Can communitas explain how young people achieve identity development in outdoor adventure in light of contemporary individualised life?

References

• Adams, M. (2006). Hybridizing habitus and reflexivity: Towards an understanding of contemporary identity. Sociology, 40(3), 511–528. doi:10.1177/003803850663672
   Google Scholar
• Andrews, K. (1999). The wilderness expedition as a rite of passage: meaning and process in experiential education. The Journal of Experiential Education, 22(1), 35–43. doi:10.1177/105382599902200107
   Google Scholar
• Arnett, J. J. (1998). Learning to stand alone: The contemporary American transition to adulthood in cultural and historical context. Human Development, 41(5–6), 295–315. doi:10.1159/000022591
   Web of Science ®Google Scholar
• Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. doi:10.1037/0003-066X.55.5.469
   PubMed Web of Science ®Google Scholar
• Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. NY: Oxford University Press.
   Google Scholar
• Ball, S., Maguire, M., & Macrae, S. (2000). Choice, pathways and transitions post-16 new youth, new economies in the global city. UK: Routledge Falmer.
   Google Scholar
• Bauman, Z. (2001). The individualised society. UK: Blackwell Press.
   Google Scholar
• Beames, S. (2004). Overseas youth expeditions with Raleigh International: A rite of passage? Australian Journal of Outdoor Education, 8(1), 29–36.
   Google Scholar
• Beck, U., & Beck-Gernsheim, E. (2002). Individualization: Institutionalised individualism and its social and political consequences. London: Sage Publications.
   Google Scholar
• Bell, B. J. (2003). The rites of passage and outdoor education: Critical concerns for effective programming. Journal of Experiential Education, 26(1), 41–49. doi:10.1177/105382590302600107
   Google Scholar
• Bourdieu, P. (1993). Sociology in question. (R. Nice, Trans.). London: Sage Publications.
   Google Scholar
• Boyes, M. A., & O’Hare, D. (2003). Between safety and risk: A model for outdoor adventure decision making. Journal of Adventure Education & Outdoor Learning, 3(1), 63–76. doi:10.1080/14729670385200251
   Google Scholar
• Capurso, M., & Borsci, S. (2013). Effects of a tall ship sail training experience on adolescents’ self-concept. International Journal of Educational Research, 58(1), 15–24. doi:10.1016/j.ijer.2013.01.004
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. NY: Sage Publications.
   Google Scholar
• Davis, J. (2003). Wilderness rites of passage: Initiation, growth, and healing. Retrieved from http://www.johnvdavis.com/wild/WRoP%20ms%2011-26-03.pdf
   Google Scholar
• Dickson, T. J. (2000). Can we live without risk? Australian Journal of Outdoor Education, 5(1), 2–3.
   Google Scholar
• Dickson, T. J., Gray, T., & Mann, K. (2008). Outdoor activity benefits catalogue final 27.08.08. Centre for Tourism Research, University of Canberra. Retrieved from http://docs.google.com/viewer?a=v&q=cache:uCKgUhBi1P4J:www.oric.org.au/IndustryNews/OutdoorActivityBenefitsCatalogueFinal270808.pdf+outdoor+adventure+outcomes+academic+achievement&hl=en&gl=au&pid=bl&srcid=ADGEESh3PAw5wCAS0K5sNoK4qoRiGIN2c2P5mAf2IRpvsu4z4tsmZzdUVEsDW3yUYUnTPLZGJrErFjsLbZ76z0uSPbzHhf72eiwpqapc1X98BudhOZ3fl8RmTheL7Pk5Xa3T-eu0cWy&sig=AHIEtbSsizaMnVh2qruDxNpU20siiOn99Q
   Google Scholar
• Erikson, E. H. (1968). Identity: Youth and crisis. NY: Norton.
   Google Scholar
• Ewert, A. (1983). Outdoor adventure and self-concept: A research analysis. Eugene, OR: Centre of Leisure Studies, University of Oregon.
