ABSTRACT

Adventure-based learning is used by behavioral health providers to connect clients to therapeutic activities outside traditional settings. These approaches often aim to build internal and external assets that support positive youth development. Here we evaluate the impact of an experiential learning curriculum on youth development and identify program characteristics that support development of positive assets. The evaluation included classroom field observations, a pre/post survey of developmental assets, semi-structured student interviews, and focus groups with school employees. Program staff were successful creating a supportive environment, but there was no significant difference in average student asset scores before and after each course. Students described the program as an opportunity to explore their own backyard while stepping outside their comfort zone through teamwork and leadership activities. Evaluation of individual programs can build a suite of best practices for adventure-based education. In particular, emphasis on “challenge by choice” and youth-led activities resonated with students.

摘要

行为健康提供者使用基于冒险的学习来将客户与传统环境之外的治疗活动联系起来。这些方法通常旨在建立支持积极青年发展的内部和外部资产。在这里，我们评估了体验式学习课程对青年发展的影响，并确定了支持积极资产发展的计划特征。评估包括课堂实地观察、发展资产的前/后调查、半结构化学生访谈以及与学校员工的焦点小组。计划工作人员成功地创造了一个支持性环境，但每门课程之前和之后的学生平均资产分数没有显着差异。学生们将这个项目描述为一个探索自己后院的机会，同时通过团队合作和领导活动走出舒适区。对个别项目的评估可以为基于冒险的教育建立一套最佳实践。特别是强调“选择挑战”和以青年为主导的活动引起了学生的共鸣。