Introduction and Rationale:

This is an advanced level course that focuses on the use of adventure-based activities in social work practice in the five client systems (individuals, families, groups, communities, and organizations). Adventure-based practice is defined as the use of problem-solving initiatives, trust building activities, ropes courses, and wilderness activities as a part of a purposeful change process. Course content includes theoretical and philosophical foundations of adventure based practice, safe and appropriate use of adventure activities with different client groups, facilitating adventure activities, and use of adventure activities in assessment and intervention.

Educational Objectives:

As a result of experiential activities, in class presentations, readings, and course assignments, you will be able to:

1) Distinguish among and evaluate various theoretical and philosophical perspectives of adventure-based practice in social work.

2) Demonstrate ability to safely conduct adventure-based activities.

3) Demonstrate appropriate use of adventure-based activities with different client groups.

4) Discuss and critically evaluate the use of adventure activities as assessment and intervention techniques across the five client systems.

5 Formulate researchable question for advancing the knowledge of adventure-based practice in social work.

6) Demonstrate the ability to help the client(s) transfer the learning from the adventure experience to other aspects of the clients' life.

Assignments:

ASSIGNMENT 1:

Class Presentation - Each student (you are encouraged do this assignment with a partner) will prepare a one hour presentation. In this presentation you will:

a. introduce an activity to the class (one that has not been presented to date or not presented in the manner in which you are presenting it).

b. demonstrate client appropriateness (in terms of client concerns, gender, cultural appropriateness, assessment or intervention, etc.)

c. demonstrate skill in helping the client(s) transfer the learning from the adventure experience to their life.

d. describe, discuss, and evaluate the theoretical approach taken in the use of this activity.

35 points

ASSIGNMENT 2:

Individual Learning Contract - Each student by the third class session will present an individualized learning contract proposal. In this proposal you will detail:

a. what knowledge and skills you will specifically address or demonstrate to show mastery of the material of this course.

b. how (the method - paper, video presentation, tutorial, journal, etc.) you will demonstrate mastery of the material for this course.

c. what criteria you are purposing to evaluate your performance in relation to your learning contract.

50 points

PROFESSIONAL BEHAVIOR AND PARTICIPATION:

Because this class will be experiential in nature, being present is essential. Showing up is a critical element of professional behavior. Participation will include contribution to discussions, evidence of reading, contribution to the learning environment.

Outward Bound Course - A three day Outward Bound course has been arranged for the course, participation in the course is essential to understanding the material of the course. This course will be instructed by master level social workers who work for Outward Bound. They will model and frame the material covered throughout the quarter

Methodology:

The content of the course will be presented using a variety of methods: lectures, discussions, small group discussions, and experiential exercises. Each session will include the introduction and participation in at least one adventure activity. This activity may be conducted by a student as apart of a student presentation, or by the instructor.

Texts:

Bacon, S. (1983). The conscious use of metaphor in Outward Bound. Denver, CO: Colorado Outward Bound School

Gass, M. A. (1993). Adventure therapy: Therapeutic applications of adventure programming. Dubuque, IA: Kendall/Hunt.

Cole, E., Rothblum, E. D. & Erdman, E. (1994). Wilderness therapy for women: The power of adventure. Binghamton, NY: The Haworth Press.

Itin, C. M. (1997). A book of readings in adventure-based practice. (this will contain the articles listed in the calendar and reading assignments that are not in the required texts)

Recommended but not required:

Davis-Berman, J. & Berman, D. S. (1994). Wilderness therapy: Foundations, theory & research. Dubuque, IA: Kendall/Hunt.

Gass, M. A. (ed.). (1995). Book of metaphors: volume II. Dubuque, IA: Kendall/Hunt.

Course Calendar and Reading Assignments:

Pre-session	Three day Outward Bound Course (lab fee will be assessed). This program will introduce you to the process of adventure-based practice.
Session 1	Introduction and Orientation to Adventure-Based Practice, debriefing the Outward Bound experience  Read: In A.T.: Gass, pp. 3-10; Kimball & Bacon, pp. 11-41; Nadler, pp. 57-69. In W.T.: Powch, pp. 11-28. Davis-Berman, J. & Berman, D. S. (1994). Theoretical understanding of wilderness experience.
Session 2	The Generations of Introducing the Adventure Experience  Read: In A.T.: Gass, pp. 219-229. Gass, M. A. (Ed.). (1995). Processing adventure experiences: six generations of facilitating adventure experiences. Bacon. S. B. (1987). The evolution of the Outward Bound process. Gass (1985). Programming the transfer of learning in adventure education. Priest, S. & Naismith, M. (1993). A model for debriefing experiences.
Session 3	Framing the Adventure Experience  Read: Bacon (entire book). In A.T. Gass, pp. 245-258
Session 4	Advanced Aspects of Introducing Adventure Experiences.  Read: A.T.: Bacon, pp. 259-282. Itin (1993), Linking Ericksonian Methods to AdventureTherapy: Application of the Diamond Model to Adventure Therapy. Itin (1995), Utilizing Hypnotic Language in Adventure Therapy. Itin (In Press), Consequences in Initiative Activities. In Gass & Gillis (1995), Focusing on the "solution" rather then the "problem": Empowering Client change in adventure experiences
Session 5	Adventure-based practice with individuals and groups (Substance Abuse)  Student Presentations  Read: In A.T.: Gass & McPhee, pp. 311-322; Gillis & Simpson, pp. 331-346. Itin, (1995). Adventure therapy and the addictive process. Itin, (1996). Adventure-based Practice.
Session 6	Adventure-based practice with individuals and groups (Survivors of Violence, and psychological issues)  Student Presentations  Read: In A.T.: Webb, pp. 95-102. In W.T.: Levine, pp. 175-184. Mitten, D. & Dutton R. (1993). Outdoor leadership considerations with women survivors of sexual abuse
Session 7	Adventure-based practice with individuals and groups (adolescents)  Student Presentations  Read: In A.T.: Tippet, pp. 83-94; Kjol & Weber, pp. 103-110; Matthews, pp. 441-450. In W.T. Levitt, 129-138.
Session 8	Adventure-based practice with families  Student Presentations  Read: In A.T.: Clapp & Rudolph, pp. 111-122; Gass, pp. 123-140; Farragher, Harman, & Bullard, pp. 179-188; Creal & Florio, pp. 463-474.
Session 9	Adventure-based practice with communities and Organizations  Student Presentations  Read: Gass, M., Goldman, G. & Priest, S. (1992). Constructing effective corporate adventure training programs. Miner, T. (1994). Adventure training. Priest, S., Attarian, A. & Schubert, S. (1993). Conducting research in experience-based training and development programs: Pass keys to locked doors.
Session 10	Wrap-up- bringing it all together - Into the future  Student Presentations (if needed)  Read: In A.T.: Gass, pp. 411-416; 417-426 & 451-462. In W.T.: Mitten, pp. 55-84.