Behavior Management Through Adventure

Jean Walsh and Peter Aubry

Behainor Mnnn^ement through Adventure (BMTA) zoorks to create a healthy community, empowering young people to develop responsihiliti/for self and others. It was initially developed hy Project Adventure (PA) for a residential treatment program for court-involved youth. This model moves beyond imrtwdiate behavior control to foster social emotional learning. Over the past twenty years, the methodology has been extended to other alternative education and juvenile justice programs. This article explores the theory, practice, and evaluation of the model.

The Evolution of Adventure Programs

In 1981, Cindy Simpson of Project Adventure began an Adventure Based Counseling program for firsttime and low-level juvenile offenders in Georgia. Adventure Based Counseling is used to help youth confront and manage anti-social behaviors and adopt pro-social behaviors. This early work laid the foundation for Behavior Management Through Adventure (BMTA) todaya model that integrates Adventure Based counseling with a therapeutic behavior management system that is restraint free. Currently, PA implements eight BMTA programs, ranging from an alternative middle school to a residential treatment program for juvenile sexual offenders. BMTA is consistent with the emerging assets-based and resilience approaches as described by Benard (2004).

moting program. Research has repeatedly shown that adolescents who exhibit multiple problem behaviors also have multiple underlying issues that warrant a holistic approach (e.g., Donovan & Jessor, 1985; Donovan, Jessor, & Costa, 1988; Jessor & jessor, 1977; Chung & Elias, 1996). BMTA has four core elements: 1. Adventure Activities 2. A Therapeutic Community 3. Positive Group Process 4. Assessment Each of these core elements is discussed in the remainder of this article. 1. Adventure Activities
What is Adventure?

Core Elements of Behavior Management Through Adventure

BMTA is a wholistic model incorporating group processes, conflict resolution, and consequences. In a participatory process, the youth co-create the therapeutic community. BMTA does not supplant other treatment modalities that might be employed but provides an overarching resiliency orientation pro36

Adventure grew from experiential education. John Dewey (1910), one of the founders of experiential education, understood learners to be participants in the learning process, and he placed an emphasis upon learning through experimentation and practice. Kurt Hahn's principles of goal setting, using activities therapeutically, and employing risk to promote growth are foundational to BMTA (Fletcher & Hiiikle, 2002).

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How is Adventure Used in a BMTA Group?

An example of an adventure activity designed to help young people resist substance abuse is called Relapse River. In this activity a large area, over ten feet long and four feet wide on the gromid or floor, is delineated by ropes or the like. It is strewn with items representing liquor bottles, cigarette packs, baggies of drugs, etc. Clients pair up as teams, one blindfolded, the other one not. The blindfolded client is well guarded while he or she traverses the length of the Relapse River with only the voice of his or her teammate for guidance. The goals can be adapted by staff to meet time requirements, levels of frustration, and other needs. The non-blindfolded teammate cannot touch his or her teammate in the river. To make it more confusing, and more like real life, a couple of teams may traverse at the same time, so there are several competing voices. All clients have a turn as guide and blindfolded person. Youth who are averse to wearing a blindfold can simply close their eyes. The therapeutic community then discusses the activity prompted by questions such as: Was your guide encouraging when you made a mistake or did he or she get really upset? When you are hanging out, are there different people telling you to do different things? How do you figure out which of those people, at home, to listen to? Who are the people who truly care about you and how do you know? What did you learn today that would help you find and listen to those caring voices?
Why Use Adventure?

