Programme
Pre-list of accepted abstracts follows... We will update it soon... Till end of August will prepare schedule of conference...
1. Steve Johnson: Naturally Mindful: Using Mindfulness Based Approaches in Adventure Therapy, a deeper and more sustainable approach
Key words: Mindfulness, Nature Appreciation, Adventure Therapy, Sustainability, Ecotherapy, Environment
"Mindfulness based approaches are gaining wider recognition in physical, mental and emotional healthcare provision. This experiential workshop will introduce participants to the broad field of mindfulness Based Approaches, their source, development and practice, from dealing with recurrent depression to working with chronic illness, workplace stress to issues with behaviour, discussing practical use of mindfulness tools and techniques within adventure therapy and outdoor learning. The workshop will stress the importance of personal mindfulness practices and their application in professional and daily life. Through using mindfulness, participants will develop their own connection with the natural environment, enhance the experience of their clients and through recognition of interconnectedness develop a more sustainable and environmentally aware approach to the outdoors.
The workshop will be led by Steve Johnson, a Fellow of the Royal Society of Arts (FRSA),a health professional with many years experience as a mindfulness teacher and senior trainer with Breathworks C.I.C. who each year help therapists and practitioners to deepen their mindfulness practice and become teachers. An Ecotherapist and Humanistic Psychology practitioner, he has a BSc(Hons) in Integrated Therapy and an MSc which examined the role of environment in improving health. He taught at Salford, Lancaster and Manchester Metropolitan Universities and is now researching the role of nature and mindfulness in the Faculty of Health and Well-Being at the University of Cumbria UK.He is also a TRiM (trauma risk management) assessor for Mountain Rescue and the Police and has worked with young offenders, community groups, environmental and regeneration charities and is currently working with people affected by pain and chronic illness. He is a member of the Mountain Leader Training Association and Institute of Outdoor Learning. "
2. Jamie Mcphie: The Healing Power of Natures: Observations on the Restorative Benefits of Outdoor Health Interventions
Key words: socio-cultural conditioning, outdoor health intervention
As outdoor alternatives to medication and psychotherapy are becoming more common, much of the research on the restorative benefits of nature suggests there is a genetic basis for humans’ values of, and positive receptiveness to nature. However, many of these studies do not accurately record and report the reasons for their effects in settings that most resemble where the phenomena usually takes place. ‘Expectation’, ’association’ and ‘socio-cultural conditioning’ demand greater scrutiny than current approaches include, which do not acknowledge the full effects of social context on people’s responses, so that we may further understand how perceptions of nature may benefit psychological well being. This research will attempt to answer how participants experience specific outdoor environments within health interventions and what the benefits of nature are within these interventions using phenomenological and hermeneutic methods. A participant observation approach will be adopted within two outdoor health intervention programmes between the periods of January to June, 2012, in order to help inform health professionals on the nature of interventions based around natural settings.
3. Kylie Pointon: Genuine self-forgiveness and willingness to change
Key words: Prevention of anti-social behaviour genuine self-forgiveness willingness to change
This study explored the mechanisms behind how a wilderness-based intervention program, designed to improve anti-social behaviour for young people at risk, can positively impact on an individual‘s willingness to change. A pre-test/post-test control group design compared participants and controls on measures of genuine self-forgiveness, value affirmation, self-affirmation and willingness to change. Results suggest that genuinely forgiving oneself for a transgression assists in improving willingness to change negative behaviour. Furthermore, results suggest that affirming values acts as a mediator in the process of genuinely forgiving oneself.
