The Wilderness Based Experimental Groups

The Wilderness Based Experimental Groups
Wilderness Based Experimental Groups
Abstract
Instead of doing the traditional group sessions for women who have been a victim of abuse, many
people have decided to try out a new program called "The Women of Courage". This program is a
way for women to get together with others who have gone through the same thing they have, and to
be out in the wilderness to go through different task like, rock climbing, canoeing, and simply just
making their own meals. All of these task will help the women learn the importance of their
responsibility for their self and can share with others in the group. All of these women work together
to overcome the violence that they have been a part of in new ways, besides sitting in an office with
a counselor. This can help them learn that you do not always have to go and talk everything through,
you can simply just go out into the wilderness and work together to overcome this.
Wilderness Based Experimental Groups
It is said to believe that abuse occurs in the lives of 3.5 million women in the nation every year
(Kelly). There are many different forms of abuse, but they can all take an emotional and physical
effect on anyone. Most people who are being affected by abuse are more likely to experience
depression, anxiety, or post–traumatic stress disorder (Kelly). There are a lot of different treatment
options that people who are being abused can take but sometimes they may not feel very
comfortable in the treatment that they are receiving
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Essay on Wilderness Therapy and Conventional Therapy
With an increasing number of individuals seeking mental health services and the issues these
individuals face becoming deeper and more difficult to treat with conventional therapy, there is a
greater need for more modern and creative therapy. Even more so, individuals are seeking treatment
at a younger age and need more interventions to fit their needs. Wilderness therapy is a newer
intervention found to be effective with youth and adolescents. This paper will examine the major
components of wilderness therapy, the mental health disorders treated, the setting in which
wilderness therapy is used, the appropriate client populations, multicultural considerations, and the
limitations of this therapy.
Wilderness therapy is a form of therapy ... Show more content on Helpwriting.net ...
Factors such as relationships with program staff, "solos," mastering outdoor activities, and observing
the world are thought to be positive experiences that facilitated change as well (Foundations of
Adventure Therapy, 2007).
There are seven key elements to wilderness therapy that include: engagement in action–centered
therapy, use of unfamiliar environment or situations, manufacturing and maintenance of change,
application of activities for continuous assessment, focus on group development and community,
solution focused therapy, and a shift in therapist roles. (Tucker, Javorski, Tracy, & Beale, 2013).
Other constructs that are central to wilderness therapy are challenge by choice, risk and stress, using
"natural–logical" consequences, and learning through experience (Foundations of Adventure
Therapy, 2007).
Wilderness therapy has been found to be effective for youth with a number of issues including
traumatic brain injury and eating disorders, but has been used more commonly with those dealing
with behavioral issues such as peer/school/family relations and substance abuse. In one meta–
analysis study, 858 adolescents enrolled in wilderness therapy programs were examined and results
showed significant change in areas such as behavior, mood, and substance abuse based on self and
parent reports (Bettmann et al., 2013). At a 24 month follow up 80% of parents and 95% of
adolescents

Outdoor Education Essay
What is outdoor education and what makes a successful outdoor educator?
Around Australia, outdoor education exists within the broader education perspective (Bucknell,
2006). It is not compulsory for students in some schools to embark on an outdoor experience and
when a group of secondary students do step of the bus, issues in the forefront of their mind would
most likely consist of "how will I cope with going to the toilet in the bush?" or "I'm glad I am
sharing a tent with my best friend" (Dickson, Gray & Hayllar, 2005). In its most broadest sense
outdoor education is education in, about and for the out of doors (Donaldson & Donaldson,
1958 p.65.). To be more specific according to Moscardo (2008), outdoor education can be seen ...
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When taking students on activities there is always going to be an element of risk associated. It's the
educator's role to nullify this risk by giving the students an activity relevant to their skill level. An
activity that is going to challenge the group as a whole but not be to hard that it puts their safety at
risk. According to Beare & Lynch (2005) expertise provides decision makers with the ability to
recognize subtle inconsistencies in the situation and to detect the existence of concealed but serious
consequences. If outdoor educators have a lot of experience in the field, it can help them realize the
potential consequences to their decisions. Expert educators rely on knowledge and skill to interpret
and assess what goes on in uncertain situations, and to plan short–term courses of action (Dickson,
Gray & Hayllar, 2005 pp, 210). Decision–making skills are an essential attribute for educators
to have in the wilderness that is forever changing and unpredictable.
Outdoor education covers the broad spectrum of how students adapt and relate to the ever–changing
natural environment within a positive outdoor learning experience. This experience consists of
numerous challenging activities such as camping, caving, rafting, orienteering, navigation, and
abseiling. These activities instill traits into

Key Principles Of Play At A Forest School
Learner Name: Rachel Fleming Cohort: Course A May 2014 Module 1 Assessment Task 1 Learning
and Development at a Forest School Programme – SG1/3/NQ/003 2.7 Evaluate the key principles of
play and their relevance to Forest School Rachel Fleming Course A May 2014 "Play is an
essential part of every child's life and is vital for the enjoyment of childhood as well as social,
emotional, intellectual and physical development." Play England (2014) As far back as 1826 Froebel
saw the value of play in the opportunities it provides for sensory experiences, which he believed, are
the foundations of intellectual development (Moyles, 1989 p. 8). However the big question remains,
what is play? This question does not seem to have a ... Show more content on Helpwriting.net ...
Principle 4: Forest School offers learners the opportunity to take supported risks appropriate to the
environment and to themselves. Thinking back to our own childhood the vast majority of the Course
A May 2014 Forest School Leaders early play memories had a setting in the outdoors such as
Rachel Fleming Course A May 2014 the garden, woods, river, fields, beaches and sand dunes to
name but a few. They involved being free to choose your own activities and develop them as the
individual or group saw fit as well as to challenge themselves both physically and mentally. The
adults were often back home, you knew where they were if you needed them, however they did not
stop you from taking risks and challenging yourself. We remember taking part in tree climbing,
grass blowing, making dens, creating perfumes and potions, imagining cloud pictures and acting out
small world/imaginary scenarios e.g. fairy kingdom or War zones. These memories of our own
childhood, developing the skills and knowledge we are using as adults today, are fundamental to the
research of Sutton–Smith (1997) cited in the work of Lester & Maudsley (2007) who notes " to
children play is about 'having fun', being outdoors and with friends, choosing, not working,
pretending and fantasy etc." Children have a right to play as stated in the UN Convention on the
Rights of the Child Article 31: 1. States Parties recognize

