Adventure Therapy

“The secret to a rich life is to have

more beginnings than endings.”

-Dave Weinbaum

Definition:

• “An active approach to psychotherapy for people seeking behavioral change, either voluntarily or through some court-ordered coercion, that utilizes adventure activities, be they group games and initiatives or wilderness expeditions (with some form of real or perceived risk), as the primary therapeutic medium to bring about such change” (Datillo, 14)

Breaking it down

• “An active approach to psychotherapy for people seeking behavioral change, either voluntarily or through some court-ordered coercion, that utilizes adventure activities, ne they group games and initiatives or wilderness expeditions (with some form of real or perceived risk), as the primary therapeutic medium to bring about such change.”

“An active approach to psychotherapy for people seeking behavioral change, either voluntarily or through some court-ordered coercion, that utilizes adventure activities, be they group games and initiatives or wilderness expeditions (with some form of real or perceived risk), as the primary therapeutic medium to bring about such change.”

“An active approach to psychotherapy for people seeking behavioral change, either voluntarily or through some court-ordered coercion, that utilizes adventure activities, be they group games and initiatives or wilderness expeditions (with some form of real or perceived risk), as the primary therapeutic medium to bring about such change.”

“An active approach to psychotherapy for people seeking behavioral change, either voluntarily or through some court-ordered coercion, that utilizes adventure activities, be they group games and initiatives or wilderness expeditions )with some form of real or perceived risk), as the primary therapeutic medium to bring about such change.”

History

Roots of Adventure Therapy are linked to three movements:

1) Tent therapy2) Therapeutic camping3) Outward Bound

Hx

Tent Therapy• 1901- first tent therapy program was developed– For people receiving psychiatric services at state

hospitals• 1911- Camp Ahmek– Purpose was to provide children with opportunities

for recreation and socialization– Used the group process in a natural environment

to facilitate change.

Hx

Therapeutic Camping• Kurt Hahn began the idea of adventure

programming to increase “the survival rate of sailors whose ships were being torpedoed and sunk by German U-boats” (Facilitation Techniques 23)

• Emphasized:– Developing leadership skills; self-concept; confidence;

and risk-taking abilities– Enhanced individual skills related to communication;

cooperation; trust; and teamwork

Hx

Outward Bound• Grew popular in the ‘60s • Developed for adjudicated youth• Outward Bound has established 41 schools

around the world and thousands of similar programs in the U.S.

Settings

• Wilderness settingsGenerally small groupsMulti-day interventionsIn remote areas

• Facility-based settingsAt (or close to) a facility that provides therapeutic

interventionsUses the area near or around the facility

The Paradigm of the Adventure Experience

• Martin and Priest proposed:“The degree of risk associated with adventure experiences and the competence individuals bring to the adventure result in five possible conditions ” (Facilitation Techniques)

• Main goal of facilitated adventure experiences is for participants to gradually change perceptions of competence into reality

The Paradigm of the Adventure Experience

These results include:1. Exploration and experimentation• Risks are low and competence is high

2. Adventure• Competence is slightly larger than risk

3. Peak Adventure• Risk and competence are equally matched

4. Misadventure• Risk is slightly larger than one’s competence

5. Devastation and disaster• Competence is low and risk is high

Components of the Adventure Experience

• Participants – “Centerpiece” of Adventure Therapy

• Disequilibrium– Participant’s feelings– An internal conflict is created– Creates discomfort

Components of the Adventure Experience

• Novel Setting– Reason why participants experience

disequilibrium– Settings and activities are new to the participants– Aid in reducing preexisting thoughts and behaviors

Components of the Adventure Experience

• Cooperative Environment– Stimulated by uncommon problem solving

situations– Points out the importance of interdependence

among group members– Develops group unity– Created from group and individual goals – Provides opportunity for participants to

communicate with each other regarding their progress

Components of the Adventure Experience

• Unique Problem Solving– Participants are forced to rely on physical,

cognitive, and emotional skills to accomplish tasks– Opportunities for learning– Challenges become increasingly more difficult

Components of the Adventure Experience

• Feelings of accomplishment– Promotes team work– Increases self-esteem– Improved self-perception– Improved problem solving skills– Pride in achievements

Components of the Adventure Experience

• Processing the experience– Increases feelings of accomplishment further– Participants are encouraged to express thoughts

and feelings regarding the experience– Debriefing: • Facilitator will ask probing questions and add

comments to promote participants to reflect on the experience

Components of the Adventure Experience

• Generalization and transfer– Thoughtful reflection– Participants generalize the experience and then

transfer what they learned to other aspects of their lives

– Assists participants in changing thoughts and behaviors

Metaphoric Learning

According to Gillis, a metaphoric story is: “ A symbolic way of experiencing reality, where

one thing (an adventure experience) is conceived as representing another situation in a client’s or group’s actual lives (reality),”

-Gillis

Metaphoric Learning

• Key ingredient in adventure activities• Occurs as participants realize that the

strategies they learned to accomplish adventure activities could be applied when faced with similar life challenges

