Pub Date : 2022-10-21DOI: 10.18666/jorel-2022-11601
Rosemary A. Kinch, Andrew J. Bobilya, Brad Daniel, Sara Duncan
Indigenous storytelling is a transaction between narrators and audiences that can be expressed through Traditional Ecological Knowledge (TEK). TEK narratives, such as those of the Eastern Band of Cherokee Indians (EBCI), can demonstrate ecological literacy by empowering audiences to co-create their engagement with the local environment of that Indigenous society and its TEK. Place-based education integrates such experiential relationships with ecological systems into progressive learning and holistic well-being. TEK stories can describe how those interactions promote inclusive sustainability with local places prioritized by place-based education. To date, no known research has investigated the integration of Cherokee TEK narratives with place-based curricula for middle school students. This study explored middle school student’s interpretations of a collaborative experience that integrated place-based education, EBCI TEK narratives, and the local environment. As participants reflected on their experience, three major themes emerged through narrative inquiry analysis: cultural literacy, well-being, and respecting nature.
{"title":"Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education","authors":"Rosemary A. Kinch, Andrew J. Bobilya, Brad Daniel, Sara Duncan","doi":"10.18666/jorel-2022-11601","DOIUrl":"https://doi.org/10.18666/jorel-2022-11601","url":null,"abstract":"Indigenous storytelling is a transaction between narrators and audiences that can be expressed through Traditional Ecological Knowledge (TEK). TEK narratives, such as those of the Eastern Band of Cherokee Indians (EBCI), can demonstrate ecological literacy by empowering audiences to co-create their engagement with the local environment of that Indigenous society and its TEK. Place-based education integrates such experiential relationships with ecological systems into progressive learning and holistic well-being. TEK stories can describe how those interactions promote inclusive sustainability with local places prioritized by place-based education. To date, no known research has investigated the integration of Cherokee TEK narratives with place-based curricula for middle school students. This study explored middle school student’s interpretations of a collaborative experience that integrated place-based education, EBCI TEK narratives, and the local environment. As participants reflected on their experience, three major themes emerged through narrative inquiry analysis: cultural literacy, well-being, and respecting nature.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90394551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.18666/jorel-2022-11195
Paul Stonehouse, Nate Furman
How long will it take to get from “Point A” to “Point B”? Estimating the answer to this question is essential for outdoor leaders to accurately and safely manage their outdoor adventure education course. By being able to carefully estimate the amount of time needed to travel a particular route, over the course of a day or an entire expedition, outdoor leaders will be able to avoid unnecessary risk and provide ample time for other curricula and experiences. This paper describes several land-based travel calculation methods (including the less known Munter system recently added to www.caltopo.com’smapping functionality), and notes why they are essential for leading successful outdoor expeditions. Along the way the paper articulates the pedagogical relevance of time calculation models to leadership curriculum and anticipates critiques related to the “McDonaldization” of outdoor adventure education.
{"title":"A Reverence for Time: Mindful Approaches to Land-based Travel Calculations","authors":"Paul Stonehouse, Nate Furman","doi":"10.18666/jorel-2022-11195","DOIUrl":"https://doi.org/10.18666/jorel-2022-11195","url":null,"abstract":"How long will it take to get from “Point A” to “Point B”? Estimating the answer to this question is essential for outdoor leaders to accurately and safely manage their outdoor adventure education course. By being able to carefully estimate the amount of time needed to travel a particular route, over the course of a day or an entire expedition, outdoor leaders will be able to avoid unnecessary risk and provide ample time for other curricula and experiences. This paper describes several land-based travel calculation methods (including the less known Munter system recently added to www.caltopo.com’smapping functionality), and notes why they are essential for leading successful outdoor expeditions. Along the way the paper articulates the pedagogical relevance of time calculation models to leadership curriculum and anticipates critiques related to the “McDonaldization” of outdoor adventure education.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79823101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.18666/jorel-2022-11268
J. Kennedy
Although multiple studies have considered women’s experiences in the outdoor education field and the impact on women’s notions of gender, little research has been conducted on men’s experiences and ideas about gender in the outdoors. This research explores male outdoor leaders’ notions about masculinity and how they may shape their practice. Interview, observation, and artefactual data were recorded and analyzed to determine the 18 male-identifying participants’ ideas about masculinity in the outdoor education realm. Participants expressed confusion about rapidly changing gender norms, worries about stigmatization, distaste for hypermasculine performances, and a generally progressive outlook about gender issues. In addition, multiple participant statements reinforced gender essentialism, demonstrating adherence to a hybrid masculinity.
