Adventure

Writings about adventure therapy.

[shelbiesamanthaadventure-blog]

California Child Care Health Program (2012). Inclusion of Children With Disabilities or

Special Needs. Retrieved from http://www.childaction.org/families/publications/docs/guidance/Handout48-Caring_For_Children_With_Special_Needs.pdf.

Center for Disease Control (2011). Cerebral Palsy Occurrence in the US. Retrieved from

http://www.cdc.gov/features/dscerebralpalsy/index.html.

Denoon, D. (2012). Austism Hits 1 in 88 U.S. Kids, 1 in 54 Boys. Retrieved from

http://www.webmd.com/brain/autism/news/20120329/autism-rates-cdc-2012.

Down Syndrome Education Online. (2012). Social development for individuals with Down

syndrome - An overview. Retrieved from http://www.down-syndrome.org/information/social/overview/?page=3.

California Child Care Health Program (2012). Inclusion of Children With Disabilities or

Special Needs. Retrieved from http://www.childaction.org/families/publications/docs/guidance/Handout48-Caring_For_Children_With_Special_Needs.pdf.

Center for Disease Control (2011). Cerebral Palsy Occurrence in the US. Retrieved from

http://www.cdc.gov/features/dscerebralpalsy/index.html.

Denoon, D. (2012). Austism Hits 1 in 88 U.S. Kids, 1 in 54 Boys. Retrieved from

http://www.webmd.com/brain/autism/news/20120329/autism-rates-cdc-2012.

Down Syndrome Education Online. (2012). Social development for individuals with Down

syndrome - An overview. Retrieved from http://www.down-syndrome.org/information/social/overview/?page=3.

Heyne, L, & Anderson, L. (2012). Social Inclusion in the Lunchroom and on the

Playground at School. Social Advocacy and Systems Change Journal. Retrieved from http://journals.cortland.edu/wordpress/sasc/files/2012/10/Heyne_Wilkins_Anderson_School.pdf.

March of Dimes (2009). Birth Defects: Down Syndrome. Retrieved from

http://www.marchofdimes.com/baby/birthdefects_downsyndrome.html.

Padilla, A. (2012). Creating an Inclusive Environment Through Play. Retrieved at

http://www.playworks.org/blog/creating-inclusive-environment-through-play.

Pinoniemi, L. (2013). Inclusive Play: The New Frontier. Retrieved from

http://landscapeonline.com/research/article/7350.

Gass, M.A., Gillis, H.L., & Russell, K.C. (2012) Adventure Therapy: Theory, Research,

and Practice. Routledge: New York, New York.

Heyne, L, & Anderson, L. (2012). Social Inclusion in the Lunchroom and on the

Playground at School. Social Advocacy and Systems Change Journal. Retrieved from http://journals.cortland.edu/wordpress/sasc/files/2012/10/Heyne_Wilkins_Anderson_School.pdf.

March of Dimes (2009). Birth Defects: Down Syndrome. Retrieved from

http://www.marchofdimes.com/baby/birthdefects_downsyndrome.html.

Padilla, A. (2012). Creating an Inclusive Environment Through Play. Retrieved at

http://www.playworks.org/blog/creating-inclusive-environment-through-play.

Pinoniemi, L. (2013). Inclusive Play: The New Frontier. Retrieved from

http://landscapeonline.com/research/article/7350.

[shelbiesamanthaadventure-blog]

Shelbi, I agree with the challenges AT is facing any may face in the future. The debate about technology’s place in wilderness-based programs is on going and it is a very passionate discussion on both sides. I can also see the benefits and drawbacks of technology in AT, however I agree it will find a way into AT one way or the other. Finally I think the government recognizing the field and providing funding would be great! How can we make this happen?

[shelbiesamanthaadventure-blog]

14 Adventure Therapy in 10 Years

Adventure therapy's future could potentially take multiple different avenues based on its different strengths and weakness as well as the challenges it may encounter. Some of these challenges include funding, the misuse of AT, government regulation(including land restriction), deaths, and lack of creativity (Gass, Gillis, and Russell, 2012). As the field grows a concern is that organizations will begin to accept people that are not suited for the program in order to obtain more money. Those that do not do this are at risk for funding issues, and all the organizations may encounter bad flack due to death and injuries resulting in lower enrollment rates, staff burnout and lack of creativity as well as problems finding land to use, all of which result in a reduction of program quality. 

