A study investigated the personality type preferences of people who voluntarily chose to participate in a structured, field-based, outdoor education program. The Myers-Briggs Type Indicator (MBTI) was administered to 87 participants prior to beginning a 10-day Wilderness Education Association outdoor leadership trip. Participants were 18-46 years…

This proceedings of the 2003 Wilderness Education Association (WEA) conference contains 10 papers and presentation summaries on outdoor leadership, wilderness programs, and related training. Following a brief history of WEA, the entries are: (1) "Adventure Education and Rock 'n Roll: Sustaining the Revolution in Post-Communist Romania" (Dawn M.…

Outdoor leaders and those involved in personal outdoor adventure pursuits must be knowledgeable in the assessment, treatment, and prevention of musculoskeletal injuries in the backcountry. In the wilderness medicine setting, extended time periods of patient care, rugged terrain, severe environmental conditions, and limited resources create…

The experiences found in adventure programs often parallel the archetypes depicted in mythological quests. Drawing on the work of Joseph Campbell, the stages and trials of adventure participants are compared to similar rites of passage and epic adventures experienced by heroes and heroines in epic literature and mythology. The basic pattern of…

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…

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…

Leaders of Christian wilderness expeditions may facilitate their own and others' spiritual growth by striving to develop a sense of community; focusing on relations, not information; planning for thorough wilderness immersion; bringing home as much of the wilderness experience as possible; and leaving the old self behind and opening oneself to…

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…

This resource guide compiles research studies and papers about women in experiential education and recreation in the natural environment. This guide focuses on adventure-based activities and physical recreation in the outdoors; therefore, information regarding women in forestry, natural resources, and ecofeminism has not been included. With the…

More people are participating in adventure programs than ever before. Consequently, the natural resources that support these activities are being compromised, resulting in greater restrictions on land and water use, and implementation of user fees. Trends towards artificial adventure environments, certification and accreditation, litigation and…

Adventure programming is the deliberate use of adventurous experiences to create learning in individuals or groups, often with the goal of improving society or communities. Adventure programming may focus on recreation, education, individual or group development, or therapy, or on a combination of these. This second edition contains 61 chapters by…

A study examined experiences of nature among eight adolescents during a 12-day wilderness trip. The trip generated feelings of good will toward nature but no increase in environmentally responsible behaviors. Group norms emphasized social interaction and constrained attention to nature. Outdoor educators should consciously plan for transfer of…

The Galileo Outdoor Adventures Program (GOAPe) addresses the needs of high school students with a student-centered experiential program that is project- and community-based. At the Galileo Academy of Science and Technology, a public school in inner-city San Francisco, GOAPe is a semester-long program and a student club. From the first day of…

This book is a collection of feminist analyses of various topics in experiential education, particularly as it applies to outdoors and adventure education, as well as practical examples of how women's experiences can contribute to the field as a whole. Following an introduction, "The Quilt of Women's Voices" (Maya Angelou), the 25…

Outdoor adventure education is an experiential method of learning which takes place primarily through sensory involvement with the outdoors. Characteristics of adventure education include uncertain outcomes, risk, inescapable consequences, energetic action, and willingness to participate. Adventure education occurs in a diversity of venues,…