Facilitating Group Cohesion among Adolescents through Challenge Course Experiences

Glass, J. Scott; Benshoff, James M.

doi:10.1177/105382590202500204

Cited by 86 publications

(75 citation statements)

References 35 publications

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“…Research shows that after participating in LECC, adolescents were more able to cooperate with each other and apply their skills in solving everyday life problems (Glass & Myers, 2001). LECC is also efficacious in increasing group cohesion, collaboration and self-disclosure (Glass & Benshoff, 2002). In Individual Psychology terms, these results may be interpretated as increasing adolescents' social interest.…”

Section: Psycho-educational Programs For Adolescent Developmentmentioning

confidence: 82%

Psycho-Educational Intervention for Adolescents

Kriščiūnaitė¹,

Kern²

2014

IJPBA

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Abstract. Background. Adolescence is considered as a period of difficulties and challenges. It is the period of life of many changes. It may cause stress for adolescents, which in turn may have negative impact on adolescent's mental health and wellbeing. Psycho-educational groups for adolescents are one of the common interventions to help them to cope and gain necessary life skills. Various psycho-educational group interventions and life skills programs have been developed and used to assist adolescents to cope with the challenges of life. The authors of the programs claim that they are creating new content to address the needs of youth. However, upon closer examination there are many similarities related to the constructs and interventions proposed many years ago by Alfred Adler and his followers. The aim of this article was to compare theoretical principles of Individual Psychology with the constructs proposed by various psycho-educational programs for adolescents but with a more intense focus on the now popular Lerner's Positive Youth Development model. Method. A literature review was conducted to explore the similarities of the principles of Individual Psychology and contemporary psycho-educational interventions. Results and conclusions. the conclusions of analysis of the review of literature indicated that a number of the theoretical constructs of the Lerner's Positive Youth Development model and other psycho-educational programs have been proposed many years ago by Adler and his followers. Examples of psycho-educational programs based on the principles of Individual Psychology were also reviewed. The authors propose that the theory of Individual Psychology may serve as a viable theory base for adolescent intervention programs that lack a theoretical base. It is also proposed that regardless of interventions studies need to be conducted to support the efficacy of the models.

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Section: Psycho-educational Programs For Adolescent Developmentmentioning

confidence: 82%

Psycho-Educational Intervention for Adolescents

Kriščiūnaitė¹,

Kern²

2014

IJPBA

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“…Delší kurzy jsou dnes méně obvyklé zejména z finančních a časových důvodů. Nezřídka se ale můžeme setkat se studiemi zkoumajícími vliv jednodenních programů aktivit v přírodě na různé skupinové jevy (Glass & Benshoff, 2002;Gardner & Flood, 2006). Záměrně hovoříme o působení adaptačního kurzu jako celku.…”

Section: Obr 1: Sociomapa Třídy -Před Kurzemunclassified

“…Přírodní prostředí však v mnoha směrech podněcuje také vznik a fungování sociálních skupin. Výzkumem sociální koheze ve skupině mládeže právě vlivem aktivit v přírodě se zabývali Glass a Benshoff (2002). U nás se vlivem adaptačních kursů na rozvoj vztahů ve školních kolektivech ve svých pracích věnoval např.…”

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Adaptační kurz jako nástroj změny sociálních vztahů ve třídním kolektivu

Kalkusová¹

2017

StS

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“…The experimental group scored significantly more positively than the control group in 10 of the 33 psychometric and behavioural evaluations conducted, highlighting the improvement in the locus of control, asocial orientation and responsibility. Other authors such as Glass and Benshoff (2002) assert that AE programmes improve social relationships among students and group cohesion among adolescents, even improving their behaviour (Garst, Scheider, & Baker, 2001). Similarly, the study of Ebbeck and Gibbons (1998) asserts that students who received these types of programmes had more positive feelings about their schoolwork, improving their social relationships and conduct.…”

Section: Introductionmentioning

confidence: 99%

Quasi-experimental Study of the Effect of an Adventure Education Programme on Classroom Satisfaction, Physical Self-Concept and Social Goals in Physical Education

2012

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The aim of this study was to analyse the intrinsic classroom satisfaction, physical self-concept and social goals in students in the 4 th year of secondary school after receiving a 9 weeks' Adventure Education programme. The sample consisted of 125 students, divided into an experimental group (n = 76) and a control group (n = 49). The measuring instrument was a questionnaire consisting of Intrinsic Satisfaction Classroom Scale (ISC), Physical Self-Perception Questionnaire (PSQ) and Scale of Social Goals-Physical Education (SGS-PE).Measures were taken before (pretest) and after the intervention programme (post-test) for both groups. We undertook a multivariate analysis (MANOVA) 2×2 (Group × Time) in order to analyse the effects of the intervention programme. Significant differences were found in all nine dimensions analysed, particularly satisfaction/enjoyment, self-esteem and physical condition with highest rates of gain and the significant relationship between body image and physical condition.

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Facilitating Group Cohesion among Adolescents through Challenge Course Experiences

Abstract: Made available courtesy of Association for Experiential Education.

Cited by 86 publications

References 35 publications

Psycho-Educational Intervention for Adolescents

Psycho-Educational Intervention for Adolescents

Adaptační kurz jako nástroj změny sociálních vztahů ve třídním kolektivu

Quasi-experimental Study of the Effect of an Adventure Education Programme on Classroom Satisfaction, Physical Self-Concept and Social Goals in Physical Education

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