I don't think any one person can know what AT will be like in 10 years because I think it directly depends on how everyone involved in the cohort reacts to these challenges. I am really concerned and interested to see how technology, wilderness, and funding affects AT in the upcoming years.

As technology advances I feel like it will continue to integrate itself into our lives in a more and more intimate manner. As it integrates itself into AT I am concerned that it might take away some of the "magic" the wilderness gives to those involved in the therapy through simplified and basic level thinking. The advancement of technology is great, but could it also be part of the problem? So much rapid pace cognitive functioning is needed at such an early age that it is causing chidren to have attention problems and high tolerance levels when it comes to excitement. Introducing technology to adolescents has caused its own array of problems- cyber bulling and sexting are notable examples, but just to name a few (Farber, Shafron, Hamadani,Wald, & Nitzburg, 2012). I don't really think it's a matter of whether technology will find its way into AT as it is how it will, and even though I am leery of the idea of technology being introduced into the wilderness tracks at all I can see how it could add to the safety of such exercises. Taking advantage of GPS technology shows both sides of the debate; they could help counselors keep their bearings but also could encourage counselors to focus less on natural methods of navigation. Personally I think the main part of AT that should be affected by technological advances should be its research. By using future technology for the therapy, not in the therapy, we could hope for more significant evidence to be gathered with an increase in means. 

My concern for the wilderness element of AT ties in with my concern for the technological advances, however instead of being concerned that wilderness will invade AT I'm worried that it will become less readily available in the field. As we know the world is constantly developing and large chunks of land like those needed for AT are slowly disappearing and being replaced by more commercial elements. This presents a big issue for AT: with more and more limited wilderness how will these services continue to be provided? In class we talked about how in some areas the AT groups must stay on certain courses in order to stay out of the way of campers or other AT groups. In the future I can see more of this happening on government land as well as more private land being used, however, both of these have repercussions. AT with courses seem to lack adventure, and private land means that the land owner will have to be paid for its use.

Money and funding plays an unfortunately large role in everything we do, and AT is no exception. The Boy Scouts of America, for example, are heavily funded by Mormons, a religious group that opposes gay marriage (Birkey, 2012). The Boy Scouts do not accept gay or questioning boys into their organization and it can be inferred that this has something to do with fear that they might lose their funding and though that their organization. Things like this can easily happen to organizations that need money. They can either be controlled by their financial backers or, in the case of AT, they can admit more people that they should in order to get money from them.  It is my hope that in the next ten years the government will begin to recognize the many benefits AT can have for certain groups of people and in turn allow such coverage as healthcare include AT and other experiential therapies in their financially assisted treatments.I think more therapy and less prescriptions is always something that should be sought after.

Birkey, A. (2012). Boy Scouts Get Big Money From Corporations Despite Anti-Gay Policy. Huffington Post. Retrieved from http://www.huffingtonpost.com/2012/09/18/boy-scouts-get-big-money-_n_1894248.html

Farber, B. A., Shafron, G., Hamadani, J., Wald, E., & Nitzburg, G. (2012). Children, technology, problems, and preferences. Journal Of Clinical Psychology,68(11), 1225-1229. doi:10.1002/jclp.21922 

Gass, M.A., Gillis, H.L., & Russell, K.C. (2012) Adventure Therapy: Theory, Research, and Practice. Routledge: New York, New York.

[shelbiesamanthaadventure-blog]

Ch.12

The APA guide to ethics is an organized set of codes with one common goal: to keep the patients or participants of therapy or studies safe. There are specific ethical standards that anyone working in the field of psychology must adhere to. These codes involve ten different standards; resolving ethical issues, competence, human relations, privacy and confidentiality, public statements, record keeping, education and training, research and publication, assessment, and therapy. Within each of these categories are in-depth examples of what is involved in each. Although every person working in the field of psychology must abide by all of them, some of the standards are more geared towards certain fields than others, e.g. research and coordination is more relative to those that are conducting research psychology then those dealing with applied psychology.

