Adventure, Outdoor and Wilderness Therapy Outcomes & Effectiveness

1. Dissertation Abstracts | Citation/Abstract | Item 1 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	AN EXAMINATION OF THE EFFICACY OF AN ADVENTURE-BASED COUNSELING PROGRAM ON AT-RISK YOUTH
AUTHOR:	BOCARRO, JASON
DEGREE:	M.A. | DALHOUSIE UNIVERSITY (CANADA) (School code: 0328) | Date: 1998.
NOTES:	00156 pages. | UMI order no.: AAIMQ36395 | Print index reference: MAI 37-04: 1119 | ISBN: 0-612-36395-3
ADVISOR:	RICHARDS, ANTHONY
FIELD(S) OF STUDY:	(0814) RECREATION | (0519) EDUCATION, GUIDANCE AND COUNSELING |
ABSTRACT: The physical nature of many adventure based counseling programs along with the metaphoric connection of their experiential learning activities allow counselors and clinicians of all backgrounds to use adventure based counseling and apply it to their own particular client populations. Adolescents at-risk of delinquent behaviour are one of several populations for which the utilization of such programs have been advocated.   This study examined the effect an adventure based counseling program, run by the City of Halifax, had on the participants' self-esteem, self-esteem in social situations, self-efficacy, and sense of community involvement. Due to certain problems experienced by the organizers as well as some inherent weaknesses within the design and implementation of the program itself, the data gathered were limited and the sample population was severely reduced. This reduction in the sample population prevented aggregated statistical analysis. A method called the Analytical Critical Path was developed in order to help analyze the data through visual inspection. However, there were a number of problems associated with this technique resulting in the majority of the analysis being purely speculative.   The original methodology employed in this study was based upon past research protocols used in other similar studies. However, the problems experienced in both the collection and analysis of the data indicate that this research methodology was inappropriate for this particular study and may be unsuitable for future studies in this area. The results and discussion emphasize the need to try and develop new research techniques and measures in order to better understand and deal with the uniqueness of experiential learning programs generally and adventure based counseling programs for at-risk youth in particular.

2. Dissertation Abstracts | Citation/Abstract | Item 2 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	AN EXAMINATION OF THE EFFICACY OF AN ADVENTURE-BASED COUNSELING PROGRAM ON AT-RISK YOUTH
AUTHOR:	BOCARRO, JASON
DEGREE:	M.A. | DALHOUSIE UNIVERSITY (CANADA) (School code: 0328) | Date: 1998.
NOTES:	00156 pages. | UMI order no.: AAIMQ36395 | Print index reference: MAI 37-04: 1119 | ISBN: 0-612-36395-3
ADVISOR:	RICHARDS, ANTHONY
FIELD(S) OF STUDY:	(0814) RECREATION | (0519) EDUCATION, GUIDANCE AND COUNSELING |
ABSTRACT: The physical nature of many adventure based counseling programs along with the metaphoric connection of their experiential learning activities allow counselors and clinicians of all backgrounds to use adventure based counseling and apply it to their own particular client populations. Adolescents at-risk of delinquent behaviour are one of several populations for which the utilization of such programs have been advocated.   This study examined the effect an adventure based counseling program, run by the City of Halifax, had on the participants' self-esteem, self-esteem in social situations, self-efficacy, and sense of community involvement. Due to certain problems experienced by the organizers as well as some inherent weaknesses within the design and implementation of the program itself, the data gathered were limited and the sample population was severely reduced. This reduction in the sample population prevented aggregated statistical analysis. A method called the Analytical Critical Path was developed in order to help analyze the data through visual inspection. However, there were a number of problems associated with this technique resulting in the majority of the analysis being purely speculative.   The original methodology employed in this study was based upon past research protocols used in other similar studies. However, the problems experienced in both the collection and analysis of the data indicate that this research methodology was inappropriate for this particular study and may be unsuitable for future studies in this area. The results and discussion emphasize the need to try and develop new research techniques and measures in order to better understand and deal with the uniqueness of experiential learning programs generally and adventure based counseling programs for at-risk youth in particular.

3. Dissertation Abstracts | Citation/Abstract | Item 3 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	PROGRAM EVALUATION PRACTICES IN WILDERNESS THERAPY FOR YOUTH AT-RISK (ADOLESCENTS)
AUTHOR:	CARPENTER, JOSHUA GREENLEAF
DEGREE:	PH.D. | UNIVERSITY OF IDAHO (School code: 0089) | Date: 1998.
NOTES:	00089 pages. | UMI order no.: AAI9827872 | Print index reference: DAI 59-03B: 1361
ADVISOR:	TROTTER, TOM
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL | (0519) EDUCATION, GUIDANCE AND COUNSELING |
ABSTRACT: This study used a survey instrument designed to reflect Stufflebeam's improvement oriented model of systematic evaluation and development (CIPP) to explore the extent of evaluation efforts in existing wilderness therapy programs that serve youth at-risk in the United States. The objective was to asses the evaluation practices of selected programs while determining the applicability of a comprehensive evaluation model (CIPP). By design, the CIPP model generates valuable information to facilitate systematic evaluation throughout a program's life. The CIPP model organizes programmatic evaluation into four arenas: context, input, process, and product. Context level evaluation focuses on identifying needs and generating/prioritizing goals for action planning. Input level evaluation is undertaken to explore program models and resources available (experts, equipment, land-base, etc.) and hence influences the selection of strategies that best meet the program's goals. Process level evaluation is an ongoing opportunity to critically asses the implementation of the selected program resulting in possible revisions to better achieve identified goals. Product level evaluation provides an opportunity to review the program in its entirety in terms of its intended and unintended results to determine whether it has achieved its goals and is, therefore, worthy of continuance.   Survey data indicated that programs were indeed collecting context data and using it to formulate program goals. In terms of selecting input for the development of specific strategies to meet these goals, most programs relied on their staff and used little outside resources that might be available. Field staff were used almost exclusively to conduct process and product level evaluation in the programs surveyed. This reliance on staff could be a potential weakness in the evaluation process--especially in the face of ever-present hazards of wilderness travel and the absence of industry wide standards of care.

