Women bring distinct needs to adventure experiences and a unique perspective that would be beneficial if incorporated in all facets of outdoor experiential education. By labeling myths that impede our realization of gender differences, we begin to ensure that outdoor adventure will be a positive, holistic experience for women. (JHZ)

Proposes--for consideration and debate--four recommendations for experiential educators: (1) develop more androgynous leaders; (2) equalize the number of qualified male and female leaders serving as role models for participants of both sexes; (3) raise gender consciousness in participants; and (4) encourage participants to develop the positive…

Three entries address various outdoor education issues. The first outlines eight steps for promoting professional work. The second suggests ways to adapt 16 games, group initiatives, and ropes course elements to teach environmental concepts. The third explains the use of belay anchors, or cork-screw anchors designed to tether large dogs. (JHZ)

Most take canoeing, leadership, first aid, CPR and other courses to help cope when something happens, but there is more to dealing with crisis than learning proper procedures and techniques. Three areas of concern interlock to form the Crisis Management Triangle: knowledge and skill, preventive awareness, and crisis management planning. (ERB)

Climbers' perceptions of risk are influenced by psychological and sociological phenomena that cause them to accept higher levels of real risk without awareness that risks have increased. Groups, for example, make riskier decisions than members would recommend individually. By recognizing risk affecting phenomena, climbers can avoid many…

Gathers comprehensive information about accidents and near misses occurring in outdoor programs. Includes checklists for types of injury/illness, program activity, and contributing factors. Asks for analysis and recommendations, comments by the program director, and a narrative description of how the accident happened, treatment given, and…

Kurt Hahn valued the adventure ethic for the qualities of character it developed, but his particular concern was the development of personal and social responsibility and compassion. Samaritan service is the key element in institutions, such as the Round Square Conference Schools, founded or inspired by the mature Hahn. (JHZ)

This discussion of outdoor leisure includes the following topics: adventure sports; risk taking; program liability for adventure-related injuries; trends in outdoor recreation; outdoor recreation's contribution to environmental attitudes; outdoor/environmental education; the role of cognition, ethics, and direct experience in shaping an…

A one-day program of the Ventura, California, school system attempts to develop leadership, organizational, resourcefulness, and communication skills in gifted students by solving problems in a primitive setting possibly faced by the original Jamestown settlers. (DB)

This article describes a wilderness education program that uses a rope challenge course to foster group cooperation and individual self-confidence in deaf and hard-of-hearing high school students. (DB)

Questionnaires assessed anticipation and actual enjoyment of various adventure activites by 60 New Zealand secondary schools students before and after a school-sponsored adventure week. White water rafting was rated most preferred on both occasions. Pre- and posttour comparisons showed a significant increase in enjoyment ranking for horse trekking…

Nancy's recent psychotic episode left her an anxious, fearful person. Participating in an adventure therapy program enabled her to connect with peers, regain social skills and physical stamina, adjust to a full-day activity, regain her confidence, reconstruct purpose and meaning in life, and follow through on plans to complete university and get a…

Effective adventure programming is explained in terms of the "significant learning" experience, involving periods of tension, questioning, and transfer during personal and social learning. Adventure programming that is supportive, adaptive, and properly sequenced maximizes the potential of significant learning. Trust- and…

This book is designed to help instructors and students master and teach the Wilderness Education Association (WEA) curriculum while in the field. It is formatted in self-contained lesson plans which describe the overall goal, the specific objectives, the body of knowledge, and the materials necessary for teaching about a specific topic within the…

The dilemma in adventure education is to eliminate unreasonable risks to participants without reducing the levels of excitement, challenge, and stress that are inherent in adventure programming. Most accidents in outdoor pursuits are caused by a combination of unsafe conditions; unsafe acts (usually on the part of the student); and error judgments…