Education And Training Of The Outdoors
EDUCATION AND TRAINING IN THE OUTDOORS
I hear and I forget. I see and I remember. I do and I understand (Confucius – Chinese philosopher
551 BC – 479 BC). This quote, although it is old, still resonates in the way we learn today. To
further understand, we have to understand what affective learning is. Affective domain of learning is
area of learning concerned with feelings or emotions associated with learning. It is the acquisition of
behaviours involved in expressing feelings in attitudes, motivation, values, appreciation and
enthusiasm. (Krathwohl, Bloom, Masia, 1973). Affective learning involves:
Receiving: The learner willing to receive information e.g. willingness to learn a new skill like rock
climbing
Responding: The learner's active attention to the instructions e.g. when shown how to properly use a
karabiner and belay devices.
Valuing: The learner respecting the instructor or teacher's directions and committing to learning the
new skill
Organization: The learner's ability to prioritise feelings and emotions concerning the new skills
Characterisation: The learner's internalisation of the skills learnt and behaviours relating to
philosophy and characterising of values.
Affective domain of learning usually involves the learner accepting instructions then attempting the
task that has been set before them. If in a group with other learners, there is usually support as well
as questions due to the fact that there is only much the teacher can teach about a task

Persuasive Essay On Outdoor Education
Finding ways to keep students interested in schoolwork and increasing their cognitive abilities has
been a constant struggle for teachers. It is common knowledge that when a child's interest wanes, it
becomes harder for them to learn and retain knowledge on the subject. One tool that can be used to
combat this issue would be the use of an outdoor classroom or learning outdoors. During the late
60's and 70's outdoor education was highly recommended in curriculum guidelines to enrich
educational experiences, but later declined in the 80's (Eaton, 1998). Today, outdoor education only
plays a small role in children's education experiences, despite the benefits it could provide. Teachers
should take advantage of outdoor education to increase children's cognitive skills, provide physical
and emotional benefits, and decrease the bio phobia many children seemed to have developed.
Outdoor education can be used for multiple age groups and multiple subjects. Generally, outdoor
education used for science studies such as biology, ecology, astronomy, and geology; however it can
be used in many other subjects as well. For English and reading, taking students outside would bring
a peaceful atmosphere that could make focusing on a book or writing easier. Real world examples
could be used for math problems outside. Education opportunities are numerous outside, so long as
the teacher keeps their mind open. Studies have been done on students to see whether or not learning
outside increases

The Guide On Owning Kids
Goal: to post a guide about owning kids? camp insurance
Total Word Count In This Document: 3535
Title: The Ultimate Guide To Owning Kids? Camp Insurance
Tis The Season
It?s that time of year again. The weather?s getting warmer, the days are getting longer, bugs and
critters are coming out of hibernation, and your child is anxiously looking at the clock, counting the
seconds as they tick by. School?s almost out and summer is right around the corner, which means
that camp season is almost here. If you?re a parent, you?ve definitely heard of summer camp. You?
ve seen the signs for summer camps ?enrolling now!? in the springtime, and you?ve been
researching all the kinds of summer camps offered in your area, whether they?re outdoors or sports
... Show more content on Helpwriting.net ...
That doesn?t mean you shouldn?t send your kids to summer camp out of fear for their safety. Your
kids deserve the fresh air and sun, the exercise and adventure, the chance to make new friends and
discover new things. And as a parent, you deserve some peace, quiet, and time alone with your child
out of the house. But you can?t truly enjoy that peace and quiet and time alone if you?re constantly
worrying about your child?s safety and wellbeing while they?re out having fun in the sun at summer
camp. There is a lot of intense physical activity during kids? summer camp, especially for sports
camps, and being out in the outdoors can have its risks, whether its taking the wrong step during a
hike and taking a nasty tumble or being exposed to harmful plants and wildlife.
According to the American Camp Association, or the ACA, over eleven million children attend
summer camp every year in the United States. Forty–seven percent of these camps are resident or
overnight camps while twenty–eight percent are exclusively day camps. As for programs, eighty–
seven of camps offer recreational swimming, sixty–seven percent offer camping skills, forty–eight
percent offer climbing or rappelling, thirty–eight percent offer horseback riding, seventy–eight
percent offer teambuilding exercises (which usually involve an outdoor ropes course), twenty–three
percent offer farming, ranching, and gardening, and twenty–eight percent offer wilderness trips.
ACA reports

Facing Fear Research Paper
Facing Fears Scared thoughts raced through as my arms and legs shook with each step I climbed
higher. My sweaty palms making it hard to hold onto the pegs. I tried to stay positive and just think
about the zip line that awaited me at the end of the high ropes course. It was August 4, 2016 my fifth
day at camp and I had been having an amazing week. We'd been doing lots of fun activities like
swimming, horseback riding, and making s'mores. I wondered what exciting activity we'd be doing
that evening when our counselor announced that our cabin would be doing the high ropes course. At
first I was really excited about it, but then after we went through the safety procedures and got
harnesses on I started to feel nervous. I was scared ... Show more content on Helpwriting.net ...
I kept climbing, one step at a time, until I got about halfway up. At that point I looked down at the
ground and realized just how high up I really was. After I looking at the ground, I started thinking
that maybe I should give up and climb back down. I was about to call out to the belayer that I
wanted to climb down, but right before I opened my mouth I got a gut feeling that I should keep
climbing. It was like having a friend right by my side saying, "You can do this, don't give up!" I
decided to listen to the feeling and keep climbing without looking down at the ground. I started to
gain more confidence and climbed faster. Before I could even comprehend it, I was at the top of the
course. I silently cheered for myself and I couldn't wipe the big smile off of my face. I couldn't
believe that I had actually climbed all the way to the top. After that I took off the carabiner that was
connecting me to the belay rope and connected my other two carabiners to the ropes on the course. I
started to walk across a long bridge made of ropes. I realized that walking across the bridge was a
lot easier than climbing up the tall pole. After the bridge was a log that I had to walk across before I
could reach the zip line. While walking across the log I felt a little shaky at times, but I told myself I
could do it and eventually I was to the zip

