The Effect of Adventure Programs on At-Risk Youth

1. The Effect of Adventure Programs on At-Risk Youth E.J. Higgins ESS 777 Fall 07

2. At-Risk Defined • “Adolescents who are judged delinquent by the courts or commit status offenses, adolescents who abuse substances, youth with emotional or behavioral disorders, academic underachievers, adolescents who are economically or socially disadvantaged, and youth who are deemed incorrigible by school officials, parents, or social service agencies “ (Weston et al., 1999)

3. Adventure Education Defined • Putting a person in a unique situation, creating a state of disequilibrium through which the teaching of social responsibility and positive decision making can take place. (Steffen, 2007)

4. How it Works? • Adventure aspects (camping, rock climbing, canoeing, ropes course etc..) act as the “hook” to draw the attention and interest of participant • Once “hooked”, social & personal lessons can be learned

5. Findings: Impact on Perception of Personal Control • Reid Cross-2002 • Studied the impact of climbing programs on 17 at-risk adolescents and found measurable gains in the participants perceived feeling of personal-control as compared to at-risk peers who did not complete the program

6. Findings: Impact on Self-Perception • Garst, Scheider & Baker-2001 • Produced a study of 58 at-risk youth from the American Southwest • Results of self-perception profiles showed improved self-perception immediately and for four months following an extended adventure experience

7. Findings: Impact on Females At-Risk • Long, 2001 • Qualitative study of the effects of a long- term residential wilderness program on adolescent girls • As the program progressed, girls showed growth in the areas of trust, leadership and attitude

8. Findings: Meta-analysis • Wilson & Lipsey, 1999 • Authors used statistical analysis to measure the effects of 28 separate studies concerning over 3000 at-risk Caucasian adolescent males • Examination of program benefits divided into two dimensions: Empowerment (confidence, self-esteem & personal control) Interpersonal Skills (communication & cooperation) • Results: Adventure programs show moderate reduction of negative and anti-social behaviors • Identified programs that provide intense physical challenges with therapeutic individual, group and family counseling as most successful program design

9. Findings: Psychological Development • Sheard & Golby, 2006 • Studied the effects of adventure programming on psychological development of college students • Students who received adventure programming showed positive psychological gains across several constructs • Adventure students made significant gains in “hardiness” as compared to peers in the control group

10. Effects of Adventure Programs on At-Risk Youth: Pros • Adventure programs show measurable gains in many of the exact behaviors/attitudes/perceptions that define many youth as at-risk • Adventure programs have shown to be valuable tools is helping reduce recidivism rates of at-risk youth who have committed crimes • Adventure programs have shown to be valuable tools in helping at-risk youth with drug rehabilitation

11. Effects of Adventure Programs on At-Risk Youth: Cons • Many measurable gains are practical in nature, showing few statistically significant gains • Little research exists that pinpoints exact practices that are effective in impacting positive change in at-risk youth • Little research exists that show impact of long-term programming/support of at-risk youth

12. Summary • Adventures programs work for many at-risk youth • Research implies long-term support/reinforcement of values learned in adventure programs can show increased improvements in decreasing negative behaviors in at-risk youth • Research suggests highly trained staff is essential in adventure programming success

13. Recommendations for St. Francis School District • Implementation of long-term adventure programming for students defined as at-risk • Begin program with at-risk students in grade four and continue thru grade eight • As students progress, older students can serve in leadership roles for younger students • Use of wooded area adjacent to school building and utility room in gym basement can be converted to accommodate program

14. References Cross, R. (2002, Spring). The effects of an adventure education program on perceptions of alienation and personal control among at-risk adolescents. The Journal of Experiential Education, 25(1), 247-254. Garst, B., Schneider, I., & Baker, D. (2001, Spring). Adventure program participation impacts on adolescent self-perception. The Journal of Experiential Education, 24(1), 41-49. Long, A. E. (2001, Fall). Learning the ropes: exploring the meaning and value of experiential education for girls at risk. Journal of Experiential Education, 24(2), 100-109. Weston, R., Tinsley, H. E., & O'Dell, I. (1999, July). Wilderness adventure therapy for at-risk youth. Parks & Recreation, 34(7). Wilson, S. J., & Lipsey, M. W. (2000). Wilderness challenge programs for delinquent youth; a meta-analysis of outcome. Evaluation and Program Planning, 23(1), 1-12. Sheard, M., & Golby, J. (2006). The efficacy of an outdoor adventure education curriculum on selected aspects of positive psychological development. Journal of Experiential Education ,29(2), 187-209. Steffen, J., PhD. (2007, October 19). Seminar in Adventure/Outdoor Physical Education. Lecture presented at the meeting of ESS 777, Appleton Area School District.