4. Joe Hinds: The role of the natural environment for eudemonic well-being and identity during adventure experiences
Key words: Eudemonia, well-being, natural environment, experience, environmental identity
Two quantitative studies are presented that assessed the extent to which psychological wellbeing could be positively affected by exposure to the natural environment during adventure experiences. The first study (N = 47) investigated the effects of various outdoor adventure programmes on eudemonic wellbeing (self-actualisation & personal-expressiveness) and environmental identity. Results indicated that participants reported significantly greater eudemonic wellbeing and stronger environmental identity after their adventure experiences due to the natural environment. The second study (N = 44) compared an Adventure group (n = 21), to a Control group (n = 23) – matched by age and gender in a partial replication of the first study. The findings indicated that the Adventure group reported greater post-experience self-actualisation and stronger environmental identity than did the control group. Methodological issues, the convergences and divergences between both studies and strengths and limitations of each are discussed.
5. Chien-Hsi Hsu: Adventure Therapy 1 on 1
Key words: adventure therapy, individual counseling, experiential learning
Adventure therapy in group setting has come a long way. Yet, it is not common in individual counseling. As a counselor and an adventure educator, I devote myself in using adventure activities within 1 on 1 counseling sessions. In this workshop, I will share my experience of how the concept of experiential learning circle can be used as a tool to assess clients and to frame the counseling sessions. Also, development of 1-1 adventure therapy in Taiwan will be introduced. Anyone interested in this topic is welcomed to join and let us know more from each other!
6. Elspeth Schwenk: "Supervision and Adventure Therapy"
Key words: Experiential, Solution focused, Developmental, Supervision
In this experiential workshop we will establish some of the constructs of counselling and psychotherapy supervision and explore how it can contribute toward best practice within outdoor and adventure therapy, delivering a duty of care and wellbeing (including the prevention of practitioner burnout). Drawing upon a solution focused model of supervision, we will provide a combination of both casework and experiential opportunity to enable participants to work with this model and recycle their learning through a contribution of feedback and discussion to the on-going development of this supervision model.
7. Stephan Natynczuk: Solution Focused Practice in the Outdoors
Key words: Solution Focused Brief Therapy Adventure Therapy
We have been successfully using a Solution-Focused Brief Therapy model to deliver therapeutic adventurous interventions for many years and would like to share our experience through this workshop.
8. Christine Lynn Norton: Adventure Based Group Work with Foster Care Alumni in Higher Education
Key words: adventure based group work, foster care, higher education
In the United States, roughly 20,000 youth in a given year age out of foster care and are on their own, often with limited family ties and minimal external support. Young people who have grown up in foster care have experienced instability and trauma in their lives and often experience negative developmental outcomes that impact their ability to pursue and succeed in higher education. For those who do attend college, retention efforts must include the creation of a supportive peer community that connects students to one another and facilitates meaningful relationships among students and University staff. This study examines the use of adventure based group work with post-secondary students who were in the foster care system as a means of promoting well-being and group cohesion, and discusses the implications for utilizing therapeutic adventure to engage underserved and vulnerable populations in higher education.
9. Richard Hall: Sailing as a Metaphor for Life; exploring the transformational experiences of a marine adventure therapy and how these transfer to life ashore
Key words: addictions, abuse, trauma, sailing, eco, wilderness, TA, therapeutic, activity, psychotherapy, metaphor
This presentation will use video clips combined with concepts from Transactional Analysis to show how Sailaday OK’s four days and night’s marine adventure therapy programme aboard a yacht integrates the healing potential of the natural environment with psychotherapy to provide a transformational experience that supports the recovery of those who have experienced addiction, abuse and other traumas.
Sailing is understood as a metaphor for life. The process of acclimatizing to ever changing landscapes, sea states and weather conditions is likened to the need to adjust to the ongoing emotional and practical challenges of life. Quantitative and qualitative research data will be presented that evidence how participants experience and benefit from the Sailaday OK experience and how they integrate their learning into life ashore.
Finally there will be an exchange of ideas with colleagues about how to assess the sustainability of these changes over the longer term."