The American Outdoor Education Movement
Throughout my studies at Utah Valley University I have had the privilege of learning a vast amount
about the history of the American outdoor education movement. Since I know so much about the
American movement, I was interested in exploring the outdoor education movements in Europe. I
specifically wanted to compare and contrast the differences and similarities between Europe's
movements and the exploits of Gifford Pinchot and John Muir. I focused on understanding these
differences in regards to the individuals, unions, and philosophies that drove both movements.
The American outdoor education movement was really spawned from the fortitude of early
American conservationists. They worked to establish the National Parks movement, which has
resulted in the preservation of precious land which can be admired today. Over 143 years ago the
National Parks movement was formally established, and then 20 years later John Muir created the
Sierra club. When examining the timeline of the early American outdoor movement, you can see
how these actions led to the eventual creation of the Wildlife Refuge System by America's first
known conservationist in the White house, Teddy Roosevelt. Roosevelt was truly visionary with his
planning of the National Parks service, but it wasn't until the latter Roosevelt was in office with his
spring of New Deal programs that we saw the modern American outdoor education movement we
see today.
The great depression played a large role in the United States

Research And Findings On Outdoor Learning For Children
Introduction Choosing what direction to take on our self–direct learning assignment was based on
our interest in children and the environment. More specifically that children are losing their interest
in nature by spending more time on technology, instead of being outside. We believed that there is
an importance in teaching children in and about the environment. There are positives to have
children engaging in nature early on. Not only are there positive but children can have a better
educational experience in nature. As well as have fun and be safe. In the Background section, we
will be discussing the research and findings on outdoor learning for children. In the Process section,
we will be evaluating the process and product of the self–direct learning assignment. Background
It is important that children begin to know the world around them first hand because it's an
important part of healthy child development (Louv, 2009) & (Wilson, 1996). Through
environmental education a child must learn a sense of respect and care for nature at a young age or
they risk to have a negative attitude towards it (Wilson, 1996). This can directly relate to Leave No
Trace because it's principles are meant to preserve the environment. Two principles that young
children should follow are leave what you find and respect wild life because they are easier for
children to comprehend. These two principles are what my group tried to teach the preschoolers we
engaged with through out nature walk and

Camp Insurance Research Paper
Goal: to post a guide about owning kids? camp insurance
Total Word Count In This Document: 3636
Title: The Ultimate Guide To Owning Kids? Camp Insurance
Quick Summary
Camp insurance is essential aspects to making sure your child will be safe while attending summer
camp this year. Camp insurance works to protect your child against injuries and accidents that may
occur while they are attending summer camp. Marine Agency?s specialty camp insurance package
includes general liability, medical, and accidental death and dismemberment benefits. Camp
insurance is a great way to protect children from the risks of attending summer camp and giving
parents peace of mind while their child is away. All of this information is covered in detail in this
guide. ... Show more content on Helpwriting.net ...
Without camp insurance from Marine Agency you as a parent will be spending more time worrying,
whether or not your child is actually injured from camp activities, and in the event that they are, it
will cost you more time, money, and pain. Save yourself and your child the trouble. It?s summer
after all, the best time of the year for your child to have as much fun as they possibly can before
schools reopen in the fall, and for you to relax on your porch with a nice cold drink without a care in
the world, knowing that your child is safe, insured, and having fun, so you can

Story By Kaitlin Montgomery Photography By Baxter Miller
Story by Kaitlin Montgomery Photography by Baxter Miller
***
What if your day started with YES?
Yes, you can traverse the great outdoors breathing in fresh air and basking in sunlight.
Yes, you can take a branch from a fallen tree.
Yes, you can fasten it into a frame.
Yes, you can weave pine straw together.
Yes, you can combine them to make a really fantastic fort.
Yes, you can open a store inside with wares we've made from the clay.
Yes, you can now help your peers build a bank, an arcade, and a post office.
What if, when you asked for help creating this fort village, someone said YES?
***
On the outskirts of Chapel Hill proper, there's a place where this happens. A long gravel drive winds
through a thicket of trees and, barely ... Show more content on Helpwriting.net ...
With a low child to instructor ratio, Banning and Learning Outside's crew of 11 instructors,
comprised of dedicated educators, artists, naturalists and wilderness specialists, bring to life a year–
round, exclusively outdoor classroom. Situated on the Irvin Nature Preserve and Farm, a private
269–acre stretch of land owned and managed by the Triangle Land Conservancy (TLC), the
property's diverse ecosystem teems with inexhaustible opportunities for learning. With a creek,
pastures, ponds, forests, and wetlands, the property is ideally suited for discovery and exploration.
There, youngsters of all ages learn how to identify edible plants from harmful mushrooms; how to
classify animals from their tracks and skat; how to approach and treat goats, chickens and dogs; how
to tend and harvest a garden; and how to forage for supplies sturdy enough for fort–building. Most
importantly, they learn to say yes to each other in an open and accepting way. With open–ended
activities, every camper's approach to exploration, investigation and questioning is equally valued.
They learn that there are no best ideas. They learn that the possibilities are endless.
Banning says, "Here, we teach the concept of choice over winning. We teach our youngsters if
they're playing a game and someone falls down to always stop and ask if they're okay [and] see

Ropes Course Reflective Thinking Reflection
Ropes Course Reflective Thinking Reflection
Often times it can be challenging when a group of random people is assembled together and
expected to work as a team. As anticipated, during the first weeks of college, I have encountered this
particular situation many times. Joining the cross country team and classroom group projects are
prime examples of this initial awkward predicament. Yet, accomplishing the ropes course with my
MOI group definitely tops the list. Although my MOI group had a lot of things in common, we still
had many differences. As a group of acquaintances, we were asked to complete difficult tasks.
However, these challenges gave us ideal conditions to evolve from acquaintances to a community of
friends. But before we became a community, we needed to allow ourselves to be clear and effective
communicators and develop trustworthy relationships. The ropes course was virtually impossible
without proper communication. I consider myself to be a good communicator, but the ropes course
demanded a much higher level of communication. For example, one of our first challenges involved
us using two planks to move all fifteen of us from one platform to the next. This test could really
only be completed one way, but to figure out this one way involved a lot of communication. After
some group brainstorming, I finally wrapped my mind around how bypassing this hindrance was
even possible. Consequently, the next challenge was conveying the plan to my peers. This required

Outdoor Education During The National Curriculum Essay
Outdoor Education in KS3 and KS4 involves different adventurous activities that can be
accomplished either as an individual or in a group. These activities include things such as:
residential visits, orienteering, climbing, caving, team building, problem solving and many more. It
generally provides depth to the curriculum which makes an important contribution to pupil's
physical, personal and social education (OFSTED, 2004; Priest and Gass, 1997). In order for these
activities to be successful and meet the National Curriculum (NC), teachers must make sure all KS3
pupils are taking part in these outdoor adventurous activities (OAA), whilst being intellectually and
physically challenged (National Curriculum, 2014). The two schemes of work presented are aimed
to meet these NC subject content targets. They are two very different schemes of work but they both
provide opportunities for pupils which challenge them both physically and mentally. The year 8
scheme of work focuses on a variety of different OAA activities that can be progressed and
developed throughout each lesson and over the period of time they are in school. The content
challenges the pupils thinking throughout the whole six weeks, developing the way they think to
solve particular problems. Whereas, the year 9 scheme of work primarily focuses on the planning
and preparation for a Duke of Edinburgh (DofE) expedition which will be carried out at the end of
the term. The National Curriculum (2014) content includes

4-H Youth Development Program Evaluation
Evaluation
From 2010–2013, this extension camp director has used the National Camping Research
Consortium camp standardized instrument to evaluate life skills 4–H campers in Kanawha County.
In 2014 a modified version, selected by WVUES 4–H Youth Development Program, was adopted
for residential camps in 2014. Additionally, the Health Rocks! Program was integrated into the
residential camping in 2011, 2012, 2013, and 2014. The program is also designed to increase life
skills allowing them to better handle the pressure of peers and the hazards of drugs and alcohol. A
pre/post survey was completed by youth regarding the program. Day Camps use a post evaluation
survey to obtain information regarding what campers enjoyed and what knowledge they ... Show
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To meet this objective, I joined in 2010 the NAE4–HA Program Taskforce Committee on Camping
and Environmental Education, attended state and national workshops on camping, and gained six
seasons worth of camping experiences. The experience I gain as a member of a national taskforce
enhances my knowledge of camping, of the NAE4–HA organization as well as camping and
strengthens my relationship with other extension camping professionals across the nation.
Workshops, presentations, and conversations with other camping professionals have aided in the
productivity and value of Kanawha County Camps. A competent and supportive team of extension
staff, adult volunteer leaders and teen leaders at the county level has created a quality and affordable
experiential educational camping experience for youth in Kanawha

Reflective Essay On Outdoor Education
One of the great aspects of Jesse Remington High School is the Outdoor Education program.
Whether it be going hiking, going to Moore Park, or going to the tennis court, everyone always has
plenty of fun and gets challenged in different ways. One of the events this semester that I really
enjoyed and valued from would the the Fall Mountain Retreat Hike.
The Fall Mountain Retreat Hike that I went on this year was in Vermont. Mr. Philbrick led the way
on the very first Vermont hike for this retreat. Although it was a mild hike, we still had some
challenges faced. At certain points, there were boulders in our way, so we crunched down to hoist
ourselves up through them. Once we finally made it to the top, there was a beautiful cabin with a
phenomenal view. Not only that, however, but there was a water tower! Most of us climbed
approximately forty feet up and got a better view than ever imagined.
On this hike, I learned an amazing amount of knowledge about myself that I did not know before.
One would be that I am very squeamish when it comes to walking through spider webs! But more
serious than that, I learned that taking a risk and not letting my fears control me will benefit me in
the long run. I am terrified of heights, but with a bit of a nudge from others, I climbed the forty foot
tower. Despite being nervous on the way up, when I got to the top, it was as if I I had no fear at all.
The view was overwhelmingly breathtaking! One last factor that I

Bushcraft Research Paper
Survivalist training and outdoor skills have been quickly growing in popularity in recent years.
More people are choosing to learn how to survive in the wilderness with basic skills that were
employed for thousands of years by humans. These skills have earned the moniker "bushcraft."
Bushcraft enthusiasts have trained their brains to think differently when confronted with the
untamed elements of the wilderness. The skills and techniques these experts use are a mix of Old
World methodology and modern technology without the help of electronics. Bushcraft goes back to
basics and survival in its simplest and most practical forms. Inside the Bushcraft Brain A bushcraft
survivalist does not simply rely on tools and a few tricks to keep themselves ... Show more content
on Helpwriting.net ...
Without immediate access to help, you have only yourself to rely upon. Natural remedies found in
the environment can provide treatments for pain, fever, stomach upset, and other ailments, so do
your homework! 14. Bleach Can Purify Water A couple drops of bleach per pint of water can purify
the water and make it safe to drink. The dirtier the water, the more drops you can add. 15.
Dehydration Can Hit You Unexpectedly You can become dehydrated without even realizing
anything is wrong. Many body functions use water, using up what is already inside your body. Drink
water often and rest frequently, especially in hot weather. 16. Bushcrafting Requires Research
Learning about the environment you will bushcraft in is vital to your success in the wilderness.
Understanding a certain area allows you to get to know the layout of the area, the animals and
plants, and which tools will be the most useful to you. 17. Packing Light Keeps You Nimble
Bringing tools you don't need or are wrong for an environment is a waste of space and can weigh
you down. You will move much faster if you are not encumbered by useless