4. Dissertation Abstracts | Citation/Abstract | Item 4 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	IMPROVING SELF-ESTEEM OF ELEMENTARY SCHOOL CHILDREN WITH ADLERIAN ADVENTURE THERAPY
AUTHOR:	WICK, DANIEL THOMAS
DEGREE:	PSY.D. | OUR LADY OF THE LAKE UNIVERSITY (School code: 1210) | Date: 1997.
NOTES:	00061 pages. | UMI order no.: AAI9726455 | Print index reference: DAI 58-03B: 1553
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL | (0525) EDUCATION, PSYCHOLOGY |
ABSTRACT: The effects of Adlerian Adventure Therapy and a pretest instrument on the self-esteem of school children were studied. Fifth grade students (N = 66) from a multicultural urban area participated. Apparatus included bricks, boards, towels, basketballs, and a backpacking tent. Using random assignment in a Solomon Four-Group design, approximately half of the participants were pretested with the Piers-Harris Children's Self Concept Scale and approximately half of the students participated in a group intervention that combined Adlerian theory with adventure therapy. No significant difference was found in total scores for the intervention or pretest. Significant improvements were found in two subscales scores, Behavior (p $<$.01) and Popularity (p $<$.05). Findings are congruent with the focus of Adlerian theory. Suggestions for future research are offered.

5. Dissertation Abstracts | Citation/Abstract | Item 5 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	THE EFFECTS OF ACTIVITY SEQUENCING ON CHALLENGE COURSE GROUP DEVELOPMENT (ADVENTURE THERAPY, ROPES COURSE)
AUTHOR:	KOPF, DONALD MATTHEW
DEGREE:	PH.D. | TEXAS TECH UNIVERSITY (School code: 0230) | Date: 1996.
NOTES:	00166 pages. | UMI order no.: AAI9725912 | Print index reference: DAI 58-03B: 1536
ADVISOR:	ROBITSCHEK, CHRISTINE
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL | (0814) RECREATION | (0519) EDUCATION, GUIDANCE AND COUNSELING | (0451) PSYCHOLOGY, SOCIAL | (0624) PSYCHOLOGY, INDUSTRIAL |
ABSTRACT: In the rapidly expanding field of adventure-based therapy, group development has long been recognized as a cornerstone for success. One of the critical factors considered important by most theorists for successful group development is sequencing, or the order in which activities are presented to participants. By sequentially ordering events so that they are successively more challenging, adventure-based intervention theorists agree that group development is facilitated. However, this theory, like many in this field, has not been experimentally tested. The current study seeks to investigate the relationship between group development on a challenge course and sequencing of activities.   In a typical challenge course, activities can be divided into four stages: orientation, team activities, advanced team activities, and termination. Each is designed to encourage the development of different factors associated with successful group development. If sequencing is as crucial as hypothesized, then altering the sequence of activities should have a measurable impact on the development of groups as they progress through a challenge course.   To explore this hypothesis, three experimental groups proceeded through a challenge course. Each experimental condition progressed through a normally ordered challenge course sequence, but had a different stage omitted. Only the control condition groups participated in all four stages. Using the Expressiveness, Anger/Aggression, and Order/Organization subscales from the Group Environment Questionnaire (Moos, 1994) and the Engagement and Avoidance dimensions from the Group Climate Questionnaire Short Form (MacKenzie, 1983), 12 planned comparisons were made between the different experimental conditions to see where differences lay.   Preliminary analyses indicate there were no differences based on ethnicity, age or gender on the variables of interest. Primary results indicate that the only significant differences occurred on the experimental condition that did not participate in stage two activities, those designed to develop communication, teamwork and cooperation. These groups scored higher on the Order/Organization scale--opposite of what was hypothesized. No other experimental conditions showed significant differences on any of the other measures despite having skipped various activities designed to develop those qualities. This finding suggests that sequencing may not be as critical for successful group development on challenge courses as is currently hypothesized.

6. Dissertation Abstracts | Citation/Abstract | Item 6 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	PROCESS OF CHANGE AND ADAPTATION OF ADOLESCENT WILDERNESS THERAPY GRADUATES: A QUALITATIVE ANALYSIS
AUTHOR:	HANNA, ROBERT V.
DEGREE:	PH.D. | BRIGHAM YOUNG UNIVERSITY (School code: 0022) | Date: 1996.
NOTES:	00227 pages. | UMI order no.: AAI9633470 | Print index reference: DAI 57-06B: 4029
ADVISOR:	WELLS, M. GAWAIN
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL | (0620) PSYCHOLOGY, DEVELOPMENTAL |
ABSTRACT: The process of how a therapeutic wilderness program (TWP) creates change in "at-risk" adolescents was examined. Eight graduates from a TWP two or more years from the time of the study participated in semi-structured interviews, discussing their experiences in the TWP and the time following the TWP. All interviews were coded independently. All interviews are described in narrative form. Comparisons are made between the participants' interviews. Thirty-eight separate variables were identified, 25 variables previously unidentified in TWP research. Gains included self-concept, family closeness, appreciation for nature/life, interpersonal skills, sense of physical accomplishment, and positive life skills. The elements found in a TWP are analyzed, exploring how their impact on the participants. Lastly, a theory, emphasizing the role of self-concept, is offered as to how participants and their lives changed as a result of participating in a TWP.

