A facilitator is considered to act intentionally when they are deliberate about what they are doing and can provide rationales for their actions. The same facilitator is said to practice intuitively when they are not able to articulate a clear rationale for their actions, yet they are still able to facilitate effectively. A review of the…

Examines, compares, and contrasts New Zealand and Australian model programs of outdoor leadership development based upon the British Mountain Leadership Certificate System. Offers ideas on risk management and the issue of certification. (NEC)

Debunks various myths related to the adventure experience: rural idyll versus urban squalor, the British character, leadership potential, adventure as substitute for aggression, role models, adventure experience as a route to political and social awareness, adventure is environmentally friendly, economic regeneration, the hills are free, adventure…

Responses of 75 expert outdoor leaders from Canada and the United States concerning leadership in 12 hypothetical backpacking scenarios provided partial support for a theory that predicted probability of leadership style (democratic, autocratic, or abdicratic) based on favorability of conditions, task orientation, and relationship orientation.…

The purpose of this study was to collect and analyze demographic characteristics and job related difficulties experienced by field instructors in outdoor behavioral healthcare programs which utilized wilderness therapy as well as other treatment modalities. Three state-licensed outdoor behavioral healthcare programs in the United States provided a…

The National Association of Therapeutic Wilderness Camps released a draft list of competency requirements for counselor certification. Lists of skills and competencies related to camping, safety, wilderness travel, outdoor leadership, crisis management, and therapeutic counseling are presented at two levels: initial certification and master-level…

As more people use wilderness areas, the need to protect pristine areas increases. Tips for minimizing impact include advance planning, knowing the rules of the area being used, packing properly, dispersing impacts when off-trail, leaving no garbage, taking nothing from the site, and conducting activities away from water sources and trails. Three…

Two groups of students were taken on the same canoe trip and overnight outing. The unpleasant experience of the first group taught the leaders some important lessons about briefing, organizing access, checking gear, and preparedness in general that were used to make the second outing a success. (TD)

Summarizes theories of group development encompassing the stages of orientation, conflict, integration, achievement, and breakup. Relates group development stages to leadership styles and the leader's relative concern for dimensions of task and relationship. Applies the five-stage model of group development to the progress of groups involved in…

Presents leadership models for outdoor education which emphasize flexibility and a balance between achieving the task and exercising affective skills. Leadership styles run on a continuum from high leader control to high group control. Stresses safe practice in outdoor activities. Offers recommendations to improve outdoor leadership. (KS)

An international group of experts generated a list of 14 skills and attributes of outdoor leadership. The top-rated components were (1) safety skills; (2) judgment based on experience; (3) awareness and empathy for others; (4) group management skills; (5) problem-solving skills; (6) instructional skills; (7) technical activity skills; and (8)…

Tips for successful hikes include explaining to young hikers what their trip will be like; learning the trip route including weather patterns, indigenous wildlife, unique topography, and water resources; establishing a leader to help keep the group together; and other basic elements of good hiking. Includes backpack essentials for hikers and…

Discusses ways in which outdoor leadership preparation differs in the United States, United Kingdom, Australia, New Zealand, and Canada based on questionnaire responses of 169 selected experts. Examines skills (technical activity, organizational, environmental, instructional, group management, problem solving) and attributes (motivational,…

Describes a 10-step process for analyzing danger as a way of reducing the chance that an accident will happen, or minimizing its consequences to acceptable and recoverable levels. Factors that can inhibit the process include inappropriate attribution, relaxed concentration, rushing to maintain a schedule, group or peer pressure, and poor judgment.…

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)