Running head: OUTDOOR EDUCATION PROGRAM IMPACT ON RESILIENCY

Research Proposal: Can Outdoor Education Programs Within one District Positively Impact the Resiliency of Upper-Elementary tudents! Re"ecca #arrison $%&'%(&% E)EC '** ection +', U-C .ancouver Dr/ Carey ,pril (&0 &*(1

OUTDOOR EDUCATION PROGRAM IMPACT ON RESILIENCY

Can Outdoor Education Programs Within one District Positively Impact the Resiliency of Upper-Elementary tudents! Introduction This topic is important because I work with many students who are at-risk in a low socioeconomic area. The teachers at our school defined at-risk as being at-risk of school failure, either because of academic or socio-emotional reasons. After years of working with minimally supported classrooms, the teachers at our school sat down as a group and discussed what skills or competencies we would teach to the students in our classes if we could. The overriding skill that we thought determined whether a student was able to succeed and reach goals was resiliency. esiliency is defined by !ate "#$%&', as the ability to rebound, when faced with challenging situations and this is the simplified definition that we use throughout this paper, though there is more discussion of this term and its meaning in the literature review. egardless of background situations and academic or social challenges, resiliency was what we identified at our school as the determining factor of success. (e have students with many high needs, but as their special needs are considered low-incidence, undiagnosed, or are situational, we therefore receive little funding to support these students in the way that they need. )ecause every elementary school in our district is within easy reach of outdoor environments using these areas appropriately and creatively might be a way to help our students develop resiliency. Additionally, we have an opportunity, with the opening of a new outdoor education centre and implementation of an elementary program, to test the impact of these activities on students. There are many alternative education programs which use outdoor education "*+' in varying degrees with success, but I specifically want to focus on *+ programs which function

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within the public education system to see whether they can have the kinds of impacts which are seen in alternative *+ programs.

Research 2uestions This study will attempt to answer two ,uestions. The main ,uestion that is being investigated iswill outdoor education classes in a general elementary program promote resiliency in at-risk youth. Additionally, as part of this ,uestion it will be necessary to ask which elements of outdoor education students identify as important to create resiliency. There are links made between adult involvement in at-risk youth/s lives and their future successes. 0ometimes, due to a variety of factors, youth are not able to be engaged in a positive long-term relationship with an adult. !any students who are struggling academically or socially at school live in volatile home environments and may be more transient. )ecause of this, I would like to investigate if there are ways to encourage resiliency in the absence of a solid adult figure. 1an activities in outdoor environments and a strong connection to the outdoors be enough to promote resiliency in at-risk youth.

Critical 3iterature Revie4 ummary/ There are & main areas that I chose to focus on around this area of investigation. I assume that the *+ program, when enacted, will include programming that is valuable to engage students. The program, in its planning stages, has been created by education and outdoor specialists who have e2tensive background in *+ programs. 3or this reason the literature review does not

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include specific information about what makes a good *+ program4 it is instead assumed that this program will meet that re,uirement. The main areas of focus then are on at-risk youth, resiliency and the effect of *+ programs on participating students. The term at-risk youth can encompass a wide variety of individuals, situations and backgrounds. This literature review will demonstrate what at-risk means and provide measurement tools that will be used for the selection portion of this pro5ect. The literature review will also clarify how resiliency is defined, what it looks like, and how others have been able to support and foster it in both school and outside environments. Additionally, the review will look at what types of *+ programs are available and what ways they have impacted students. I am also looking at other factors that impact at-risk youth positively, as I think it will help differentiate between what parts of the *+ programming are affecting students "i.e. is positive engagement with adults, despite the setting, the thing that is actually making a change.'. The authors 0hepard et al. "#$%#' identify that meaningful connections "p. 67' are important to fostering resiliency. They break these connections into three categories- meaningful participation in programs or assignments that involve students8 future plans4 athletic involvement4 and e2periences outside of the school which tied students to the community, "0hepard et al., #$%#'. 0hepard et al. "#$%#' e2amine the history of resiliency studies citing that a constant factor in their research on resiliency is that, with supports, students can improve over time. *ne definition that is provided for resiliency is the invulnerable child who 9can: thrive in spite of e2treme adversity, "Anthony ; 1ohler in 0hepard et al., #$%#, p. 67'. Anthony ; 1ohler "%7<=' look at the idea of resiliency in depth, and discuss how e2ternal and internal factors combine to support students faced with adversity by e2amining a variety of papers on the

