Background: The escalating disconnection between humans and the natural world has catalyzed a rise in psychological distress, specifically climate anxiety and ecological grief. Despite the therapeutic potential of the outdoors, traditional clinical mental health training often neglects the integration of environmental contexts into professional therapist development. This article presents a comprehensive pedagogical framework for a 14-week graduate-level ecotherapy course. The curriculum is designed to bridge the gap between traditional office-based counseling and nature-integrated practice, equipping future clinicians with the competencies required to address modern ecological stressors. Method: This study utilized a pedagogical action research approach, the manuscript describes an experiential curriculum that synthesizes core theoretical foundations such as Attention Restoration Theory (ART) and the Biophilia Hypothesis with immersive, field-based assignments. A clinical case study is employed to demonstrate the practical application of the "therapist-client-nature" triadic relationship, illustrating how nature serves as a co-therapist in the healing process. Results: This study’s findings suggest that integrating ecotherapy into counselor education fosters significant growth in empathy, professional identity development, and environmental stewardship. The experiential model reduces "nature-deficit" in trainees and enhances their self-efficacy in addressing climate-related distress within diverse clinical populations. Conclusions: As climate-related mental health challenges become a global priority, ecotherapy must evolve from a specialized elective to a core component of clinical training. This curriculum provides a replicable, evidence-informed model for academic institutions seeking to decolonize therapeutic practices and promote holistic, sustainable well-being.
Megan Delaney (Sun,) studied this question.