Rhedir gan School of Human and Behavioural Sciences

10.000 Credyd neu 5.000 Credyd ECTS

Semester 2

Trefnydd: Mrs Trys Burke

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.

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.

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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.

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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.

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.

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

		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

• 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.

Learn basic counselling communication skills

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.

Opsiynol mewn cyrsiau:

• R2C6: BA German and Sports Science year 4 (BA/GSPS)
• CR6H: BA Italian/Sports Science year 4 (BA/ITSSC)
• CR6K: BA Spanish/Sports Science year 4 (BA/SPSSC)
• CQ65: BA Cymraeg/Sports Science year 3 (BA/SPSW)
• C611: BSc Adventure Sport Science year 3 (BSC/ASS)
• C61P: BSc Adventure Sport Science with Placement Year year 4 (BSC/ASSP)
• C883: BSc Clinical Sports Science year 3 (BSC/CLSPS)
• C681: BSc Sport & Exercise Psychology w International Experience year 4 (BSC/SEPIE)
• C616: BSc Sport and Exercise Science year 3 (BSC/SES)
• C61F: BSc Sport & Exercise Science with Foundation Year year 3 (BSC/SESF)
• C63P: BSc Sport and Exercise Science with Placement Year year 4 (BSC/SESP)
• C680: BSc Sport and Exercise Psychology year 3 (BSC/SEXP)
• C68P: BSc Sport and Exercise Psychology with Placement Year year 4 (BSC/SEXPP)
• CB69: BSC Sport, Health & Exercise Sci. year 3 (BSC/SHES)
• C651: BSC Sport- Health & Physical Educ year 3 (BSC/SHPE)
• CB70: BSc Sport, Health & Exercise Science with International Exp year 4 (BSC/SHSIE)
• C600: BSC Sports Science year 3 (BSC/SPS)
• C60P: BSc Sport Science with Placement Year year 4 (BSC/SPSP)
• C6N1: BSc Sport Science & Business Management year 3 (BSC/SSB)
• C604: BSc Sports Science (with International Experience) year 4 (BSC/SSIE)
• C6N5: BSc Sport Science & Marketing year 3 (BSC/SSM)
• CN5P: Sport Science and Marketing with Placement Year year 4 (BSC/SSMP)
• C612: MSci Adventure Sport Science year 3 (MSCI/ASS)
• C608: MSci Sport, Health and Exercise Sciences year 3 (MSCI/SHS)
• C607: MSci Sport Science year 3 (MSCI/SS)
• C613: MSci Sport Science with International Experience year 4 (MSCI/SSIE)