Module JXH-3085:
Outdoor Adventure Therapy

Module Facts

Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 2

Organiser: Mrs Trys Burke

Overall aims and purpose

The COVID pandemic has highlighted our need for contact with others and nature, and the vital role blue and green spaces play in maintaining our mental and physical wellbeing. Through integrating adventurous experiences outdoors with ‘walk and talk’ therapies, one distinguishes outdoor adventure therapy from other outdoor activity programmes, by working purposefully in an outdoor setting with a clear intent of supporting people and tackling issues they may have. The aim of this module is to provide an overview of outdoor adventure therapy: its history, models of delivery, research, and basic competencies.

Course content

During this module, you will be given unique opportunities to experience first-hand, work of instructors, counsellors, and psychotherapists integrating outdoor adventurous activity with therapy. Through visits to local organisations and case study work on one of them, you will be able to explore how these organisations incorporate outdoor adventure and therapy into their programmes, to improve the mental and physical well-being of their clients. This module ensures that you are equipped with a solid platform from which you can further develop as an academic or practitioner in the field of outdoor adventure therapy. The course content is made up of several core themes providing you with a basic understanding of principles and practice within outdoor adventure therapy, these include: the history and foundations of outdoor adventure therapy, models of adventure therapy, the role of nature in adventure therapy, adventure therapy practices, risk management, and key competencies.

Assessment Criteria

threshold

Demonstration of a basic awareness and understanding associated with outdoor adventure therapy, its history, models of delivery and basic competencies. You have also provided some evidence of how adventure therapy is employed within the local community. Finally, you have shown a basic level of understanding of the influences from a variety of learning and psychological theories that underpin outdoor adventure therapy.

good

Demonstration of a good awareness and understanding associated with outdoor adventure therapy, its history, models of delivery and basic competencies. You have also provided evidence of how adventure therapy is employed within the local community and evaluated how well it is used and how effective it is. Finally, you have shown a good level of understanding of the influences from a variety of learning and psychological theories that underpin outdoor adventure therapy.

excellent

Demonstration of a high degree of awareness and understanding associated with outdoor adventure therapy, its history, models of delivery and basic competencies. You have also provided evidence of how adventure therapy is employed within the local community and evaluated how well it is used and how effective it is. Finally, you have shown a significant level of understanding of the influences from a variety of learning and psychological theories that underpin outdoor adventure therapy.

Learning outcomes

  1. Identify, understand, and critically evaluate the competencies and skills that underpin safe and effective practice of therapy in an outdoor environment

  2. Demonstrate a deep understanding of the variety of influences and psychological theories that underpin outdoor adventure therapy models.

  3. Critically evaluate the use of outdoor and/or adventure therapy within a local community group or organisation.

Assessment Methods

Type Name Description Weight
ESSAY Outdoor Adventure Therapy - It’s history, development, benefits, and underpinning theories

This assessment asks students to demonstrate their understanding of the variety of influences from learning and psychological theories that underpin outdoor adventure therapy models.

 50.00
ORAL This assessment requires the students to present findings from their research of a local organisation’s use of outdoor activities within its therapy or behaviour change programme.

This assessment asks the students to give a presentation case studying a local organisation that employs outdoor activities within their therapy programme.

 50.00

Teaching and Learning Strategy

Hours
Tutorial

Additional online tutorials for feedback regarding assignment preparation are available by arrangement between the issue date and deadline.

 2
Seminar

There are two sessions timetabled at the end of the module that have been set aside for the oral presentations.

 4
Lecture

You will receive 4 x 2-hour lectures covering the history, development, and skills required in adventure therapy.

 8
Private study

Private study devoted to reading research papers identified by the course, organising visit(s) to your allotted case study centre, and preparing for completing course assessments. This will include up to 10 hours of preparation time (e.g., writing) for each assessment.

 70
Practical classes and workshops

You will receive a further 4 x 4-hour practical sessions in which you will have the opportunity to practice your therapy skills. A minimum of two of these sessions will comprise visits to local organisations that use outdoor and/or adventure therapy within their programmes.

 16

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

Learn basic counselling communication skills

Resources

Resource implications for students

Students will need to take a set of waterproofs, hat, gloves, small rucksack, food, water and a small personal first aid kit with them on practical sessions. These items will not be provided by the University.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-3085.html

Reading list

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-3110.html

Core Reading:

Gass, M. A., Gillis, H. L. and Russell, K. C. 2012. Adventure therapy: Theory, practice, & research, New York, NY: Routledge Press.

Donnelly, A.A. and MacIntyre, T.E. (Ed) (2019) Physical Activity in Natural Settings Green and Blue Exercise London, Routledge Press. DOI https://doi.org/10.4324/9781315180144

Recommended Reading:

Bird K. (2015). Research evaluation of an Australian peer outdoor support therapy program for contemporary veterans’ wellbeing. Int J Ment Health, 44, 46–79

Bowen, D. J., & Neill, J. T. (2013). A meta-analysis of adventure therapy outcomes and moderators. The Open Psychology Journal, 6, 28-53. doi:10.2174/1874350120130802001

Gass, MA (Ed.). (1993). Adventure Therapy: Therapeutic applications of adventure programming. Dubuque, IA: Kendall Hunt Publishing Company.

Karoff, Maggie, Tucker, Anita R, Alvarez, Tony, & Kovacs, Patricia. (2017). Infusing a Peer-to-Peer Support Program with Adventure Therapy for Adolescent Students with Autism Spectrum Disorder. The Journal of Experiential Education, 40(4), 394-408.

Mutz, Michael, & Müller, Johannes. (2016). Mental health benefits of outdoor adventures: Results from two pilot studies. Journal of Adolescence (London, England.), 49(June), 105-114.

Teaff, J., & Kablach, J. (1987). Psychological Benefits of Outdoor Adventure Activities. Journal of Experiential Education, 10(2), 43–46.

Courses including this module

Optional in courses: