The climate battle in America

Climate change has been identified as one of the biggest environmental issues of the century. Since the industrial revolution, fossil fuel burning and deforestation due to human activities have increased levels of greenhouse gas (GHG) emissions, leading to global warming and climate change. One of the key Sustainable Development Goals (SDGs) under the 2030 Agenda for Sustainable development is SDG 13 on climate action, which was adopted in parallel to the Paris Agreement of 2015. Sri Lanka has been identified as a highly vulnerable country to climate change, and institutionally led climate action is essential in achieving the country’s overall climate change mitigation targets. This article is based on a study which had, as its objective, the evaluation of such mitigation action at an institutional level, considering evidence from the University of Colombo, Sri Lanka. The available data at the university on climate action was analyzed. Increasing the use of renewable energy, energy saving appliances, water conservation measures, zero waste strategies, and expanding the vegetation (especially the forest cover), are required, as evidenced from the University of Colombo. The overall emission estimates indicate that there has been a remarkable emission reduction at the University due to the shift to cleaner and energy saving options and waste management practices adopted since 2017. To achieve SDG 13’s targets, individual, institutional, and national level commitments are required. Attitudinal change and awareness creation among the community are key components in promoting and developing such commitments.

Water sprays from an open fire hydrant in Brooklyn, New York, in the midst of a July 2010 heat wave that affected much of the eastern United States.In 2007 the New York City Department of Environmental Protection first teamed up with Alianza Dominicana, a Washington Heights community organization, to educate city residents about the appropriate use of fire hydrants and other ways

Behavioral science approaches to promoting sustainable action have mainly focused on cognitive processes, whereas the role of emotions has received comparably little attention. However, emotions have a great but currently not fully exploited potential to contribute to a sustainable behavior change. In this perspective, we summarize recent research emphasizing the central and indispensable role of emotion in human thinking and judgment. We discuss how these insights can promote affective reactivity toward sustainability issues, help leverage the potential of emotion to motivate action, and improve emotional climate change communication and intervention strategies. We outline a research agenda that we see as crucial for obtaining a solid evidence base on how emotions can optimally promote sustainable behavior. This paper is meant to stimulate discussion and a coordinated research effort on how emotions may be better leveraged to promote large-scale sustainable action and to promote a stronger integration of emotional strategies into the toolbox of policy makers.

According to the Critical Discourse Analysis, language use reflects the power dynamics in various social circumstances. Also, underlying metaphors in the discourse reveal the similarities and differences between the ideas, attitudes, and values of different groups and individuals (Cameron et al., 2009). In this paper, we compare job ads for teachers and CEOs, looking for metaphors and metaphorical frames used to describe perfect candidates. Before that, we provide an analysis of similarities between these two professions and a review of literature discussing the metaphor research on teachers and managers. A couple of interesting conclusions arise. First, there are differences in the self-assumed metaphorical identity of teachers and the metaphors students and works of literature use to describe them. Secondly, in the public discourse, managers’ identity is set in the war metaphor frame, whereas in the leadership theories, they are described either as charismatic or transformational leaders (Storey, 2004a). Finally, our research shows that job ads for CEOs portray the ideal candidates within the charismatic leader frame, leaving out the WAR frame, whereas teacher ads leave out many metaphors that constitute the identity of successful and passionate teachers. This poses the question of why ‘employer branding’ (Backhaus & Tikoo, 2004, p. 501) is not applied to the educational setting and whether this points to the status of these two professions in society.

Introduction: Climate change is increasingly recognised as a critical global challenge, significantly affecting ecological stability and human wellbeing. Coaching psychology, as a discipline supporting behavioural and attitudinal change, has potential relevance in addressing climate-related issues. However, the role and attitudes of coaching psychologists towards climate change remain relatively unexplored. This research aims to explore coaching psychologists’ attitudes, perspectives and intentions to address climate change issues, with specific reference to members of coaching psychology professional bodies across the UK, South Africa, New Zealand and Australia. Method: This study employed an online exploratory survey consisting of 12 multiple-choice and open-ended questions to explore the views of coaching psychologists, predominantly members of the British Psychological Society’s Division of Coaching Psychology. The survey was conducted online and ethical approval was obtained from Henley Business School. This method was most appropriate for this exploratory survey for obtaining responses from all members of professional bodies of coaching psychology in the UK, South Africa, New Zealand and Australia. The questions addressed definitions of climate change, perceived roles and responsibilities of coaching psychologists, and expectations from professional bodies. A total of 45 coaching psychologists completed the survey. Results: Participants responses were analysed using a simple descriptive statistical analysis. This type of analysis is the most appropriate to an online survey. Participants broadly acknowledged climate change as a legitimate coaching concern, (38%) although attitudes varied from strong advocacy for proactive engagement to cautious neutrality. Coaches highlighted the emotional, behavioural, and systemic complexities associated with climate change, indicating a preference for professional bodies to provide clear ethical guidance, targeted training, and resources to support client conversations about climate-related issues. Discussion: The findings illustrate coaching psychologists’ emerging recognition of their potential role in climate action, reflecting broader literature emphasising psychology’s critical contributions to addressing climate change. Conclusion: Coaching psychologists display growing interest and varied readiness to engage professionally with climate change, highlighting opportunities and challenges for professional practice development. The findings of this research provide preliminary insights on the role coaching psychologists can play to address climate change issues. Further research is needed and we advocate from strong cross professional body collaborations on this issue to develop practical actions which coaches can take to address the climate change emergency/crisis.

