Personal development on youth expeditions: a literature review and thematic analysis

References

• Allison, P. (1998). Greenland: More questions than answers. Horizons, 2, 16–20.
   Google Scholar
• Allison, P. (2000). Research from the ground up: Post expedition adjustment. Cumbria: Brathay Hall Trust.
   Google Scholar
• Allison, P. (2001). School trips and youth expeditions: Time for a united front? Horizons, 16, 15–17.
   Google Scholar
• Allison, P. (2005). Post-expedition adjustment: What empirical data suggest. In National Conference on Outdoor Leadership, Estes Park, CO.
   Google Scholar
• Allison, P. (2007). When I stop and think about it … further research is not required. In I. Turkova, D. Bartunek, & A. Martin (Eds.), Proceedings from third international mountain and outdoor sports conference Hruba Skala (pp. 78–91). Prague: International Young Nature Friends.
   Google Scholar
• Allison, P. (2009). Research and its sense: Researching for impact and practice informed research. In I. Turkova, & A. Martin (Eds.), Proceedings from fourth international mountain and outdoor sports conference Hruba Skala (pp. 50–60). Prague: International Young Nature Friends.
   Google Scholar
• Allison, P., & Beames, S. (2010). Feature article: The changing geographies of overseas expeditions. International Journal of Wilderness, 16, 35–42.
   Google Scholar
• Allison, P., Davis-Berman, J., & Berman, D. (2012). Changes in latitude, changes in attitude: analysis of the effects of reverse culture shock – A study of students returning from youth expeditions. Leisure Studies, 31, 487–503.
   Web of Science ®Google Scholar
• Allison, P., & Higgins, P. (2002). Ethical adventures: Can we justify overseas youth expeditions in the name of education? Australian Journal of Outdoor Education, 6, 22–26.Abingdon: Routledge.
   Google Scholar
• Allison, P., & Pomeroy, E. (2000). How shall we ‘know?’ Epistemological concerns in research in experiential education. Journal of Experiential Education, 23, 91–97.
   Google Scholar
• Allison, P., Stott, T. A., Felter, J., & Beames, S. (2011). Overseas youth expeditions. In M. Berry & C. Hodgson (Eds.), Adventure education (pp. 187–205). Abingdon: Routledge.
   Google Scholar
• Allison, P., & Telford, J. (2005). Turbulent times: Outdoor education in Great Britain 1993–2003. Australian Journal of Outdoor Education, 9, 21–30.
   Google Scholar
• Allison, P., & Von Wald, K. (2010). Exploring values and personal and social development: Learning through expeditions. Pastoral Care in Education, 28, 219–233.
   Google Scholar
• Allison, P., & Wurdinger, S. (2005). Understanding the power, promise and peril of the experiential learning process. Teacher Education and Practice, 18, 386–399.
   Google Scholar
• Andrews, K. (1999). The wilderness expedition as a rite of passage: Meaning and process in experiential education. Journal of Experiential Education, 22, 35–43.
   Google Scholar
• Ashby, M. (1999). The educational role of expeditions. Teaching Geography, 24, 122–125.
   Google Scholar
• Beames, S. (2003). Overseas youth expeditions. In B. Humberstone, H. Brown, & K. Richards (Eds.), Whose journeys? (pp. 289–296). Penrith: Institute for Outdoor Learning.
   Google Scholar
• Beames, S. (2004a). Critical elements of an expedition experience. Journal of Adventure Education & Outdoor Learning, 4, 145–157.
   Google Scholar
• Beames, S. (2004b). Overseas youth expeditions: A rite of passage? Australian Journal of Outdoor Education, 8, 29–36.
   Google Scholar
• Beames, S. (2005). Expeditions and the social construction of the self. Australian Journal of Outdoor Education, 9, 14–22.
   Google Scholar
• Beames, S., & Stott, T. A. (2008). Raleigh international pilot study report. Report commissioned by Raleigh International. Edinburgh: University of Edinburgh/Liverpool John Moores University.
   Google Scholar
• Blumer, H. (1969). Symbolic interactionism: Perspective and method. Berkeley: University of California Press.
   Google Scholar
• Bobilya, A. J., Akey, L., & Mitchell, D., Jr. (2009). Outcomes of a spiritually focussed wilderness orientation programme. Journal of Experiential Education, 31, 440–443.
   Google Scholar
• Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20–28. doi:10.1037/0003-066X.59.1.20
   PubMed Web of Science ®Google Scholar
• British Standards Institute (BSI). (2007). BS 8848 A specification for the provision of visits, fieldwork, expeditions, and adventurous activities outside the UK. London: British Standards Institute.
   Google Scholar
• Brookes, A. (2003a). A critique of Neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”. Journal of Adventure Education and Outdoor Learning, 3, 49–62.
   Google Scholar
• Brookes, A. (2003b). A critique of Neo-Hahnian outdoor education theory. Part two: The fundamental attribution error” in contemporary outdoor education. Journal of Adventure Education & Outdoor Learning, 3, 119–132.
