Where Are the Instructors?
Benefits of Unaccompanied Program Components
Wilderness Risk Management Conference
Durham, NC, USA
Friday, October 16, 2009
Andrew J. Bobilya, Ph. D.
Kenneth R. Kalisch, M.S.
Dave Sperry, M.S.
Montreat College Outdoor Education Department
Montreat, NC, USA
Presentation Overview
• Small Group Discussions on Risks/Benefits of Solo
and Final Expedition Course Components
• Large Group Sharing of Risks/Benefits
• Research Summary of Benefits
• Large Group Discussion of Best Practices
• Available Resources
Small Group Discussion
• What are the risks and benefits involved in
programming unaccompanied student
experiences on wilderness courses (Solo &
Final Expedition)?
Research Purpose Overview
The purpose of these
two studies was to
understand students’
perceptions of their Solo
or Final Expedition
experience during a
wilderness experience
program.
Why Investigate the Solo and Final Expedition?
• The Solo and Final Expedition have been found to be one
of the most memorable and significant course components
over the participant’s lifetime (Daniel, 2003; Gassner & Kahlid, 2006)
• Solo is one of the most influential components of a
wilderness experience program (Daniel, 2003; Fredrickson & Anderson,
1999; Griffin, 2000; McFee, 1993; Price, 1999; Sibthorp, 2000; Stringer & McAvoy, 1992;
Williams & Kalisch, 1995).
• There is very little data that can provide meaningful insight
from the participants’ perspective regarding
a) their expectation of the program component
b) their experience of the program component
c) what influenced their experience during the
particular component of the program (McKenzie, 2000)
Solo Data Collection Overview
2002
Participant’s
Perceptions Pilot Study
Solo
2003
Participant’s
PerceptionsDissertation
Solo
Pre-Program
Survey
(n=134)
Pre-Program
Survey
(n = 126)
Solo Survey
(n = 134)
Solo Survey
(n = 126)
Focus Group
Interviews
(n = 33)
Focus Group
Interviews
(n = 30)
1:1 Interviews 3
½ Months
Later
(n = 16)
2004
In-House
Evaluation
Solo
2005
Intentional
Design Study
Solo
2006
NCOBS Pilot
Study
Solo
2007
NCOBS
Participant’s
Perceptions
Solo
Solo Survey
(n = 95)
Solo Survey
(n = 85)
Solo Survey
(n = 174)
Solo Survey
(n = 335)
Final Expedition Data Collection Overview
2008
Youth and Adult
Participants’
Perceptions of the
Final Expedition
2009
Youth and Adult
Participants’
Perceptions of the
Final Expedition
2009 - 2010
Adult
Participants’
Perceptions of the
Final Expedition
Final Expedition
Survey
(n=335)
Final Expedition
Survey
Final Expedition
Survey
Solo Characteristics
Research Question:
“What are three lessons you learned during your Solo
experience that you want to apply to your life at home?”
• Solo Timing During Course
– Beginning 1/3 – 2%
– Middle 1/3 – 59%
– Last 1/3 – 29%
*10% non-response
• Length of Solo
–
–
–
–
15 - 23 hours – 30%
24 – 35 hours – 27.5%
36 – 48 hours – 37.5%
Over 48 hours – 5%
Summary of Solo Study Results
Major Themes
• Intended Transfer of Learning: Self and
Lifestyle
• Appreciation for Home and Outdoor
Experiences
Intended Transfer of Learning - Self
Sub Themes
1. Self-Reliance
2. Self-Worth
3. Perseverance
4. Responsibility
5. Simplicity
Intended Transfer of Learning - Self
Self-Reliance
“I am able to survive, pleasantly
even in situations that might seem
daunting or impossible at first. I
am capable and resourceful.”
“I can take care of myself, and I
don’t always need someone to
help me do things.”
Self-Worth
“I learned that I am worth sticking
up for. I used to always let people
push me around and now I know I
don’t need anyone to tell me I am
good enough.”
Intended Transfer of Learning - Self
Perseverance
“Time and patience can give you the results you want.”
Responsibility
“I kind of feel like no situation can make you miserable without allowing
yourself to feel miserable. Basically I want to take the concept (home)
that every situation is all about attitude and how you view the situation.
I really want to hold on to this lesson and keep it with me when I get
back.”
