The proposed study aims to employ a longitudinal within-subjects design to examine the relationship between young men’s levels of conformity to masculine norms and their therapeutic outcomes after participating in a wilderness-based adventure therapy intervention. Specifically, we plan to use multiple regression, including hierarchical multiple regression, analyses to investigate whether men’s level of conformity to masculine norms (as measured by the CMNI, Mahalik, et al., 2003) moderates the relationship between outcome variables measured at pre-intervention vs. post-intervention, and at post-intervention vs. 6-month follow-up. The outcome variables (criterion dependent variables) include: 1) therapy outcomes as measured by the OQ-45 (Wells et. al., 1996); 2) therapeutic insight/process outcomes as measured TRS-R (Kolden et al. 2000). / text

This study evaluated a residential treatment center for youth with addictions that used processes of adventure therapy, family involvement, community, and relationships. The evaluation contributed to filling gaps in the literature by linking processes to proximate outcomes. A mixed methods design used quantitative data from 2005-2013 program statistics and 93 Resiliency Canada Questionnaires, as well as qualitative data from 17 formal interviews, 12 informal interviews, and observation of 12 participants. A program description was provided for context and transferability. Results indicated that (a) the program demonstrated fidelity with the logic model, (b) clients’ had raised awareness of strengths, (c) youth shared experiences of the impact of addiction, (d) youth lived healthy, substance-free lives, (e) positive family relationships were promoted, (f) youth increased resiliency, and (g) youth in the program for longer than a month maintained sobriety immediately afterwards and the majority (n=2) had long-term reduction in substance misuse.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 51-58).

M.A. / The study presents a narrative exploration of the potential offered by SCUBA (Self Contained Underwater Breathing Apparatus) diving as a therapeutic wilderness adventure context bridging Deaf and hearing experiences. It is structured as an emerging narrative in three parts. Part I explores the philosophical and theoretical literature with a view to providing an overview of the epistemological frameworks against which the study is presented and which could result in a sense of tension between modern/post modern discourses within the reader/author. Part II reviews the current literature pertaining to: Deafness and Deaf/hearing relations, contrasting the medical-pathological perspective of Deafness with a socio-cultural model and examining perceptions regarding the development of a Deaf cultural identity, the articulation of meaning and culturally affirmative proposals with regard to the integration of Deaf and hearing experiences; adventure, wilderness programmes and practices as agents of therapeutic change with particular reference to the Deaf and other disabled communities; and the potential application of SCUBA diving and the underwater environment as metaphorically different agents of therapeutic change and particularly as they relate to Deaf/hearing relations. Part III attempts to provide a multi-levelled dialogical space for the voices of Deaf and hearing participants in the study to emerge and reflect on their lived experiences of their participation in a SCUBA diver course and its potential impact on lived experiences and personal narratives and metaphors. The study is written as a post modern text and explores Bakhtin’s (1973) theories of dialogism as a basis for presenting a polyphonic text.

Physical activity (PA) has numerous benefits for cancer survivors, but limited research exists on PA interventions in young adult cancer survivors. Outdoor adventure therapy is a potential method of increasing PA in this demographic. The primary purpose of this non-randomized parallel group study was to determine whether the outdoor adventure camp experience (vs. wait list control) would increase participants’ PA levels immediately following the 7-day camp, as well as three months later. Secondary aims examined correlates of greater PA, including pre-post camp changes in sedentary behavior, exercise self-efficacy, environmental change self-efficacy, perceived barriers to exercise, physical activity enjoyment, and physical activity variety. Sixty-six control and 50 intervention participants were given validated quantitative questionnaires at baseline, 1 week (end of camp) and at the 3-month follow-up. Repeated measures multivariate analysis of variance (RMANOVA) was used to compare group changes over time. Using intent to treat analysis, adjusting for age, gender, age at diagnosis, and baseline minutes of PA per week, there was a significant difference (p=.0001) in minutes of PA per week between groups at both 1 week and 3 months. Bonferroni adjusted post-hoc analysis indicated that, relative to baseline, the intervention group had significantly (p=.0001) greater increases in PA at both 1 week (577 minutes vs. 9 minute increases) and 3 month follow-ups (133 minute increases vs. 75 minute decreases; p=.001) respectively. Significant intervention-related improvements were also observed in TV viewing hours/week (p=.001), hours sitting/week (p=.001), “Excuses” score of the Perceived Barriers to PA questionnaire (p=.04), Enjoyment of Structured Activities (p=.04), and PA Variety (p=.0001) at 1 week but not at the 3 month follow-up. No significant effects were observed for changes in exercise self-efficacy, environmental change self-efficacy, or the other subscales scores. In conclusion, outdoor adventure therapy has the potential to increase PA levels in cancer survivors both immediately following camp, as well as long-term. However, effects tend to wane after camp termination. Future research should explore the relationship between correlates of PA and PA levels in outdoor adventure therapy camp participants and methods to promote sustained PA after camp termination.

