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Abstract

The authors describe a model of psychological depth and present some general principles that will enable adventure practitioners to manage the psychological level in the groups for which they are responsible. These principles call for the leader to pay attention to their language and the language of group participants. In particular, attention should be paid to four main criteria. The first of these criteria is an indication of the way in which the participant is involved in the topic under discussion. The second criterion is derived from paying attention to the nature of relationships that are embedded in the participant's conversation. The third criterion is the level of emotional arousal experienced by the participant; no involvement indicating shallow psychological levels and stronger emotional arousal indicating increasing depth. The fourth criterion for assessing psychological depth is a measure of the normal bounds of confidentiality and privacy with which the subject under discussion would normally be treated.
... In reality OAE relies on a wide range of informal and formal educational techniques. Ringer and Gillis (1995) suggest a model that contains three units or sets relevant to informal education practices within OAE. The first are those of the instructor or coach employed to teach the skills required by participants so that they might engage safely and productively with the outdoor experience and wider recreational milieu. ...
... The Duke of Edinburgh expeditions typically begin with intensive instruction in skills and the teaching of knowledge before proceeding to a self-reliant journey planned and led by the young people (Duke of Edinburgh's Award; 2012). Ringer and Gillis (1995) also offer a model relating specifically to psychological depth to help facilitators with decisions regarding the appropriate approach. In their view personal development work in the outdoors should focus on five out of the eight levels and therefore implementation requires, on the part of the educator, a range of complex skills and judgment. ...
... I see the role of passion and aliveness as enriching leadership capacity in the domain of human interaction rather than technical skills. Figure 1 represents a model that correlates the roles required by leaders with the purpose of the activity, from recreation to adventure therapy (Ringer & Gillis, 1995) It seems to me that persons in a leadership team working in adventure therapy need between them to have all of the competencies required by a recreational leader plus specialist competencies in therapy. Figure 1 reflects this by showing "foundation" competencies, as required by recreational adventure leaders at the base of the "igloo" with the progressive addition of the specialist competencies in human interaction that become more important as we move to development and then therapy. ...
... Even in recreation groups, some participants need protection from excessive shaming, fear and exposure of incompetence. As the average level of dysfunction of participants increases from recreation through to adjunctive therapy, so does the need for psychological safety (Ringer & Gillis, 1995). ...
... In reality OAE relies on a wide range of informal and formal educational techniques. Ringer and Gillis (1995) suggest a model that contains three units or sets relevant to informal education practices within OAE. The first are those of the instructor or coach employed to teach the skills required by participants so that they might engage safely and productively with the outdoor experience and wider recreational milieu. ...
... The Duke of Edinburgh expeditions typically begin with intensive instruction in skills and the teaching of knowledge before proceeding to a self-reliant journey planned and led by the young people (Duke of Edinburgh's Award; 2012). Ringer and Gillis (1995) also offer a model relating specifically to psychological depth to help facilitators with decisions regarding the appropriate approach. In their view personal development work in the outdoors should focus on five out of the eight levels and therefore implementation requires, on the part of the educator, a range of complex skills and judgment. ...
Chapter
Many individuals freely opt to take part in outdoor adventure activities. A high proportion of these first encountered such activities as a consequence of a school or youth group initially offering them an introductory ‘taster’. This chapter concentrates on facilitated interventions that offer outdoor adventure experiences explicitly for developmental purposes. Like Roberts (2012), the author makes a distinction between ‘learning by doing’, that is developing skills and knowledge in order to learn a subject or craft, and ‘experiential education’ that Roberts notes is concerned with the emerging identities of young people, their relations with others and the world around them, and their trajectory as they negotiate a place in the adult world. Whilst learning the skills and knowledge of an outdoor adventure (OA) activity is a necessary and beneficial aspect of outdoor adventure education (OAE) it is the broader purpose these new skills are used for and what this means to young people that lies at the core of OAE.
... Adventure therapy promotes a therapeutic environment for participants to encounter powerful emotional responses to activities that enhance perceived emotional and mental strength (Ringer & Gillis, 1995). Challenge by Choice (CBC) is a concept that empowers participants by allowing them to choose their level of participation and practice healthy decision making (Schoel & Maizell, 2002). ...
Article
This study explored the group developmental process of Adventure Therapy (AT) conducted with 9th grade students (n = 20). Researchers measured avoidance, conflict, and cohesion and compared results from this study to the development of traditional counseling groups. Results suggested that AT groups follow a similar developmental process as traditional group counseling as evidenced by a statistically significant increase in cohesion, an increase then decrease in conflict, and a decrease in avoidance. This study is a response to a previous call for research related to AT group development. Implications for counselors, AT training programs, and future research are discussed.
... This does not sound very different from current challenge-course facilitation practice. The verbal processing skills required to facilitate these learning experiences are commonly cited as key ingredients of the experiential education/adventure therapy process (Priest, Gass, & Gillis, 2000;Ringer & Gillis, 1995). Close analysis of facilitation skills in an adventure education program revealed issues of power, lack of neutrality, privilege of knowledge, and institutionality in the manner that groups are facilitated (Brown, 2002;Thomas, 2004). ...
Article
Full-text available
Evidence-based practice is an approach that narrowly classifies research results by utilising a hierarchy of evidence. This process renders much available knowledge and experience redundant within its value structure. Currently a dominating ideology across medical and health fields, evidence-based practice is now being promoted in adventure education and therapy (activity-based practices steeped in outdoor and experiential learning). In this paper, I challenge the evidence-based practice paradigm and its relationship to adventure education and therapy. I suggest that evidence-based practice ideology, guided by political and economic forces, may be detrimental to the development of a long-term, multifaceted, and meaningful research agenda. Critical dialogue between academics and practitioners in adventure education and therapy is advised, and caution offered to those entering the evidence-based paradigm.
Chapter
This chapter describes the Drama Spiral, a model developed to help theater practitioners make decisions during workshops or rehearsal processes, particularly where participants’ personal or collective stories might be used. The Drama Spiral is a graduated and reflexive model intended to help the practitioner work safely and ethically in a purposefully eclectic manner along the continuum from low focus games and activities, to fictional drama, to high focus work where individuals enact their personal life stories. Particular focus is given to how the practitioner can regulate the distance of the material, making it more or less personal as appropriate to the context and intentions of the work. The chapter offers practical guidance and a wide range of story prompts, and creative suggestions for regulating distance.
Article
This paper outlines two vital aspects in the facilitation of adventure groups. These aspects, linking and containment, are important in all types of group, whether they are for recreation, education, development or therapy. Linking refers to the existence of links at both conscious and unconscious levels. These links involve each group member, the group-as-a-whole, the leader, and the primary task of the group. Adequate containment refers to group members having the conscious and unconscious sense of being firmly held in the group and its task, and yet not immobilized by the experience. The leader has a vital role in facilitating both linking and containment, but to do so requires a sound level of skills and a degree of emotional and psychological maturity. Some aspects of leader competencies are examined.
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This article argues that the ‘classical experimental’ approach to researching adventure education has inherent weaknesses which have prevented it progressing towards understanding the process, rather than just describing the outcomes. Drawing on an approach to evaluation of crime reduction programs, an alternative research paradigm is offered for adventure education. Within this paradigm causality is understood as the interaction between the participant and the program. One implication is the use of a broader range of research methods, including participants’ accounts of their experiences, which Barrett and Greenaway (1995, p.54) noted were ‘almost entirely absent’ from the research they examined in their review.
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A classic study which, by synthesizing the approaches of psychoanalysis and group dynamics, has added a new dimension to the understanding of group phenomena.
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