This one-credit course will focus on the use of an experiential and adventure practice approach (theories, models, tools and techniques) for therapeutic purposes with individuals, groups and families.
Students are expected to come with a foundational understanding of clinical work (in particular, some knowledge of clinical group facilitation), and experiential learning.
Theoretical models of clinical experiential and adventure practice will be offered and discussed in tandem with clinical social work theories and models of practice. Evidence-based literature will be reviewed that promote nature-based, experiential and adventure interventions that build on strengths and resources of individuals and their families, and that integrate components of other evidence-based practices into the experiential and adventure methodologies.
Inclusive and accessible practices will be discussed and demonstrated, especially due to the outdoor and natural setting involved and the physicality of many of the tools used in the approach.
Pathway Elective For
- Interpersonal Practice in Integrated Health, Mental Health, and Substance Abuse (Host)
- Children, Youth, and Families
Objectives
Upon completion of the course, students will be able to:
- Describe models and techniques to practice as an Adventure Therapist.
- Demonstrate skills in the tasks of treatment—assessment, intervention and evaluation—through activities.
- Learn ways to use diverse settings appropriately for therapeutic gains (nature and the outdoors, in playgrounds and gyms, in the office).
- Learn many of the activities used in this practice approach through participation.
- Demonstrate ways to adapt activities to accommodate diverse client populations and their social identities.
- Discuss typical ethical concerns related to an experiential/adventure-based therapeutic approach.
Design
The class relies on active engagement and participation. Activities used for assessment and intervention will be demonstrated. Diverse settings, including the outdoors will be used.The nature of this approach invites action and participation, which also invites appropriate touching and attention and management of physical boundaries. Learning to manage this is critical in the use of this approach. Other classroom teaching strategies may also be used, including lecture, multimedia presentations, small and large group discussion, presentations by students and guest lecturers. Students’ experiences in the field will be utilized as much as possible in assignments and case presentations and discussions.
Intensive Focus on Privilege, Oppression, Diversity and Social Justice (PODS)
This course integrates PODS content and skills with a special emphasis on the identification of theories and practice models that promote social justice, illuminate injustices and are consistent with evidence-informed clinical practice and knowledge. Through the integration of a variety of instructional methods, this course will support students developing a vision of social justice, learn to recognize and reduce mechanisms that support oppression and injustice, work toward social justice processes, apply intersectionality and intercultural frameworks and strengthen critical consciousness, self-knowledge and self-awareness to facilitate PODS learning.