<p>We are the midst of a climate emergency requiring urgent climate action that is, as yet, unforthcoming both on the scale, and at the speed, commensurate with the associated hazard and risk. This paper presents work that considers this current state of inaction and explores how we might understand the underpinning processes of attitudinal and behavioural change needed through the emotional framework of loss.</p><p>This inaction is also explored through the additional lens of the year 2020, a year of tumultuous social change created by the COVID–19 pandemic. The article draws parallels with and looks to learn from the ways in which the collective loss experienced as a result of COVID–19 may offer a sense of hope in the fight to adequately address climate change but how meeting the Sustainable Development Goals will require climate injustices to also be addressed. We argue that appropriate leadership that guides widespread climate action from all is best sought from those groups already facing the loss of climate change and therefore already engaged in climate-related social action and activism, including youth and Indigenous peoples.</p><p>In this regard we present work from an ongoing project based within the Red River catchment (Vietnam), which is already experiencing enhanced hydrological extremes. Resultant floods, landslides and soil erosion in the upper region is having impacts in communities, whilst relative sea-level rises in the region are affecting the frequency and magnitude of flooding. Our research is working with young people and their communities, alongside social and environmental scientists in partnership, to identify imaginative ways to mitigate these climate change challenges and foster action. The paper will outline how this youth-led approach explores how local, traditional, and indigenous knowledges can develop understandings and strengthen local and societal resilience, incorporating peer-to-peer, intergenerational and cross-/inter-cultural forms of collaborative, and socially just, learning.</p>

Despite widespread calls to action from the scientific community and beyond, a concerning climate action gap exists. This paper aims to enhance our understanding of the role of connectedness to nature in promoting individual-level climate action in a unique setting where climate research and action are lacking: Canada’s Provincial North. To begin to understand possible pathways, we also examined whether climate worry and talking about climate change with family and friends mediate the relationship between connectedness to nature and climate action. We used data collected via postal surveys in two Provincial North communities, Thunder Bay (Ontario), and Prince George (British Columbia) (n = 628). Results show that connectedness to nature has a direct positive association with individual-level climate action, controlling for gender and education. Results of parallel mediation analyses further show that connectedness to nature is indirectly associated with individual-level climate action, mediated by both climate worry and talking about climate change with family and friends. Finally, results suggest that climate worry and talking about climate change with family and friends serially mediate the relationship between connectedness to nature and with individual-level climate action. These findings are relevant for climate change engagement and action, especially across Canada’s Provincial North, but also in similar settings characterized by marginalization, heightened vulnerability to climate change, urban islands within vast rural and remote landscapes, and economies and social identities tied to resource extraction. Drawing on these findings, we argue that cultivating stronger connections with nature in the places where people live, learn, work, and play is an important and currently underutilized leverage point for promoting individual-level climate action. This study therefore adds to the current and increasingly relevant calls for (re-)connecting with nature that have been made by others across a range of disciplinary and sectoral divides.

Reconciling climate action with the need for biodiversity protection, restoration and rehabilitation.

• Young people describe the negative impacts of climate change on both the environment and their mental health. • Young people with high depression symptoms describe feeling pessimistic about climate change and action. • Young people think a balance of Hope and Fear in climate messaging is needed to spur action. Youth mental health is in crisis. Climate change has the potential to tip more young people into depression and anxiety. Knowing how young people with and without depression symptoms view climate change could guide interventions to mitigate against climate induced mental health issues. We carried out in-depth, semi-structured interviews with ( N = 27) young people aged 18–25 (M age = 20.3 years). Participants were grouped as healthy controls (C, N = 16, < 16 score on Mood and Feelings Questionnaire, MFQ) or had high depression symptoms (HD, N = 11, ≥ 27, MFQ). Using thematic analysis, we explored participants views on climate change, climate action, climate messaging, climate agency and mental health. From the interviews, eight key themes emerged: (1) Negative environmental events – Climate change was understood as ranging from weather changes to natural disasters. (2) Mental health impacts – Most participants reported increased anxiety and depression, with the HD group being more pessimistic about climate change prevention. (3) Benefits of action – Focus on individual efforts. (4) Non-disruptive vs. disruptive actions – Preference for non-disruptive solutions. (5) Hope and Fear in climate messaging – balance is needed. (6) Local and global action – Emphasis on combining both approaches. (7) Leadership – Responsibility placed on politicians, institutions, and environmentalists. (8) Shared responsibility – Families, educators, governments, and celebrities all have a role in climate action. These findings offer valuable insights into the perspectives of young people with and without existing symptoms of depression. Notably, identifying differences—such as varying levels of climate pessimism—based on depression status highlights the importance of climate communication strategies that not only effectively address climate change but also safeguard youth mental health. This is important as those with existing depression symptoms may be more vulnerable to the psychological impacts of climate change.

