The introduction of historical and philosophical readings to outdoor education settings serves many purposes: inspiration to share personal stories, a sense of continued tradition, links across time to current practices, a way to frame complex notions of being, and opportunities for new understandings of outdoor experiences and clarification of…

Uses three examples to illustrate how adventure education encourages the development of community: it is voluntary; it taps a human need to demonstrate competence and skill; and it provides opportunities for people to rally around a common need or goal, often in the service of others. Discusses similarities and differences of community- and…

A 4-day adventure ropes course with 20 Colombian adolescents who belonged to gangs that worked for drug traffickers produced noticeable changes in their attitudes and behavior. As a result, two of them left their barrio in search of a better life, and two began work as gardeners in a public park. (TD)

New adventure educators frequently rely on lists of review questions to guide group processing of activities and experiences. An alternative tool is offered; a review table based on themes of hard (technical) and soft (interactional) skills encourages observation and critical thinking as educators modify the review process to fit a particular…

Describes 10 educational practices to reduce fears of participants in adventure activities. Practices include formal informed consent, safety briefing, reassurance of nonjudgmental experiential-learning principles, statement of group and individual goals, sequential development of activities, "challenge by choice," instructor behavior and…

Adventure programs and philosophies can be an effective means for realizing violence prevention programming goals. Collaborative, noncompetitive activities help children develop a heightened sense of empathy and perspective, create and apply supportive behavioral norms, and in turn, improve conduct and climate in schools. Sample programs include…

In this article, the author presents a first-hand account of teaching environmental protection in the Wushan Mountain area of China. Combining the knowledge in the textbook with social practice, the lessons focused on enabling the students to develop a sense of responsibility and duty through personal experiences. What began as a lesson in…

This article provides a theoretical foundation for understanding women's technical skill development (TSD) in outdoor adventure. An examination of societal and biological factors influencing women's TSD focuses on gender role socialization, sense of competence, technical conditioning, sexism, spatial ability, and risk-taking. The article suggests…

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…

Orthopedagogisch Centrum Michiel is a multifunctional institution in the eastern Netherlands for youth with emotional problems. The staff of the institution's residential treatment center has gradually become involved with outdoor experiential education through training programs, conferences, special projects, and supervised programs. Activities…

The National Outdoor Leadership School (NOLS) is an internationally recognized outdoor school with five branch schools located in Wyoming, Alaska, Kenya, Mexico, and Washington. The philosophy of NOLS is to develop judgment and leadership skills in its students. Three priorities guide this school: (1) safety and care of the individual; (2) safety…

With 7 adult sponsors, 40 students from 4 Massachusetts high schools participated in a successful 3-week-long summer trip in Maine. Intended to provide students with realistic challenges to help them gain a sense of pride and accomplishment, the program took one group of students down a Maine river and the other group on an 800-mile bicycle trip…

Nearly 200 ongoing educational programs using outdoor adventure as a learning device are listed in this 1975 directory. The program listings, including a broad cross section of outdoor education adventure programs, give the name of each program, program director, address, and phone number, along with a brief description of activities, length of…

Over 80 wilderness/adventure programs have emerged as a valuable alternative to traditional treatment for juvenile offenders, especially in combination with other services. Participants are referred from many points in the juvenile justice system by agents who should have a thorough understanding of wilderness programs so as to prepare the…