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Learning to be a group facilitator in outdoor education: using self-awareness to overcome fears and be fully present
Abstract
Facilitating groups in outdoor education can sometimes be very challenging, and self-doubt and the fear of facilitating inadequately add to difficulties that facilitators must sometimes manage. In this paper, I will explore some of the ways by which facilitators contribute to the difficulties they experience and, furthermore, to explore some solutions. Negative self-talk can sabotage our best intentions as facilitators, by reducing the levels of free attention that are needed to facilitate well. I draw on the findings of a naturalistic inquiry conducted with 7 facilitator educators and 104 graduates of facilitator education programmes. Data collected through semi-structured interviews, participant observation and qualitative surveys were analysed using the constant comparison method. . Based on my research findings, I contend that outdoor education programmes do not need perfect facilitators. Rather, facilitators who can be authentic, self-aware and fully present for their groups will improve outdoor education programs.
... As outdoor educators, our ability to embrace uncertainty and messiness is easier to talk about than do. It requires a high level of self-awareness for facilitators not to become disillusioned in the search for perfection (Thomas, 2019). It may be perceived as embarrassing to arrive late with a group, or to allow your group to get lost. ...
Outdoor fieldwork, the purposeful use of an outdoor environment for educational objectives, is a key defining feature of outdoor education; it is what distinguishes it from many other disciplines. To that end, it is important to understand some of the challenges associated with outdoor fieldwork and some potential areas for improvement in practice. This paper draws on a review of the literature across a wide range of disciplines that use outdoor fieldwork such as geography, biology, geology, environmental science, environmental education, and outdoor education. Most programs that develop outdoor educators use outdoor fieldwork extensively, and it is considered to be the signature pedagogy of the profession. It is where outdoor educators learn to be outdoor educators. This chapter focuses on the role and purpose of outdoor fieldwork, organisational challenges, the problem of inertia when it comes to changing practices, common social justice issues and opportunities, and the personal challenges of outdoor fieldwork.
Background: The ability of outdoor educators and their participants to be present with each other and the natural and cultural histories of places can impact the realisation of learning outcomes and safety. Purpose: In this paper, we combine the findings of two separate research studies regarding the potential for digital technology to both distract and enhance the presence that both facilitators and their learners may experience in outdoor education programs. Methodology/Approach: Research Study One used a naturalistic inquiry to collect data via surveys and online interviews with 185 outdoor educators from 14 different countries. Research Study Two used a collective case study involving undergraduate outdoor education programs in Norway. Data were collected from 12 educators and 12 learners using semi-structured interviews and focus group interviews. Findings/Conclusions: Decisions on inclusion or exclusion of digital technology in outdoor education should be intentional, systematic, and evidence-based. The use of mobile technologies can pose barriers to learners’ and educators’ presence, their social interactions, and their experience of place. Implications: Digital technology can enhance or detract the experience of presence in outdoor education programs depending on how that technology is used, and the way the technology is managed.
When outdoor educators facilitate experiences with their students, they draw on their expertise to make a range of pedagogical choices about how they teach and lead. Something guides the decisions they make. When an outdoor educator can explain why they chose a particular pedagogical approach they can be described as acting intentionally. Drawing on the work of sociologist Anthony Giddens to explore the theory-practice relationship, intentionality means being able to practice discursively. Research conducted with emerging outdoor educators has found that methodising is common, meaning theory-practice relationships tend to be shallow and theory is only applied in a formulaic fashion. The idea that intuition can guide practice as an alternative to intentionality is critiqued and the limitations of logic and rationality are acknowledged. However, uncritically copying other outdoor educators’ pedagogical practice can lead to ineffectiveness because of incongruencies between our values and beliefs and the pedagogies that are copied. The merits of developing a personal teaching philosophy statement are discussed, and an example of how theory can inform part of that statement is provided. The capacity to practice with intentionality allows emerging outdoor educators to communicate with stakeholders about their practice, improve their self-awareness, and reflect on the way they teach and lead outdoors.KeywordsIntentionalityDiscursivityIntentional practiceIntuitionMethodizing
A reconfiguration of relational space in schools is investigated to challenge a diametric spatial opposition between nature and culture, highlighted as a Western biased construct by Descola’s anthropological framework, building on Lévi-Strauss’ cross-cultural contrasts between diametric and concentric structured systems. Though a neglected research and policy domain, there is growing interest internationally in combining a focus on outdoor education with personal and social development for educational contexts of socio-economic exclusion. This action research study sought to evaluate socio-emotional benefits for children of keeping hens in school and its potential to provide teachers with an intervention for developing such socio-emotional competences in boys and girls, 5–9-years old, in a junior urban primary school of high socio-economic exclusion. The qualitative, focus group results revealed benefits for the children regarding responsibility, empathy, respect for the natural world, cooperation and relaxation. These were also perceived by their teachers, who additionally reported improvement in motivation and child-led, hands-on and peer-assisted learning processes.