Adventure therapy, too, must follow the APA standards. In order to become a top notch adventure therapist you must be an ethical one. As Gass, Gillis and Russell (2012) pointed out that the development of ethics as a therapist, just like the development of therapeutic competencies, is an ongoing process. To become ethical you must be at one with your own morals, yet also have the ability to remain open minded about others. You must also be up to date with the current APA ethical procedures and standards. Out of the ten ethical standards listed in the APA guideline I think the competence, human relations, assessment, and therapy groups should be held in especially high regard, however none of the guidelines should be overlooked. All nine of the standards can be useful to adventure therapist in different ways. As previously discussed your competencies make up an important element in AT. There is an element of constant learning to AT that results in skill improvement over time. On the flip side of this these competencies must be developed in an ethical direction and their boundaries must be understood. For example it is important ethically to provide help during an emergency, however, it must be recognized that an adventure therapist for the most part may not have the necessary competencies to handle the emergency alone or to further their help once appropriate services have arrived. Because of the extremely personal nature that can be arrived at from living in the woods with others for weeks on end I think that it is very important to be hyper aware of the human relations standard. This standard includes avoiding harassment, harm, and playing multiple roles in a clients life just to name a few. We have also previously discussed the importance of assessment in AT so we can assume that it is also very important to take note of the ethical standards that involve assessment. It is important to use the assessments in an effective and proper manner in which the results accurately reflect the person being assessed without putting the person in harm. This would be particularly useful in creating and determining what kinesthetic assessments are going to be used in the start of adventure therapy since some of them could involve potential dangers. Along the same lines it is important to gather data from the assessment in an ethical way without assuming or over generalizing the results. Lastly I think it goes without saying that an important ethical consideration would be the therapy standard. AT is a form of therapy and because of this it is important to closely follow all of the ethics that should be used when conducting any therapy. Along these guidelines AT must only be conducted under informed consent, the therapist must have established and stable relationships with each individual involved in couples or family therapy, confidentiality limitations must be openly discussed in group therapies, conflicting roles must again be avoided, and proper relationships must be kept avoiding any romantic or sexual relations with the client.

References 

Ethical principles of psychologists and code of conduct. (2013). Retrieved from http://www.apa.org/ethics/code/index.aspx

Gass, M.A., Gillis, H.L., & Russell, K.C. (2012) Adventure Therapy: Theory, Research, and Practice. Routledge: New York, New York.

[shelbiesamanthaadventure-blog]

I feel you did a wonderful job detailing the competencies for both of these forms of therapy. I agree that they are very similar and there is definitely a good deal of overlap between the two. I thought what you said about the paperwork was interesting. I wonder if recreational therapy has more paperwork because it has been around longer and has more established procedures.

[soulbiota-blog]

(via A path on a mountain with a view | Murray Mitchell)

[shelbiesamanthaadventure-blog]

How do competencies for becoming an adventure therapist compare and contrast with a different method of experiential treatment?

Competencies needed to be an exemplary adventure therapist

Adventure therapists need four main abilities, or competencies, before becoming fully capable practitioners in the field. These competencies are made up of a combination of skills, knowledge, and attitude (Gass, Gillis, and Russell, 2012). Prospective adventure therapists should have competencies in the creation of programs for adventure therapy. Adventure programming competencies include the different dimensions it takes to be a leader in the outdoors. Everything from technical skills to communication is encompassed by this category. Mental health therapy competencies are also needed in potential adventure therapists. This can be broken down into three useful subcategories including psychotherapy competencies, social work competencies, and marriage/family therapy competencies. It is also important that these future clients have competencies with regard to their target populations such as those with eating disorders or substance abuse problems. Being as knowledgeable as possible about the group they are working with is important in ensuring that the right steps are taken to get them the treatment they need. Competency emerging from previous literature also forms a solid background for the adventure therapists.  Knowing how to use adventure therapy recreationally, as a means of client education and enrichment,  as well as how to use AT in conjunction with other therapies or on its own is important in conducting the best therapeutic experience possible.  A good adventure therapist is not one thing; the adventure therapist is a counselor, an adventure leader, and a client specialist. If one person is not capable of being all three of these things that is where multiple people working as a team is helpful. However, it is important to remember that as experiences grow so do the competencies of the adventure therapist. With every new patient encountered and every trek embarked on the adventure therapist comes closer to the exemplary.