10. Elizabeth Freeman: Rethinking notions of ‘therapeutic landscapes’: A case study exploring perceptions of a ‘wild place’ experience (WPE)
Key words: Therapeutic landscapes, Wild Place Experience, Ecopsychology, Boundary objects, Culture
This paper examines the nature of therapeutic landscapes and draws from perspectives of participants during a ‘Wild Place’ Experience (WPE). The WPE consisted of a five day journey and involved students from York St John University walking through and sitting with the environment.
The paper is ecopsychological as it seeks to explore the relationship between humans and their environments (Craik, 1973) and is concerned with the therapeutic nature of this relationship (Doherty, 2009). Evidence is put forward that challenges notions of therapeutic landscapes as ‘healing places’ in relation to natural environments (e.g. wild places) and builds on suggestions made by Baer and Gesler (2004) that therapeutic landscapes are “ambivalent [and] nuanced spaces”. This, and the meaning making journey of people during and after WPEs, is discussed in relation to boundary objects (Starr, 1989) and cultural repertoire. Additionally, Baer and Gesler’s (2004) argument that “therapeutic landscapes should be considered beyond exceptional cases, in everyday experience” (pp.404) is explored. To do this the paper draws from discourses created and collected during interviews, group discussions and journals during and after a WPE.
11. Guy Lorent Why adolescents are perfect candidates for adventure therapy. A developmental neuropsychological insight in adolescence
Key words: Neuropsychology, development, adventure therapy, adolescence
Recent discoveries on the development of the human brain offers us a new insight in the changes of behavior during the transition from childhood to adulthood. The sometimes emotional chaotic changes are not only a consequence of raging hormones, but of fundamental changes in the structure of our brain. This process creates more space for learning adapted as well as erroneous behavior, sometimes even within psychiatric diagnoses or outside the law. Many of the properties of adventure therapy are in congruence with the qualities of adolescence. The neuropsychological data therefore can offer us additional arguments and guidelines for the organization of AT for this age group. It even offers us a partial explanation why adventure therapists are well suited to guide adolescents.
12. Stephen Ritchie: Connecting to Anishinaabe Bimaadziwin (The Good Life) through Outdoor Adventure Leadership Experience
Key words: resilience, mental health promotion, holistic health, well-being, Indigenous knowledge, wilderness therapy, critical ethnography, community-based participatory research (CBPR)
We will share the results from a community-based participatory research (CBPR) project designed to develop a ten-day outdoor adventure leadership experience (OALE) for adolescents aged 12-18 from one Aboriginal community in Canada. The goal of the OALE intervention was to promote resilience and well-being. The OALE was implemented and evaluated with six different groups and a total of 73 adolescent participants (ages 12 to 18) from Wikwemikong Unceded Indian Reserve in northern Ontario. Using a paired-samples t-test we observed a statistically significant increase in mean resilience scores. Field data was collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the field data inductively to understand how the OALE promoted resilience and well-being. We adhered to principles of indigenous coding for thematic content, and respected indigenous ways of knowing for interpreting results. The process of connecting or waking up to the good life (Anishinaabe Bimaadziwin) emerged as the dominant theme associated with the development of resilience and well-being through the ten-day OALE.
13. Cathryn Carpenter: Exploring catalysts of change within outdoor programs
Key words: Theories of change catalysts outdoor programs
This workshop will explore past and curent understandings of factors believed to effect or contribute to 'change' within outdoor programs. Explicit theories for change, relationship dynamics, time within natural spaces, active adventure and quiet contemplation are some of the dynamics commonly believed to assist people to change their existing patterns of behaviour, perceptions and beliefs within outdoor programs. What is the optimal mix for your style of program and for the people you work with?