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topic. *ne thing that they pinpoint when discussing resiliency is the idea of vulnerability, and those students who are less vulnerable they characteri>e as more resilient. ?yndman, Telford, 3inch ; )enson "#$%#', highlight the importance of involving students in planning for outdoor play spaces and state that children are often left out of the planning process, limiting the effectiveness of these spaces and the ways in which they can be used. *+ in older students has been looked at more e2tensively and gives insights into the positive effects of participation. *ne study looks at fostering trust through *+ "0hooter, @aisley ; 0ibthorp, #$%#'. Trust is a trait that is re,uired to create the positive relationships with other individuals, which is one thing that resiliency researchers agree on as an indicator of resiliency "!ate, #$%&4 0hepard et al., #$%#4 )rendtro ; !itchell, #$%$'. 0hooter, @aisley and 0ibthorp "#$%#', describe the research that has been done previously in the *+ field labeling trust as one of the ma5or components of successful *+ programs. This trust is also categori>ed as students being able to become vulnerable with group leaders or teachers in *+ programs. Additionally, the researchers label trust as an optimism for the future. Aien and Boldenberg "#$%#', also investigate *+ programs, with a specific look at incoming freshmen at the college level. Aien and Boldenberg "#$%#', look at means-end analysis to determine what the result of outdoor e2periences are on the students who participate in them. Aien and Boldenberg "#$%#', also make the point that *+ programs encourage not only relationship building with others, but also allow students to create a more in-depth sense of themselves. Aien and Boldenberg "#$%#', also state that means-end analysis is a good strategy to be able to establish trends in programs. !errell, 1ohn and Caralyn8s "#$%%', study on implementation of the 0+A 0 assessment "0ocial +motional Assets and esilience 0cales' discusses using competencies and abilities to

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measure resiliency as opposed to deficiencies. In this model, the researchers reframe the process of looking at at-risk students from a standpoint of what they are successful at, while still illustrating what areas students need support in. !errell, 1ohn and Caralyn "#$%%', also address optimism and hope as factors in creating positively-framed assessment models, and assess traits such as resiliency and students8 adaptive approaches to everyday challenges in life "p.##7'. The assessment is divided into two sections. *ne section focuses on details about the teacher and student and the second is directed at student competencies. The assessment uses a scale to determine whether students demonstrate certain characteristics and their fre,uency. 0pecific areas of assessment include students8 reactions to situations, their interpersonal skills, understanding their own emotions, and other traits that indicate resiliency and mental health.

ynthesis/ The underlying factors that give students the ability to rebound, "!ate, #$%&', are an important consideration in many of the papers on resiliency. )rendtro ; !itchell "#$%$', recommend that with so much information on working with difficult youth, it is important to take information from a variety of sources to see what the general principles are instead of looking for a specific method. They call for a more broad understanding of how to help youth based on Datural 0ciences, 0ocial 0ciences, +2perience and Ealues, incorporating mutual respect between adults and students. 0tudies on resiliency are mostly focused on adult8s perception of students8 reaction to programs, with less focus being given to students8 e2periences. Dot giving enough attention to student perceptions can limit the effectiveness of spaces, and this idea can also be applied to *+ programs which, if they do not account for student e2perience, may prove to be less effective for

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encouraging resiliency. All studies on resiliency seem to point towards a need for the mutual respect that )rendtro ; !itchell "#$%$', describe. Additionally, many studies also relate that students who have one adult who cares about them and their success are more likely to demonstrate traits associated with resiliency "!ate, #$%&4 0hepard et al., #$%#4 )rendtro ; !itchell, #$%$'. *ptimism for future events and knowing that individuals will be trustworthy in the future are important in *+ programs "0hooter, @aisley ; 0ibthorp, #$%#', and according to these authors these traits appear to allow an individual to form a positive relationship with others. Aien and Boldenberg "#$%#', encourage student reflection as a means of determining outcomes of *+ programs which is what this study is aiming to attain. The 0+A 0 assessment tool described by !errell, 1ohn and Caralyn "#$%%', begins to ask about student reflection, but does so from the teacher8s perspective, which limits the amount of reflection that is occurring.

