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BRIGHAM YOUNG UNIVERSITY As chair of the candidate's graduate committee, I have read the thesis of Dorthy C. H. Dodd in its final form and have found that (1) its format, citations, and bibliographical style are consistent and acceptable and fulfill university and department style requirements; (2) its illustrative materials including figures, tables, and charts are in place; and (3) the final manuscript is satisfactory to the graduate committee and is ready for submission to the university library. Date Ramon B. Zabriskie Chair, Graduate Committee

This study examined the effect of an adventure recreation program on adolescent identity development. Participants included 43 males and 45 females, ages 11 to 15 (M = 13.33, SD = .86). Twenty-two males and 23 females participated in the program, and the remaining youth served as members of a comparison group. Participants completed a two-week adventure program that included such activities as backpacking, mountain biking, white-water rafting, environmental education, and leadership training. The Erikson Psychosocial Stage Inventory was used to measure levels of identity, intimacy, and generativity, and the Identity Styles Inventory was used to assess informational, normative, and diffuse/avoidant approaches to identity formation. Results indicated that program participants experienced significant identity development when contrasted with the comparison group.

Identity research has focused primarily on outcomes associated with identity formation. Far less attention, however, has been given to understanding the facilitating contextual elements of this process. This qualitative study examined a context, a 2-week adventure recreation program for youth, quantitatively shown in previous research to have promoted identity development. The program took place in Idaho’s Salmon-Challis National Forest and involved rafting, backpacking, mountain biking, and a variety of other outdoor activities. Data were gathered from 23 female and 22 male participants, ages 11 to 15 (M = 13.2, SD = .89). Seven distinct categories emerged from the analysis related to participants’ perceptions of the program experience including: (a) new experiences, (b) challenge, (c) supportive relationships, (d) acquisition of new skills and knowledge, (e) increased self-confidence, (f) fun, and (g) new self-perceptions. A preliminary framework incorporating the identified elements is proposed. The findings add to the understanding of identity formation antecedents and provide guidance regarding the intentional design of contexts to promote identity development.

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