Nevin J. Harper

Future Paradigm or False Idol: A Cautionary Tale of Evidence-Based Practice for Adventure Education and Therapy.

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.

Outdoor adventure risk management: Curriculum design principles from industry and educational experts

Abstract Leaders working in the outdoor adventure field are faced with making critical decisions that keep students, clients, or customers safe from the perils of risk-related activities while enabling them to benefit from these experiences. The knowledge and competency necessary to analyze and manage risk is integral to those providing outdoor adventure programs. A review of related literature suggested the need for further research and the potential standardization of training for outdoor adventure leaders. In order to address the issue of outdoor adventure risk management curriculum design specifically, this inquiry has (a) incorporated expert outdoor adventure industry and educational risk management perspectives, (b) synthesized findings with related literature and researcher perspective, and (c) described five key principles for related curriculum design and delivery. This qualitative analysis involved interviewing industry-leading outdoor adventure program directors and postsecondary outdoor adventure faculty in the province of British Columbia, Canada. Although developed through a risk management lens, the principles may be generalized to other aspects of outdoor adventure curriculum design.

Looking at the landscape of adventure therapy: making links to theory and practice

This Special Issue of The Journal of Adventure Education and Outdoor Learning [JAEOL], titled ‘Outdoor and adventure therapy’, reflects a growing application of adventure education and outdoor learning experiences for desired psychotherapeutic and psychological benefits. This can be seen in practice utilizing the therapeutic qualities derived from doing and being outdoors for general mental health benefits (Mind, 2007; Maller et al., 2008), or structured psychotherapy taking place outdoors (Linden & Gurt, 2002; Gilbert, Gilsdorf, & Ringer, 2004; Santostefano, 2004; Holmes, 2010; Jordan & Marshall, 2010). Given the World Health Organization’s prediction that within the next 10 years (by 2020) depression will be the second largest cause of ill-health (Murray & Lopaz, 1996; Herrman, Saxena, & Moodie, 2005), the need for psychological therapies to actively respond to these concerns is greater than ever. This need is further supported with clinically diagnosed mental health disorders becoming more prominent in young people across the world. For example, 10% of children under 16 years of age in the UK are reported to have such conditions (Green, McGinnity, Meltzer, Ford, & Goodman, 2005), and in Australia (Australia Bureau of Statistics, 2007) 26.4% of young people aged 16–24 years are reported to have a mental illness, along with intentional self-harm or suicide being ranked as the 10th leading cause of all deaths in 2008 (Australian Bureau of Statistics, 2010). Although these figures aren’t representative of all countries, there will be alarming similarities in other international contexts. Thus, improving the mental health of populations with effective intervention and prevention strategies is imperative, especially for any endeavour that promotes human development.

An Environmental Scan of Adventure Therapy in Canada

We report on an environmental scan (ES) of adventure therapy (AT) literature, organizations, and activities in Canada. The ES methodology involved (a) an examination of final reports related to a series of national symposiums on AT in Canada, (b) a review of academic literature related to AT in Canada, and (c) a summary of AT programs and courses offered at post-secondary institutions across Canada. Analysis of the reports from five AT symposiums revealed broad variability in terms of delegates and organizations represented and suggested that AT is practiced or endorsed by a diverse array of individuals and organizations across Canada. The literature review uncovered 113 relevant articles, book chapters, and papers with a substantial Canadian contribution. Canadian academic literature on the topic is sparse, and AT training and education opportunities at Canadian institutions are very limited. Implications for the future development of AT in Canada are shared.

Higher learning: impacts of a high-altitude adventure-based field school on college student development

ABSTRACT Student learning can be enhanced through applied experience of theoretical knowledge. The purpose of this study was to identify and articulate personal and educational impacts experienced by students during a mentally and physically challenging international adventure-based field school. Nineteen students and two faculty members participated in a three-week applied course exploring the effects of altitude on human health and performance through an adventure sport expedition in the Andean Mountains of Bolivia, South America. The field school design was intended to optimize student learning through cross-disciplinary applied curriculum and research. Written journal assignments, data from physiological and psychological measures and researcher observations were included in the analysis. Findings suggest that altering environmental conditions and applying ‘real-world conditions’ can promote student growth and learning. Implications for field school design, pedagogical considerations and college administration of field schools are discussed.