bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effects of Outdoor Experiential Training on Perceptions of College Stress
Authors: Kanters Michael A. , Bristol David G. , Attarian Aram
Published: April 2013

Students in graduate school experience stress associated with a fear of failure. Heightened stress responses typically occur in situations where students are required to absorb a vast quantity of information in a limited time. Student reports of stress induced anxiety and depression are further exacerbated by an inability to satisfy basic social, recreational, family and financial needs. Outdoor experiential training (OET) activities as a component of student development initiatives have been designed to assist students with the stress caused by the demands of college. The purpose of this study was to examine the effect of a one-day OET experience on graduate students' perceptions of stress. Using a quasi-experimental design, the results of this study indicated that several mood states, including anxiety-tension, vigor-activity, and depression-dejection, were significantly reduced by a one-day OET experience.
Facilitating Group Cohesion among Adolescents through Challenge Course Experiences
Authors: Glass J. Scott , Benshoff James M.
Published: April 2013

This article reports the results of a study which examined the effects of participation in a low-element challenge course on younger adolescents' perceptions of group cohesion. A pre and post test of the Group Cohesion Evaluation Questionnaire was administered to 167 participants. Results supported that group cohesion developed through the one-day, low-element challenge course experience, and that race, gender, and age of participants did not affect their perception of group cohesion.
The Influence of Challenge Course Participation on Moral and Ethical Reasoning
Authors: Smith Carol A. , Strand Sharon E. , Bunting Camille J.
Published: April 2013

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject.

The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84).

The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.
Beyond Learning by Doing: The Brain Compatible Approach
Authors: Roberts Jay W.
Published: April 2013

The current position of the field of experiential education within mainstream education places at a premium attempts to significantly broaden and deepen experiential pedagogy beyond mere “learning by doing.” This article will explore one such attempt—the Brain Compatible Approach—and its potential linkages with experiential education. An overview of the Brain Compatible Approach will be outlined, followed by a discussion of several key principles. Linkages between these principles and experiential education will be discussed, as well as several “Quick Tips” on possible practical applications of the research. Finally, the benefits of aligning experiential education with the Brain Compatible Approach will be explored.
Risk and Anxiety in Adventure Programming
Authors: Davis-Berman Jennifer , Berman Dene
Published: April 2013

This article discusses risk, anxiety, and emotional safety in adventure programs. The authors suggest that emotional safety be given the attention in the literature similarly devoted to elements of physical safety. Anxiety was discussed as a salient factor in the assessment of perceived risk. An alternate paradigm for change is suggested, based, not on moving out of comfort zones, but on reinforcing safety, security and challenge. Implications for this paradigm shift are presented.
Reviewing and Benchmarking Adventure Therapy Outcomes: Applications of Meta-Analysis
Authors: Neill James T.
Published: April 2013

This article summarizes evidence from meta-analyses of outdoor education, psychotherapy, and education which can he used to help determine the relative efficacy of adventure therapy programs. The major outdoor education meta-analysis by Hattie, Marsh, Neill, and Richards (1997) cites an effect size of .34 for immediate program effectiveness. Meta-analytic studies of innovative education programs in school settings report similar effects (Hattie et al., Hattie, 1992, 1993), while psychological training meta-analyses report slightly higher effects (Lipsey & Wilson, 1993), and meta-analyses of psychotherapy effectiveness find stronger effects (Casey St Berman, 1985; Smith, Glass, & Miller, 1980). This article derives outcome benchmarks for adventure therapy program outcomes taken from existing outdoor education, psychological, and educational meta-analyses, and recommends that the benchmarks be used in adventure therapy research and evaluation to allow for more accurate assessments of program's effectiveness. The suggested benchmarks should be used only as guides, and should be refined in future by meta-analyses of adventure therapy outcomes.
Beyond “The Outward Bound Process:” Rethinking Student Learning
Authors: McKenzie Marcia , University Simon Fraser
Published: April 2013

This article is based on a research study that explored the means by which students learn at Outward Bound Western Canada. For this study, data were collected from 92 students through questionnaires, interviews, and observation. Twenty-nine course components were found to influence course outcomes, including various aspects of course activities, the physical environment, instructors, and the group. Certain course components were found to be most influential in determining increases in students' self-awareness, self-confidence, self-reliance, self-esteem, self-concept, motivation, self-responsibility, interpersonal skills, concern for others, and concern for the environment; while several course components impacted course outcomes in negative ways. The gender, age, and population of students were also found to play a role in determining the course outcomes students experienced and which course components caused those outcomes. The study is discussed in terms of how it supports, extends, and refutes existing adventure education theory, as well as in relation to contemporary theories on modernity. A model is proposed as an alternative to the well-known Walsh and Golins' (1976) model of “the Outward Bound process” in consideration of the study's findings and the need for a renewed commitment to compassion and service within Outward Bound.
Student Experiences with Service-Learning in Sport Management
Authors: Bennett Gregg , Henson Robin K. , Drane Dan
Published: April 2013

