Abstract
Adventure based learning (ABL) programs involve experiential learning combined with outdoor recreation, including hiking, snowshoeing, biking, and kayaking. ABL activities push students outside of their comfort zone often resulting in learning and personal growth. A variety of psychological outcomes have been associated with participation in ABL programs, including improved self efficacy, self esteem, resilience, general well-being, and internalized locus of control, but many studies investigated short duration programs (<6 weeks); and fewer have considered the effects across multiple years. PURPOSE: To assess outcomes related to psychological wellbeing, deviant behaviours, and life skills over the course of a multi-year intensive ABL program in a group of at-risk teenagers. METHODS: Teenagers enrolled in a school-based program (43/5 m/f, 16.5±0.9 yr) completed questionnaires twice during the school year, and data was compared using paired t-tests. Questionnaires included validated measures of self esteem, self efficacy, wellbeing, distress, locus of control, substance (cigarette, alcohol, drug) use, and life effectiveness. RESULTS: In the full sample, end-of-year scores for self esteem (p = .03), wellbeing (p = .006), and emotional control (p < .001) increased from baseline. Additional analyses on subgroups of new (n = 26) and returning (n = 22) students revealed significant changes in wellbeing (p = .009) and emotional control (p = .001) only in students that were new to the program, but there were no significant changes (all p > .05) between pre- and post- measures in returning students. CONCLUSIONS: Students in a multi-year ABL program reported improved scores in variables related to positive mental health. These improvements occurred only during the first year of a multi-year program. Participants’ prior involvement in ABL and related programs should be considered when investigating mental health outcomes associated with ABL.
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