Growing Within Nature

Growing Within Nature:

Connecting Inyo County Youth to the Wilderness
Whitney Hansen-Hiraki
Prescott College

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Imagine, ...the grace and stealth of a cat, the cunning of a fox, the lighthearted spirit of a
butterfly, the rowdiness of coyote, the fluid grace of a trout, the power and roar of a bear, the joy
and song of wren (Plotkin, 2008, p. 122). Endless metaphors can be found in nature and are a
significant guide in human development. Throughout time, people have moved from this
intimate relationship with Mother Earth and her processes, to a place where experiences are
commonly virtual. Those born before Generation Y might reminisce about playing in tree houses,
building forts, ranging over the land and being outside in the fields until supper. Now, all the new
gadgets, like cell phones, electronic tablets and computers, keep most of us occupied. I, too,
remember the good old days but today find myself seldom leaving the house without my
smartphone. The detachment from Mother Earth, lifes greatest teacher, mentor and guide, can
leave one feeling lost, lonely and confused. Fortunately, the answer is easy. Reconnecting to
nature simply requires walking out the door. Even in developed areas, there are little
microclimates teeming with wildlife (Louv, 2008). It takes curiosity to explore and to look
deeply in more urban places, but the tightly woven fabric of ecology is ever present. The search
is easier for those who are fortunate enough to live amongst the great outdoors, like those in Inyo
County, California, where the opportunities abound. Nevertheless, many local, Inyo County
children are detached from their roots. The inquisitiveness has been buried in boredom, apathy,
lack of enthusiastic mentors, complacency, fear and so on. Looking at the importance of
unstructured time in nature, what is, and can be done to help the youth find their way back
home?
As a young child, I remember crunching oak leaves in my hands during the autumn,
attempting to catch snowflakes on my tongue through the winters cold, smelling the fresh scent

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of blooming flowers in the spring, and spending the summer basking in the sun by the rivers
edge. These are all experiences that are tangible and lasting, yet are so common, it is easy to
overlook the value. For example, the disintegrating leaves teach about the cycle of life. Likewise,
snow, water and the visibly cold breath demonstrate the different states of matter. Each meeting
with the wilderness has the possibility to be embedded with rich discovery, awe and
wonderment. Nowadays, I have found life teachings in outdoor adventure sports. While moving
downstream in a kayak, I must go with the flow, but also stay engaged and ready to move past
obstacles. Mountain climbing requires watching patterns of weather, knowing the four directions
and self-perseverance. Skiing has given me tools to broaden my view and scan the whole
landscape. The spots most likely to trigger avalanches often house great clues, so you look
around to gather as much information as possible to have a safe and fun ski down. It is easy to
become narrow-focused and miss the obvious snags that are all around. Rock climbing is
challenging but, with every outing I become more confident. Believing in myself leads me to, as
Banduras self-efficacy theory states, organize and execute the courses of action required to
manage prospective situations (Pajares, 2002). These lessons have come through trial and error,
but all have come from doing, rather than sideline observing, watching television or searching
the internet. Real life learning takes getting outside and being unafraid to sit in the arms of
humility.
Due to the rapid growth of suburban areas and attachment to electronics, children are
losing their direct connection to the wildness of the planet. Richard Louv (2008) describes this
phenomenon as nature deficit disorder in his book Last Child in the Woods. Louv (2008)
argues that anxiety, attention deficit disorders and obesity are directly linked to a deficiency of

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unstructured time spent in the wilderness. It is no wonder why this is happening, as American
culture today reinforces the dependency on technology and a more urbanized lifestyle. While
accessibility to electronics, gadgets and information has many benefits, there is a strong
detachment happening from the local land. Instant access to vibrant pictures of the rain forest on
the Internet and television shows, both of beauty and devastation, can create an emotional
response strong enough for one to want to create change. But what about ones own backyard
and actually getting dirt underneath the fingernails? Technology can provide access for
education, but can never replace the lasting impact of a direct experience (Louv, 2008). So why
are many children, and adults, staying inside? There are many excuses for children not spending
unstructured time in the wilderness; along with electronic attachment there is parental
transference of fear, location and availability, sensation of not enough time and rules and
regulation of housing developments (Louv, 2008). However, the human need for nature is linked
to emotional, cognitive, aesthetic and even spiritual development (Kellert & Wilson, 1993, p.
42). If parents understood the importance that play in the wilderness has on healthy development,
then maybe they would make it a priority.
Nature is crawling with opportunities for children to explore, watch and interact with
other life forms. Wandering through the open expanse inspires creativity and compassion
(Plotkin, 2008). Through exploring the land, children begin to care for, bond, cooperate and form
an affinity with the environment. Stephen R. Kellert, one of the leading forefathers in biophilia,
describes nine innate values that are either adaptive or maladaptive due to nurturing. Of these,
the Humanistic Response describes the human need to socialize (Kellert, 1996). Children can
begin to learn the value of life by exploring the trees, bugs, dirt and critters, then transpose the