7. Dissertation Abstracts | Citation/Abstract | Item 7 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

 

TITLE:	UNDERSTANDING SEXUAL TRAUMA: A RATIONALE AND TRAINING MANUAL FOR THE EXPERIENTIAL EDUCATOR (ADVENTURE THERAPY, WILDERNESS EDUCATION)
AUTHOR:	ESTRELLAS, ANJANETTE
DEGREE:	M.A. | PRESCOTT COLLEGE (MASTER OF ARTS PROGRAM) (School code: 1181) | Date: 1996.
NOTES:	00144 pages. | UMI order no.: AAI1378165 | Print index reference: MAI 34-04: 1447
ADVISOR:	TALLMAN, EVE
FIELD(S) OF STUDY:	(0814) RECREATION | (0519) EDUCATION, GUIDANCE AND COUNSELING | (0622) PSYCHOLOGY, CLINICAL |
ABSTRACT: Understanding Sexual Trauma: A Rationale and Training Manual for the Experiential Educator is a tool to aid in understanding sexual trauma and discusses the impact sexual trauma has on the field of experiential education. The first part reviews the magnitude of sexual trauma in our society and how the field of experiential education has handled the issue. Part two is a training manual for experiential educators, wilderness instructors/counselors and adventure therapists. The manual offers concrete information about sexual trauma (e.g. rape, child sexual abuse, incest, molestation) and the effects it has on experiential program participants. In addition, it educates instructors on how to recognize and handle field situations that may cause distress to sexual trauma survivors.

8. Dissertation Abstracts | Citation/Abstract | Item 8 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	THE ROLE OF WILDERNESS IN MALE MIDLIFE TRANSITION
AUTHOR:	VIRLY, ANDRE ROBERT
DEGREE:	M.A. | CALIFORNIA INSTITUTE OF INTEGRAL STUDIES (School code: 0392) | Date: 1995.
NOTES:	00172 pages. | UMI order no.: AAI1375151 | Print index reference: MAI 34-01: 0436
ADVISOR:	FOSTER, CAROLYN
FIELD(S) OF STUDY:	(0625) PSYCHOLOGY, PERSONALITY | (0620) PSYCHOLOGY, DEVELOPMENTAL |
ABSTRACT: Over the past 20 years there has been growing interest in midlife transition. The same period has also seen the emergence of wilderness therapy. In this thesis, I have examined the relationship between these two fields as it applies to the lives of 6 men in the San Francisco Bay area. The research question asked was: "How has wilderness experience affected the lives of men in midlife transition?"   Data were drawn from qualitative interviews, personal experience, and review of pertinent literature. Using grounded theory, I identified qualities found within wilderness and midlife, and examined possible interactions. Analysis showed that personality destabilization during midlife, combined with the enormous experiential contrast of wilderness (and its capacity for inducing altered states of consciousness) to urban life, encouraged contemplative self-appraisal, increased individuation, and resulted in redefinition of personal, social, and ecological roles and priorities.

9. Dissertation Abstracts | Citation/Abstract | Item 9 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	EXPLORING ADVENTURE FAMILY THERAPY: A MODIFIED DELPHI STUDY
AUTHOR:	BURG, JAMES EDWARD
DEGREE:	PH.D. | PURDUE UNIVERSITY (School code: 0183) | Date: 1994.
NOTES:	00199 pages. | UMI order no.: AAI9523318 | Print index reference: DAI 56-02B: 1148
ADVISOR:	SPRENKLE, DOUGLAS H.
FIELD(S) OF STUDY:	(0451) PSYCHOLOGY, SOCIAL | (0628) SOCIOLOGY, INDIVIDUAL AND FAMILY STUDIES | (0519) EDUCATION, GUIDANCE AND COUNSELING | (0622) PSYCHOLOGY, CLINICAL |
ABSTRACT: The field of adventure family therapy (AFT) was explored utilizing a modified Delphi Technique. Opinions of AFT practitioners were obtained through the use of: (1) an open-ended questionnaire, (2) a Likert-scale questionnaire derived from the first questionnaire (21 panelists completed both surveys), and (3) a qualitative interview with a randomly chosen sub-sample of four panelists.   The results indicated that there was little consensus in regard to which family therapy theories were the most helpful to the panel's conceptualization of AFT, with Structural Family Therapy being the only theory agreed upon. The benefits to families participating in AFT focused primarily on the development and recognition of strengths and resources (e.g., trust, communication, cohesiveness, and fun). Step-family issues were also noted as benefiting from AFT. The risks to families participating in AFT included a lack of processing time and lack of follow-up. The competence of the therapist produced one of the strongest themes of the study pertaining to potential contraindications of AFT. AFT was found to be similar to established experiential therapy methods in that they were both active and required risk taking; AFT differed from established experiential methods in that it was more active, occurred outdoors, and had more realistic metaphors. AFT was found to differ from adventure therapy with other groups due to the existence of strong bonds, previous history, existing culture, and increased intensity of families. Although strong themes were not found between presenting problems and interventions, the panelists regarded sharing this information as highly valuable and informative. The future needs of the field were found to be: the development of theory; outcome and process research; improved training and skill level of therapists; accreditation of programs; and collaboration and networking. Two global themes found with panel respondents were high enthusiasm and a sense of personal responsibility to the field.