Children 's Eating Habits Are Not Consistent With...
Gardening can range from fruit orchards to residential yards to fields with rows of crops. It involves
a very active participation in the growing of plants and includes labor intensive activities. Gardening
can be considered a relaxing activity for many individuals. Many classrooms and parents have taken
to teaching their children the skills of gardening at a young age. Involving children in the process of
growing their own food improves their fitness, causes them to eat healthier, makes them feel pride in
growing something, gives them a sense of self–reliance and instills in them skills and values that
become important for the rest of their lives.
Current research shows that children's eating habits are not consistent with recommended ... Show
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The program lets children grow their own food which creates interest in eating what they grow and
instills in them the values that children can learn from growing food and cooking it From Water's
experience, when a child has been involved in the whole process of growing they take pride in it
when it is ripe and are more likely to eat the crops they produced. In an interview Water stated,
"When kids grow food and cook it and serve it, they want to eat it. All of the very important ideas
about sustainability and nutrition come in by osmosis. They 're engaged with all of their senses.
Once they 've spent a year in the program, they know where the compost heap is, they know what
compost is, they know when the raspberries are ripe, they know how to plant seeds." (Broache, p.
50). Water witnessed firsthand the benefits of gardening through observing the children who
participated in her program.
Another nutrition education program called Hearty Heart and Friends was created in the 1980s. The
program lasted for ten weeks, involving twenty sessions with school–based curriculum. Sixteen
lower school classes participated in the study. Half the students were the control while the other half
participated in the experiment. Those participating in the experiment received the Hearty Heart and
Friends program in their classes while the control classes learned in the traditional style of education
curriculum. Data was

Leisure Geography : Leisure 's Geography
Leisure's Geography
"Geography is the scientific study of where things are located on the earth's surface and why"
(Rubenstain, 2003). Leisure's geography then is taking on where and why leisure is located.
Specifically I will focused on two places as a part of our outside trips for Perspective on Leisure
class. The first place we visited was The Challenge Course located on the main campus of California
State University of Sacramento. Second place was The Golden 1 Center right in the center of
downtown Sacramento. I will compare those two leisure places, their similarities and differences.
Also it is important to look at the importance of the location where they are present. And finally, the
impact on the surrounding location those places ... Show more content on Helpwriting.net ...
Even standing wall was painted in the color similar to the bark of the trees. It felt like a camp in to
the woods. View from the top of the wall was outdoor like as well. There are lot of trees on the
campus that are very dominant, with building rather picking against the upper branches of the trees.
It is important to mention that this wasn't some high–technology, eye–catching facility. Rather, the
activities were built into the surrounding using natural components, for example wood. The
Challenge Course was the place to challenge the individual. Most of the activities required physical
strength and overcoming the fear factor. It also promoted a team work. There had to be always
someone who backs–up the person who is doing some activity. Some games at the first part of the
class required critical and leadership skills. It felt like a real, hands–on activity. In addition, when
consider distance and parking spot it can be challenging, especially during regular semester where
there is difficult to find any parking space. Finally, as this is a very physically challenging activity
that I would rate at the level of extreme leisure, I don't see coming back there too often. This leisure
would serve as a once a while brake, but not a daily or even weekly entertainment.
On the other hand Golden 1 Center is a building that was open recently in the heart of the downtown
of Sacramento. That is everything around it is a concrete

The Role Of Outdoor Activities For Special Educational Needs
This essay aims to discuss the role of Outdoor Activities for people with Special Educational Needs
(SENs) and to explain the implications of relevant legislation to outdoor education practice. A legal
meaning can be applied to SEN: "The Education Act 1996 legally defines children with SEN as
children who have a considerably greater difficulty in learning than others the same age. SEN
includes consideration for communication, physical and sensory, emotional difficulties that require
support, this includes children who are not necessarily disabled" (SEN, Wales). Many SENs can be
encountered when participating or leading an outdoor activity, each holding different barriers to
participation, or the level of participation that an individual can experience. This essay aims to focus
on two commonly observed conditions; Attention Deficit Hyperactivity Disorder (ADHD) and
Behavioural, Emotional and Social Difficulties (BESD). Typically, among students with ADHD,
"the tasks they find the most difficult are sitting still, listening quietly and concentrating– these are
also the ones they are required to do all day long." (Jeanne Segal 2016) This essay will aim to
elaborate on these observations and explain how they can be used positively in an outdoor
environment or how an outdoor environment can impact positively on them. In contrast, the usual
symptoms of "BESD is when a young person cannot manage their emotions, and is often anxious,
scared and misunderstood." (Eileen Sheerin

Vacation Persuasive Speech
Most people have that one vacation with no happy memories. "Remember the summer trip in 2008?
The one where all you did was complain?" That's the one. Money spent on these trips doesn't care
how often you were bored, making it seem as though it was wasted. But if every picture from the
trip brings a smile to your face, then the larger cost isn't as bad. It isn't as difficult with older people
to organize a vacation, because if they are together, similar activities often are enjoyed. The
challenge comes when kids, mainly younger ones, are in tow. Adults planning vacations should
consider what they are looking for, whether it is fun and adventure or calm and relaxed. But how do
you know what's appropriate for you, since every family is different?
For starters, the more hyper the kids, the more exciting the vacation. Hiking, whitewater rafting, and
national park sight–seeing all keep the adventure going. The natural wonders of Yellowstone, the
Badlands, and Mount Rainer, to name a few, fill the western United States, and are beyond magical.
Geysers spraying sixty feet into the air never fail to impress anyone, and the countless rock
formations bring questions about the sanity of the Earth. When looking for activities on a fast–paced
trip, mountains are the place to go. Fun all year round, they offer hiking and rafting during the
warmer seasons, and breathtaking skiing and other snow activities when the weather gets cold.
Camelback Mountain in Pennsylvania has

The Importance Of Outdoor Education
Introduction
Outdoor activities can have effects on different groups of people in several ways. Armour and
Sanford (2013) talked about how outdoor education helps with the positive development of younger
children. Whilst Cooley (2014) says how outdoor education has positive effects on students in
higher education and how group work can be developed through outdoor education (2015)
My portfolio is going to reflect on the experience I gained from my trip to the Priestley Centre and I
will talk about how my experience from this residential can be used in the future for different
activities I may take part in. To start with I am going to talk about group work and group dynamics
by going into detail on Tuckman and Jenson's (1977) forming, storming, norming and performing
theory and the stages of group development. I will then proceed to talk about learning styles and
theories as well as teaching styles and how these can be used within outdoor education, talking more
specifically about Kolb's Learning Cycle (1984) and Mosston's Spectrum of Teaching Styles (1990).
Moving on to talk about communication and how this plays a huge role in outdoor activities, this
will more specifically focus on the Johari Window (1955). And then finally on leadership theories
and how these affect outdoor education and group work, relating this to Hersey and Blanchard's
situational leadership theory (1993).
Discussion
One of the theories used in outdoor education is Tuckman and Jenson's (1977)