   Google Scholar
• Ewert, A. (1988). Reduction of trait anxiety through participation in outward bound. Leisure Sciences, 10(2), 107–117. doi:10.1080/01490408809512181
   Google Scholar
• Ewert, A., McAvoy, L., Mccool, S. F., Cole, D. N., Borrie, W. T., & O’Loughlin, J. (Eds) (2000). The Effects of wilderness setting on organised groups: A state of knowledge paper, wilderness as a place for scientific inquiry (pp. 1–14). Washington, DC: U.S. Department of Agriculture. (USDA Forest Service Proceedings RMRS-P-0-VOL-3).
   Google Scholar
• Friese, G. T., Taylor Pittman, J., & Hendee, J. C. (1995). Studies of the use of wilderness for personal growth, therapy, education, and leadership development: An annotation and evaluation. Retrieved from http://www.wilderness-therapy.org/Research/ResearchAbstracts.pdf
   Google Scholar
• Furstenberg, F. F. (2000). The sociology of adolescence and youth in the 1990s: A critical commentary. Journal of Marriage and Family, 62(4), 896–910. doi:10.1111/j.1741-3737.2000.00896.x
   Web of Science ®Google Scholar
• Gass, M. A. (1990). The longitudinal effect of an adventure orientation program on the retention of students. Journal of College Student Development, 31, 33–38.
   Web of Science ®Google Scholar
• Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life. NY: Basic Books.
   Google Scholar
• Giddens, A. (1990). The consequences of modernity. UK: Polity Press.
   Google Scholar
• Goldenberg, M., McAvoy, L., & Klenosky, D. B. (2005). Outcomes from the components of an Outward Bound experience. Journal of Experiential Education, 28(2), 123–146. doi:10.1177/105382590502800206
   Google Scholar
• Greenway, R. (1995). The wilderness effect and ecopsychology. In T. Roszak, M. Gomes, & A. Kanner (Eds.), Ecopsychology (pp. 122–135). San Francisco, CA: Sierra Club Books.
   Google Scholar
• Grimes, R. L. (2000). Deeply into the bone: Re-inventing rites of passage. Berkeley, CA: University of California Press.
   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(1), 43–87. doi:10.3102/00346543067001043
   Web of Science ®Google Scholar
• Hutson, S., & Jenkins, R. (1989). Taking the strain: Families, unemployment and the transition to adulthood. Buckingham, UK: Open University Press.
   Google Scholar
• Kroger, J. (2005). Identity development: Adolescence through adulthood. UK: Sage Publications.
   Google Scholar
• Martin, A. J., & Leberman, S. I. (2005). Personal learning or prescribed educational outcomes: A case study of the outward bound experience. Journal of Experiential Education, 28(1), 44–59. doi:10.1177/105382590502800106
   Google Scholar
• McCulloch, K. (2004). Ideologies of adventure: Authority and decision making in sail training. Journal of Adventure Education & Outdoor Learning, 4(2), 185–197. doi:10.1080/14729670485200531
   Google Scholar
• McCulloch, K., McLaughlin, P., Allison, P., Edwards, V., & Tett, L. (2010). Sail training as education: More than mere adventure. Oxford Review of Education, 36, 661–676. doi:10.1080/03054985.2010.495466
   Web of Science ®Google Scholar
• McKenzie, M. D. (2000). How are adventure education program outcomes achieved? A review of the literature. Australian Journal of Outdoor Education, 5(1), 19–26.
   Google Scholar
• McKenzie, M., & University, S. F. (2003). Beyond ‘the outward bound process’: Rethinking student learning. The Journal of Experiential Education, 26(1), 8–23.
