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This article outlines the development, evolution, and implementation of an ecological justice advanced practice curriculum for Master of Social Work students at the University of Denver, USA. This work began in 2011 and continues to evolve to meet student needs and societal pressures. Key ingredients in the success of this program have been critical leadership support, gathering of expertise, maintaining a critical eye toward emerging social, natural, and physical sciences, and a university and profession that provides an implicit curriculum supportive of preparing university students for a precarious future. The social work profession is responding to global environmental change. [ABSTRACT FROM AUTHOR]

The current study aimed to investigate transference assumption – that encouraging pro-animal attitudes will increase empathy both with humans and other species. We used a cross-sectional survey method to examine the triadic relations among empathy with humans, empathy with animals, and pro-animal attitudes. To compare the research conducted in primarily Western contexts, a sample of 669 Chinese adults completed the Animal Attitude Scale, Basic Empathy Scale, and Animal Empathy Scale. They also reported their sociodemographic data and the frequency and quality of their contact with companion animals. Results showed that: (a) Females showed significantly more empathy with humans and other animals and held more positive attitudes toward animals than males; (b) Higher frequency and quality of contact with companion animals significantly predicted more empathy with both humans and other animals and more positive attitudes toward animals; (c) Older participants showed more empathy with humans than younger participants, but younger participants showed more empathy with animals than older participants; (d) empathy with animals fully mediated the relationship between attitudes toward animals and empathy with humans. The findings extend previous work on cross-species associations of empathy and support the practices of fostering empathy and pro-social behavior through animal-related humane-education interventions. [ABSTRACT FROM AUTHOR]

Nonhuman animals are often abandoned and killed during non-epidemic and epidemic emergencies. However, the study of public attitudes toward animals during an epidemic outbreak and their antecedents and consequences is rare. The present study aimed to determine the individual and psychological variables associated with attitudes toward animals during the initial outbreak of the COVID-19 epidemic in China. Two groups of 990 adults completed an online survey: one group from the epicenter of the epidemic (Hubei Province); the other from other provinces in China. Attitudes toward animals were assessed by four scales: general attitudes toward animal protection, belief in animal mind, human–animal continuity, and psychological closeness between animals and self-concept. Results demonstrated that after the effects of demographics were controlled for, contact with companion animals positively predicted all aspects of the attitudes toward animals in both groups. The above associations tended to be weaker in the epicenter than the non-epicenter group, suggesting the potential modulating role of the localized severity of the epidemic. In addition, perceived continuity between humans and animals negatively predicted the prejudicial attribution to animals of causing the outbreak. The findings provide evidence for the importance of positive interactions with companion animals and people's attitudes toward animals to prevent mistreatment of other species when emergencies occur. The findings also expand the limited empirical research on human–animal relations in non-Western countries. [ABSTRACT FROM AUTHOR]

ObjectiveMethodResultsConclusionEnvironmental education (EE) is an approach which should be activated immediately to address environmental injustice and catastrophe. Though broad agreement exists with the need for EE in the US, there is an implementation gap.This study offers a thematic analysis from qualitative interviews with 13 teachers and administrators who worked in a large, urban district in the Western United States, identifying how curriculum can address the implementation gap.We identify three themes emergent from the interviews: In the absence of formal training and curriculum, teachers meet student needs and interests in the environment through a complementary curriculum and ecological mindedness. Our participants’ recollection of their experiences with EE demonstrates the power of alignment thinking to move EE into classrooms now. Finally, greater attention to environmental justice would support teachers and students.The paper concludes with insights this project brings to education scholars, including encouragement for curricular interventions related to environmental justice and supporting preK-12 professionals for the healing of life on Earth. [ABSTRACT FROM AUTHOR]

This research investigated environmental literacy and nature experience among 1433 children and adults in Chengdu, China. Utilizing a standard measure of environmental literacy modified to be culture- and age-appropriate, we found almost universal agreement that nature should be protected. Although our results showed that older groups were less likely to enjoy experiences in nature compared to the younger ones, this was not reflected in a reduced appreciation for nature, which was high in all age groups. Within each category of student, age was associated with increased knowledge but decreased enjoyment of nature experiences and environmental concern. In contrast, among the adult residents, increasing age was associated with less objective knowledge but with more liking and concern about nature. Based on these results, we provide recommendations for environmental education that incorporates time in nature in order to foster environmental concern and behavior as well as knowledge. [ABSTRACT FROM AUTHOR]

It is difficult for many social work students to grasp the importance they and their traditional client base play in global environmental issues. International development generally focuses on supporting human development through the development of natural resources. However, increased human consumption everywhere in the world is disrupting the global system upon which all life depends. Continued Western consumption habits are simply unsustainable. It is therefore incumbent that any increase in consumption, even in the ‘developing’ world, be considered in terms of global environmental sustainability; change must also occur within the developed world. To address this problem, reflexive processes that support transnational analysis and action must be developed. This paper suggests classroom activities that help students analyze and problem solve around this process of Reflexive Development. [ABSTRACT FROM PUBLISHER]