Comfort zone: Model or metaphor?

The comfort zone model is widespread within adventure education literature. It is based on the belief that when placed in a stressful situation people will respond by overcoming their fear and therefore grow as individuals. This model is often presented to participants prior to activities with a highly perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., ropes courses or rock climbing activities). Students are encouraged to think about ‘stretching themselves’ by moving outside their comfort zone, to expand their preconceived limits and by inference learn (and become better people). This paper explores theories from cognitive and social psychology, based on the work of Piaget and Festinger respectively, that underpin the comfort zone model. The perpetuation of this model which uses risk to promote situations of disequilibrium/dissonance does not find strong support in educational literature. It is therefore suggested that the comfort zone model be reframed as a metaphor, for possible discussion post activity, rather than being used as a model to underpin programming and pedagogy in adventure education settings

The comfort zone: Reflection on a taken-for-granted model

Reference to the comfort zone model is widespread within outdoor adventure education. It is based on the belief that when placed in a stressful situation people will respond by overcoming their hesitancy and grow. This model is often presented to students prior to activities with a perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., a ropes course). Students are encouraged to ‘stretch themselves’, to move outside their comfort zone and expand their preconceived limits and by inference learn. This article briefly explores the theories that underpin the comfort zone model and suggests that it is time to rethink how it is used

The influence of randomly allocated group membership when developing student task work and team work capabilities

This study explores whether randomly assigning group membership enhances the student learning experience. The paper starts with a critical analysis of the approaches to student learning within Higher Education and how these approaches conflict with findings from applied psychology on group behaviour. The study adopts a serendipitous qualitative methodology to explore how changes to assessment requirements can result in a more holistic learning experience. The findings suggest that students perceive the adoption of randomly allocated as an unnecessary risk to their performance within assessment as opposed to an opportunity to enhance their learning. This raises questions regarding the conflict that can exist within education between assessment and learning. The results suggest students operate in a ‘comfort zone’ which can be detrimental to their overall learning experience. Getting students to leave the comfort zone is a particularly stressful situation for both student and educator. Once students leave the comfort zone competencies that have been dormant surface and they are able to utilise and acquire a wider range of skills. Leaving the comfort zone also results in the creation of a critical incidence which can assist the student in developing their reflective capabilities. The results suggest that randomly allocated groups enhance both an individual’s task capabilities and their teamwork capabilities. The paper concludes that the findings have significant implications for those involved in the design of assessment. The paper also provides an interesting commentary on the issues educators face when undertaking education research within a higher educational context

The Comfort Zone

In my bachelor’s thesis “The Comfort Zone” I study the creative process through the lens of the comfort zone. The thesis consists of a written paper and and a production. The written portion acts as a documentation of a creative process, as well as delving into the theory having to do with my research. The production focuses on pattern design. The structure of this thesis follows the same patterns present in creative processes. The chapters advance from theoretical and conceptual research to the concrete documentation of my pattern design process. Chapters 1.0 and 2.0 inspect topics relating to beginning and moving through a creative process, while chapter 3.0 focuses solely on the production portion of my thesis. The Comfort Zone as a concept is defined on its own as part of my introduction. My findings in producing this thesis have included a deeper understanding of the operations present in my own creative process, as well as insight into the positive and negative influence of comfort zones on design work. This study may be relevant to those interested in creative performance and efficiency. This thesis does not attempt to act as an instruction for pattern design, rather its focus is on the background actions that take place during any creative process

Mexican migrants stay in border comfort zone

Limited access to migrant networks and strong geographic preferences may underlie border migrants' willingness to settle for lower wages on the border rather than seek higher wages by venturing into the U.S. interior.Immigrants ; Emigration and immigration ; Mexican-American Border Region - Economic conditions ; Wages

Outside Your Comfort Zone

This article reflects on the impact that getting involved in the work of professional associations can have on a personal career journey

Out of comfort zone

summer 2008Slide show not available"Student appreciates diverse cultures