The practice and profession of adventure therapy has undergone radical changes in the past five years. This workshop will present changes in risk management, accreditation, research, public policy, and return on investment that have contributed to how we offer adventure therapy as a professional practice as well as how we are received and integrated by more established behavioral healthcare systems. This will include radical perception changes around risk management, the increase of higher quality research, the evolution of advancing program review processes, and the use of routine outcome monitoring to enhance client treatment. This webinar will increase your ability as an adventure therapist to answer the questions “Is it safe?”, “Does it work?”, “How can I tell a good program from a bad program?” And “is it worth the money?"
Michael Gass is a Professor in the College of Health and Human Services at the University of New Hampshire where he is the Director of the Outdoor Behavioral Healthcare Center. He received his Ph.D. in Experiential Education from the University of Colorado at Boulder and completed postdoctoral studies in marriage and family therapy. He is one of the creators of the Browne Center, a program development and research center on adventure learning that serves over 10,000 clients a year with educational, therapeutic, and corporate clients. He created and directed the Project Impact and Family Expedition programs, two federally funded research projects that explored working with youth suffering from behavioral disturbances. Some of his past international professorships have been in Taiwan, China, Australia, and Germany. He was the inaugural Chair of the AEE Accreditation Council for its first 10 years of existence as well as President of the Board of Directors of AEE in 1990.
Mike currently directs two critical research initiatives in the field of behavioral healthcare–one as Director of the Outdoor Behavioral Healthcare Research Center (obhcenter.org) and another as Director of the NATSAP research database. He has made over 300 professional presentations and written over 150 professional publications. His book, Effective Programming in Adventure Programming written with Dr. Simon Priest, is the largest selling textbook in the adventure programming field. His latest book, written with Dr. Lee Gillis and Dr. Keith Russell, Adventure therapy: Theory, research, and practice, (2012) is published by Routledge Press. Mike’s current research projects include joining efforts with Play for Peace (Guatemala), the Santa Fe Mountain Center (New Mexico), and OBH programs.
Webinars Available for Purchase $19.95 Members / $29.95 Non-Members / CEUs and CECs available!
The emerging systems based approach to risk management planning has altered the way we conceive, organize, and implement risk systems. This workshop provides an internal systems perspective to looking beyond operator error and understanding the latent and organizational causes of accidents. In effect, we examine how our organizations can sometimes set up our staff to fail. The analysis framework in this webinar hinges upon event analysis (both positive or negative) to create structures that reduce variability in delivery and improve safety.
Are you good at the games but not so good at the debrief? Do you ask questions and get blank stares from your participants? Do you picture a debrief as a ‘sit down’ circle where the Facilitator asks questions and the participants answer? Although this can be an effective debriefing technique, if it is the only technique used, participants can become bored with it and can become easily distracted. This 60-minute webinar will focus on 10 effective debriefing tools and techniques that are simple and easy to use. We will break each technique down and demonstrate different games or activities teaching the concept. These techniques for processing are sure to liven up your debriefing circles.
Society is currently caught up in a high level of divisiveness that hampers people’s ability to work together in all kinds of arenas, including education. Join Marilyn Levin, Author of Experiential Activities for a Better World (in English and Spanish) and founder of the We Go High Project for dynamic presentation with tangible take-aways focused on:
What are the most useful tools from the fields of whole-systems change, healing, transformation and spirituality when it comes to addressing divisiveness in society? How do we, as experiential educators, break through the gridlock to solve our biggest challenges?
How does understanding that it is the time of “collective leadership and courage” rather than the time of global leaders of the past like Gandhi and Martin Luther King impact how we behave as experiential educators? How do we effectively inspire people to choose everyday interactions that are unifying instead of divisive.
The focus of this webinar is to help those who feel uncomfortable discussing diversity or feel like they don’t have enough knowledge of ‘diversity issues’ to gain the vocabulary and the confidence needed to begin a conversation. Simultaneously, we will provide some tactics for those who are already immersed in these conversations to engage with those who aren’t. By the end of this session, we’ll all have increased our comfort and confidence discussing diversity, and gained some tools to help make those discussions productive and even fun!
Empathy is directly linked to bullying; the more empathy we have, the more likely we are to be kind to one another and not bully (or be bullied). By building healthy, empathetic communities and understanding the connection between empathy, fear, vulnerability, anonymity, and bullying, we can act in a preventative rather than a reactive way. This workshop will explore what the research shows to be effective and why using an interactive, multimedia approach.