,nalysis and Criti5ue/ (hen deciding how to assess resiliency initially, !errell, 1ohn and Caralyn8s "#$%%', 0+A 0 assessment provides a model which allows teachers to identify students8 resiliency. This assessment provides a good starting place when looking at resiliency from the outside, but does not allow students a voice in the process, which limits the understanding that can be gained by using it as a research tool. !any of the other studies are missing the element of student selfassessment and do not provide a conte2t for the students8 growth. Additionally, these studies do not address the bond that students form with the natural environment as an element of *+ programs, because they are more structured in their outcomes.

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Conclusion/ According to the model by )rendtro and !itchell "#$%$', there are some gaps in research with respect to the Datural 0ciences aspect of resiliency in the scope of this pro5ect that I have designed. (hat scientists might have to say about this particular proposal is not investigated in much detail and this could be an area of further research. Additionally, )rendtro and !itchell "#$%$', label ecological factors as 0chool, 1ommunity, @eers and 3amily. This research would begin to address the need of a fifth ecological area which would be Dature. A ma5or gap in the research is with respect to outdoor education. An +)01* search for outdoor education and resiliency brings up >ero results and a search for outdoor education paired with multiple other terms relevant to this study only discusses the benefits that *+ has on scientific in,uiry processes or engaging students "e.g. Aewis ; *brien, #$%#'. As noted above, much research has been done on resiliency "0hepard, et al., #$%#', but little has been done on students8 own perceptions of their resiliency. Additionally, looking at the effects of *+ programs on a youth8s resiliency is an area that has not been researched. !ore research into this area, including this study, would help to demonstrate the links that many educators already see between an increase in resiliency and involvement in *+ programs, as demonstrated by the wide variety of alternative education programs that include *+ for at-risk youth. !any of these programs such as Take A ?ike "0chool Fistrict G&7', 0++1 "0chool Fistrict GH6', are immersion programs and do not operate within a traditional classroom model. There is little research on *+ programs that operate within a traditional school setting.

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6ethodology ummary/ 0tudents at the Brade I-= level will be asked to rate their ability to rebound after working out in outdoor environments. Additionally, they will be asked, over the course of = weeks to answer a survey on their environmental competency. Included in this discussion will be ,uestions about their interactions and emotions with respect to the activities that they engage in, as well as relating how those e2periences have affected their ability to deal with situations outside of their outdoor sessions. The students who will participate are identified as at risk and have challenging environmental factors in their lives which caused them to have difficulties managing their behaviour in a classroom setting. This study is a mi2ed method. It starts with ,uantitative research and then moves into ,ualitative research focusing on multiple case studies.

Purpose/ The purpose of the study is to see whether upper-elementary students "Brade I-=' identified as being at high-risk of school failure because of either socio-emotional or academic factors can become more resilient through the implementation of a I-week *+ unit with an average )ritish 1olumbia public school program. Their resiliency, and the elements that affect it, are being investigated through a mi2ed-method approach. )y using ,ualitative analysis for student responses, I hope to gain a clearer picture of what elements affect students8 resiliency with respect to *+ programs.

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election of the participants/ Initially, the researcher will have to approach the superintendent and school board to get approval to conduct this study. After approval is granted the researcher will approach administrators and ask if they have teachers who would be willing to participate in both a short survey and allow their students to have time out of the classroom to engage in answering ,uestions. A survey will then be administered to all the upper-elementary teachers and the administrators at elementary schools in the district to see if they can identify any students who would fit the criteria of being Jat-risk. They will be asked whether there were any students who meet the criteria, based on academic achievement, and whether teachers have identified them for 0chool-based Team !eetings, and will then be provided with a rating scale. The rating scale will identify students who do not demonstrate resiliency in the classroom based on a variety of characteristics and will also give a scale for students to measure their physical activity. The researcher will take the surveys and make contact with teachers and pick #-& students from at least # different schools for the study. These students will be ones whom teachers identify as both having high risk factors based on the survey and who are fairly physically active. The students who are chosen will need to be physically active so that their ability to participate physically would not impact the outcome of their involvement in this program. Although there might be a more significant change in resiliency of students who are participating in *+ who have low levels of initial physical activity, their increase in activity will make an impact on their resiliency, whether the activities are indoor or outdoor. Additionally, students who are not already active may find it difficult to engage in some of the activities re,uired of this program and their frustration would be linked not to the setting and activities so much as their inability to perform tasks.