The purpose of this study was to discuss the service-learning experiences of students in sport management classes. Participants included 157 students enrolled in four sport management courses at two universities located in the southeastern United States. Students enrolled in the classes in the spring semester of 2001 were assigned a minimum of 15 hours of service-learning as a requirement for the courses. A 39-item survey instrument was constructed for use in the present study and was administered after the completion of the service hours. These results suggest that the service-learning experiences actively engaged the students as opposed to a more passive observational experience. These respondents reported many advantages, and few disadvantages, of having a service requirement in their sport management classes. Respondents reported that service experiences improve social interaction skills, resume building, awareness of social responsibility, development of practical skills, and interaction with others from diverse cultures.
Individual Beliefs and Cultural Immersion in Service-Learning: Examination of a Reflection Process
Authors: Maher Michael J.
Published: April 2013

The purpose of this study was to examine the effectiveness of a set of reflection tools used with college students engaged in service-learning immersion trips. The tools were a set of writing and discussion activities that directed students to ask questions and make observations about the communities they were visiting and to connect those questions and observations to their own values, beliefs, and sources of beliefs. The tools evoked a greater depth of reflection on beliefs and a greater depth of immersion into communities for students. Students became more in tune with their beliefs, changed their beliefs, and articulated their beliefs more clearly through these service-learning immersions, and that process was facilitated by the reflection tools. Students also learned more about the communities that they visited, made personal connections to those communities, and had a greater sense of being immersed in those communities. This process was facilitated by the reflection tools.
Service-Learning as a Site for Critical Pedagogy: A Case of Collaboration, Caring, and Defamiliarization across Borders
Authors: King John T.
Published: April 2013

Frequently cited among the benefits of service-learning is the potential enhancement of students' ability to critically reflect upon their experiences. It is often questioned as to how critical this reflection process is in practice, noting that service-learning often leaves students' assumptions regarding privilege and equity unexamined. Employing the concept of “defamiliarization” as the subjective process by which students gain the ability to “break with the taken-for-granted and set the familiar aside” (Greene, 1995, p.3), this study explores if, and how, college students came to critically examine their assumptions about self and society during the course of their involvement in an international service-learning program. Findings indicated that students were attentive to the perspectives of local community members whom they came to care for and that this contributed to their raising critical questions concerning issues of privilege and inequity. Implications for the design of critically oriented service-learning programs are discussed.
Reflections of Medical Student Service Leaders: Implications for Admissions and Curriculum
Authors: Elam Carol L. , Hafferty Frederic W. , Messmer James M. , Blue Amy V. , Flipse Ann R. , Lazarus Cathy J. , Chauvin Sheila W.
Published: April 2013

Seventy-five students from five medical schools participated in structured interviews to elicit their community service history and opinions regarding the relationship of community service to the medical school admissions process and the medical school curriculum. An analysis of responses indicates that service leaders were: (a) influenced by family, church, or peers to participate in community service activities at an early age; (b) demonstrated interest in service activities through depth of commitment and assumption of a leadership role; (c) recognized that time conflicts hampered service participation during medical school; and (d) did not think that service experiences in medical school should be required. Results of this study are of value to admissions officers trying to select medical school applicants with a service commitment and to educators seeking to promote community service activity in their student body. The study underscores the impact of institutional commitment to service on the “professionalization” of physicians.
Blueprint for Incorporating Service Learning: A Basic, Developmental, K-12 Service Learning Typology
Authors: Terry Alice W. , Bohnenberger Jann E.
Published: April 2013

Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive developmental stages tying in Bradley's three-factor Criteria for Assessing Levels of Reflection. Two types of service, direct and indirect, are explained. Implications for education, research, and the community are discussed.
Hierarchical Data Structures in Adventure Education and Therapy
Authors: Russell Keith , Sibthorp Jim
Published: April 2013

