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This article explores the basic definition of adventure therapy, which leads to the critical questions of whether adventure therapy is a profession, and if there should be a certification system. In considering the definition of Adventure Therapy three basic areas are considered in the defining process. These basic areas are: (a) level of change, (b) degree held, and (c) population served. In considering whether adventure therapy is a profession or a set of tools and techniques, the place of adventure therapy in academic institutions is considered. The consideration of certification includes an exploration of who gets to define what is certified. The article concludes with a number of challenges raised for those who consider their practice to be adventure therapy.

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This article introduces the seventh generation of facilitation in adventure-based experiential education. Hypnotic language forms the basis of this next generation and provides a powerful tool for the transfer of learning in adventure therapy. This next generation allows the therapeutic adventure practitioner to use the experiential language of the client to enhance the isomorphic connections of the adventure activity and to draw upon and develop the unconscious resources of the client to support the goals of the client. This article provides a basic outline of hypnotic language and examples of its use in adventure therapy.

Closing AddressChristian 111. Itin n reflecting upon this year's Symposium on Experiential Education Research, I have noted the wide range of research