Adventure Based Resilience Annotated Bibliography
Jesse Beightol
Spring 2007
1. Adventure Education and Resilience: The Double-Edged Sword
Neill, J. T., Dias, K. L. (2001). Adventure Education and Resilience: The Double-Edge Sword. Journal of Adventure Education and Outdoor Learning 2 (1).
Abstract
Adventure education philosophers have argued that controlled exposure to challenge can enhance participant’s psychological resilience. This study supports this claim, demonstrating significantly greater gains in psychological resilience for 41 young adults participating in 22-day Outward Bound programs than in a control group. All Outward Bound participants reported positive changes in their resilience and their overall change effect size was large. Perceived levels of social support predicted 24% of the variance in resilience gain scores, with participant’s ratings of the least supportive group member being the best predictor. The findings for enhanced resilience and the important role of social support warrant wider investigation. In promoting psychological resilience adventure educators are alerted to the importance of facilitating positive interpersonal relations and minimizing the detrimental impact of the diverse needs of group members.
Link http://wilderdom.com/pdf/Neill&Dias2001AdventureEducation&Resilience.pdf
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 2
· Case studies or clinical examples included 1
· Experimental Design 3
· Benefit-Cost Analysis 0
· Results Reporting 2
· Training Models 1
· Power of Research Design 3
· Instrumentation 4
· Cultural Variability 1
· Treatment/intervention Fidelity 3
· Background Literature Support 2
· Replication 4
· Length of Treatment Effectiveness Assessed 0
2. Adventure Camps Programs, Self-Concept, and Their Effects on Behavioral Problem Adolescents
Larson, B. (2007). Adventure Camp Programs, Self-Concept, and Their Effects on Behavioral Problem Adolescents. Journal of Experiential Education, 29(3),
313-330.
Abstract:
The purpose of this study was to examine the effects of an adventure camp program on the self-concepts of adolescents with behavioral problems. Subjects in the study included 61 randomly selected male and female adolescents ranging in age from 9 to 17 years with behavioral problems. The treatment group of 31 adolescents was randomly selected from a population (N=85) of behavioral problem adolescents who voluntarily attended an adventure camp. The control group of 30 adolescents was randomly selected from a population (N=80) that underwent treatment for behavioral problems. Analysis of variance was utilized to determine if significant differences existed between the treatment and control groups. The paired t-test was utilized to determine within group differences between pretest and posttest scores on both groups. Alpha for both tests was set at the .05 level. Analysis demonstrated a significant difference between the experimental and control 9- to 11-year-old age group’s self-concept.
Link http://www.aee.org/customer/pages.php?pageid=10#Journal
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 1
· Case studies or clinical examples included 1
*Limited due to confidentiality concerns
· Experimental Design 3
*Quasi-experimental non-equivalent
control group design with equal n’s.
· Benefit-Cost Analysis 0
· Results Reporting 1
· Training Models 1
· Power of Research Design 3
*One way ANOVA, N=61, alpha.05, reliable test
· Instrumentation 2
* Test reliability of .73with similar populations
· Cultural Variability 0
· Treatment/intervention Fidelity 1
· Background Literature Support 4
· Replication 1
· Length of Treatment Effectiveness Assessed 0
3. Therapeutic Adventures Outdoors: A Demonstration of Benefits for People with Mental Illness
Kelley, M., & Coursey, R. (1997). Therapeutic Adventures Outdoors: A Demonstration of Benefits for People with Mental Illness. Psychiatric Rehabilitation Journal, 20(4), 61-74.
Abstract
Fifty-seven people with serious and persistent mental illness receiving outpatient treatment in psychological rehabilitation programs participated in an outdoor adventure program involving weekly day long outings for 9 weeks. Adventure activities included hiking, rock-climbing and rappelling, spelunking (caving), and canoeing. In addition to adventure sports skills instruction, self-instruction training was incorporated into the program. Nineteen patients receiving treatment in the same facilities who were interested but unable to participate due to schedule conflicts (work or other treatments) served as controls. Significant increases in scores on the Self-Efficacy Scale, the two subscales of the Physical Self-Efficacy Scale (Perceived Physical Ability and Physical Self-Presentation Confidence, The Generalized Self-Efficacy Scale, and the Rosenberg Self-Esteem Inventory were seen in the experimental group compared to controls. There were also significant reductions in scores on the Anxiety and Depression subscales of the Brief Symptom Inventory in the experimental group compared to controls. Patients with affective or schizoaffective disorders showed an increase in scores on the Trust and Cooperation Scale, and decrease BSI Hostility and Interpersonal Sensitivity. Methodological problems inherent in such research are discussed, and suggestions for future research in this area are offered.
