This paper describes the experiential therapy program at the Bowling Green Adolescent Center (New Jersey). This model supports the view that the therapeutic process of addiction treatment is accelerated and enhanced by providing the patients with experiential interventions. Experiential therapy includes goal setting, hands-on participation,…

Alcohol use is three times greater among Indian youth than among adolescents in general. Research suggests that an adolescent's decisions concerning substance abuse may be tied to self-esteem and to peer associations and activities. This booklet examines three types of programs that have been successful in building positive self-concepts and peer…

In 1974 the course "Outdoor Education" began at the University of New Brunswick for student teachers in training. Since its inception 125 students have laboured, learned and enjoyed the course whose 3 primary goals are to help student teachers (1) choose aspects of the environment to enlarge the scope of a subject, (2) focus attention on…

Five articles examine outdoor experiential learning for the handicapped. Articles have the following titles and authors: "The Minnesota Outward Bound School and the Physically Disabled" (S. Kaplan); "Breaking the Cycle of Failure through Experiential Education" (R. Burton, B. Blakey); "Hiking with Troubled Kids" (K.…

Outdoor education, or adventure education, is any educational experience which takes place outside the confines of a predetermined area. Critics of outdoor education point to its potential danger. Outdoor education activities demand physical, intellectual, emotional, and psychological involvement. The lessons learned are cooperation, sharing,…

Providing an overview of two North Carolina Outward Bound School (NCOBS) "High Ropes Courses," this article includes descriptions of course design, equipment, site selection, events, student preparation, instructional techniques, and emergency procedures. Journal availability: see RC 503 504. (SB)

The communist regime in Romania destroyed civil society by breeding suspicion and distrust. Viata, an adventure education program in a depressed coal mining region, assists social redevelopment by providing youth with free, positive experiences of self-efficacy and interconnectedness within the larger web of community. (TD)

Emphasizes value of service component in adventure education. Describes how rescue training in adventure programs promotes individual and group development. Explains how Outward Bound and similar programs emphasize rescue service using genuine or simulated rescues. Offers model and references for incorporating rescue-service theme into outdoor…

The author describes her experiences leading remote wilderness canoe trips for a coed camp; differences in leadership styles when trips are led by two women, by a man and a woman, or by two men; and her own camping experiences as a youth when camp leaders were cast into stereotypical gender roles. (LP)

Outlines a conceptual framework for understanding individual development related to intercultural competence and prejudice reduction. Presents a model of identity formation encompassing physical, academic, social, and cultural/spiritual self. Suggests that dialog and reflection, two essential components of intrapersonal and interpersonal…

Addresses the relevance of incorporating culture into wilderness adventure education programs. Examples of Hawaiian culture illustrate the application of culture in developing a foundational philosophy, as a teaching tool, as a communication medium, as a way to reach student and course goals, and as a bridge from wilderness to home life. (LP)

Anecdotes about adventure experiences illustrate how an "artist"-facilitator seamlessly applies scientific methods while in the moment to best enhance student learning. Adventure educators can be artists by creatively framing, constructing, and debriefing the experience while not being central to the experience themselves, thereby…

Community leaders employ a blend of tangible tools, but the effectiveness of these tools depends on leadership skills. Describes five leadership qualities (purpose, values, talents, resources, and vision), and presents questions on each for leaders to reflect upon and answer. Sidebar describes a community leadership activity based on an adventure…

The physical nature of adventure activities is closely intertwined with the cognitive and emotional growth of the participants. Immersion in the physical challenge and accompanying fun opens people to the learning opportunities. An example of a teacher's inability to scale a wall illustrates how proper debriefing can turn a "failure"…

A workshop facilitator describes his personal journey, as well as the general process, of overcoming white male social conditioning, loneliness, and disconnection through group experiences with other white men. This process can be a foundation for understanding and addressing issues of oppression, racism, and inclusivity. (SAS)