Throughout this week, I looked into resources that were references of the announcement of the original University of Bath study. I found that although each of these resources cover distinct topics, they all interlink with each other in the sense that they are focused on various aspects of climate anxiety, particularly the educational side of it, its upsides and downsides, and the way in which it is expressed among youth. There are 33 references that the original announcement study cited, and I found that more often than not, some of these sources were redundant with one another. Nevertheless, I felt that it was very informative to read about the issue of climate anxiety from multiple experts’ perspectives.
A few questions that arose in my mind as I decided which studies to dig deeper into and read through are: Is climate anxiety more beneficial or harmful to youth? How can climate anxiety be quantified to better understand its effects? How important of a role does climate education play in the formation and assistance of climate anxiety? From my research done in the past two weeks, I learned a lot of information about how severe climate anxiety can be and the effective ways to lessen its detrimental emotional impacts on children. This week, I asked these aforementioned questions because I thought it would be a good idea to do some research on the mechanisms of climate anxiety. Since I know that it is too widespread of an issue to be completely eradicated, it would be a good idea to discover how to possibly diminish it.
Next week, I plan on continuing my work from this week. Additionally, I might take some time to remodel the questions asked in the survey from the original announcement study, so stay tuned!