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interaction into other kinships. As children explore deeper into the inner workings of the
ecosystem, they begin to generate an understanding of relationships and interdependencies. The
knowledge and comprehension that one finds in nature can then be interpreted and synthesized,
...extrapolating these understandings to other contexts and circumstances (Kahn & Kellert,
2002, p.122). Social and emotional maturation begins with the cultivation of curiosity, setting
forth in exploration and applying these concepts into other areas of life. Moreover, linking with
the natural world instills a sense of belonging, joy and wonder.
Along with social and emotional development, nature provides one with awareness and
cognitive growth. When out in the wilderness, there is an engagement of all the senses. The
beautiful sights, myriad sounds, rich smells, intriguing tastes and touch, both tactile and abstract,
come together and heighten awareness. The ceaselessly changing wilderness is an infinite
reservoir of information. As perception grows, children can identify detail in characteristics,
discern patterns, categorize, and collect data (Louv, 2008). A bird is no longer just a bird, but
becomes an observation, inquisition and then a specific kind of feathered friend. The activation
of senses boost concentration and attention to detail, which can allow one to recognize different
birds calls, or even exactly what a bird is signaling (Young, Hass & McGowan, 2010). Being in
nature piques one to question, watch, gather information and reach conclusions. The ability to
inquire, explore and synthesize are signs of healthy human maturation (Plotkin, 2008). The
visceral experiences found in outdoor play cannot be replaced by the restricted sensory (visual
and auditory) time spent in front of a television, computer or even inside in a classroom.
To round out the child development model, open play in nature is an important piece to
healthy physical development. Clearly there is a correlation between increased electronic

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recreation and increased childhood obesity (Sobel, 2008, p. 109). In the wilderness, there are no
building codes or regulations. So, kinesthetic and full-body coordination are challenged. United
States building codes make it easy for residents to become mindless as all stairs are equal size,
sinks are at the same height, etc. Having to move with the uneven environment keeps children on
their toes and tests agility. Allowing nature to guide the way, a curious child might meander
along the rivers bank, or chase ducks to see how they take flight. The increase in prescriptions
for attention deficit disorders could be mitigated by letting kids find their own way outdoors. The
wondering and wandering is a great outlet for physical energy (Louv, 2008). Also, if finding
engagement in something one loves, then he or she is effortlessly practicing attentiveness. The
simple act of having no structure keeps kids wanting more, and taking initiative for self-direction
and autonomy. In reality, there is no good way to pick apart the benefits of social/emotional,
cognitive and physical development that are gained through unstructured time in nature. They all
blend together and fulfill the necessary components of healthy and happy child growth.
With many years of traveling and working as a whitewater rafting guide, I find a sense of
tranquillity, community and joy when out in nature. When I go outside, there is clarity in the
cycle of life and a visual realization of the interdependencies of everything on this Earth. For me,
this gives comfort and trust that everything is going to be okay. Likewise, the vastness of nature
leaves me humbled and feeling vulnerable. The lessons coincide and give me strength, courage
and a rooted sense of happiness. The simple matter of fact is, the fresh air alone triggers visceral
sensations that plunge me into the present moment and give me a sense of really being alive.
When I walk out in nature, I come home to my own true nature. Through trial and error, I have
come to this realization and hope to share my experiences with youth and their families.

