Introduction

Background of the problemMeasuring the effectiveness of outdoor and challenge course

education can be a difficult task. Those who are funding such programs often require evidence that the programs are effectively transferring the desired goals and skills. Adolescent self-esteem studies provide a viable starting point. Practitioners will benefit from self-esteem studies as it will help to enhance and clarify popular approaches to facilitation (Leather, 2013). While positive self-esteem experiences may often be reported in adventure education, there are still criticisms of research such as poor methodological approaches and difficulty measuring self-esteem (Grocott & Hunter, 2009). Continuing research in adolescent self-esteem and challenge course participation will assist in clarifying and enhancing the benefits outdoor education

Definitions of Key Terms

Experiential Education- A philosophy in which educators purposefully engage with learners in direct experience and focused reflection (AEE, 2013).

Outdoor Education- A philosophy that the outdoors can be used to facilitate growth in teamwork, problem solving, risk taking, self-esteem, and interpersonal communications (DuFrene, D. D., Sharbrough, W., Clipson, T., & McCall, M., 1999).

Self-Esteem- A confidence and satisfaction in oneself (Merriam-Webster, n.d.)

Literature Review

Adolescent Self-EsteemAccording to ChildStats.gov (2013) adolescents who over the

course of one year have experience one major depressive episode (MDE) are more likely than their peers to participate in risky behavior such as drug use, binge drinking, and smoking. These adolescents are also at a greater risk for suicide. Low self-esteem and depression are often linked together. Merriam-Webster (n.d.) has defined self-esteem as “a confidence and satisfaction in oneself” and depression as “a serious medical condition in which a person feels very sad, hopeless, and unimportant and often is unable to live in a normal way.” A lack of confidence and satisfaction could certainly be considered characteristics of low self-esteem and a feeling of hopelessness and unimportance would likely be synonymous. The importance of preparing adolescents with the proper tools and skills to cope with situations that trigger low self-esteem should be apparent from this evidence.

Those entering late childhood and adolescents are more likely to have concerns regarding their sense of self in relation to others (Nassar-McMillan, 1997). There are physical and psychological changes at this point in a persons life. It is during this time when building self-esteem should be considered critically important. The levels of self-esteem adolescents have influences their decision-making abilities. In addition, adolescents may find a new ambiguity to their lives, leading to confusion about their expectations and responsibilities. During the development leading up to adolescence much of a child's life remains stable. Lipka (1996) explained that during adolescences youth are acquiring new skills through new situations. The development of these skills at different rates among youth can challenge self-esteem. These developmental transitions make maintenance of positive self-esteem critical. Lipka found low self-esteem may lead to misperception, distortion, or avoidance of new situations.

On the other end of the spectrum, high self-esteem has been linked to increased academic performance, improved health, and more productive behavior (Delgas-Pelish, 2006). Children and

adolescents with high self-esteem are more able to value those around them and feel good about the world they live in. Connections to peer groups for socializing may influence adolescent self-esteem. Delgas-Pelish's study showed it potentially beneficial for self-esteem enhancement programs to be available to adolescents. These programs offer tools and skills that may better equip children and adolescents to face decisions confidently and make better life choices.

Adolescents experience challenges to their self-esteem in much of their everyday life. American students spend a significant amount of time in school. This makes educational institutions a potential source of variables affecting self-esteem (Locker & Cropley, 2004). With the standardize tests and high performance expectations students are experiencing increasing pressures at younger and younger ages. Early intervention and proactive prevention programs implemented by educators could aid students who experience depressive and anxious behavior. Educators need a greater awareness of the distress that children and adolescence may experience while in their presence. By implementing self-esteem programs educator could aid in increasing the overall emotional well being of their students. This will aid in creating a better educational environment.

