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Reflexion in handlungs- und erfahrungsorientierten Lern- und Entwicklungsmodellen - State of the Art und empirische Befunde im Feld der Integrativen Outdoor-Aktivitäten®
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Outdoor activities in the field of pedagogy, counselling and (psycho)therapy are mainly based on experiential and action-oriented learning concepts. In the process of learning and development of individuals, teams and groups, reflection is crucial. Hardly any empirical studies provide evidence how the setting of the reflection impacts the process and the outcomes. The research questions are: (1) Of what relevance is the process of reflection in current experiential and action-oriented theoretical concepts and models? (2) How does the setting of the reflection impact the process and outcomes of the reflection? A comprehensive state of the art literature review makes evident, that reflection in experiential outdoor activities is meanwhile taken for granted within the theoretical models and concepts. The present quasi-experimental study (n=75) is testing for 30 hypotheses on how the setting (reflection in pairs versus alone) impacts the reflection process and its outcomes. Bi- and multivariate findings point out, that the setting mainly impacts the process rather than the outcomes. Reflection questions are of greater importance in single settings than in settings of pairs. In contrast, reflecting in pairs broadens the addressed content and increases the level of emotional activation. Gender and health status are the main predictors of the outcome. Findings testing for the moderator effect of self-reflection and insights lead to the following conclusion: Individuals scoring higher on the insight subscale (SRIS-IN) gain less new insights through the reflection in pairs. Therefore, trainers should try to gather the participants’ ability to self-reflect and their prior experience, to better adapt, design and facilitate the process of learning and reflection. The question, whether health status impacts the learning outcome in experiential outdoor settings more than in solely cognitive indoor settings, should be investigated in future studies.
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Numerous studies demonstrate the effectiveness of university-based community service programs on students’ personal, social, ethical, and academic domains. These effects depend on both, the characteristics of students enrolled and the characteristics of the programs, for instance whether they are voluntary or mandatory. Our study investigates whether effects of voluntary service programs are indeed caused by the service experience or by prior self-selection. Using data from a pre–post quasi-experimental design conducted at a public university in Europe and taking students’ socioeconomic background into account, our findings on self-efficacy, generalized trust, empathic concern, and attributions for poverty show that there are no participation effects. Instead, students who join in community service differ significantly from nonparticipants with regard to almost all investigated domains a priori, indicating strong self-selection. Our results underline the importance of structured group reflection, most notably with regard to attitude-related topics.
Dieses Buch zeigt zehn grundlegende Prinzipien einer erlebenszentrierten Psychotherapie, die Körpererleben, Körperwahrnehmung, Körperausdruck und Körperkommunikation integriert. Es stellt Therapie als eine verkörperte Begegnung vor und vermittelt, wie man den Körper einbezieht und welche Sprache man dazu verwendet-so wird das Konzept des Embodiment in der Praxis nutzbar. Auch geht es um die Bedeutung von Erleben und Erfahren, um die Indikation und Kontraindikation von Techniken, die therapeutische Beziehung und die Wirkprinzipien der Körperpsychotherapie. Geschrieben für Psychologische und Ärztliche Psychotherapeuten, Körper-und Be-wegungstherapeuten, Studierende und Interessierte.
Background: Understanding strategies for enhancing learning is central to developing effective teaching practices. Students’ perceptions of these practices are critical for deepening this understanding. Purpose: The aim of this study was to investigate students’ perceptions of a group journal activity (GJA) on learning enhancement and to present a model that illustrates the reflective-learning process of the GJA. Methodology/Approach: Three questionnaires (pre, post, and 2 months after) were distributed to 22 expedition participants in 2013 and 2015. Responses were analyzed to identify the learning benefits of the GJA, and grounded theory was used to develop the process model. Findings/Conclusions: A positive relationship exists between students’ participating in the GJA and self-reported perception of learning. Students report the GJA as having similar benefits as traditional personal journal-writing with the added benefits of promoting learning from others’ perspectives, enhancing understanding of others, promoting reflective communication skills, and providing a tangible record of experience which enables continued reflection and learning. A process model illustrates the recursive cycle of writing, sharing, and discovery that the GJA enables. Implications: This research presents the GJA as an uncommon form of journaling in outdoor education and demonstrates the GJA’s potential for enhancing learning. The model outlines the effective use of the GJA.
Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.
This article presents experiential learning as a process of metaphor change. It explores the development of generative metaphors as it occurs in outdoor programs as well as elsewhere, and discusses some implications for the facilitation of experiential learning in adventure education. I will suggest that the related literature has overemphasized facilitators’ metaphoric introductions to adventure activities at the expense of interventions at the moment learners’ metaphors manifest themselves during the experience. After an introduction to cycles of metaphor development, this paper focuses on facilitating the initial stages of such cycles. It examines connections with several theoretical frameworks underpinning this approach and with the prevailing perspective on metaphors in adventure programming.
Background
The purpose of this study was to compare student outcomes after three different methods of simulation debriefing; these were facilitated debriefing, feedback, and self-debriefing.
Method
The study included 95 second semester undergraduate nursing students divided into four groups based on assigned laboratory faculty and course sections. Each group received one debriefing method consistently during the course of a semester, except for one group who received all three methods in a predetermined sequence. Institutional review board approval was obtained, and the Visual Aural Read/Write Kinesthetic Learning Style Questionnaire was administered to acquire data on student learning preferences.
Results
The group that received facilitated debriefing had the greatest improvement in scores from simulations 1 to 3 and the highest score of the groups on the final individual skills observation simulation.
Conclusions
Data from this study demonstrated that students and faculty preferred facilitated debrief to self-debrief or feedback.
Reflection has gained increasing attention in theory, practice and education in social and behavioral sciences. In this study, we systematically review empirical research on the concept of reflection within educational contexts in social work, psychology and teacher education to discern trends regarding the educational purposes attributed to reflection. Based on an inductive analysis of 42 relevant studies, we found that reflection is attributed diverse -and sometimes opposing-educational purposes. Furthermore, we distinguished three dimensions to which these purposes are primarily related: a personal, interpersonal and socio-structural dimension. Our findings illustrate both a conceptual and an empirical complexity and openness of reflection as an educational notion. Based on these results, we argue for the explicit articulation of the value and theoretical bases underpinning one's conceptualization of reflection when it is operationalized both in research and in practice.