Metaphoric LearningTransference-enhancing Strategies:

• Spontaneous metaphoric transference– When a participant independently discover significant links

between an activity and his/her life

• Analogous transference– Uses social and verbal learning techniques that help

participants understand the importance of the experience

• Structured metaphoric transference– A therapist purposefully outlines an activity to focus the

group’s attention on a specific characteristic in order to increase the chance for spontaneous discovery of a metaphor

Three factors in metaphoric learning: • Isomorphism

• Narratives

• Reflective Teams

• Is the overlapping structure between two situations

• A chronological telling of events related to a particular theme

• Help expand and develop a story

Theoretical Foundations of Adventure Therapy

Self-perception

Self-efficacy

Learned helplessness

Social identity

Theoretical Foundations of Adventure Therapy

Self-Perception Theory• Developed by Darryl Bem• Suggests that when developing perceptions of

ourselves, we observe our behaviors and hold on to that information

• Explains why action, as a significant characteristic of adventure therapy, is successful

How does Adventure Therapy affect one’s self-perception?

• Offers opportunities to observe behaviors because the experience is active

• These active experiences result in concrete, immediate, and observable information

• This information aids in participants recognizing inappropriate behaviors and providing them with demonstrations of how to modify that behavior

Theoretical Foundations of Adventure Therapy

Self-Efficacy Theory• Albert Bandura• Self-efficacy refers to a person’s beliefs that he/she

can accomplish a task that tests his/her ability.• Feelings of self-efficacy affects one’s motivation to

engage in particular behaviors• Suggests that “information gained trough actual

experience regarding one’s skills and abilities tends to be the most influential in determining feelings of self-efficacy” (Datillo, 26)

How does Adventure Therapy affect one’s self-efficacy?

• Experiences are highly valued by participants because of the unfamiliar environment and activity

• Provides examples for the participants to look back on when they evaluate their skills and abilities

• Gives participants many chances to modify their behavior and develop and refine skills (brief, activity, debrief)

• Decreases participants unwillingness for change

Theoretical Foundations of Adventure Therapy

Learned Helplessness Theory• Results when a person feels they have no

control in repeated experiences• Decreases motivation • Results in depression

How does Adventure Therapy affect learned helplessness?

• Can help clients regain a sense of control• Can decrease learned helplessness• “Challenge of Choice”

Theoretical Foundations of Adventure Therapy

Social Identity Theory• “Group memberships influence what we think,

how we feel, and what we do which provides a social identity” (Datillo,27)

• Helps lead to behavioral changes • Structured group experiences help reshape a

person’s self-perception• When a stressful situation occurs within the group,

participant’s actions are evaluated by all members.

How does Adventure Therapy affect Social Identity?

• Helps build unity between the group members• This unity creates a sense of dependence and

trust• Helps participants acknowledge that their

actions are significant and can affect others, positively or negatively

Associated Outcomes of Adventure Therapy

• Promote change in behaviors or thinking (preconceived notions)• Improve individual’s self-efficacy and self-confidence• Improve attitudes• Enhance locus of control• Improve adolescent’s grades and school attendance• Improve body image• Decrease depression• Improve/develop teamwork skills• Improve/develop social skills• Improve self-esteem• Develop trust• Develop skills and knowledge• Develop friendships/develop relationship skills• Encourage responsibility• Increase weight loss(Experiential Education)

Interventions vary according to:

• Specific needs of clients• The complexity of the client’s needs• The background training and therapeutic expertise of the

adventure therapist• Length of time the therapist has to work with the client• Where the client came from and will return to after the

adventure experience• The presence of aftercare or follow-up treatment• Availability of adventure experiences• The therapist’s ability/limitations in using adventure

experiences in his or her treatment approaches

Populations• Adventure therapy is most frequently used with people with

– Psychiatric disorders– People who have been adjudicated – People with chemical dependencies– People with physical disabilities

• Has been used with people with– MS– Brain injuries– People who have had a stroke– Muscular dystrophy– Alzheimer's– Spina bifida– Behavioral disorders

Adventure Therapy Summary

• Perceived risk and competence sets the stage for learning opportunities

• The facilitator must try to accurately match perceived competence with perceived risk to capitalize on learning potential

• Participants have a chance for mastery once a unique problem solving situation is presented in a learning environment

• Processing these experiences helps participants realize the lessons they have learned from adventure therapy, generalize and transfer to everyday life.

Chicago Adventure Therapy

• Andrea Knepper, Executive Director– Phone: 773-972-6400– Email: info@chicagoadventuretherapy.org

• Non-profit organization which offers therapeutic outdoor programs for at-risk youth

• Approach outdoor activities in a therapeutic fashion– Sea kayaking– Cross-country skiing– Rock climbing– Cycling

• http://chicagoadventuretherapy.org/

Websites

http://lifestreamtherapy.com/adventure_therapy.html• Provides a definition for

adventure therapy• Provides case studies• Provides examples of

cooperative problem solving activities and games

http://wilderdom.com/games/TrustActivities.html• Provides a definition for

adventure therapy• Provides history• Provides group therapy

ideas• Provides case studies

Moon Ball

• Objective: Don’t let the ball hit the ground

• Rules: – No one may hit the ball more than once consecutively. – After the group is warmed up count the number of hits

before the ball hits the ground. This will be the “magic number”.

