Adventure Therapy: Nondeliberative Group Work in Action

Tucker, Anita Reithoffer; Norton, Christine Lynn; Itin, Christian; Hobson, Jessalyn; Alvarez, M. Antonio G.

doi:10.1080/01609513.2015.1048416

Cited by 18 publications

(9 citation statements)

References 16 publications

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“…Bellini and colleagues (2007) suggest that the more natural the treatment setting, the stronger the generalization and maintenance effects will be. Unpredictability and spontaneity of experience and interaction are inherent in the AT process (Tucker, Norton, Itin, Hobson, & Alvarez, 2016), challenging an individual’s need for control or rigid adherence to routine common in youth with ASD (APA, 2013). Adventure activities thus create opportunities for youth with ASD to interact in authentic ways with peers, as well as opportunities to enhance frustration tolerance and emotion regulation skills while developing problem-solving skills and improved communication skills with peers.…”

Section: At With Youth With Asdmentioning

confidence: 99%

“…In addition to providing opportunities for uncontrived interactions, activities in AT are intentionally chosen to match the needs of the individuals and group (Tucker, 2009). AT is a group-driven process as opposed to a curriculum-directed process, with the content of sessions being determined by who shows up, how they show up, and the specific needs of the group as they surface (Tucker et al, 2016). Gresham, Sugai, and Horner (2001) argue that making social skills programming for ASD youth effective requires that the intervention strategy match the type of skill deficit experienced by participants.…”

Section: At With Youth With Asdmentioning

confidence: 99%

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Infusing a Peer-to-Peer Support Program With Adventure Therapy for Adolescent Students With Autism Spectrum Disorder

Karoff

Tucker

Alvarez

et al. 2017

Journal of Experiential Education

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Background: Key findings from the literature on treatment interventions with youth with Autism Spectrum Disorder (ASD) indicate that the most successful approaches allow frequent opportunities for uncontrived social interactions and are customizable to the needs of individuals and the group. Adventure therapy meets these criteria while providing opportunities for processing here-and-now behaviors in relation to life beyond school. Purpose: The purpose of this article is to present one model of a peer-mediated adventure therapy program with high school students with ASD. Methodology/Approach: A case example is presented to highlight one student’s experience in the program over 3 years. The Social Skills Improvement System was administered on an annual basis for this student, and scores were analyzed to assess progress. Findings/Conclusions: Preliminary data for one student over 3 years indicate an overall increase in social skills and overall decrease in problem behaviors. The case example illuminates the rationale for using adventure therapy with youth ASD due to opportunities for uncontrived interaction, a group-driven process, and emphasis on the here-and-now. Implications: While the small evaluation and case example provided preliminary support for utilizing adventure in peer-mediated interventions with youth with ASD, further research is needed for more in-depth program evaluation and understanding.

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Section: At With Youth With Asdmentioning

confidence: 99%

Section: At With Youth With Asdmentioning

confidence: 99%

Infusing a Peer-to-Peer Support Program With Adventure Therapy for Adolescent Students With Autism Spectrum Disorder

Karoff

Tucker

Alvarez

et al. 2017

Journal of Experiential Education

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“…With extended periods of time spent in the wilderness, participants learn experientially the skills needed to live and travel outdoors. In addition, group living and the natural environment provide opportunities for impromptu teachable moments and learning experiences (Tucker, Norton, Itin, Hobson, & Alvarez, in press). Through processing these moments, clinicians and field guides can then support the transference of learning when the client applies their personal growth gained in a wilderness setting to their everyday lives (Gass, Gillis, & Russell, 2012).…”

Section: Wilderness Therapy (Wt) As An Integrated Care Modelmentioning

confidence: 99%

The Impact of Wilderness Therapy

Tucker

Norton

DeMille

et al. 2015

Journal of Experiential Education

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With roots in experiential education and Outward Bound, wilderness therapy (WT) is a growing field of mental health care for youth. WT uses outdoor modalities combined with therapeutic interventions to assist youth to promote clinical changes. Previous research has shown it to be effective in improving the mental health of clients; however, little research has looked at the impact of WT on physical outcomes as well. This study examined changes in the body composition and mental health outcomes of adolescents participating in one WT program. On average, youth in the sample moved to a more healthy weight and body mass index (BMI) or were able to maintain at a healthy level. Youth also experienced significant improvements in their mental health functioning. Given the adolescent obesity crisis along with adolescent female challenges with body image, these results show that WT could be a promising intervention for youth struggling with these issues.

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“…Indeed, it is precisely the sense of the unknown and unpredictable (as opposed to the contrived classroom situation) that lends adventure education much of its value. A striking example is the case of the troubled adolescent girl who reluctantly participated on a three‐day backpacking hike, feigned injury and refused to continue (Tucker et al ., , pp. 202–205).…”

Section: Virtue Through Challengementioning

confidence: 97%

Virtue through Challenge: Moral Development and Self-transformation

Miller¹

2017

Journal of Philosophy of Education

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In this article, I argue that although the Aristotelian ideal of leading a virtuous life for its own sake is admirable, conventional Aristotelian and neo‐Aristotelian accounts of how it might be realised are empirically inadequate: Habituation is unlikely to produce ‘a love of virtue’, practical experience cannot then produce practical judgement or phronesis, and Aristotle's conception of a virtuous life excludes all but an idealised elite. Instead, I argue that two conceptually distinct aspects of moral development can be identified: the ‘Aristotelian’ and the ‘Humean’. In the former, the desire to lead a virtuous life for its own sake is produced through certain forms of challenging experience which, by disturbing and decentring the egoistic self, evoke a personal moral transformation. In the latter, the capacity to act well in specific social situations is the outcome of a process of socialisation, first in upbringing and later through initiation into the practices of adult life. Both aspects should be promoted in moral education for together they produce something akin to full virtue in the Aristotelian sense: Practical wisdom and practical judgement—or phronesis. Moreover, ‘the good life’ is best conceived as encompassing a variety of transcendent goods. To live a virtuous life for its own sake constitutes one good or form of human flourishing; but it is not the only one.

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Adventure Therapy: Nondeliberative Group Work in Action

Cited by 18 publications

References 16 publications

Infusing a Peer-to-Peer Support Program With Adventure Therapy for Adolescent Students With Autism Spectrum Disorder

Infusing a Peer-to-Peer Support Program With Adventure Therapy for Adolescent Students With Autism Spectrum Disorder

The Impact of Wilderness Therapy

Virtue through Challenge: Moral Development and Self-transformation

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