This document contains 10 presentation papers from the 1999 International Conference of the Association for Experiential Education. Papers address the outcomes and benefits of experiential approaches and outdoor education for various age groups, as well as the therapeutic use of adventure and experiential strategies. The papers are:…

Experiential educators can prepare students and clients for living in the global society of the new millennium through international experiences, both short- and long-term. The elements of experiential education--risk/challenge, direct experience, processing and reflection--can be important aspects of the international experience. Historically,…

Alec Dickson recalls his 30-year involvement with experiential education in Nigeria and Britain. He notes a change in emphasis from physical skills and stress to personal commitment, and asks how the essence of such commitment can be reinjected into ordinary educational systems so that it can be shared by many. (BRR)

Wilderness experience, applied academics, community service, internships, and a course in human relations skills convince high school seniors in the Walkabout program of New York's Yorktown Heights to say "I Can." A presentation of accomplishments to family and friends serves to complete the "rite of passage" into adulthood.…

Provides recommendations that may be useful to administrators and directors of programs that require more and more truly exceptional skills and experiences on the part of instructors and trip leaders if the programs are to be conducted safely and effectively. (Author/IRT)

Describes an outdoor adventure camp to help mental health consumers and nursing students explore the issues of mental health and illness through experiential and perceived risk challenges. Evaluation data reveals a breakdown in the stigma of mental illness as consumers and students came to know, trust, and count on each other in order to succeed…

Bulimia and other eating disorders are coping strategies to avoid or mask distressing emotions. Outdoor adventure activities can be intense emotional experiences that help young women find new strategies to deal with their "trigger" emotions in the absence of food. Metaphors are consciously built into adventure activities to facilitate…

Argues that the key challenges confronting experiential educators today are to create meaningful roles for youth and to grow in a multicultural context. Discusses the roots of adventure-based experiential education in the realities of the 1930s and 1940s, and "service learning" situations that build adolescent self-esteem. (SV)

Presents a model for facilitators of adventure-education group initiatives, group problem-solving tasks requiring cooperation and trust. Discusses initial observation and assessment of individual and group behaviors, setting objectives, preparation, group orientation, structuring the task toward objectives, implementation, guided reflection,…

Overviews articles in this issue that focus on the current status of adventure therapy and describe efforts aimed at defining a framework for conceptualizing adventure therapy. Notes changes in the field, including introduction of state laws requiring licensure of programs, the drive for program accreditation, and growing training opportunities in…

A former intern at Merrowvista Education Center reflects on her experiences learning to facilitate adventure programs, and discusses the value of interning at a residential center, changes in her attitudes as her skills developed, and the importance of reflection for staff as well as participants. (SV)

Applications of the process model of experiential learning in various adult learning settings are illustrated: teacher education, settings using educational technology, adventure programs, adult literacy education, and diversity training. (SK)

Uses the philosophical concepts of MacIntyre and Aristotle to argue that experiential education (including adventure therapy and other specialties) is evolving into an independent professional practice and, as such, must deal with ethical issues and define standards of excellence. (SV)

Suggests that outdoor pursuits and adventure activities promote Maslow's goal of self-actualization. Identifies the middle-order needs (belonging and self-esteem) trap as an inhibitive barrier to growth and maturation of the personality. Proposes six mechanisms to transcend the trap in the outdoor experience. (KS)

Describes and compares the foci, methods, and outcomes of experiential-education and organizational-development models. Explores the synthesis of the two models in developing corporate adventure programs and services. Lists the contributions that each approach offers to corporate programs. (KS)