In this paper we demonstrate why it is important to study insecurity in relation to identities at work. Drawing upon empirical research with business school academics, we illustrate how insecurities in the form of fragile academic selves are variously manifested. Emerging from our data were three forms of insecurity – imposters, aspirants and those preoccupied with existential concerns and we analyse these in the context of psychoanalytic, sociological and philosophical frameworks. In so doing, we make a three-fold contribution to the organization studies literature: first, we develop an understanding of identity whereby it is treated as a topic and not merely a resource for studying something else; second, we demonstrate how insecurity and identity are more nuanced and less monolithic concepts than has sometimes been deployed in the literature and third; we theorise the concepts of identity and insecurity as conditions and consequences of one another rather than monocausally related. Through this analysis of identity and insecurity, insightful understandings into the contemporary bittersweet experiences of working in academia, and specifically in business schools have been developed that could prove fruitful for future research within and beyond this occupational group.
Examining mindfulness in a non-clinical and non-therapeutic setting such as a summer camp is an area of growing interest. Our study tested three mindfulness scales with staff in a summer camp setting, and we conducted preliminary reliability and validity analyses for any modifications needed in the scales. Results indicated two major findings: (a) the 5-item camp-Mindful Attention and Awareness Scale showed good reliability and evidence of convergent validity, and (b) the 9-item parent-based and the 6-item teacher-based scales were not reliable or applicable to this study. Analyses of the data shed light on the usefulness of employing mindfulness scales in a camp setting.
A facilitator is considered to act intentionally when they are deliberate about what they are doing and can provide rationales for their actions. The same facilitator is said to practice intuitively when they are not able to articulate a clear rationale for their actions, yet they are still able to facilitate effectively. A review of the facilitation literature and the experiential education literature demonstrates the importance of both intentionality and intuitive processes when facilitating. However, rather than presenting these important aspects of facilitation dichotomously, this paper describes the need for both of them to be present in facilitator education, albeit in tension with each other. The findings of a naturalistic inquiry into the theories and practices of seven facilitator educators are presented. Data were collected through semi-structured interviews and participant observation with the facilitator educators, and qualitative surveys with a sample of their course graduates. The study confirmed the importance of an emphasis on both intentionality and intuition in the preparation of facilitators for experiential education.
Over the past decade, training in mindfulness—the intentional cultivation of moment-by-moment non-judgmental focused attention and awareness—has spread from its initial western applications in medicine to other fields, including education. This paper reviews research and curricula pertaining to the integration of mindfulness training into K-12 education, both indirectly by training teachers and through direct teaching of students. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation and promote flexibility, pointing toward significant potential benefits for both teachers and students. Early research results on three illustrative mindfulness-based teacher training initiatives suggest that personal training in mindfulness skills can increase teachers’ sense of well-being and teaching self-efficacy, as well as their ability to manage classroom behavior and establish and maintain supportive relationships with students. Since 2005, 14 studies of programs that directly train students in mindfulness have collectively demonstrated a range of cognitive, social, and psychological benefits to both elementary (six studies) and high school (eight studies) students. These include improvements in working memory, attention, academic skills, social skills, emotional regulation, and self-esteem, as well as self-reported improvements in mood and decreases in anxiety, stress, and fatigue. The educational goals, target population, and core features of ten established mindfulness-based curricula are described. Finally, the need for more rigorous scientific evidence of the benefits of mindfulness-based interventions in K-12 education is discussed, along with suggestions of specific process, outcome, and research-design questions remaining to be answered.
