Girls and Greenery A study conducted by Andrea

Girls and Greenery

A study conducted by Andrea Faber Taylor, Frances E. Kuo, and William C. Sullivan Natural Resources & Environmental Sciences University of Illinois at Urbana-Champaign

With funding from • The Cooperative State Research, Education and Extension Service, U. S. Department of Agriculture • The USDA Forest Service Urban and Community Forestry Program on the recommendation of the National Urban and Community Forestry Advisory Council

Take home message

Take home message Girls with a view of nature at home scored higher on tests of self-discipline.

Presentation outline • • Why Study Girls and Greenery? The Approach The Findings So What?

Why Study Girls and Greenery?

Inner-city girls are prone to risky behaviors: • academic underachievement • juvenile delinquency • teenage pregnancy • substance abuse

To avoid these problem behaviors, girls need to have self-discipline.

Daily exposure to greenery may boost girls’ self-discipline.

Exposure to greenery enhances the ability to deliberately pay attention… Greener Views Better attention

One explanation for how greenery improves attention comes from Attention Restoration Theory (Kaplan, S. 1995) Green views Better attention

According to Attention Restoration Theory • Nature is engaging, so attracts our attention effortlessly. • This allows deliberate attention to rest. • Restored deliberate attention is then available when needed.

If our deliberate attention is restored, then our capacity for self-discipline should benefit. Better attention Greater self-discipline

Self-discipline exists in three forms: • concentration

Self-discipline exists in three forms: • concentration • impulse inhibition

Self-discipline exists in three forms: • concentration • impulse inhibition • delay of gratification

The following study explored whether exposure to greenery does lead to greater self-discipline in children. Green views Better attention Greater self-discipline

The Approach

The Robert Taylor Homes were chosen as a research site because • buildings are similar; only the quantity of nearby vegetation differs

The Robert Taylor Homes were chosen as a research site because • buildings are similar; only the quantity of nearby vegetation differs • residents are randomly assigned to buildings

The Robert Taylor Homes were chosen as a research site because • buildings are similar; only the quantity of nearby vegetation differs • residents are randomly assigned to buildings • residents have similar characteristics

The participants were • recruited by door-to-door interviewers

The participants were • recruited by door-to-door interviewers • 169 mother or primary care-giver and child (7 -12 year old) pairs

The participants were • recruited by door-to-door interviewers • 169 mother or primary care-giver and child (7 -12 year old) pairs • from 12 buildings that represented the full range of amount of nature visible from home

Data collection For each mother-child pair, the trained resident interviewer • asked the mother or care-giver to give both a “green” rating and a “built” rating of their apartment’s views.

Data collection Barren Views Green Views

Data collection For each mother-child pair, the trained resident interviewer • asked the mother or care-giver to give both a “green” rating and a “built” rating of their apartment’s views. • administered standardized tests of self-discipline to the child

Data collection The standardized tests included tasks that measured the ability to • concentrate • inhibit impulses • delay gratification

Green views Greater self-discipline Adults asked, “How natural is your view? ” Children tested on • concentration • impulse inhibition • delay of gratification

The Findings

For girls, was self-discipline related to the amount of greenery in views from home?

All forms of self-discipline were related to green views from home Concentration High scores Test scores Low scores Impulse inhibition 2 2 1. 5 1 1 1 . 5 . 5 0 0 0 -. 5 -1 -1 -1 0 Barren 1 2 3 4 Very green 0 1 2 Barren Greenness of Apartment Views 2 1. 5 3 4 Very green Delay of gratification 0 Barren 1 2 3 4 Very green

Self-discipline increases as the greenness of the view increases High scores 2 1. 5 1 Combined self-discipline test scores . 5 0 -. 5 Low scores -1 0 Barren 1 2 3 4 Very green Greenness of Apartment Views

On average, the greener a girl’s view from home: • the better she concentrates • the less she acts impulsively • the longer she delays gratification

…in short, the better her self -discipline.

For boys, self-discipline was not affected by the view from home.

For boys, self-discipline was not affected by the view from home… why not?

Two studies have shown that boys’ attention is better after playing in greener places.

Nature may affect boys just as much as girls. But because boys spend less time at home than girls, nearhome nature affects boys less.

Future studies may find that boys’ self-discipline is related to the amount of nature in their play area – wherever that is.

So What?

Lack of self-discipline may play a key role in: • teenage pregnancies • juvenile delinquencies • substance abuse • academic underachievement

A self-disciplined girl will better handle • peer pressure • sexual pressure • challenging situations

And, she will • make more thoughtful choices • do better in school

Since greenery near home increases self-discipline in girls…

And greenery in usual play areas may eventually be shown to improve selfdiscipline in boys…

We should provide access to green views for all children.

Ideas for parents, caregivers, and homeowners: • Encourage girls to study or play in rooms with a view of nature

Ideas for parents, caregivers, and homeowners: • Encourage girls to study or play in rooms with a view of nature • Encourage children to play in green spaces and advocate recess in green school yards

Ideas for parents, caregivers, and homeowners: • Encourage girls to study or play in rooms with a view of nature • Encourage children to play in green spaces and advocate recess in green school yards • Plant, value, and care for trees at your residence and in your community

Caring for trees means caring for people!

To share this information with others • Copies of this presentation and other, written materials for nonscientific audiences may be obtained at <www. herl. uiuc. edu> • To quote this information in print, please consult the original scientific journal article: Faber Taylor, A. , Kuo, F. E. , Sullivan, W. C. (2002). Views of nature and self-discipline: Evidence from city children. Journal of Environmental Psychology, 22, 49 -63. Available at www. herl. uiuc. edu

To learn more: On the risks faced by inner city children Berrueta-Clement, J. R. et al. (1984). Changed Lives: The Effects of the Perry Preschool Program on Youths Through Age 19. Ypsilanti, MI: High/Scope Press. Brooks-Gunn, J. & Furstenburg, F. F. Jr. (1986). The children of adolescent mothers: physical, academic, and psychological outcomes. Developmental Review, 6, 224 -251. Furstenburg, F. F. Jr. (1976). Unplanned Parenthood: The Social Consequences of Teenage Child-bearing. New York: Free Press. On the role of self-discipline Baumeister, R. F. , Heatherton, T. F. , & Tice, D. M. (1994). Losing Control: How and Why People Fail at Self-Regulation. San Diego: Academic Press.

To learn more: On greenery and directed attention Cimprich, B. (1990) Attentional fatigue and restoration in individuals with cancer. Dissertation Abstracts International, 51 B, 1740. Hartig, T. , Mang, M. , Evans, G. W. (1991). Restorative effects of natural environment experiences. Environment and Behavior, 23, 3 -26. Kuo, F. E. (2001). Coping with poverty: Impacts of environment and attention in the inner city. Environment and Behavior, 33, 5 -34. Kuo, F. E. , Sullivan, W. C. (2001). Aggression and violence in the inner city: Impacts of environment via mental fatigue. Environment and Behavior, 33, 543 -571. Tennessen, C. M. , Cimprich, B. (1995). Views to nature: Effects on attention. Journal of Environmental Psychology, 15, 77 -85.

To learn more: On directed attention and self-discipline Kuo, F. E. (2000). Environment and Healthy Human Functioning: In pursuit of a mechanism. In Stamps, A. E. III (Ed. ), Building Bridges: Connecting people, research and design. Edmond OK: Environmental Design Research Association, p. 157. On attention restoration theory Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169 -182. On where boys play Moore, R. , Young, D (1978). Childhood outdoors: toward a social ecology of the landscape. In Altman, I. & Wohlwill (Eds. ), Human behavior and environment, Vol. 3 New York: Plenum. Pp. 83 -130.

To learn more: On effects of play area greenery on boys with ADHD Faber Taylor, A. , Kuo, F. E. , Sullivan, W. C. (2001). Coping with ADD: The surprising connection to green play settings. Environment and Behavior, 33, 54 -77. On details of the original study Faber Taylor, A. , Kuo, F. E. , Sullivan, W. C. (2002). Views of nature and selfdiscipline: Evidence from city children. Journal of Environmental Psychology, 22, 49 -63.

Other questions? Contact Andrea Faber Taylor, Ph. D. (afabrtay@uiuc. edu) The University of Illinois at Urbana-Champaign Human-Environment Research Laboratory 1103 S. Dorner Drive, MC-636 Urbana IL 61801