  Competencies needed to be an exemplary recreation therapist

Recreation therapy is the utilization of leisure activities to create independence for those with a multitude of different problems which can include physical, social, or emotional and, just like adventure therapy, in order to be proficient in it multiple competencies must be met (American Therapeutic Recreation Association, 2009). There are eleven categories of competencies that must be met by potential recreational therapists. They include background of practice, assessment, treatment planning, treatment, health and safety, documentation, behavior management, equipment, quality evaluation and utilization review, and communication. These eleven categories can each be broken down into subcompetencies . In order to have a proficient background in the practice the potentials need leadership skills, knowledge about life stages, medication side effects, treatment outcomes, cognition,  an understanding of the issues that come with different disorders, and how to avoid becoming part of a dual relationship, ect. Competence in treatment planning includes the ability to incorporate the information learned through the therapies as well as through the knowledge from others, the basic knowledge of how to best match the intensity , frequencies, and resources to the patient at hand. Competencies of treatment itself arises from the ability to incorporate and integrate multiple treatments in the best way possible to evoke the best result possible from the patient whom it is made for. Health and safety competencies arise from the abilities to keep the therapeutic setting clean as well as how to properly take care of and verbalize possible medical situations that may be encountered with different groups.  In order to have complete competencies in documentation the recreational therapist must be able to properly document all the patients' records in a timely manner.  Behavior management competencies includes the understanding of medications and therapy as a way to change behavior and equipment competencies come with complete understanding of all the equipment and locations that will be utilized during therapy. The ability to change programs based on the level of treatment the patient has had requires competencies in quality evaluation and utilization review and then competencies in communication have been reached when the therapist can adequately communicate the situation at hand with their patient, other therapists, and anyone else they may encounter during the treatment sessions (Armstrong, Hoss & Burlingame).

Comparisons 

Adventure therapy and recreational therapy both involve kinesthetic learning and experiential therapy meaning that they have a huge number of crossovers when it comes to the competencies needed from their therapists. A deep understanding of patient population, the proper treatment for different issues, and a solid background of the field's previous endeavors, just to name a few. From my reading I got the impression that organization and documentation are more heavily relied on in recreational therapy, however, I think before making this judgment call it is important to remember that although there may be less paperwork required from adventure therapists there are still surveys and evaluations of patients that must be kept up with.

      Atra:what is tr?. (2009, July). Retrieved from http://www.atra-online.com/displaycommon.cfm?an=12

  Armstrong, M., Hoss, M. A. K., & Burlingame , J. (n.d.).Professional competencies for recreational therapists. Retrieved from http://www.recreationtherapy.com/professsional-competency.htm

  Gass, M.A., Gillis, H.L., & Russell, K.C. (2012) Adventure Therapy: Theory, Research, and Practice. Routledge: New York, New York.

[shelbiesamanthaadventure-blog]

Hey Sam... I liked your blog. I also like the fact that we agree on the same standpoint that trying to figure out activities and other ways to treat illnesses instead of resorting to drug treatment is a great way to try and treat patients. I don't know much about Art Therapy, but it sounds really interesting especially after learning that it uses the same concept of treatment as Adventure Therapy. I think I may have to look into Art Therapy because now I'm curious as to what it's about. Sport

[shelbiesamanthaadventure-blog]

Shelbie! It is so interesting to see your insights on Art Therapy the Person Picking the Apple from a Tree sounds really amazing. I wonder what the funding behind conducting studies like that would look like. It sounds like lot of new knowledge about specific diseases could arise from that. Thanks for sharing!

