The Outlook Facilitation Practice PrinciplesAdventure, growth and learningWe value experiential learning processes; learning through planning, doing, reflection and applying. We value the power of people moving outside their comfort zones, taking managed risks, seeing their circumstances differently and doing things they never imagined were possible.

RelationshipsWe value and support opportunities that strengthen the connections between people and places. In particular we recognise the importance of constructive relationships between workers, clients, communities, families and country. Adventure based learning programs have great capacity to build strong relationships and we support a network of community based workers who provide opportunities for their clients and communities to engage in adventure based learning experiences.

Contractual leadershipWe believe that enabling the group to participate in decision making and goal setting processes and to seek agreement for and a commitment to these processes, supports sustainable change in individuals and groups. Contractual Leadership is an effective approach that influences individuals and groups to be responsible, decisive and respectful.

Skill development and Risk ManagementWe work with agency staff to develop and maintain their skills and support them to become competent to run intentional adventure based learning programs with their own communities and agencies. We support them to develop and use group facilitation practices, risk management procedures and adventure medium skills. We maintain and provide equipment, risk management frameworks and standard operating procedures, and 24 hour on-call support.

IntentionalityWe support and facilitate programs and experiences that have clear intentions connected to the plans people have for making change to their lives and communities.

AccessibilityWe believe that all community members should have access to adventure based learning programs to facilitate opportunities to support their growth and development as people. We view the outlook as a place for agency staff and community to feel welcomed and connected to.

Challenge by choiceWe value the expertise people have in their own lives. We support people to choose their level of challenge, push themselves, take risks and discover more about what they can achieve.

Ownership, autonomy and responsibilityWe support opportunities for people to communicate their needs, wants, concerns or fears in a group setting in a non-violent way. We value the capacity of the group to manage their own processes and experience, and support them through this journey.

The power of a safe groupWe value groups as a useful and powerful context for people to learn grow. Emotionally safe groups enable people to share experiences and negotiate collaboratively.

DiversityThe diversity that exists in groups provides people with opportunities to appreciate differences. We celebrate this diversity.

Social JusticeWe recognise the impact that social inequality has on people’s lives and communities and we support awareness raising around issues of inequality and oppression. We embrace social justice as a core value of our work.

Connection to natureWe understand the power of nature to support wellness and connectedness for all people. We support people to have opportunities to connect with nature. Our respect for the earth is demonstrated through our care for the environment and our minimal impact, leave no trace practices.

Transferring learning into lifeThe purpose of our work is to support people to learn and grow from their experiences, and know that they are capable of more than they imagined. We believe that facilitating the transference of learning from adventure experiences, into everyday life, is central to what we do.

Theories and Models that inform the work of The Outlook

Over the past 20 years, The Outlook has continued to draw on the work of a number of practitioners in the fields of Experiential Learning, Adventure Based Learning (ABL), group development and change processes in individuals, to inform its practice base.

Below is a short summary of these key theories that have enabled The Outlook to respond effectively to the diverse and specific needs of the communities we work beside.

Experiential Learning Model

Experiential learning is a process that values and welcomes the use of existing knowledge that people bring with them. It celebrates trial and error, as learning is viewed as an ongoing cyclic experience. The learner is aware of the learning experience and it is relevant and significant to them. The learning is a whole of body experience, engaging as many faculties of the person as possible. The Learner is actively engaged in reflecting on the learning experience, connecting with past, present and future learning’s.

Definition of Adventure Based Learning

DescribingWhat?

ApplyingNow what?

Experiencing

AnalysingSo What?

“Adventure based learning is a type of educational or therapeutic program in which adventure pursuits that are physically and or psychologically demanding, are used within a framework of safety and skills development to promote interpersonal and intrapersonal growth.”Bagby. S., & Chavarria. L. S. (1980) Important issues in Outdoor Education: ERIC/CRESS Mini Reviews, University of New Mexico: University Park.

Adventure Wave

The adventure wave model is a three stage experiential learning cycle that places its main emphasis on the role of the facilitator. This model articulates that learning is maximised when there is a clear process that includes briefing and debriefing.

Brief / FrontloadingThis is about identifying with the participants what the activity’s purpose is for the group or the individual. This is known as the Process objective. This differs from the activity objective.

The purpose of frontloading is to draw participants attention to their behaviours or interactions so that they have more data to draw upon in the debrief. For example, before an activity you might ask the group to focus on how they are communicating with each other or the roles they take on in a group.

Activity

Brief

Activity

Debrief

This is the sequenced learning experience where people are able to use and develop their skills and capacities.

DebriefThis is the process of reflecting on what happened and transferring the learnings to future endeavours.

