A Portrait of Social and Emotional Learning within Sequoia National Park

Autor/inn/en	Stuhr, Paul T.; Lecomte, Hugo; Sutherland, Sue
Titel	A Portrait of Social and Emotional Learning within Sequoia National Park
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 9 (2017) 4, S.403-424 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
DOI	10.18666/JOREL-2017-V9-I4-8128
Schlagwörter	Social Development; Socialization; Emotional Development; Outdoor Education; Adventure Education; Parks; College Students; Student Attitudes; Interpersonal Competence; Social Cognition; Outcomes of Education; Friendship; Metacognition; Case Studies; Social Support Groups; Caring; Reflection; Psychological Patterns; Qualitative Research; California + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Socialisation; Sozialisation; Gefühlsbildung; Freiluftunterricht; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Freizeitpark; Collegestudent; Schülerverhalten; Interpersonale Kompetenz; Soziale Kognition; Lernleistung; Schulerfolg; Freundschaft; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Social support; Soziale Unterstützung; Care; Pflege; Sorge; Betreuung; Qualitative Forschung; Kalifornien
Abstract	Outdoor adventure-based experiences allow students to engage in physical activities and process learning tasks within a novel, open environment that is unlike any classroom. Past outdoor adventure-based research has indicated two primary participant outcomes: intrapersonal and interpersonal relationship skills or IIRS (Moore & Russell, 2002). The body of literature involving the promising outcomes from outdoor adventure-based experiences designed for college students is growing (Bailey & Kang, 2015; Frauman & Waryold, 2009; Lien & Goldenberg, 2012; Rude, Bobilya, & Bell, 2017; Vlamis, Bell, & Gass, 2011; Wolfe & Kay, 2011). One noticeable gap in the adventure-based literature is research on participants' lived experience through a conceptual lens of social and emotional learning (SEL). The purpose of this study was to explore college students' perceptions of their SEL competencies based on a 3-day adventure-based experience to Sequoia National Park. The participants experienced and expressed in a short time frame in the adventure setting the SEL core competencies of "relationship skills" and "social awareness." The findings are encouraging, suggesting that the adventure-based experience to Sequoia National Park provided the participants an opportunity to develop SEL that involved the themes of "friendship" and "mindfulness." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01