14. Gábor Timur Szabó & Natalia Rakar Szabó: Video assisted adventure couple and family therapy
Key words: couple therapy, family therapy, adventure therapy, video training, video feedback
Adventure family therapy has around 30 years of history, even so in Hungary it is a revolutionary new approach. The reason why the Hungarian way could interest the rest of the adventure therapy world is that we use adventure couple and family therapy combined with the video training method. Our workshop gives you opportunity to participate and see how we combine different methods and tools – theories, practices, experiences, picture based feedback of strengths and resources – in the procedure of therapy. The workshop is case study based. First we will ask You to slip into the roles of a troubled family in therapy – we help you with a dramatic frontload. Than we deliver a shortened therapy session with adventures witnessed by a helping camera. Finally You can experience a video training feedback upon the pictures taken while the experiential part. If interested, we can use the rest of the group as a reflective team.
15. John Conway: The Family Journey – An Experiential Multi-family Group Modality "Experiential Therapy
Key words: Multi-Family Therapy, Family Systems Theory, Family Environment Scale, Family Therapy, Group Therapy, Adventure Therapy
This workshop will focus on the integration of families into adventure therapy practices. From an experiential multi-family group model to programs working primarily with adolescents and families remotely, the presenters will address the practice and value of family-based interventions.
The presentation will include relevant family systems theory, family outcomes measurement, and an opportunity to explore the development of family-based interventions. Interactive time will be spent not merely discussing the application of material but participating in activities and co-creating initiatives.
A review of relevant literature and inclusion of recent research findings will be presented and open dialogue will be facilitated regarding theory and application. Handouts will be available for all participants. This workshop will be valuable to professionals who are interested in providing wilderness/ adventure/ experiential programming for families with whom they work. Opportunities will be provided for active discussion, creation and facilitation of interventions, and sharing of relative ideas.
16. Paul Stolz: From Not for Profit to Profit for Not for Profit.
Key words: Sustainable resourcing, resilience, risk, cultural change, profit not for profit, non profit
This workshop will explore the transition by a not for profit organisation from reliance on donation for its programming to profit driven programming to support its non profit programming.
It will examine, in a dialogue with workshop participants, the risks involved in this transition, the cultural changes that it introduces and the staff challenges it produces.
It will also examine the story of the journey involved, the support that is required and the outcomes that may be predicted. "
17. Suresh Paul: Inclusive Adventure by Design: Positive Practical Solutions for Inclusion
Key words: disability, inclusion, design, outdoor adventure, resources, equipment, interdisciplinary, rehabilitation, paddlesport, climbing, expeditions, field living, methodology
This workshop addresses the creation of opportunities for safe and meaningful participation by disabled people in adventure sport, and links theory to practice.
The multidisciplinary approach brings together work with disabled people, therapists and sports coaches, and is in line with international disability sport research priorities (Doll-Tepper, 1994).
Desk and field-based research (Paul, 2010) has revealed it is possible to increase the performance level of disabled athletes through the development of appropriate adaptive equipment, promote inclusion and broaden opportunities.
The research has informed the creation of a range of tools to support practitioners, to be presented in the workshop. They provide a common interdisciplinary language to help educate and inspire each person to understand the true nature of the inclusion process, improve the shared understanding within the team, and thereby reduce the stickiness of the information, so making it easier to work within the social mess (Ritchey, 2007)."
18. Renae Plett: An exploratory study of adult perceptions and expectations of an adventure therapy program
Key words: Adventure, Therapy, Perception, Expectation, Parent, Family
Many parents/caregivers choose to send their children to Adventure Therapy (AT) programs for the potential benefits these programs provide. Most AT programs focus on the maladaptive behaviours of the adolescent population in relation to self and others. Research has shown that the potential benefits of AT programs include changes related to social competence, such as enhanced self-concept, improved social skills, and decreased substance abuse (Gass, Gillis, & Russell, 2012). Little research has been done on the expectations of the families whose children participate in AT programs and if the expected outcomes of parents coincide with actual research based outcomes. The goal of this article is to analyze parental/caregiver expectations and perceptions of an AT program and gain an understanding of why parents choose AT for their children. These findings are then compared to the evidence-based research findings in order to observe potential synchronicity. There is a possibility that parents/caregivers believe AT will be an effective avenue of change in behaviour for their child and that participation in AT will help their child make more responsible choices. Many parents desire closer family relationships and a more peaceful home environment as well as safety for their child. It is out of love and concern that parents/caregivers send their children to AT programs believing positive change will occur. Implications for strengthening family relationships and the impacts on society are discussed.