The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students' attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students' participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy. Keywords: attitudes towards science scale, attitudinal changes, citizen science, science education, water quality monitoring

We are the midst of a climate emergency requiring urgent climate action that is as yet unforthcoming both on the scale and at the speed needed. This article considers this current state of inaction and how we might understand the processes of attitudinal and behavioural change needed through the emotional framework of loss. These issues are further explored through the additional lens of the year 2020, a year of tumultuous social change created by the COVID�19 pandemic. The article draws parallels with and looks to learn from the ways in which the collective loss experienced as a result of COVID�19 may offer a sense of hope in the fight not just against climate change but for climate justice. The article argues that appropriate leadership that guides widespread climate action from all is best sought from those groups already facing the loss of climate change and therefore already engaged in climate-related social action and activism, including youth and Indigenous peoples.

Purpose: This study explores the interaction between youth, climate change, and pastoralism in Turkana County, a climate change hotspot within the IGAD's Karamoja Cluster. The study primarily examines youth's knowledge of climate change, its impacts on their lives, and their involvement in climate action initiatives. Methodology: The study utilizes a mixed-methods approach, combining quantitative data from semi-structured questionnaires with qualitative insights gathered from interviews and focus group discussions. Data collection was conducted in both rural and peri-urban areas in Turkana County, supplemented by a review of secondary information from governmental and non-governmental organizations involved in climate action. Findings: The findings reveal a complex association between youth awareness of climate change, its direct impacts on their livelihoods, and their involvement in climate action. Many youths have superficial knowledge of climate issues, and there is, therefore, a critical need for enhanced education and capacity-building to deepen their understanding of climate change, local and national policies, and global climate processes and actions. Unique Contribution to Theory, Practice, and Policy: The study is grounded on theoretical frameworks of Social-Ecological Theory and Capability Theory to guide the analysis of youth, climate change, and pastoralist livelihoods. This study makes significant contributions to both academic literature and policy development by providing nuanced insights into the role of youth in climate action within the context of pastoralist communities. It underscores the importance of supporting youth-led initiatives and ensuring access to resources that will support them in promoting resilience in the face of climate change. The study's policy implications are particularly noteworthy, as it recommends integrating climate education into local curricula, prioritizing investment in youth-led climate action, and fostering collaboration among young people, local authorities, NGOs, and international organizations. By addressing the unique challenges faced by the youth in pastoralist settings, the findings aim to inform strategic interventions that improve community climate resilience and sustainable development. This study, therefore, advocates for the inclusion of youth perspectives in climate policy discussions, emphasizing their potential as critical change agents in promoting adaptive capacity and sustainable livelihoods within their communities.

Objectives This study aims to examine the mediating effect of climate change problem perception on the impact of emotions toward climate change on climate change responses, prospects, and practice competency. Methods For this purpose, a portion of the data used in the “Study on Carbon Neutrality Promotion Strategies Led by Youth”conducted by the National Youth Policy Institute (NYPI)was extracted. A total of 1,067 high school students were analyzed using SPSS 23.0 and AMOS 20.0. The relationships among the study variables were analyzed using Pearson’s correlation, and their effects were examined through structural equation modeling (SEM). The mediating variable was tested for effectiveness using the bootstrapping method. Results The key findings of the study are as follows. First, there is a statistically significant relationship between climate change responses, prospects, and practice competency and emotions toward climate change as well as perception of the climate change problem. Second, emotions toward climate change were found to have a positive impact on climate change problem perception and practice competency, while having a negative impact on climate change responses and prospects. Additionally, climate change problem perception was found to have a positive impact on both practice competency and climate change responses and prospects. Climate change problem perception was found to partially mediate the impact of emotions toward climate change on climate change responses, prospects, and practice competency. Conclusions The results of the study confirm the importance of climate change concern and is significant that it examined the level of youth's understanding on climate change and explore ways to reinforce it.

Climate change is a complex and contentious public issue, but the risk-management options available to us are straightforward and have well-characterized strengths and weaknesses.

Climate change is undeniably a major challenge of the 21st century and those to come. While scientists agree on this, the public does not as opinions range from climate change deniers to those who devote their lives to fighting it. News media play a crucial role in shaping the public’s opinion on climate change and as they have a significant influence on the public discourse. This paper offers a cross-linguistic comparison of conceptual climate change metaphors in online news outlets from four different countries and two languages. Using conceptual metaphor analysis, I identified prevalent source domains to conceptualize the causes, effects, and responses to climate change. Overall, I found three shared metaphorical frames: war, destination, and construction, as well as additional metaphors in each language. The analysis revealed war and destination as most dominant source domains through which effects and responses are framed. This suggests news media emphasize the severity of effects and urgency to respond through creating a threatening image of climate change, which we do have the power to fight. The pervasive use of these two metaphors in both languages suggest a common understanding climate change.