The purpose of this study was to analyze whether girls' levels of resilience increased after participation in a variety of programs. In this study, 711 girls participated in one of four program types: adventure education (n = 71), experiential education (n = 164), traditional camp setting (n = 228), and mixed camp setting (n = 248). The study…

This research highlights the learning of female offenders on a 20-day tailor-made experiential adventure education course (Women in Action) delivered by Outward Bound New Zealand. The aims of the course were to increase self-awareness, to develop an understanding of the concept of choice and self responsibility, to improve communication skills and…

Survey of 274 women who completed an all-women outdoor adventure program examined motivations to participate in such a program; expectations, feelings, and perceptions about the program; and the outcomes and effects of the program on their lives. The average respondent was 42 and had at least a four-year college degree. Contains 20 references. (SV)

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…

Describes the work of Help for Abused Women and Children (HAWC) in Massachusetts. Programs and activities for abused adults and teens include a crisis hotline, shelter, advocacy, support groups, legal advocacy, community trainings, workshops, counseling, and a prevention curriculum. An adventure workshop is used to address self-esteem, trust, risk…

It is commonly claimed that outdoor adventure programmes produce positive changes in participants by exposing them to adventure activities designed to encourage self-discovery and character building. Previous studies have focused on the impact of rehabilitative adventure therapy programmes and adventure education programmes for male dominated or…

Describes Towson State University's (Baltimore, Maryland) "WIN--Women in Nature Program," then makes suggestions for other programs which include course offerings for females: use role models to encourage adventure; hire and train program staff with care; provide quality equipment; utilize public relations; encourage participant…

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…

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,…

High school sophomores participating in the second year of Project Adventure, an educational program expanded to include community service, experiential learning, and a rigorous physical education program, showed improvements in physical abililty and self-concept consistent with improvements shown by students in the program's first year.…

Project Adventure, an innovative educational program combining experiential learning in academics with a rigorous physical education curriculum at the high school level, was successful in its first year (1971-72). Project staff attempted to: develop and teach the physical education component; involve students and faculty in experiential dimensions…