19. Daniel Bowen: Meta-Analysis of Adventure Therapy Program Effects
Key words: Meta-analysis, Adventure therapy
In the twenty-first century, adventure therapists are increasing expected to provide accountability information and evidence of program effectiveness to boards, treatment facilities, funding bodies, policy makers and consumers. Further, in order to develop and refine effective adventure therapy programs which precisely accommodate client needs, program evaluation is essential. It is therefore necessary for rigorous research to document the effect of adventure therapy programs, and analyse the contributing factors. In order to address the problem of clarity in the overall analysis of adventure programming effectiveness, a meta-analysis is needed.
To date, a number of meta-analyses have been published in the area of outdoor education, education, and psychotherapy (e.g., Cason & Gillis, 1994; Gillis & Speelman, 2008; Hans, 2000; Hattie, Marsh, Neill, & Richards, 1997; Wilson & Lipsey, 2000). However, these have predominantly focused on the broader field of adventure programming, with none solely focused on therapeutic programs. This study: 1) located empirically-based outcome studies about adventure therapy programs, 2) analysed and compared outcomes of different programs, and 3) linked the outcomes to program characteristics.
An exploration of the relationships between program effectiveness, outcomes and characteristics helps to clarify why some programs demonstrate improvements while others report minimal or no positive outcomes. Findings should encourage adventure therapists to examine the impact of their programs and provide direction for program revision.
20. Chang Hsiu-Jiu: Social Welfare and Charity Foundation's goals are supporting children and teenagers, who have lost family support, and establishing their abilities and responsibilities of being in a family.
Key words: Adventure Therapy, childeren, family
Adventure Education is the main method we apply to educate these young people, and courses are combined with daily life issues. This poster shows an example of our "120 Days Vocational Training Program for Teenagers Not in Eduction and Employment." The content explains how we integrate adventure elements into the daily lives of these youths to develop their vocational ability.
Taiwan government has devoted great care to drop-out youths. For the past few years, the government has been encouraging private social welfare institutions to provide vocational training programs for teenagers not in school and employment(age15~20). Thus, we designed the 120-days concentrated program, which includes career self-exploration, initiative and problem solving games, low-rope & high-rope courses, kickboxing course(also attend competitions), 28-days mountain & wilderness expedition, vocational training, employment apprenticeship, employment matching, etc. In these activities, we work hard together with these teenagers by following some important principles, such as stable relationships as a family, learning by doing, mistakes are acceptable, self-independent & being responsible, being grateful & contributive. This program has good effects on helping teenagers step into career world or get back to school.
21. Luk Peeters: The whole is not the sum of its parts: The implications for the role, position and tasks of a Outdoor Psychotherapist or facilitator in working with groups.
Key words: Adventure Therapy, facilitation
This workshop will look at different group phenomena and their practical implications for us as facilitators or therapists. What is the impact of a developing group on our position as facilitator? How can we influence this development? What are different system levels and what is the effect of placing interventions at a certain level?
How are norms and roles being established within groups and what is our role in that? How can they help or hinder the development of the group and what does the different roles tell us about the themas being present in the group? Theory will be provided, participants’ knowledge and experience will be tapped and the actual ‘being present in the workshop group and at the conference’ will be used.
At the end of the workshop session, participants will have an answer on the above raised questions and will have plenty more questions to think about.
They will have gained a raised awareness of how these mechanisms play a role in here-and-now situations.