This paper discusses the role of the person-centered dimension of facilitator education, which emphasises the attitudes, personal qualities, and/or presence of a facilitator. An overview of person-centered facilitator education, as described in the literature, is provided to enable the interpretation of the findings of a study that explored the theories and practices of facilitator educators. Operating within the interpretivist paradigm; and using a naturalistic inquiry approach, thematic analysis was used with semistructured interviews, participant observation, and graduate surveys. The findings confirmed the importance of helping emerging facilitators to develop high levels of self-awareness and a better understanding of how to manage their presence in the group. The possibility of person-centered facilitator education acting as a form of psychotherapy was flagged as a potential issue even though this was not the case in the programs observed. The study also highlighted the importance of informing emerging facilitators, before enrolment in a program, that some participants may find person-centered facilitator education challenging and confrontational.
Outdoor Leadership: Theory and Practice will help you
-develop eight core competencies that are based on professional standards and are the foundation of successful outdoor leadership,
-understand how to transform theory into practice through a framework that includes real-life chapter-opening stories and learning activities to help build leadership competencies, and
-develop and demonstrate leadership competencies by creating a professional development portfolio that documents successful leadership experiences.
Outdoor Leadership: Theory and Practice is the foundational course text and professional reference for learning and developing outdoor leadership competencies. The authors, experienced outdoor leadership instructors who have worked in a variety of outdoor settings, outline the steps to mastering eight core competencies that not only help you develop leadership abilities but also help you meet current professional standards:
-Foundational knowledge
-Self-awareness and professional conduct
-Decision making and judgment
-Teaching and facilitation
-Environmental stewardship
-Program management
-Safety and risk management
-Technical ability
The book covers these competencies in a real-world context. Chapter-opening stories provide a framework for the chapter content, and learning activities and numerous examples from North America help you apply that theory and master each competency. In addition, you’ll be guided through a series of activities in developing and showcasing leadership abilities through a culminating professional development portfolio.
Outdoor Leadership: Theory and Practice provides the foundational knowledge required of successful outdoor leaders. Part I discusses the concepts, history, and evolution of outdoor leadership, including the diverse natural and cultural outdoor settings in which leaders work. Part II covers the components of leadership theory with chapters focusing on personal development, group dynamics, facilitation of outdoor pursuits and interpretation, and judgment and decision making. There is also a chapter on values and ethics, which includes discussion of professionalism and moral development. Part III explores teaching and facilitation with discussions on behavior and development, group development, challenge course leadership, and experiential education. Part IV explores resource and program management with discussions on parks and protected areas, environmental stewardship, program design, safety and risk management, and expedition planning.
Through its learning activities, its numerous practical examples, and its step-by-step portfolio development, Outdoor Leadership: Theory and Practice will help you improve your abilities as an outdoor leader.
Outdoor Adventure Education: Foundations, Theory, and Research steeps students in the theories, concepts, and developments of outdoor adventure education, preparing them for careers in this burgeoning field.
This text is based on author Alan W. Ewert’s pioneering book Outdoor Adventure Pursuits: Foundations, Models, and Theories. Ewert and Sibthorp, both experienced practitioners, researchers, and educators, explore the outdoor adventure field today in relation to the changes that have occurred since Ewert’s first book. The authors present a comprehensive text on outdoor and adventure foundations, theories, and research that will provide the basis for the next generation of professionals.
Outdoor Adventure Education offers a comprehensive view of the expanding discipline of outdoor adventure education in its various settings. In addition to its foundational, theoretical, and conceptual insights, this text presents the following:
• Why This Chapter Is Important introductions that present snapshots of ideas and concepts and how they apply to future professionals
• Chapter discussion and research questions to expand knowledge and research skills to support the learning gained through the book
• Sidebars from well-known international researchers who present their views on the chapter topics
The book is presented in three parts. Part I explores foundational issues of outdoor adventure education, offering an overview of the field and examining both historical developments and current practices. Part II investigates theoretical constructs and extant theories, emphasizing how they inform the professional’s view of program evidence, design, and implementation. In part III, the authors delve into research and evidence-based practices in the field and look at evolving trends and issues as outdoor adventure education continues to grow.