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Settled on the Eastern border of California, Inyo County offers endless exploration
possibilities. Meandering through the deep valley is the Owens River with mountains towering
over 14,000 feet high, both to the East and the West. Along the riparian corridor, willow and tule
grow in abundance and the little birds stick to the underbrush to avoid the hawks. Away from the
moisture of the river, the land is dotted with hearty desert bushes. Both the tallest mountain in the
contiguous United States and the lowest point on Earth are within Inyo County, making the area
an outdoor lovers paradise. Native Paiute Indians inhabited a large portion of Eastern California
and lived off the land before the Gold Rush. In the mid-1800s, white settlers began migrating to
the area due to its unique landscape and abundance of ground water. Today, many young adults
in the area, including myself, have moved here to be close to the refuge and solitude found in the
wilderness. Inyo County offers such easy access to nature it is not only a desired place to live,
but has become an international vacation destination. Mountaineers, skiers, rock climbers, hikers,
4x4 and motorbike enthusiasts, hot spring soakers, National Park travelers, anthropologist,
geologists, photographers, ecologists, hydrologists...the list goes on and on...come from around
the world to get a taste of the unique and magnificent landscape.
Despite Inyo Countys abundance and easy access to untouched nature, local children are
still falling victim to nature deficit disorder. Pat Toomey, principal of Home Street Middle
School in Bishop, California, shared that many students have not even been to the nearby lakes,
or gone for a hike in the mountains (personal communication, November 2, 2012). Some find it
difficult to get out because of finances, while others lack the knowledge of all the possibilities.
Consequently, the majority of the population in the countys juvenile detention center is of the
economically struggling Native American and Hispanic cultures. Educating parents and

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providing children with opportunities is a possibility to help alleviate this situation. Although
some trails in the area require personal transportation and a small cost, the whole county is
surrounded by, and an easy walk to, wilderness.
Community Intervention Outreach Worker for the Toiyabe Indian Health Project,
Kristopher Hohag, works closely with teens in Inyo Countys juvenile detention center. He states
that the typical offense of those in the detention center is drug and/or alcohol related and, more
often than not, these kids are repeat offenders (personal communication, November 14, 2012).
One of the common wholeness deficits among drug-abusing teens is the unfulfilled and utterly
natural longing to directly experience the mysteries of life (Plotkin, 2008, p. 22). Due to the
abundance of wilderness experiences at the fingertips of local children, it is a concern that kids
are turning to mind-altering substances over engagement and fascination of the boundless
expanse. Drawing together the drug and alcohol related offenses with deficiency of time spent in
nature throughout Inyo County adolescents, one can conclude that getting into the wilderness
would help keep teens out of the system.
In a town rich with Native American culture, it is a wonder how the community has
psychologically moved so far away from the connection with Mother Earth. In Inyo County, the
Owens Valley is known to the local Paiute as Payahnad, translating into English as place of
flowing water (K. Hohag, personal communication, November 14, 2012). The Paiute tribe
historically thrived by living off the rich land. Until the first attacks between the white settlers
and the Natives in 1859, the Paiute were recorded, by Captain Davidson and Von Schmidt, to still
be practicing pre-agrarian techniques (Walton, 1992). There is some dispute whether the Paiute
were practicing intentional agriculture or were just enhancing the local land. Paiute Elder,

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Henry Williams, took me on a walk along one of the hand-dug irrigation ditches. Mr. Williams
described how the irrigation systems were built to follow the curves of the terrain and enhanced
the natural landscape (personal communication, March 11, 2013). Bringing more water to certain
areas allowed larger numbers of native plants to flourish, fish to spawn and game to come for a
drink. The Paiutes worked together as a community to hunt and gather food. They also follow the
cycles of the seasons. The patterns of birth and death found in every day, each moons passing,
and the changing of seasons throughout the year, illustrate the rites of passage and maturation
process of each member of the tribe. The relatively recent bombardment of western culture, from
essentially Neolithic to current consumerist, has the likelihood to be even more jarring. As stated
above, a majority of teens in the detention center are of Native American descent. Keeping this in
mind, it is important to be sensitive to the background of each individual child.
Through the Toiyabe Indian Health Project, some intervention practices are already in the
works for Native teens, include writing circles and mixed-media arts. Mr. Hohag has also started
an experiential education class, PayahuunAdventure for Youth Advancement Program (PAYA
Program), for sixth-grade students focusing on environmental education, cultural heritage and
community engagement (personal communication, November 14, 2012). Since this project is in
the beginning stages, it is too early to report all the positive results. However, in the past few
months since I have began working with the program, I see a spark in the eyes of the children
every time they walk out the door. We take the kids outside for an experience that is fun and
conceptual but, through play, becomes tangible. Taking on the acronym PAYA was mindful as the
word means water in Paiute. The kids receive invisible teachings through the thoughtful
planning of the mentors. In the program name alone, there is a glimpse of local language, the