22. Luk Peeters: From adventure to therapy: Some Necessary Conditions to Enhance the Therapeutic Outcomes of Adventure Programming
Key words: Adventure Therapy, facilitation
Within this workshop we want to examine the way and the conditions under which adventure activities can become therapeutic. We want to draw attention points for the presentation and conducting of Adventure Activities. The focus will not as much lie on the processing part, but the conducting of the activity itself. In there we will identify crucial points and pitfalls for counselors and therapists.
23. Christine Norton: Research and Practice Trends in Adventure Therapy in the United States
Key words: Adventure Therapy research and practise
This workshop will examine current reseach and practice trends in adventure therapy in the United States.
A range of programs from Outdoor Behavioral Healthcare to community-based adventure therapy (CBAT) will be discussed, along with best practices, client issues and needs.
24. Alexander Rose: Adventure therapy through Existentialism
Key words: Adventure therapy, Existentialism, Logotherapy
Adventure therapy is influenced by many psychological and philosophical currents. Well known is that this amalgam enriches our intervention, but clarifying and analyzing the sources will help establish a clear framework in order to define new challenges in our subject.
One of these roots is Existentialism, a philosophical trend that focuses on the person being thrown onto this world, destined to live right here and right now, aware of his death, causing agony. And it is freedom, responsibility and attitude concepts that guide us along life, that make us deal with this existential agony. Existentialism psychology, and specially logotherapy, can be a perfect shoe last for Adventure therapy from where intervention programs can be shaped.
25. Alexander Rose: Introducing Adventure therapy in Spain: lights and shadows
Key words: Adventure therapy, social and cultural conditioners, Spain
Analyzing determinant factors prior to start designing a therapeutic intervention program based on adventure is necessary, further, if possible, if there are no such programs traditionally.
In this presentation we will dissect factors related to Adventure and wilderness therapy in Spain, such as major approaches in psychology and psychotherapy and also experiential education, specific facilities, access to the land, social security and private insurance coverage’s, laws related to our field, etc.
26. Steve Johnson: Naturally Mindful: Using Mindfulness Based Approaches in Adventure Therapy, a deeper and more sustainable approach
Key words: Mindfulness, Nature Appreciation, Adventure Therapy, Sustainability, Ecotherapy,
Environment
Mindfulness based approaches are gaining wider recognition in physical, mental and emotional healthcare provision. This experiential workshop will introduce participants to the broad field of mindfulness Based Approaches, their source, development and practice, from dealing with recurrent depression to working with chronic illness, workplace stress to issues with behaviour, discussing practical use of mindfulness tools and techniques within adventure therapy and outdoor learning. The workshop will stress the importance of personal mindfulness practices and their application in professional and daily life. Through using mindfulness, participants will develop their own connection with the natural environment, enhance the experience of their clients and through recognition of
interconnectedness develop a more sustainable and environmentally aware approach to the outdoors.
The workshop will be led by Steve Johnson, a Fellow of the Royal Society of Arts (FRSA), a health professional with many years experience as a mindfulness teacher and senior trainer with reathworks C.I.C. who each year help therapists and practitioners to deepen their mindfulness ractice and become teachers. An Ecotherapist and Humanistic Psychology practitioner, he has a BSc(Hons) in Integrated Therapy and an MSc which examined the role of environment in improving health. He taught at Salford, Lancaster and Manchester Metropolitan Universities and is now esearching the role of nature and mindfulness in the Faculty of Health and Well-Being at the University of Cumbria. He is also a TRiM (trauma risk management) assessor for Mountain Rescue and the Police and has worked with young offenders, community groups, environmental and regeneration charities and is currently working with people affected by pain and chronic illness. He is
also a member of the Mountain Leader Training Association and Institute of Outdoor Learning.
27. Steve Johnson: Mindfulness Based Adventure Therapy: An alternative solution for a young woman suffering from recurrent depression, referred by her GP following a computer based CBT
Intervention. (poster)
Key words: Mindfulness, Adventure Therapy, Depression, CBT
This presentation is a case study based on a successful mindfulness based adventure therapy intervention with a young woman. The study details the journey from depressed teenager to successful adventure racer, climber and personal trainer. From initial diagnosis, offers and use of CBT and drug interventions to the use of outdoor activities and mindfulness based approaches, the study shows how mindfulness based adventure therapy improves the sense of ownership, interconnectedness and wellbeing of programme participants.
