Bruce A. Larson evaluates the effects of adventure camp programs on behavioral problem adolescents with low self-concept. Larson (2007) pulled sixty-one male and female adolescents and divided them into two groups. The treatment group was subjected to the adventure camp program while the control group was not. The two groups’ pretests and posttest were compared at the conclusion of the experiment in order to determine if significant differences existed (Larson, 2007). Larson’s argument failed to meet the criteria of a strong generalization, however, his strong causal argument successfully fulfilled the requirements needed. His generalizations lacked the proper amount of individuals and representation groups which indirectly lowered his randomness. This lack of a proper sample size reduced Larson’s ability to make a generalization about all adolescents with behavioral problems. His causal argument offered a logical explanation to the correlation between adventure camps and self-concept.
In Larson’s (2007) causal argument, he lists three null hypotheses stating that there would be no significant changes between the experimental and control group pretest and posttest self-concept scores measured by Piers-Harris Children’s Self-concept Scale (PHCSCS) (Larson, 2007). The improvement of self-concept, or the lack of, followed the initial exposure to a five day adventure camp. Larson concluded that the adventure camp program proceeded the absence of substantial change in the two groups self-concept score. However, the experiment recorded considerable differences between the pretest and posttest scores in regards to only the treatment group (Larson, 2007). Self-concept and adventure camp programs are correlated because, the camp targe...
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...ductive scale. His causal argument was strongly made because it clearly defined the cause and effect, correlation, and common thread linking the program with self-concept. The study could be reinforced by narrowing down the age group and allowing follow up tests. Larson’s generalized argument did not have such a strong score. The experiments sample size, representation, and randomness did not successfully encompass all adolescents with behavioral problems. His argument could have been stronger if he increased his sample size and chose from different groups of individuals. Larson used his credibility and logic to brace his claims but his foundation was not completely sound.
References
Larson, B. A. (2007). Adventure camp programs, self-concept, and their effects on behavioral problem adolescents. Journal of Experiential Learning, 29, 313-330.
MST research has recognized particular risk and protective factors for each category that impacts the life of a young person: family, peers, school, and community. After identifying the risk factors in all categories, a treatment plan is established, which concentrates on strengthening the existing protective factors within all categories, and seeking areas of potential for generating new ones (Henggler, 1999).
Cognitive behavioral therapy (CBT) is a form a therapy that is short term, problem focused, cost effective, and can be provided to a broad range of disorders and is based on evidence based practices, in fact it is has the most substantial evidence based of all psychosocial therapies (Craske, 2017, p.3). Evidence based practice are strategies that have been proven to be effective through research and science. One goal of CBT is to decrease symptoms and improve the quality of life by replacing maladaptive behaviors, emotions and cognitive responses with adaptive responses (Craske, 2017, p.24). The behavioral intervention goal is to decrease maladaptive behavior and increase adaptive behavior. The goal of cognitive intervention is to modify maladaptive cognitions, self-statements or beliefs. CBT grew out of behavioral therapy and the social learning theory (Dobson, 2012, p.9). It wasn’t until the 1950s that CBT started to swarm the psychology field. Due to nonscientific psychoanalytic approaches, there was a need for a better form of intervention which ensued to behavioral therapy (Craske, 2017, p.9). Behavioral therapy included two types of principles classical and instrumental. Classical conditioning is based on response behavior and instrumental conditioning is more voluntary behavior (Craske, 2017, p.10). Although there was improvement in treatment, clinicians were still dissatisfied
Liddle, H A., Rowe, C L., Dakof, G A., Henderson, C E., Greenbaum, P E.; (Feb, 2009). Journal of Consulting and Clinical Psychology; Vol 77(1); 12-25. Doi: 10.1177/0306624X10366960
Tucker, A., Javorski, S., Tracy, J., & Beale, B. (2013). The use of adventure therapy in community-based mental health: decreases in problem severity among youth clients. Child & Youth Care Forum, 42(2), 155-179. doi:10.1007/s10566-012-9190-x
I chose to review the Beck’s Youth Inventories for Children and Adolescents: Second Edition (BYI-II). I decided to review this inventory because I always read and heard great things in the Psychology field about this inventory. BYI-II was authored by Judith Beck, Aaron Beck, John Jolly, and Robert Steer. These authors collaborated to form an inventory for assessing children and adolescents’ experiences about depression, anxiety, disruptive behavior, anger, and self-concept. Children ages 7 to 18 are the targeted population. In 2001, the first BYI-II was published by Pearson. If any person is interested in administering the BYI-II, it will cost 315 dollars for the starter kit that includes the manual for interpreting scores. Professional and
