Adventure-based experiential therapy with inpatients in child and adolescent psychiatry: an approach to practicability and evaluation

This article examines the use of adventure-based experiential therapy (AET) with child and adolescent psychiatry inpatients. AET environments, indications, practicality, therapeutic effects and research are outlined and clinical findings are reported. Activities such as rock-climbing, exploring a creek and caving are discussed and the limitations of AET in the hospital setting are addressed. AET activities range from leisure-time activities and activities that facilitate change to actual therapeutic work. Case studies showing the effects on individuals and groups, with and without specific processing of the activity, are surveyed and the similarities to mentalization-based psychotherapy are touched upon. Possible future research directions are suggested. As AET treatments are not commonly discussed in child and adolescent psychiatry, this article seeks to be a catalyst for further discussion and research.     

Outdoor adventure education for children in Scotland: quantifying the benefits

Outdoor adventure education (OAE) is widely recognised for its ability to elicit personal and social development for its participants. However, quantitative evidence on which this recognition is based is frequently questioned, and is virtually absent in Scotland. To provide some of the first statistically determined evidence from Scotland that OAE benefits personal and social development, and through this understand concerns over the robustness of quantitative evidence, a survey of children 10–12 years old attending a residential week of OAE was undertaken. A small positive benefit was measured after the intervention, but this was lost 10 weeks later. The loss is attributed to euphoria at the time and limited integration of experiences into subsequent classwork. Teachers said they were reluctant to integrate outcomes when some pupils could not participate, commonly those from poorer families. Pupils who perceived themselves as having relatively poor personal and social skills appeared to gain most benefit and then lose the least. Since these pupils may well come from poorer families, funding to allow them to participate would permit integration of outcomes into classwork and benefit all pupils. The methodology highlights the need for carefully selected samples, use of an appropriate questionnaire and control of numerous variables.     

哈克贝利·费恩历险记中的密西西比河

主人公哈克决定了小说的风格,但密西西比河决定了小说的形式,也只有这么一条宽阔的运蕴藏着巨大能量的大河才能左右主人公的前进旅程。可能就是这条河才能是所有的历险都有惊无险。如果说马克·吐温是这部小说的上帝的话,那么,密西西比河就是马克·吐温的上帝。因为它使这部小说成为了不起的佳作。     

拓展训练在高校中开展的意义与可行性研究

拓展训练是一种全新的学习方式和训练方式。高校开展拓展训练是推进素质教育的重要手段。可以丰富校园文化生活,完善高校体育课程体系;当前的教育教学改革趋势、高校完善的场地设施环境、师资队伍、国内外成功开展拓展训练的丰富经验为开展拓展训练提供了保障。     

“双碳”背景下户外探险旅游赋能乡村振兴的实现路径研究

户外探险旅游是公认的绿色、环保、低碳的健康服务产业,发展户外探险旅游产业对实现绿色发展和优化产业结构具有重要意义。同时,基于“双碳”背景下发展户外探险旅游,既有助于培养青少年儿童的探险精神,又有助于守住中华文明兴衰的底线、传承中华文明记忆与找回百姓乡愁,更有助于实现乡村振兴、共同富裕等国家战略目标。该文通过文献资料、专家访谈和数理统计等研究方法,就“双碳”背景下户外探险旅游在乡村振兴中的重要着力点,包括经济赋能、社会赋能、文化赋能以及当前“双碳”背景下户外探险旅游产业发展困境等视角进行深入剖析,从而提出借鉴国外成功经验形成本土特色的户外探险旅游产业、纳入国家乡村振兴规划、构建户外探险运动标准体系、多元化培养“双碳”户外探险人才、建造户外探险旅游综合体、实现户外探险旅游与环境保护协调发展等实现路径,为发展户外探险旅游产业和实现可持续发展的乡村振兴提供了坚实的理论基础。     

广西开展户外探险运动旅游的条件分析

户外探险运动旅游是随着旅游业的发展而产生的一种新型的旅游方式,文章分析了广西目前开展户外探险运动旅游的条件,并对应采取的服务策略进行了初步的探讨。     

The Most Valuable Player

Sports such as surfing, mountaineering, and backcountry skiing are often grouped together. But what exactly it is that they share, and the implications of their common characteristics, have not been explained clearly. I refer to such sports as ‘nature sports’ and argue that they share a fundamental structure in which human beings and features of the natural world are brought together. The principal claim I make is that nature sports are those sports in which a particular natural feature, or combination of natural features, plays at least one of the primary roles that human competitors or partners play in traditional or standard sports. This article is a detailed explanation of that claim.     

Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference

Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by traditional academic assessments. Outdoor adventure education (OAE) is well positioned to deliver these desired outcomes—boosting self-confidence, self-efficacy and social skills while developing leadership and communication competencies. Therefore, the primary aim of this study was to better understand the form, function and delivery of an effective OAE program/school partnership targeting factors that support student success. Findings explain how shared OAE experiences among adolescent girls attending the same school contribute to greater social connectedness, self-efficacy in leadership competencies, and a recalibrated sense of self and personal potential.     

“Beneath their cheerful bunny faces,his slippers had steel toe caps”: Traction Cities,Postmodernisms, and Coming of Age in Philip Reeve’s <Emphasis Type="Italic">Mortal Engines</Emphasis> and <Emphasis Type="Italic">Predator’s Gold</Emphasis>

This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced adventure with the bildungsroman.

Novelty and educational experience

Using the method of educational criticism and connoisseurship, I interviewed and observed 41 participants of adventure education (AE) programmes. Through these efforts, novelty was revealed as a central quality of the experience. In this work, this quality is characterised as it manifest in AE with an eye towards the educational value of novelty. The relationship of novelty to conceptions of educational experience is explored, and implications for schooling are offered.