[shelbiesamanthaadventure-blog]

I think that it is cool that you found an assessment model for art therapy. Whenever I think of art therapy, I think of a very objective type of therapy. I find it interesting that clinicians have found a way to quantify art therapy in such a way that diagnosis can be done with just one drawing. It is intriguing to me that clinicians use a drawing of a person picking an apple as an assessment tool; I would have never put the two together. Interesting post. Luke

[shelbiesamanthaadventure-blog]

This is a great blog! I brought up art therapy as well because I think it is so interesting in substance abuse outcomes. I did not know about PPAT or FEATS however, and find it really neat that research has suggested that these assessments strongly predict drug abuse. I think it is so neat that we can reveal our emotions subconsciously through our artistic expression. I wonder what art therapy techniques could be used to assess those patients struggling with grief therapy or anger toward cancer.

[shelbiesamanthaadventure-blog]

7 Approaches to assessment in mental health treatment.

Compare and contrast the approach to AT assessment presented in Chapter 7 to at least 2 different approaches to assessment in mental health treatment. 

There are many different ways to assess adventure therapy; one is the CHANGES method. Named for its parts the acronym CHANGES stands for context, hypothesis, action, novelty, generating, evolution and solutions.  Each one of these parts is essentially a step in adventure therapy. First you uncover the context of your client's situation and then based on that you make a hypothesis that supposes how your client is likely to react given said context. Next, you apply action and assess whether or not they behaved as expected. Novelty comes in as a reminder that you should always keep the activity new and unlike anything they may have previously experienced in order to avoid any previously associated feelings. You then generate what to do next based on what you know about the client;  this is followed by a debriefing, where you figure out what the feedback is telling us and deciding solutions based on what did and did not have a big impact (Gass, Gillis, and Russell, 2012). 

Art therapy, similarly, has different ways of assessment, including The Person Picking and Apple from a Tree or PPAT. PPAT is a task in which the patient is prompted to draw a person picking an apple from a tree, and their drawing is assessed on the FEATS scale(Malchiodi, 2003). This allows for comparison between different groups to uncover correlation between certain drawing aspects and illnesses. PPATS also has strong support for identifying issues and group membership in those with substance abuse disorder (Rockwell & Dunham, 2006).

Drug therapy, or pharmacotherapy is the prescribing of medication as a way to treat an illness or issue (CRC Heath Group).  Due to its rise in treatment of those with psychological disorders I was interested in addressing the steps of its assessment as well. One common assessment is the eight step approach to prescribing where therapists evaluate the problem, decide what the objective of the therapeutic goal is, select the drug therapy, implement the therapy and then look for drug alternatives, give the participant the information, evaluate the effectiveness of the treatment, consider the drug's price, and use the internet to make sure the prescription is right (Pollack, Bazaldua, & Dobbie, 2007). This process can be done by both psychiatrists and medical doctors and occasionally nurses for many psychological disorders, depression being an example (DeLuca,2013).

  All three of these assessments of patients have the same goal; to uncover the best treatment for their patients. Art therapy , just like adventure therapy, uses activities to assess the behavior or the results of their patients to evaluate how to best implement the therapy from there on. All three of the therapies have steps that are taken to determine this as well. I thought this was noteworthy since in art therapy the assessments are used to decide which activities or type of treatment within the therapy should continue. This is as opposed to drug therapy where looking for alternative treatment is a few steps after prescribing a certain drug. This seems to me to be counter intuitive., especially with the current trend of over prescribing. It seems to me that treatment alternatives should be a few steps before choosing which drug is best unless the patient is in immediate need of help.

  In my research for this I found a very handy looking practice manual called "A Guide To Good Prescribing". If you ever need to anateurly advise someone about a certain possible prescription check it out, and also it's just plain interesting.

http://whqlibdoc.who.int/hq/1994/WHO_DAP_94.11.pdf

    References Rockwell , P., & Dunham, M. (2006). The utility of the formal elements art therapy scale in assessment for substance use disorder. Art Therapy: Journal of the American Art Therapy Association, 23(3), 2006. doi: 10.1080/07421656.2006.10129625

Malchiodi, C. A. (2012). Handbook of art therapy (2nd ed.). New York, NY US: Guilford Press.