Present day wilderness programs for young offenders evolved from two sources: forestry camps for youthful offenders and the Outward Bound model which was created in Wales during the Second World War (Roberts, 1988). The wilderness model strips away the trappings of modern society and focuses on the essential needs of food and shelter, with the goal of fostering the development of self-confidence and socially acceptable coping mechanisms for the participants (Church Council on Justice and Corrections, 1996). There are many wilderness camps for youth across the United States. While there is a lot of variation in the structure of modern wilderness camps, there are some commonalities shared by most programs. Some of those are providing a well-organized program focusing on the mastery of difficult physical challenges, individually or working
As a school counselor, it is important to be knowledgeable about children and adolescents developmental level in order to choose the appropriate intervention. Vernon (2009) mentions in the text that "counselors must also consider developmental factors in conceptualizing problems, in designing or selecting age-appropriate assessment instruments, and in developing interventions that take into account the child's developmental capabilities" (p. 5). The effect that the developmental levels have on the choice of internvention is that it depends on children and adolescents situtation in terms of physical, cognitive, social and emotional factors. When it comes to those factors, School counselors need to be mindful that children and adolescents
According to the articles, there is increasing knowledge how young people use their time outside of school has consequences for their development. This knowledge indicates that organized activities, extracurricular activities, after-school programs, and youth organizations have increased distinctly. The intensity of research on controlled activities has revealed positive consequences of participation for academic, educational, social, civic, and physical development. This information, along with the safety and supervision provided by structured activities for youth with working parents, has stimulated programs at the local, state and Federal levels to expand opportunities for participation. There are various doubts that exist in participating in controlled activities that has become overwhelming for youth. This “over-scheduling” is considered to be a result of pressure from adults (parents, coaches, teachers) to achieve and accomplish continuing education and career goals. These outside demands, beside the activity-related time obligation, can be related to poor psychosocial adjustment for youth and to deteriorate their relationships with their parents. The proposition is that increased amounts of structured activity participation will be detrimental to youth and family functioning, attention from scientists, practitioners, and policy-makers are reasonable. Two types of evidence were reviewed to assess these different viewpoints: data from published studies focused on regional, historical, or limited samples, and data from an especially recent nationally delegate illustration of America 5 to 18 year olds that includes time, data and information on a broad range of indicators of development. The main findings across the st...
My dad always tells me “You’ll never find anything more enjoyable than spending time outdoors.” Today, many kids do not go outside very much, because they want to stay in and play their electronics. Camping is a great and enjoyable way to spend time outside because you can hunt, fish, and ride horses.
Each session, I observe students being assessed on their daily behavior; all students attending the alternative program are identified as having emotional/behavior disorders. The daily behavior goals are individualized, correlating to each student’s Individual Educational Plan (IEP) (for example, proper use of coping skills, on-task, personal space, and non-disruptive); the students are assessed each hour based on a score of 0-5. The daily behavior sheet is filled out by the teacher, individually discussed with each student, and sent home for the parent(s) to sign. This assessment allows the teacher, and other members of the IEP team, to track the behavior progress and aids in creating future steps for each student.
on the academic interventions in the first half of the paper and the behavioral ones in the second
D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 18, 407-426.
It was with great hesitation that I signed my form to attend a camping retreat and dropped it into the assigned mail box. Although the idea of a retreat sounded wonderful, the word camping in front of it was less than appealing. The last time I had gone into the woods for a retreat that was supposed to be a bonding experiences in the woods, I came out with more bug bites than worthwhile experiences. It was cold and rainy, I was with people that lacked the desire to make any real connections, and I was convinced that on a camping trip past a middle school age would not...
Barlow, D., Durand, V., & Stewart, S. (2009). Abnormal psychology an integrative apporach. (2nd ed.). United States of America: Wadsworth
Every year my Family and I take a trip to the state park campgrounds. As soon as you see the entrance sign, a sudden tingling feeling bubbles through your body knowing a week of relaxing bliss is about to be engaged in. I roll down the screeching window, and I can almost smell the crisp earth, see the glassy lake, and taste the campfire cooked smores and hotdogs.