can diminish initial defenses and lead to healthy change when combined with the successful completion of progressively difficult and rewarding tasks. Problems are reframed into opportunities to develop character strengths such as emotional stability, decision making, assertiveness, and social competence (Hattie, Marsh, Neill, & Richards, 1997; Peterson & Seligman, 2004). Adventure, when well done, is engagingit is fun and youth want to participate. They are able to experience a behavior (positive or not), reflect on that behavior, replicate or diminish that behavior, and transfer new learning to other settings. Adventure challenges young persons to grow in responsibility to self and others. They are encouraged to set goals and discover a sense of purpose, central factors in fostering resiliency (Benard, 2004). Setting and achieving goals is also linked to self-efficacy and self-esteem, both internal protective factors. 2. A Therapeutic Community BMTA builds a therapeutic community through Project Adventure's Full Value Contract' (FVC). The contract is pivotal in creating behavioral norms and values. It provides a structure for creating a safe environment and helps youth explore, understand, and value healthy pro-social behaviors. The Contract itself is typically a poster-sized document, created by clients and hung in clients' shared space. However, it is not simply a piece of paper; the contract is at the heart of a well-run BMTA program. The FVC is a participatory, thoughtful, and fun method of building a therapeutic community. Resiliency and positive youth development fostered enables meaningful participation in school, family, and youth programs (Benard, 2004; Pittman & Wright, 1991). The Full Value norms are agreed upon by staff and clients. To that end all community members (staff and clients alike) use and are responsible to the Contract and its norms. Therapeutic communities own their norms by defining them. Staff members make suggestions and clarifications and are free to eliminate anything inappropriate. Staff may also add any non-negotiable norms if required. FVC is not stagnant but develops with the life of the group. It provides a clear set of expectations and limits, another key to promoting resiliency.
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Challenge experiences are often used to develop problem-solving abilities. Adolescents who are able to solve problems are more resilient and less likely to suffer negative psychological consequences than those who avoid problems (Dumont & Provost, 1999; Ebata & Moos, 1994; Herman-Stahl, Stemmler, & Petersen, 1995). Albert Bandura (2001) observed that young people need to become active agents in exploring and influencing their environment that counts. This inextricable link between learning and problem-solving experience has been echoed by educators, and psychologists throughout the past century (e.g., Caine & Caine, 1994; Dewey, 1910). Youth are supported in and asked to focus on their abilities rather than their inabilities. This orientation

3. Postive Group Process BMTA staff model peer to peer counseling. Clients learn how to manage a group process that exemplifies what Brendtro, Brokenleg, and Van Bockern (2002) and Quigley (2004) outline as best practices in an adolescent peer counseling program that they refer to as Positive Peer Culture. Young BMTA clients gain not only the skill of self-reflection, but self-efficacy by influencing behavior both of self and others. Self-efficacy has been shown to positively impact one's ability to achieve goals and function in a pro-social manner (e.g., Bandura, 1997; Vancouver, Thompson, & Williams, 2001; Vancouver, Thompson, Tischner, & Putka, 2002). As Bandura (2003) reflects: Among the mechanisms of human agency, none is more central or pervasive than beliefs of personal efficacy. Whatever other factors ser\'e as guides and motivators, they are rooted in the core belief that one has the power to produce desired effects, (p. 87) A fundamental group management technique is referred to as Calling Group. This technique is used by clients and staff alike. As youth manage themselves, staff are less likely to initiate these group sessions. Simply, when group is called, everyone, including staff, stands in a circle close together. Everything else stops as the focus becomes the issue at hand. A Group can be called by anyone in the therapeutic community to address either a positive or a negative experience. As youth begin to regulate their behavior, the Full Value Contract may be used to support group intervention. A youth might say, "I am Calling Group because our Full Value Contract says no stealing, and 1 saw you take something that does not belong to you." Group members closely examine each other's behaviorschallenging the negative and encouraging the positive. 4. Assessment Assessment belongs to both youth and staff. Adults are constantly assessing youth who are involved in assessing themselves and their peers. Unlike more traditional talk therapies, staff are not limited to a youth's self report to learn of anti-social behaviors, but are able to observe these directly. Direct observation can be particularly valuable when working
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with resistant adolescents who may not want to discuss or give an honest appraisal of their problems. Direct behavioral observation is one of the most empirically sound assessment techniques methods (Merrell, 1999). Initially, staff play a prominent role in teaching and modeling expectations. As the youth become empowered, staff members are able to cede control and allow the group to manage themselves within behavioral norms. However, staff do not abdicate their role in managing treatment, education, and living environment. A major goal is to move youth from external controls to self-control and empowerment. This entails building what Bandura (1986) calls self-reflective capabilitiesthe ability to think about, define, and evaluate one's behavior. In addition to individual assessment. Project Adventure has tracked results for its BMTA programs in Georgia, most notably in the area of recidivism. The following summarizes data collected by Georgia's Department of Juvenile Justice. Concerning recidivism, from 1991 to 2001, Choices graduates were returned to detention at a rate of 15.53%. A 1991 evaluation found statistically significant: Gains in positive perceptions of family (pre/post comparison); Decreases in feelings of depression (pre/post comparison); Increases in feelings of social extroversion (pre/post comparison). From 1991 to 2001, ^Challenge (an 8- to 12-week program for adjudicated youth) graduates were returned to detention at a rate of 29.06%. From 1996 to 2001, Legacy graduates since 1996 were returned at a rate of 6.75"/! (Legacy graduated its first client in 1996.) Independent Living graduates since 1998 (IL graduated its first client in 1998) returned to detention at only an 8% rate.

