A Journey to Adolescent Flourishing: Exploring Psychosocial Outcomes of Outdoor Adventure Education

Autor/inn/en	Blaine, Judith; Akhurst, Jacqui
Titel	A Journey to Adolescent Flourishing: Exploring Psychosocial Outcomes of Outdoor Adventure Education
Quelle	In: South African Journal of Education, 42 (2022) 3, Artikel 2061 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Blaine, Judith) ORCID (Akhurst, Jacqui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Outdoor Education; Adventure Education; Adolescent Development; Individual Development; Daily Living Skills; Outcomes of Education; Student Attitudes; Learning Experience; Teaching Methods; Sociocultural Patterns; Foreign Countries; Educational Policy; Interpersonal Competence; Friendship; Environmental Education; African Culture; Reflection; Constructivism (Learning); South Africa + Suchen Sie Ihr Suchwort? Freiluftunterricht; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Individuelle Entwicklung; Alltagsfertigkeit; Lernleistung; Schulerfolg; Schülerverhalten; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Ausland; Politics of education; Bildungspolitik; Interpersonale Kompetenz; Freundschaft; Umweltbildung; Umwelterziehung; Umweltpädagogik; Africa; Culture; Afrika; Kultur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins & Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate into the school curriculum (Sibthorp & Jostad, 2014). The aim of this qualitative study was to explore the psychosocial outcomes and perceived value of a school-based OAE programme ("Journey") for adolescents in South Africa. Data from a convenience sample of 144 Grade 10 learners' post-"Journey" surveys, letters to the school principals and interviews with members of the focus groups (n = 20), were thematically analysed using template analysis. Applying the acronym, "FLOURISHING," the analysis suggests that while "Journey" was beneficial for the psychosocial development of most learners, not all perceived value from their experiences. We propose that positive psychosocial outcomes could be enhanced by adopting a strength-based approach to OAE. This study provides a unique sociocultural perspective, corroborating the beneficial effects of OAE and could have implications for pedagogical policy and practice within South Africa (SA) and further afield. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01