Hierarchical linear modeling (HLM) is an approach used in data analysis to better understand how program outcomes are affected by the “nested” nature of data collected in many studies. An outcome can be considered variables such as an individual's self-efficacy, social skills, or more targeted outcomes such as demonstrated reading and mathematical skills. Recent research has suggested that individuals within each “nested structure” may exhibit more similar outcomes than another similar research setting. The purpose of this article is to provide examples of nested data structures and illustrate common approaches to dealing with this type of data often found in adventure education and therapy research. Data available from a study on the wilderness treatment outcomes are then analyzed using HLM to illustrate how the process can increase interpretation of findings and inform future research. Results suggest that many of the variables of interest in research on adventure education and therapy, which might explain why outcomes vary for participants, may be missing from research designs due to nested data structures. Future researchers should consider HLM approaches that may be appropriate for nested data structures common in studies on adventure education and therapy.
A Comparison of Internship Stage Models: Evidence from Intern Experiences
Authors: Diambra Joel F. , Cole-Zakrzewski Kylie G. , Booher Josh
Published: April 2013

Human service interns completing their four-year Bachelor of Science degree at the University of Tennessee participated in this study which focused on investigating student internship experiences from the perspective of three different internship stage models. The three models studied include those of Inkster and Ross (1998), Sweitzer and King (1999), and Kiser (2000). Findings provided insight as to students' levels of internship satisfaction and dissatisfaction during the internship. Data collected suggest each model has unique strengths and limitations. Recommendations are offered as to the effective use of each model. An eclectic use of the three models in pedagogy is supported
Personal Learning or Prescribed Educational Outcomes: A Case Study of the Outward Bound Experience
Authors: Martin Andrew J. , Leberman Sarah I.
Published: April 2013

Experiential organizations often adopt quantitative course evaluation, as this provides them with numbers to justify prescribed educational outcomes to funding bodies. However, it has been argued that qualitative methods better suit the personal nature of the experiential learning process, so that epistemological understanding follows pedagogical philosophy (Allison & Pomeroy, 2000). This article highlights the learning of participants at Outward Bound New Zealand. A mixed method approach was chosen including quantitative and qualitative data collection, pre and post course. Participants (157) from four different courses were surveyed by questionnaire, with a response rate of 82% for the first to last day responses, and 30% for the 12-week post-course follow-up. The quantitative findings were consistent with the medium change of previous outdoor program effect size research for 20+ day courses (Hattie, Marsh, Neill, & Richards, 1997). However, the qualitative responses encapsulated the value and “real” meaning of these personal experiences.
Reconsidering Post-Traumatic Stress
Authors: Berman Dene S. , Davis-Berman Jennifer
Published: April 2013

This article serves to challenge the prevailing wisdom that suggests that most trauma is followed by post-traumatic stress disorder (PTSD), and is best treated with critical incident stress debriefing (CISD). Instead, recent evidence suggests that many individuals exposed to stress do not experience stress responses. Even those who do, however, may not benefit from CISD. There is little support for outdoor adventure programs to require CISD after traumatic events. It is recommended that leaders be trained in assessment and trauma management with a special emphasis on case management and referral for participants who need professional mental health intervention.
Turning Experiential Education and Critical Pedagogy Theory into Praxis
Authors: Breunig Mary
Published: April 2013

The educational theories of experiential education and critical pedagogy intersect in a number of ways. One of the intended aims of both of these pedagogies is that the purpose of education should be to develop a more socially just world (Itin, 1999; Kincheloe, 2004). One of the key issues still facing experiential education theory and critical pedagogy is its implementation within the post-secondary classroom. There is a lack of congruence between the pedagogical theories that are espoused and the actual classroom practices that are employed. The purpose of this article is to explore some of the ways for experiential educators and critical pedagogues to begin engaging in a more purposeful classroom praxis that acts on the theoretical underpinnings of these pedagogies as one means to work toward their shared vision of a more socially just world.
Outcomes from the Components of an Outward Bound Experience
Authors: Goldenberg Marni , McAvoy Leo , Klenosky David B.
Published: April 2013

Means-end theory provides a useful approach for characterizing the relationship among the attributes or components of an experiential education course (the “means”), the benefits, or the outcomes associated with these attributes/course components, and the personal values (the “ends”) these outcomes help to reinforce for course participants. The purpose of this article is to show how this “means-end” perspective can enhance our understanding of the outcomes associated with outdoor adventure programming. A self-administered questionnaire designed to identify the linkages among program attributes (i.e., course components), course outcomes, and personal values was administered to a sample of 216 Outward Bound course participants. Analysis of the data provided useful insights into the outcomes associated with Outward Bound course experiences and with specific course components. The results can assist experiential educators in linking outdoor adventure course outcomes to course components, and in marketing course programs to potential clients.
The Experience of Pedagogic Intensity in Outdoor Education
Authors: Foran Andrew
Published: April 2013

This paper is a phenomenological examination of Nova Scotian teachers leading children outside the normal school environment for instructional purposes. Phenomenology can examine the everyday, taken-for-granted phenomena in human experiences. Absent in experiential research is the focus on teachers' experience in outside programs. In addressing this gap, anecdotes that capture unique elements of pedagogic intensity are shared as insight into the lifeworld of outdoor educators. Common to all the teachers in this study were feelings of intensity. These lived experiences are from various disciplines, at the senior high school level, and the teachers are engaged in outdoor practices connected to their respective subject areas. These teachers share past moments that show pedagogic intensity as a varied and unique instructional experience. All the teachers observed that the outdoors somehow magnifies the teaching experience. A key area is how this magnification applies to the pedagogic quality of outside teaching.
Reducing Academic Achievement Gaps: The Role of Community Service and Service-Learning
Authors: Scales Peter C. , Roehlkepartain Eugene C. , Neal Marybeth , Kielsmeier James C. , Benson Peter L.
Published: April 2013

Three large and diverse data sets were used to study the relations among 6th–12th grade students' community service and service-learning experiences, academic success, and socioeconomic status (SES). Principals in high-poverty, urban, and majority nonwhite schools were more likely to judge service-learning's impact on student attendance, engagement, and academic achievement as very positive. Students with higher levels of service/service-learning reported higher grades, attendance, and other academic success outcomes. Low-SES students with service/service-learning scored better on most academic success variables than their low-SES peers with less or no service or service-learning. Service-learning may be especially attractive to principals of low-SES schools, in part because it may be related to higher achievement generally and to smaller achievement gaps between higher- and lower-income students.
The Effectiveness of Metaphoric Facilitation Styles in Corporate Adventure Training (CAT) Programs
Authors: Priest Simon , Gass Michael A.
Published: April 2013

The purpose of this study was to examine the outcomes of using metaphors to enhance learning in the framing and debriefing of teamwork issues for a corporate adventure training (CAT) program. Through random assignment, four different but intact regional work groups from a European banking institution participated in a CAT program for the purposes of team-building. A fifth randomly selected intact work group from another region in Europe served as a control group. Each group received the same CAT program, but the groups were provided with different forms of facilitative metaphors in their program. All groups were measured for changes in teamwork during an initial development period, as well as during two follow-up periods to determine the maintenance of potential changes. The mixed isomorphic framing/metaphoric debriefing approach proved to be the most effective training methodology for initially developing, as well as maintaining, teamwork in the CAT training program.
Tandem Pedagogy: Embedding Service-Learning into an After-School Program
Authors: Tannenbaum Sally Cahill , Brown-Welty Sharon
Published: April 2013

Educators continually seek effective strategies to address the educational needs of students. Two popular strategies are service-learning and after-school programs. The purpose of this study was to begin to explore the value of embedding service-learning into after-school programs. This study utilized a historical database and compared two groups of students participating in an after-school program at four elementary schools. Preliminary results suggested that students participating in the service-learning component of the after-school program had greater improvement in their grade point averages and conduct grades and were less likely to be suspended than students who did not participate in the service-learning component.
Participants' Perceptions of Communication during and after a One-Day Challenge Course Program
Authors: Wolfe Brent D. , Dattilo John
Published: April 2013

Many studies have been designed to understand effects of challenge courses and their benefits. Few studies, however, have been conducted to understand participants' perceptions of these programs. In this study, 16 adults working at a dental office attended a one-day challenge course program designed to teach lessons about communication. Data were collected via in vivo observations, digital video observations, and two individual interviews. These qualitative data were analyzed and two themes central to communication emerged: (a) Effectiveness of Communication; and (b) Too Many Chiefs. Findings suggested that improvements to communication in the workplace were not clearly recognized results. However, experiences with these themes were identified during the challenge course. Connections to related literature and suggestions for research and practice are provided.
Wilderness Orientation: Exploring the Relationship between College Preorientation Programs and Social Support
Authors: Bell Brent J.
Published: April 2013

This study investigated whether students differ in reported levels of social support by different types of preorientation experiences (i.e., wilderness program, community service program, preseason athletics, or no preorientation participation) measured by the Campus-Focused Social Provisions Scale (CF-SPS). Two colleges provide a sample (N = 1,601) of first-year and sophomore students. Participants in the wilderness orientation programs reported higher levels of social provisions in all six subfactors of social support. Preseason athletes reported significant differences on the subfactor social integration (p < .05). Service programs reported no significant differences. Students' reported level of shyness and how easily they make friends were important variables for explaining the variance in social support scores. Women and sophomores were more likely to report higher levels of social support, excepting the variable social integration. The study was exploratory and lacked controls for selection bias.
The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development
Authors: Sheard Michael , Golby Jim
Published: April 2013

To date, little empirical research has been conducted to support the claim that outdoor adventure education (OAE) develops desirable psychological characteristics in participants. This study examined the effects of an OAE foundation degree curriculum on positive psychological development. Fifty-two students (26 OAE students, 26 controls on an unrelated course), aged 16–39 years, completed a battery of positive psychological questionnaires (at the start of their respective courses and 3 months later) measuring hardiness, mental toughness, self-esteem, self-efficacy, dispositional optimism, and positive affectivity. OAE curriculum activities included rock-climbing, navigation training, countryside leadership, gill-scrambling, and open canoeing. Control students were enrolled on a classroom-based travel and tourism college course. Inferential multivariate statistics revealed non-significant (p > .05, partial η2 = .38) improvements by the OAE group across several psychological constructs. Significant effects (p < .05, partial η2 = .15) for the cohort were revealed for total hardiness. No significant gender differences were reported. The non-significant overall effect is interpreted in terms of sample size, OAE activities, and measured personality styles. The implications of these results are discussed relative to previous findings and in terms of psychological theory.
The Role of Therapeutic Adventure in Meeting the Mental Health Needs of Children and Adolescents
Authors: Berman Dene , Davis-Berman Jennifer
Published: April 2013

Estimates of the mental health needs of adolescents far outstrip the resources of traditional mental health. The field of adventure therapy has the potential to help meet these unmet needs. It is argued that particularly in the United States and the United Kingdom, for adventure therapy to become a formal part of the mental health delivery service and thereby secure funding for innovative programs, the field will have to conform to the standards of other ancillary health care providers. In this way, high standards of staff training and credentials will be required, as will an evidence base that is consistent with models used by, among other organizations, the National Health Service. Advances have been made through the research efforts of groups like the Outdoor Behavioral Research Cooperative. Training and competency standards have also been developed. In addition to continued training and research, project RE-AIM offers a promising model to implement adventure therapy as a component of a comprehensive mental health delivery system.
Teaching for Adult Effectiveness
Authors: Heath Douglas
Published: April 2013

Building on his studies of adult maturity and effectiveness, Dr. Heath distinguishes between the dimensions of maturity and educational techniques, challenging that concentration on technique at the expense of a clear conception of purpose may lead to ineffectiveness.
The Outlook for Educational Use of Public Wildlands
Authors: Meyer Dan
Published: April 2013

A definition and exploration of the problems concerning use of public lands by organized groups with recommendations for increasing the likelihood of continued use in the future.
Experiencing the City
Authors: Levine Daniel U.
Published: April 2013

The elusive image of the city in history and the variety of interpretations given to it, provide a back drop for a modem urban education program.
Experiential Learning and Information Assimilation: Toward an Appropriate Mix
Authors: Coleman James S.
Published: April 2013

In an address given to the 6th Annual Conference on Experiential Education in St. Louis, Missouri, 1978, a prominent educator separates out some of the major functions of experiential learning.
Experiential Learning: Don't Overlook Half Your Laboratory
Authors: Watkins Jane
Published: April 2013

In a very personal address to the 6th Annual Conference on Experiential Education, an ACTION coordinator told of her adventure with experience.
Roadblocks to Recognition: Issues for Nontraditional Degree Programs
Authors: Poppenhagen Brent W.
Published: April 2013

What legal and quasi-legal constraints must nontraditional, especially experiential programs, overcome? Dr. Poppenhagen points to the need for recognition and monitoring of the relationships among various legitimizing agencies, and suggests the implications of these relationships for nontraditional education.
Johnny Says He is Learning … Through Experience
Authors: Hedin Diane , Conrad Dan
Published: April 2013

This is the first of a series of articles reporting on aspects of program evaluation. The Evaluation of Experiential Learning Project described here is of national scope and major import.
The Design of Intellectual Experience
Authors: Finkel Donald L. , Monk G. Stephen
Published: April 2013

Sharing experiences with students is essential to learning, but difficult to accomplish. The authors suggest a workshop approach, give a detailed example, and discuss basic principles for worksheet design.
Application of Small Group Theory to Adventure Programs
Authors: Jensen Mary
Published: April 2013

What do we know about group dynamics and how can we use it to enhance outdoor education? The author looks at the role of expectation, conflict and stress in changing behavior.
Babies and Bathwater: Two Experiential Heresies
Authors: Wichmann Theodore F.
Published: April 2013

Is the Experiential Education Movement doomed to an early death like its predecessor the Progressive Education Movement? The author argues that heresies evident in the literature of the Experiential Education Movement militate against its survival.
The Judicial Process as a Form of Program Evaluation
Authors: Ellsberry James
Published: April 2013

