adventure based counseling (abc) 歷奇為本輔導

THE IDEAS & PROCESS ofAdventure-Based Counselling

Adventure -based Counselling

14-1-99

2-10-99 (Revised)CHAN Kwok-bong,

kb.chan@bgca.org.hk

The Boys’ & Girls’ Clubs Association of Hong Kong

IDEAS on ABC

Nature & Definition of ABCLearning & Experiential Learning

Nature of ABC

ABC is a learning through Suffering with great deal of Fun

Outcome Definition Learning through Adventure Experiences by

Doing combined with Reflection Process Definition

Process Definition of ABC The Student experiences a state of Disequilibrium by being placed in a Novel Setting and A Cooperative Environment while being

presented with Unique Problem-Solving Situations that lead to Feelings of Accomplishment which are

augmented by Processing the Experience which promotes Generalization and Transfer to future endeavors

Experiential Learning

Learning through Practicing & Reflection

“ I” Question

Experiential Learning

Cycle

Experiencing

Sharing

Interpreting

Generalizing

Applying

What Question

How Question

Why Question

Experiential Learning Provides:

Live Experience Concrete Representation of Self Assertion of Self Responsibility and Ability Climate of Change by

– Increasing Playfulness– Increasing Potential, Spontaneity & Creativity– Sorting out Confusion

Nature of Learning

Grow

th an

d L

earn• Certain

• Comfort

•Habitual

• Known

• EasyComfort AreaComfort Area

Discomfort Discomfort AreaArea

•Uncertain

•Uneasy

•Unknown •Anxious

•Fear

Learning is

Fun

Suffering•Curious•Challenging

PROCESS of ABC

Process of ABC programmingKey concepts of ABCFacilitator & Adventure Facilitation

Process of ABC Programming

Before Program– Group Formation– Selecting Appropriate Activities

During the Program– Briefing the Group– Leading the Group– De-briefing the Group

Group Formation

Homogenous vs. Heterogeneous Natural vs. Assigned

Selecting Activities

Selecting Appropriate Activities

Sequencing Program Intensity Program Flow Individual & Group Consideration

– Level of Competence Risk Assessment

Level of Competence

Technical Competence(Past experience, Skills Acquired &

Fitness)

Psychological Competence(Mental Preparation)Interpersonal Competence(Group Resources)

Risk Level

Exploring Peak Adventure Disaster Adventure Risk

Participant Competence

Real Risk

Briefing

The ABC group is structurally representative of defining rules,making plans,and developing strategies in order to solve experimental and real life problems.

Briefing the Group ( The 1-2-3)

1 Contract: Full Value Contracting 2 Level of Information

– What is it ? - Program Content and Goals– How is it ? - Safety Rules and Precautions

3 Agreements

Full Value Contracting -- The 3 Agreements

1. Work together as group to achieve group or/and individual goal(s).

2. Adhere safety and group behavior guidelines

3. To give and receive both positive and negative feedback, to change behavior when it is appropriate

Presenting the Activities(DDADA Approach)

Describe & Demonstrate– Major Tasks:

• Preparing difficulties and uncertainties• Expanding considerations on group effort• Arousing individual and group participation

Ask Do Adapt

Leading

The shared experience of Common Grounding presupposes that the leader is an active member of the group.

Leading - Tasks and Roles Be an Active Participant and Attentive

Observer / Listener Monitor Safety Search for Common Grounding

– Create Commitment and Induce Challenge• Challenge by Choice: Choice to do Something

– Make on-going modification of program– Facilitate group growth

Debriefing

Co-creating New Meanings from Old Behaviors

Process - De-briefing

Draw general or shared experience Identify concerned particular experience Focus the experience Explore owner’s interpretation of experience Transform to relational issue Invite re-interpretation ( Individual or Gp) Generalize experience

The 3 Piers Debriefing

The What?– What did you see and listen?

The So-What?– What do you feel and think?

The Now-What?– What do you learn and how do you reapply?

Level of Adventure Facilitation Learning and Doing

– Let the experience speak for itself Learning by Telling

– Speaking for the experience Learning through Reflection

– Debriefing the experience Learning through Directive Reflection

– Framing or Frontloading the experience

Framing and Frontloading

Directly Frontloading the experience– Direction with Reflection

Framing the experience– Reinforcement with Reflection

Indirectly Frontloading the experience– Re-direction before Reflection

The Essentials

SpontaneityPlayfulnessHumorCreativity

Reference Karl Rohnke et. al. (1997). The Complete Ropes Course Manual.

Kendall/Hunt Publishing Co. Steven. E. Webster (1989). Ropes Course Safety Manual.

Kendall/Hunt Publishing Co. Michael A. Gass ed. (1993). Adventure Therapy. Kendall/Hunt

Publishing Co. Reldan S. & John L. (1992).Process The Adventure Experience.

Kendall/Hunt Publishing Co. Karl Rohnke (1989). Cowstails and Cobras II. Kendall/Hunt

Publishing Co. Karl Rohnke & Steve Bulter (1995). Quick Silver. Kendall/Hunt

Publishing Co. Jim Schoel et.al. (1989). Island of Healing. Project Adventure Inc Simon Priest & Micheal A. Gass (1998) Effective Leadership in

Adventure Programming. Project Adventure

Web Resources

Association of Experiential Education: www.aee.org Project Adventure: www.pa.org

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