Hamilton, M. K. (n.d.). Master of science in counseling and art therapy. Retrieved from http://www.art-therapy.us/images/Hamilton_2008_FSA_FEATS.pdf

Pollock , M., Bazaldua , O. V., & Dobbie, A. E. (2007). Appropriate prescribing of medications: an eight-step approach. Am Fam Physician.

DeLuca, L. (n.d.). What kind of doctors can prescribe depression medication? read more: What kind of doctors can prescribe depression medication?. Retrieved from http://www.ehow.com/facts_5575909_kind-can-prescribe-depression-medication.html.

Gass, M.A., Gillis, H.L., & Russell, K.C. (2012) Adventure Therapy: Theory, Research, and Practice. Routledge: New York, New York.

[shelbiesamanthaadventure-blog]

Shelbie! I am so impressed by this post. You did such a wonderful job of incorporating so many different places that metaphors are used as well as clearly defining what a metaphor is and how it can be useful. I also made the connection when I was writing earlier about how metaphors are so helpful in allowing clients to understand something and be able to take it back with them into their lives and the situation they are in. Great job! -Leslie Weaver

[shelbiesamanthaadventure-blog]

Your point about their inability to connect the task to their life without an ability to think abstractly is interesting. I think this partly relates back to what we talked about in class on Wednesday. The boy might know what he is physically doing, but is he able to realize the abstract and indirect component of what he is doing? Does he realize the impact he is having on his family, neighbors, or friends? Through metaphors and development of abstract thought, maybe a light bulb will turn on.

[shelbiesamanthaadventure-blog]

8 Kinesthetic Metaphors

Examine psychological support for using metaphor in language to facilitate change.

 The Importance of Metaphors in Adventure Therapy

The uses of metaphors in AT are surprisingly endless. Metaphors on their own are used to make connections between two things in order to better understand the one being described. In AT metaphors are used to explain the differences between the clients home environment and the environment they are in during the AT, as well as what is possibly its strongest point: the connection wilderness experiences can have to the problems the client experiences day to day. During Skype talk with Michael Gass I was amazed by how many different ways metaphors can be used in AT as well as how many parallels can be made between wilderness tasks and issues the clients needs to work out in their lives. If you can make AT isomorphic to the lives of the clients as they perform and solve the different tasks the patient will eventually see the connections and like a magnet they can bridge the gap. In order to make connections that are strong enough to allow patients to bridge this gap you must understand them personally, their language, and their culture. If you know enough about the person’s speech you can then create situations and metaphors that they can easily relate to (Gass, Gillis, and Russell, 2012). Relatability is key in much of psychology and AT is no exception . Creating metaphors are thought to strengthen the transfer of learning between the clients experience and their life (Hartford, 2011).

  Change through metaphors

The metaphor is as old as language itself and has always been a useful teaching device. Aristotle, writing over 2000 years ago, spoke of the metaphor as the type of speech that "most brings about learning", he argued that by "giving the thing a name that belongs to something else" the strange can become ordinary. Metaphors found their way into modern psychology rather early as a basis for psychoanalysis (Melnick, 2001). Although there is little empirical evidence supporting the benefits of using metaphors in AT there is support to be found in other fields (Hartford, 2011). Art therapists have proven successful in assessing client generated metaphors in the work of their clients in order to find out internal issues and therefor work to change them (Kopp & Eckstein, 2004). Metaphors can also be used in cognitive behavioral therapy as a way to broaden patients' horizons about what it is that is causing them stress as well as to become vehicles for the patients to change their ways of thinking (Abbatiello,2006).

  Change through  Kinesthetic Learning

Some proposals of the potential of metaphors in AT relate the use of metaphors to the power that can be found when someone is taught through doing. Recent research has taught us that kinesthetic learning can be very beneficial in the classroom (Lengel & Kuczala, 2010). Learning through doing as well as having breaks that involve physical activity allow for better cognition. 

Change through Kinesthetic Metaphors

The kinesthetic metaphors seem to play on two different types of learning, kinesthetic as well as traditional. They also work by using metaphors that make connections and in the long run lead to change. It allows people to physically undergo tasks that relate to what are most likely difficult aspects and issues with their life. Once connections are made and they see that they can complete the task outside they then feel more empowered and more knowledgeable about how to overcome the isomorphic task in the real world.

