Creating
Healthy,
Guided
Rites of Passage
for Adolescents

James Neill

Centre for Applied Psychology

University of Canberra

Slide 2

What Would We Report on Adolescents in Developed Countries?

Behaviour Problems

Drug/Alcohol Problems

Family Problems

Depression & Anxiety

Learning Problems

Uncertain future

Lack of healthy guidance

What Did We Do In the Past?

Physically-based,

Spiritually-focused

RITES OF PASSAGE

What are Rites of Passage?

the way in which traditional societies structured life transitions

Universal Model
Arnold van Gennep

Separation
- symbolic death experience -

Transition
- ‘neutral zone’ between old and new -

Incorporation
- reintegration with social order on a new basis -

Australian Aboriginal Model
Maddern (1990)

Symbolic Journey

The Challenge

Opening the Door to the Dreaming

Responsibility

Community Participation

"Adolescence is a time of..."

Adolescence is a time of direction finding

Responsibility for guidance falls with ‘elders’

Today’s Adolescents Face...

A society undergoing massive change

Working into the 2050’s

Living into the 2100’s

Modern ‘Rites of Passage’

Religion

Apprenticeships

Military

School

Other experiences

School-Based Intervention

Schools are increasingly asked to educate the ‘whole person’

Curricular: civics, PD, health, religion

Extra-curricular: sport, drama, camps

Special Programs

Whole school philosophy

Effective Prevention Program Characteristics

1. physically oriented

2. use school context, outside school location

3. residential setting & long duration

4. conducted by therapists or trained leaders

5. incorporate aims of adolescents, parents & teachers and include them as targets in the program

Adventure Education Theory
Hattie, et al, 1997

Immediacy of experience

Difficult goals

Supportive environment

Feedback

Research Evidence
Hattie, et al, 1997 (N~12,000)

Typical outcomes:
self-concept, leadership, well-being, communication

Adventure program ESs         ~.34

                      = 13% improvement

Innovative, affective classroom-based programs     ~.28

Psychotherapeutic self-esteem outcomes         ~.37

Adventure program followup ESs         +.17

       = further 7% improvement

      = OVERALL AVERAGE: 20% improvement

Life Effectiveness Questionnaire
Pre-post Outcomes for Adolescents (N=698)
(Neill, 2001)

Main
Adventure Program Models

Residential Camp - Sport & Rec. Camps

Adventure Expedition - Outward Bound

Specialist Educator - Outdoor Education Group

Extended Stay Outdoor Education Programs

Longitudinal, Extra-curricular Program - D of E

Indoor & Mobile Experiential Challenge - PA

Creative & Dramatic Experiential Challenge

Other
Adventure Education Models

Science expeditions

Environmental expeditions

Overseas expeditions

Expeditionary Learning

Service-based experiential learning

In-school adventure resources

Spiritual/religious

Future Forms
of Adventure Education?

Rite of Passage Expeditions

Ceremonies

Marathon/Endurance Experiences

Farm-based & Self-sufficiency experiences

Alternative Education / Therapies

Virtual Personal Development

In Conclusion

Students face a challenging future and need healthy, guided rites of passage

We have a responsibility to trial and evaluate a wider range of prevention programs

Adventure education has sound theory, good research support, and an adaptable format


	James Neill
	Centre for Applied Psychology
	University of Canberra


	Behaviour Problems
	Drug/Alcohol Problems
	Family Problems
	Depression & Anxiety
	Learning Problems
	Uncertain future
	Lack of healthy guidance


	the way in which traditional societies structured life transitions


	Separation - symbolic death experience -
	Transition - ‘neutral zone’ between old and new -
	Incorporation - reintegration with social order on a new basis -


	Symbolic Journey
	The Challenge
	Opening the Door to the Dreaming
	Responsibility
	Community Participation


	Adolescence is a time of direction finding
	Responsibility for guidance falls with ‘elders’


	A society undergoing massive change
	Working into the 2050’s
	Living into the 2100’s


	Schools are increasingly asked to educate the ‘whole person’
	Curricular: civics, PD, health, religion
	Extra-curricular: sport, drama, camps
	Special Programs
	Whole school philosophy


	1. physically oriented
	2. use school context, outside school location
	3. residential setting & long duration
	4. conducted by therapists or trained leaders
	5. incorporate aims of adolescents, parents & teachers and include them as targets in the program


	Immediacy of experience
	Difficult goals
	Supportive environment
	Feedback


	Typical outcomes: self-concept, leadership, well-being, communication
	Adventure program ESs ~.34
	= 13% improvement
	Innovative, affective classroom-based programs ~.28
	Psychotherapeutic self-esteem outcomes ~.37
	Adventure program followup ESs +.17
	= further 7% improvement
	= OVERALL AVERAGE: 20% improvement


	Residential Camp - Sport & Rec. Camps
	Adventure Expedition - Outward Bound
	Specialist Educator - Outdoor Education Group
	Extended Stay Outdoor Education Programs
	Longitudinal, Extra-curricular Program - D of E
	Indoor & Mobile Experiential Challenge - PA
	Creative & Dramatic Experiential Challenge


	Science expeditions
	Environmental expeditions
	Overseas expeditions
	Expeditionary Learning
	Service-based experiential learning
	In-school adventure resources
	Spiritual/religious


	Rite of Passage Expeditions
	Ceremonies
	Marathon/Endurance Experiences
	Farm-based & Self-sufficiency experiences
	Alternative Education / Therapies
	Virtual Personal Development


	Students face a challenging future and need healthy, guided rites of passage
	We have a responsibility to trial and evaluate a wider range of prevention programs
	Adventure education has sound theory, good research support, and an adaptable format