Traditional forms of program evaluation have been supplemented successfully by a judicial inquiry. It adds to both the evaluative process and to the opportunity for participation of a wide segment of the community.
Current Theory and Research in Experiential Learning for Adults
Authors: Shuttenberg Ernest M. , Poppenhagen Brent W.
Published: April 2013

Can college and university students participate in their own learning? The author presents theoretical and research findings that suggests holistic models of learning for postsecondary education.
Experiential Education: A Search for Common Roots
Authors: Druian Greg , Owens Tom , Owen Sharon
Published: April 2013

Do experiential programs have any common elements? A comparison of some successful programs indicates that there are some essential similarities.
The Paradox of Safety and Risk
Authors: James Thomas
Published: April 2013

Outdoor education programs are facing a serious dilemma: Can the concepts of safety and risk exist in a program without destroying the learning process?
A Look at the Life of an Outdoor Educator
Authors: Kesselheim Alan S.
Published: April 2013

For an outsider taking a quick glance, the life of an outdoor educator seems ideal, even prosaic. But maybe there is more that lurks beneath the surface.
National Assessment of Experiential Education: Summary and Implications
Authors: Conrad Dan , Hedin Diane
Published: April 2013

Experience is never limited, and it is never complete; it is an immense sensibility, a kind of huge spider's web of silken threads suspended in the chambers of consciousness and catching every airborne particle in its tissue.
The Individual and Environment
Authors: Elkin Bruce
Published: April 2013

We are as gods and might as well get good at it. So far remotely done power and glory—as via government, big business, formal education, church—has succeeded to point where gross defects obscure actual gains. In response to this dilemma and to these gains a realm of intimate, personal power is developing— power of the individual to conduct his own education, find his own inspiration, shape his own environment, and share his adventure with whoever is interested.
How to Creatively Evaluate Programs
Authors: Warner Alan
Published: April 2013

“After awhile we set sail for Hearn Island. A crowd of people gathered to watch us leave. The crew was very efficient, no one raised their voice or made a false move. The wind was brisk and blowing straight into the entrance, which is about forty feet wide. We made seven tacks to get clear. Everyone got quite a charge out of it and we waved good-bye as the tourists snapped pictures” - From the journal of a troubled youth who participated in an adventure challenge sailing program.

“Hypothesis (2) stated that there would be a significant difference on the post and follow-up testing intervals between the experimental and control groups of the youth sample on the Self-Esteem Measure and the Behavior Rating Form. Planned comparison as well as the two way overall analysis of variance supported this hypothesis” - From an evaluation research study of an adventure challenge program for troubled youth.
The Future of Experiential Education as a Profession
Authors: Michalec Paul
Published: April 2013

The present is a time of reassessment of dominant ideas across the human sciences (a designation broader than and inclusive of the conventional social sciences), extending to law, art, architecture, philosophy, literature, and even the natural sciences. This reassessment is more salient in some disciplines than in others, but its presence is pervasive (Marcus and Fischer 1986, p.7).
A Meta-Analysis of Outdoor Adventure Programming with Adolescents
Authors: Cason Dana , Gillis H.L. “Lee”
Published: April 2013

Adventure practitioners asked to justify their work with adolescent populations have no one study to point to that statistically sums up major findings in the field. Whether it be a school board, treatment facility, or funding agency, one study is needed which can combine statistics from many studies into a format to show overall effectiveness of adventure programming. This study used the statistical technique of meta-analysis to demonstrate that adolescents who attend adventure programming are 62% better off than those who do not. While combining various populations and outcomes resulted in an overall effect that could be considered small by some accounts, the study did point to major problems with current research and offers some direction for future researchers to explore.
Research Update: Two-Year Follow-Up Report for the Wilderness Therapy Program
Authors: Davis-Berman Jennifer , Berman Dene S.
Published: April 2013

This study presents four-month, one- and two-year follow-up data on 23 participants in the Wilderness Therapy Program for Lifespan Counseling Associates of Dayton, Ohio. All participants were administered self-efficacy behavioral symptoms and locus of control inventories at four months and one and two years following the program. The results suggested a regression to pre-test levels at four months, with a return to the original post-test change levels at one and two years. This study supports the need for follow-up programs to facilitate the generalization of change. Finally, the stability of change is discussed and the need for follow-up research is underscored.
Managing Psychological Depth in Adventure Programmimng
Authors: Ringer Martin , Gillis H.L. “Lee”
Published: April 2013

The authors describe a model of psychological depth and present some general principles that will enable adventure practitioners to manage the psychological level in the groups for which they are responsible. These principles call for the leader to pay attention to their language and the language of group participants. In particular, attention should be paid to four main criteria.

