Thesis (Ph. D.)--Boston College, 2001. / Includes bibliographical references (leaves 246-258). Also issued in print.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 69-70).

Thesis (Ph. D.)--Boston College, 2001. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 246-258).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 85-91).

The purpose of this study was to explore the role and impact of adventure therapy (AT) on student development and to identify the greatest challenges to the implementation of AT in schools. The Delphi method was used to generate consensus of opinion within a group of experts in the field of adventure therapy and school counseling. Purposive sampling was used to identify the members of the expert panel and the definition of consensus was set at 80% for each item. Content and descriptive analysis were used to develop representative statements from participant responses between rounds. Ten Caucasian respondents, 6 men and 4 women, having met at least one of the expert criteria for the study, completed three rounds of participation which resulted in the attainment of consensus on 36 items addressing the role of adventure therapy in school counseling and the impact of AT in the areas of academic/career and social/emotional development. Twelve challenges to the implementation of AT in schools were identified and put in rank order. According to the results, experts believe adventure therapy has the greatest impact on social connectedness, problem solving, and student engagement in schools. Access to appropriate training in AT, administrative support, and funding were identified as the three greatest challenges to the implementation of adventure therapy in schools.

The purpose of this study was to adapt a measure for coping in outdoor adventure activities that reliable and valid inferences could be made. To do this, the constructs were clearly defined; relevant items were written representing the constructs. An expert panel reviewed the items for content validity, and the instrument was administered to subjects to gather evidence supporting the reliability and validity of inferences. The instrument adapted will provide a foundation for future research and understanding related to outdoor adventure coping skills. In addition, evidence supporting the reliability and validity of inferences of the assessment serve to measure outcomes in adventure and wilderness therapy programs.

The purpose of this study was to examine the relationship between job performance of wilderness and adventure therapy (WAT) field guides and personality traits. Specifically, this study utilized the NEO-PI-R to assess personality and the Field Guide Performance Evaluation (FGPE) to assess job performance. Job performance was measured by managers, peers, and WAT participants. The sample consisted of 89 personality assessments, gathered from both the U.S. and Canada. Ordinary least squares regression analysis indicated there was a non-significant relationship between field guide job performance and personality. Findings provide implications for WAT practitioners seeking the most qualified field guides possible.

Wilderness therapy is an emerging treatment modality that integrates nature with evidence-based therapeutic treatments (Russell, 2001). A growing body of literature continues to support its effectiveness with adolescents and young adults (Bowen & Neill, 2013; Curtis et al., 2018; Hoag et al., 2013); however, little research has been conducted on the experiences of its LGBTQIAP+ (“queer”) participants. Such an absence is noteworthy because the percentage of queer wilderness therapy students might be as high as 18% (Wright et al., 2017) and given that queer individuals experience minority stress (Meyer, 2003), which is correlated with negative psychological outcomes (Baams et al., 2015; Mereish et al., 2019; Tebbe & Moradi, 2016). This dissertation fills the gap in the literature by using pre-existing data collected by the Outdoor Behavioral Healthcare Council (OBHC) and the National Association for Therapeutic Schools and Programs (NATSAP) to examine the mental health outcomes of young adult (ages 18-25) wilderness therapy students using the Outcomes Questionnaire 45.2 (OQ 45.2; Lambert & Burlingame, 1996). With a sample of 379 queer and non-queer wilderness therapy graduates, this study found that queer young adults’ intake OQ 45.2 scores were statistically similar to those of straight young adults. It was also found that queer young adults’ OQ 45.2 discharge scores were statistically significantly lower than their intake scores, indicating a reduction in psychological distress. This dissertation also examined preliminary post-wilderness therapy data, interpreted all results as they relate to clinical work and research, and concluded by offering next steps for treating queer young adults enrolled in wilderness therapy programs.

Thesis (Doctor of Philosophy in Urban Education)--Cleveland State University, 2010 / Abstract. Title from PDF t.p. (viewed on May 12, 2010). Includes bibliographical references (p.191-201). Available online via the OhioLINK ETD Center

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.