Harriet is a person-centred therapist whose practice is rooted in nature and outdoor environments. With a background in outdoor childcare and therapeutic work, she pursued an MSc in Psychology: Environment, Health and Wellbeing at the University of Cumbria to deepen her understanding of how the environment supports wellbeing. Here, she talks about her experiences on our programme and shares how her studies have helped her integrate environmental psychology into her practice.
Tell us about yourself, and what led you to study for your MSc in Environment, Health and Wellbeing?
I’ve always been happiest working outdoors. From early jobs on farms and livery yards to running an outdoor childcare provision, I knew I wanted a career where I could wear wellies, work outside, and help people.
My journey into therapy began with my own experience of person-centred counselling, which was incredibly powerful for me. I wanted to offer that same safe space to others, but I also knew I didn’t want to be confined to four walls. At the time, there weren’t any training routes that combined a solid therapeutic foundation with the practicalities of working outdoors. That’s what led me to complete a three-year degree in Person-Centred Counselling at Colchester Institute, because person-centred therapy (PCT) offered the flexibility of working with the client’s needs and preferences in a practical and therapeutic sense, so I hoped the PCT modality would transfer well to working outdoors, but again there was no framework or route to working outdoors, it was all experiential.
During my studies, I was lucky to get a placement with the Wilderness Foundation. At first, I volunteered on group programmes, then gradually began working with clients one-to-one. I started small, often just sitting with a client in one spot with a flask of tea, because I didn’t yet have the confidence to light a fire. Over time, with support from some brilliant outdoor facilitators, I built my skills and confidence—learning bushcraft, fire safety, outdoor first aid—and began weaving these into therapy sessions alongside talking work.
After graduating, I began seeing more one-to-one clients, ran group programmes, and eventually set up my own private practice in my garden. I created a therapeutic space using a greenhouse and small kitchenette, bringing together everything I had learned about blending therapy and nature.
What drew me to the MSc was a desire to deepen my understanding of how the environment supports wellbeing. I wanted to explore the theories and frameworks that explain why outdoor therapy works, and also to find ways of bridging the gap between being a PCT therapist and facilitating therapy outdoors. The MSc has helped me develop a better understanding of the personal framework that integrates the practical, environmental and therapeutic sides of my work.
Can you tell us about your experiences on the course?
I came to the MSc wanting to better understand the human–nature connection – how being outdoors supports health, and what happens when we bring therapy into that space. I wanted to ground my practice in evidence, so that outdoor therapy isn’t dismissed as something fluffy or “hippie,” but recognised as a valid, effective therapeutic approach.
The course introduced me to theories like Attention Restoration Theory, Stress Reduction Theory, and Biophilia hypothesis and the integration of natural elements through design into indoor environments, which gave me the language and science to connect nature with therapeutic practice. I also learned that outdoor therapy is situated within the broader profession of the ‘Green Care movement’, but also stands alone, because many Green Care approaches do not place the therapeutic relationship at the centre. I really enjoyed exploring how humans have always relied on nature for survival and well-being, and how those deep-rooted connections still shape us today, but are somewhat overlooked.
One of the most valuable aspects for me was learning to think like an environmental psychologist. That lens encouraged me to consider not just individuals, but also the wider systems at play: society, corporations, and their commitments to the environment and corporation. I learned to critically assess both the benefits and the potential downsides of environmental schemes, and how they impact humans, nature, and organisations alike. It broadened my perspective beyond therapy, helping me see the different roles and responsibilities at play and sharpening my critical thinking skills.
Academically, I gained valuable research skills. I worked with both qualitative and quantitative approaches, but my dissertation was a qualitative autoethnographic study. That meant I could reflect on my own lived experience as a therapist outdoors. I learned to code data, conduct thematic analysis, and apply frameworks like Braun and Clarke’s to my work. More importantly, I saw how research can shape practice and contribute to bigger conversations in the field.
I also had to consider ethics in a much broader way – thinking not just about my own practice, but how ethics intersect with organisational and societal commitments. That critical lens, coupled with my own research, helped me develop the skill of stepping back from my biases and asking bigger-picture questions: how does this issue connect to my work, and what are the wider implications for the environment, therapy, and society?
On a personal level, the MSc helped me grow in confidence. Presentations pushed me to find creative, engaging ways to share my ideas. Discussions with tutors and peers broadened my understanding and gave me the language to talk about research.
Balancing the MSc with full-time work and being a mum of two was tough, but it taught me organisation, discipline, and the importance of leaning on support networks. It also showed me how to conduct a self-study in a way that went beyond my initial assumptions, connecting personal practice to the broader environmental picture.
What are you most proud of? Are there any achievements that stand out to you?
Honestly, I’m proud that I managed to complete the whole course while juggling family, work, ADHD and Dyslexia – these diagnoses can be difficult to navigate when studying and writing academically. But what I’m most proud of is my dissertation. Initially, I thought I’d do a literature review, but I soon realised the existing research didn’t quite answer the questions I wanted to ask. Discovering autoethnography was a turning point, it allowed me to explore my own practice and contribute something new.
I’m proud that I kept an open mind, let my ideas evolve, and was willing to have my assumptions challenged. Looking at my work through an environmental psychology lens was particularly powerful. It helped me connect my role as an outdoor therapist with the bigger picture of how humans, nature, and even corporations interact—and to recognise both the positive and negative consequences of those relationships. That way of thinking pushed me to extend my knowledge, challenge my biases, and strengthen my organisational and research skills.
The dissertation also helped me understand my dual role more clearly. I’m not just a therapist, but also an outdoor facilitator. Each role supports the other, and both are essential to holding a safe and effective therapeutic space outdoors.
Beyond the dissertation, I’m proud of how I embraced every module, from environmental psychology to research methods, and used them to build towards a bigger picture. It feels good to have created something original that not only reflects my own journey but also has practical implications for the field.
What are your plans for the future? What would you like to do next?
Looking ahead, I’d like to continue developing my qualitative research skills and explore methods that complement person-centred therapy outdoors. I want to keep learning from other outdoor therapists, bringing together different voices and perspectives, and eventually contribute to a recognised framework for outdoor person-centred therapy – something that supports practitioners in their work and helps open doors to wider recognition, even within the NHS.
I’d also like to make my research more accessible, not just for academics but for therapists who want to take their practice outdoors. Many therapists won’t be reaching for research papers in their spare time, so I’d love to share knowledge in more approachable ways—maybe through podcasts, workshops, or community projects—so the ideas are relatable and useful in practice. I’d also love to be part of a community of like-minded people exploring environmental psychology, where we can collaborate and keep building a bigger picture together.
In my own practice, I want to keep growing my outdoor therapy work and ensure that clients receive the best possible therapeutic and environmental experience. I’m passionate about sharing what I’ve learned, whether that’s through teaching, supervision, or developing training that prepares other therapists for the realities of working outside.
Accessibility is especially important to me. I’d like to explore how outdoor therapy can be made available to people who might not otherwise access therapeutic services – whether that’s through outreach, community projects, or working with specific industries like farming. Outdoor therapy has huge potential for those who don’t connect with traditional settings, and I’d love to help bridge that gap.
Finally, I want to keep pushing boundaries: exploring how therapy can be delivered in different outdoor contexts—from gardens to farms—and making it more accessible to communities who might otherwise be out of reach. For me, it’s always about keeping the client at the centre, while showing how therapy and the environment can work hand in hand to support wellbeing.