While learning about the importance of metaphors in AT I was both amazed and stumped. I couldn't help, but think back to   Piaget's model of cognitive development. According to this model children could not even begin to understand abstract thought until the formal operational stage, and even though Piaget believed this stage occurred at eleven or twelve recent views have lead us to believe that eleven is the earliest and some people never reach it at all. Metaphors are a form of abstract thinking; a way of thinking about another concept that is not in concert. If these at risk adolescents have not yet reached the formal operations stage how will they make the connections between the tasks and their life? And furthermore if these adolescents have conduct problems could this be because they lack the mentalizing abilities, making it harder for them to connect to and understand the social situations around them (Firth, 2012)? That would mean the metaphors would extend to even less individuals. Whether or not this proves to be the case, the use of metaphors in AT is, in my opinion at least, brilliant. Even if all the connections are not made by all the people, I think it is such a powerful potential concept  it is still worth it to try. We know that it works with some people and that should be enough support to continue implementing metaphors into AT.

     References 

Abbatiello, G. (2006). Cognitive-Behavioral Therapy and Metaphor. Perspectives In Psychiatric Care, 42(3), 208-210. doi:10.1111/j.1744-6163.2006.00074.x

Burton Melnick "Metaphor and Psychoanalysis: Introduction". PSYART: A Hyperlink Journal for the    Psychological Study of the Arts. December 15, 2009. Available http://www.psyartjournal.com/article/show/melnick-metaphor_and_psychoanalysis_introduction.

Corazon, S. S., Schilhab, T. S., & Stigsdotter, U. K. (2011). Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy: Lessons from theory to practice. Journal Of Adventure Education And Outdoor Learning, 11(2), 161-171. doi:10.1080/14729679.2011.633389

Firth, C. D. (2012). The role of metacognition in social interactions. Philosophical Transactions of the Royal Society, 367(1599), 2213-2223. doi: 10.1098/rstb.2012.0123

Gass, M.A., Gillis, H.L., & Russell, K.C. (2012) Adventure Therapy: Theory, Research, and Practice. Routledge: New York, New York.

Hartfort, G. (2011). Practical implications for the development of applied metaphor in adventure therapy. Special Issue Outdoor and adventure therapy (2011), 11(2), doi: 10.1080/14729679.2011.633383

Kopp, R., & Eckstein, D. (2004). Using early memory metaphors and client-generated metaphors in Adlerian therapy. The Journal Of Individual Psychology, 60(2), 163-174.

Lengel, T., & Kuczala, M. (2010). The kinesthetic classroom: Teaching and learning through movement. Thousand Oaks, CA US: Corwin Press.

Feldman, D. (2004). Piaget's stages: The unfinished symphony of cognitive development. New Ideas In Psychology, 22(3), 175-231. doi:10.1016/j.newideapsych.2004.11.005

[shelbiesamanthaadventure-blog]

Shelbi, Wow I really enjoyed your connections to developmental. It is a great way of thinking about how nature has a more needed role now than ever as a means of therapy. With our fast paced society it is so beneficial to slow down and engage in the magic of nature. It is such a dynamic thing there is always something new to discover. I also like that you incorporated some quotes that connect you with nature. That was a great personal piece that inspired me to take some time and reflect.

[shelbiesamanthaadventure-blog]

Hello Shelbie. I loved your opening paragraph and the way you opened up the discussion with, “Nature allows us to slow down.” Awesome. I agree with your statement about the use of nature as a therapeutic tool for at risk adolescents as well as all ages. Every single human being needs to take the time to sit back and relax in scenery that is peaceful. Also, I am a huge fan of quotes and I really enjoyed reading the ones you provided. Great job. -Charmaine

[shelbiesamanthaadventure-blog]

I really liked how you connected nature and developmental psychology together. When I read this chapter I thought a lot about children today, and the lack of time they spend outside. There is so much technology that consumes children and adults as well. I feel like we forget the benefits of being outside. I agree with what you said about how it is important for children to be outside for their development. -Kelli Weinschenk