A phenomenographic study of factors leading to variation in the experience of a school-based wilderness experiential programme

Abstract

Adventure programming provides an exemplar for interventions through which adolescents may experience holistic development, interdependence, competence, and learn to model pro-social values. This study used a phenomenographic methodology to investigate the different ways in which a sample of 37 adolescents experienced a 27-day school-based wilderness adventure programme and identify aspects of the programme that were critical to variation in programme outcomes. The analysis revealed four conceptions of the programme: (a) long gruelling school hike, (b) school initiation/rite of passage programme, (c) once-in-a-lifetime group adventure, and (d) multifaceted learning and development opportunity. These categories of description are structured hierarchically, relate directly to programme outcomes, and evolve from different levels of awareness in six critical dimensions of variation, including: (a) programme characterisation, (b) the nature of group processes and interactions, (c) the nature and level of connection and interactions with adult group leaders, (d) the depth of engagement in various components of the programme, (e) the personal relevance that experiences had for participants, and (f) the type of growth and learning that was perceived to have accrued from these experiences. These findings and their implications for both adventure programming design and implementation, and for research on psychological interventions are discussed.

Keywords

Adventure programming adventurous experiential learning phenomenographic phenomenography positive youth development wilderness experiential programme

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