The Youth Adventure Programming Model

Abstract

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.

A Profile of Outdoor Adventure Interventions for Young People in Australia

“…Research has demonstrated that participant outcomes can be maintained 6 months after the completion of programs (see Bowen & Neill, 2013a;Hattie, Marsh, Neill, & Richards, 1997), but further research is needed to verify the length of time benefits are maintained. Consistent with previous research findings (e.g., Deane & Harré, 2013;Neill, 2001b;Russell, 2003), OAIs in this study most commonly targeted personal development (e.g., improving selfesteem, confidence, independence, well-being), social development (e.g., improving relationships, group cooperation, teamwork), and problem behaviors (e.g., truancy, substance abuse, depression). Although reducing problem behaviors was one of the main OAI goals, staff did not highlight this as a key outcome.…”

“…These programs use diverse and innovative practices (e.g., narrative therapy and nature therapy) to seek a variety of outcomes (e.g., psychosocial development and therapeutic treatment) with various client groups (e.g., youth at risk and people recovering from drug abuse; Bandoroff & Newes, 2004). Enhancement of participants' personal and social skills is the most common aim, with some programs seeking more specific outcomes, such as management of behavior problems (Deane & Harré, 2013;Neill, 2001a;Russell, 2003).…”

Helping factors in an outdoor adventure program

“…Although several authors have called for a better understanding of the processes that give rise to these effects (Bettmann et al., 2013; Russell & Phillips-Miller, 2002), certain elements have been listed as predictors of positive outcomes (McKenzie, 2003; Panicucci, 2007). These include experimenting with challenge and success through risk-taking (McKenzie, 2003; Priest, 1999), adaptive dissonance (Nadler, 1993; Russell & Phillips-Miller, 2002), and the development of a supportive community (Deane & Harré, 2014; Scheinfeld, Rochlen, & Buser, 2011).…”

Urban Youth Perspectives on the Benefits and Challenges of Outdoor Adventure Camp

“…These camps exemplify many characteristics of positive youth development (PYD) programs (Sibthorp & Morgan, 2011), fostering personal growth in outcomes such as empowerment, positive values, and positive identity (Norton & Watt, 2014;Thurber, Scanlin, Scheuler, & Henderson, 2007) and creating experiences that promote life skills (e.g., Hattie, Marsh, Neill, & Richards, 1997). However, not much is known about the conditions that promote positive outcomes in adventure programming (Deane & Harré, 2014), especially for diverse groups of youth (Browne et al, 2019). There is a need for more information about the impacts of "less structured, but intense activities" (Rose-Krasnor & Ramey, 2018, p. 688).…”