   Google Scholar
• Brymer, E. (2002). Exploring expedition research methodology: a personal reflection. Australian Journal of Outdoor Education, 6(2), 44–57.
   Google Scholar
• Cashel, C. (1994). Group Dynamics: Implications for successful expeditions. Wilderness and Environmental Medicine, 5, 163–170.
   Web of Science ®Google Scholar
• Cook, L. (1999). The 1944 Education Act and outdoor education: From policy to practice. History of Education, 28, 157–172.
   PubMedGoogle Scholar
• Cooley, C. H. (1962). Social organization. New York, NY: Schocken.
   Google Scholar
• Cooley, C. H. (1964). Human nature and the social order. New York, NY: Schocken.
   Google Scholar
• Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1990). Adventure and the flow experience. In J. C. Miles & S. Priest (Eds.), Adventure education (pp. 149–155). State College, PA: Venture.
   Google Scholar
• Davis–Berman, J., & Berman, D. (2002). Risk and anxiety in adventure programming. Journal of Experiential Education, 25, 305–310.
   Google Scholar
• Department for Education and Skills. (2006). Manifesto for learning outside the classroom. Retrieved from http://www.lotc.org.uk
   Google Scholar
• Ewert, A. (1989). Outdoor adventure pursuits: Foundations, models, and theories. Scottsdale, AZ: Publishing Horizons.
   Google Scholar
• Ewert, A., & Yoshino, A. (2011). The influence of short-term adventure-based experiences on levels of resilience. Journal of Adventure Education and Outdoor Learning, 11(1), 35–50.
   Google Scholar
• Expedition Advisory Centre/Royal Geographical Society [EAC/RGS] (1999). Expedition and fieldwork safeguarding opportunities for young people. London: RGS (with IBG).
   Google Scholar
• Freeman, M. (2011). From ‘character-training’ to ‘personal growth’: The early history of outward bound 1941–1965. History of Education: Journal of the History of Education Society, 40, 21–43.
   Web of Science ®Google Scholar
• Geography Outdoors. (2012). Retrieved August 6, 2012, from http://www.rgs.org/OurWork/Fieldwork+and+Expeditions/Fieldwork+Expeditions.htm
   Google Scholar
• Giges, B., & Rosenfeld, E. (1976). Personal growth, encounter and self-awareness groups. In M. Rosenbaum & A. Snadowsky (Eds.), The intensive group experience the Free press. New York, NY: Collier Macmillan.
   Google Scholar
• Greenaway, R. (1998). In search of respectable adventure. Horizons, 14, 24–26.
   Google Scholar
• Greffrath, G., Meyer, C., Strydom, H., & Ellis, S. (2011). Centre-based and expedition-based (wilderness) adventure experiential learning regarding personal effectiveness: An explorative enquiry. Leisure Studies, 30, 345–364.
   Web of Science ®Google Scholar
• Grey, T. (1984). The expedition experience. Adventure Education, March/April, 17–18.
   Google Scholar
• 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, 67, 43–87.
   Web of Science ®Google Scholar
• Hopkins, D., & Putnam, R. (1993). Personal growth through adventure. London: David Fulton.
   Google Scholar
• Howe, K. (2005). The question of education science: Experimentism versus experimentalism. Educational Theory, 55, 306–321.
   Google Scholar
• Hunt, J. (1990). Ethical issues in experiential education. Boulder, CO: Association for Experiential Education.
   Google Scholar
• Jones, A. (2004). Review of gap year provision. Research report RR555. London: Department for Education & Skills.
   Google Scholar
• Kennedy, A. (1992). The expedition experience as a vehicle for change in the inner city. Penrith: Adventure Education.
   Google Scholar
• Khalid, S. K., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96, 118–121.
   PubMed Web of Science ®Google Scholar
• Kristjianson, K. (2007a). Justified self-esteem. Journal of Philosophy of Education, 41, 247–261.
   Web of Science ®Google Scholar
• Kristjianson, K. (2007b). Measuring self-respect. Journal for the Theory of Social Behaviour, 37, 225–242.
   Web of Science ®Google Scholar
• Kristjianson, K. (2009). Putting emotion into the self: A response to the 2008 Journal of Moral Education Special Issue on moral functioning’. Journal of Moral Education, 38, 255–270.
   Web of Science ®Google Scholar
• Learning & Teaching Scotland. (2010). Curriculum for excellence through outdoor learning. Retrieved from http://www.ltscotland.org.uk/learningteachingandassessment/approaches/outdoorlearning/about/cfethroughoutdoorlearning.asp
   Google Scholar
• Loynes, C. (1999a). Development training in the United Kingdom. In J. C. Miles & S. Priest (Eds.), Adventure programming(pp.45–51). State College, PA: Venture.
   Google Scholar
• Loynes, C. (1999b). Once upon a time. Paper presented at the National Outdoor Education Conference, Perth, Australia.
   Google Scholar
• Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist. London: University of Chicago Press.