How to Build Creative Synergy in Teams Presented by Amy Climer Teams have the potential to be more creative than individuals, if they can achieve creative synergy. Creative synergy is the interactions amongst team members where the collective creative results are greater than the sum of their individual efforts. When teams achieve creative synergy the results can be amazing. However, teams are complex. Many fumble because of lack of purpose, poor team dynamics, or not understanding the creative process. This workshop will reveal recent research identifying three components all teams need in order to achieve creative synergy. Based on this research, the Creative Synergy Scale was designed to help teams assess areas to focus on in order to achieve creative synergy. As experiential educators, we often encourage our clients to be more creative. Understanding the research behind what teams need to innovate will help us lead teams to more successful results.
Brain-Focused Strategies for Developing Social Emotional Health Presented by Heather Bryant, M.Ed. and Michelle Kinder, M.Ed., LPC Success in the 21st century is defined by the strength of our social emotional health. Skills and characteristics like self-regulation, optimism, empathy, gratitude, perseverance and compassion make all the difference. Social emotional health is predicative of long term success and a key factor in hireability and long-term life satisfaction. Teachers, counselors, parents and program directors are seeking concrete strategies grounded in neuroscience that are designed to help children build and repair social emotional health. This introductory session will look at developing social emotional health with a trauma-informed perspective and will provide participants with a variety of activities and resources. It is no longer realistic to prepare the path for children; this workshop is about preparing children for the path.
More Than Autism: Neurodiversity and Sensory Processing Presented by Lorilei Dreibelbis We will look at experiential education through the lens of Sensory Integration Therapy vocabulary and explore the myriad of ways that our neurological diversity shapes our learning and teaching with real life stories and personal experience. Looking at the great variety found in neurological processing, we rediscover that learning is inherently personal. The study of Sensory Processing gifts us valuable vocabulary and a solid framework from which to not only embrace diversity, but identify very practical strategies for managing behaviors and teaching more effectively.
Classroom Strategies that Empower Learning Presented by Andrew Potter In an educational era focused on workforce readiness and 21st Century skills, attendees will analyze the importance of experiential classroom strategies to the acquisition of critical skills that enable students to compete and cooperate on a global stage. The webinar will explore how experiential pedagogy can energize any existing curriculum, positively impact student engagement, and deliver on both cognitive and affective skill development. Through a review of current research and the emerging links between experiential instructional design and student learning gains, participants will explore strategies that empower student learning and equip them to thrive in our brave, new, flat world.
When Volatile Situations Arise During Processing & Reflection Presented by Tony Alvarez In experiential education activities, sensitive situations can arise that may challenge the processing and reflection skills of the facilitators. What can facilitators do to recognize or address when their processing sessions are moving into volatile territory (i.e., rapidly unpredictable, jeopardizing emotional safety, negatively emotionally-charged)? This webinar will present a "helping model" approach that can help prevent or diffuse such situations. We will further explore ideas and audience questions addressing sensitive situations that may involve mental illness or emotional disturbance, extreme anxiety, strong outbursts, physical threats, self-harm behavior, revealing illegal or criminal activity, victim or bullying issues, or confidential information.
New Paradigms of Non Normal and Training to Failure: Training for Safety Presented by Jeff Jackson The premise of this work: it is faulty logic to believe that training field staff for ‘normal’ operations will somehow prepare them to deal with ‘non normal’ events when they (inevitably) occur. Non normal would be considered anything beyond expected events or outcomes – a large catch all category that captures undesirable, unplanned or unexpected events. In particular, the focus will be on time-sensitive, safety critical behaviours. The premise of this work extends that if we want certain safety behaviours, then we need to show people the boundaries around such behaviours, and the repercussions of undesirable safety behaviours. There is theoretical and empirical evidence for this. This work is based on the presenter’s PhD research and application of industrial safety theory and findings.
Protecting Your Client and Your Program Presented by Reb Gregg Learn about an organization’s legal duty to protect its clients from harm, and the often over-looked obligation to protect the organization itself when bad things happen. Examine elements of the duty owed the client, and how that duty can be reduced and expanded. Explore what can go wrong in the organization’s operations, and how the organization can and should prepare for those circumstances. A brief scenario, taken from a recent lawsuit, allows for further insight on the two prongs of a sound risk management program.