1. Girls and Greenery

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

3. 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

4. Take home message

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

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

7. Why Study Girls and Greenery?

8. Inner-city girls are prone to risky behaviors: academic underachievementacademic underachievement juvenile delinquencyjuvenile delinquency teenage pregnancyteenage pregnancy substance abusesubstance abuse

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

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

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

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

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

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

15. Self-discipline exists in three forms: concentrationconcentration

16. Self-discipline exists in three forms: concentrationconcentration impulse inhibitionimpulse inhibition

17. Self-discipline exists in three forms: concentrationconcentration impulse inhibitionimpulse inhibition delay of gratificationdelay of gratification

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

19. The Approach

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

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

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

23. The participants were recruited by door-to-door interviewersrecruited by door-to-door interviewers

24. The participants were recruited by door-to-door interviewersrecruited by door-to-door interviewers 169 mother or primary care-giver and child (7-12 year old) pairs169 mother or primary care-giver and child (7-12 year old) pairs

25. The participants were recruited by door-to-door interviewersrecruited by door-to-door interviewers 169 mother or primary care-giver and child (7-12 year old) pairs169 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 homefrom 12 buildings that represented the full range of amount of nature visible from home

26. 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.asked the mother or care-giver to give both a “green” rating and a “built” rating of their apartment’s views. Data collection

27. Barren ViewsGreen Views Data collection

28. 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.asked the mother or care-giver to give both a “green” rating and a “built” rating of their apartment’s views. administered standardized tests ofadministered standardized tests of self-discipline to the child

29. The standardized tests included tasks that measured the ability to concentrateconcentrate inhibit impulsesinhibit impulses delay gratificationdelay gratification Data collection

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

31. The Findings

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

33. All forms of self-discipline were related to green views from home -.5 0.5 1 1.5 2 12304 -.5 1.5 123 0.5 1 2 0 4 -.5 1.5 12 3 0.5 1 2 0 4 Greenness of Apartment Views BarrenVery green BarrenVery green BarrenVery green ConcentrationImpulse inhibition Delay of gratification High scores Low scores Test scores

34. -.5 0.5 1 1.5 2 123 Greenness of Apartment Views 04 High scores Low scores Combined self-discipline test scores BarrenVery green Self-discipline increases as the greenness of the view increases

35. On average, the greener a girl’s view from home: the better she concentratesthe better she concentrates the less she acts impulsivelythe less she acts impulsively the longer she delays gratificationthe longer she delays gratification

36. …in short, the better her self-discipline.

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

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

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

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

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

42. So What?

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

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

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

46. Since greenery near home increases self-discipline in girls…

47. And greenery in usual play areas may eventually be shown to improve self- discipline in boys…

48. We should provide access to green views for all children.

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

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

51. Ideas for parents, caregivers, and homeowners: Encourage girls to study or play in rooms with a view of natureEncourage 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 yardsEncourage 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 communityPlant, value, and care for trees at your residence and in your community

52. Caring for trees means caring for people!

53. To share this information with others Copies of this presentation and other, written materials for nonscientific audiences may be obtained at Copies of this presentation and other, written materials for nonscientific audiences may be obtained at To quote this information in print, please consult the original scientific journal article: 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

54. 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:

55. On greenery and directed attention Cimprich, B. (1990) Attentional fatigue and restoration in individuals with cancer. Dissertation Abstracts International, 51B, 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:

56. 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:

57. 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 self- discipline: Evidence from city children. Journal of Environmental Psychology, 22, 49-63. To learn more:

58. 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 Other questions?