1	Adventure-Based Programs: Building Healthy Challenges for Adolescent Development James Neill Centre for Applied Psychology University of Canberra
2	Outline Adolescent Identity Development School-Based Intervention Adventure Program Characteristics Adventure Program Models Research Evidence Effective Prevention Program Characteristics Conclusion
3	Adolescent Identity Development Traditionally, cultural rites of passage Often physically and spiritually oriented Problem behaviours of Western adolescents - natural risk-taking in a ‘riteless’ culture Depression & anxiety symptomatic of society failing to provide experiencesfor young people to develop a sufficient sense of self, coping skills and optimistic expectations
4	School-Based Intervention Responsibility for adolescent development increasingly placed on schools Curricular: e.g. civics, health, religion Extra-curricular: e.g. sport, drama, camps Due to non-academic focus, fewer resources available & greater variability in educational quality of adolescent development programs
5	Adventure Program Characteristics Progressive philosophical approach: Adolescents are more capable than we generally acknowledge Human potential can be unlocked through challenging experiences in supportive group environments ‘Psychological Immunisation’ Adaptable methodology: e.g. length, format, location
6	Adventure Program Models Residential - Camp Residential - Expedition Specialist Educator Longitudinal, Extra-curricular Program Indoor & Mobile Experiential Challenge Creative & Dramatic Experiential Challenge Expeditionary Learning
7	Research Evidence Typical outcomes: self-concept, self-efficacy, well-being, communication, etc. Adventure program ESs ~.34 Innovative, affective classroom-based programs (~.28) Psychotherapeutic self-esteem outcomes (~.37) Sustained followup effects
8	Effective Prevention Program Characteristics physically oriented use school context, outside school location residential setting long duration conducted by therapists or trained leaders incorporate aims of adolescents, parents and teachers include teachers, parents and others involved with adolescents as targets in the program
9	Conclusion Students have RIGHTS to rites of passage We have a responsibility to deliver a wider range of prevention programs - e.g. ‘psychological immunisation’ Consider proven adventure-based challenges for a more central place in the curriculum “From little things, big things grow....”