The Impacts of Adventure Therapy Training Workshops on High School Counselors’ Adventure Therapy Competence

• Main Authors: Wei-Man Hung, 洪瑋蔓
• Other Authors: Chih-Mou Hsieh
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/21641283469446256469

碩士 === 國立體育大學 === 休閒產業經營學系碩士班 === 100 === This study emphasized on how the adventure therapy training workshops work for high school counselors’ adventure therapy competence.The objectives of this study are from the adventure therapy training workshops which were included four workshops, the practice of leading adventure therapy group for students, and a supervision meeting for the high school counselors who are not so familiar with adventure therapy. Through two in-depth interviews and a mini focus group interview, the results of this study were as below: 1. The context experiences of participants would impact their first impression of adventure therapy field, and they also acquired reflection and modified their working mode on counseling and teaching. 2. Through the training workshops, the participants had awareness about themselves, their job and the relationship of their work. The awareness of themselves made them review and modify their own values, reflect their roles in groups. By doing so, there are positive changes on theie life such as building up great family relationship and social interaction. The awareness of their job included: learning how to improve their work performance by the experiences sharing from other participants, expecting cooperating with other participants by adventure therapy, and enhancing the relationships between colleagues and students. 3. There are three dimensions of adventure therapy competence learning: attitudes, skills, and knowledge— (1) Attitudes: attitudes would be activated and learned by “modeling learning”, “the design of activities and social environment interaction”, and “leading adventure therapy group”. (2) Skills: the participants acquaired leading skills of activities and reflection, skills of program designing and implementing, and leading skill of safe and emotional safe. (3) Knowledge: the participates were able to indicate the adventure therapy processing, the essentials of adventure therapy, the philosophy of experiential education and reflection, the theory of comfortable zone, etc. However, they would like to know more structural knowledge from the instructors. 4. The training workshop made these participants change their working mode with students, for example, counseling type, teaching type. Besides, they indicated they are willing to apply adventure therapy on more clients, teachers, and students’ parents or collaborate with other teachers for planning more programs or events in schools. 5. The participants were not familiar with adventure activities so that they felt anxious and confused with some issues when they tried to intergrate “adventure” and “counseling”. They shared their difficulties, confusions and suggestions of the training workshops and leading groups, which would give suggestions for the participants and instructors of adventure therapy workshop in the future. Based on the results of this research, this study suggested that the following study could expand the sexes, profession, and background of the participants and reduce the research field. Besides, the government should promote this kind of training workshops for teachers/counselors so that teachers would provide brand-new teaching strategies. Key words: adventure therapy competence, adventure therapy competence training workshop, teacher professional growth, adventure therapy