Background: Outward Bound (OB) provides experiential outdoor learning programs where students grow through overcoming challenges. Instructors leading these wilderness courses face numerous demands and situational conditions which may create stress. Purpose: This study sought to describe instructors’ experience of stress on OB courses with adolescents. Methodology/Approach: In semi-structured interviews, 31 OB instructors from two sites provided in-depth guided narratives of highly stressful course situations, which were analyzed using grounded theory methods. Findings/Conclusions: Findings indicated that instructors were stressed by unsafe and unpredictable situations (e.g., adverse weather, dangerous terrain, medical concerns) and student behavior, thoughts, and feelings (e.g., conflict, oppositional behavior, distress). Analysis also suggested that the internalization of role demands—for student safety, student learning, and control—intensified experiences of stress. Self-perceptions of failure to meet these role demands led to role strain. In addition, stress affected instructors’ functioning and their interactions with students. Implications: This study suggested several recommendations for OB and other youth-serving organizations. These include assessing the amount and types of stress instructors are experiencing on a regular basis and examining how these stressors might be reduced or mitigated by actors at multiple levels in the organization.

背景：外展（OB）提供了体验性户外学习计划，学生可以通过克服挑战来成长。带领这些旷野课程的讲师面临众多需求和情况，可能会产生压力。目的：本研究旨在描述教师对青少年OB课程的压力体验。方法论/方法：在半结构化访谈中，来自两个站点的31名OB讲师提供了有关高压力课程情况的深入指导性叙述，并使用扎根的理论方法进行了分析。结果/结论：调查结果表明，教师在不安全和不可预测的情况（例如恶劣的天气，危险的地形，医疗问题）和学生的行为，思想和感受（例如冲突，对立的行为，苦恼）下感到压力。分析还表明，角色要求的内在化—对学生安全，对学生的学习和控制的要求—加剧了压力体验。无法满足这些角色要求的自我感觉导致角色紧张。此外，压力会影响教师的功能以及他们与学生的互动。含义：这项研究为OB和其他青年服务组织提出了一些建议。这些措施包括定期评估压力讲师的人数和类型，并检查组织中多个级别的参与者如何减少或减轻这些压力师。