10. Dissertation Abstracts | Citation/Abstract | Item 10 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	EXPERIENTIAL ADVENTURE THERAPY PLUS FAMILY TRAINING: OUTWARD BOUND SCHOOL'S EFFICACY WITH STATUS OFFENDERS
AUTHOR:	POMMIER, JOHN HENRY
DEGREE:	PH.D. | TEXAS A&M UNIVERSITY (School code: 0803) | Date: 1994.
NOTES:	00168 pages. | UMI order no.: AAI9506698 | Print index reference: DAI 55-10A: 3311
ADVISOR:	REID, LESLIE
FIELD(S) OF STUDY:	(0814) RECREATION | (0627) SOCIOLOGY, CRIMINOLOGY AND PENOLOGY | (0621) PSYCHOLOGY, GENERAL | (0519) EDUCATION, GUIDANCE AND COUNSELING |
ABSTRACT: The purpose of this study was to determine the impact on several behavioral, family and self-perception variables of an Outward Bound School program for adolescent status offenders that included a family training component (Family In Need of Structure; FINS).   Adolescent self-perceptions were assessed with Harter's Self-Perception Profile for Adolescents (SPPA) and Self- Perception Profile for Parents (SPPP). Eight specific domains and global self-worth were measured. The youth's behavioral problems were assessed by parents using the Eyberg Child Behavior Inventory (ECBI). Thirty-six problem behaviors and an overall intensity score were assessed using the instrument. Family cohesiveness and adaptability data were collected from both the adolescents and their parents using Olsen's Family Adaptability and Cohesion Evaluation Scale-II (FACES-II).   Data were collected for both the experimental group (n = 39) and control group subjects (n = 40) before the program started, twenty-eight days after the program started, and four months after the start of the treatment program.   A 2 x 3 analysis of variance with repeated measures was used to determine interaction effects between Group (experimental students and control students; or experimental students and experimental parents) and Time (pre-test, post-test, and four-month post-test) scores. The Scheffe multiple comparison test was used to determine the pattern of differences fou the Group x Time interaction if the interaction was found to be significant (p $le$.05). A one-way analysis of variance with repeated measures was used to determine differences for each Group over the three time periods. If significant, the pattern of difference between the three time periods were analyzed by the Scheffe test.   Results revealed that the Outward Bound School program with family training was effective in reducing problem behavior and problem behavior intensity score perceptions, increasing family adaptability and cohesiveness, and increasing adolescent self-perception score perceptions. Results also revealed that experimental parent and student interaction effects were not significant for the majority of the variables.

11. Dissertation Abstracts | Citation/Abstract | Item 11 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	EFFECTS OF ROPES COURSE THERAPY ON INTERPERSONAL BEHAVIOR AND SELF-ESTEEM OF ADOLESCENT PSYCHIATRIC INPATIENTS
AUTHOR:	BLANCHARD, CHARLES WILLIAM
DEGREE:	PH.D. | NEW MEXICO STATE UNIVERSITY (School code: 0143) | Date: 1993.
NOTES:	00180 pages. | UMI order no.: AAI9417335 | Print index reference: DAI 55-02B: 0584
ADVISOR:	MCNEIL, KEITH A.
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL | (0519) EDUCATION, GUIDANCE AND COUNSELING | (0347) HEALTH SCIENCES, MENTAL HEALTH |
ABSTRACT: In recent years adventure-based counseling (ABC), an experiential intervention inspired by Outward Bound, has become increasingly visible as a therapeutic modality. Many mental health institutions have adopted the ropes course, a constructed assembly of physical obstacles and facilitated problem-solving challenges, as an innovative form of adjunctive group therapy. Claims made about the benefits of ABC and ropes participation, particularly for troubled adolescents, have not been consistently supported by research.   In this study two groups of adolescent psychiatric hospital inpatients were tested to determine the effects of ropes course therapy on their self-esteem and interpersonal behavior. The experimental group (n = 20) participated in ropes course activities for three weeks (27 hours); a comparison group (n = 20) did not. Psychometric tests used were the Coopersmith Self-Esteem Inventory, the California Psychological Inventory, and the Child Behavior Checklist Teacher Report Form.   Results supported all three research hypotheses. Significant results were obtained for the ropes group on both self-esteem and interpersonal behavior, as measured by relative gain scores, demonstrating significant improvement on both variables following ropes therapy. The TRF was considered an invalid instrument for this study. Findings suggest that participation in ropes course treatment is an influential factor in raising adolescent patient's self-esteem and improving their interpersonal behavior. Findings can reasonably be generalized to emotionally disturbed adolescents who are being treated in short-term psychiatric inpatient settings, but not to patients receiving long-term residential treatment, outpatient treatment, or to juvenile delinquents.   Recommendations for future research focus on three areas: (a) targeting ABC interventions to specific clients and situations; (b) seeking greater understanding of the dynamics of ABC interventions; and (c) determining factors that lead to long-term transfer of learning.

12. Dissertation Abstracts | Citation/Abstract | Item 12 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	THE EFFECTS OF ADVENTURE-BASED COUNSELING AND LEVELS OF SENSATION SEEKING ON THE SELF-EFFICACY OF CHEMICALLY DEPENDENT MALES (MEN)
AUTHOR:	HUGHES, JERALD STACY, JR.
DEGREE:	PH.D. | MISSISSIPPI STATE UNIVERSITY (School code: 0132) | Date: 1993.
NOTES:	00099 pages. | UMI order no.: AAI9400484 | Print index reference: DAI 54-07A: 2467
ADVISOR:	DOOLEY-DICKEY, KATHERINE
FIELD(S) OF STUDY:	(0519) EDUCATION, GUIDANCE AND COUNSELING | (0452) SOCIAL WORK | (0622) PSYCHOLOGY, CLINICAL |
ABSTRACT: The purpose of this study was to determine the effect of adventure based counseling and levels of sensation seeking on the development of self-efficacy in chemically dependent males. The study examined adventure based counseling when used in conjunction with traditional treatment modalities.   The participants in this study were 60 males ranging in age from 18 to 65 who had been identified as chemically dependent based on the codes found in the DSM-III-R. A chemical dependency treatment facility with a population that included persons from a number of states and foreign countries was the site of the study. The participants were randomly assigned by computer selection to one of four cells: traditional treatment with adventure based counseling/high sensation seekers, traditional treatment with adventure based counseling/low sensation seekers, traditional treatment/high sensation seekers, and traditional treatment/low sensation seekers. The Sensation Seeking Scale (SSSVI) was used to determine level of sensation seeking. A revised edition of the Situational Confidence Questionnaire was used to measure self-efficacy.   The study utilized a randomized post-test only control group design. A 2 x 2 analysis of variance (ANOVA) was used to determine if significant differences existed between groups.   From analysis of variance evaluation, the traditional treatment with adjunctive adventure based counseling yielded statistically significantly higher self-efficacy scores than traditional treatment alone. The analysis of variance evaluation of sensation seeking indicated low sensation seekers had statistically significantly higher self-efficacy scores than high sensation seekers.   The use of adventure based counseling increased the self-efficacy levels of all the participants in the study. It was particularly effective with high sensation seekers.