The first of these criteria is an indication of the way in which the participant is involved in the topic under discussion. The second criterion is derived from paying attention to the nature of relationships that are embedded in the participant's conversation. The third criterion is the level of emotional arousal experienced by the participant; no involvement indicating shallow psychological levels and stronger emotional arousal indicating increasing depth. The fourth criterion for assessing psychological depth is a measure of the normal bounds of confidentiality and privacy with which the subject under discussion would normally be treated.
Utilizing Hypnotic Language in Adventure Therapy
Authors: Itin Christian
Published: April 2013

This article introduces the seventh generation of facilitation in adventure-based experiential education. Hypnotic language forms the basis of this next generation and provides a powerful tool for the transfer of learning in adventure therapy. This next generation allows the therapeutic adventure practitioner to use the experiential language of the client to enhance the isomorphic connections of the adventure activity and to draw upon and develop the unconscious resources of the client to support the goals of the client. This article provides a basic outline of hypnotic language and examples of its use in adventure therapy.
Building the Group: Using Personal Affirming to Create Healthy Group Process
Authors: Mitten Denise
Published: April 2013

Kid's needs are best met by grown-ups whose needs are met.
Experiential Education for Urban African Americans
Authors: Smith Jennifer G. , McGinnis J. Randy
Published: April 2013

Current thinking advocates environmental learning experiences beyond simply awareness of issues affecting the environment. The focus now is on the encouragement of active learner participation in the resolution of authentic environmental problems. This makes environmental education an application of experiential education. Research indicates that the primary environmental concern of the urban African American community is the inequitable siting of toxic facilities in urban African American neighborhoods. A new conception of experiential education which addresses the environmental attitudes and concerns of urban African Americans is proposed for inclusion in teacher education programs preparing practitioners for work in schools. An issue investigation and action approach is illustrated in a case study.
The Wilderness Experience Program Industry in the United States: Characteristics and Dynamics
Authors: Friese Greg , Hendee John C. , Kinziger Mike
Published: April 2013

Wilderness experience programs (WEPs) are organizations that conduct outdoor programs in wilderness or comparable lands for purposes of personal growth, therapy, rehabilitation, education, or leadership/organizational development. More than 700 potential WEPs were identified through search of multiple sources and then surveyed, with promotional materials and response forms received from 70 percent of them. From these data WEPs are characterized as to the number of trips offered per year, number of clientele served, kind of areas used, a typology to categorize how they used the wilderness was developed — whether as a teacher or as a classroom, and a directory of WEPs was compiled. Dynamics of the WEP industry are inferred from these data, other studies, and the literature.
Behavioral and Emotional Crisis Management in Adventure Education
Authors: Berman Dene S. , Davis-Berman Jennifer , Gillen Mark
Published: April 2013

David was a 16-year-old resident of a group home for adolescents who were in placement as a result of juvenile court determination of being abused or neglected. He was chosen to be a participant on a wilderness therapy trip in order to help him learn skills to more appropriately express his emotions and learn new ways of relating to peers. On the first day on the trail the group was hiking up a ridgeline that was steep and long. David started to berate the adolescent designated as the scout, John, calling him names and hiking on John's heels. By the time the group reached camp, David and John were yelling back and forth. The trip leaders tried to get these adolescents together to talk, but David and John began pushing each other and threatening violence. The leaders' attempts to reason with them failed when punches were thrown. John was knocked to the ground by a punch in the head, and David ran off into the woods.
Experiential Research At-Risk: The Challenge of Shifting Traditional Research Paradigms
Authors: Bocarro Jason , Richards Anthony
Published: April 2013

This article attempts to address one of the consistent themes within experiential education, notably the concern that the field lacks a strong research base. This concern has contributed to a lack of clarity which surrounds the field. Research and programmatic evaluations of adventure based experiential programs may fail to produce results for a variety of reasons. This article explores two of these reasons. The first is the break-down of the program itself and its ever-changing methods of delivery. Second is the inappropriateness of the research methodology that often follows standard procedures, which may be inconsistent with non-standard programs.
Learning at the Edge: Can Experiential Education Contribute to Educational Reform?
Authors: Lindsay Anne , Ewert Alan
Published: April 2013

Stuart and Linda are high school teachers, and they have a problem. For a number of years, they have been offering experiential education activities within their classes. They have had little success in convincing other teachers to incorporate these activities into other classrooms. Why can't the teachers see the value in experiential education activities and incorporate them into parts of the curriculum? Why is it that “mainstream” teachers seem so tied to conventional teaching styles and unwilling to try something different? After all, don't we all have the same goal—that of providing students with high quality and relevant learning opportunities?
Ecological Journey: An Enactive View of the Nature of Experience
Authors: Haskell Johnna
Published: April 2013

