Busy doing nothing: researching the phenomenon of quiet time in outdoor experiential learning
Grounded in the philosophy and practices of experiential learning, wilderness therapy programming is increasingly regarded as an effective alternative to more traditional forms of therapy for people identified as ÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ¿at riskÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ¿ or ÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ¿vulnerableÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ¿. Typically, within the context of remote and natural environments, wilderness therapy utilises adventure activities such as kayaking, caving, abseiling, and bushwalking to promote positive attitudinal and behavioural change. Whilst the authors respect action and challenge as critical elements in the experiential learning cycle, this paper will examine the antithesis: Quiet Time in wilderness therapy.
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