Fostering Trust in Outdoor Leaders: The Role of Personal Attributes

Shooter, Wynn; Paisley, Karen; Sibthorp, Jim

doi:10.5193/jee35.1.222

Cited by 7 publications

(8 citation statements)

References 40 publications

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“…Abseiling, kayaking, rock climbing, and other typical outdoor pursuit activities also necessitate proficiency in specific technical skills; ensuring participant safety requires first aid skills and knowledge of environmental conditions and emergency procedures (Priest & Gass, 2005;Prouty et al, 2007); and relating and communicating well with others is essential in order to resolve intragroup conflicts and to provide empathic support. In keeping with this, a recent study by Shooter et al (2012) revealed that participants were more likely to rate their instructors as trustworthy when they displayed technical and interpersonal ability along with benevolence and integrity.…”

Section: Moderating Influencesmentioning

confidence: 68%

“…In keeping with this, a recent study by Shooter et al. () revealed that participants were more likely to rate their instructors as trustworthy when they displayed technical and interpersonal ability along with benevolence and integrity.…”

Section: The Critical Programmatic Experiencesmentioning

confidence: 68%

“…Theoretical models of adventure‐based experiences have been put forward in the past (see Walsh & Golins, ), and several meta‐analyses of outcome studies have been conducted (Hans, ; Hattie, Marsh, Neill, & Richards, ; Wilson & Lipsey, ). More recent, studies have begun to focus on the critical program processes and key moderators influencing effectiveness (Cook, ; D'Amato & Krasny, ; Draper, Lund, & Flisher, ; Duerden & Witt, ; McCulloch, McLaughlin, Allison, Edwards, & Tett, ; Shooter, Paisley, & Sibthorp, ; Sibthorp, ,b; Sibthorp & Arthur‐Banning, ; Sibthorp, Furman, Paisley, Gookin, & Schumann, ; Sibthorp, Paisley, & Gookin, ). Together, the studies produced within these three research streams provide a rich resource for illuminating our understanding of the outcomes Youth Adventure Programs can generate, their risks and limitations, and how they can contribute to positive youth development.…”

mentioning

confidence: 99%

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The Youth Adventure Programming Model

Deane

Harré

2013

J of Research on Adolesc

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The literature on adventure programming indicates that it is a promising avenue for cultivating positive youth development, but little is known about the conditions that promote positive outcomes. Here, we propose a model for youth adventure programming based on a synthesis of the extant research. The youth adventure programming (YAP) model proposed in this article describes the critical features YAP offers; the experiential learning cycle that occurs within successful programs; and five factors that appear to moderate outcomes. The known risks and limitations of these programs are also described. The YAP model identifies knowledge gaps and areas for further research and is also offered as a tool for program development and evaluation.

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Section: Moderating Influencesmentioning

confidence: 68%

Section: The Critical Programmatic Experiencesmentioning

confidence: 68%

mentioning

confidence: 99%

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The Youth Adventure Programming Model

Deane

Harré

2013

J of Research on Adolesc

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“…Integrity is also related to authenticity and honesty (Peterson & Seligman, 2004), and honesty and truth (Robbins, 2003). Integrity is characterized by the existence of principles and values, which includes aspects of moral character such as authenticity, honesty, dependability, principled behavior, fairness, justice, and consistency (Mayer et al, 1995;Shooter et al, 2012). As we know that friendship is an interpersonal relationship which is voluntary, intimate, and affectionate.…”

Section: Figure 1 Results Of Regression Analysis Between Benevolencementioning

confidence: 99%

“…The situational context can also influence trust (Mayer et al, 1995). Associated with these three personal attributes, Mayer not found in the context or situation of what each of these personal attributes becomes most sensitive and critical (Shooter, Paisley, & Sibthorp, 2012). In the context of higher education, it is found that excessive trust in teachers' expertise hampers cognitive skill and critical thinking ability of the student (Kovač & Kristiansen, 2010).…”

Section: Introductionmentioning

confidence: 99%

Benevolence, Competency, and Integrity: Which Is More Influential on Trust in Friendships?

et al. 2019

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Personal variables are often assumed to affect trust. In Indonesia, there are three personal variables that affect trust: benevolence, competence, and integrity. This study aims to examine the influence of these three variables on friendship relationships. The respondents of this study consists of 220 students of Universitas Gadjah Mada (44.1% male and 55.9% female). Data were collected using the Trust Scale (α = .74), the Benevolence Scale (α = .85), the Competence Scale (α = .80), and the Integrity Scale (α = .78). Regression analysis revealed that competence has no significant influence towards trust, and the role of benevolence is greater than integrity. Based on these findings we constructed regression models with benevolence as the main variable and integrity as an additional variable. As a single factor, the contribution of benevolence is 21.4%. The addition of integrity in the regression model finds that the contribution of both variables together is 29.2%.

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“I love being in the outdoors”: A qualitative descriptive study of outdoor adventure education program components for adolescent wellbeing

Down

Picknoll

Piggott

et al. 2023

Journal of Adolescence

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Background This qualitative descriptive study gauged the perceptions of adolescent focus group participants and outdoor adventure education teachers on their preferred program components to improve adolescent wellbeing during a secondary school outdoor adventure education program. Methods Five student focus groups (N = 29) and four key informant interviews were conducted. Manual clustering of transcripts and template thematic analysis involving the development of a priori codes from interview questions resulted in an initial deductive code frame, followed by an inductive coding process. Findings Six themes were developed, namely perceptions of the outdoors, motivators for participation, barriers to participation, staff traits, and ideal program components. The main findings were that self‐efficacy, resilience, and individual empowerment opportunities were highly valued. Students also valued autonomy and independence, which presented a challenge for teachers managing the risks of their programs. Social connections and relationships were also held in high regard. Contribution Whilst adrenalin‐fuelled adventurous activities such as white water canoeing or rock climbing were popular with students and staff, the most valued aspects of outdoor adventure education were the opportunities to develop relationships, build social connections, self‐efficacy, resilience, and a sense of individual empowerment. Greater access to this style of education for adolescent students from lower socio‐economic areas would be beneficial due to the extant “opportunity gap” for this population.

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Fostering Trust in Outdoor Leaders: The Role of Personal Attributes

Cited by 7 publications

References 40 publications

The Youth Adventure Programming Model

The Youth Adventure Programming Model

Benevolence, Competency, and Integrity: Which Is More Influential on Trust in Friendships?

“I love being in the outdoors”: A qualitative descriptive study of outdoor adventure education program components for adolescent wellbeing

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