A company division of 72 people that had participated in an adventure training program one year earlier was surveyed to identify the longitudinal impacts of adventure training on corporate managers, attitudes toward adventure training, and changes in work behavior. Results showed positive changes that were short-lived without follow-up programs.…

Reviews "Quality Work with Young People" (John Huskins, 1996) and other writings of the 1990s concerned with outdoor adventure education, youth work, "risk," and risk management. Compares these works with those of the 1970s. Criticizes deterministic trends in adventure education "interventions" and the present-day…

Nineteen adolescents (ages 13 to 17) attending a British special school for children with special educational needs and emotional/behavioral difficulties attended a four-day outdoor development program. Qualitative and quantitative methods were used to evaluate outcomes in the three areas of group cohesion, tension/anxiety levels, and physical…

Suggests that both traditional ethics and values education fail in their dichotomous treatment of religion and spirituality. Describes an alternative approach to ethical and moral problem solving in the adventure milieu that incorporates participants' cultural religious traditions and allows the application of these forces and principles to…

Describes development of the Instructor Effectiveness Questionnaire (IEQ). Survey of 234 students participating in canoeing and kayaking at the Nantahala Outdoor Center (North Carolina) found that all 17 teachers received high scores, that the IEQ was able to discriminate between more- and less-effective instructors, and that female instructors…

All providers of outdoor leadership training must cooperate in introducing race, gender, and class issues in their programs. Recommendations include using experiential methodologies, offering social justice training in all training venues, developing outdoor leadership texts that cover social justice topics, and making social justice training a…

Examines traditional outdoor education leadership training, emphasizing value of "soft" or "people" skills. Describes how Experiential Leadership Education, a systematic approach to teaching outdoor leadership, uses three teaching and group dynamics models. Examines Experiential Leadership Education applications. Suggests…

Outdoor leaders need counseling skills to deal with interpersonal conflicts that arise within a group and to facilitate participant growth and change. Person-centered counseling, reality therapy counseling, and behavioral counseling are discussed, as well as how various techniques from each can be used to the benefit of the leader and the group.…

Too much excitement leads to anxiety, resulting in the impetus to reduce stimuli. Adventure experience leaders, in their enthusiasm for challenge and self-discovery through adventure, may ignore those clients who exist in a state of anxiety. This warning is particularly salient in regards to captive populations, such as a school group in a…

Introduces Port Camman Project (UK), a 31-day residential course exposing young offenders to various outdoor adventure activities. Results of pre- and postprogram administration of a self-esteem questionnaire show increases in self-esteem in 10 of 14 males surveyed; negative changes are interpreted based on behavior patterns during the full 31-day…

Evaluation of the impact on several self-perception, behavioral, and family functioning variables of an Outward Bound school program with a family training component for adolescent status offenders indicated that treatment group subjects had significantly higher scores on all variables compared to controls at four weeks, though many differences…

Summarizes an experiential training trip for teachers and river guides in the Auburn State Recreation Area (California). Explores the connection of man with water and relates this connection to the California History/Social Studies Framework. Outlines themes for student research and recommends resources for teacher training and for curriculum…

A survey of outdoor and adventure activities (OAA) in 33 United Kingdom schools found the following: 1) successful programs resulted from individual teachers' commitment, 2) primary and secondary pupils gained enormous benefits from OAA, 3) OAA's benefits were often lost because of inadequate reporting, and 4) OAA's contributions to personal…

Describes the two-day experiential, adventure-based orientation for a teacher-education program focused on developing teaching skills for collaborative learning and leadership within diverse learning communities. Participants established expectations, concerns, and ground rules before experiencing discrimination and collaboration through group…

Three years after a 35-day wilderness expedition in northern Ontario, five youths described lessons from the trip that were either transfered to their home environments or were overcome by the social influences of their home environments. Follow-up support is recommended to assist with integration of learning into the home environment. (Contains…