Link http://www.bu.edu/cpr/prj/
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 2
· Case studies or clinical examples included 1
· Experimental Design 2
· Benefit-Cost Analysis 0
· Results Reporting 1
· Training Models 1
· Power of Research Design 2
· Instrumentation 3
· Cultural Variability 1
· Treatment/intervention Fidelity 2
· Background Literature Support 2
· Replication 0
· Length of Treatment Effectiveness Assessed 0
4. The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development
Sheard, M., & Golby, J. (2006). The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development. Journal of Experiential Education, 29(2), 187-209.
Abstract
To date, little empirical research has been conducted to support the claim that outdoor adventure education (OAE) develops desirable psychological characteristics in participants. This study examined the effects of an OAE foundation degree curriculum on positive psychological development. Fifty-two students (26 OAE students, 26 controls on an unrelated course), aged 16-39 years, completed a battery of positive psychological questionnaires (at the start of their respective courses and 3 months later) measuring
hardiness, mental toughness, self-esteem, self-efficacy, dispositional optimism, and positive affectivity. OAE curriculum activities included rock-climbing, navigation training, countryside leadership, gill-scrambling, and open canoeing. Control students were enrolled on a classroom based travel and tourism college course. Inferential multivariate statistics revealed non-significant (p > .05, partial n2= .38) improvements by
the OAE group across several psychological constructs. Significant effects (p < .05, partial n2 = .15) for the cohort were revealed for total hardiness. No significant gender differences were reported. The non-significant overall effect is interpreted in terms of sample size, OAE activities, and measured personality styles. The implications of these results are discussed relative to previous findings and in terms of psychological theory.
Link http://www.aee.org/customer/pages.php?pageid=10#Journal
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 0
· Case studies or clinical examples included 1
· Experimental Design 3
· Benefit-Cost Analysis 0
· Results Reporting 2
· Training Models 1
· Power of Research Design 1
· Instrumentation 3-4
· Cultural Variability 0
· Treatment/intervention Fidelity 1
· Background Literature Support 2
· Replication 0
· Length of Treatment Effectiveness Assessed 0
5. The Effects of an Adventure Education Program on Perceptions of Alienation and Personal Control Among At-Risk Adolescents
Cross, R. (2002). The Effects of an Adventure Education Program on Perceptions of Alienation and Personal Control Among At-Risk Adolescents. Journal of Experiential Education, 25(1), 247-254.
Abstract:
The purpose of this study was to determine whether an intervention using adventure education (specifically rock climbing) would effect a change in students’: (a) sense of alienation, and, (b) sense of control over their own lives. Perceptions of alienation were measured using the Dean Alienation Scale; and Connell’s, the New Multidimensional Measure of Children’s Perceptions of Control measured sense of control. Data were analyzed using four separate two-way analyses of variance (ANOVAs). Results indicated that after experiencing the climbing program, the experimental group was less alienated than its control counterparts. In addition, following the treatment the experimental group demonstrated a stronger sense of personal control than did the control group.
Link http://www.aee.org/customer/pages.php?pageid=10#Journal
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 1
· Case studies or clinical examples included 1
· Experimental Design 3
· Benefit-Cost Analysis 0
· Results Reporting 1
· Training Models 1
· Power of Research Design 2
· Instrumentation 2-3
· Cultural Variability 2
· Treatment/intervention Fidelity 2
· Background Literature Support 3
· Replication 0
· Length of Treatment Effectiveness Assessed 0
6. Effects of a Ship-Based Adventure Program on Adolescent Self-Esteem and Ego-Identity Development
Kaly, P. W., & Heesacker, M. (2003). Effects of a Ship-Based Adventure Program on Adolescent Self-Esteem and Ego-Identity Development. Journal of Experiential Education, 26(2), 97-104.
Abstract:
This quasi-experiment examined the effects of a ship-based adventure program on adolescent participants’ self-esteem and ego-development. Participants were given the Rosenberg Self-Esteem Scale and the Extended Objective Measure of Ego Identity Status-2. Results indicated that participation in the program was associated with a significant decrease in the Diffusion domain of ego-identity development, a finding that supports the use of adventure programs to encourage adolescent self-exploration and self-development. Significant gender effects were found on the ego-identity measures. Program participation did not significantly influence self-esteem scores.
