Project 3: Self Esteem

Enhancement of personal self esteem: can it be optimised in the adventure environment? 

 

Most of my adventure facilitation experience has been with the military who are pre-disposed to higher self-esteem through training (Hammermeister et al (n.d.) and British Defence Doctrine (1997)), conditioning (although Owens’ research summarised by Patterson-Neubert (2004) suggests that could change if personnel are disaffected by operational experiences), gender (Josephs et al (1992)) as less than 10% of the Naval Service is female, and discipline (Mecca et al, (1989)). 

Most researchers believe self esteem is positively enhanced by adventurous activity, although they have yet to agree on how to measure it, and flag up two key issues regarding optimisation; length of intervention (Hattie et al 1997)), and an individual approach (Bunyan). 

The analysis undertaken by Hattie et al (1997) suggests that longer programmes produce the most positive enhancements.  As facilitators the length of intervention is normally determined for us but if a client really wants to enhance self-esteem, we have evidence to encourage that client to opt for a longer course.

In Chapter 3 of his Thesis, Bunyan states that facilitators need to treat each person as an individual and use a broad range of strategies.  I would argue that this approach is necessary for all training; learning styles vary as much as self-esteem, comfort zone, motivation etc. and we should always be wary of “sausage machine” teaching.  This is not, however, a trivial issue.  There are real challenges and our approach will be influenced amongst other things by the type of participant, their current self-esteem, and the intended outcomes.  Having said that, this is the only influence we have complete control over and to optimise the outcome we must treat everyone as an individual.

Bibliography:

Director of Joint Warfare (Ed) (1997) British Defence Doctrine, London: Caldwell Prince Ltd.

Hammermeister, J., Pickering, M.A., & Ohlson, C.J. (n.d.) Teaching Mental Skills for Self-Esteem Enhancement in a Military Healthcare Setting [online] available from: http://csfprep.army.mil/pdf/WTU_Self_Esteem_JIP.pdf [accessed 26/10/11].

Hattie, J., Marsh, H.W., Neill, J.T., & Richards, G.E., (1997) ‘Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Difference’, Review of Educational Research, vol. 67, no. 1, pp. 43-87.

Josephs, R.A., Markus, H.R., & Tafarodi, R.W. (1992) ‘Gender and Self Esteem’, Journal of Personality and Social Psychology, vol. 63, no.3, pp. 391 – 402.

Mecca, A.M., Smelser, N.J, & Vasconcellos, J. (eds.) (1989) The Social Importance of Self-Esteem, Berkeley: University of California Press.

Neill, J.T. (2008) The Impacts of Outdoor Education Programs Volume 1, Thesis, University of Western Sydney.

Patterson-Neubert, A. (2004) Professor: Military experience affects adolescents’ self-esteem [online] available from: http://www.purdue.edu/uns/html4ever/2004/041104.Owens.Vietnam.html [accessed 26/10/11].

Project 2: Experiential Education

Learning by getting it wrong – safely!

  Transfer your weight back when telemarking

in deep powder, or you will faceplant!

Despite Niell’s definition (2005), Experiential Learning is commonly viewed as “learning from ones mistakes”.  This is valid to a certain extent but I would suggest that we can learn just as much from positive outcomes.  If we have an epic the experience is easier to relive (I can still vividly recall a close shave on Craig Meagaidh a few years ago), and failure invariably forces a rethink.  Throughout education we never look at why we got a particular question right, but we are actively encouraged to ask why we got it wrong.  So perhaps we need more focus on how we can learn from positive outcomes.

Kolb’s model for Experiential Learning (1975) is good but like most models, not entirely perfect.  Commentators have critiqued his theory from a number of perspectives but in my view Kolb doesn’t emphasise reflection strongly enough (Smith (2001) and Greenaway (2002)).  Reflection is the key process in experiential learning at all levels from schoolchildren to managers of business (Daudelin (1996)), particularly if we are to learn from positive outcomes.  In their book, Boud, Keogh and Walker (1994) quote the reflective process as:

·         Returning to experience

·         Attending to feelings

o   Utilizing positive feelings

o   Removing obstructing feelings

·         Re-evaluating experience (p. 27)

Kolb & Kolb (2005) argue that the learning process requires continual movement between reflection, action, feeling and thinking but can we all reflect objectively?  Although tempted to put on rose tinted glasses, this is an area where personal honesty is required.

In my work on expeditions and training courses I use Experiential Learning a lot and put great value on an honest and searching daily reflection where we examine both successes and failures of the day.  I also use regular informal collective or individual reflection.  Reflection then, is the key soft skill for me.

Boud, D., Keogh, R., & Walker, D. (1994) Reflection: turning experience into learning, Abingdon: Routledge.

Daudelin, M.W. (1996) ‘Learning from experience through reflection’, Organizational Dynamics, vol. 24, issue 3, pp. 36-48.  

Greenaway, R. (2002) Experiential Learning articles and critiques of David Kolb's theory, [online], available from: http://reviewing.co.uk/research/experiential.learning.htm#axzz1a6VhAbhG [accessed 7/10/11].

Keeton, M.T. Sheckley, B.G., & Griggs, J.K. (2002) Efficiency and effectiveness in higher education, Dubuque, IA: Kendall/Hunt Publishing Company.

Kolb, A.Y. & Kolb, D.A. (2005) ‘Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education’, Academy of Management Learning & Education, vol. 4, no. 2, pp. 193–212.

Kolb, D. A., Boyatzis, R.E. & Mainemelis, C. (1999) ‘Experiential Learning Theory: Previous Research and New Directions’, in Sternberg, R.J. & Zhang, L.F. (eds.) (2000) Perspectives on cognitive, learning, and thinking styles, NJ: Lawrence Erlbaum.

Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning’, in Cooper, C. (ed.) Theories of Group Process, London: John Wiley.

Niell, J. (2006) Experiential Learning & Experiential Education: Philosophy, theory, practice & resources [online], available from:  http://wilderdom.com/experiential/#Studying [accessed 4/10/11].

Smith, M. K. (2001) David A. Kolb on experiential learning, [online], available from: http://www.infed.org/b-explrn.htm [accessed 4/10/11].