13. Dissertation Abstracts | Citation/Abstract | Item 13 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	WILDERNESS FAMILY THERAPY: AN INNOVATIVE TREATMENT APPROACH FOR PROBLEM YOUTH (BOYS)
AUTHOR:	BANDOROFF, SCOTT
DEGREE:	PH.D. | UNIVERSITY OF SOUTH CAROLINA (School code: 0202) | Date: 1992.
NOTES:	00207 pages. | UMI order no.: AAI9239010 | Print index reference: DAI 53-11B: 5966
ADVISOR:	SCHERER, DAVID
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL |
ABSTRACT: The purpose of this dissertation was to develop a new intervention for the treatment of problem youth by expanding the wilderness therapy model to include the family system. This approach was based on the premise that the problem adolescent is a symptom of a dysfunctional family system. Consequently, in order to achieve effective and lasting change, the family system must be addressed. A systems perspective was adopted and the theoretical literature for family systems and healthy family process were reviewed. This led to the development of a competency-based model for wilderness family therapy. A variety of therapeutic approaches were examined for their contributions to the wilderness family therapy intervention. These included structural family therapy, multiple family therapy, and brief therapy.   This study employed a Pretest-Posttest Non-Equivalent Control Group Repeated Measures Design to evaluate the effects of adding a wilderness family therapy component to a standard wilderness program for problem youth. Standardized self report measures were administered to parents and students to examine family functioning, problem behavior, and self concept. The sample in this study consisted of 27 families who participated in a 4-day wilderness family therapy experience immediately following their adolescents' completion of a 21-day survival program. The family program employed a multiple family format and included parents and their adolescents. The comparison group consisted of 39 families who chose not to attend the family program after their adolescents completed the standard expedition.   The results of this study were inconclusive. The quantitative analysis supported the efficacy of wilderness therapy for the treatment of problem youth. However, the main hypotheses regarding the Family Wheel program were not supported. Discussion focuses on the reasons for the lack of statistically significant findings in spite of promising tendencies. Qualitative findings indicated that the Family Wheel program did have a strong impact upon the participants. This study demonstrated that wilderness family therapy is a viable option for addressing the family system and has the potential to improve the effectiveness of wilderness interventions for the treatment of problem youth.

14. Dissertation Abstracts | Citation/Abstract | Item 14 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	THE GROUP COUNSELING SKILLS OF ADVENTURE-BASED COUNSELORS: A SURVEY EXAMINING RELEVANT GROUP COUNSELING SKILLS, PERCEIVED GROUP COUNSELING SKILL COMPETENCY LEVELS, AND GROUP COUNSELING TRAINING EXPERIENCES
AUTHOR:	GERSTEIN, JACLYN SUE
DEGREE:	ED.D. | NORTHERN ILLINOIS UNIVERSITY (School code: 0162) | Date: 1992.
NOTES:	00174 pages. | UMI order no.: AAI9230712 | Print index reference: DAI 53-06A: 1797
ADVISOR:	NEJEDLO, ROBERT
FIELD(S) OF STUDY:	(0519) EDUCATION, GUIDANCE AND COUNSELING | (0534) EDUCATION, SOCIAL SCIENCES |
ABSTRACT: This study investigated the group counseling skills relevant to adventure-based counseling, the group counseling skill competency levels and training background of adventure-based counselors, and the training experiences believed to increase the counselors' competency levels. The respondents to a mailed questionnaire were 234 adventure-based practitioners (73 counselor supervisors and 161 counselors).   Twenty-two group counseling skills, identified by Gerald Corey, were seen as being relevant in all or most adventure-based counseling situations. An additional 25 group counseling skills were also identified as relevant.   The counselors gave themselves the highest competency ratings for supporting, modeling, and active listening, and lowest for dealing with silence, interpreting, and disclosing oneself. The supervisors reported that supporting, modeling, and facilitating had the highest counselor competency levels while interpreting, clarifying, and disclosing oneself had the lowest.   When the relationship between group counseling skill relevancy ratings and counselor competency levels was examined, the supervisors' ratings indicated that 14 of the skills had significantly higher relevancy ratings than competency ratings. The counselors' ratings demonstrated this difference for 9 of the skills.   When asked to indicate in what contexts the skills were learned, an average of 23% of the counselors believed that their skills were learned through an undergraduate class, 20.1% through a graduate class, 32% through a professional development workshop, 53.3% through a staff development workshop, 60% through on-the-job experiences with supervision, and 59% through on-the-job without supervision.   The counselors self-reported high competency level ratings were compared to the training contexts. The training contexts of staff development, on-the-job with supervision, and on-the-job without supervision training contexts may positively influence competency levels.   The counselor and supervisor groups listed those training experiences that they believed would increase the counselors' group counseling skill competency levels. The most cited responses were specialized counseling workshops, direct experience and on-the-job learning, didactic and academic, and feedback and evaluation.

