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An Exploration of Adventure-Based Prevention Programs for Young People: a Qualitative Thematic Analysis of Provider Interviews

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An Exploration of Adventure-Based Prevention Programs for Young People: a Qualitative Thematic Analysis of Provider Interviews AN EXPLORATION OF ADVENTURE-BASED PREVENTION PROGRAMS FOR YOUNG PEOPLE: A QUALITATIVE THEMATIC ANALYSIS OF PROVIDER INTERVIEWS By Daniel Liam Cavanaugh A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Social Work—Doctor of Philosophy 2020 ABSTRACT AN EXPLORATION OF ADVENTURE-BASED PREVENTION PROGRAMS FOR YOUNG PEOPLE: A QUALITATIVE THEMATIC ANALYSIS OF PROVIDER INTERVIEWS By Daniel Liam Cavanaugh Introduction/Background: Young people today face increased behavioral health risks that include: mental illness, substance abuse, exposure to traumatic events, bullying, criminal justice involvement, internalizing/externalizing behaviors, and suicide/self-harm. Prevention programs offered by mental health professionals have demonstrated some efficacy in the prevention of challenges. More recently, prevention programs have emerged that use adventure therapy techniques to attempt to prevent these challenges. However, little is known about how adventure- based prevention services are delivered to young people facing behavioral health risks. Purpose: This purpose of this study was to attempt to answer the following research question and three sub-questions: How are adventure therapy techniques reportedly used by prevention services providers in adventure-based prevention programs for young people? (1) How do adventure therapy prevention providers describe specific interventions that they utilize in their programs?, (2) How do adventure therapy prevention providers describe how they integrate ethics, equity, and inclusion into their adventure-based prevention services?, and (3) How do adventure therapy prevention providers describe training and evaluation in their adventure-based prevention services? Methods: An exploratory qualitative thematic analysis of semi-structured interviews with adventure-based prevention providers (N = 23) was conducted. Interviews were conducted via phone, video conferencing, and in person and recorded. Recordings were transcribed and coded to attempt to answer the research question and three sub-questions. The researchers applied strategies to attempt to increase the trustworthiness of the data. Findings: Thirteen themes emerged following analysis. Five themes about specific interventions were, “engagement;” “connecting;” “reflection, processing, and metaphor;” “building resilient kids: to do better in life;” and “program and intervention structure.” Three themes about ethics, equity, and inclusion were, “ethical approaches/ethical challenges;” “collaboration and oversight;” and “diversity.” Five themes about training and evaluation were, “mentorship;” “providers’ lived experiences leading to adventure-based work;” “education and training;” “evaluation;” and “adventure-based prevention research.” Discussion & Implications: Findings from this study were compared to what is known about adventure-based prevention and adventure therapy services. New findings included more extensive descriptions of what happens in adventure-based prevention practice; ethics, equity, and inclusion in adventure-based prevention; provider preparation for adventure-based prevention practice; and outcome evaluation in adventure-based prevention practice. Recommendations were offered for social work practice, education, policy, and research. Social work practice recommendations included calls to identify interventions and theory used. Recommendations for education included increased mentorship and instruction for social work students. Policy recommendations included the need for increased funding and access to services. Research recommendations were for longitudinal outcome research and qualitative research with consumer perspectives. Copyright by DANIEL LIAM CAVANAUGH 2020 ACKNOWLEDGEMENTS This dissertation is the result of a great deal of work and support from a number of people in my school, family, and community. Although my name is on the front of this paper, it has actually been developed through the direct and indirect actions of hundreds of supportive people. In social work, we frequently refer to a person’s ecological system. The completion of this dissertation is a written example of what can be accomplished with strong supports throughout one’s systems. Simply put, I could have never done this alone. It is not possible for me to acknowledge all of the people that have supported me in this journey; however, I will do my best to recognize and mention as many as possible. First and foremost, I would like to share my deepest gratitude towards Dr. Joanne Riebschleger. Joanne has provided an incredible amount of support, mentorship, guidance (and even chocolate chip cookies) during the course of my PhD journey. If I were to detail all of the different ways that Joanne has supported me in this process, I would have to add another three chapters to this dissertation. Instead I will simply say that I cherish the mentorship, support, and guidance that Joanne has provided for the last 10 years. Her presence is a gift to MSU’s School of Social Work and the profession as a whole. Next, I would like to thank my partner, Hannah, for her loving support and endless patience during this process. Hannah came into my life halfway through this journey, but has provided me with so much love that I feel as though she has been here the entire time. Also, she gave me many safe belays without leaving too much rope out or standing too far back from the wall. v I was so lucky to have some of the best colleagues and classmates at MSU, including the best cohort in the history of the program: Cohort Unicorn. Carolyn Sutherby and Liz Sharda are amazing people and I am so thankful that they did not vote me off the island during the first year. Also, we all had a ton of support from our honorary unicorn, Kristen Prock. Additionally, there were so many other amazing PhD students with whom we got to share classes, including Cristy Cummings, Dasha Shamrova, Eric Wittrup, Edita Milanovic, Jaewon Lee, Melanie Carlson, Jisuk Seon, Joshua Bishop, Ilan Kwon, Lucas Prieto, Jenny Tanis, Sister Miriam, Abbie Nelson, and many, many more. Additionally, I had wonderful support from many other graduate students turned friends that included: Tatiana Bustos, Rae Borrato, and Janet Hsiao. Next, I would like to thank my program instructors and dissertation committee for their incredible support. Dr. Amanda Woodward and Dr. Gary Anderson have both been mentors, teachers, and guides since I began my MSW journey back in 2010. They are both wonderful teachers, and warm, supportive humans. Dr. Gail Vander Stoep, whom I met later in my journey, helps me think far outside of the box and brings creativity, wisdom, and experience to my project. Gail has a wonderful combination of brilliance and an eclectic unique persona that all academics should aspire to. Dr. Rena Harold, who retired before I could defend my dissertation, provided wonderful early support in my PhD career and taught me a great deal about the importance of research to increase diversity, equity, and inclusion in social work education. Thank you, Rena, for all of your guidance. I also want to thank the incredible doctoral program chairs who both provided a great deal of guidance and support throughout my career. Thank you so much, Dr. Anne Hughes and Dr. Angie Kennedy. I have been fortunate to have an incredible amount of support from my family: my Mom and Dad, my sister (who cheated and became a social work professor without a PhD), and my vi brother who has been my best friend and prime adventure partner, Tricia, Lisa, Kennedy, Reese, Addie, Kelly, Ireland, and Maggie. Additionally, when I thank my family, this includes the Moore Brothers, J.P. and Adam, who have been here every step of the journey. Next, I would like to thank my TAPG family, especially Tony Alvarez, who has been my adventure therapy mentor, guide, and instructor. I cannot thank you enough for all of the advice, support, and for introducing me to TAPG. Additionally, I would like to thank my adventure therapy friend, mentor, co-author, and brother Will Dobud and his wonderful wife Renee Dobud. Will is a compassionate social worker and die-hard adventure therapy advocate. Also, I would like to thank my colleague and friend, Chris Russo, who helped me both literally and emotionally throughout this PhD journey. Chris is somehow a continuous voice of reason as well as a perpetual agent of mischief in my life. Other incredible supports and friends from the TAPG/adventure therapy world include: Gary Stauffer, Kim Sacksteder, Christine Norton, Noel Pompa, Julia Alvarez, Ann Alvarez, Heather Rose Otto, Aleya Littleton, Nevin Harper, Jenn Jevertson, John Williamson, Tuesdey Spangler, Kristi Hicks, Natalie Schaffer, Johanna Ancheta, Tiffany Wynn, Stephen Ritchie, Morgan Decker, Emily Cloch, Jessa Lytle, Esther Ayers, Sandy Newes, Heather Mooney, Kat Sharp, Nick Magle-Haberek, Fred Borreal, Pat McMillion, Kendra Bostick, Kim Hinzy, Paul Lepley, Eric Peterson, Joanna, Lynette Spencer, Maurie Lung, Audrey Gray, Jesse Beightol, Océane Jacqueline, Alex White, Christy Brock, Bernie Rupe, Hannah “Van Hannah” Yager, Terry Williams, Deb Lehman, Julia Stifler, Ricky Santiago, Beth Sandman, Jack Wheeler, Denise Mitten, Stephen Natynczuk, Katie Asmus, Eddie Talley, Sommerville Johnston, Ryan Bromberek, James Newton, Doug Moczynski, Mark Cartner, Anita Tucker, Mac Hall, Kallie England, Molly Mosenthal, and so many more that I certainly have forgotten to mention. vii I have also gotten a great deal of support
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