Simplicity
“The enormous difference between needing and wanting something. I
don’t need food to be content or a TV to be entertained. Sometimes
going without wants helps me to focus on the important things to think
about.”
Intended Transfer of Learning - Lifestyle
Sub Themes:
1. Personal Time
2. Physical Needs
3. Spending Time
Outside
4. Seeking New
Challenges
Intended Transfer of Learning - Lifestyle
Personal Time
“Having time alone is calming and it helps you to clear your mind.
I definitely want something like this once a week.”
Physical Needs
“How crucial food is to awaken mental state and to a functioning body.
I want to not waste food and eat healthy so my body can perform at its
peak.”
Spending Time Outside
“Man needs to spend one to two days a week in nature to become less
stressful.”
Seeking New Challenges
“I thought a lot about future plans during solo and decided I should push
myself to try new things just like I did in Outward Bound.”
Appreciation for Home and Outdoor
Experiences
Sub Themes
1. Food
2. People
3. “Things”
4. Outdoor Experience
5. Solitude / Time to
Think
Appreciation….
Food
“Food is a precious thing that many people don’t have. I should
appreciate it more and be thankful that I have it.”
People
“The friends I have, I have for a reason. They are good people. I now
know how lucky I am to have them (also my Mom).”
“Things”
“Give thanks for simple things! Stop taking little pleasures for granted,
celebrate your comforts – dry underwear is a start.”
Outdoor Experiences
“Being outside with nature is fun!”
Solitude / Time to Think
“Self-awareness and deep contemplation are the guides to success in
your daily life. Without them, you will surely lose yourself.”
“You cannot harvest the lessons of life except in aloneness
and I go to the length of saying that neither the love of
man nor the love of God can take deep root except in
aloneness” – Kurt Hahn
Final Expedition Research Questions
• “What did you enjoy the most about your Final Expedition
experience?”
• “What was the most difficult part of your Final Expedition
experience?”
• “How did the freedom from instructors on your Final
Expedition most contribute to your personal growth and/or
group development?”
Final Expedition Characteristics
Length of Final Expedition (# of groups)
• Under 24 hours: Youth-6
Adult-0
• 24-47 hours:
Youth-20
Adult-1
• 48-71 hours:
Youth-5
Adult-1
Instructor Positioning During Final Expedition
• Travel with Group:
Youth-8
Adult-0
• Shadow within sight & sound: Youth-13 Adult-1
• Shadow within sight OR sound:Youth-10
Adult-0
• Unaccompanied:
Youth-0
Adult-1
Final Expedition: Most Difficult Characteristic
Preliminary Themes
(by rank order)
1. Physical Challenge
2. Group Dynamics
3. Navigation
4. Autonomy
Final Expedition: Most Enjoyable Characteristic
Preliminary Themes
(by rank order)
1.
2.
3.
4.
Autonomy
Accomplishment
Community
Teamwork
How Did the Freedom from Instructors Most
Contribute to Your Personal Growth and/or Group
Development?
Preliminary Themes
(by rank order)
Personal
1. Self-Reliance
2. Self-Awareness
3. Leadership Development
Group
1. Group Reliance
2. Group Responsibility
3. Group Cohesion
Conclusions
Solo
• Times of intentional solitude provided a powerful, positive, and
countercultural experience that many intended to practice when they
when they returned home.
• Participants’ self-perceptions changed by seeing themselves as more selfreliant and more capable of handling uncertain situations.
• Solo enhanced participant’s self-understanding and self-worth.
• Being alone and without certain comforts offered participants the
opportunity to discriminate between their needs and wants.
Final Expedition
• The Final Expedition encouraged participants to take increased
responsibility for themselves and others and to experience clearer
consequences for personal decisions.
• The group dynamics and autonomy afforded by the Final Expedition were
both the most enjoyable and most difficult aspects for many students.
Discussion Questions
 What decision-making process does your organization go
through to weigh the risks vs. benefits of facilitating Solo
or Final Expedition components?
 What is the relationship between course purpose, length,
location, etc. when deciding whether to offer an
unaccompanied student experience?
 What are the “best practices” for framing, management
and debriefing of these unaccompanied experiences?
“A ship in harbor is safe -- but that is not
what ships are built for.” John A. Shedd, Salt from My Attic,
1928