15. Dissertation Abstracts | Citation/Abstract | Item 15 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

 

TITLE:	THE EFFECTS OF WILDERNESS THERAPY PROGRAM ON CHANGES IN SELF-ESTEEM AND TEACHER-RATED BEHAVIOR OF YOUTH AT RISK (OUTDOOR EDUCATION)
AUTHOR:	ALLEN, JOHN STURGES
DEGREE:	PH.D. | CALIFORNIA SCHOOL OF PROFESSIONAL PSYCHOLOGY - FRESNO (School code: 0444) | Date: 1991.
NOTES:	00099 pages. | UMI order no.: AAI9207665 | Print index reference: DAI 52-09B: 4964
ADVISOR:	BROWN, RIC
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL | (0529) EDUCATION, SPECIAL | (0620) PSYCHOLOGY, DEVELOPMENTAL |
ABSTRACT: This study examined the effects of a wilderness therapy program--Camp Esteem--on changes in self-esteem and teacher-rated behavior of youth at risk for emotional and behavioral difficulties. A quasi-experimental method with treatment and comparison groups was utilized. Results indicated positive pretest to posttest changes in self-esteem and teacher-rated behavior. The experimental group demonstrated elevations on two self-esteem scales in contrast to the comparison group.   This investigation also describes initial findings that highlight certain conditions that may impede the personal change process during a wilderness therapy program. Consideration of participants' degree of conflict with authority, athletic competency, and camping experience is suggested. The students' evaluation of the wilderness program revealed an overall positive response with particular focus on the value of communication, cooperation and problem-solving groups, relationships with counselors, and physical challenge activities.   This study provides empirical confirmation of the limited research that reports positive effects of wilderness therapy on changes in self and behavior of youth at risk. The use of community-based wilderness programs represents an alternative approach for dealing with a treatment-resistant population--youth at risk. Suggestions for future research are discussed.

16. Dissertation Abstracts | Citation/Abstract | Item 16 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	PSYCHOSOCIALLY MALADJUSTED DEAF YOUTHS AND THE WILDERNESS AS THERAPY (WILDERNESS THERAPY)
AUTHOR:	PARENT, GARNITA
DEGREE:	PH.D. | CALIFORNIA INSTITUTE OF INTEGRAL STUDIES (School code: 0392) | Date: 1990.
NOTES:	00175 pages. | UMI order no.: AAI9103408 | Print index reference: DAI 51-11A: 3700
ADVISOR:	HERMAN, PAUL E.
FIELD(S) OF STUDY:	(0529) EDUCATION, SPECIAL | (0525) EDUCATION, PSYCHOLOGY |
ABSTRACT: Language has a profound impact on cognition, intellect, empathy, affect, bonding, self-esteem, and many areas of human development and socialization. For the hearing impaired, deficiencies in language development lead to difficulties in both early developmental processes and psychosocial adjustment, primarily in impulsivity, egocentricity, and ridigity.   Traditional mental health facilities have been inadequate in meeting the needs of the deaf. Compounding their problems is an educational and cultural system that has lacked effective tools to deal with their needs, further alienating them from the educational and social environment.   Research findings indicate the primary areas influencing the development of hearing impaired youths are social relationships, self-esteem, and impulse control. This paper focuses on these three major categories, in deaf youths (ages 14 to 21) who exhibit socially dysfunctional behavior.   What is explored here is an innovative approach to meeting the needs of psychosocially maladjusted deaf youth that differs from conventional programs in setting, tasks, environmental feedback, expectations, relevance, peer counseling, and family involvement.   Many of the studies into the therapeutic potential of wilderness training (begun in 1941 with Outward Bound) are examined, in the areas of self-concept/self-esteem, relationships, problem-solving, maturity, and impulsivity. While no flawless study designs of wilderness challenge programs yet exist, these studies do tend to strongly support the claim that such programs bring positive change in participants, in self-concept, empathy, impulse control, and socialization skills, and in a reduction of recidivism.   The influence of wilderness training programs on self-esteem, social relationships, and impulsivity is examined. The two areas are then integrated--the developmental problems of psychosocially maladjusted deaf youths and the therapeutic potential for wilderness programs--and a Model Wilderness Training Program is designed. This program encompassess (1) wilderness training, (2) urban survival training and community service, and (3) education, counseling, and follow-up support for participants and their families.   In the closing section, considerations are given for the design of effective wilderness training programs for psychosocially maladjusted deaf youths in the future.

17. Dissertation Abstracts | Citation/Abstract | Item 17 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	WILDERNESS THERAPY: THE SEARCH FOR HEALING, HEALTH, AND WHOLENESS IN THE WILDERNESS
AUTHOR:	WILLIS, SCOTT CABOT
DEGREE:	PH.D. | FULLER THEOLOGICAL SEMINARY, SCHOOL OF PSYCHOLOGY (School code: 0371) | Date: 1989.
NOTES:	00410 pages. | UMI order no.: AAI8904671 | Print index reference: DAI 49-12B: 5537
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL |
ABSTRACT: The purpose of this study was to examine how therapeutic benefits are achieved through human interaction and activity in and with the wilderness environment. Wilderness therapy was defined as the search for healing, health, and wholeness as can be found in adventure education (i.e., programmed wilderness activities) and wilderness experiences (i.e., unprogrammed wilderness activities).   Five dimensions of human healing and health were examined in light of the reported benefits of wilderness therapy. These five dimensions were: (a) the physical, (b) the cognitive, (c) the affective, (d) the social, and (e) the spiritual. Specific benefits and theories of change examined include physiological enhancement; behavioral change; educational development; mental health and restoration; anxiety and motivation; success and mastery; and interpersonal, impersonal, intrapersonal, and transpersonal relationships.   The element of transpersonal relationships in the spiritual health dimension has largely been ignored in the wilderness therapy literature. To fill this need, a review of the role of the wilderness in the history of the Christian church was presented to further an understanding of the ways in which God has used the wilderness environment to facilitate healing, health, and wholeness in human beings. It was concluded that wilderness therapy provides a sound psychological and spiritual foundation for the achievement of these therapeutic goals.