– If the group hits that number again, a higher number is designated by the group for them to reach. For every time the group does not hit that number, each participant loses a limb.

Moon Ball• Materials:

– At least one beach ball• Populations appropriate for:

– At risk youth– People with drug or alcohol dependencies

• Goals– Increase team work skills– Increase communication skills– Enhance positive behavioral changes– Develop friendships– Develop trust– Increase problem solving skills

• Data gathering plan– A performance sheet would be a good tool to gather data. You can list all goals of the

activity and chart each participant’s attainment or progress of achieving those goals• Adaptations

– Heavier/lighter balls to make the game more difficult or easier

Leadership description:

Content:

The leader will explain the rules to the group and let them engage in the activity. The leader will be helping participants to increase teamwork skills; develop trust; develop friendships; communication skills; increase problem solving skills; and enhancing positive behavioral changes. The leader will gather data during warm-up for baseline information and gather data throughout activity to compare to baseline.

Leadership description: Process:

1. Explain rules/instructions to participants Allow participants to warm up for about 2-3 minutes (don’t track consistent

number of hits) After participants warm up have them hit the ball until it drops. Whatever

number they get to is the “magical number.” Have the participants try to reach the magical number again. If they fail, they lose

a limb. Every time they don’t reach the magical number, they lose another limb until they have lost all limbs.

If the magical number is easily reached, create a higher magical number2. Using the servant leadership approach, only engage when necessary. It is important to

let the group work out the challenge on their own. 3. Debrief. At the end of the activity encourage the group to reflect on the experience.

Ask probing questions like: What did you learn from this activity? What was difficult about this activity? Was the activity fun? Why or why not? Did you notice when you worked as a team, you accomplished more? Did you notice when you communicated, you accomplished more?

Pick and Choose• Objective: For a group to try and throw as many tennis balls

as possible into the buckets during a two minute time period.• There are two positions possible for each participant, either

the thrower or the retriever. The thrower tries to throw as many balls into the buckets as possible and the retriever collects the missed balls and delivers them back to the thrower. The thrower may not cross the line while throwing, but the retriever may go anywhere.

• Each bucket has a different point value depending on where the bucket is placed. The bucket closest to the participants equal 1 point, the second equal 3 points, the third equals 5 points, and the farthest equals 9 points. The group is competing against itself to score as high as possible.

• (Rhonke).

Pick and Choose• Materials

– Tennis balls– Buckets, trash cans, baskets (anything that can catch and hold tennis balls)

• Populations– Youth at risk– People with drug/alcohol dependencies– People with behavioral problems– People lacking coordination skills– People with mild developmental disabilities

• Goals– Develop strategy skills/problem solving skills– Improve cooperation– Improve/develop team work skills – Improve social skills– Enhancing positive behavioral change– Improve decision making skills

• Data gathering plan– Performance sheet (data to be collected formatively and summatively)

• Adaptations– Indoor environment if participants are in wheelchairs– Make the targets closer if people have low coordination skills– Use bigger targets or bigger balls to make it easier– Use smaller targets or smaller balls to make it harder

Leadership Description

• Content: The leader will explain the rules to the group and let them engage in the activity. The leader will be helping participants to increase teamwork skills; improve communication skills; increase problem solving skills/ strategy skills; improve cooperation; and enhancing positive behavioral changes. The leader will gather data during warm-up for baseline information and gather data throughout activity to compare to baseline.

Leadership Description Process:

1. Explain rules/instructions to participants Allow participants to choose positions (thrower or retriever) After the first two minute round, count the total points Start the next round and have the group try to beat the first round’s total. Allow them to play many rounds in order to build strategy and decision making

skills2. Using the servant leadership approach, only engage when necessary. It is important to

let the group work out the challenge on their own. 3. Debrief. At the end of the activity encourage the group to reflect on the experience.

Ask probing questions like: What did you learn from this activity? What was difficult about this activity? Was the activity fun? Why or why not? Did you notice when you worked as a team, you accomplished more? Did you notice when you communicated, you accomplished more?

Resources:

• Datillo, John. Facilitation Techniques in Therapeutic Recreation. Pennsylvania: Venture Publishing.1999.

• Experiential Education. Intervention: Treatment Outcomes *DRAFT*. 2009. 13 Feb. 2009. <http://tapg.aee.org/tapg/treatment/interv/t xoutcomes.htm>.

• Khurana, Simran. A select collection of Quotes. 2009. 13 Feb. 2009. <http://quotations.about.com/cs/inspriationquotes/a/AdventureZ.htm>.

• Moon Ball. 15 Feb. 2009. <http://sitemaker.umich.edu/adventuretherapy/files/moon_ball.throwables.doc - >.

• Rohnke, Karl. Silver Bullets. Project Adventure. 1984.