The breathing, sensing body draws its sustenance and its very substance from the soils, plants, and elements that surround it; it continually contributes itself, in turn, to the air, to the composting earth, to the nourishment of insects as well as breathing the world into itself, so that it is very difficult to discern, at any moment, precisely where this living body begins and where it ends.
National Differences in Personality and Predictability of Gender From Personal Names
Authors: Barry Herbert , Harper Aylene S.
Published: April 2013

This article reports a test of the hypothesis that national differences in personality traits are expressed by national differences in how accurately the final letter of the personal name designates the female or male gender. The names were obtained from lists of more than 80 popular names in each nation, separately for females and males. Gender designation was more accurate for female than male names. In nations with more accurate gender designation of the final letter of first names, four personality traits self-reported more often by inhabitants are high uncertainty avoidance (UA), high power distance (PD), low individualism (Ind), thereby high collectivism, and a low proportion who are very happy (VH).
HBI-3000 Prevents Secondary Sudden Cardiac Death
Authors: Lee Jullia Y. , Lucchesi Benedict R.
Published: April 2013

Background:

In postmyocardial infarction patients, transient episodes of ischemia are associated with a greater incidence of sudden cardiac death (SCD). Ventricular tachycardia and ventricular fibrillation (VF) are responsible for the majority of SCDs, but current pharmacological interventions for prevention of lethal ventricular arrhythmias are less than satisfactory. We investigated the efficacy of HBI-3000 (HBI), a novel antiarrhythmic agent, in preventing SCD in a conscious canine model.

Methods:

After 3 to 7 days of a surgically induced myocardial infarction (ie, 90-minute occlusion of the left anterior descending coronary artery followed by 30 minutes of reperfusion), conscious animals were administered vehicle (0.9% NaCl solution for injection) or HBI (15 mg/kg) intravenously. An occlusive thrombus at a site remote from the previous myocardial infarction was induced by electrolytic injury to the intimal surface of the left circumflex coronary artery.

Results:

Control animals developed premature ventricular complexes (PVCs) followed by ventricular tachycardia, which terminated in VF in 5 of the 8 dogs. HBI reduced the frequency of PVCs, and only 1 of the 9 HBI-treated animals developed VF ( P < .05). In a separate group of postinfarcted animals, the electrical conversion threshold was assessed before and after the intravenous administration of HBI (5, 10, or 15 mg/kg) or flecainide (3 mg/kg), a class IC antiarrhythmic agent. The electrical conversion threshold was not altered by HBI, whereas the administration of flecainide increased the threshold ( P < .01 vs baseline).

Conclusions:

The data indicate that HBI is an effective antiarrhythmic and antifibrillatory agent for the prevention of VF or sudden cardiac death.
Testosterone, Thrombophilia, and Thrombosis
Authors: Glueck Charles J. , Richardson-Royer Caitlin , Schultz Reiker , Burger Tim , Labitue Fanta , Riaz Muhammad K. , Padda Jagjit , Bowe Dedrick , Goldenberg Naila , Wang Ping
Published: April 2013

We describe thrombosis, deep venous thrombosis (DVT) pulmonary embolism (PE; n = 9) and hip-knee osteonecrosis (n = 5) that developed after testosterone therapy (median 11 months) in 14 previously healthy patients (13 men and 1 woman; 13 Caucasian and 1 African American), with no antecedent thrombosis and previously undiagnosed thrombophilia–hypofibrinolysis. Of the 14 patients, 3 were found to be factor V Leiden heterozygotes, 3 had high factor VIII, 3 had plasminogen activator inhibitor 1 4G4G homozygosity, 2 had high factor XI, 2 had high homocysteine, 1 had low antithrombin III, 1 had the lupus anticoagulant, 1 had high anticardiolipin antibody Immunoglobulin G, and 1 had no clotting abnormalities. In 4 men with thrombophilia, DVT-PE recurred when testosterone was continued despite therapeutic international normalized ratio on warfarin. In 60 men on testosterone, 20 (33%) had high estradiol (E2 >42.6 pg/mL). When exogenous testosterone is aromatized to E2, and E2-induced thrombophilia is superimposed on thrombophilia–hypofibrinolysis, thrombosis occurs. The DVT-PE and osteonecrosis after starting testosterone are associated with previously undiagnosed thrombophilia–hypofibrinolysis. Thrombophilia should be ruled out before administration of exogenous testosterone.