Rod Quintrell

Venture Corporate Recharge

20 years in Therapeutic & Non Therapeutic programming in UK & Australia. Outdoor Education & Recreation, Tourism, Adventure Therapy, Counselling, Mental Health support & facilitation .

Education: BSc Reflective Therapeutic PracticeAdvanced Diploma Humanistic CounsellingAdv. Diploma Outdoor RecreationCert iv Youth Work

Board Member - Bushwalking Leadership SA, Walking SA

Adventure Based Learning (ABL), a form of Experiential Learning (EL), which promotes well being outcomes.

ABL uses perceived risk with aspects of challenge & metaphor to

encourage learners to discover learnings about themselves that

tests limiting beliefs or existing perceptions of self.

"Our Conclusions are inseparably

linked to our Behaviour, and our

Behaviour is inseparably linked to

our results." Jim Campbell

Changes in self concept

Changes in beliefs around capacity

Improved relationships

Gains in self knowledge

Ability to change paradigms – traveller effect

Improved resilience

“To venture causes anxiety, but not to venture is to lose one’s self ... and to venture in the highest sense is

precisely to become conscious of one’s self”

Soren Kirkegaard

Kurt Levin talked about the importance of changing our Action theories, our personal scripts.

Ingredients – challenge, risk, novelty, subjective adventure.

Here is how we deliver ABL…..

Risk Tolerance – (Perceived) Physical Risk

Emotional Risk

Status Risk

Comfort zones

Stress / Eustress / Distress

Increase Emotional Safety

Or frontloading - ‘setting the scene’ by the facilitator.

APPLICATION = VALUE x EXPECTATION

If expectation is 0, then application is 0 (even if perceived value is high).

By the learner exercising some choice over their participation, they are both a) agreeing to participate and b) formulating their own intra-personal expectations.

Collaboration & improved perceived emotional safety increase the likelihood of people taking up the challenge & engaging to levels closer to their own perceived limits.

People need to choose their level of participation.

Roots in Neuro Linguistic Programming and Project Adventure programming,

Directly linked to motivation and levels of learner participation.

Reflections – A sunset alone is barely a sunset. For a learning to be integrated, it needs to be identified. Once integrated, the circle continues.

Rolfe et al. (2001) reflective model is based upon 3simple questions: What? So what? Now what?

Being in or near flow / at peak performance in an environment of high perceived risk and a level of emotional safety can provide insights on intrapersonal and interpersonal levels within a learner.

Insights into self can be carried back into the learner’s life and integrated into their own self concept or sense of self.