   Google Scholar
• Neill, J. T. (1999). The melting pot of outdoor education effects: Testing the flavours of program type, duration and participant age. Retrieved from http://66.246.248.192/html/Neill1999MeltingPot.doc
   Google Scholar
• Neill, J. T. (2000). Adventure-based programs: Building healthy challenges for adolescent development. Retrieved from http://wilderdom.com/pdf/Neill2001Buildinghealthychallengesforadolescents.pdf
   Google Scholar
• Neill, J. T., & Dias, K. L. (2001). Adventure education and resilience: The double-edged sword. Journal of Adventure Education & Outdoor Learning, 1(2), 35–42. doi:10.1080/14729670185200061
   Google Scholar
• Ongena, J. (1982). Adventure education: An opportunity to teach youth self-confidence, respect. NASSP Bulletin, 66(454), 71–78. doi:10.1177/019263658206645412
   Google Scholar
• Paisley, K., Furman, N., Sibthorp, J., & Gookin, J. (2008). Student learning in outdoor education: A case study from the national outdoor leadership school. Journal of Experiential Education, 30(3), 201–222. doi:10.1177/105382590703000302
   Google Scholar
• Pearson, B. (1991). Outdoor adventure’ camps: Personal development through challenge. Retrieved from http://www.development.tas.gov.au/__data/assets/pdf_file/0014/4262/07pearsonb.pdf
   Google Scholar
• Propst, D. B., & Koesler, R. A. (1998). Bandura goes outdoors: Role of self-efficacy in the outdoor leadership development process. Leisure Sciences, 20, 319–344. doi:10.1080/01490409809512289
   Web of Science ®Google Scholar
• Richards, G. E. (1999, January). ‘Sugar and Spice and Puppy Dogs’ tails: Physical self concept and outdoor education Paper Presented to the 11th National Outdoor Education Conference, Perth, WA.
   Google Scholar
• Russel, K. C. (2003). An assessment of outcomes in outdoor behavioral healthcare treatment. Child & Youth Care Forum, 32(6), 355–381. doi:10.1023/B:CCAR.0000004507.12946.7e
   Google Scholar
• Schwartz, S. J., Côté, J. E., & Arnett, J. J. (2005). Identity and agency in emerging adulthood: Two developmental routes in the individualization process. Youth & Society, 37(2), 201–229. doi:10.1177/0044118X05275965
   Web of Science ®Google Scholar
• Sennett, R. (1998). The corrosion of character: The personal consequences of work in the new capitalism. UK: W.W. Norton & Co.
   Google Scholar
• Shanahan, M. J. (2000). Pathways to adulthood in changing societies: Variability and mechanisms in life course perspective. Annual Review of Sociology, 26(1), 667–692. doi:10.1146/annurev.soc.26.1.667
   Web of Science ®Google Scholar
• Shotter, J., & Gergen, K. J. (1989). Texts of identity. London, UK: Sage Publications.
   Google Scholar
• Sibthorp, J. (2003). An empirical look at Walsh and Golins’ adventure education process model: Relationships between antecedent factors, perceptions of characteristics of an adventure education experience, and changes in self-efficacy. Journal of Leisure Research, 35(1), 80–107. doi:10.18666/JLR-2003-V35-I1-611
   Web of Science ®Google Scholar
• Sibthorp, J., Paisley, K., & Gookin, J. (2007). Exploring participant development through adventure-based programming: A model from the national outdoor leadership school. Leisure Sciences, 29(1), 1–18. doi:10.1080/01490400600851346
   Web of Science ®Google Scholar
• Smith, E. F., Steel, G., & Gidlow, B. (2010). The temporary community: Student experiences of school-based outdoor education programmes. Journal of Experiential Education, 33(2), 136–150. doi:10.5193/JEE33.2.136
   Google Scholar
• Turner, V. (1967). The forest of symbols: Aspects of Ndembu ritual. UK: Cornell University Press.
   Google Scholar
• Turner, V. (1969). The ritual process: Structure and anti-structure. UK: Routledge & Kegan Paul.
   Google Scholar
• Turner, V. (1974). Dramas, fields, and metaphors: Symbolic action in human society. UK: Cornell University Press.
   Google Scholar
• Turner, V. (1992). Variations on a Theme of Liminality. In E. Turner (Ed.) Blazing the trail: Way marks in the exploration of symbols. Tucson, AZ: University of Arizona Press.
   Google Scholar
• Van Gennep, A. (1960). The rights of passage. Chicago, IL: University of Chicago Press.
   Google Scholar
• Webb, J., Schirato, T., & Danaher, G. (2002). Understanding Bourdieu. AU: Allen & Unwin.
   Google Scholar
• Westberg, A. (2004). Forever young? Young people’s conception of adulthood: The Swedish case. Journal of Youth Studies, 7(1), 35–53. doi:10.1080/1367626042000209949
   Google Scholar
• White, R., & Wyn, J. (2004). Youth and society: Exploding the social dynamics of youth experience. South Melbourne, VIC: Oxford University Press.
   Google Scholar