Wingate Wilderness Therapy Paper
Wingate Wilderness Therapy is a highly praised program, selected by parents as a substitute to Boot
Camps for juveniles. This camp is set in Utah, and the staff members have plenty of experience with
the therapy programs and they know how to handle and young criminals and youthful offenders that
are over the age of eighteen. The Wingate Wilderness Therapy camp is acknowledged as one of the
leading therapeutic transitional living programs and they will make a positive impact on a juvenile
or young adult's bad conduct and performance. This will be accomplished by using old fashion
therapy and education, not yelling and screaming.
Discuss the purpose and goals of the program you selected.
The purpose behind this type of program is to decrease

Persuasive Essay On Outdoor Education
In the mist of media meltdowns and social scandals children's education is left on the back burner of
today's most popular issues. We are all so concerned about saving the world that we often forget
about the most essential resource; our children. In recent years education has taken a direct route
into standardized testing, and has strayed away from the human right to an outdoor learning
environment. As a result of the reduction of outdoor education, adolescents are growing up with
more physical, social and emotional problems than ever while achieving lower academic scores.
The idea that children need a natural environment to thrive isn't a new concept. In fact, the United
States is one of the last developed countries to accept the idea and incorporate it into the curriculum.
All over the world "outdoor education is considered complementary to formal education", with
major superpowers seeing it as a necessity. (BERBEROGLU) The necessity for a natural learning
environment cannot be obtained in the twenty–minute recess school systems allow but instead can
be reached by trips to the zoo, museums, or farms. We can reach children's full potential by
encouraging team work skills it takes to build a classroom garden, or teaching survival skills by
studying plants. There are plenty of opportunities to incorporate natural life into the school day.
The first concern that comes to mind when talking about outdoor education is the physical activity,
children should be getting to achieve and maintain a healthy lifestyle. Obesity is always considered
the top health concern but really it is the comorbidity factors that go along with obesity that is
causing so much of a problem. With "conditions that previously only affected adults, such as type 2
diabetes, breathing problems, depression, heart disease, and inflammation are now striking children
as young as 6" the country needs a way to reach children's interests when it comes to proper
physical activity. (Lee) When you look at today's physical education practices in school systems,
you will find trends of adolescents being uninterested in the boring laps around the gym, or outdated
health videos they are required to watch. This often leads children into not participating in

Learning Is The Gaining Of Conducts
BA (HONS) PHYSICAL EDUCATION and SPORT EDUCATION and TRAINING in the
OUTDOORS Arian Retkoceri Tutor: AG Freeman Word Count: 1821 Introduction Affective
learning is the gaining of conducts comprised in stating emotions in attitudes, gratitude, and morals.
Affective learning touches the emotional and belief arrangement parts of those who simplify and
contribute in it. As a part of study, affective learning has been described both by the kinds of
educational objects pursued in proposing educational experiences, and through theoretical models
representing the variety of influence conceivable. Experts effort to touch the affective domain when
they inscribe "objectives which stress a feeling quality, an excitement, or a degree of approval ...
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Distinguishing that a definition built exclusively on non–measurable educational objects caused in
an "insignificant" influence to the arena of adult learning, theorists have prolonged the deliberation
of affective learning to comprise theoretical models of this method. One of the initial of these
models is discovered in (Hill, 2012). This model offers a complicated, multi–dimensional range
which functions its way from a humble consciousness of a worth to an extremely combined
internalization of value arrangements, or, in (Council, 2011) terms, from obedience to ID and
internalization. Next to this universal range, the model offers a flattering collection of members'
emotional participation, advancing from impartiality throughout slight emotion to robust emotion.
Lastly, as the range rises to elevated levels, the participant changes from deficiency of consciousness
of the worth, to conscious knowledge, to an unconscious combination into one's life and
movements. Adult mentors see this model in act when, throughout their teaching, they see the 'light
bulb' brighten over their formerly uninterested learner's intelligence. When that happens, he/she has
shifted a step further alongside the affective learning range. Discussion Experiential learning is
usually related with learning that varies on direct experiences which link the learner with

Reflection Paper On Retreat
We trudged up the rigid, brown steps, knowing that the unknown was ahead. We were on our way,
traveling down the empty highways to northwest New Jersey. It was a mandatory retreat to get to
know our new peer mentor partners, who we would work with once a month for the next year. 23
Birch Ridge Road, Hardwick, NJ was the destination. Camp Mason was the place that we'd spend
our next two days on Mother's Day weekend. The retreat has changed my life and I am better
because it allowed me to realize that nothing is ever as bad as I think it is and it can always be
worse. As we settled in on the campground that was filled with puddles and puddles of water all
over the ground, we all realized that we had a long weekend ahead of us. We dropped all of our
suitcases off in the cabins and proceeded on to the main lodge, with no expectations for what was
next. The instructors split us up into two groups and then it began. Luckily, my friends Michael,
Justin, and Rupak were in my group with me. It started off with an ice breaker activity before, which
consisted of everyone trudging around the room, hoping that the activity would soon be over. Once
it finally ended, everyone prayed that the next activity would be at least slightly better. We started to
walk out, but before we could leave we passed by another one of the groups. As expected, everyone
tried to procrastinate for as long as possible, discussing how terribly their days started. We talked for
as long as we could before the

Wilderness Therapy: A Case Study
As my interest in outdoor recreation grows stronger and stronger each day, I have realized that my
interest lies in wilderness therapy focusing on adolescents with behavioral disorders. The first thing
that I learned about the great outdoors is the therapeutic remedy it provides for all different levels of
state of mind. It is a fast and effective treatment when it comes to low mental health or mental
struggles that people face. Whether it is depression, ADHD, ADD or any other behavioral disorder, I
believe there are alternate solutions other than medications or psychiatric measures. I am focused on
the benefits of a reaching a natural sense of well–being through the process of physical activity,
environmental therapy and simply escaping the