The purpose of this qualitative, phenomenological study was to gain a deep understanding of the shared experiences of therapists who provide counseling in non-traditional, natural environment settings. Eight participants shared their experiences about counseling in nature. The primary research question for this study was: What are the shared experiences of counselors who provide nature-based counseling? A review of the literature of nature-based counseling provided benefits to spending time in nature, descriptions of various types of nature-based counseling, and ethical and legal issues that affect nature-based counselors. Semi-structured interviews comprised of open-ended questions were used to collect data by phone and through the use of video conferencing software. Audio taped interviews were transcribed and analyzed for key words, descriptive terms, and themes. Additional materials provided by counselors were analyzed for themes and overarching themes. A cross-case analysis yielded seven super-ordinate themes. The research question and sub-questions were addressed by the super-ordinate themes. The super-ordinate themes are: 1) Major Tenets, 2) Training and Ethical Concerns, 3) Benefits, 4) Motivations for Using Nature, 5) Beliefs About Human Connection With Nature, 6) Counselor’s Role, and 7) Spirituality. I employed validation procedures throughout my research to ensure accuracy during the data interpretation, which included clarification of my biases, member checking, peer debriefing and peer review, and the use of “thick, rich description.” Implications for counselors and counselor educators are presented, with recommendations for further research. Personal reflections of the researcher were provided.

This study focus on the developing of an adventure-based experiential learning program (AEP) to address the personal functioning (positive functioning, self perception, trauma dynamics, relationships and decision making) of youths in the society. The methodology based on experiential learning, wilderness and adventure programming were investigated to research the impact of the AEP on the youths. This information was used to develop an AEP to implement, as an intervention, to enhance the personal functioning of the youths. For the purpose of this study, twenty-eight students between the ages of 17 -19 years from different culture groups in South Africa participated. The youths were enrolled in an adventure program at Beyond Adventure School, which is situated near Alexandria in the Eastern Cape Province. To compile a profile that can be used to develop an AEP, the assessment of the youths were done with the use of two questionnaires: The Comprehensive Functioning Inventory: Post - Matric (CFI - Post) and a general-reasons questionnaire, which gathered information about the reasons why the youths went to Beyond Adventure School. The CFI-Post measures the following components related to the functioning of the youth: positive functioning, self-perception, trauma dynamics, relationships and decision making. The results of the first test showed a negative profile of the youths personal functioning with the following problem areas: positive functioning, self-perception, trauma dynamics and decision making. This results showed a need to implement an AEP as intervention. The second test results after the AEP was implemented concluded that the AEP had a positive impact (with a effect size of p>0,5) on the personal functioning (the positive functioning, self-perception, trauma dynamics and decision making) of the youths. The conclusion this study has is that scientifically developed and implemented AEP has a direct impact on the personal functioning of youths and thus can be used as an intervention. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.

This study focus on the developing of an adventure-based experiential learning program (AEP) to address the personal functioning (positive functioning, self perception, trauma dynamics, relationships and decision making) of youths in the society. The methodology based on experiential learning, wilderness and adventure programming were investigated to research the impact of the AEP on the youths. This information was used to develop an AEP to implement, as an intervention, to enhance the personal functioning of the youths. For the purpose of this study, twenty-eight students between the ages of 17 -19 years from different culture groups in South Africa participated. The youths were enrolled in an adventure program at Beyond Adventure School, which is situated near Alexandria in the Eastern Cape Province. To compile a profile that can be used to develop an AEP, the assessment of the youths were done with the use of two questionnaires: The Comprehensive Functioning Inventory: Post - Matric (CFI - Post) and a general-reasons questionnaire, which gathered information about the reasons why the youths went to Beyond Adventure School. The CFI-Post measures the following components related to the functioning of the youth: positive functioning, self-perception, trauma dynamics, relationships and decision making. The results of the first test showed a negative profile of the youths personal functioning with the following problem areas: positive functioning, self-perception, trauma dynamics and decision making. This results showed a need to implement an AEP as intervention. The second test results after the AEP was implemented concluded that the AEP had a positive impact (with a effect size of p>0,5) on the personal functioning (the positive functioning, self-perception, trauma dynamics and decision making) of the youths. The conclusion this study has is that scientifically developed and implemented AEP has a direct impact on the personal functioning of youths and thus can be used as an intervention. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.

The application of Adventure Therapy mediums for therapeutic, recreational and team building purposes have become increasingly popular over the past thirty years. These activities take place in a variety of contexts. One such a context that is designed and built with the explicit aim of providing challenging, adventurous activities is the high ropes course. Documented application of Ropes Courses largely consists of group-focussed application and the use of these courses in contexts where the focus is on the individual has been explored to a lesser degree. In this study analysis focuses on the interaction between a therapist and a client during a shared high ropes activity. At the time of the study, participants were also engaged in an individual psychotherapeutic process independent of the study. The study is informed by a Social Constructionist approach and in particular by Discursive Psychology. The work of members of the Discourse and Rhetoric Group at the University of Loughborough ( in particular that of Potter and Edwards) forms an integral part of the epistemology and methodology applied in this study. In this approach there is a strong emphasis on the accomplishment and management of action in interaction. Discourse is conceptualised as a resource that functions to accomplish action and discursive analysis focuses on the manner in which discursive resources are employed to achieve action in interaction. Discursive psychologists view the material context as well as embodiment as important contributors to the construction of action. These aspects are particularly relevant in a Ropes course context where physical activity is prominent. A theory of action in interaction proposed by Charles Goodwin informs the current exploration of the contribution of embodiment and materiality to the organisation of action. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

published_or_final_version / abstract / Education / Master / Master of Education