The poster is based on the work of Steve Johnson, a Fellow of the Royal Society of Arts (FRSA), a health professional with many years experience as a mindfulness teacher and an ecotherapist and Humanistic Psychology practitioner, he has a BSc(Hons) in Integrated Therapy and an MSc which examined the role of environment in improving health. He is undertaking research into the role of nature and mindfulness in the Faculty of Health and Well-Being at the University of Cumbria. He is a TRiM (trauma risk management) assessor for Mountain Rescue and the Police and has worked with young offenders, community groups, environmental and regeneration charities and is currently working with people affected by pain and chronic illness. He is also a member of the Mountain Leader Training Association and Institute of Outdoor Learning.
28. Tim Cormode, Carinna Kennigsberg & David Segal: Barrier-Less Adventure: Power To Be Adventure Therapy Society
Key words: Adventure Therapy practise
Power To Be Adventure Therapy Society (Power To Be) is a Canadian based charity providing innovative nature and adventure services to children, youth, adults and families who are encountering a diverse set of barriers in living out their preferred lives. Participants that attend this workshop will enjoy a co-creative environment that explores the defining and unique characteristics of Power To Be, covering both theoretical and service delivery components. In particular, a detailed exploration of Power To Be’s approach will be pursued, and will serve to highlight how contact with nature, adventure, long-term client investment, inter-program peer mentoring, adaptive equipment, a family systems approach, are combined to achieve the following short and long-term outcome areas:(a) Environmental awareness and stewardship; (b) interpersonal skills; (c) access to outdoor recreation; (d) community engagement; (e) life skills and personal development; (f) community contribution; (g) physical health and well-being; (h) leadership and mentorship; and (i) family connectedness.
Further, a discussion regarding the diverse client populations served, such as people living with physical and cognitive disabilities, children and youth with life threatening illnesses, families seeking alternate counselling approaches, and youth struggling with the mainstream education system, in the context of adventure therapy practice, will be pursued. A closer look at adaptations and innovative practices will be examined with the intent of looking at the challenges in the face and find ways to take away barriers while fostering nature based opportunities for all abilities. Participants will be invited to partake in experiential activities in order to “bring to life” the concepts being presented and leave with a deeper understanding of the scope of clients that can reach their goals if you adapt around the barrier they face.
29. Alison Voight & Alan Ewert: Integrating Theory with Practice: Applications in Adventure Therapy
This workshop will discuss how theoretical constructs can assist in the delivery of services for adventure therapy. The basic tenets of two specific theories—attribution, and stress and coping theory, will be discussed, and their specific application in the practice of processing activities, and in providing feedback in adventure therapy learning situations.
Rationale for the Presentation:
Understanding the theoretical aspects that underlie human behavior can be an important component of service delivery in the adventure therapy setting. Without having a sound comprehension of why we do something, can be like steering a boat with no rudder. Simply providing activities, or establishing a list of outcome measures for clients is not always sufficient. As time is limited, only two theories will be discussed that are particularly relevant and beneficial to many participants engaged in the adventure therapy setting: attribution theory, and stress and coping. Participants will gain the following skills:
• Be able to assess how theories can help explain dysfunctional behavior and emotions in the identification, assessment and treatment of client dysfunction.
• Be able to articulate the components of these two specific theories and their application in an adventure setting, and in the processing of activities.
• Be able to implement three specific feedback techniques based on attribution theory.
Although integrating theory behind every aspect of practice may not always be feasible or necessary, it can serve as a foundational building block, from which to strengthen, re-evaluate and facilitate our interaction with clients in the unique adventure therapy setting.
