Uses the scenario of a women's adventure therapy trip to illustrate theoretical and practical information about "basic" therapeutic communication skills with participants in outdoor adventure settings. Discusses gender-based language style (women's "tentative" language), issues of physical and emotional safety, a philosophical…

Outdoor adventure activities such as whitewater boating, caving, rock climbing, and mountaineering continue to be popular among the public. As a result of this popularity, numerous organizations "contract out" the leadership and delivery of the adventure portion of their curriculum. This paper explores two widely used venues for offering outdoor…

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…

A study investigated the personality type preferences of people who voluntarily chose to participate in a structured, field-based, outdoor education program. The Myers-Briggs Type Indicator (MBTI) was administered to 87 participants prior to beginning a 10-day Wilderness Education Association outdoor leadership trip. Participants were 18-46 years…

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…

Integrated adventure programs are those in which persons with and without disabilities participate together in planned adventure activities. A study sought to identify the leadership competencies necessary for leaders of integrated outdoor adventure programs and to measure the effectiveness of a staff training addressing one of these competencies.…

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…

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,…

This list of resources on adventure-based learning techniques is presented for two reasons. In today's educational systems, programs must produce measurable results to meet mandated standards and goals. It is hoped that these resources will help programs obtain academic credibility for utilizing adventure-based activities. Secondly, they are…

This proceedings contains papers, abstracts of papers, and descriptions of professional development workshops at the 1999 International Conference of the Association for Outdoor Recreation and Education (AORE). Following conference schedules and session information, substantive entries include: "The 1999 National Outdoor Book Awards";…

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)

A group of outdoor teachers camping in the snow on high ground was caught in a blizzard at night. Their tents were ripped and they were forced to descend in the dark. Analysis determined that they had been caught unaware, they had improper equipment, and a lower-risk option for the descent would have been more prudent. (TD)

A two-step procedure for making moral and ethical decisions in professional situations involves identifying obligations, ideals, and potential effects, and assessing the relative weights of all considerations. Two cases illustrate the application of the procedure by outdoor leaders. (SV)