Bringing Therapeutic Wilderness-Program Ideas into the Classroom

This qualitative study examined how participation in an extensive all-female wilderness program challenged conventional notions of femininity for adolescent girls. Interviews were conducted 4 to 5 months and 15 to 18 months after completion of a 23-day canoe expedition. Additional data collection included a focus group, a public presentation, parent surveys, journal entries, and other written materials created by the participants. Results revealed that the girls challenged conventional notions of femininity in diverse ways. This included: 1) perseverance, strength, and determination; 2) challenging assumptions of girls' abilities; 3) feelings of accomplishment and pride; 4) questioning ideal images of beauty; 5) increased ability to speak out and leadership skills; and 6) building significant relationships with other girls. Implications of these results for program planners of all-female programs are discussed.

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Reported Self-Concept and Self-Actualizing Value Changes as a Function of Academic Classes with Wilderness Experience

Perceptual and Motor Skills ◽

10.2466/pms.1978.46.3c.1035 ◽

1978 ◽

Vol 46 (3_suppl) ◽

pp. 1035-1040 ◽

Cited By ~ 10

Author(s):

Michael J. Lambert ◽

John F. Segger ◽

John S. Staley ◽

Berkley Spencer ◽

Douglas Nelson

Keyword(s):

Positive Impact ◽

Self Concept ◽

Wilderness Programs ◽

Personal Orientation Inventory ◽

Wilderness Experience ◽

Wilderness Program ◽

College Classes ◽

Laboratory Group ◽

Personal Orientation ◽

Value Changes

This study examined changes in self-perception and actualizing values as a function of participation in college classes which included wilderness experience. Two separate wilderness programs were investigated: the first emphasized intense, sustained, physical and mental challenges and learning how to live off an inhospitable environment; the second emphasized traditional laboratory group activities in a wilderness retreat. Changes in students taking these courses were contrasted with changes in college students registered for either a lecture-type course or a course with lectures and time-limited, structured, experiential learning. Positive changes in self-concept as measured by the Tennessee Self-concept Scale were apparent in participants who had either wilderness program. Control subjects did not show significant gains. Changes from pre-to post-course were not found on the Personal Orientation Inventory. While limitations must be noted, the college courses which included a wilderness experience had a positive impact on participants.

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Girls in the Woods: Exploring the Impact of a Wilderness Program on Adolescent Girls' Constructions of Femininity

Journal of Experiential Education ◽

10.1177/105382590602800317 ◽

2006 ◽

Vol 28 (3) ◽

pp. 285-289 ◽

Cited By ~ 2

Author(s):

Anja Whittington

Keyword(s):

Adolescent Girls ◽

Wilderness Program ◽

The Impact

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BLM wilderness program : wilderness recommendations : Challis, North Idaho amd Owyhee /

10.5962/bhl.title.115852 ◽

1983 ◽

Author(s):

Keyword(s):

Wilderness Program

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The Impact of a Wilderness Experience on the Social Interactions and Social Expectations of Behaviorally Disordered Adolescents

Behavioral Disorders ◽

10.1177/019874299201700207 ◽

1992 ◽

Vol 17 (2) ◽

pp. 89-98 ◽

Cited By ~ 17

Author(s):

John J. Sachs ◽

Sidney R. Miller

Keyword(s):

Social Skills ◽

Direct Observation ◽

Emotionally Disturbed ◽

School Setting ◽

Behaviorally Disordered ◽

Standardized Measures ◽

Wilderness Programs ◽

Wilderness Experience ◽

Wilderness Program ◽

The Impact

The literature clearly supports the thesis that behaviorally disordered students need to develop appropriate social skills and the ability to cope effectively with stressful situations. Although a majority of the literature has focused on the development of social skills in the school setting, other settings such as wilderness programs appear to be viable alternatives to traditional training programs. The primary goal of this study was to evaluate the impact of a modified wilderness program on the cooperative and aggressive behaviors of seriously emotionally disturbed adolescents utilizing standardized measures and direct observation procedures. The second goal was to apply Bandura's self-efficacy theory as a means to understand and evaluate the impact of this intervention procedure. The results of this study indicate that the behaviorally disordered adolescents who participated in the wilderness program had a significant increase in cooperative behaviors, and that the direct observation procedures were significantly more sensitive to changes in the participants' overt behaviors.

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