Adventure programs attempt to control or limit injuries in high-risk programming. This risk management has concentrated on the physical safety of participants at the expense of emotional and developmental security. In the zeal for accident-free statistics, a highly controlled, directive approach is created that treats individuals according to a presubscribed plan of objectives, rather than as the unique combinations of experiences, fears, skills, and needs that they really are. A two-fold need exists, one for consistency and uniformity to control accidents and the other for individual adaptation and diversity to ensure success. Two of the most important elements in risk management are a positive attitude and an understanding of the real risks to participants involved in the activity. These elements are accommodated by following a sequential learning pattern in which basic skills are mastered before allowing individuals to get in over their heads. Rules are carefully explained and the real dangers isolated to place the responsibility for safety ultimately in the hands of the participants. While most programs have developed a curriculum based on this cumulative approach to physical safety, this strategy has not been applied to the management of psychological risk. Programs must foster development of the same two processes in psychological risk management as those developed in physical risk management, that is, to create a positive attitude towards risk-taking, and to provide a competency-based, sequential approach to the amount of emotional and psychological risk required in each activity. (ALL)