Analyzes a situation in which a group of adolescents on an outdoor adventure trip experienced emotional distress after a participant became ill, was evacuated by the group, and was taken to the hospital. Recommends strategies for the instructor that would have prevented emotional distress, including maintaining a proper perspective of the…

A high-profile liability case concerning a fatal ice-climbing accident provides the background for this discussion of liability issues in adventure activities. A brief history of outdoor adventure litigation, emerging trends, and how outdoor guides can protect themselves and their clients is presented. Guides should candidly describe the risks…

Makes suggestions to help leaders of adventure and experiential learning activities deal with participants' emotions and issues of emotional safety and risk: acknowledge the situation, be clear about what is being done, monitor individuals' actions in the group, make sure the activity is physically safe, and be aware of participants' conscious and…

This paper discusses subjective hazards in wilderness activities and suggests means of assessing and managing related risks. Wilderness educators conveniently group hazards into objective and subjective ones. Objective hazards such as rockfall, moving water, and weather, while not necessarily predictable, are visible and understandable. Subjective…

This proceedings of a conference on outdoor recreation and education contains conference papers and summaries of presentations and panel sessions. Following a summary of conference activities, the 14 entries are: "Working Together in Outdoor Programming: How Can It Work for You?" (W. T. Taylor, Jim Gilbert, Patsy Kott, Linda…

This paper discusses wilderness preservation as related to outdoor leadership and explains how eco-tourism can promote preservation. Although historically, the wilderness in the United States was largely destroyed in the name of progress, our cultural heritage evolved from that wilderness. The Wilderness Act was the first legislation in the…

Examines attitudes of 184 outdoor leaders toward certification and course content of their preparation programs. Indicates small majority supports development of certification curriculum and credential and desires course content emphasizing leadership training. (NEC)

This proceedings contains 13 papers from the 1998 Research Symposium of the Coalition for Education in the Outdoors. Following a preface "Building the Research Foundations of Outdoor Education" (Karen M. Fox, Leo H. McAvoy, Anderson B. Young), the entries are: (1) "An Integrative Review of the Literature on Women in the Outdoors" (Karla A.…

The Wilderness Education Association (WEA) trains outdoor leaders, instills a sense of stewardship in the wild outdoors, and provides the skills and knowledge necessary to lead and teach the public in the appropriate use of wilderness areas. WEA courses are offered through a network of 40 accredited affiliates around the world, including colleges…

This proceedings contains 15 conference papers and presentation summaries from the 14th annual International Conference on Outdoor Recreation and Education (ICORE). Titles are: "The Hidden Costs of Outdoor Education/Recreation Academic Training" (Christian Bisson); "The Service Learning Concept: Service Learning in the National…

An account of an early outdoor leadership experience illustrates that a trip leader's role is to build a team capable of accomplishing goals without dependence on the leader. Only when campers are taken beyond their comfort zones does true learning and emotional growth begin. Sidebar presents eight dos and three don'ts of good trip leadership. (TD)

Applies the four-stage reviewing sequence of Experience, Express, Examine, and Explore to climbing, skiing, expedition, and group adventures to show how the experiences of success, learning a skill, responsibility, and cooperation can be enhanced. Discusses things a leader can do before, during, and after the experience that will reinforce the…

Effective communication is sending a message so that it is received the way it was meant. Barriers to effective communication, or "noise," may include mental blocks, technical jargon, social norms, or values. Feedback, paraphrasing, impression checking, and behavior description are ways to improve communication and facilitate learning…

Argues that interpersonal effectiveness arises from a life centered on universal principles, that effective outdoor leaders must recognize the basis and interpersonal consequences of behavioral decisions, and that, therefore, adventure leadership training should incorporate a guided self-examination of one's own principles as part of training in…

A survey of 158 members of the Association for Experiential Education examined the controversial topics of outdoor leadership certification and adventure program accreditation. Respondents preferred program accreditation over leader certification. The majority believed that accreditation should be strictly voluntary and conducted through an…