Outdoor adventure may improve body image. However, minimal research exists on the effect outdoor adventure has on body image in adolescent girls, a demographic continually plagued by negative body image. In response, this exploratory study considered the influence of one outdoor adventure program in the San Francisco Bay Area. Through…

Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by…

This research highlights the learning of female offenders on a 20-day tailor-made experiential adventure education course (Women in Action) delivered by Outward Bound New Zealand. The aims of the course were to increase self-awareness, to develop an understanding of the concept of choice and self responsibility, to improve communication skills and…

Eight to eleven year-old girls and their counselors in a summer camp were studied to ascertain the impact of the camp experience on the campers' self-concept and social competence behavior. Among the findings were that the campers' perceptions of the counselors as accepting and controlling were associated with significant changes in self-concept…

A total of 24 self-identified women of color took part in focus groups and interviews concerned with attitudes toward the outdoors and involvement in outdoor activities. Analysis focuses on social support for participation, family influence, peer influence, role models, perceived isolation, sociocultural influences, discomfort and fear, personal…

Provides a comparative analysis of the implications for girls in outdoor and adventure education in New Zealand and England. Observed and interviewed girls aged 13-15 in residential outdoor education programs. Girls in both settings stated that their self-confidence had increased as a result of the outdoor and adventure activities. (KS)

Emphasizes the importance of leader awareness of the discomfort and need for emotional safety that may surface for women survivors of sexual abuse during an outdoor experience. Discusses survivor's self-perception and how this affects the outdoor experience; the impact of natural elements on survivors; and how to help survivors develop coping…

Discusses the search for gender identity in the midst of conflicting messages from modern society and reviews the American tradition of looking to outdoor adventure as a means of affirming gender-based community. Urges experiential educators to be sensitive to gender-related anxiety and aware of the benefits of same-sex groups. (JHZ)

Societal expectations often teach women to separate their identities from their bodies, which distorts their self-image, resulting in shame and alienation. Adventure programs can create an environment of unconditional acceptance and trust where people can speak their inner fears. Two women who had negative body images relate how adventure…

Single-sex adventure education programs for adolescent women give them space to challenge traditional feminine roles, relate to other women without the pressures of mixed-sex groups, and examine issues such as personal relationships and health within a safe environment. If there are insufficient women facilitators, male staff should have awareness…

This anthology contains 18 chapters that deal with wilderness therapy for women and the symbolic value of wilderness accomplishments to women's mental health. Sections of the book present theoretical perspectives on wilderness therapy; describe programs providing empowerment, challenge, and therapy for general populations of women and special…

Research and personal experiences suggest that women in general, and more specifically women from diverse ethnic and social class backgrounds and women with disabilities, do not have equal opportunities to experience the outdoor world. Discusses some obstacles to access and some measures for dissolving these barriers. Cites the National…

A female trip leader in the University of Florida's Travel and Recreation Program observed that women and men approached outdoor experiences differently, and suggested a women-only program. From this came the Women in the Wilderness program, a women-only outdoor education program designed to empower women through participation in adventure…

Recommends modifying adventure education experiences to reflect the needs of adolescent girls: understanding differences in male-female play patterns, varying opinion requests, using single-gender grouping, facilitating equal female participation, using role models, letting girls do things for themselves, complimenting girls on their talents,…

In this essay, women outdoor leaders discuss how gender influences their work, and explore and challenge some assumptions underlying outdoor leadership that continue to privilege the impartial, disembodied practices typified by the masculine outdoor leader. Four feminist, and three other feminist outdoor leaders participated in personal interviews…