A comparison of children with ADHD in a natural and built setting

Berg, Van den; Berg, Clara

doi:10.1111/j.1365-2214.2010.01172.x

Cited by 106 publications

(64 citation statements)

References 35 publications

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“…Furthermore, perceived restorativeness (H4) was higher after the natural environment condition (vs. built). Findings from previous studies are in line with our results, both for attention (Wells, 2000; Faber-Taylor and Kuo, 2009, 2011) and perceived restorativeness (Wells, 2000; Bagot, 2004; van den Berg and van den Berg, 2011; Chawla et al, 2014; Bagot et al, 2015; Berto et al, 2015). However, no effects were found on impulse control irrespective of the environmental setting (Schutte et al, 2015), disconfirming H3.…”

Section: Discussionsupporting

confidence: 93%

“…Considering the natural environment condition, results are in line with the findings from Study 1 but also from other studies (Wells, 2000; Faber-Taylor et al, 2001; Bagot, 2004; van den Berg and van den Berg, 2011; Corraliza et al, 2012; Bagot et al, 2015; Berto et al, 2015). Furthermore, the present research showed the positive effect of nature on psychological restoration: (a) in a field study, providing both a crossover and a between-subject design; (b) in a real life situation (our study was embedded in school activities); (c) using preexistent standardized tools for measuring attention involved in school time activities; (d) comparing two different outdoor environments; (e) testing attention restoration in the morning and in the afternoon; (f) assessing attention restoration that occurred after recess time spent in a team play activity and with free play.…”

Section: Discussionsupporting

confidence: 91%

“…In line with these results, self-report measures of parents and caregivers of children suffering from ADHD showed a reduction of symptoms after activities conducted in natural (vs. built) areas (Faber-Taylor et al, 2001; Kuo and Faber-Taylor, 2004; Faber-Taylor and Kuo, 2011). Similarly, a 20 min walk in nature helped ADHD children’s attention capacity (Faber-Taylor and Kuo, 2009), while playing in a natural area helped them to perform better on a concentration task (van den Berg and van den Berg, 2011). …”

Section: Introductionmentioning

confidence: 99%

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Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

et al. 2018

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Restoration involves individuals’ physical, psychological, and social resources, which have diminished over the years in the process of meeting the demands of everyday life. Psychological restoration can be provided by specific environments, in particular by natural environments. Studies report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Two field studies in two Italian primary schools tested the hypothesized positive effect of recess time spent in a natural (vs. built) environment on pupils’ cognitive performance and their perceived restorativeness, using standardized tests. In Study 1, children’s psychological restoration was assessed by measuring sustained and selective attention, working memory, and impulse control, before and after the morning recess time. Team standardized playtime was conducted in a natural (vs. built) environment, and the perceived restorativeness was measured after each recess time. Results showed a greater increase in sustained and selective attention, concentration, and perceived restorativeness from pretest to posttest after the natural environment condition. In Study 2, the positive effect of free play recess time in a natural (vs. built) environment was assessed during the afternoon school time on sustained and selective attention and perceived restorativeness. Results showed an increase in sustained and selective attention after the natural environment condition (vs. built) and a decrease after the built environment break. Higher scores in perceived restorativeness were registered after the natural (vs. built) environment condition. Team standardized playtime and individual free play recess in a natural environment (vs. built) support pupils’ attention restoration during both morning and afternoon school times, as well as their perceived restorativeness of the recess environment. Theoretical and practical implications are discussed in terms of nature’s role both for the school ground design or redesign and for the organization of the school’s activities.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

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Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

et al. 2018

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“…The lack of contact with nature (Louv, 2008) has been suggested to be one of the primary reasons underlying the recent surge in childhood maladies like Attention Deficit Hyperactivity Disorder (ADHD) (van der Berg and van der Berg, 2010). Over 6 million children in the United States are struggling to cope with chronic attentional deficit or attention-deficit/hyperactivity disorder (ADHD) (CDC, 2017a).…”

Section: Physical and Mental Health Disordersmentioning

confidence: 99%

Ecotherapy – A Forgotten Ecosystem Service: A Review

Summers

Vivian

2018

Front. Psychol.

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Natural ecosystems provide important services upon which humans depend. Unfortunately, some people tend to believe that these services are provided by nature for free; therefore, the services have little or no value. One nearly forgotten ecosystem service is ecotherapy – the ability of interaction with nature to enhance healing and growth. While we do not pay for this service, its loss can result in a cost to humans resulting in slower recovery times, greater distress and reduced well-being. Losses in these images of nature can diminish our basic happiness. Little is understood or, at least, appreciated concerning the potential ecotherapy benefits of the natural environment and its ecosystem services. The complex and interactive relationship of ecosystems, their services and human well-being is poorly acknowledged in the broad social, philosophical, psychological and economic well-being literature. In this article, we examine the role of nature and its ecosystem services in ecotherapy and its associated enhancement of recovery from physical and mental illness through a review of studies evaluating this ecosystem service-recovery connection.

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“…19 Greenspace has the ability to improve overall wellbeing, decrease stress levels, and reduce symptoms of depression, anxiety, and attention-deficit/hyperactivity disorder. 20–24 However, no previous studies have examined whether greenspace could reduce aggressive behaviors in urban-dwelling adolescents.…”

Section: Introductionmentioning

confidence: 99%

Environmental Determinants of Aggression in Adolescents: Role of Urban Neighborhood Greenspace

Younan

Tuvblad

et al. 2016

Journal of the American Academy of Child & Adolescent Psych

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Objective Neighborhood greenspace improves mental health of urban-dwelling populations, but its putative neurobehavioral benefits in adolescents remain unclear. We conducted a prospective study on urban-dwelling adolescents to examine the association between greenspace in residential neighborhood and aggressive behaviors. Method Participants (n = 1,287) of the Risk Factors for Antisocial Behavior Study, a multi-ethnic cohort of twins and triplets born in 1990–1995 and living in Southern California, were examined in 2000–2012 (aged 9 to 18 years) with repeated assessments of their aggressive behaviors by the parent-reported Child Behavior Checklist. Normalized Difference Vegetation Index (NDVI) derived from satellite imagery was used as a proxy for residential neighborhood greenspace aggregated over various spatiotemporal scales prior to each assessment. Multilevel mixed-effects models were used to estimate the effects of greenspace on aggressive behaviors, adjusting for within-family/within-individual correlations and other potential confounders. Results Both short-term (1- to 6-months) and long-term (1- to 3-years) exposures to greenspace within 1,000-meters surrounding residences were associated with reduced aggressive behaviors. The benefit of increasing vegetation over the range (~0.12 in NDVI) commonly seen in urban environments was equivalent to approximately 2 to 2.5 years of behavioral maturation. Sociodemographic factors (e.g., age, gender, race/ethnicity, and socioeconomic status) and neighborhood quality did not confound or modify these associations, and the benefits remained after accounting for temperature. Conclusion Our novel findings support the benefits of neighborhood greenspace in reducing aggressive behaviors of urban-dwelling adolescents. Community-based interventions are needed to determine the efficacy of greenspace as a preemptive strategy to reduce aggressive behaviors in urban environments.

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A comparison of children with ADHD in a natural and built setting

Abstract: These results suggest that natural areas provide a consistent positive environment for children with ADHD. However, more research is needed to obtain a fuller understanding of the influences of the physical environment on children with ADHD.

Cited by 106 publications

References 35 publications

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

Ecotherapy – A Forgotten Ecosystem Service: A Review

Environmental Determinants of Aggression in Adolescents: Role of Urban Neighborhood Greenspace

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