Outdoor Adventure Education uses evidence, design, and implementation as its underlying themes. It shows students and professionals how to apply theories and research in constructing frameworks for outdoor adventure education experiences and how to evaluate those experiences. As such, it is an indispensable resource that prepares students and professionals alike for success in their careers in outdoor adventure education.
This paper examines the effects of mindfulness practice through pranayama, hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore, mindfulness practice is discussed in the context of new pedagogies that are contributing to the transformation of teachers, students, and education. This inquiry has demonstrated that this process not only offers the practitioner serenity, awareness, peace, and well-being: but the benefits of the practice move far beyond the personal environment of those practicing teachers and into the classroom and school community providing opportunities for transformation; growing sustainable happiness and well-being.
The relationship between mindfulness, attention, and well-being is well established. In the field of education, mindfulness programs often focus on teaching children ways of coping with attentional and emotional difficulties. Mindfulness practices are also valued for teachers, and being a mindful teacher impacts the classroom environment. The nature of mindfulness and teaching is complex, involving individuals and relationships, and highly subjective. This article shares the voices of two teachers with established mindfulness practices. Through their mindfulness practice, they showed high levels of social and emotional competence and responsive, dialectical, non-judgmental, and self-regulating qualities.
Mentoring, including peer mentoring, is a key element of teacher education programs and subsequent teaching practice. In order to share the benefits of mindfulness practices, a faculty member in a state university in the Midwestern United States promoted the practice of mindfulness by teacher candidates enrolled in her courses. As members of a learning community, teacher candidates are encouraged to engage in and reflect upon mindfulness practices during their junior- and senior-level courses, and in feedback-reflection sessions for clinical-field experiences and professional internships. The intention is to promote the transformation of teacher candidates in prekindergarten through grade 3 (P-3) programs, through peer mentoring and mindful engagement. Examples of activities are presented, and findings from a peer-mentoring study promoting mindfulness are shared.
This paper discusses the role of the person-centered dimension of facilitator education, which emphasises the attitudes, personal qualities, and/or presence of a facilitator. An overview of person-centered facilitator education, as described in the literature, is provided to enable the interpretation of the findings of a study that explored the theories and practices of facilitator educators. Operating within the interpretivist paradigm; and using a naturalistic inquiry approach, thematic analysis was used with semistructured interviews, participant observation, and graduate surveys. The findings confirmed the importance of helping emerging facilitators to develop high levels of self-awareness and a better understanding of how to manage their presence in the group. The possibility of person-centered facilitator education acting as a form of psychotherapy was flagged as a potential issue even though this was not the case in the programs observed. The study also highlighted the importance of informing emerging facilitators, before enrolment in a program, that some participants may find person-centered facilitator education challenging and confrontational.
This research draws on the experience of a group of mature students’ studies during their first year at university. All experienced varying degrees of Imposter Syndrome, feelings of fraudulence and a lack of confidence in their ability. The process of ‘becoming’ a mature student is one of identity change and risk. Gaining a sense of belonging to the institution and academia is an important part of the transition year, but the assimilation into the culture of university life can be problematic. The first assessment for all students can be seen as a ‘rite of passage’ on the journey of ‘belonging’. So for mature students who may have had a substantial gap in their education, this can be a critical moment in their progression through the transition year. Negotiation through the culture and language of academia can lead to misunderstanding and self-doubt, and the process of assessment can be an emotional journey for some students. In this article the students describe their experiences of the assessment process and their need for feedback. Facing the judgement of their peer group and the academic staff was a particular fear of most of the students, as was the difficulty in both ‘getting started’ on and ‘letting go’ of their written work. The article concludes with a discussion of the role of assessment in relation to confidence building and to overcoming Imposter Syndrome.
