Research Papers
Horticultural Therapy and Asian Refugee Settlement
John Tristan, MS., HTR
Lucy Nguyen-Hong-Nhiem, PhD.
Horticultural therapy was used to ease the acculturation difficulties of Asian refugees experiencing adjustment problems. The strong bond between the individual and an environment of familiar plants was used as a focal point for therapy. Direct involvement with tropical plant groups in a variety of activities was emphasized with a twofold goal: the reduction of anxiety and culture shock and the acquisition of basic work skills. Asian perspectives, therapy factors, specific activities, and the results obtained by the training methodology are reviewed.
Introduction
The acculturation difficulties of the Asian refugee have been recently described (Nguyen and Halpern 1989; Santoli 1988). The western reader is shocked by the terrible experiences and array of traumas faced by the 'boat people' from Vietnam, the cruelties inflicted upon the Cambodian people, and the suffering of the I-I'mong people of Laos. The highly acclaimed film, The Killing Fields (Putnam 1984), gives a vivid account of human tragedy not easily viewed or forgotten. From 1975 to 1988, a total of 881,900 refugees escaped from Southeast Asia and resettled in the United States (I.R.A.C. 1988).
The Refugee Act of 1980 in part describes a refugee as 'a person who is outside their country of nationality, and who is unable or unwilling to return to that country because of persecution on account of race, nationality, membership in a social group, or political opinion'. In fleeing their homelands, often under hazardous conditions, the death of family members or friends, torture, rape, robbery, starvation and disease were common experiences. Those who reached the United States and the freedom it has to offer, are 'survivors' in every sense of the word.
The newcomers encountered numerous problems in the process of immigration. 'The rebuilding of one's life in a strange and radically unfamiliar environment is a long and painful struggle' (The United Nations High Commission For Refugees 1985). Language, culture, religion, culinary staples and climate are markedly different. There is also the social misconception that a refugee experiencing difficulty may be intellectually deficient or in some way inferior. Prejudice in both racial and economic terms further exacerbates individual situations and contributes to the systematic rendering of some refugees to a 'special needs' category. This article will describe an effective program using horticultural therapy with this population.
The horticultural training program at Durfee Conservatory (University of Massachusetts) has been partially described (Tristan and Airhart 1982, 1987). Recognition of the achievements of this program have been acknowledged in Massachusetts by a Commonwealth Citation.
The program currently serves a wide base of primarily adolescent clients of various disabilities from severely to moderately handicapped. Therapy is designed to promote social, physical and emotional functions with a training component that emphasizes occupational skills. Group sessions (three to seven members) with individual concentrations as required are two-fold, focusing on both work and creative horticultural activities. The training environment is a tropical greenhouse (10,000 sq. feet) used to display a conservatory plant collection of ornamental and economic plants. A 40-foot pool stocked with fish, three kinds of caged birds, and several reptile exhibits add to the atmosphere. The spare is utilized by University classes for instruction and is open to the general public as a tourist attraction. An All-America Selections display garden is located adjacent to the facility and showcases new flower and vegetable introductions.
Within this context, the services offered by the program were enlisted to assist members of a growing Asian population in Hampshire County and surrounding counties of western Massachusetts. This community need was recognized and referrals from local agencies were accepted; these included both adolescent and elderly refugees of primarily Vietnamese and Cambodian heritage. All participants had difficulty in adjustment, and were selected on that basis. The minimum period of involvement per client was 15 weeks (one to three sessions per week); the maximum period was one full school year. A summer program for teenagers made it possible for some refugees to return for training for as many as three consecutive summers. Cases were developed on an individual basis with specific goals. Clinically, their need was unique due to cultural and language differences. The commonality with the horticultural therapist was the tropical plant environment of the Conservatory. From this point of reference, a therapeutic approach was devised.
The tropical environment of the greenhouse offered a strong physical presence. The large green leaves enfolded each visitor in warmth and high humidity. This was in stark contrast to a frozen New England winter, and a welcomed balm to the senses of homesick refugees from tropical environments who found the cold months unbearable. Familiar plants, through their association with experience and memory, had powerful effects. Deep sighs of relief, pleasurable facial expressions, and reduced anxiety were observed in this setting.
