may seem risky from the viewpoint of other cultures. For example, some cultures around the world have traditions of firewalking as a meditative practice. Should clients be allowed to practice firewalking within the context of an MBE intervention? If so, what are the safety risks involved and how can therapists prepare for them? If not, how can the therapist respect the client’s framework while still considering safety?

Another example of cultural sensitivity involves the practice of gathering healing herbs for medicinal purposes. Should a therapist with little or no training in healing herbs allow participants to gather and ingest such herbs while in a wilderness setting? Should an MBE therapist rely on the client to know which herbs might be safe to ingest? If a client ingests a poisonous herb or a psychotropic substance while in the field, is the therapist liable? Is it culturally insensitive to prevent clients from gathering such herbs during the course of an MBE exercise? These are all culturally oriented considerations to be determined before engaging in any fieldwork.

Ethical Principle D emphasizes psychologists’ responsibility to provide services only within the boundaries of their competence (APA, 2017). Facilitators conducting risk assessments and management in MBE should possess the necessary knowledge and skills to identify and address potential risks effectively, seeking consultation or supervision as needed. Practicing outside of one’s competency is by definition a risk, and as such is unethical.

By adhering to these ethical considerations, MBE therapists can ensure that risk assessment and management in MBE are conducted in a manner that prioritizes participant safety, respects their autonomy, and promotes the overall well-being of participants.

08.11 Environmental Education

When examining the ethical considerations of environmental education in the context of Mindfulness-Based Ecotherapy (MBE), several principles and guidelines come into play. Although most ethical codes for mental health professionals do not address the topic of environmental education, it is imperative that ethical practitioners of MBE abide by environmental education standards as a matter of best practice. In MBE nature is a part of and a participant in the therapy, so caring for the environment is a way of taking care of our clients and ourselves.

APA’s Ethical Principle A highlights psychologists’ responsibility to strive for the welfare of and avoid harm to individuals (APA, 2017). In MBE, environmental education aims to promote participants’ wellness through increased ecological awareness and connection with nature while ensuring that participants are not exposed to harm from environmental hazards. From the perspective of MBE, humans are not separated from nature, so what we do to the environment we do to ourselves. For this reason, ethical practitioners of MBE should hold high ethical standards when it comes to being good stewards of the Earth, our home.

APA Ethical Standard 10.01 underscores the importance of providing clients with informed consent regarding the nature and anticipated course of therapy, including any components related to environmental education (APA, 2017). Participants should be informed about the environmental activities involved in MBE, their potential benefits, and any associated risks. Clients should also embrace a “take only photographs, leave only footprints” mentality when it comes to outdoor activities, and therapists should encourage this in their practice.

Ethical Standard 4.01 requires psychologists to maintain the confidentiality of client information, including information obtained during environmental education activities (APA, 2017). Facilitators must ensure that participant privacy is protected and that any personal information shared during environmental education sessions is kept confidential. This is especially pertinent in outdoor group settings where privacy cannot be guaranteed. MBE groups often engage in some sort of community exercise like planting trees, community gardening, or roadside cleanup. Informed consent in these situations requires reviewing the limits of confidentiality in group settings in public spaces.

Ethical Standard 3.01 emphasizes psychologists’ obligation to be aware of and respect cultural, individual, and role differences (APA, 2017). When integrating environmental education into MBE, facilitators should consider participants’ cultural backgrounds and beliefs about nature, ensuring that educational activities are culturally sensitive and inclusive. Cultures vary on the role environmental education and stewardship play, and therapists should be sensitive to this while striving to maintain a level of environmental awareness.

Ethical Principle D highlights psychologists’ responsibility to provide services only within the boundaries of their competence (APA, 2017). Facilitators conducting environmental education in MBE should possess the necessary knowledge and skills to teach participants about ecological concepts safely and effectively. This also extends to MBE therapists themselves being good stewards of the environment. In addition to clinical competency in MBE, therapists should also know the principles of sustainability, permaculture, and conservation. MBE therapists should teach by example, modeling ethical environmental stewardship for their clients and for the community at large.

Conclusion

By considering these ethical principles, facilitators can ensure that environmental education in MBE is conducted in a manner that promotes participant healing, respects their autonomy, and contributes to the overall goals of therapy while promoting environmental stewardship and education.

Ethical considerations are foundational to the practice of MBE, guiding facilitators in creating safe, inclusive, and effective therapeutic experiences that honor both participants and the environment. By upholding ethical principles, MBE practitioners can cultivate transformative healing journeys for their clients.