Preface Part I. Foundations of Research 1. Science, Schooling, and Educational Research Learning About the Educational World The Educational Research Approach Educational Research Philosophies Conclusions 2. The Process and Problems of Educational Research Educational Research Questions Educational Research Basics The Role of Educational Theory Educational Research Goals Educational Research Proposals, Part I Conclusions 3. Ethics in Research Historical Background Ethical Principles Conclusions 4. Conceptualization and Measurement Concepts Measurement Operations Levels of Measurement Evaluating Measures Conclusions 5. Sampling Sample Planning Sampling Methods Sampling Distributions Conclusions Part II. Research Design and Data Collection 6. Causation and Research Design Causal Explanation Criteria for Causal Explanations Types of Research Designs True Experimental Designs Quasi-Experimental Designs Threats to Validity in Experimental Designs Nonexperiments Conclusions 7. Evaluation Research What Is Evaluation Research? What Can an Evaluation Study Focus On? How Can the Program Be Described? Creating a Program Logic Model What Are the Alternatives in Evaluation Design? Ethical Issues in Evaluation Research Conclusions 8. Survey Research Why Is Survey Research So Popular? Errors in Survey Research Questionnaire Design Writing Questions Survey Design Alternatives Combining Methods Survey Research Design in a Diverse Society Ethical Issues in Survey Research Conclusions 9. Qualitative Methods: Observing, Participating, Listening Fundamentals of Qualitative Research Participant Observation Intensive Interviewing Focus Groups Combining Qualitative and Quantitative Methods Ethical Issues in Qualitative Research Conclusions 10. Single-Subject Design Foundations of Single-Subject Design Measuring Targets of Intervention Types of Single-Subject Designs Analyzing Single-Subject Designs Ethical Issues in Single-Subject Design Conclusions 11. Mixing and Comparing Methods and Studies Mixed Methods Comparing Reserch Designs Performing Meta-Analyses Conclusions 12. Teacher Research and Action Research Teacher Research: Three Case Studies Teacher Research: A Self-Planning Outline for Creating Your Own Project Action Research and How It Differs From Teacher Research Validity and Ethical Issues in Teacher Research and Action Research Conclusions Part III. Analyzing and Reporting Data 13. Quantitative Data Analysis Why We Need Statistics Preparing Data for Analysis Displaying Univariate Distributions Summarizing Univariate Distributions Relationships (Associations) Among Variables Presenting Data Ethically: How Not to Lie With Statistics Conclusions 14. Qualitative Data Analysis Features of Qualitative Data Analysis Techniques of Qualitative Data Analysis Alternatives in Qualitative Data Analysis Computer-Assisted Qualitative Data Analysis Ethics in Qualitative Data Analysis Conclusions 15. Proposing and Reporting Research Educational Research Proposals, Part II Reporting Research Ethics, Politics, and Research Reports Conclusions Appendix A: Questions to Ask About a Research Article Appendix B: How to Read a Research Article Appendix C: Finding Information, by Elizabeth Schneider and Russell K. Schutt Appendix D: Table of Random Numbers Glossary References Author Index Subject Index About the Authors
Reflects on the impact of politics on facilitation. The aim of facilitation is to establish and maintain an environment in which learning is created. Central to this aim is the need to work with power relations between organisations, groups and facilitators. Facilitation may be thought of as a part of the political dynamics at play in systems. Discusses three propositions: that organisations are political, facilitation is political and facilitators are political. Proposes a framework showing four positions of awareness about the politics of facilitation. Offers the framework to those who wish to learn more about being a facilitator, and to those who wish to teach others about facilitation. Aims to add to understanding about how facilitators may act more confidently, authoritatively and ethically in the complex, dynamic and unpredictable role of facilitator.
The evolution and history of adventure therapy, as chronicled in the second chapter of this book, well demonstrates how far this field has evolved from a “divergent therapy” into an efficacious form of therapy that engages clients on cognitive, affective, and behavioral levels. Adventure Therapy is written by three professionals who have been at the forefront of the field since its infancy. The theory, techniques, research, and case studies they present are the cutting edge of this field.
The authors focus on:
• the theory substantiating adventure therapy
• illustrations that exemplify best practices
• the research validating the immediate as well as long-term effects of adventure therapy, when properly conducted.
