This document discusses incorporating experiential education into therapeutic programs. It defines experiential education as engaging learners in direct experiences and focused reflection to increase knowledge and skills. Experiential methods are used in therapy because people learn through experience, being outside their comfort zone enhances learning, and reflection is important. Adventure-based counseling is discussed as an experiential methodology using perceived risk and meaning-making to facilitate change. The document provides examples of experiential techniques like frontloading activities and developing group agreements. Outcomes data on a wilderness therapy program show most participants maintained treatment gains at 3 and 12 months post-treatment.

1. Incorporating
Experiential Education
into Therapeutic
Programs
Todd Weatherly, M.Ed.
Executive Director

2. www.fourcirclesrecovery.com
If you want to build a ship,
then don’t drum up men to
gather wood, give orders, and
divide the work. Rather, teach
them to yearn for the far and
endless sea.
Antoine de Saint-Exupery
2

3. Experientially based methods are now being widely used by
addictions and mental health professionals and programs. Why
are they used in therapeutic settings and why have they become
increasingly popular components of treatment approaches? In
this Webinar we will explore the principals of experiential
methods and what's involved in the practice that cause
professionals to incorporate and advocate for its use.
1. Define Experiential Education and explore the theory and
methodology behind it.
2. Define Adventure Based Counseling (ABC) and explore how
it is used therapeutically as a core experiential methodology.
3. Take away some experiential techniques for use as tools in
any group work.
Description & Objectives

5. Experiential Ed / Learning
The Association for Experiential Education (AEE) defines
experiential education as “a philosophy and methodology
in which educators purposefully engage with learners in
direct experience and focused reflection in order to
increase knowledge, develop skills and clarify values.”
 People learn through direct experience.
 Learning is enhanced when people are placed outside of their
comfort zones and into a state of dissonance.
 Through experimentation with different behaviors in a novel
environment where one is receiving immediate and realistic
feedback, people learn and grow.
 Individual is a participant rather than a spectator in therapy..
 Reflection is a critical element of the process, therapeutic or
otherwise.

6. One definition of adventure therapy: Adventure (psycho) therapy is
an active, experiential approach to group (and family)
psychotherapy or counseling:
• utilizing an activity base, (cooperative group games, ropes
courses, outdoor pursuits or wilderness expeditions)
• employing real and or perceived risk (physical and psychological
+ distress/eustress) as a clinically significant agent to bring about
desired change
• making meaning(s) (through insights that are expressed verbally,
nonverbally, or unconsciously that lead to behavioral change)
from both verbal and nonverbal introductions prior to (e.g.
frontloadings) and discussions following (e.g., debriefings) the
activity experience
• punctuating isomorphic connection(s) (how the structure of the
activity matches the resolution of the problem) that significantly
contribute to the transfer of lessons learned into changed
behavior.
• http://leegillis.com/AT/ Gillis & Thomsen, 1996
Adventure Based Counseling (ABC)

7. Experiential programming employs
the use of perceived risk (physical
and emotional) to help individuals
stretch out of comfort zones and
optimize learning potential to elicit
learning and growth.
17
Risk…

9. How it Works
 Inspires social and personal responsibility
 Metaphorical Teaching & Isomorphic Transfer
 Increased self-awareness
 Transformation of Self-Concept
People who make new behavioral choices in order to complete a novel
challenge perceived as high in risk, view themselves differently.
 Facilitates a Developmental Transition
Rite of Passage into Adulthood fostering Internal Locus of Control and
Increased levels of confidence, skill, and self-awareness encouraging
individuals to view uncertainty as a challenge not a threat.
 Cultivates Connection & Appreciation
 Increased Coping Ability
Exposure to uncertainty or ambiguity accompanied by increases in confidence
and skill facilitate healthier coping responses. In this new environment,
people have no familiar template from which to draw their reactions. They
must rely on new ways of being in the world while the group will reinforce
new behaviors.