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 0
· Case studies or clinical examples included 0
· Experimental Design 3
· Benefit-Cost Analysis 0
· Results Reporting 1
· Training Models 1
· Power of Research Design 3
· Instrumentation 2
· Cultural Variability 1
· Treatment/intervention Fidelity 2
· Background Literature Support 2
· Replication 1
· Length of Treatment Effectiveness Assessed 0
7. RESILIENCE, OUTDOOR EDUCATION AND MENTAL HEALTH: Resilience, Coping with an Extended Stay Outdoor Education Program, and Adolescent Mental Health
Skehill, C. (2001). RESILIENCE, OUTDOOR EDUCATION AND MENTAL HEALTH: Resilience, Coping with an Extended Stay Outdoor Education Program, and Adolescent Mental Health. A report submitted as a partial requirement for the degree of Honours in Applied Psychology at the University of Canberra.
Abstract
Due to the alarming increase in adolescent depression and suicide, identification of protective personality characteristics is essential in order to determine those adolescents at risk, and to develop and evaluate intervention programs. This longitudinal survey was conducted to ascertain the relationships between adolescent resilience, coping styles and their perceived effectiveness, stress appraisals, and measures of psychological well-being and distress in response to a potentially stressful experience - an Extended Stay Outdoor Education Program (ESOEP). Participants were 99 Year 9 Australian adolescents (71 male, 28 female) attending a potentially stressful ESOEP, which aims to bolster adolescents’ levels of resilience, resourcefulness and mental health outcomes.
For the present study it was hypothesised that: attending the ESOEP would enhance resilience; that adolescents with high levels of pre-existing resilience would use more productive, and less non-productive, coping strategies during the ESOEP; that adolescents with high resilience, low perceptions of stress, and increased use of productive coping strategies would have greater mental health following the ESOEP; and that coping styles and their perceived effectiveness would mediate the relationship between resilience and mental health measures. This study found that attending the ESOEP neither increased resilience and well-being, nor decreased distress. As anticipated, high levels of resilience were associated with using productive coping strategies, perceiving these strategies as effective, lower appraisal of stress, and increased mental health measures five weeks into the ESOEP. Gender differences were explored in relation to resilience, mental health and coping styles, with the only significant difference being greater utilization of “solving the problem” coping strategies by males. This study also determined that Resilience, Outdoor Education and Mental Health iv the perceived effectiveness of coping styles, rather than the actual coping styles adopted, mediates the relationship between resilience and psychological distress five weeks into the ESOEP. Applications of these findings, theoretical implications, methodological concerns, and directions for future research are discussed.
Link www.wilderdom.com
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 0
· Case studies or clinical examples included 1
· Experimental Design 1
· Benefit-Cost Analysis 0
· Results Reporting 1
· Training Models 1
· Power of Research Design 1-2
· Instrumentation 3
· Cultural Variability 0
· Treatment/intervention Fidelity 3
· Background Literature Support 2
· Replication 1
· Length of Treatment Effectiveness Assessed 0
8. Self-concepts before and after Survival Training
Clifford, E., & Clifford, M. (1967). Self-concepts before and after Survival Training. British Journal of Social Clinical Psychology, 6, 241-248.
Abstract:
A group of adolescent boys enrolled in an Outward Bound School summer camp served as subjects. The stated purpose of the camp is to build physical stamina and to push each individual to his physical limit. Self-concept measures and a semantic differential were administered before training began and again, one month later, at the conclusion of the experience.
The hypothesis of this study stated in effect that changes in feelings about self-worth and competence would take place as a function of a rather vigorous experience. For the most part, the hypothesis has been upheld. Overall changes in the self-concept did take place in the appropriate direction and discrepancies between the self and the ideal-self were reduced. Changes were general rather than specific and were related to the initial level of self-evaluation.
Bibliography Rubric Categories Rubric Score
· Evidence Based Research Evaluation 1
· Case studies or clinical examples included 0
· Experimental Design 1
· Benefit-Cost Analysis 0
· Results Reporting 1
· Training Models 1
· Power of Research Design 1-2
· Instrumentation ?
*Self-Rating Scale, Self-Description Scale, Ideal Description Scale,
Counselor Rating Scale, Work Meaning Test
· Cultural Variability 0
· Treatment/intervention Fidelity 3
· Background Literature Support 0
· Replication 4
· Length of Treatment Effectiveness Assessed 0