Group Facilitation & Processing
in
Experiential & Outdoor
Education
References
Books & book chapters
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: a
model. In D. Walker (Ed.), Reflection: Turning experience into learning (pp. 1840). London: Kogan Page.
Brackenreg, M., Luckner, J. & Pinch, K. (1994). Essential skills for processing
adventure experiences. Journal of Experiential Education, 17(3), 45-47.
Chapman, S. (1995). What is the question? In K. Warren. (Ed.), The Theory of
Experiential Education (3rd ed., pp. 236-239). Dubuque, IA: Kendall/Hunt.
Gass, M. A. (1990). Transfer of learning in adventure education. In J. Miles & S.
Priest (Ed.) (1999). Adventure programming education (pp. *). State College, PA:
Venture.
Knapp, C. E. (1990). Processing the adventure experience. In J. Miles & S. Priest
(Ed.) (1999). Adventure programming (pp. *). State College, PA: Venture
Publishing.
Luckner, J. L., & Nadler, R. S. (1995). Processing adventure experiences: Its the
story that counts. Therapeutic Recreation Journal, 29(3), 175-183.
Luckner, J. & Nadler, R. (1997). Processing the experience: Strategies to enhance
and generalize learning. Dubuque, IA: Kendall/Hunt.
Nadler, R. S. (1993). Therapeutic process of change. In M. A. Gass (Ed.)
Adventure therapy: Therapeutic applications of adventure programming (pp. 5769). Dubuque, IA: Kendall/Hunt. [out of print]
Priest, S., & Gass, M. A. (2005). Effective leadership in adventure programming
(2nd ed.). Champaign, IL: Human Kinetics.
• Chapter 14 - The process of facilitation
• Chapter 15 - Basic facilitation techniques
• Chapter 16 - Advanced facilitation techniques
• Chapter 17 - Facilitation roles
Priest, S., Gass, M. A., & Gillis, L. (2000). The essential elements of facilitation.
Tarrak.
Sugarman, D. A., Doherty, K. L., Garvey, D. E., & Gass, M. A. (2000). Reflective
learning: Theory and practice. Dubuque, IA: Kendall/Hunt.
Conference papers
Boud, D. (1997). Reflection as a catalyst for change. Paper presented at the 10th
National Outdoor Education Conference, Sydney, Australia.
Dirkx, J. M., & Lavin, R. (1991). Understanding and facilitating experience-based
learning in adult education: The FOURthought model. Paper presented at the
Midwest Research-to-Practice Conference, October 3-4, St. Paul, MN.
Estes, C. A., & Tomb, S. (1995). Is cheese food really food? a.k.a. Some conscious
alternatives to overprocessing experience. Paper presented at the 1995
International Conference on Outdoor Recreation and Education (ERIC Document
Reproduction Service No. ED 404 080).
Journal articles
Bowles, S. (1996). Techniques and philosophy. The Journal of Adventure Education
and Outdoor Leadership, 13(2), 7-19.
Brackenreg, M., Luckner, J. L., & Pinch, K. (1994). Essential skills for processing
adventure experiences. Journal of Experiential Education, 17(3), 45-47.
Brown, M. (2002). The facilitator as gatekeeper: A critical analysis of social order
in facilitation sessions. Journal of Adventure Education and Outdoor Learning, 2(2),
101-112.
Dickson, T. J. (1996). Processing the experience-broadening the vision. Australian
Journal of Outdoor Education, 2(2), 11-16.
Hovelynck J. (1998). Facilitating experiential learning as a process of metaphor
development. Journal of Experiential Education, 21(1), 6-13. [pdf]
Hovelynck J. (1999). Facilitating the development of generative metaphors: reemphasizing participants�guiding images. Australian Journal of Outdoor
Education, 4(1), 12-24.
Hovelynck J. (2000). Recognising and exploring action-theories: a reflection-inaction approach to facilitating experiential learning. Journal of Adventure Education
and Outdoor Learning, 1(1), 7-20. [pdf]
Hovelynck J. (2001). Practice-theories of facilitating experiential learning in
Outward Bound: a research report. Journal of Adventure Education and Outdoor
Learning, 1(2), 53-57. [pdf]
Luckner, J. L. (1994). Effective skills instruction in outdoor adventure education.
The Journal of Physical Education, Recreation & Dance, 65(1), 57 -61.
Luckner, J. & Nadler, R. (1995). Processing adventure experiences: It's the story
that counts. Therapeutic Recreation Journal, 29(3), 175-183. [Links goes to free
abstract & citation; paid full-text]
Priest, S., & Naismith, M. (1993). A model for debriefing experiences. Journal of
Adventure Education and Outdoor Leadership, 10(3), 20-22.
Ringer, T. M. (1999). Two vital aspects in the facilitation of groups: Connections
and containment. Australian Journal of Outdoor Education, 4(1), 5-11. [pdf; .1
MB]
Ringer, M., & Gillis, H. L. (1995). Managing psychological depth in adventure
programming. Journal of Experiential Education, 18(1), 41-51. [pdf; 1.3 MB]
Quinsland, L. K., & Van Ginkel, A. (1984). How to process experience. Journal of
Experiential Education, 7(2), 8-13.
Theses
Brown, M. (2002). Interaction and social order in adventure education facilitation
sessions. Unpublished doctoral dissertation, University of Queensland, Brisbane.
Web-based material
Greenaway, R. (2003). Facilitation & reviewing in outdoor education. Active
Reviewing.
Knapp, C. (1992). Lasting lessons: A teacher's guide to reflecting on experience.
AEL: Charleston, WV.
Loynes, C., Bowles, S., Matur, A., & Ringer, M. (c. 2000). The generative paradigm
and three responses.
McGowan, M. (1997). A more conscious use of metaphor in adventure education.
The Bradford Papers, 7. [doc]
Neill, J. T. (2003). Instructor effectiveness in outdoor, adventure & other
adventure-based experiential programs.
Priest, S. (n.d.) Corporate Adventure Training (CAT) program studies [includes
several studies which examine different processing and facilitation methods].
The Outdoor Leaders Handbook: Activities, Information & Ideas (2002). Reviewing.
Wickes, S. (2000). The facilitators' stories: "What's it like to facilitate at your very
best?" An inquiry into facilitators' peak experiences of facilitating at Brathay. [pdf]
Source James Neil www.wilderdom.com