Modiwl JXH-3085:
Outdoor Adventure Therapy

Ffeithiau’r Modiwl

Rhedir gan School of Human and Behavioural Sciences

10.000 Credyd neu 5.000 Credyd ECTS

Semester 2

Amcanion cyffredinol

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.

Cynnwys cwrs

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.

Meini Prawf

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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.

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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.

ardderchog

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.

Canlyniad dysgu

  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.

Dulliau asesu

Math Enw Disgrifiad Pwysau
Outdoor Adventure Therapy - It’s history, development, benefits, and underpinning theories 50.00
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. 50.00

Strategaeth addysgu a dysgu

Oriau
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

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
  • Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
  • Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
  • Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.

Sgiliau pwnc penodol

Learn basic counselling communication skills

Adnoddau

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

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.

Rhestrau Darllen Bangor (Talis)

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

Rhestr ddarllen

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.

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