{"title":"Stigma, stereotypes, and status: How North American outdoor educators understand and experience masculinity","authors":"J. Kennedy","doi":"10.18666/jorel-2022-11268","DOIUrl":"https://doi.org/10.18666/jorel-2022-11268","url":null,"abstract":"Although multiple studies have considered women’s experiences in the outdoor education field and the impact on women’s notions of gender, little research has been conducted on men’s experiences and ideas about gender in the outdoors. This research explores male outdoor leaders’ notions about masculinity and how they may shape their practice. Interview, observation, and artefactual data were recorded and analyzed to determine the 18 male-identifying participants’ ideas about masculinity in the outdoor education realm. Participants expressed confusion about rapidly changing gender norms, worries about stigmatization, distaste for hypermasculine performances, and a generally progressive outlook about gender issues. In addition, multiple participant statements reinforced gender essentialism, demonstrating adherence to a hybrid masculinity.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85039599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.18666/jorel-2022-11552
S. Priest
{"title":"Clearing up the confusion over Outdoor Therapies: How they fit with, overlap, or relate to one another","authors":"S. Priest","doi":"10.18666/jorel-2022-11552","DOIUrl":"https://doi.org/10.18666/jorel-2022-11552","url":null,"abstract":"","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72408866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.18666/jorel-2022-v14-i2-11110
Taylor Hooker, Susan McCool, Sarah R. Fischer, Deborah A. Tysor, N. Q. Lackey
As part of a larger research program examining the impacts of nature-based experiences on veterans with Post-traumatic Stress Disorder, this study focused on changes in their depression and meaning in life after participating in a four-day river rafting experience. Results showed that there were statistically significant improvements over time for both depression scores and meaning in life scores. Results also indicated a weak statistically significant, negative association between depression and presence of meaning in life. The study’s results are useful for practitioners who may be considering nature-based programs for their clients, as well as researchers seeking to better understand the psychological health benefits of river rafting.
{"title":"Exploring Changes in Depression and Meaning in Life through River Rafting for Veterans with PTSD","authors":"Taylor Hooker, Susan McCool, Sarah R. Fischer, Deborah A. Tysor, N. Q. Lackey","doi":"10.18666/jorel-2022-v14-i2-11110","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-11110","url":null,"abstract":"As part of a larger research program examining the impacts of nature-based experiences on veterans with Post-traumatic Stress Disorder, this study focused on changes in their depression and meaning in life after participating in a four-day river rafting experience. Results showed that there were statistically significant improvements over time for both depression scores and meaning in life scores. Results also indicated a weak statistically significant, negative association between depression and presence of meaning in life. The study’s results are useful for practitioners who may be considering nature-based programs for their clients, as well as researchers seeking to better understand the psychological health benefits of river rafting.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87470231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.18666/jorel-2022-v14-i2-10963
Nathan Williams
Diversity interventions on college campuses provide engagement opportunities for students to interact across lines of difference. Despite these efforts, hate crimes, racial and cultural insensitivity, and a lack of engagement with diverse peers are prevalent. This qualitative case study used an embedded single-case design to explore a new type of intervention: diversity-focused outdoor adventure trips. These trips draw participants from diverse campus communities and create bridges across student populations who might not interact otherwise. Findings from this study suggest that students experience meaningful experiential learning about diversity on outdoor adventure trips. Students are then able to create connections with diverse peers that impact their views of the campus and diverse peers in their community. These findings have implications for extending campus diversity education beyond the traditional classroom or workshop environment and demonstrates the potential for outdoor recreation and education contexts to be opportunities for powerful personal connections among diverse participants. These connections among individuals illustrate the potential for outdoor recreation experiences to forge new bonds between across disparate communities.
