Positive Psychology and Outdoor Education

A relatively new movement in psychology, positive psychology, has many implications for the field of outdoor education. Positive psychology has the goal of fostering excellence through the understanding and enhancement of factors that lead to growth. It embraces the view that growth occurs when positive factors are present, as opposed to the notion that it is the result of dynamic tension. This article argues that traditional models of change that rely upon disequilibrium may not be the best to use in outdoor programs. After presenting examples of positive psychological applications to outdoor programs, implications for outdoor education and therapy programs are discussed.

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The Contribution Transport Time Makes to Outdoor Programs: A Third Place?

Journal of Experiential Education ◽

10.1177/10538259211019087 ◽

2021 ◽

pp. 105382592110190

Author(s):

Chris North ◽

Simon Beames ◽

Toby Stanton ◽

Bacon Chan

Keyword(s):

Outdoor Education ◽

Structured Interview ◽

Field Trips ◽

Third Places ◽

Third Place ◽

Transport Time ◽

Low Profile ◽

Broad Variety ◽

Outdoor Programs ◽

Outdoor Educators

Background: During transport to and from outdoor education field trips, students experience a period of togetherness and minimal imposed structure. Transport time also appears to align with Oldenburg’s third places, where people spend time together without a particular agenda. Purpose: To examine educators’ perspectives on the contribution that transport time makes to OE programs through an analysis featuring the characteristics of third places. Methodology/Approach: The perspectives of 16 outdoor educators (four each from New Zealand, Australia, Hong Kong, and Scotland) were gathered using a semi-structured interview protocol. Data were analyzed using a deductive process based on the third place characteristics; four unforeseen themes also emerged. Findings/Conclusions: Findings highlighted the centrality of conversation between students and between students and educators; the low profile of transport time; and a sense of excitement and fun. Students controlled the intensity of their “presence” through the use of devices (where allowed) and by selecting their sitting position in the vehicle. Implications: The findings show that transport time allowed students to have a broad variety of conversations that could be variously silly and fun, deep and introspective. Educators are encouraged to more carefully consider the contribution that transport time makes to their programs.

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Bringing Outdoor Challenge Education Inside the Business Communication Classroom

Business Communication Quarterly ◽

10.1177/108056999906200303 ◽

1999 ◽

Vol 62 (3) ◽

pp. 24-36 ◽

Cited By ~ 6

Author(s):

Debbie D. DuFrene ◽

William Sharbrough ◽

Tim Clipson ◽

Miles McCall

Keyword(s):

Problem Solving ◽

Risk Taking ◽

Outdoor Education ◽

Self Esteem ◽

Group Awareness ◽

Thinking Ability ◽

High Participation ◽

Outdoor Programs ◽

Challenge Education ◽

Classroom Use

Outdoor challenge education has gained a dedicated following since its inception in the 1940s. Outdoor programs provide a framework for organizations to improve teamwork, problem solving, risk-taking, self-esteem, and interpersonal communi cation. The advantages of outdoor-based programs include high participation in learning by trainees, opportunity to experience real emotions and adopt new pat terns of thinking, ability to promote experimentation in problem solving, and pro motion of group awareness and trust. Many advantages of outdoor education can be maintained when a program goes indoors. Indoor adaptations are safe and nondiscriminatory; they can be conducted anywhere regardless of weather, can facilitate easier transfer of learning to the workplace, and are less expensive. Using the outdoor model, teachers can devise challenge activities for classroom use. Such activities provide variety and the opportunity for experiential learning in the busi ness communication classroom.

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Terénní výuka ve formálním vzdělávání

Envigogika ◽

10.14712/18023061.533 ◽

2016 ◽

Vol 11 (2) ◽

Cited By ~ 2

Author(s):

Jan Činčera ◽

Jakub Holec

Keyword(s):

Outdoor Education ◽

Formal Education ◽

Education Programs ◽

School Teachers ◽

Educational Approach ◽

Significant Barrier ◽

Outdoor Programs ◽

And Behavior ◽

The Impact ◽

Indoor And Outdoor

The study summarizes the results of more than 70 studies analyzing the impact of outdoor formal education programs on students’ knowledge, attitudes, skills, beliefs, and behavior. We found a prevailing evidence of the benefits of outdoor programs, in both an absolute sense and relative to indoor lessons. The most significant barrier to extending outdoor formal education programs we identified was the concept of outdoor education as it is perceived by school teachers and administrators. In the study, we call for a “blended” educational approach merging indoor and outdoor educational settings to maximize the impact on students.

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The Rites of Passage and Outdoor Education: Critical Concerns for Effective Programming

Journal of Experiential Education ◽

10.1177/105382590302600107 ◽

2003 ◽

Vol 26 (1) ◽

pp. 41-49 ◽

Cited By ~ 26

Author(s):

Brent Bell

Keyword(s):

Outdoor Education ◽

Social Transformation ◽

Rites Of Passage ◽

Rite Of Passage ◽

Goal Congruence ◽

Mediating Role ◽

Outdoor Programs ◽

The Many ◽

Outdoor Adventure Programs ◽

Outdoor Educators

Rites of passage practices have caught the attention of educators seeking better methods of teaching adolescents. The fascination with the rites of passage model (ROP) is especially strong among outdoor educators. Once Van Gennep (1960) defined the rites of passage, a three-stage system of social transformation mediating role changes in a community, anthropologists were able to observe his social conception throughout all cultures. Outdoor educators have demonstrated interest in framing outdoor programs as rites of passage because of the structural similarities between outdoor programs and Van Gennep's first and second stages of a rite of passage. While the ROP model has similarities to outdoor programs, the model is generally ineffective in most contemporary contexts because of challenges associated with the third stage of the ROP model. It is important for outdoor programs to understand these challenges prior to investing effort into using ROP models to achieve expected lasting benefits. Most outdoor adventure programs use a Contemporary Adventure Model to mediate change, a fundamentally different rite of passage from the classic anthropological model. Outdoor educators need to decide among three choices with a ROP: abandon the ROP framework based upon a lack of goal congruence, follow a classic model and answer the many challenges the model brings with it, or follow a contemporary adventure model while cognizant of the model's weaknesses.

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