Group Adventure Initiative Tasks require the successful completion of a group task or objective and then provide debriefing and reflection on group processes and individual behaviors. A model of responsible action provides a framework for debriefing by charting behaviors and outcomes of choosing to respond to a situation as "victim"…

It is argued that there are only three core instructional models (behavior, development, and apprenticeship) and that within the framework of these models, only five types of knowledge can be acquired: (1) declarative; (2) procedural; (3) conceptual; (4) analogical; and (5) logical. Examples are presented. (SLD)

Presents demographic information about biracial persons, reviews previous models of racial identity development, discusses their shortcomings when applied to biracial persons, and presents new model of racial identity development focusing on unique aspects of the experience of biracial individual in the United States. Presents counseling…

The transformational leadership style, in which power is delegated to participants who then work to their capacity to complete required tasks, is appropriate for all people to combat the current tendency to consume experiences without developing responsibility or commitment. A model of personal growth through adventure is outlined. (SAS)

This article proposes a conceptual model concerning mental retardation and family well-being during the transition from late adolescence into young adulthood. It suggests that success in residential, vocational, and social realms will influence family well-being directly, while individual characteristics, environment and culture, and family…

Three hypotheses were tested about how children and adults construct intuitive models when encountering a new property. Causal models showed that 10-, 13-, and 19-year-olds transferred principles from familiar property to novel property. None used default model. Younger children's models were affected by domain. Findings suggest that the transfer…

Introduces the "person approach" to the study of adolescence, and discusses the consequences of the approach for theoretical thinking and research methodology. Reviews major types of pattern-based methods used for carrying out a person approach and discusses methodological challenges for adolescent research, including interindividual…

Examined preschoolers' inductive inferences across biological and non-biological kinds. Found support for gradual-enrichment model of conceptual change. Four-year-olds had a limited, coherent, independent biological theory which may form the basis of mature understanding of biological kinds. Explored results in terms of multiple explanatory…

Demonstrates that an understanding of children's language-acquisition difficulties with a wide range of syntactic constructions should be derived from limitations on the child's ability to deal with processing load and formal representational complexity. Maintains this can be done only in the context of a view of syntactic representation…

Describes the stages of the transtheoretical model of change, in which the locus of control is with the changer. Compares this to the action model of change widely used in experiential education, and draws upon experiences in adventure therapy to show how using the transtheoretical model in debriefing can make experiential learning more effective.…

This grounded theory study on developing a leadership identity revealed a 6-stage developmental process. The thirteen diverse students in this study described their leadership identity as moving from a leader-centric view to one that embraced leadership as a collaborative, relational process. Developing a leadership identity was connected to the…

This article applies Aron and Aron's (1986) self-expansion model to the service-learning context. The self-expansion model proposes a motivational framework for understanding why individuals are motivated to engage in service-learning opportunities that allow for meaningful social interaction. Using a survey design, this study confirms hypotheses…

Training programs purporting to develop emotional intelligence (EI) are widely available, yet to date few empirical studies have appeared in the literature providing support that training results in demonstrable changes to EI, and more significantly whether these changes can then be traced to more positive individual or organizational outcomes.…

This article focuses on growth-promoting aspects in the environment, and the authors propose a strength-based, dynamic model of person-environment interaction. The authors begin by briefly discussing the typical recognition of contextual variables in models that rely on the concept of person-environment fit. This is followed by a review of recent…

People acquire spatial information from many sources, including maps, verbal descriptions, and navigating in the environment. The different sources present spatial information in different ways. For example, maps can show many spatial relations simultaneously, but in a description, each spatial relation must be presented sequentially. The present…