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*nce students have been identified it will be important to distribute letters to their parentsKguardians to determine if they will give consent for their student to participate. Additionally, if parentsKguardians give permission, it will be important for students to consent to participating in the study, otherwise they may not participate fully. After students and parentsKguardians have been informed and given consent, all parentKguardians in the class will need to be given a letter detailing the purpose of the pro5ect and outlining the steps that will be taken to ensure confidentiality of all students in the class. If teachers or administrators deem it necessary, an information night might also be arranged so that parentsKguardians feel more comfortable with the process.

Procedure/ )ecause pen to paper activities cause an2iety in many students, particularly those who have negative interactions at school, the data recorded will mostly be oral, with interviews and tape recordings of rating scales. @roviding a rating scale to students as well as giving them the ability to elaborate on provided ,uestions would encourage answers that are on-topic which give the kind of data I am trying to ac,uire, but have studentLs voice and opinions being valued. I also decided on a tape recording vs. 5ust having one-on-one interviews in an attempt to remove the influence that the researchers might have on student responses by their presence. This is particularly true with respect to the specific traits that we were looking at, where an interviewer/s involvement with at-risk students might affect their thoughts about resiliency and not actually measure the impact of the *+ program. This way of collecting data allows for structured interviews and an opportunity to clarify or ,uestion after the original data is collected without impacting it as a researcher.

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+very week students will be provided with a half-hour to record their data by answering a set of ,uestions and giving themselves a rating on a series of traits. After students have recorded this data on a tape recorder the researcher will collect the recorders and listen to the information. The researcher will make notes on the information and have half-hour meetings once a week to go over data with the students and ask for clarification on the recorded information. The meetings and tape recordings will all take place in the school to minimi>e the amount of time students are missing from class. )ecause of the nature of the participants and the small selection group, ,uestions will focus on their own internal functioning and reactions to situations instead of including data on situational events. The reason for this is to limit the negative impacts of the studies. All names will be changed and specific situations may be left out of the study findings due to privacy issues. The only identifying factors in the paper will be that it is a small community in coastal )ritish 1olumbia. This gives enough of a conte2t without it being clear which community it is. All of the data about this study will be kept in a secure locked location which the researchers only have access to and will be destroyed in I years in a safe manner to ensure privacy and confidentiality. )ecause I am looking at the effect of an *+ program on resiliency I will be focused on what general themes emerge from student meetings, which will also help to protect student identity.

Concluding Meeting. At the end of the study we will investigate how students8 thinking has changed over the course of the program and whether they noticed any differences in themselves or how they reacted to the activities that they were participating in. I will re-administer the survey to teachers to see if there

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is a change in their rating of students8 resiliency. This final action will also contribute to triangulation of the data. This will help to ensure that a clearer picture is developed from the study.

Instruments Instruments that will be used will be an initial survey for teachers to identify students who are at risk, "including a 0+A 0 assessment' and a student ,uestionnaire and interview ,uestions. In Mune, forms will be sent out to Brade 6-H teachers to identify any students who they believe would be good candidates for the following year. A package will be mailed, or dropped off, to teachers who can then fill it out and return it via mail or the researchers will pick it up. It may be the case that teachers will need to fill out more than one form if they believe that more than one student in their class would be an ideal candidate for the research. This instrument will need to be developed, but will include information and 0+A 0 as listed above. In *ctober, these forms will be sent out again to see if the students who were identified previously are still identified as at-risk and are in classes where the teacher is willing to have students participate in the study, as it will take them out of the classroom during school time. Another instrument that will be used will be the ,uestionnaire and interview for students, which they will use to guide their taped responses.

Research Design and ,nalysis A mi2ed method approach was selected for a variety of reasons. The initial survey would need to be distributed to a wide base and therefore would need to be ,uantitative in nature to be manageable for both the teachers filling them out and the researcher. A rating scale would

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,uickly determine which students may be appropriate for the study. After the initial selection process, the rest of the study would focus on ,ualitative methods. The reasoning behind that choice has to do with some main points. The study is meant to establish student e2perience and a student voice within the conte2t of a common classroom engaging in an outdoor e2perience. The data collection is working towards a protocol based on understanding student e2periences which are attributes of ,ualitative research. The whole purpose of the study is to determine what is important in this particular area and to lead towards a greater understanding of the implication of *+ programs on at-risk youth. The findings will be based on larger themes which then can be used in the future to guide further research. The findings of the study are not e2pected to be clear and precise, instead they are meant to be broad and informative, with minimal instruments being used. This research is also somewhat narrative in nature as it is focused on personal accounts and uses them to learn about a more general phenomenon, however, it is most closely linked to a case study approach with multiple cases being e2amined. This is particularly true as case study research focuses on the processes that students undergo with a new program8s implementation. Additionally, case study research is characterised by the inclusion of many different types of data and information, from the teachers8 initial identification through the student interviews to the final meeting with teachers.

Data Collection The data that will be collected will be both tape recordings of students8 responses and also notes taken during researcher-student interviews which will be conducted one-on-one. (hen interviews and notes have been collected, the progress of students will be compared based on

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teacher accounts as well. This research will re,uire that data is categori>ed according to the participant, site "school' and also organi>ed chronologically to make sense of what information is presented. (hen all the data has been collected it will be organi>ed into individual student sections with separate subsections that include teacher comments. Beneral themes that emerge between sites and students will be discussed and recommendations for further research or tools will emerge. )a"le ( Data Collection Methods 6ethod of Collection Audio ecordings esearcher Dotes 0urveys Data ,ssociated 4ith this Collection 6ethod 0tudent self-recordings 0tudent interviews and clarification of recordings Teacher information on students8 resiliency in the classroom

chedule of ,ctivities )imeline/ It would be necessary to do this research over the course of about < months. Fiscussions with teachers would need to begin in Mune so that teachers can identify students who are at-risk, since they will have spent a school year with them. The following 0eptember, I would contact teachers who had the students in their classes. As they would re,uire a certain amount of time to get to know their students, I would give them until *ctober to assess whether the students identified previously are still good candidates based on the identified criteria. Additionally this would provide the necessary time for the researcher to get to know the teachers and students in the classes. The *+ program would take about I weeks.

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In *ctober consent forms will need to be sent out to parentsKguardians of eligible students to ensure that students will be allowed to participate. This consent form will lay out all of the possible risks and outcomes of the study, including where the information is e2pected to be shared and provide assurances for privacy concerns. Additionally, once consent has been given, students would need to agree to participate. )ecause there may be some changes necessary I would like to end up with #-& students but may start with a larger sample of students recommended by teachers to allow for alternate students if some parentsKguardians or student opt not to participate. 0tudents would need to be trained on how to use the recording devices and would be provided with meetings to clarify and discuss their comments after making initial recordings. The recordings would have to occur at minimum once a week after the outdoor activities and the meetings would need to occur every week during the programming for about a half-hour to an hour. -udget/ The ma5or cost would be recording e,uipment, release time for both the researcher and the teachers who would need to meet with the researcher and the 0+A 0 "0ocial +motional Assets and esilience 0cales7 0hort 3orm Introductory Cit which costs N%%I and can be ordered online. The *+ program is funded by the district through a variety of sources and would not need to be factored into the budget at all.

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Discussion Possi"le Outcomes/ )ased on what the literature says on resiliency and at-risk youth, it would be likely that students will improve through the process of being more connected to their community ")rendtro ; !itchell, #$%$'. Additionally, *+ programs typically give youth the opportunity to connect with nature in a way that they may not have in the past. Through the implementation of this program, I would e2pect that students will indicate a greater appreciation for nature. Additionally, *+ program participants often have higher self-confidence "Aien ; Boldenberg, #$%#', which is one of the aspects of resiliency identified by !errell, 1ohn and Caralyn "#$%%'.

3imitations/ A ma5or ,uestion before engaging in the study is, if positive effects are found, does participation in this particular community have a significant impact beyond that which would be e2pected in other communities. Foes the membership and belonging in an *+ group, with e2tra attention from an adult educator, have more impact than the specific activities and environment. 3urther research based on students8 comments and rating scales might be able to tease out which factors are creating the positive impacts.