{"title":"The Power of Campfire Spaces for Diversity Education: A Case Study Analysis of a Diversity-Focused Outdoor Adventure Program","authors":"Nathan Williams","doi":"10.18666/jorel-2022-v14-i2-10963","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-10963","url":null,"abstract":"Diversity interventions on college campuses provide engagement opportunities for students to interact across lines of difference. Despite these efforts, hate crimes, racial and cultural insensitivity, and a lack of engagement with diverse peers are prevalent. This qualitative case study used an embedded single-case design to explore a new type of intervention: diversity-focused outdoor adventure trips. These trips draw participants from diverse campus communities and create bridges across student populations who might not interact otherwise. Findings from this study suggest that students experience meaningful experiential learning about diversity on outdoor adventure trips. Students are then able to create connections with diverse peers that impact their views of the campus and diverse peers in their community. These findings have implications for extending campus diversity education beyond the traditional classroom or workshop environment and demonstrates the potential for outdoor recreation and education contexts to be opportunities for powerful personal connections among diverse participants. These connections among individuals illustrate the potential for outdoor recreation experiences to forge new bonds between across disparate communities.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77802615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.18666/jorel-2022-v14-i2-11137
C. Bolick, J. Glazier, Christoph Stutts
Schools of education continue to struggle with how to best meet the needs of practicing teachers enrolled in graduate teacher education programs. The University of North Carolina at Chapel Hill’s School of Education designed a graduate teacher education program with an embedded outdoor education residency component to disrupt practicing teachers’ concepts of teaching with the intent of impacting their professional practice. This qualitative study reports the results of a multi-year investigation into the transference of the learning that occurs in the outdoor experiential education residency into teachers’ classroom communities. The experiential opportunities were designed to embolden the teachers to rethink community and to reinvent their teaching practice. The findings inform our understanding of the transference of outdoor experiential education as teachers took off their backpacks and returned to the K-12 classroom. Particularly evident in the data were the ways teachers’ own engagement in authentic community as part of the residency model influenced their efforts to create the same opportunities for their K-12 students and for themselves in their school communities. Our findings reveal images of possibility while also noting obstacles to transference.
{"title":"Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom","authors":"C. Bolick, J. Glazier, Christoph Stutts","doi":"10.18666/jorel-2022-v14-i2-11137","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-11137","url":null,"abstract":"Schools of education continue to struggle with how to best meet the needs of practicing teachers enrolled in graduate teacher education programs. The University of North Carolina at Chapel Hill’s School of Education designed a graduate teacher education program with an embedded outdoor education residency component to disrupt practicing teachers’ concepts of teaching with the intent of impacting their professional practice. This qualitative study reports the results of a multi-year investigation into the transference of the learning that occurs in the outdoor experiential education residency into teachers’ classroom communities. The experiential opportunities were designed to embolden the teachers to rethink community and to reinvent their teaching practice. The findings inform our understanding of the transference of outdoor experiential education as teachers took off their backpacks and returned to the K-12 classroom. Particularly evident in the data were the ways teachers’ own engagement in authentic community as part of the residency model influenced their efforts to create the same opportunities for their K-12 students and for themselves in their school communities. Our findings reveal images of possibility while also noting obstacles to transference.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83597577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.18666/jorel-2022-v14-i2-11108
Peter Ahl, Eddie L. Hill, A. Leary, Ben Lawhon
This study describes a program developed with the coordination of four agencies to reconnect urban youth to nature by combining the best of each partner. Many urban youth are disconnected from nature. Recent studies show that youth only spend about 15-25 minutes daily outdoors recreating. Youth are now exposed to high-arousing stimuli from technology. Youth who spend time in nature have demonstrated improved test scores, self-discipline and have become more environmentally aware. Out of school time (OST) programs can provide an effective setting for outdoor-based programs. The Leave No Trace for Every Kid educational initiative focuses on educating youth about nature through a values and asset development. Partnering with the Leave No Trace Center for Outdoor Ethics, the YMCA, a public school, and a local university, an innovative program was launched using the stewardship curriculum in an after-school program.
