| dc.description.abstract | This study focus on the developing of an adventure-based experiential learning
program (AEP) to address the personal functioning (positive functioning, self
perception, trauma dynamics, relationships and decision making) of youths in the
society. The methodology based on experiential learning, wilderness and
adventure programming were investigated to research the impact of the AEP on
the youths. This information was used to develop an AEP to implement, as an
intervention, to enhance the personal functioning of the youths.
For the purpose of this study, twenty-eight students between the ages of 17 -19
years from different culture groups in South Africa participated. The youths were
enrolled in an adventure program at Beyond Adventure School, which is situated
near Alexandria in the Eastern Cape Province.
To compile a profile that can be used to develop an AEP, the assessment of the
youths were done with the use of two questionnaires: The Comprehensive
Functioning Inventory: Post - Matric (CFI - Post) and a general-reasons
questionnaire, which gathered information about the reasons why the youths
went to Beyond Adventure School. The CFI-Post measures the following
components related to the functioning of the youth: positive functioning, self-perception,
trauma dynamics, relationships and decision making. The results of
the first test showed a negative profile of the youths personal functioning with the
following problem areas: positive functioning, self-perception, trauma dynamics
and decision making. This results showed a need to implement an AEP as
intervention.
The second test results after the AEP was implemented concluded that the AEP
had a positive impact (with a effect size of p>0,5) on the personal functioning (the
positive functioning, self-perception, trauma dynamics and decision making) of
the youths.
The conclusion this study has is that scientifically developed and implemented
AEP has a direct impact on the personal functioning of youths and thus can be
used as an intervention. | |