   Google Scholar
• Miles, J., & Priest, S. (1999). Adventure programming. State College, PA: Venture Publishing.
   Google Scholar
• Neill, J. T., & Dias, K. L. (2001). Adventure education and resilience: The double-edged sword. Journal of Adventure Education and Outdoor Learning, 1, 35–42.
   Google Scholar
• Nicol, R. (2002). Outdoor education: Research topic or universal value? Part one. Journal of Adventure Education and Outdoor Learning, 2, 29–41.
   Google Scholar
• O’Toole, J. (2005). Creating the good life. London: Rodale.
   Google Scholar
• Palethorpe, R., & Wilson, J. P. (2011). Learning in the panic zone: Strategies for managing learner anxiety, Journal of European Industrial Training, 35, 420–438. doi:10.1108/03090591111138008
   Google Scholar
• Pike, E., & Beames, S. (2007). A critical interactionist analysis of ‘Youth Development’ expeditions. Leisure Studies, 26, 147–159.
   Google Scholar
• Potter, T. G. (1998). Human dimensions of expeditions: Deeply rooted, branching out. Paper presented at the 1997 AEE International Conference. Asheville, USA.
   Google Scholar
• Priest, S. (1990). The adventure experience paradigm. In J. C. Miles & S. Priest (Eds.), Adventure education (pp. 157–162). State College, PA: Venture.
   Google Scholar
• Priest, S., & Gass, M. (1997). Effective leadership in adventure programming (2nd ed.). Leeds: Human Kinetics.
   Google Scholar
• Raleigh International. (2011). About Raleigh. Retrieved January 3, 2011, from http://www.raleighinternational.org/
   Google Scholar
• Rea, T. (2006). ‘It’s not as if we’ve been teaching them’. Reflective thinking in the outdoor classroom. Journal of Adventure Education and Outdoor Learning, 6, 121–134.
   Google Scholar
• Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. Shrewsbury: National Foundation for Educational Research and King’s College London.
   Google Scholar
• Rowe, M. (2008). The credibility gap. GeographicalAugust, 46–53.
   Google Scholar
• Sayer, A. (2011). Why things matter to people? Cambridge: Cambridge University Press.
   Google Scholar
• Sheldon, R. (2009). Rallying together: A research study of Raleigh’s work with disadvantaged young people. London: Institute for Public Policy Research.
   Google Scholar
• Smith, M. (2008). Exploring a changing world: A guide to fieldwork for youth expeditions. London: Young Explorers Trust.
   Google Scholar
• Stonehouse, P., Allison, P., & Carr, D. (2011). Aristotle, Plato, and Socrates: Ancient Greek perspectives on experiential learning. In T. E. Smith & C. E. Knapp (Eds.), Sourcebook of experiential education: Key thinkers and their contributions (pp. 18–25). London: Routledge.
   Google Scholar
• Stott, T. A., & Hall, N. E. (2003). Changes in aspects of students’ self-reported personal, social and technical skills during a six-week wilderness expedition in Arctic Greenland. Journal of Adventure Education and Outdoor Learning, 3, 159–169.
   Google Scholar
• Takano, T. (2010). A 20-year retrospective study of the impact of expeditions on Japanese participants. Journal of Adventure Education and Outdoor Learning, 10, 77–94.
   Google Scholar
• Thomas, G., Potter, T., & Allison, P. (2009). A tale of three journals: An investigation of the development and futures of AJOE, JAEOL and JEE. Australian Journal of Outdoor Education, 13, 16–29.
   Google Scholar
• Tozer, M., Fazey, I., & Fazey, J. (2007). Recognizing and developing adaptive expertise within outdoor and expedition leaders. Journal of Adventure Education and Outdoor Learning, 7, 55–75.
   Google Scholar
• Watts, F. N., Apps, J., & East, M. P. (1993a). Personality change produced by expedition stress: A controlled study. Personality and Individual Differences, 15, 603–605.
   Web of Science ®Google Scholar
• Watts, F. N., Cohen, J., & Toplis, R. (1994). Personality and coping strategies on a stressful expedition. Personality and Individual Differences, 17, 647–656.
   Web of Science ®Google Scholar
• Watts, F. N., Webster, S. M., Morley, C. J., & Cohen, J. (1992). Expedition stress and personality change. British Journal of Psychology, 83, 337–341.
   PubMed Web of Science ®Google Scholar
• Watts, F. N., Webster, S. N., Morley, C. J., & Cohen, J. (1993b). Cognitive strategies in coping with expedition stress. European Journal of Personality, 7, 255–266.
   Web of Science ®Google Scholar
• Williams, R., Higgins, P., Humberstone, B., & Loynes, C. (1998). Outdoor education in Britain, in: Outdoor, adventure and experiential learning: A wealth of European concepts. Report of the third European congress of the European institute for outdoor adventure education and experiential learning. Marburg: European Institute for Outdoor Adventure Education.
   Google Scholar
• Winser, S. (2004). Royal Geographical Society Expedition Handbook. London: Profile Books.
   Google Scholar