{"title":"Bigfoot Inspires Youth: Teaching Leave No Trace through Afterschool Partnerships","authors":"Peter Ahl, Eddie L. Hill, A. Leary, Ben Lawhon","doi":"10.18666/jorel-2022-v14-i2-11108","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-11108","url":null,"abstract":"This study describes a program developed with the coordination of four agencies to reconnect urban youth to nature by combining the best of each partner. Many urban youth are disconnected from nature. Recent studies show that youth only spend about 15-25 minutes daily outdoors recreating. Youth are now exposed to high-arousing stimuli from technology. Youth who spend time in nature have demonstrated improved test scores, self-discipline and have become more environmentally aware. Out of school time (OST) programs can provide an effective setting for outdoor-based programs. The Leave No Trace for Every Kid educational initiative focuses on educating youth about nature through a values and asset development. Partnering with the Leave No Trace Center for Outdoor Ethics, the YMCA, a public school, and a local university, an innovative program was launched using the stewardship curriculum in an after-school program.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82924327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.18666/jorel-2022-v14-i2-11127
Peter Nerothin, Eddie L. Hill, J. Haegele
Type 1 diabetes (T1D) is an endocrine and metabolic disorder affecting approximately 1.4 million adults living in the United States. Psychosocial factors have been identified as key barriers to improvements in self-care among T1D adults, including emotional well-being, social support and self-efficacy, and personal motivation. It is posited that nonclinical approaches, such as peer-based outdoor adventure education programs, could assist T1D adults with their individual psychosocial needs. However, very little research exists to support this unique approach to care. The purpose of this study was to explore the meaning that adults living with T1D ascribe to participation in a wilderness backpacking trip. Eighteen participants with T1D completed a 5-day backpacking trip on the Chilkoot Trail in Alaska and British Columbia. Once on the trip, participants were invited to participate in two semi-structured interviews within 48 hours of the trip start and end date. Using a phenomenological approach, three themes were constructed: a) seeking and finding a diabetes community, b) revealing capabilities to yourself and the world, and c) enhancing diabetes management and self-care on the trail and in life. A common thread across the three constructed themes was the sense of belonging to the diabetes community, which was described by the participants as paramount to their positive overall trip experience. This finding extends assertions that peer relationships during OAE programs may play a central role in improving psychosocial functioning for individuals living with T1D. This provides evidence on the power of using outdoor recreation to positively impact the community of individuals with T1D.