18. Dissertation Abstracts | Citation/Abstract | Item 18 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	ADVENTURE-BASED COUNSELING AS A THERAPEUTIC INTERVENTION WITH COURT-INVOLVED ADOLESCENTS
AUTHOR:	MAIZELL, RICHARD S.
DEGREE:	PSY.D. | PACE UNIVERSITY (School code: 0483) | Date: 1988.
NOTES:	00182 pages. | UMI order no.: AAI8921901 | Print index reference: DAI 50-06B: 2628
ADVISOR:	STOKES, JOHN
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL |
ABSTRACT: This study explored the application of Adventure Based Counseling (ABC) (Shoel, Radcliffe & Prouty, 1988) as a model to enhance court adjudicated adolescents' self-concept and self-esteem, using outcome measures of school grades, disciplinary referral rate, attendance, self-concept and self-esteem inventories, participant self-report, and group progress notes. Thirty-one court adjudicated adolescents (23 males and 8 females) were selected based upon current probation status, school attended, and age. Three groups were created, including two intervention groups (G1, and G2) and one nonintervention group (NG). Quantitative assessment of results included the Battle Culture Free Self-Esteem Inventory (Battle, 1982), the Tennessee Self-Concept Scale (Fitts, 1965), analysis of grade point averages, disciplinary referral rates, and daily attendance. Qualitative assessment included student self-report through Experiential Rating Sheets (ERS), verbal self-report, and group and individual progress notes. The major findings of this study were that participants in ABC significantly improved Physical, Moral, and Social Self-Concept, as well as Self-Satisfaction, and Total Self-Concept, as measured by the TSCS, when compared with a nonintervention group. Qualitative measures indicated a concordance with standardized measures. For G1, One-year follow-up on school-related measures indicated significant improvement in grades, and a significant reduction in disciplinary referrals. Additionally, significant improvement was also noted for grades and disciplinary referrals between post and follow-up measures. One-year follow-up on self-concept measures indicated significant improvement in Family, Social and Total Self-Concept, as well as Self-Identity and Self-Satisfaction, as measured by the TSCS. Additionally, significant improvement was also noted for Social Self-Concept and Self-Identity between post and follow-up measures. Significant improvement in Total Self-Esteem was also noted, as measured by the SEI. Qualitative measures for G1 indicated a concordance with standardized measures.

19. Dissertation Abstracts | Citation/Abstract | Item 19 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	PSYCHOLOGICAL DEVELOPMENT OF BORDERLINE ADOLESCENTS IN WILDERNESS THERAPY (OUTWARD BOUND, DELINQUENT)
AUTHOR:	NURENBERG, STEPHANIE JOYCE GUBIN
DEGREE:	PH.D. | SMITH COLLEGE SCHOOL FOR SOCIAL WORK (School code: 0201) | Date: 1985.
NOTES:	00199 pages. | UMI order no.: AAI8525967 | Print index reference: DAI 46-11A: 3488
FIELD(S) OF STUDY:	(0452) SOCIAL WORK |
ABSTRACT: This study explored selected changes in borderline adolescents expected to be associated with their participation in a Wilderness therapy group. Evidence of psychological growth was sought in test/retest comparisons of the subjects' ego functioning, self-reports of anxiety and depression, ability to separate from parents and locus of control.   The theoretical works of Mahler, Winnicott and Masterson provided the major theoretical background for the study. A naturalistic panel design was employed using a sample of convenience. The sample consisted of thirteen adolescents, between the ages of fourteen and nineteen, who were involved in Wilderness group therapy. The adolescents were interviewed at two points in time separated by a ten month interval. The measurements used were the Ego Strength Scale, the Nowicki-Strickland Scale of Externality, two modified Thematic Apperception Test cards (focused on separation issues) and the Costello-Comery Scale of depression and anxiety. A semi-structured interview served to corroborate quantitative findings.   The findings suggested that the adolescents felt greater impulse control, autonomy, relatedness and self-esteem. Scores on a subtest for greater frustration tolerance were not statistically significant. The subjects perceived themselves as more separated from parents, less depressed and anxious, and more internally-oriented. The interviews reflected similar findings.   Certain aspects of Wilderness group therapy such as the stress factor, the leader as good rapprochement mother, and the holding environment of the group, appeared to encourage the adolescents' renegotiation of earlier developmental issues as they tackled age-appropriate tasks. The leaders and the group, as transitional phenomena, might also have enabled the adolescents to internalize their therapeutic experience.

20. Dissertation Abstracts | Citation/Abstract | Item 20 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	THE IMPACT OF A BRIEF THERAPEUTIC WILDERNESS EXPERIENCE ON LOCUS OF CONTROL AND SELF-ESTEEM OF HANDICAPPED ADOLESCENTS
AUTHOR:	MUNN, WALTER DANIEL
DEGREE:	ED.D. | UNIVERSITY OF NORTHERN COLORADO (School code: 0161) | Date: 1983.
NOTES:	00101 pages. | UMI order no.: AAI8408151 | Print index reference: DAI 45-01B: 0340
FIELD(S) OF STUDY:	(0621) PSYCHOLOGY, GENERAL |
ABSTRACT: Literature has given general support for the use of experiential education and wilderness programs to foster attitudinal and behavioral change in youth. Methodological and procedural improvements are needed in the area to test theoretical predictions and to clarify vague and sometimes conflictual findings. The present study involved an intensive two-day therapeutic wilderness program with handicapped adolescents. The study questioned whether or not a brief wilderness experience would produce a significant impact on locus of control and self-esteem. The influence of variables such as duration, intensity, leader training, program content and implementation was considered an important aspect of the problem of how to produce an impact.   A pre-post and follow-up control group design was utilized. Although no overall treatment effects were found as a result of MANOVA procedure, univariate analysis resulted in a significant interactional effect on the variable of locus of control.   The findings indicated that the brief intensive wilderness experience influenced locus of control in a positive direction. However, the effect on self-esteem was neutral. Duration of the wilderness program was suggested as an essential variable for influencing self-esteem.   Recommendations were made for the use of wilderness therapy programs and modifications for further research. These recommendations included increasing the duration of the wilderness outing or extending it through repeated outings and related in-school activities. Partial support was given for the use of wilderness therapy activities in special education programs.