Jean Walsh, MA, is curriculum coordinator and grant writer for Project Adventure, Beverly, Massachusetts. She uses her experience implementing Behavior Management through Adventure in one of Project Adventure's direct service programs for adjudicated youth to bring practicality to her research and writing efforts. She can be cotitncted by phone: 1-978-5244650 or e-mail: jtwwork@comcast.net

Peter Aubry, MA, is manager of training and considting for Project Adventure, Beverly, Massachusetts. He has 17 years experience working in psychiatric, drug and alcohol, and residential treatment programs. In his zvork with Project Adventure, he delivers various therapeutic, physical education, and corporate training programs. He can be contacted by phone: 1-978-524-4608; or e-mail: paubry@pa.org

REFERENCES
Bandura, A. (1997). Si'lf-effkacxj: The exercise of control. New York: Freeman. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hali. Bandura, A. (1991). SiKial cognitive theory of moral thought and action. In W. Kurtines & J. Geweritz (Eds.), The handhook of moral ht'luwior and developmenl (Vol. 1), pp. 45-103. Hillsdaie, NJ: Lawrence Erlbaum Associates. Bandura, A. (2lX)l). Social cognitive theory: An agentic perspective. Annual Revieiu of Psychology. Bandura, A., & Locke, E. (2003). Negative self-efficacy and goals Revisited, lonrnal of Applied Psiichology. 88{\), 87-99. Benard, B. (2004). Turning the corner: From risk to resilience. The Natiomil Resilience Resource Center, University of Minnesota, Retrieved on April 5, 2006 from http://www.cce.umn.edu/r\rrc Brendtro, L. K., Brokenleg, M., & Van Bwkem, S. (2002). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Educational Service. Caine, G., & Caine, R. (1994). Making connections: Teaching and the human brain. Boston: Addison Wesley. Chung, H., & Elias, M. (1996). Patterns of adolescent involvement in problem behaviors: Relationship to self-efficacy, social competence, and life events. American journal of Community Psychology. 24(6), 771-784. Dewey, J. (1910). How we think. Boston: D. C. Heath. Donovan, J. E., & Jessor, R. (1985). Structure of problem behavior in adolescence and young aduUhcx>d. Journal of Consulting and Clinical Psychology. 53. 890-904. Donovan, J. E., Jessor, R., & Costa, F. M. (1988). Syndrome of problem behavior in adolescence: A replication, jivirnnl of Consulting ami Clinical Psychology, 56. 762-765. Dumont, M., & Provost M. (1999). Resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and social activities on experience of stress and depression. journal of Youth and Adolescence. 28(3), 343-363. Ebata, A. T., & Moos, R. H. {1994). Personal, situational, and contextual correlates of coping in adolescence, journal of Research on Adolescence. 4, 99-125. Fletcher, T., & Hinkle S. (2002). Adventure based counseling: An innovation in counseling, journal of Counseling and Davtopment. 80{3), 277-285. Hattie, J. A., Marsh, H. W., NeiU, J. T., & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Rexuezi' of Educational Research, 67, 43-87. Herman-Stahl, M. A., Stemmler, M., & Petersen, A. C. (1995). Approach and avoidant coping: Implications for adolescent mental health, journal of Youth & Adolescence. 24, 649-665. Jessor, R., & Jessor, S. L. (1977). Problem behaz>ior and psychosocial development: A longitudinal study of youth. New York: Academic Press. Merrell, K. (1999). Behavioral, social and emotional assessment of adolescents. Mahwah, NJ: Lawrence Erlbaum Associates.

Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association. Pittman, K., & Wright, M. (1991). Bridging the gap: A rationale for enhancing the role of community organizations in promoting youth development. Washington DC: Carnegie Council on Youth Development. Quigley, R. (2004). Positive peer groups: "Helping others" meets primary developmental needs. Reciaiming Youth and Children. 1.3(3), 134-137. Vancouver, J. B., Thompson, C. M., Ttschnor, E. C , & Putka, D. J. (2002). Two studies examining the negative effect of self-efficacy on performance, journal of Applied Psychology, 87, 506-516. Vancouver, J. B., Thompson, C. M., & Williams, A, A, (2001). The changing signs in the relationships between self-efficacy, personal goals, and performance, journal of Applied Psychology, 86, 605-620.

Photo by Shannon Szwarc from Wilderness Wittiin, Wilderness Wittiout Used with permission.

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