An evaluation of an Experiential Learning and Outdoor Education program on the life effectiveness skills of middle school boys
A study on the program from a Year 9 group of boys in a school in Melbourne by Beth McLeod, Graduate Diploma of Education in Outdoor Education and Physical Education & Sandy Allen Craig, Lecturer in Outdoor Education Australian Catholic University.
Social, Emotional and Psychological Development associated with Adolescence At year nine level, students are generally between the ages
of thirteen and fifteen years, which is considered part of their adolescent years. The radical physical developments during adolescence are also known to have a significant impact on an adolescent socially, emotionally and psychologically (Coleman & Hendry, 1999; Edelman & Mandle, 1998; Henderson, Champlin & Evashwick, 1998). This is marked by uncertainties over social role and identity, sexuality, work and personal relationships (Fosh, Phoenix & Pattman, 2002). The physical, social, emotional, psychological and role changes lead to the fluctuation of an adolescent’s body image and thus has implications on sense of self. An Adolescent often tries to develop his identity by being independent and individual, yet still requires a sense of uniformity in how he appears to others around him. It is not surprising considering all the transitional effects allied with this period of adolescence that it has been associated as a time of self-consciousness, a negative modification of self-concept and has been referred to as a “crisis in contemporary forms of masculinity” (Fosh et al., 2002, pg. 1). Studies by Marsh, Parker and Barnes (1985) and Richards (1999) have associated this stage with the lowest point of self-concept and an overwhelmingly obvious lowering in physical self-satisfaction.
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