21. Dissertation Abstracts | Citation/Abstract | Item 21 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	THE EFFECTIVENESS OF WILDERNESS THERAPY WITH EMOTIONALLY DISTURBED ADOLESCENTS
AUTHOR:	KRAUS, INGRID WIENER
DEGREE:	PH.D. | GEORGIA STATE UNIVERSITY (School code: 0079) | Date: 1982.
NOTES:	00153 pages. | UMI order no.: AAI8321362 | Print index reference: DAI 44-05B: 1597
FIELD(S) OF STUDY:	(0622) PSYCHOLOGY, CLINICAL |
ABSTRACT: Wilderness therapy has been considered appropriate by many writers for emotionally disturbed adolescents who often tend to be overly aggressive or not very assertive. However, much previous research on the topic is flawed in design or statistical analysis. The purpose of this study is to examine whether adolescents decrease in aggressiveness, increase in assertiveness, or meet individual therapeutic goals through wilderness therapy. Subjects were 91 emotionally disturbed adolescents, ages 11-20, with 67 males and 24 females, 20 black and 71 white. Groups of subjects were assigned as randomly as possible to experimental and control conditions so that 50 subjects were experimentals and 41 were controls. The Outdoor Therapeutic Program (OTP) in North Georgia, a state-supported agency, was chosen as prototypical of short-term wilderness therapy programs. All subjects eventually participated in a 10-day wilderness trip at OTP. However, experimental subjects were tested before and after a trip on the Interpersonal Behavior Survey (IBS) (Mauger & Adkinson, 1980), a test of aggressiveness and assertiveness, while control subjects were tested twice before a trip occurred. Experimental and control subjects were also evaluated on individual therapeutic goals according to Goal Attainment Scaling methodology (Kiresuk & Sherman, 1968), with experimental subjects evaluated after a trip and control subjects evaluated before a trip. Results showed that experimental subjects surpassed control subjects on goals attained at p = .013. With few exceptions, hypotheses that adolescents would decline in aggressiveness or increase in assertiveness as a result of wilderness therapy were not supported. A hypothesis that IBS change and goal attainment would be correlated was also not supported. Thus, wilderness therapy aids emotionally disturbed adolescents in reaching therapeutic goals. A 10-day trip may not, however, be long enough to change basic interpersonal styles of aggressiveness and assertiveness. These results illustrate the value of the goal-setting approach to outcome research.

22. Dissertation Abstracts | Citation/Abstract | Item 22 of 22 in Search: ("adventure therapy" or "wilderness therapy" or "adventure-based counseling")

TITLE:	THE EFFECTS OF, AND THE CORRELATES OF SUCCESS IN, A WILDERNESS THERAPY PROGRAM FOR PROBLEM YOUTH
AUTHOR:	GIBSON, PETER MCKENNEY
DEGREE:	PH.D. | COLUMBIA UNIVERSITY (School code: 0054) | Date: 1981.
NOTES:	00143 pages. | UMI order no.: AAI8113511 | Print index reference: DAI 42-01A: 0140
FIELD(S) OF STUDY:	(0525) EDUCATION, PSYCHOLOGY |
ABSTRACT: The purpose of this study was to investigate empirically the effectiveness of short-term wilderness therapy programs as an alternative mental health treatment modality. Further, an attempt was made to determine for which individuals a wilderness experience is most and least likely to be effective, in order to understand better both the potential and limits of such programs and to make more appropriate referrals to them. The subjects of this study were 89 students, 66 boys and 23 girls, who were referred to the Connecticut Wilderness School for a wide variety of problems by social service, school, and corrections agencies. Each subject participated in a 21-day Outward Bound-type course that included a variety of rigorous, challenging, and stressful wilderness activities.   Two types of dependent variables were chosen for evaluation because they are central to psychological adjustment: self-concept (which included self-esteem, self-regard, self-acceptance, and discrepancy between perceived and ideal self) and interpersonal competence (which was rated by both the wilderness school instructors and the referral agency counselors). Thirteen independent or predictor variables were examined for their possible relationship to success in a wilderness program: previous camping experience, institutionalization, self-esteem, academic achievement, motivation to change, understanding of the benefits to be derived from a wilderness program, intactness of family, parental support for participation in the program, age, race, sex, work experience, and primary referral problem. Four hypotheses were formulated, two pertaining to the changes expected from pretest to posttest on the self-concept and interpersonal competence variables, and two pertaining to the predictor variables, some of which were expected to be related and others to be unrelated to success in the program.   As predicted, comparison of pretest and posttest scores by means of paired-sample t tests showed significant positive changes on the four self-concept measures and the two measures of interpersonal competence. Examination of the subjects' responses on the self-regard measure showed that at the end of the program subjects saw themselves as having increased in integrity, competence, and amiability. The relationship between the predictor variables and success in the program, defined operationally as the amount of change that took place from pretest to posttest on the outcome variables, was examined by means of multiple regression analyses. These analyses revealed no consistent relationship between any of the predictor variables and success in the program. A discriminate analysis of 16 students who dropped out of the program prior to its completion revealed that boys, those referred for delinquency, and those with less understanding of how they might benefit from the program are more likely than other participants to drop out of a wilderness program.   The Connecticut Wilderness School and other similar short-term wilderness therapy programs are effective in bringing about positive changes in the self-concept and interpersonal competence of problem youth. The lack of a consistent relationship between benefit derived from the program and background and personal characteristics suggests that the benefits are not limited to certain classes of individuals and that such programs may be more widely applicable than might have been supposed. As a possible explanation of the wide success of wilderness therapy programs, such programs can be viewed as a form of milieu therapy, in which treatment is provided by one's total environment and which has influence on many different areas of an individual's concept of self.