University of Northern Iowa UNI ScholarWorks Graduate Research Papers Student Work 1997 Combining adventure therapy and reality therapy as a treatment approach with adolescents Shawn C. Becker University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©1997 Shawn C. Becker Follow this and additional works at: https://scholarworks.uni.edu/grp Part of the Cognitive Behavioral Therapy Commons, Counseling Commons, and the Education Commons Recommended Citation Becker, Shawn C., "Combining adventure therapy and reality therapy as a treatment approach with adolescents" (1997). Graduate Research Papers. 349. https://scholarworks.uni.edu/grp/349 This Open Access Graduate Research Paper is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Graduate Research Papers by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Combining adventure therapy and reality therapy as a treatment approach with adolescents Abstract Adolescence is often considered a time filled with emotional conflict and stress. That stress often gives rise to psychological and behavioral problems for a large number of adolescents (Zigler & Stevenson, 1993). Teens experience poor self-concepts, decreases in self-esteem, depression, and a general inability to cope with the stress experienced during this time period. It is reported that many youth also lack support and guidance from their peers, families, and schools which would normally provide security in the development of successful personal identities (Clagett, 1992). Current therapeutic approaches need to address these adolescent issues and needs in order to help individuals develop successful self-identities. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/349 COMBINING ADVENTURE THERAPY AND REALITY THERAPY AS A TREATMENT APPROACH WITH ADOLESCENTS A Research Paper Presented to The Department of Educational Leadership, Counseling, and Postsecondary Education In Partial Fulfillment of the Requirements for the Degree Masters of Arts by Shawn C. Becker May 1997 This Research Paper by: Shawn C. Becker Entitled: COMBINING ADVENTURE THERAPY AND REALITY THERAPY AS A TREATMENT APPROCH WITH ADOLESCENTS has been approved as meeting the research paper requirements for the Degree of Master of Arts. Jeffrey S. Ashby I I Date Approved Thaddeus Rozecki Date Approved Second Reader of Paper Michael D. Waggoner 3. /'-{. 17 Date Received ad, Department ~nal Leadership Counseling, and Postsecondary Education 1 Adolescence is often considered a time filled with emotional conflict and stress. That stress often gives rise to psychological and behavioral problems for a large number of adolescents (Zigler & Stevenson, 1993). Zigler and Stevenson wrote that teens experience poor self-concepts, decreases in self-esteem, depression, and a general inability to cope with the stress experienced during this time period. It is reported that many youth also lack support and guidance from their peers, families, and schools which would normally provide security in the development of successful personal identities (Clagett, 1992). Youth search for roles which foster their social and self-identity development. According to Clagett, (1992) individuals must achieve some sense of self and social identity before they can work towards any other goals. The problem is that many adolescents today do not have a secure environment, such as in the family, where they can try on different roles as they develop their identities (Clagett, 1992). Clagett (1992) suggested that since teenagers do not experience appropriate role models or secure environments in their families, they will often tum to the wrong people or experiences in attempting to develop their social and self-identities. Glasser (1975) wrote that successful self-identities are important for youth to attain before they can complete other goals such as securing a career. 2 He went on to write that those who do not develop successful self-identities often suffer from psychological pain such as anxiety, depression, and anger. Glasser (1984; 1975) contended that love and feelings of worth are two human needs that are necessary for an individual to experience successful development of self-identity. These needs are for an individual to love and be loved by someone he or she cares for and respects, in addition to being involved in worthwhile tasks that increase self-worth (Glasser, 1984; 1975). Current therapeutic approaches need to address these adolescent issues and needs in order to help individuals develop successful self-identities. Glasser's Reality Therapy has been one therapeutic approach used successfully in addressing and resolving the issues that adolescents face. Berman & Davis-Berman (1991) report that despite increased needs for mental health service, there still exists a gap between needs and service utilization with adolescents. Tuma (cited in Berman & Davis-Berman, 1991) reported that a recent National Institute of Mental Health study indicated that only 3.2% of children under the age of 18 are treated in outpatient settings, and Taube & Barrett ( cited in Berman & Davis-Berman, 1991) wrote that less than 1% are treated in psychiatric facilities. According to Tuma ( cited in Berman & Davis­ Berman, 1991), this data suggested that a majority (70-80%) of adolescents in 3 need of mental health treatment are not receiving it. Berman & Davis-Berman (1991) suggest that more creativity is needed when dealing with adolescents. They posited that using traditional interventions (i.e. behavioral, psychodynamic, and family) in treatment programs for adolescents severely restricts the range and character of therapeutic activity which impacts the overall effectiveness and result of therapy. They go on to write that the low rates of utilization by adolescents can be increased by more innovative interactive approaches. One such approach appears to be Adventure Therapy because it engages youth on many levels. The purpose of this paper is to introduce a rationale for combining Reality Therapy and Adventure Therapy as an effective therapeutic model when working with adolescents. This paper will first provide a historical background for both Reality Therapy and Adventure Therapy. Secondly, it will outline why Reality Therapy and Adventure Therapy appear to work with adolescents. Finally, this paper will provide a rationale for combining Reality Therapy and Adventure Therapy as an effective approach to use with adolescents. Reality Therapy One traditional approach used with adolescents successfully is Glasser's Reality Therapy. According to Coats (1991), Glasser first used Reality Therapy 4 in the 1960's in a mental hospital and corrections program and received very good results. In 1968, Glasser took his new theory and applied it to large groups in schools. Coats (1991) contended that Glas~er developed his theory in response to the need for more effective strategies to decrease student discipline problems and to promote social development (Coats, 1991). By the year 1979, Reality Therapy had become the basis for the educational programs in many schools (Glasser, 1981). Since its inception, Glasser's theory has been one of the most widely used and successfµl approaches in helping youth evaluate their lives and develop more effective behaviors to meet their basic psychological needs. Reality Therapy stresses a supportive therapeutic environment and decision-making process that promotes adolescents' movement in a positive direction (Coats, 1991). Reality Therapy moves adolescents in a positive direction by: (a) providing a present tense focus that stresses that the behaviors are problematic not the individuals, (b) teaching individuals responsibility for their actions while promoting acceptance of natural logical consequences, and ( c) showing the individuals that they are genuinely cared for and accepted. Many adolescents feel that their lives are out of their control and Reality Therapy teaches them that they have control of their lives (Coats, 1991). 5 Adventure Therapy Adventure Therapy is a relatively new approach that is becoming more popular, though it is somewhat controversial because of the dramatic nature of the techniques it implements (Priest, 1991; Gass, 1993). Gass (1991) wrote that the most rapidly growing area of experiential education is in therapeutic adventure programs. This may be because adventure programs are designed to create empowering experiences where participants can achieve therapeutic levels of change such as: an increase in self-efficacy, positive relationships with others, enhanced self-esteem, and generalization of appropriate behaviors to their lives after the therapy experience. Adventure Therapy started out as recreation and now falls on a continuum that includes recreation, enrichment, adjunctive therapy, and primary therapy (Gass, 1993). There really is no consensus on what Adventure Therapy is nor is there a unifying theoretical approach for it (Wichman, 1991 ). It is an atheoretical technique driven mode of therapeutic intervention characterized by active experiences, group and individual processing, debriefing, and generalization of new skills and behaviors to future situations. Some examples of the experiences include: rock climbing, canoeing, ropes courses, and group intitiatives. 6 Adventure Therapy provides an opportunity for positive involvement in challenge