Treatment Applications *DRAFT*
This section addresses how the concepts of adventure therapy are implemented in treatment. The material in this text is primarily focused on describing what is specific to adventure therapy (AT). It is expected that currently accepted best practices in mental health will be observed and implemented in adventure therapy programs, and as such, are not specifically addressed in this document. In all treatment contexts, the following guidelines apply:
- Client safety, physical and emotional, is always in the forefront of practitioner considerations. Practitioners also attend to their own safety (Gass, M., 1993; Priest, S. & Gass, M., 1999; Lung, Stauffer, Alvarez, 2008).
- The practitioner is expected to choose a preferred theoretical perspective on human growth, development, and change to bring into their practice of adventure therapy (Newes, 2000; Berman & Davis-Berman, 1994; Gass, 1993).
- Clients are invited to engage in an active process of experiential activities that serves as the primary catalyst for change (Newes, 2000; Berman & Davis-Berman, unknown).
- Clinical observations about client functioning are taken from the current experiential activity occurring in the treatment context.
- The specific intervention is chosen after a thorough assessment of client needs and treatment context. This includes an identification of the problem to be addressed (Berman & Davis-Berman, unknown; Lung, Stauffer & Alvarez, 2008).
- Individual treatment plans are developed that identify client issues, goals, and interventions clearly. Interventions are intentionally designed to address identified issues and documented appropriately (Berman & Davis-Berman, 1994; Berman & Davis-Berman, unknown; Lung, Stauffer & Alvarez, 2008; Newes, 2000; Russell, 2003; Russell & Phillips-Miller, 2002; Russell, 2001; Russell, 2000).
- Issues that unfold during the process of the activity are the primary focus of each treatment intervention. The practitioner is expected to maintain the flexibility to deal with spontaneous issues that arise in the moment (Newes, 2000; Lung, Stauffer & Alvarez, 2008).
- Adventure therapists are expected to be involved in a process of self-assessment and awareness during the delivery of services, as well as professional supervision to help navigate the therapeutic situations that arise during adventure therapy interventions (Lung, Stauffer & Alvarez, 2008).
- Ensure the organization or partnering agencies can support the AT application.
As a treatment application, adventure practice is used as its own modality or is used in conjunction with other interventions or based on accepted counseling practice theories and modalities. For more information about integration of mental health theories and adventure therapy, the reader is referred to the Theory section. The Treatment Applications section identifies the environmental and social contexts in which adventure therapy is applied, how the adventure therapist implements assessment and intervention methods, and unique issues existing within AT. The material is contained in the sections outlined below:
Environmental Contexts are explored in this section to help the reader understand the venues through which AT may be used. These settings include schools, outpatient, inpatient, residential, and wilderness settings.
Social Contexts are explored in this section including individual, group, and family applications of adventure therapy. This section discusses social context as an important consideration for treatment.
Assessment is explored in terms of how it guides effective practice, enhances facilitation, and is implemented using adventure tools and techniques.
Intervention-Treatment Outcomes describes treatment outcomes that are commonly sought through adventure interventions.
Intervention-Facilitation Skills are examined in relation to the development of the therapeutic process. The primary focus of this section is to articulate how practitioners work intentionally to achieve the most effective treatment results.
- Therapeutic alliance
- Matching interventions to enhance the therapeutic intent
- Therapeutic environment
- Treatment skills
- Processing
Intervention-Adventure Activities are described by the types listed below. The primary focus of this section is to identify intended treatment outcomes and practitioner guidelines for using these activities in a treatment context.
- Cooperative activities
- Initiative activities
- Trust activities
- High constructed element activities
- Service Learning
- Solo
- High adventure and Natural Environment activities
- Expeditions
Bibliography
Berman, D. & Davis-Berman, J,. (1994). Wilderness Therapy: Foundations, Theory & Research. Dubuque, IA: Kendall/ Hunt Publishing Co.
Berman, D. & Davis-Berman, J. (unknown) Adventure as Psychotherapy: A Mental Health Perspective.
Gass, M. (1993). Adventure Therapy: Therapeutic Applications of Adventure Programming, 153-160. Dubuque, IA: Kendall/ Hunt Publishing, Co.
Lung, M., Stauffer, G. & Alvarez, T. (2008). Power of One: Using Adventure and Experiential Activities Within One On One Counseling Sessions. Oaklahoma City, OK: Wood ‘N' Barnes Publishing.
Newes, S. (2000). Adventure-Based Therapy: Theory, Characteristics, Ethics, and Research: A paper written to fulfill the comprehensive examination requirement. Areas: Psychotherapy, Ethics, Methodology. Pennsyvania State University.
Priest, S. & Gass, M. (1999). Effective Leadership in Adventure Programming. Human Kinetics Publishing.
Russell, K. C. & Phillips- Miller, D. (2002). Perspectives on the wilderness therapy process and it relation to outcome. Child and Youth Care Forum, 31(6), 415-437.
Russell, K (2003b). A nation-wide survey of outdoor behavioral healthcare programs for adolescents with problem behaviors. Journal of Experiential Education, 25(3), 322-331.
Russell, K.C. (2001). What is Wilderness Therapy? Journal of Experiential Education, 24(2), 70-79.
Russell, K.C. (2000). Exploring how the wildernesss therapy process relates to outcomes. Journal of Experiential Education, 23(3), 10-176.
