Effective corporate adventure training programs: (1) develop parallel structures between the adventure experience and the workplace (context); (2) consider how the learning will address a company's future needs (continuity); (3) provide learners with valid information and feedback on their actions (consequences); and (4) create physically and…

Experiential and adventure educators' work can enrich their personal and professional lives if they examine how people learn, the relationship between what is taught and what is learned, their values, and their commitment. To maximize their learning experiences, experiential and adventure educators can seek feedback from colleagues, keep a…

A residential YMCA camp in northern Wisconsin uses wilderness adventure education to teach collaborative leadership skills to high school students. Trust and relationship-building exercises are followed by simulations, culminating in a wilderness trip. Reflective exercises internalize the learning. Presents the camp's six fundamental beliefs about…

Describes a private, therapeutic, boarding school in Montana. Clinically trained therapists and educators combine a rigorous academic curriculum, outdoor and adventure education activities, and a five-phase emotional growth curriculum to help emotionally troubled adolescents aged 14-18 deal with their problems and maintain their educational level.…

A teacher who blended adventure education strategies into a standard physical education course during the 1980s describes similar programs at 12 schools that were inspired by Project Adventure workshops. The emphasis on cooperative teamwork and trust-building engages students and teachers alike. Advice is given on how to start an adventure-based…

Multivariate analytic techniques offer useful research methods that permit the experiential educator to test theoretical models, analyze the effects of several variables acting together, and predict the effects of one set of variables upon another set of variables. Several of these techniques are discussed, including analysis of variance, multiple…

An outdoor teacher reflects on the risk of sharing personal emotions and family history with students to help integrate new refugee students into the class. Adventure and experiential activities are described that served as metaphors for the refugee and immigrant experience. (SAS)

A study examining the effect of outdoor adventure experience on student self-concept surveyed 30 British secondary students in a 5-day residential outdoor course and a control group of 30 students. Self-concept scores of the experimental group rose during the course and 3 months later, while the control group showed no significant change. (TD)

The Leadership Project uses community partnerships to initiate a systematic response to drug and alcohol use, violence, and crime among teenagers in Alexandria, New Zealand. Aspects of the project include adventure-based violence intervention and counseling in the high school and leadership training at an outdoor education center. Preliminary…

This paper reports on research conducted as part of a project, the aim of which was to utilise outdoor and adventurous experiences to help schools address their "if only" factor--that aspect of learning perceived to be key to raising standards, whether it be the acquisition of knowledge, skills or a change in attitudes to learning. The…

This proceedings contains selected papers from the first International Adventure Therapy Conference. The papers reflect a wide range of ideas about what constitutes adventure therapy and how it should be conducted. Presenting an array of international perspectives, programs, and practices, the papers expand the current literature, which has come…

Orthopedagogisch Centrum (OC) Michiel is a multifunctional regional institution in the Netherlands that serves troubled families and youth at risk. Outdoor programs are used as a treatment modality for adolescents with behavior disorders, drug addictions, or criminal records. Outward Bound was the first experiential outdoor program in the…

A monograph examines the role of risk and risk management in experiential education, particularly stress/challenge programming. Definitions of risk are presented. The importance of risk and stress in experiential education is emphasized. Implications of subjective versus objective risk assessment in adventure education are discussed, with…

A survey sent to 13 outdoor adventure programs asked that field staff rate their competence with regard to 10 skills commonly needed by adventure program staff. Five skills were in the technical category (backpacking, rock climbing, emergency care, canoeing, and knowledge of minimum impact camping techniques); three skills were from the…

The handbook is intended for three leadership groups: leaders of land-based trips in the Pacific Northwest with youth or adults for an agency such as a city recreation department, experienced leaders, and leaders conducting high-adventure programs for juvenile delinquents. The handbook contains current information regarding: (1) trip planning and…