The Wilderness Solo: The Effect of Intentional Design

The purpose of this exploratory study was to investigate the influence of intentional design by the instructor regarding the Solo\u27s (a) purpose and framing, (b) instructor visit, and (c) individual and group debriefing. This study extends the previous Solo research by hypothesizing that the purposeful planning, framing, visits, and debriefing by the instructor play a role in determining the quality of Solo experience. The study was supported by three major theoretical frames - the Hendee & Brown Model (1988), Kolb\u27s (1984) Experiential Learning Cycle, and Csikszentmihalyi\u27s (1991) Flow Theory

A Mixed-Method Investigation of the Solo in a Wilderness Experience Program

The purpose of this study was to investigate the participants\u27 perceptions of an organized solo within a wilderness experience program and the influence that the participants themselves and the environment have on their perception. The literature suggests that many factors influence one\u27s ability to experience wilderness solitude and to engage in meaningful reflection that may lead to personal growth (Daniel, 2003; Fredrickson & Anderson, 1999; Hammitt,1982; Hendee & Brown, 1988; Koch, 1994; McIntosh, 1989; Norris, 2001; Richley, 1992; Stringer & McAvoy, 1992). Two of these factors can be categorized as the participant(s) and the environment; both are considered key program characteristics within the adventure education literature (McKenzie, 2000)