Priest. S., Gass,M.A., & Gillis,L. (2000) The essential elements of facilitation. Dubuque, IA: Kendall/Hunt.

Adventure based Learning Process Model

This model, by Luckner and Nadler outlines the process and key components of effective Adventure Based Learning. In particular it recognises a number of critical factors that enable ABL models to

The Individual

Augmented by

processing the

experience

Promoting generalisatio

n and transfer

Experiences Disequilibriu

m

Through a novel setting

In a co-operative

environment

Presented with unique problems to

solve

Leading to feelings of accomplish

ment

support people to grow and develop new skills that are transferable back to their regular lives.

These are: the individual must experience a sense of disequilibrium as it

is in this state that people are better able to learn new skills (in ABL the novel setting contributes to this)

A supportive and cooperative environment enables participants to work together in meaningful ways. Without this safe environment, people would find it difficult and highly stressful to work together.

The unique problem solving situations create a space where people must learn new skills or change existing skills so that they can manage and address the problems they encounter.

The level and difficulty of the problems is sequenced in such a way as to support the growth and skill development of the teams and the individuals.

The debrief or processing of the experience, enables participants to reflect on their experience and draw out how they can utilise these learning’s in other areas of their lives. Facilitators play a vital role in enabling this part of the process to occur.

Luckner. L. & Nadler. R. (1992) Processing the Experience- Strategies to Enhance and Generalise Learning, (2nd Ed.) Dubuque, Iowa: Kendall/Hunt Books.

Gaps Model

Adventure is a state of mind more than an activity. For any experience, different people will be affected in different ways. The Gaps Model provides a way for people to share what is happening for them in any experience.

Play: People in this level of activity are operating below their normal abilities. This may be described as fun, pleasant, boring or a waste of time.

Adventure: People feel in control of the situation, but are using their experience and abilities to overcome any technical problems.

Frontier Adventure: This stage is just beyond adventure. The person has a fear of harm and no longer feels in control of the situation. The person must utilise all of their concentration and skills to meet the challenge of the experience.

Misadventure: This is where the challenge is way beyond the control of the person. People shut down and are not able to operate effectively. This is where the experience can do harm for the person.

For people to grow and develop, the ideal place for them to be on the gaps model is within the adventure and frontier adventure areas.

Play

Adventure

Frontier Adventure

Misadventure

Regular stress level

Stress experienced through activity

Stress and Performance Model

Low Stress Learning Stress Motivational Stress High Stress Extreme Stress

The amount of Stress we experience in a situation affects our performance. Without stress we have limited motivation to perform, with too much stress our performance level is depressed. Frontier adventure provides motivational stress that in turn supports our growth and development, as we change and grow to meet the challenges we face. A developmental program shifts people in and out of this key performance area to maximise learning.

Mortlock, C. (1984) The Adventure Alternative .Cumbria, UK: Cicerone Press.

Maximum Performance

Play AdventureFrontier

Adventure Misadventure

Performance Level

Stress Experienced

Continuum of PracticeDepth of Intervention

All programs differ in terms of what outcomes they are trying to achieve. The same activity could produce a range of outcomes, depending on the needs of the participants, the mandate of the agency, the experiences of the facilitator and how the activity is framed, facilitated and debriefed.

Moving an activity from recreation to developmental is not only about increasing the level of challenge of the activity, but most importantly increasing the level of intervention through program design, facilitation and reflection.

Gass. M. (1993) Adventure in Therapy: therapeutic applications of adventure programming in mental health settings. Boulder, CO: Association for Experiential Education.

Lesser Depth of Intervention

Greater Depth of Intervention

Recreation

Change how we feel

Training /Education

Change how we feel and

think

Developmental

Change how we feel, think and

behave

Therapy

Change how we feel, think,

behave and understand

Trans-theoretical Model of Change

Stage DescriptionPre-contemplation No intention to changeContemplation Considering changeDetermination Decision to change and strategiesAction Visible changes madeMaintenance Maintaining changesRelapse Normal process of backsliding and

recyclingExit Changes fully integrated

The Stages of Change Model gives facilitators a tool to consider where participants may be at in relation to particular activities or behaviours that may be impacting on their life or contributing to their involvement in the program. These could also be behaviours that impact on how the group operates.

This model provides facilitators with strategies and understandings about change to further support their planning about how to best meet the needs of the group and the group members in meaningful ways.

Rocknick. S. & Miller. W. (1995) “What is Motivational Interviewing?” in Behavioural and Cognitive Psychotherapy, 23, 325-334.