This book is the leading academic text, professional reference, and training resource for adventure therapy practices in the field of mental health. It is appropriate for a wide range of audiences, including beginner and experienced therapists, as well as graduate students.
This unique collection explores Moreno's thoughts in developing psychodrama and sociometry, with his strong emphasis on spontaneity and creativity. Both basic and advanced concepts and techniques of psychodramatic treatment are also discussed. The reader will find extensive examples from Monreno's own cases containing verbatim transcripts that illustrate the give-and-take between Moreno, his patients, and the audience observers. Jonathan Fox introduces this collection with a brief overview of Moreno's life and ideas and places this seminal figure in the context of his time and in the field of psychotherapy. The editor's notes throughout underscore significant aspects of the selections for the practitioner. Autobiographical fragments, a chronology of Moreno's life, a selected list of his publications, and a secondary bibliography are also included. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The term "impostor phenomenon" is used to designate an internal experience of intellectual phoniness that appears to be particularly prevalent and intense among a select sample of high achieving women. Certain early family dynamics and later introjection of societal sex-role stereotyping appear to contribute significantly to the development of the impostor phenomenon. Despite outstanding academic and professional accomplishments, women who experience the impostor phenomenon persist in believing that they are really not bright and have fooled anyone who thinks otherwise. Numerous achievements, which one might expect to provide ample objective evidence of superior intellectual functioning, do not appear to affect the impostor belief. Four factors that contribute to the maintenance of impostor feelings over time are explored. Therapeutic approaches found to be effective in helping women change the impostor self-concept are described. (7 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In our chapter in the first edition of this Handbook (see record
1994-98625-005), we presented two tables that summarized our positions, first, on the axiomatic nature of paradigms (the paradigms we considered at that time were positivism, postpositivism, critical theory, and constructivism, p. 109, Table 6.1); and second, on the issues we believed were most fundamental to differentiating the four paradigms (p. 112, Table 6.2). These tables are reproduced here as a way of reminding our readers of our previous statements. The axioms defined the ontological, epistemological, and methodological bases for both established and emergent paradigms. The issues most often in contention that we examined were inquiry aim, nature of knowledge, the way knowledge is accumulated, goodness (rigor and validity) or quality criteria, values, ethics, voice, training, accommodation, and hegemony. An examination of these two tables will reacquaint the reader with our original Handbook treatment. Since publication of that chapter, at least one set of authors, J. Heron and P. Reason, have elaborated on our tables to include the participatory/cooperative paradigm (Heron, 1996; Heron & Reason, 1997, pp. 289-290). Thus, in addition to the paradigms of positivism, postpositivism, critical theory, and constructivism, we add the participatory paradigm in the present chapter (this is an excellent example, we might add, of the hermeneutic elaboration so embedded in our own view, constructivism). Our aim here is to extend the analysis further by building on Heron and Reason's additions and by rearranging the issues to reflect current thought. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Baer's review (2003; this issue) suggests that mindf ulness-based interventions are clinically efficacious, but that better designed studies are now needed to substantiate the field and place it on a firm foundation for future growth. Her review, coupled with other lines of evidence, suggests that interest in incorporating mindfulness into clinical interventions in medicine and psychology is growing. It is thus important that professionals coming to this field understand some of the unique factors associated with the delivery of mindfulness-based interventions and the potential conceptual and practical pitfalls of not recognizing the features of this broadly unfamiliar landscape. This commentary highlights and contextualizes (1) what exactly mindfulness is, (2) where it came from, (3) how it came to be introduced into medicine and health care, (4) issues of cross-cultural sensitivity and understanding in the study of meditative practices stemming from other cultures and in applications of them in novel settings, (5) why it is important for people who are teaching mind-fulness to practice themselves, (6) results from 3 recent studies from the Center for Mindfulness in Medicine, Health Care, and Society not reviewed by Baer but which raise a number of key questions about clinical applicability, study design, and mechanism of action, and (7) current opportunities for professional training and development in mindfulness and its clinical applications.
Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced self-awareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress.
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