Meaning-making and the wilderness experience: an examination using a constructive-developmental lens
Wilderness Experience Programs (WEPs) take youth into wilderness settings in order to teach wilderness travel and leadership, expand personal capacity, and equip youth with coping skills in order to manage life’s difficulties. Though considerable research has been conducted on WEPs, no one has sou...
Main Author: | |
---|---|
Other Authors: | |
Format: | Others |
Language: | English en |
Published: |
2019
|
Subjects: | |
Online Access: | http://hdl.handle.net/1828/10786 |
id |
ndltd-uvic.ca-oai-dspace.library.uvic.ca-1828-10786 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-uvic.ca-oai-dspace.library.uvic.ca-1828-107862019-04-30T17:19:19Z Meaning-making and the wilderness experience: an examination using a constructive-developmental lens Pollock, Curtis J. Harper, Nevin Constructive-Developmental Theory Meaning-Making Subject-Object Relations Wilderness Experience Program WEP Subject-Object Interview SOI Adolescent Development Human Development Immunity to Change ITC Wilderness Experience Wilderness Experience Programs (WEPs) take youth into wilderness settings in order to teach wilderness travel and leadership, expand personal capacity, and equip youth with coping skills in order to manage life’s difficulties. Though considerable research has been conducted on WEPs, no one has sought to understand the student experience these programs provide through a constructive-developmental lens (Kegan, 1982, 1994). The purpose of this case study was to explore, describe, assess, and understand–using the framework of Robert Kegan’s (1982, 1994) constructive-developmental theory–the impact a 21-day wilderness backpacking experience had on five participating youth. The researcher believed that understanding how participants in a wilderness backpacking course make sense of their experience through the lens of their constructive-developmental perspective might help inform the theories of change that underpin WEPs, the means by which desired change is facilitated, and the reasons why some youth thrive and others struggle. This exploratory study utilized a case study approach. The researcher embedded as a participant-observer for the duration on a 21-day backpacking course with Outward Bound Canada in the Ghost River Wilderness, Alberta, Canada. Nine youth participated in the expedition, with five male students volunteering as research participants. Pre-trip and post-trip administrations of the Subject-Object Interview and post-expedition semi-structured interviews were conducted with each research participant. Additionally, the researcher made field observations and wrote field notes. The subsequent analysis produced in-depth profiles of each research participant’s experience of the course, pre and post expedition scores from the Subject-Object Interviews, and a description of how each research participant’s experience might be understood through the lens of their constructive-developmental perspective. Although no significant changes to constructive-developmental perspective were realized, implications of these analyses were discussed, conclusions were drawn, and recommendations were made. Graduate 2019-04-29T16:24:18Z 2019-04-29T16:24:18Z 2019 2019-04-29 Thesis http://hdl.handle.net/1828/10786 English en Available to the World Wide Web application/pdf |
collection |
NDLTD |
language |
English en |
format |
Others
|
sources |
NDLTD |
topic |
Constructive-Developmental Theory Meaning-Making Subject-Object Relations Wilderness Experience Program WEP Subject-Object Interview SOI Adolescent Development Human Development Immunity to Change ITC Wilderness Experience |
spellingShingle |
Constructive-Developmental Theory Meaning-Making Subject-Object Relations Wilderness Experience Program WEP Subject-Object Interview SOI Adolescent Development Human Development Immunity to Change ITC Wilderness Experience Pollock, Curtis J. Meaning-making and the wilderness experience: an examination using a constructive-developmental lens |
description |
Wilderness Experience Programs (WEPs) take youth into wilderness settings in order to
teach wilderness travel and leadership, expand personal capacity, and equip youth with coping skills in order to manage life’s difficulties. Though considerable research has been conducted on WEPs, no one has sought to understand the student experience these programs provide through a constructive-developmental lens (Kegan, 1982, 1994). The purpose of this case study was to explore, describe, assess, and understand–using the framework of Robert Kegan’s (1982, 1994) constructive-developmental theory–the impact a 21-day wilderness backpacking experience had on five participating youth. The researcher believed that understanding how participants in a wilderness backpacking course make sense of their experience through the lens of their constructive-developmental perspective might help inform the theories of change that underpin
WEPs, the means by which desired change is facilitated, and the reasons why some youth thrive and others struggle. This exploratory study utilized a case study approach. The researcher embedded as a participant-observer for the duration on a 21-day backpacking course with Outward Bound Canada in the Ghost River Wilderness, Alberta, Canada. Nine youth participated in the expedition, with five male students volunteering as research participants. Pre-trip and post-trip administrations of the Subject-Object Interview and post-expedition semi-structured interviews were conducted with each research participant. Additionally, the researcher made field observations and wrote field notes. The subsequent analysis produced in-depth profiles of each research participant’s experience of the course, pre and post expedition scores from the Subject-Object Interviews, and a description of how each research participant’s experience might be understood through the lens of their constructive-developmental perspective. Although no significant changes to constructive-developmental perspective were realized, implications of these analyses were discussed, conclusions were drawn, and recommendations were made. === Graduate |
author2 |
Harper, Nevin |
author_facet |
Harper, Nevin Pollock, Curtis J. |
author |
Pollock, Curtis J. |
author_sort |
Pollock, Curtis J. |
title |
Meaning-making and the wilderness experience: an examination using a constructive-developmental lens |
title_short |
Meaning-making and the wilderness experience: an examination using a constructive-developmental lens |
title_full |
Meaning-making and the wilderness experience: an examination using a constructive-developmental lens |
title_fullStr |
Meaning-making and the wilderness experience: an examination using a constructive-developmental lens |
title_full_unstemmed |
Meaning-making and the wilderness experience: an examination using a constructive-developmental lens |
title_sort |
meaning-making and the wilderness experience: an examination using a constructive-developmental lens |
publishDate |
2019 |
url |
http://hdl.handle.net/1828/10786 |
work_keys_str_mv |
AT pollockcurtisj meaningmakingandthewildernessexperienceanexaminationusingaconstructivedevelopmentallens |
_version_ |
1719021465276252160 |