10. How it’s done…

11. Frontloading & Metaphor
Development
Frontloading is what you do to establish
the purpose and relevancy of an activity or course of
activities. This is done through discussion about goals,
creating analogies that draw parallels between the
activity and real life, and allowing the group to establish
behavioral expectations of one another.
You can frontload an activity or project with another
activity, visual or verbal cues, discussion, key phrases,
quotes, or reflection on previous experiences that have
bearing on the upcoming experience. Metaphors arise
are developed by the group and serve to carry the
learning theme across activities and into daily life.

12. Full Value Agreements
The Full Value Agreement is a form of behavior
contracting where a group agrees to find positive value in
the efforts of it’s members. It is usually expressed
through: encouragement, goal setting, group discussion, a
spirit of acceptance and useful feedback. It is most
effective when the group creates this for themselves.
Engaging them in an activity that allows them to witness
how they behave with one another creates the space for
discussion about how they think they should treat one
another. Taking steps to hear and guide this discussion
and have them record what they come up with gives them
ownership of the agreement and by default makes it
relevant to their world.

13. Sample Agreements
 Be present
 Be prepared
 Be on time
 Ask your question
 Value differences
 End on time
 Contribute
 Stay focused
 Take Breaks
 Turn off cell phones
 One speaker at a time
 Keep comments on point
 Keep it constructive
 Respect diverse opinions
 Strive for consensus
 Honor time frames
 Allow others to speak
 Agree to disagree

15. Experiential Processing Cycle
Observations &
Reflections
(Processing)
Formation of Abstract Concepts and
Generalizations (Generalizing)
Testing Concepts in New
Situations (Applying)
Concrete Experiences
(Experiencing)
What?
So What?What Now?
Let us show you!
Dewey

16. Sequential Stage Model for
Adventure Based Activities or…
I
II
III
IV
P
e
r
c
e
i
v
e
d
R
i
s
k
The Adventure Wave Hirsh

18. Turning Over a New Leaf
Turning over a New Leaf… trust and group agreements
Get a transparent shower curtain and ask your group to write
down an important value with permanent marker on the
curtain. Once the group has finished, ask people to share a
little about their value, why they chose to write it and why it’s
important to them as they begin to participate in the group
experience about to happen for the day.
Once having processed the values, take the shower
curtain and flip it over with the writing to the ground
and ask the group to stand on top. The challenge is to
turn the sheet over without getting off. Once they get
the task done, process how the values emerged for
them while they navigated the challenge.

19. Helium Stick Activity
• Line up two rows of more or less equal numbers facing each other.
• Introduce the Helium Stick- a long, thin, lightweight dowel or tent pole
• Ask participants to point their index fingers and hold their arms out.
• Lay the stick down on their fingers. Get the group to adjust their finger
heights until it is horizontal and everyone's index fingers are touching; keep
light pressure on the stick while they line up.
• The groups challenge is to lower the stick to the ground while each person's
finger remains in contact with it at all times. Pinching or grabbing the pole in
not allowed - it must rest on top of everyone's index finger.
• Reiterate to the group that if anyone's finger is caught not touching the
Helium Stick, the task will be restarted then let go of it giving them full
responsibility and watch it rise to the ceiling.
• Participants become excited and loud when the stick begins to
rise off the ground seemingly without any aid though it is it’s
light weight that causes this.
• Some groups or individuals after 5 to 10 minutes of trying may be
inclined to give up, claiming it’s impossible or too hard.
• The group has to calm down, concentrate, and patiently lower the
“Helium Stick”; a practice in mindfulness if there ever was one.

20. Processing “The Helium Stick”
• What was the initial reaction of the group?
• How well did the group cope with this challenge?
• What skills did it take to be successful as a group?
• What creative solutions were suggested and how were they received?
• What would an outside observer have seen as the strengths and
weaknesses of the group?
• What roles did people play?
• What did each group member learn about him/her self as an individual?
• What other situations (e.g., at school, home or work) are like the Helium
Stick?