Educators should be prepared to for the challenges that arise with adolescent self-esteem. A students self-esteem is intricately connected to the confidence and motivation they need to engage their educational goals (Ferkany, 2008). This self confidence helps adolescents be able to respond to threats around them appropriately. Everyone is exposed to positive, negative, and neutral situations that influence and impact self-esteem. Adolescents are at a time when they are learning how to cope with these situations. Educators need to foster environments where students are able to develop the necessary coping skills. Important to this environment is a proper social atmosphere. The adolescent stage is when many “in” and “out” groups are formed, segregating individuals from their peers. An adolescents self-esteem maybe damaged when they experience a withdrawal from social opportunities. Educators can facilitate a socially friendly environment by incorporating cooperative activities for their students. Avoiding “popularity contests” will help alleviate social performance pressures on students. Ultimately self-esteem issues among adolescents is part of a greater system. As a result Ferkany asserted that systematic solutions need to be found.

Outdoor Education as an Interdisciplinary ToolOutdoor education is a diverse field and offers a variety of

applications. Outdoor education can be utilized multitude of different atmospheres. From colleges to businesses, outdoor education offers a unique approach to many situations. Outdoor education principles can also be transferred to the indoors as well. Dufrene, Sharbrough, Clipson, and McCall(1999) saw potential in applying outdoor education principles to the business environment. Their research focused mainly on outdoor challenge course education. Challenge courses often activities involved mental and physical challenges. Some employees of businesses may find themselves with limitations that prevent their participation in most challenge courses. Because of the multitude of benefits employers may desire that their employees have the opportunity to experience the principles behind many outdoor challenge activities. Designing and utilizing activities and programs that use challenge course principles in an indoor setting allows employee's to still have this opportunity.

Business is not the only area that has explored the opportunities outdoor education has to offer. College and universities have also examined the benefits of outdoor education. Outdoor education is often found in freshman orientation programs (Wolf & Kay, 2011). Student retention is a concern for many universities. Transitioning into university life holds similar characteristics of adolescent development. College students experience a myriad of new

Summary

Adolescent self-esteem studies provide evidence for the effectiveness of outdoor education. Self-esteem development is a very important issue for adolescents. Facilitators and educators have been placed in a unique position to influence adolescent self-esteem. Program success will heavily depend on adequate structuring of activites. By ensuring this as well as maintaining proper follow-up procedures, facilitators and educators can help maximize the influence on self-esteem their programs have.

Reference List

Association for Experiential Education (2013). Retrieved from http://www.aee.org

Delgas-Pelish, P. (2006). Effects of a self-esteem intervention program on school-age children. Pediatric Nursing, 32(4), 341-348.

Depression. (n.d.). In Merriam Webster Online. Retrieved from http://www.merriam-webster.com/dictionary/depression

DuFrene, D. D., Sharbrough, W., Clipson, T., & McCall, M. (1999). Bringing outdoor challenge education inside the business communication classroom. Business Communication Quarterly. 62(3), 24.

Federal Interagency Forum on Child and Family Statistics (2013). Retrieved from http://www.childstats.gov/

Ferkany, M. (2008). The educational importance of self-esteem. Journal Of Philosophy Of Education, 42(1), 119-132. doi:10.1111/j.1467-9752.2008.00610.x

Grocott, A. C., & Hunter, J. A. (2009). Increases in global and domain specific self-esteem following a 10 day developmental voyage. Social Psychology Of Education: An International Journal, 12(4), 443-459.

Leather, M. (2013). It's good for their self-esteem: The substance beneath the label. Journal of Adventure Education and Outdoor Learning, 13(2), 158-179.

Locker, J., & Cropley, M. (2004). Anxiety, depression and self-esteem in secondary school children. School Psychology International, 25(3), 333-345. doi:10.1177/0143034304046905

Lien, M., & Goldenberg, M. (2012). Outcomes of a college wilderness orientation program. Journal Of Experiential Education, 35(1), 253-271.

Lipka, R.P., & Irvin, J.L. (1996) Positive Self-Esteem and Learning in Early Adolescence. Middle School Journal, 28(1), 52-53.

Marx, J. D. (1988). An outdoor adventure counseling program for adolescents. Social Work, 33(6), 517-20.

