Describes characteristics and nature of games, which are a type of experiential learning useful for personal and group development. Discusses the four phases of game sessions (planning, introducing, action, and debriefing or processing); roles that leaders must enact to be effective; and some common problems that leaders encounter. (TD)

Makes suggestions to help leaders of adventure and experiential learning activities deal with participants' emotions and issues of emotional safety and risk: acknowledge the situation, be clear about what is being done, monitor individuals' actions in the group, make sure the activity is physically safe, and be aware of participants' conscious and…

This paper describes the competencies in the domain of human interaction that are required of leaders in various outdoor adventure programs. These programs may be grouped on a continuum from recreational outdoor adventure to primary (adventure) therapy. In the middle of the continuum, educational, enrichment, and adjunctive (adventure) therapy…

This paper outlines a model for assessing and managing psychological depth in outdoor and experiential group work, and presents two case studies of the complexity of such management in real life. The model contains eight levels of emotional risk and presents four criteria for assessing the level to which a particular event or discussion may lead…

Northland Support Wilderness Experience (NSWE) was a bicultural (White and Maori) wilderness therapy program that operated in New Zealand from 1985 to 1990. NSWE conducted 11 wilderness expeditions per year with approximately 10 participants each, and provided 18-month followups for participants, parents, and significant others. Participants were…