Impact of an Experiential Learning Curriculum on Youth Developmental Assets in Alternative High Schools

Autor/inn/en	Hahn, Micah; Van Wyck, Rebecca; Seater, Mariah A.; Marvin, Alicia F.
Titel	Impact of an Experiential Learning Curriculum on Youth Developmental Assets in Alternative High Schools
Quelle	In: Journal of Adventure Education and Outdoor Learning, 22 (2022) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2020.1859392
Schlagwörter	Experiential Learning; Adventure Education; Mental Health; Therapy; Youth Programs; Curriculum; Program Evaluation; Student Attitudes; Teamwork; Leadership Training; Best Practices; Risk; Developmental Tasks; Adolescents; Young Adults; Scores; Males; Likert Scales; Self Concept; Empowerment; Citizenship; Service Learning; Outcomes of Education; Mentors; Decision Making; Peer Relationship; Student Characteristics + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Psychohygiene; Therapie; Jugendsofortprogramm; Curricula; Lehrplan; Rahmenplan; Programme evaluation; Programmevaluation; Schülerverhalten; Führungslehre; Risiko; Entwicklungsaufgabe; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Male; Männliches Geschlecht; Likert-Skala; Selbstkonzept; Staatsbürgerschaft; Service-Learning; Lernleistung; Schulerfolg; Decision-making; Entscheidungsfindung; Peer-Beziehungen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01