Resettlement to this country has been an urgent reality, but the tie to the native land has remained strong. Those refugees who escaped war and death ultimately tried to free themselves from 'the chaos, sorrow and absurdity of this world, and become part of nature' (Mauldon and Nyugen 1987). This philosophical orientation is rooted deeply in the Taoist/Buddist attitude assumed by the majority of Asians, and gave them the strength, courage and energy to overcome obstacles and live a normal life again. But the nature they want to be a part of is ideally, in a narrow sense, the physical environment of their homeland.
The high mortality rate of city people killed in massacres has defined the incoming population as primarily countryside peasants with agricultural-rural backgrounds. The village of straw huts; warm, open doorways; a barefoot occupation in the rice fields and gardens of taro, banana, papaya, lemon grass and beans, all thriving in the humid air, have been left behind. The banyan forest is worlds away.
The conditions of a tropical greenhouse are ideal in providing these refugees with that basic need of physical familiarity. The Conservatory fosters this primal relationship, on the most fundamental level, with its plant displays and gardens.
To stimulate this physical bond as a point of reference requires patience and support. Expression and attention can be blocked by fear, cultural mistrust, and the Asian tendency not to readily show emotion or rely on western therapy modes. Asians are taught not to express their feelings, therefore they tend to suppress them. They do not generally seek counseling outside the family. Background training advocates the importance of inner discipline and encourages people to conceal frustration and disappointments, to submerge individual concerns into those of the group. The therapist must understand this state of mind before he/she can offer a displaced person any sense of calm and peace in an often hostile and competitive world. Fortunately, many refugees now realize that counseling and therapy are necessary to overcome their problems. Those who seek counseling then perceive the counselor as an authority figure; one who can relate to their background.
Bilingual interpretation and English as a second language (E.S.L. training) is strongly encouraged during any therapy term to allow the communication necessary for mutual understanding. The horticultural therapist must be involved in this process to be effective.
Program Activities
Direct involvement with specific plant groups in a variety of craft and ornamental activities was emphasized in the greenhouse environment. The goal was to immerse the refugee at a sensory level to reduce tensions and nurture familiarity. Participants were allowed to relax in a noncompetitive, refreshing atmosphere. Gentle prompts to smell and touch were made repeatedly. The eyes were centered on leaves and flowers. Materials were gathered and sorted in a deliberate manner. Palm fronds were used to fashion fans, wall screens, hangings, and small woven mats; bamboo stems were used to make flutes, garden railings, kites, plant supports and fishing poles. Flowers (hibiscus, anthuriun-i, gardenia, camellia) and colorful leaves (croton, dracaena, coleus) were used to fashion arrangements as bouquets, meditation centerpieces, or were mounted in whirls on bamboo, as 'jungle sticks' (a children's favorite). Vegetable and herb gardens were planted using typically Asian crops for food and medicine. Garden maintenance and harvesting were common activities. Food preparation led to shared dinners and a planned garden picnic, which also functioned as a program 'Open House Day.' Native dress and plant labeling in several languages was encouraged in this setting. Acknowledgement of special events (birthdays and American and Asian holidays) were noted, making use of plants and flowers as gifts or decorations. 'Me introduction of new materials specific to an event helped generalize the experience to a cultural level (i.e. poinsettias and wreaths for Christmas). This taught the meaning of standard expressions of holidays in a new country, as well as recognized and celebrated traditional Asian events. Customs from both cultures were exchanged for the enrichment and enjoyment of all participants. Terraria, dish gardens, favorite plants propagated by choice, and corsages provided motivation and built esteem when handmade and given as special gifts to relatives and friends.
Concomitant to this humanistic/activities approach was the systematic teaching of basic greenhouse management and gardening skills. This included work-related attributes needed for future employment. Tools, work dress, schedules, appropriate conversation and behavior were stressed in all the tasks required to operate the greenhouse and gardens. The American style of personnel management and protocol were practiced. The work objective was a strong component of the overall program and was especially meaningful to the refugee.
The Refugee Act of 1980 established economic self- sufficiency as a primary goal of refugee resettlement. The transition to gainful employment is a much preferred alternative to welfare. The refugees themselves find public assistance humiliating. Even though the refugees are eligible to receive cash and medical assistance from the federal government for up to one year from arrival date, they feel ashamed and will accept any menial job to avoid the stigma of welfare. Rooted in the Asian culture is the sense of family pride (Santoli 1988) which is instilled in all children, especially sons. The dutiful son will work any job to support his family rather than face the shame of dependence on public assistance. This drive to self-sufficiency has led many to develop their skills and seek further education. Employment plays a key role in developing identity, economic independence, and social and personal contacts (Kiernan 1986). In many cases attendant skills can be readily transferable to new tasks with additional training (Massachusetts Office of Refugee Resettlement 1987).
This program attempted to foster a refugee's natural ambition and to lay a foundation of success and useful habits during the critical adjustment stages of resettlement. Helplessness, apathy and failure were eliminated. The resulting success with many refugees has been dramatic.
Summary
The adjustment struggle for personal identity in a new environment can be aided by horticultural therapy. 'Me goal in all activities was to allow the social and emotional nature of each person to unfold using the medium of living plants and flowers. Immigration can be a brutal and shocking change. Providing an intermediate shelter in a greenhouse can help reduce culture shock and defuse damaging emotional tensions. The process of transference from a plant sanctuary to the home environment is powerful. The personal living space is enriched with plants, the process from 'hand/greenhouse' to 'heart/home' works in a most fundamental way. A part of one world is brought into the boundaries of another (Neuberger 1988). Calm and security are internalized and the experience reduces anxiety and increases peace of mind. The challenges become more manageable when a path to positive feelings and peace is available.
Parallels drawn from the operation of this program can be taken and utilized by any greenhouse or favorable climate location. The therapeutic benefits of horticultural therapy can be valuable.
The transition into and acceptance of the refugee's new world can be facilitated by regular exposure to familiar plants and flowers. The dysfunction and depression experienced by some refugees proved to be of a temporary nature when intervention with therapy was prompt. Elderly refugees required more time and experienced more pronounced difficulties accepting and resolving resettlement. Improvement in several of these cases required more patience and greater effort than with younger, more adaptable refugees. The involvement with horticulture clarifies the essential bond between environment and self in a new land and context. A pleasant link with the past is renewed; a life fine to something valued and esteemed is drawn.
Since 1984, 26 refugees have been officially involved and have left the training program. Of this number, 17 are now gainfully employed in the community or at the University of Massachusetts as classified support staff. Nine are full- time high school or college students with part-time jobs. Two (both elderly) are now on public assistance. This favorable record is encouraging, and illustrates that with understanding and compassion much can be accomplished.
References
- Indochina Resource Action Center (I.R.A.C.) 1989 The Bridge, Washington, D.C., 5(4), December.
- Kiernan, W. E. 1986 Employment: A Vital Process in Transition. Chapter 6, Tenth. Mary E. Switzer Seminar, held November 13-15, 1985, National Rehabilitation Association.
- Massachusetts Office of Refugee Resettlement. 1987 A guide for employers of refugees. 1-8.
- Mauldon, M. and L Nguyen-Hong-Nhiem. 1987 Blood Brothers. Translation of Freres De Sang by Pham Van Ky, Yale Center for International Area Studies.
- Neuberger, K. R. 1988. Some Conceptual Ideas in Horticultural Therapy Drawn from Practice. Journal of Therapeutic Horticulture, 111: 9-13.
- Nguyen-Hong-Nhiem, L. and J. M. Halpern. 1989. The Far East Comes Near. University of Massachusetts Press.
- Putnam, D. 1994. The Killing Fields. International Films Investors production of book by Goldcrest. Released by Warner Brothers.
- Santoli. A. 1988. New Americans, an oral history. Immigrants and refugees in the U.S. today. Viking Penguin Inc., New York.
- The United Nations High Commission for Refugees. 1985. Geneva, Switzerland, 14: 35-36.
- Tristan, J. and D. Aidiart. 1982. Horticultural Training Programme at Durfee Conservatory. Growth Point, Society for Horticultural and Rural Training Limited, Frome, Somerset, Great Britian, Autumn (13).
- Tristan, 1. and D. Airhart. 1987. Horticultural Training Program for Special Students. Focus on Exceptional Children, 19(5):11-12.
About the authors
John Tristan is the director of the Horticultural Training Program at Durfee Conservatory, Department of Plant and Soil Sciences, and is an instructor of horticulture with the Division of Continuing Education, University of Massachusetts, Amherst, Massachusetts.
Lucy Nguyen-Hong-Nhiem is currently an academic counselor with the Bilingual Collegiate Program, and teaches Vietnamese language and literature at the University of Massachusetts, Amherst, Massachusetts. She is also currently the vice-chairperson of the Governor's Advisory Council on Refugees and Immigrants (State of Massachusetts).
