Woodland adventure for marginalized adolescents: environmental attitudes, identity and competence

Journal article

Hinds, J. 2011. Woodland adventure for marginalized adolescents: environmental attitudes, identity and competence. Applied Environmental Education & Communication. 10 (4), pp. 228-237. https://doi.org/10.1080/1533015X.2011.669689
AuthorsHinds, J.
Abstract

The present study was concerned with the effects of a residential woodland education program, incorporating both educational and adventure elements, on proenvironmental attitudes and aspects of well-being. Specifically, adolescent participants (N = 25) from a broad range of backgrounds, including some with challenging behavioral characteristics, completed a series of measures both before and after an educational woodland experience. Results indicate that there were significant and positive effects on participants’ reported natural environmental attitudes and identification, as well as on their perceived skill-based competence. The strengths, weaknesses of the present findings, as well as suggestions for further research are discussed.

Year2011
JournalApplied Environmental Education & Communication
Journal citation10 (4), pp. 228-237
PublisherTaylor & Francis
ISSN1533-015X
Digital Object Identifier (DOI)https://doi.org/10.1080/1533015X.2011.669689
Publication dates
Print2011
Publication process dates
Deposited18 Feb 2015
Output statusPublished
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https://repository.canterbury.ac.uk/item/871z8/woodland-adventure-for-marginalized-adolescents-environmental-attitudes-identity-and-competence

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