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simple fact that water is necessary for survival and, the less glamorous battle of water rights in
the area. The idea is to plant the seeds of interest. Then, from the launching pad, the kids have
the opportunity to feed their curiosity, ask questions and steer away from apathy (Young et al.,
2010). The community is starting to recognize the need and benefits of reconnecting the youth
with the wilderness and is now offering more grant money to expand the PAYA Program. Other
outreach workers at Toiyabe are in the planning stages of more ways to give Native kids
something virtuous to do in their free time. Some ideas that have been presented to the board are
photography, videography, music making, cultural activity night, fishing trips and community
service (K. Hohag, personal communication, November 14, 2012). While it is unknown what
will come to fruition, the focuses are on Paiute culture, self-expression and the environment.
Extending to all members of the community, Inyo Countys Health and Human Services
offers the wrap around program that focuses on mental health of adolescents. The programs
aim is to keep troubled youth from being shipped off to group homes. While the majority of kids
in the program are mandated as a condition of probation, the doors are open to everyone.
Michelle Orem, lead psychotherapist, recognizes the teens hesitation to talk therapy and has
been working on new ways to inspire change (personal communication, October 24, 2012).
Involving the whole family was one intervention undertaken this past summer, where the kids
and parents exercised with milestone rewards. Positive feedback has also come from taking the
kids on hikes and playing Frisbee. Mrs. Orem states that even a drive up to the mountains is
advantageous because shoulder to shoulder talk is more comfortable for the teens than face to
face therapy (personal communication, October 24, 2012). Getting the kids out and moving

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around has helped children of the area remain home with their families rather than face
alternative intervention.
There is good momentum behind getting the local kids out and experiencing nature.
Although, the question is still, What else can be done? The county has no public after-school
programs, not even one. There are some school sports, but there is nowhere for indigent families
to send their children after school. Fortunately, to get kids and families outside does not need to
cost money. Programs could be easily designed to join kids in outside activities that are walking
distance from the schools and would still be able to fit the budget of a small grant. One goal in
creating these programs is to reduce the numbers in the juvenile detention center, although
having the programs would be beneficial to all community members. Another important
consideration is parental education. If adults can gain the insight that has been detailed here, then
providing opportunities for their children to play in nature would definitely become a focus.
Often children are just following in the footsteps of their parents and teachers. It is important for
the elders to lead the way. Luckily, Inyo County is rich with opportunities to get out, for both the
old and the young, and experience nature.
Through the workings of Richard Louv (2008), Bill Plotkin (2008), Stephen R. Kellert
(1996), David Sobel (2008), and others in the field, it is recognized that children are spending
less time out in the wilderness despite evidence showing that unstructured time in nature is
essential for healthy development. The children of Inyo County are part of this statistic even
though the area is teeming with open wild spaces. I speak from a place of passion, because I see
the opportunities here are endless. Current intervention practices in the area are initiating change
and opening the door for more outdoor programs to help children blossom. Inyo County is a

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gigantic natural playground, so, regardless of race or economic status, there are no excuses. It is
vital to get out in the wilderness. If teens have missed out on the important benefits that nature
has to offer during early and middle childhood, it is not too late. Nature deficit disorder does not
have to be a part of the community. As an adult, teacher, parent, sibling or friend, it is ones
responsibility to lead the way. Beyond pointing fingers and speaking about experiences, one
must demonstrate morals and values, and be the mentor for the youth of today.

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References:
Kahn, P. H., & Kellert, S. R. (2002). Children and nature: Psychological, sociocultural, and
evolutionary investigations. Cambridge, MA: The MIT Press.
Kellert, S. R. (1996). The value of life: Biological diversity and human society. Washington,
DC: Island Press.
Kellert, S. R., & Wilson, E .O. (1993). The biophilia hypothesis. Washington, DC: Island Press.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder.
NC: Algonquin Books of Chapel Hill.
Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved March 19,
2013, from http://www.emory.edu/EDUCATION/mfp/eff.html
Plotkin, B. (2008). Nature and the human soul: Cultivating wholeness and community in a
fragmented world. Novato, CA: New World Library.
Sobel, D. (2008). Childhood and nature: Design principles for educators. Portland, ME:
Stenhouse Publishers.
Walton, J. (1992). Western times and water wars: State, culture, and rebellion in California.
Berkeley, CA: University of California Press.
Young, J., Haas, E., & McGowan, E. (2010). Coyotes guide to connecting with nature.
Shelton, WA: Owlink Media Corporation.