Orthopedagogisch Centrum (OC) Michiel is a multifunctional regional institution in the Netherlands that serves troubled families and youth at risk. Outdoor programs are used as a treatment modality for adolescents with behavior disorders, drug addictions, or criminal records. Outward Bound was the first experiential outdoor program in the…

A monograph examines the role of risk and risk management in experiential education, particularly stress/challenge programming. Definitions of risk are presented. The importance of risk and stress in experiential education is emphasized. Implications of subjective versus objective risk assessment in adventure education are discussed, with…

Staff burnout is a major hazard in outdoor wilderness education programs. Most susceptible are younger, first-time, idealistic, highly educated, overcommitted individuals who find difficulty in separating work from their private lives. Symptoms of burnout include decreasing concern, commitment, and enthusiasm; minimizing physical involvement with…

A Winter Weekend experiential learning seminar was organized in 1980 by 13 graduate assistants at the Northern Illinois University Taft Campus, for college outdoor education students to learn winter activities (sleigh rides, cross-country skiing, snow shoeing and snow shoe making, winter animal track and habitat identification, igloo building,…

Past recidivism studies on adventure/wilderness programs for delinquent youth have suffered from several problems: lack of uniform definition and interpretation of recidivism; varying lengths of study time; different follow-up periods; provincial or state variance in returns to Training School or incarceration in an adult system and in the process…

This proceedings contains 36 papers presented at the 25th Annual Conference of the Association for Experiential Education. Papers are: "The Woods and the Trees: Interpreting Experiential Education for Schools and a Greater Audience" (Joanna Allen, John Hutchinson); "Adventure Programming & Prevention of Adolescent Problem…

This book aims to introduce teachers and other educational practitioners to the concepts, operating principles, and teaching strategies of the adventure in the classroom (AITC) model. Adventure involves more than equipment, risk taking, or the outdoors. Adventure is a matter of significance, support, stimulation, and satisfaction--characteristics…

Urges an adventure filled, experientially based systems approach to environmental education. Says cannot afford linear, piecemeal approaches to either the processes of life or the processes of living, that the challenge is to see the whole system and to learn to act in ways that maintain that wholeness. (Author)

Reviews research on outcomes of Outdoor Management Development (OMD). Presents the first part of a study in which 12 managers and consultants in OMD programs in large British and Australian companies were interviewed to determine how OMD works. Three broad themes were identified: learning environment, personal insights and outcomes, and emotional…

Case study of implementation of the Project Adventure curriculum in the physical education programs at two urban alternative elementary schools focuses on perceptions of two physical education teachers. Discusses teachers' goals and practices related to developing student self-esteem, social skills, responsibility, enjoyment of learning, cognitive…

A study examined an adventure education program's impact on college students' learning and overall university experience. Focus groups conducted with 14 college freshmen in a learning community program indicated that the adventure education program enhanced connections between students, faculty, and the university; promoted experiential learning…

Interviews and observations focused on experiences of 15 young Asian women at a 5-day summer adventure program in southern England. Participants seemed bored with presentations about future career options, activities lost their challenge through repetition, and debriefing was weak. However, the women connected with the transferable skills of trust…

An induction program was designed to address the problem of discrimination between secondary students in A-level courses and those in vocational courses. A 2.5-day course of outdoor activities mixed students in small teams requiring a range of different, but equally important, skills. The course enabled them to become more aware of their different…

Argues that, although social studies classes should be exciting and interesting, students frequently rate them as among the most boring and irrelevant. Asserts that living history programs, including history theater, history immersion, and living history museums can improve history instruction and student attitudes. (CFR)

Recommends modifying adventure education experiences to reflect the needs of adolescent girls: understanding differences in male-female play patterns, varying opinion requests, using single-gender grouping, facilitating equal female participation, using role models, letting girls do things for themselves, complimenting girls on their talents,…