Green schoolyards as havens from stress and resources for resilience in childhood and adolescence
Green schoolyards as havens from stress and resources for resilience in childhood and adolescence
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DOI：
10.1016/j.healthplace.2014.03.001
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发表时间：
2014-07-01
期刊：
影响因子：
4.8
通讯作者：
Stanley, Emily
中科院分区：
文献类型：
--
作者：
Chawla, Louise;Keena, Kelly;Stanley, Emily
本研究旨在探讨绿色校园如何减轻学生的压力，促进学生心理弹性的保护因素。它记录了美国马里兰州和科罗拉多的学生在三种情况下对绿色校园的反应：小学生在课间在树林里玩耍;小学生在自然栖息地上科学和写作课;高中生参与园艺。根据人种学观察和访谈，它描述了自然领域如何使学生逃避压力，集中精力，建立能力，并形成支持性的社会群体。这些发现对复原力和恢复理论以及学校干预压力管理具有启示意义。(C)2014爱思唯尔有限公司版权所有，
This paper investigates how green schoolyards can reduce stress and promote protective factors for resilience in students. It documents student responses to green schoolyards in Maryland and Colorado in the United States under three conditions: young elementary school children's play in wooded areas during recess; older elementary school children's use of a naturalized habitat for science and writing lessons; and high school students' involvement in gardening. Drawing on ethnographic observations and interviews, it describes how the natural areas enabled students to escape stress, focus, build competence, and form supportive social groups. These findings have implications for theories of resilience and restoration and school interventions for stress management. (C) 2014 Elsevier Ltd. All rights reserved,