Adventure Therapy

Gass, Michael A.; Gillis, H. L.; Russell, Keith

doi:10.4324/9780203136768

Cited by 139 publications

(53 citation statements)

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“…Outdoor adventure programs have become increasingly popular in the past few decades. Modern outdoor adventure programs are based on the philosophy of experiential education (Gass, 1993). In adventure programs, individuals or groups are placed in natural settings where they have to cope with their environment and complete novel tasks.…”

Section: Outdoor Adventure Programsmentioning

confidence: 99%

Preventive Interventions for Children and Adolescents

Gutman

Schoon

2015

European Psychologist

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Abstract. This systematic review examines the meta-analytic evidence on four broad categories of preventive interventions for children and adolescents, including: mentoring, service learning, outdoor adventure, and social and emotional learning (SEL) programs. There were 15 meta-analytic studies that fit the criteria for inclusion. For each intervention type, the target population, main implementation strategies, and meta-analytic evidence are reported. The review considers the effectiveness of these preventive interventions across various content areas and populations, providing an indication of which type of intervention has the strongest effects on what outcomes, where they are most beneficial, and for whom they are most promising. Experimental evidence has demonstrated that mentoring, service learning, outdoor adventure, and SEL programs can all promote positive development and prevent problematic behaviors. Overall, service learning, outdoor adventure, and SEL programs have shown small to large effects on a variety of outcomes, while mentoring has shown small but significant effects. The review concludes with a discussion of key criteria that should be considered when choosing a particular program type.

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Section: Outdoor Adventure Programsmentioning

confidence: 99%

Preventive Interventions for Children and Adolescents

Gutman

Schoon

2015

European Psychologist

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“…The program participants particularly appreciated the experiential and adventure-based nature of the activities, which may better meet the needs of this group of students than classroom activities. Gass (28) stressed that " change occurs when people are placed outside of positions of comfort … and into states of dissonance " (p. 4). Similarly, Durgin and McEwen (29) pointed out that removal of bars and walls provides adolescents a feeling of freedom that cannot be replicated in an institutional setting, and so, a natural setting is likely to be a more effective treatment option for adolescents.…”

Section: Discussionmentioning

confidence: 99%

Early identification of adolescents with greater psychosocial needs: an evaluation of the Project P.A.T.H.S. in Hong Kong

Shek

2010

International Journal on Disability and Human Development

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The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) aims to provide tailor-made programs to adolescents with greater psychosocial needs. Based on the subjective outcome evaluation data collected from 196 schools, the program implementers were asked to write down fi ve conclusions in the evaluation reports. Results demonstrated that most of the conclusions pertaining to perceptions of the Tier 2 Program, instructors, and perceived effectiveness of the programs were positive in nature. Nevertheless, there were also conclusions that refl ected the obstacles encountered and suggestions for improvements. Congruent with the previous evaluation fi ndings, the current study suggests that the Tier 2 Program was well received by the stakeholders, and the evaluation fi ndings generally suggest that the program was benefi cial to the development of the program participants.

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“…The philosophical and theoretical roots of AT can be found in experiential education (Gass, 1993). According to the Association for Experiential Education (AEE, 2013), experiential education is “a philosophy of education that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people’s capacity to contribute to their communities” (para.…”

Section: At’s Connection To Experiential Educationmentioning

confidence: 99%

“…The application of experiential education in therapeutic settings provides direct, hands-on adventure experiences that engage clients as active participants in the therapeutic process, elicit motivation from clients, provide exposure to real and meaningful natural consequences, and provide opportunities for reflection and transfer of learning. Within experiential education, all of these qualities are key ingredients that help clients more fully engage in, reflect on, and integrate in the treatment process (Gass, 1993).…”

Section: At’s Connection To Experiential Educationmentioning

confidence: 99%