This digest offers camp leaders, outdoor experiential educators, school and college faculty, or youth agency staff who are interested in nurturing youth leaders a framework for designing youth leadership programs which employ an outdoor setting as a "leadership classroom." Basic categories for leadership theory are defined: trait theory,…

A survey completed by 189 persons attending the 1983 National Association for Experiential Education Conference resulted in a rank ordered list of 39 competency areas, considered essential to the effective outdoor leader. Respondents placed greatest importance on items related to safety, group counseling, and interaction. (JHZ)

Investigates the leadership characteristics of effective Colorado Outward Bound school instructors and examines criteria to be used in staff selection procedures. Biographical and personality data collected from 130 instructors at the Colorado school indicated a statistically significant correlation of a number of biographical characteristics with…

An outdoor education leader's job is quite complex--the planning, logistics, preparation, teaching, watching, being aware of safety can be overwhelming. Pulling it all together so that participants can express what they learned from the experience is sometimes overlooked. The reflective process is integral to the success of learning, yet it takes…

A review of research in cognitive and social psychology reveals the importance of situation assessment in the development of decision-making expertise. A naturalistic training model is presented for outdoor leaders that includes training for ill-structured problems, a heavy workload, time stress, and high stakes, as well as multiple players and…

The most important skill for the transformational leader is building relationships through positive and effective communication. Provides guidelines for supporting and encouraging group members, setting the tone for the group, modeling communication behaviors, use of voice patterns, active listening, reflective communication (paraphrasing),…

Reviews theories of leadership development relevant to the design of outdoor adventure programs for corporate executives and managers. Summarizes likely objectives and methods of outdoor development programs and their theoretical basis. Presents a framework for program comparison that correlates leadership outcomes with learning methods at…

The Wilderness Education Association (WEA) helps people enjoy and protect our nation's most precious resource: Our wilderness areas. The WEA has been training and certifying outdoor leaders around the world for nearly 30 years, teaching students safely and effectively to lead groups in the outdoors without harming the environment. In addition,…

Discusses the advantages of a four-year undergraduate liberal arts program for preparing students to lead educational, therapeutic, and recreational experiences in outdoor settings. Recommends a curriculum design that balances training and education with reflection and action (praxis). Outlines the content of an outdoor leadership curriculum and…

Equitable outdoor leadership responsive to social justice issues has historically been absent in the field of adventure education. The call for social justice in the field has been hampered by lack of information, negligible programmatic support, personal conditioning and bias, resistance to reform from those in power, and firmly established…

Community leaders employ a blend of tangible tools, but the effectiveness of these tools depends on leadership skills. Describes five leadership qualities (purpose, values, talents, resources, and vision), and presents questions on each for leaders to reflect upon and answer. Sidebar describes a community leadership activity based on an adventure…

A degree in adventure education is not a prerequisite for employment in the profession. Furthermore, since degree requirements cannot provide experience, a degree is insufficient. Nevertheless, a degree offers a theoretical foundation not readily learned as a practitioner, and it offers the opportunity for developing more effective professionals.…

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…

Outdoor adventure educators need a solid foundation in theoretical knowledge that will influence and guide equally important practical skills. A strong sense of professional practice should be instilled in new outdoor adventure educators to prevent them from becoming insulated in their ideas and practices. Philosophical underpinnings and good…

Describes outdoor leadership training program for disadvantaged children at Holiday Home Camp, Williams Bay, Wisconsin. Describes program objectives, progress levels, training courses, and activities. Describes grade-level training process. Program designed to help inner-city youth find sense of pride and self-esteem while improving life skills.…