Human Needs Model

The Outlook has drawn on a number of traditional needs model theories including Glasser and Maslow in developing this simple model to inform our practice. This model identifies that people have needs across these areas which they meet through a range of actions. In our program design, we need to ensure that we consider all of these needs and how they can be met. Facilitators must consider that people’s behaviour are motivated by their needs. By looking beyond a person’s actions to consider the need of the individual, our programs are better informed to support individuals to change and develop.

Glasser. W. (1975), The Identity Society , New York: Harper and Row.

Maslow. A. (1943), “A Theory of Human Motivation”, in Psychological Review, 50 (4), 370-396.

Fun

Freedom Worth

Survival

Love

Individual Needs

Stages of Group Development

Group theory has developed considerably since this model was first introduced, yet this remains a powerful model for understanding some key factors in the process as well as informing our response. Group development is not a sequential or linear process and can move in and out of the different stages or be in more than one stage at any given time. As facilitators we need to be able to identify where a group is, to help determine the leadership style we utilise and the types of activities we ask the group to engage with.

Each of the stages can support the development and strengthening of the group if we respond with meaningful activities and guidance as facilitators.

Tuckman. B. (1965) “Developmental Sequence of Small Groups” in Psychological Bulletin, no. 63 p 384-399.

Forming

Performing

Mourning

Storming

Norming

Other Tools

Through our Program Design and Facilitation Course (PDF), we introduce a range of tools and processes that can assist facilitators to strengthen the quality and impact of their programs. These processes are reinforced and utilised throughout all our training blocks and in our own practice. They provide structure to assist facilitators to put the theories that inform our work into practice.

Program Design

The Outlook has templates to support workers to develop clear intent and purpose for the programs they run. It asks facilitators to consider the target group for the program, how long this group has been together and what group and individual needs the program hopes to address. Part of their planning is to assess whether group members are ready for the program.

The program plan outlines the intentions of the program. These will influence the type of program developed. Program designs need to be flexible to allow for changes in group dynamics, the stage the group is at and external factors such as weather that can impact on plans.

Hope and Concerns

Expectations/Hopes Concerns/FearsWhat I want to happen! What I don’t want to happen!

Action: How I will make this happen?

Action: How I will stop this from happening?

This tool is to assist the facilitator to identify the issues that may affect the group’s experience. This can happen in an open process or individuals can write or share these privately and then the group can work through them to find solutions.

This process is about setting up a context in which the group can begin to consider how to support each other and create an environment of safety.

Hopes and Concerns are often gathered in the lead up time to a program as they inform the planning process.

Working Agreement

The working agreement is the process of the group outlining how they will work together across the program. It is also the place where the non-negotiable factors are outlined.

Parameters such as SAFETY, PARTICIPATION, FEEDBACK, RESPECT can be used to structure and guide the working agreement.

This is an active document that is reflected upon throughout the program and used to identify when the group or members are not working within its parameters. It is usually created as a visual document or symbolic item that the group carries with them throughout the program.

Challenge by Choice

This is an important concept that informs The Outlook’s understandings of participation. Challenge by Choice is acknowledging the Gaps Model and how different group members will feel differently about activities and processes.

By asking people to remain focused and part of the group but empowering them to engage at the level that they choose, Challenge by Choice can assist in ensuring that people do not experience misadventure whilst engaged in their program or group.

Debriefing Model “What, So what, Now what?”

This debriefing model is an easy to remember tool to assist facilitators to support groups to move through the phases of experiential learning so that at the end of a debrief, they can transfer their learnings into the future.

For those first undertaking debriefing, it is a simple guide to keep conversations on track or bring them back to achieve meaningful understandings for the group.

Facilitation and Leadership Styles (Contractual Leadership)

This process is about highlighting how different situations and different stages of group development, require different leadership styles to assist the group to maximise their learning and growth through the program. Facilitators need to be aware of their preferred or comfortable leadership styles and then begin to utilise a range of styles most appropriate to the group’s development.

Contractual leadership is the term used by the Outlook to describe this flexible and interactive approach to leadership that we ask our facilitators to engage in.

GRABBSS Model

This is a holistic approach to assessing where the group is at during a program. This tool can help the facilitator identify what activities or processes need to be put in place to meet or address the needs of the group.

Goals: remind us of the purpose or intent of the program for both the group and the individualsReadiness: does the group have the skills for the activityAffect: the feelings in the groupBehaviour: the actions of the group and its membersBody: the physical abilities of the participantsSetting: the environment we are working in and the background of the participantsStages of Development: where is the group at?

Schoel. J. & Maizell. R. (2002) Exploring Islands of Healing, New perspectives on Adventure based Counselling, Beverly, MA Project Adventure.