Adventure And Outdoor Education Experience: Reflection And...
PY4123 Assessment #1 – OAE Experience Reflection/Application
Clodagh McGrath
Background: I am teaching a second year class of 22 under served female adolescents between the
ages 13–15. The group can be quite chatty and at times, fail to listen, however they are mainly well
behaved. I will have to cater for diversity within this group as I have two polish students and three
African students, with the rest being of Irish origin. The bunch of girls are in a DEIS school in inner
city Dublin, with only one averaged sized sports hall and tarmac also. In my reflection I will be
discussing my experience of adventure and outdoor education in Cappanalea, as well as taking into
account how the curricular and instructional aspects of Outdoor Adventure Activities may be applied
to enhance physical education experiences of the students in Scoil na Carraige Talún. I will also
mention how I will incorporate the concepts practised at the Outdoor Education and Training Centre
into my P.E classes taking the abilities and experiences of this group of students into account. I will
be considering how the outdoor/adventure education strand of the Junior Certificate is met for the
students and what ... Show more content on Helpwriting.net ...
Aims of the JCPE Curriculum
 Provide the opportunity for students to develop personally, socially, and physically through
participation in physical activities in a safe, challenging and enjoyable environment
 Reinforce and further develop the physical education knowledge, understanding, skills, and
competencies acquired at primary level
 Prepare students for the requirements of further programmes of study, of employment, or of life
outside full–time education  Provide an opportunity for students to critically reflect on physical
activity through participation in a broad, well balanced programme  Develop in students an ability
to make informed judgements in respect of physical activity  Encourage an appreciation of
physical activity and of the benefits of an active

Wilderness Survivor Research Paper
The wilderness is a home to many wild animals, therefore although the wilderness is fun to explore
you must be careful and aware of your surroundings. Therefore, educating yourself may be very
important and useful to your survivor in the wilderness while visiting. And one way you can do that
is by researching the area that you are going to visit in if there been any animal attacks and how
recent was it. Another way is to take wilderness survivor class which can be very helpful because
you can learn many things. However, if you are not able to take any Wilderness survivor class it will
be good to have a tour guide that will take you around because they know more about the area them
you would. However, if you cannot afford it, go on the internet

Personal Narrative: My Experience At The CPO Academy
The CPO Academy is doing great thing for the leaders of the Coast Guard. My experience here at
the CPO Academy has been great. The things that I learned here at the CPO Academy will help me
be a better leader in the future. The ropes courses were a great way to bond with my team and learn
about team work. The workouts helped me get back into the running shape I was in before reporting
to the CGC Haddock. Writing papers were also very beneficial to me. To be a better leader I need to
learn how to be part of a team and that's what I learned on the ropes course.
The ropes course was a great bonding experience for our team. We definitely came together to
function as one cohesive unit. My team learned to rely on one another. As we were doing the
obstacles we would coach each other on how we made it past that section of the course. Everyone
also had buy in when doing the course, because everyone was bouncing ideas off of each other and
trying different thing. If something failed, we didn't come down on that person we took note and
adjusted. We learned what everyone's strengths and weaknesses where and we compensated for
them. We didn't ridicule anybody that ... Show more content on Helpwriting.net ...
Writing has never come easy to me. I have always had to fight my way through stuff and be very
humble, because I knew documents would come back with a lot of red marks on it. I know for a fact
that the writing classes I have received here at the CPO Academy definitely help develop my writing
skills. I realized how far I have come in a short amount of time as I sit here writing this paper and
how easily the words are flowing on to the paper. This skill will definitely help with writing marks,
so I can better articulate justification of a mark of a 7 for my people. I feel it will make me more
credible while writing emails and help people understand what my message is. These skills I learn
here will definitely translate back in to my Coast Guard

The Importance Of Nature For Youth Development
Imagine a boy who has never crunched leaves underfoot as he winds down a forest trail, or a girl
who has never followed frogs along a marsh. Imagine children who have watched Finding Nemo but
never have seen a living fish in a pond, or have read Charlotte's Web but never seen the morning
dew settle on a spider's filaments. Unfortunately, our imaginations do not need to stray very far to
envision lives of children cut off from nature, solely surrounded by concrete, metal and bricks.
Many Canadian educators intuitively recognize nature experiences as beneficial for youth, and
various sources of information– their own experiences, poetry, movies or scientific studies–seem to
support such intuitions. Despite the growing cultural awareness of the importance of nature for
youth's development, there seems to be a continuing emphasis on indoor, disembodied forms of
education in classrooms, that are overly focused on abstract cognition at the expense of emotion,
movement, and other processes rooted in body–environment interactions. Why not reconsider the
significance of nature as a valuable object of learning, and reshape the current outdoor and nature
narrative throughout our curriculum? Based on my own personal experience, Chambers'
affirmations and Doll's rationale, nature should be considered as such.
Despite living in an urban setting, I grew up nature. I made dollhouses out of birch bark inhabited by
acorn people, turning rivers into roads for tadpoles. The forest was my

The Ideas Of Theorists That Have Influenced The Changing...
The purpose of this essay is to explore the ideas of theorists that have influenced the changing
nature of play and how practitioners can plan purposeful play within curriculums, approaches and
frameworks. Other key points of this essay include how play and recreation enrich the lives of
children or young adults and what that means for practitioners. Hurd and Anderson, (2011) states
that "play is imaginative, intrinsically motivated, nonserious, freely chosen and actively engaging,
where as recreation is an activity of leisure and considered to be 'fun'.
Over the centuries play has changed children born in an earlier era would not of played in the same
way as children do today, this could be for many different reasons. One being ... Show more content
on Helpwriting.net ...
Although this could be a downfall as technology is designed for indoor play and children can
become entertained more by technology so there is a propensity for fewer outdoor activities and
exercise. (Thomas, 2005) Therefore leaving children with less of a desire to play outdoors, some
children may only get the outdoors experience through their settings and set frameworks.
Another way that play has changed is through education, play is seen as a way to educate children
by letting them explore their surroundings and learn from their experiences, which has been
developed into a curriculum for 3 to 7 year olds called the Foundation Phase (Gov.wales, 2014). The
idea and concept of learning through play was taken from the Reggio Emilia approach. Less than a
decade ago, children didn't have the opportunity to learn through play and were taught through
books or sat at a desk doing worksheet tasks, play was seen as leisure for children and not in a way
to learn. Also comparing today's educational system to earlier eras, school wasn't seen to be as
important for children, they had to go to work to provide for their families. (Bbc.co.uk, 2014)
Children today get to gain an array of skills and knowledge that allows them to progress through the
learning spectrum and having more freedom within their learning. With this children are