21. Four Circles Recovery Center is engaged with
other targeted treatment programs in a research
study through the University of Arkansas &
CReATE to measure the effectiveness of
wilderness therapy for young adults for treating
substance abuse and co-occurring disorders when
compared to treatment as usual sites.
31
Efficacy of Wilderness Therapy

22. Outcomes

23. Outcomes – Distress Tolerance

24. An examination of relapse rates for participants at Four Circles
Recovery Center suggest that participants are maintaining therapeutic
gains following program completion. Approximately 11% of
participants reported increases in substance use problems from
treatment termination to 3 moths post treatment. An additional 18%
of participants reported a relapse to substance use, in the month
preceding their assessment. This indicates that 71% of study
participants are reporting persistent and positive treatment effects.
At the 12-month assessment, approximately 13% of participants
reported increases in substance use problems from treatment
termination. An additional 25% of participants reported a relapse to
substance use. This suggests that approximately 62% of participants
are maintaining treatment gains, one year following program
completion. These relapse rates for FCRC participants are much
improved , compared to rates of relapse in the overall treatment-
seeking adult population. In general, abstinence rates are between
25-40% (for alcohol) and 20-30% (for illicit drugs) in the first 12
months after treatment.
Outcomes Overview

25. tweatherly@fourcirclesrecovery.com
Mobile: (828) 606-7199
Office: (828) 894-2221 x 933200
www.fourcirclesrecovery.com
Thank
You!

26. References
• Bandoroff, S. & Newes, S. (2004). What is Adventure Therapy?
• Bandoroff, S. & Newes, S. (Eds.), Coming of age: The evolving field
of adventure therapy. Boulder, CO. AEE.
• Gass, M. A. (1993). Adventure therapy: Therapeutic applications of
adventure programming. Dubuque; Iowa: Kendall Hunt.
• Russell, K. C. (2001). What is Wilderness Therapy? The Journal of
Experiential Education., 24, 70-79.
• Russell, K.C., Hendee, J. C., & Phillips-Miller, D. (2000). How
wilderness therapy works: An examination of the wilderness
therapy process to treat adolescents with behavioral problems and
addictions. USDA Forest Service Proceedings RMRS-P-15-VOL-3.
• Sarah (“Salli”) Lewis, Ph.D., FCRC Outcome Study, Center for
Research, Assessment, and Treatment Efficacy, Research Division
(CReATE), email: slewis@createnc.com

27. References (continued)
• Cavert, Chris, & Frank, Laurie. 1999. Games (& other stuff) for
Teachers: Classroom Activities that Promote Pro-Social
Learning. Wood ‘N’ Barnes Publishing and Distribution.
• Dewey, John.1938. Experience and Education. New York:
Macmillian
• Draft, R.J., & Kielsmeier, J. (Eds.). 1995. Experiential Learning
in Schools and Higher Education. Dubuque, IA: Kendall/Hunt
• Henton, Mary. 1996. Adventure in the Classroom: Using
Adventure to Strengthen Learning and Build a Community of
Life-Long Learners. Dubuque, IA: Kendall/Hunt
• Johnson, David W. and Johnson, Frank P. 1991. Group Theory
and Group Skills, 6th ed. Englewood Cliffs, NJ: Prentice Hall.
• Johnson, David W. and Johnson, Frank P. 1991. Joining
Together: Group Theory and Group Skills (11th Edition)
Englewood Cliffs, NJ: Prentice Hall.

28. References (continued)
• Adventure Therapy Web, http://leegillis.com/AT/, Gillis &
Thomsen, 1996
• Kolb, David. 1985. Learning-Style Inventory, rev.ed. Boston:
McBer & Company
• Maslow, Abraham. 1962. Toward a Psychology of Being.
Princeton, NC: C. Van Norstrand.
• Nadler, R.S. & Luckner, J.L. 1997. Processing the Experience:
Strategies to Enhance and Generalize Learning, 2nd ed.
Dubuque, IA: Kendall/Hunt
• Rohnke, Karl E.1994. Bottomless Bag Again, 2nd ed.
Dubuque, IA: Kendall/Hunt
• Rohnke, Karl E.1984. Silver Bullets. Dubuque, IA:
Kendall/Hunt