{"title":"Breathing Fresh Air into Diabetes Education: A Qualitative Study","authors":"Peter Nerothin, Eddie L. Hill, J. Haegele","doi":"10.18666/jorel-2022-v14-i2-11127","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-11127","url":null,"abstract":"Type 1 diabetes (T1D) is an endocrine and metabolic disorder affecting approximately 1.4 million adults living in the United States. Psychosocial factors have been identified as key barriers to improvements in self-care among T1D adults, including emotional well-being, social support and self-efficacy, and personal motivation. It is posited that nonclinical approaches, such as peer-based outdoor adventure education programs, could assist T1D adults with their individual psychosocial needs. However, very little research exists to support this unique approach to care. The purpose of this study was to explore the meaning that adults living with T1D ascribe to participation in a wilderness backpacking trip. Eighteen participants with T1D completed a 5-day backpacking trip on the Chilkoot Trail in Alaska and British Columbia. Once on the trip, participants were invited to participate in two semi-structured interviews within 48 hours of the trip start and end date. Using a phenomenological approach, three themes were constructed: a) seeking and finding a diabetes community, b) revealing capabilities to yourself and the world, and c) enhancing diabetes management and self-care on the trail and in life. A common thread across the three constructed themes was the sense of belonging to the diabetes community, which was described by the participants as paramount to their positive overall trip experience. This finding extends assertions that peer relationships during OAE programs may play a central role in improving psychosocial functioning for individuals living with T1D. This provides evidence on the power of using outdoor recreation to positively impact the community of individuals with T1D.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75316950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-08DOI: 10.18666/jorel-2022-10906
S. Dawson, B. McCormick, D. Knapp, J. Piatt
Residential medical specialty camps provide short-term psychosocial benefits to youth with health conditions during summer camp, yet extinguishing effects are commonly seen in followup data as campers return to home and school settings (Dawson, 2017; Knapp et al., 2015; Moola et al., 2014; Plante et al., 2001). Innovative year-round support approaches are needed to enhance existing residential medical camps to improve long-term psychosocial outcomes associated with the months following the summer experience (Dawson, 2017; Dawson et al., 2018). This study is a qualitative analysis of an online mentoring support program designed as a follow-up approach in the months after residential summer camp experience has ended. The mentoring support program matched adolescent campers with a physical disability to an adult mentor having a similar disability and was structured through an online support curriculum facilitated by a recreational therapist. Qualitative analysis yielded two major themes from mentors and mentees (a) mentor as a disability life coach providing psychosocial support and expanding life expectations, and (b) barriers and facilitators to the mentee-mentor relationship. Discussion centers on insights for further developing this mentoring support program as an adjunct to traditional medical specialty camps.
住宿医疗专业营在夏令营期间为有健康状况的青少年提供了短期的心理社会效益，但在营员返回家庭和学校的后续数据中，通常可以看到熄灭效应(Dawson, 2017;Knapp et al.， 2015;Moola et al.， 2014;Plante et al.， 2001)。需要创新的全年支持方法来加强现有的住宿医疗营地，以改善与夏季经历后几个月相关的长期心理社会结果(Dawson, 2017;Dawson et al.， 2018)。本研究是对一个在线辅导支持计划进行定性分析，该计划是在住宿夏令营经历结束后的几个月内设计的后续方法。指导支持计划将有身体残疾的青少年露营者与有类似残疾的成年导师配对，并通过娱乐治疗师提供的在线支持课程进行组织。定性分析得出了导师和学员的两个主要主题(a)导师作为残疾生活教练提供社会心理支持和扩大生活期望，以及(b)障碍和促进师徒关系。讨论集中在进一步发展这一指导支持计划的见解，作为传统医学专业营地的辅助。
{"title":"Analysis of a Year-Round Mentoring Program for Youth with Physical Disabilities Attending a Medical Specialty Camp","authors":"S. Dawson, B. McCormick, D. Knapp, J. Piatt","doi":"10.18666/jorel-2022-10906","DOIUrl":"https://doi.org/10.18666/jorel-2022-10906","url":null,"abstract":"Residential medical specialty camps provide short-term psychosocial benefits to youth with health conditions during summer camp, yet extinguishing effects are commonly seen in followup data as campers return to home and school settings (Dawson, 2017; Knapp et al., 2015; Moola et al., 2014; Plante et al., 2001). Innovative year-round support approaches are needed to enhance existing residential medical camps to improve long-term psychosocial outcomes associated with the months following the summer experience (Dawson, 2017; Dawson et al., 2018). This study is a qualitative analysis of an online mentoring support program designed as a follow-up approach in the months after residential summer camp experience has ended. The mentoring support program matched adolescent campers with a physical disability to an adult mentor having a similar disability and was structured through an online support curriculum facilitated by a recreational therapist. Qualitative analysis yielded two major themes from mentors and mentees (a) mentor as a disability life coach providing psychosocial support and expanding life expectations, and (b) barriers and facilitators to the mentee-mentor relationship. Discussion centers on insights for further developing this mentoring support program as an adjunct to traditional medical specialty camps.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87379646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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