Nassar-McMillan, S., & Cashwell, C. S. (1997). Building self-esteem of children and adolescents through adventure-based counseling. Journal of Humanistic Education and Development, 36(2), 59-67.

Wolfe, B. D., & Kay, G. (2011). Perceived impact of an outdoor orientation program for first-year university students. Journal Of Experiential Education, 34(1), 19-34.

Wolfe, B. D., & Samdahl, D. M. (2005). Challenging assumptions: examining fundamental beliefs that shape challenge course programming and research. Journal Of Experiential Education, 28(1), 25-43.

Self-esteem. (n.d.). In Merriam Webster Online. Retrieved from http://www.merriam-webster.com/dictionary/self-esteem

Sheard, M., & Golby, J. (2006). The efficacy of an outdoor adventure education curriculum on selected aspects of positive psychological development. Journal Of Experiential Education, 29(2), 187-209.

 

Scott JuelDepartment of Experiential Education, Minnesota State University, Mankato, Minnesota

changes while entering the unfamiliar university life. These changes can create a stressful situation for students. Freshman orientation programs in general are designed to meet and address these situations and make the college transition easier. According to Wolf and Kay, outdoor education programs facilitate social integration which in turn aids in academic integration. The design of outdoor education orientation programs gives students a chance to develop peer groups. Within these groups students are able to seek out assistance and support during their transitions.

Lien and Goldenberg (2012) also discovered significant social benefits to outdoor education orientation programs. They found that in addition to the social benefits students were able to develop their hard and soft skills set. The variety of activities offered through the outdoor education program made it a great way to foster these skill sets. Students are also able to take what they gain during the programs into their everyday college life. Because of all the benefits of outdoor education, Lien and Goldenberg recommended that outdoor education programs be used for student orientation programs. The study did caution that in other studies some programs had higher success rates than others. To maximize the impact of programs they need to be deliberately structured for the desired outcomes.

Outdoor Education's Influence on Adolescent Self-EsteemIt's important to mention that outdoor education falls under the

broader discipline of experiential education. The Association for Experiential Education, or AEE (2013), warns educators and facilitators that outcomes can't be predicted when it comes to outdoor education programs (2013). If certain outcomes are desired then programs must be deliberately set up to provide suitable experiences for participants. Sheard and Golby (2006) claimed its only naturally appealing in outdoor education to be part of psychological changes. The perceived levels of change that are observed can lead to an assumption of positive influence.

Marx (1988) studied the effects of an outdoor adventure counseling program on “at risk” teens. This early study of outdoor education on self-esteem suggest that therapeutic goals for participants are attained through challenging group activities. Examining self-esteem and feeling about one's self the results of the study found the teens had an improved sense of self by the end of the program. Grocott & Hunter (2009) also discovered similar results in a recent study.

Leather (2013) cautions against claims of perceived self-esteem increases. This is in contrast to evidence in his research that adventure and outdoor education can influence self-esteem and have transferable benefits. Leather explained that these programs are not inherently adapted at improving self-esteem in participants. Programs also cannot predict what works best for all the participants and some will likely not experience the same impacts to their self-esteem or otherwise as their peers. In order to ensure an impact on self-esteem programs need to be designed with a self-esteem goals in mind. Leather promoted fostering a growth mindset in youth. An individual with a growth mindset see success as the result of hard work (Dweck, as cited by Leather, 2013). This is in contrast to a fixed mindset, where there is a belief that abilities and skills are innate and thus “fixed” to the individual.

Perhaps the most important thing educators and facilitators can do to ensure effective self-esteem programs is maintain adequate follow-up procedures. Multiple sources have highlighted this characteristic of effective programs. Studies as early as 1988 suggested follow-up procedures help to maintain continuity, consistency, and integration (Marx, 1988). Leather (2013) saw follow-up work as important to helping individuals maintain a growth mindset and continue to foster self-esteem. Wolfe (2005) provided evidence that groups that participate in programs with adequate follow-up procedures are less likely to revert back to previous behaviors.

Youth and the Outdoors: The Influence of Outdoor Education on Adolescent Self-Esteem