Views experiential learning as metaphor development. If a participant's enactment of a personal metaphor leads to an impasse during an adventure activity, this moment of "stuckness" is an opportunity to develop new images that generate new options for action. Facilitators must be sensitive to such situations and assist in widening…

For true learning to occur, participants in experiential programs must be given the opportunity to explore personally meaningful concepts that come from their own history, context, and feelings. The different stages of experiential learning and the role of the facilitator in connecting experiences to the ongoing life story of each participant are…

A Michigan program gives juvenile first-offenders in alcohol, drug, or tobacco crimes the option of completing a youth diversion program at a local camp as an alternative to traditional juvenile justice. Considerations for the camp included board support, compatibility with camp philosophy, and staff competence. The program has lower recidivism…

An alternative public school in Atlanta (Georgia) for expelled, violent, and adjudicated youth from grades 4-12 is described. Challenge courses and adventure initiatives are used to develop self-awareness, trust, empathy, communication, character, problem solving, conflict resolution, and leadership skills that translate into improved academic…

Effective group programs with challenging youth need to be grounded in a clear understanding of core principles that guide effective practice. This article examines the operating philosophy of an established outdoor education and therapy program which combines the Re-ED philosophy of Nicholas Hobbs (1994) with adventure education developed by…

Critical decision making on a whitewater trip goes beyond simply having knowledge of safety practices. Rather, prudent decisions are arrived at through a complex interplay of diverse factors. The question is: how can outdoor educators prepare themselves and their staff to make the "right" decision when faced with a potentially dangerous…

Effective group leadership is not entirely about "good" or "bad" approaches, but rather the ability to choose an appropriate style for a particular situation. This paper examines three paradigms, or world views, that can influence the approach of a leader (facilitator, therapist, teacher) of adventure groups and gives examples…

Paradox and therapeutic double bind techniques are used to overcome resistance in students with a history of success avoidance. Predictions of failure, restraining comments, and the use of paradox in the midst of an activity are defended theoretically by presenting historical roots and a rationale of effectiveness. A skill-building approach…

Characteristics of youthful offenders are described, and the role of the individualized education program (IEP) in a training school is considered. The bulk of the paper discusses Project Adventure, a therapeutic program for offenders which emphasizes physical fitness games, risk taking activities, initiative taking, and group cooperation to solve…

Recommends the use of adventure activities, put in a systematic sequence for success, in counseling groups. Structured exercises can be useful in confronting many interpersonal issues. Two case examples are used to describe the adaptation of adventure activities to group counseling with couples and single-parent-adolescent families. (Author/KS)

This article discusses the feasibility of and the skills needed for teaching basic economic concepts such as supply and demand in an informal learning situation, in this case the simulation of an economic system based on barter. (CJ)

To ensure future leadership qualities, educators must impart the skills of problem solving and working together effectively. One strategy for doing this is illustrated by teachers and students at Hartwick College (New York) utilizing Project Adventure techniques in extracurricular group problem-solving activities. (SAS)

Camp White Eagle (Illinois) developed an evaluation process to assess the positive effects of its wilderness adventure program on adjudicated adolescents. Discusses aspects of the evaluation process applicable to other camps: reviewing program elements, formulating questions, choosing the design, developing measurements, collecting data,…

Describes a walkabout program that a sixth-grade teacher developed for her students from several models designed for older students. The program's basic structure revolves around five areas of personal development: adventure, creative expression, local inquiry, practical skills, and service. This voluntary program's success hinges on developing…

An adventure education center in South Wales has developed a safety contract that enables the client (often a school) and the center to fully discuss responsibilities, safety, and emergency arrangements prior to a course. Clients are educated and reassured by the process, and the contract is a positive marketing tool. Includes a copy of the safety…