Results/ )ecause of the scope of this pro5ect, there will be a final contribution from teachers on whether they have seen any transformations in the students, but the focus will be more on how students perceive their own e2perience. The reason for this is based around what the researcher felt resiliency meant. If resiliency can be supported by others, but ultimately comes from within, it is

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more useful to get a picture of how students viewed their progress. 3urther study may be warranted in a more ,uantitative way after the results of this study are determined. Osing information from students on their progress may provide an accurate rating scale for teachers to use to determine value in an *+ program. The results of the pro5ect will be reported to the school district and the parentsKguardians of students who participated. In partnership with the district it will be decided what information gets passed on to other parentsKguardians and educators in the district. I would imagine that general outcomes will be shared with parentsKguardians of other students in the district, but this could be affected by the outcome of the research. Teachers and the *+ educators should be informed of general outcomes so that they can use this information to determine the focus and use of *+ programs in the future in this district. 0ome of the ma5or implications of the pro5ect would first be recogni>ed at the district level. If students who are defined as at-risk by their teachers are able to improve their resiliency then it will support this specific program. Additionally, it would promote the use of *+ programming by all teachers to support their students in traditional classrooms. 0howing that a short-term program can have significant impacts to students8 perception of their own resiliency will help promote *+ programs in schools and encourage those teachers who may be hesitant to take their classes outdoors to see the benefits of these kinds of programs.

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eferences Anthony, +. M., ; 1ohler, ). "+ds.'. "%7<='. The invulnerable child. Dew Pork, DP- Builford @ress. )rendtro, A.C., ; !itchell, !. A., "#$%$'. (eighing the evidence- 3rom chaos to consilience. Reclaiming Children and Youth, 19(2), &-7. etrieved from http-KKreclaiming5ournal.comK issues-< ?yndman, )., Telford, A., ; 3inch, 1. 3. "#$%#'. !oving physical activity beyond the school classroom- A social-ecological insight for teachers of the facilitators and barriers to studentsL non-curricular physical activity. Australian Journal of Teacher ducation, !"(2), %-#6. etrieved from http-KKwww.eric.ed.govK@F30K+M7H7I%6.pdf Aein, !., ; Boldenberg, !. "#$%#'. *utcomes of a college wilderness orientation program. Journal of #$eriental ducation, !%(1), #I&-#=%. etrieved from http-KKd2.doi.org. e>pro2y.library.ubc.caK%$.I%7&KM++&I.%.#I&. Aewis, 0., ; *8)rien, B.+. "#$%#'. The mediating role of scientific tools for elementary school students learning about the everglades in the field and classroom. &nternational Journal of nvironmental and 'cience ducation, "(!), 6&&-6I<. etrieved from http-KKwww.eric. ed.govKcontentdeliveryKservletK+ I10ervlet.accnoQ+M77$I#= !ate, Babor "Ceynote 0peaker- 3ebruary %6, #$%&'. esiliency in a stessed culture. )1 Alternate +ducation 0ociety- 1hallenge and 1hange 1onference. Eancouver, )1. !errell, C.(., 1ohn, ).@., ; Caralyn, T.!. "#$%%'. Fevelopment and validation of a teacher report measure for assessing social-emotional strengths of children and adolescents. 'chool (s)cholog) Revie*, +,(2), ##H-#6%. etrieved from http-KKweb.ebscohost.com. e>pro2y.library.ubc.caKehostKpdfviewerKpdfviewer.sidQ&7fcdI=f-dba#-6$cd-7<<c-ab6 a&7%dfd%&R6$sessionmgr%6;vidQ#;hidQ#< 0hepard, M., 0alina, 1., Birt>, 0., 1o2, M., Favenport, D., ; ?illard, T.A. "#$%#'. 0tudent success

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stories that inform high school change. Reclaiming Children and Youth, 21(2), 6<-I&. etrieved from http-KKconnection.ebscohost.comKcKarticlesK=7&%<$H%Kstudentsuccess-stories-that-inform-high-school-change 0hooter, (., @aisley, C., 0ibthorp, M. "#$%#'. 3ostering trust in outdoor leaders- The role of personal attributes. Journal of #$eriental ducation, !%(1), ###-#&=. etrieved from http-KKd2.doi.orgK%$.I%7&KM++&I.%.###