Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vii, 130 p. Includes abstract. Includes bibliographical references (p. 97-113).

Thesis (M.A. (Soc. Work))--University of Pretoria, 2002.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Lana Stermac.

No description available.

Wilderness therapy is emerging as a promising approach in helping adolescents (Higgens, 1999), even though many questions about this mode of therapy remain unanswered. Although there is a substantial body of research examining wilderness therapy on a range of different participants, very few studies investigate the effects of these programmes on participants from more traditional (i.e. African or Eastern) cultures and contexts. A number of wilderness experience programmes (WEPs) are currently being run throughout South Africa, targeting various groups. This study aims to examine the outcomes of one such programme on a group of young South Africans. A quantitative, quasi-experimental approach was taken in the research design, data collection and analysis. Data was collected from two nonrandomised groups (an experimental and a control group). The experimental group attended a two-night, three-day WEP, while the control group attended an adjusted school programme. Data collection occurred on three occasions. There was an initial pre-test before the WEP and two post-tests subsequent to it. This study supports some positive outcomes to a WEP. Specifically, there was a significant increase in psychological adjustment and resilience initially after the WEP; however this effect was only sustained at the two month follow-up test for the former. No significant differences were observed in the control group. It is evident from the literature review that there is an immense healing potential in wilderness environments, and that there are apparent benefits to wilderness therapy. The difficulties arise when attempting to investigate, identify and understand these effects. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

Adventure therapy employs a technique in which therapists use controlled amounts of stress to bring about change in the behavior of clients. One of the domains in which adventure therapy reports improvement is that of self-efficacy. Perceived self-efficacy is the belief that individuals have in their ability to overcome and change their situation in life. This study examines the effect of a modified adventure therapy program on the perceived self-efficacy of college students who were enrolled in an Outdoor Pursuits course at a major metropolitan university. Students received 16 weeks of outdoor adventure therapy programming that culminated in a voluntary weekend camping trip. The students were administered the General Self-Efficacy (GSE) scale on the second day of class to determine a baseline level of self-efficacy to be compared to the posttest completed on the last day of class. The study examined 3 consecutive semesters of archival data collected by the researcher while instructing the course. Fifty-six participants across the 3 semesters were usable for data analysis. The results show there is a significant difference between students' level of perceived self-efficacy from pre- to posttest, and no difference in the effect on gender, classification of students, or the participation of the student in the weekend campout. Therefore, the 16 week program improved students' perceived self-efficacy regardless of whether or not they participated in the weekend campout.

Thesis (M.S.)--Brigham Young University. Dept. of Recreation Management and Youth Leadership, 2005. / Includes bibliographical references (p. 80-90).

published_or_final_version / Gerontology / Master / Master of Social Sciences

Background: Promoting mental health for Indigenous youth in Canada is a well-documented priority. Indigenous approaches to health promotion share similarities with the holistic process in outdoor adventure and experiential education contexts. The purpose of this study was to develop, implement, and evaluate an Outdoor Adventure Leadership Experience (OALE) for Indigenous adolescents from one First Nations community in Northeastern Ontario, Canada. Methods: Principles of community-based participatory research were used to guide this mixed method study that included three phases. Phase 1 involved the development of a culturally relevant OALE intervention. The intervention was available to adolescents, aged 12-18 years, living in Wikwemikong Unceded Indian Reserve. Phase 2 consisted of a quantitative evaluation of the effectiveness of the OALE, based on participant self-report. It focused primarily on assessing resilience using the 14-Item Resilience Scale (RS-14). Using an ethnographic approach, Phase 3 comprised a qualitative evaluation of the ways in which the OALE promoted resilience and well-being. Results: Phase 1 occurred over a period of 10 months (September 2008 to June 2009), and it resulted in the development of an intentionally designed 10-day OALE program. The program was implemented in the summer of 2009 and 2010 with 73 adolescent participants, aged 12-18 years. Results from Phase 2 revealed that there was a 3.40 point increase in mean resilience for the adolescent participants at one month post-OALE compared to one day pre-OALE (n=46, p=.011), but the improvement was not sustained one year later. Phase 3 results revealed that the OALE facilitated the development of resilience and well-being by helping the adolescents connect to Anishinaabe Bimaadziwin, an Ojibway concept that can be translated as the Good iv Life. Connecting involved an external experiential process of connecting with various aspects of creation and an internal reflective process of connecting within to different aspects of self. Conclusion: The OALE appears to be a program that helped the adolescents: (1) become more resilient in the short-term, and (2) become more aware of Anishinaabe Bimaadziwin (the Good Life) by providing opportunities for connecting with creation and self through a variety of experiences and reflections that were unique for each youth.

Thesis (M. Ed.)--University of Tasmania, 1996. / Library has additional copy on CD-ROM. Includes bibliographical references (leaves 89-108).