Outdoor Education In Delaware Research Paper
Outdoor Education Programs in Delaware Delaware has two major outdoor education programs that
have been serving high school students since the early 1900s. These programs focus on agriculture,
animals, and business. The two programs have helped prepare the students with their future careers.
The high school students have even said that the programs have influenced them greatly. One
student said "...Without it, people wouldn't be as aware of agriculture and the fun things you can be
involved in. It helps prepare people who want to go into farming know what to do in their life and
how to better manage their farms. People don't realize that everything they do is involved with
agriculture and farming. ("FFA Stories – Iowa FFA Foundation." 2013.
http://www.iowaffafoundation.org/ffastories.aspx by Gwen") ... Show more content on
Helpwriting.net ...
The program 4–H is a farming program that is all around the US. This program teaches Delaware
high school students about agriculture and about agrisciences. The 4–H program has multiple
different "events" for the students, which allows them to learn much more on and about the animal
and culture sciences. The other outdoor education program, FFA, is very similar to 4–H. Both
programs also teach the students about business making. The first Delaware 4–H program was
organized in 1915 in Kent County by, M. O. Pence, a County Agent. The FFA program was
organized in 1928 in Kansas City, Missouri by a group of boys, "..Leslie Applegate, of New Jersey,
the national FFA president; Dr. C. H. Lane, national advisor; and Henry Groseclose, executive
secretary–treasurer...he is credited with giving the FFA its name. He is known as the Father of the
FFA" ("A History of the FFA." 2008 Josh Taylor

Wilderness Therapy : An Alternative Therapy
Wilderness Therapy The wilderness is a place known for peacefulness and can have physical and
psychological benefits (Hassell, Moore & Macbeth, 2015). Wilderness therapy is an alternative
therapy, influenced by Outward Bound, which is an outdoor education company with programs for
youth and adults. (Hoag, Massey, Roberts, & Logan, 2013). Wilderness therapy combines group
work, reflection, challenges and trust building exercises, varied length, and clinical assessment
(Russell, 2001). Wilderness therapy should be therapeutic based, and by integrating a balance
between a nurturing safe environment with an environment where the participants try new things
and challenge themselves (Russell, 2001). The best way for wilderness therapy to be effective is
using nature as a healer and a challenger, using eclectic therapy such as cognitive behavioral and
experiential, alone time to reflect and challenges to complete solo, learning communication skills,
and having steps to complete or rites of passage (Russell, Hendee, & Phillips–Miller (2000). These
different aspects of wilderness therapy will help to aid patients' in following three phases (Russell et
al., 2000). The first phase is the cleansing phase and involves promoting a healthy diet and exercise,
removing any toxins such as drugs and alcohol from a patients life and system, and ridding the
patients life of outside stimuli such as technology and music. The patient should also be taught basic
wilderness survival skills during

Outdoor Education Should Be Allowed In Schools
I believe that adams 12 should bring back outdoor ed and sports because kids where and parents in
the future will probably look forward to it and then they find out that they don't have anymore. They
also should allow because it makes kids be more fat because they aren't getting enough exercise.It
promotes obesity when they don't have sports at school because they waren't getting enough
exercise a day.Kids are also thinking school isnt fun when no sports involved in there life. I will talk
to the adams 12 superintendent about bringing back for students health and show evidence of kids
getting bigger because they aren't getting enough exercise.If he says no then I'll #nomoreoutdoored
at adams 12 and see how people react. Tell them to send emails ... Show more content on
Helpwriting.net ...
Service–learning programs offered by PLT and other EE organizations provide students and teachers
with support through grants and other resources for action projects." When you build knowledge
there wouldn't be as much car crashes because people will have common sense. When people have
common sense in this world less crimes happen because they know it's wrong." EE gets students
outside and active, and helps address some of the health issues we are seeing in children today, such
as obesity, attention deficit disorders, and depression. Good nutrition is often emphasized through
EE and stress is reduced due to increased time spent in nature." You can also incorporate health and
get healthier because there's not just a mcdonalds in the mountains kids can get better at eating in
nature.
Disadvantages of bringing back outdoor ed would be... When you rely on just private funding not a
lot of people want to pay for a school that doesn't want to spend there five star money on it. This is a
lot of money that adams 12 doesn't want to spend their money on kids learning and making the
world better in economy. If adams 12 is willing to spend money on kids getting great education that
incorporates all the curriculums from actual

Persuasive Essay : Why Children Need The Outdoors
Children Need the Outdoors
The evolution of children's participation in the outdoors has changed drastically. This generation's
parents and grandparents grew up in a time where the woods and open fields were the only
playground they had. Believe it or not, nature plays a very crucial role in people's lives, emotionally.
But this is becoming a problem because people are straying from nature. Things like Nature Deficit
Disorder started popping up when people realized that nature wasn't just an extra component of life,
but a crucial one. Nature plays a big role in peoples stress releif and happiness. I will also give
examples of ways for families and children to get outdoors feel safe. People who spend a lot of time
in the outdoors experience and share the positive affects of it. Although, some of the factors keeping
people the the outdoors are the social issues that teach children and parents that nature isn't safe. The
media is a big influencer in the topic of the safety of the outdoors. Nature is something that a lot of
people are uneducated about so they believe the occasional ridiculous story they see on the news or
internet. Society is teaching parents and children to be afraid of the outdoors, especially if you are a
girl. Children are under the supervision of an adult for most of the day because of this issue. The
kids go all day at school under the supervision of a teacher and then come home and aren't allowed
to play freely without being supervised (Shahnaz, 2016).

Personal Narrative: Outdoor Education
During this past semester for outdoor education, we had the opportunity to go downhill skiing at
Pats Peak. I love to ski and have been skiing for about 10 or 11 years already.The ski club would
meet a every Friday in January and the first 1 or 2 weeks in February from the end of lunch until a
time decided by the driver. This program was of great value to me because I was able to develop
deeper friendships with classmates and enjoy being physically active at the same time. For skiing,
we would ski with a group of friends and even adults, going to either side of the mountain. Some
groups would go into the lodge often, while others would stay out for most of the time.
This event taught me a lot about myself, and a bit more about others. One

The Wilderness Based Experimental Groups

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