1. The Greens as Change Agents: Enabling Human Behavioural Change for a Sustainable Future
Dr Amanda Shea Hart

5. Luke Nicholson / World Animal Protection

9. Our World of Wonder has become a World of Blunder The clock is ticking

10. Humans Rule the World and Create Human Suffering
Disadvantaged communities suffering greatly (UNESCO 2013)
Advantaged populations suffering
Pandemic of developmental toxicity (Grandjean & Landrigan 2014).
The convenience of modern living is the convenience of self destruction

11. What Drives Human Behavior
In the Capitalist World:
Human beings have become human doings
An intensely social species - now driven by dominant capitalist norms
Detached from nature
Humans driven by greed not need

12. Australian Aboriginal Statement:
We belong to the land. If we don’t look after it, it won’t look after us.

13. Rationale for Dominant Species Syndrome (DSS)
Name it to tame it by:
Recognition
Intervention
Recovery
Naming a problem accurately assists in its resolution (Graycar & Morgan 2002)
Construction of a problem influences how it will be managed (Ptacek 1999)

14. Goal of DSS
Transformation of people from Ownership to Guardianship of planet Earth and to live sustainably in harmony with, and respect for the natural world.

15. Dominant Species Syndrome Definition
Dominant Species Syndrome means the damage, destruction, abuse, or disregard for the wellbeing of any living creature or the natural environment by human beings, individually or collectively.
The ultimate aim of recognizing and addressing DSS is to respect and protect all life on Earth.

16. DSS Criteria Criterion A: Dominant Behaviour
Criterion B: Human- Centric Thinking
Criterion C: Individualistic Survival Responses

17. Taking Action Steps for Human Behavioural Change
Transforming ourselves as the dominant species is the ultimate environmental activism.

18. Framework: Multifaceted Approaches
Health and welfare interventions to integrate: Eco-psychology; Mindful Practice; & Psycho-education on Eco-parenting for:
Children & families
Community
Education at all levels – (Pre-school, School, University & TAFE for all disciplines) on Eco-parenting & Eco-psychology to:
Encourage acceptance of more functional knowledge, beliefs & values that redefine what are acceptable practices
Encourage non-toxic upbringing & lifestyle
Attach children to nature
Develop empathy for other life forms & nature

19. Framework - Multifaceted Approaches Ctd.
Community capacity building
Work in partnership with Indigenous people
Contribute social science input to eco-sustainability projects /interventions/activities
Cross sector collaboration across all fields of practice/education/industry
Exchange knowledge across disciplines & science fields
Contribute to & integrate research from different fields to understand impacts & what each field of practice needs to address
Policy change to support the above

20. Some Required Policy Development To support the intricate web of life
Social Sciences early intervention & prevention approaches for individuals, families, groups and communities to include eco-sustainability
Education - Pre-schools, Schools, & Universities for all disciplines required curriculum to include eco-sustainability
Community capacity building
Support eco-friendly local interventions/campaigns/projects
Group programs for adults & children
Cross disciplinary collaboration
Social sciences & health & environment services
Research to develop evidence based practice

21. Some Required Policy Development To support the intricate web of life
Government Policies
Integrate the primary principle: sustainability is everyone’s responsibility
Support sustainability practices for:
Human services; Urban & regional development; Industries; Finance; Environment; Animal welfare
Create Legislation to regulate human unsustainable behaviors/activities
Organizational policy development
Eco-sustainable workplace protocols

22. Motivating Change Be in a Mindful state (Mirror neurone transmission)
Encourage small practical lived experiences
Provide culturally & age appropriate leadership
Invite & give choice
Give support & association
Use positive reinforcement
Lead by example for individuals, families, communities & societies.
Neuroscience shows we have a lot to gain from experience of nature including living life with passion and discovery; and taking on new experiences.

23. Adverse Impacts from Stress
Neuroscience shows stress negatively impacts:
Rational thinking
Creative problem solving
Management of emotions and impulses
Reflective capacity
Development of new thoughts as existing emotions & memories are reinforced
Heightened cortisol levels & blood pressure

24. Creating Human Psychosocial Change
Inspire to rewire (Siegel)
Mindful Practice alters brain function, mental activity and interpersonal relationships towards wellbeing (Siegel 2009). It activates the ‘circuitry of compassion’(Siegel 2014) in regard to other people and nature.

25. Self Reflection on Effective Social Engagement
Reflect on and share a brief statement about an effective community engagement step you have taken in regard to sustainable living

26. Meaningful Social Engagement
Use your established contacts
Join a like-minded values based group
Respect culture & values of the groups we interact with
Gently share your ideas & appraise their receptivity
Demonstrate leadership in small local ways
Show leadership though networking with local councils, politicians, media, advocacy groups, or doing local presentations
Cross sector collaboration and establish more networks.