This article discusses risk, anxiety, and emotional safety in adventure programs. The authors suggest that emotional safety be given the attention in the literature similarly devoted to elements of physical safety. Anxiety was discussed as a salient factor in the assessment of perceived risk. An alternate paradigm for change is suggested, based, not on moving out of comfort zones, but on reinforcing safety, security and challenge. Implications for this paradigm shift are presented.

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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.

Thirty one therapeutic wilderness programs specializing in mental health treatment were examined through both a mail survey and a telephone interview. Respondents provided information on sponsorship, type of clients served, outdoor modality, therapeutic modality, staff qualifications, and other professional issues. The results suggested that most programs were serving high-risk adolescents using a variety of outdoor modalities. Programs had a difficult time describing their therapeutic process, and there was a lack of research and follow-up in the programs. The lack of basic definitions of therapeutic, non-professional staff, and the lack of process and outcome research are discussed. Finally, the authors call for dialogue on these and other professional issues related to therapeutic wilderness programs.

This study represents an updated attempt to examine and describe wilderness orientation programs currently affiliated with colleges and universities in the United States. Using a variety of data collection methods, 38 programs are described. The information includes program size, length, cost, types of leaders, training, and sponsorship of the program. Respondents also discussed program philosophy, goals, their reasons for using the wilderness, and critical and emerging issues. This data was compared to previous research and similarities and differences were noted. Recommendations for wilderness orientation programs were offered.nticipating changes in the 21st Century, many A universities are planning for lower enrollments, stiffer competition among schools, and a desire to increase and foster diversity on their campuses (Gardner & Hansen, 1993). Of course, administrators remain not only interested in attracting students, but in retaining them as well. Given this agenda, it is not surprising that alternatives to traditional educational approaches are becoming more common in higher education settings.One specific type of alternative program is the wilderness orientation program, which utilizes the outdoor environment as a setting to facilitate the process of integrating students into the university. Some of these orientation programs have been in existence for forty years, while others are quite recent in their development. In all cases, they represent innovative attempts to facilitate students' adjustment to the college experience. Selected universities have even demonstrated increased levels of retention among stuJennifer Davis-Berman, Ph.D. is a social worker and associate professor in the