Leadership Competences for Outdoor Adventure: From Recreation to Therapy.

Autor/in	Ringer, Martin
Titel	Leadership Competences for Outdoor Adventure: From Recreation to Therapy.
Quelle	(1994), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adventure Education; Experiential Learning; Foreign Countries; Group Dynamics; Interpersonal Competence; Leaders; Leadership Qualities; Models; Outdoor Education; Outdoor Leadership; Staff Role; Teachers; Therapeutic Recreation; Australia + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Gruppendynamik; Interpersonale Kompetenz; Fachleiter; Führungseigenschaft; Analogiemodell; Freiluftunterricht; Gruppenleitung; Lehrer; Lehrerin; Lehrende; Entspannungstherapie; Australien
Abstract	This paper describes the competencies in the domain of human interaction that are required of leaders in various outdoor adventure programs. These programs may be grouped on a continuum from recreational outdoor adventure to primary (adventure) therapy. In the middle of the continuum, educational, enrichment, and adjunctive (adventure) therapy experiences combine fun, learning, and psychotherapy in varying degrees. These programs exist in different environments; have different goals; make use of different processes and activities; are founded on different assumptions, theoretical frameworks, and epistemologies; and utilize different mixes of professional staff. Nonetheless, there are common elements in social construction of the range of what is desirable in outdoor leadership. Clusters of competencies are presented in the form of a role map for the following outdoor leadership roles: skilled outdoor practitioner, limit setter or safety supervisor, enthusiastic adventurer, instructor or coach, group facilitator, expert communicator, human behavior expert, and clinician or therapist. The competencies outlined do not correspond to the systems used by the British or Australian national standards but are intended to transcend the limitations of those systems by incorporating affective as well as cognitive and behavioral elements. An appendix discusses the relationships of adventure therapy to psychotherapy and experiential learning, and outlines difficulties in identifying competencies for adventure therapists. This paper contains 85 references. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC