Helping Youth Transition into an Alternative Residential School Setting: Exploring the Effects of a Wilderness Orientati
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Helping Youth Transition into an Alternative Residential School Setting: Exploring the Effects of a Wilderness Orientation Program on Youth Purpose and Identity Complexity Christine Lynn Norton • Betsy L. Wisner Matthew Krugh • Aleah Penn
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Springer Science+Business Media New York 2014
Abstract This mixed-methods study examines the relationship between adolescent identity complexity (Clin Social Work J 21(1):11–24 1991) and youth purpose related to participation in a wilderness experience program at an alternative, residential boarding school in Colorado. Students in this study (N = 55) completed an adapted version of the Self-Worth Index (Ment Health Relig Cult 4(2):103–108 2001) before and after participation in a wilderness experience program. Youth in the study also completed a pre- and post-test eight-item index measuring identity complexity, with each item assessed on a five-point Likert scale. Likewise, qualitative, face-to-face interviews with each student were conducted to triangulate findings and further explore the impact of the wilderness program on identity complexity and youth purpose for youth labeled ‘‘high risk.’’ Data analysis revealed that the wilderness program contributed to students’ positive sense of identity and purpose in their lives, and helped them transition into the residential school culture successfully. Keywords Adolescence Wilderness orientation program Alternative school Youth purpose Identity complexity
C. L. Norton (&) B. L. Wisner M. Krugh A. Penn Texas State University-San Marcos School of Social Work, 601 University Dr., San Marcos, TX 78666, USA e-mail: [email protected] B. L. Wisner e-mail: [email protected] M. Krugh e-mail: [email protected] A. Penn e-mail: [email protected]
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Adolescence is a time period in human development rife with both opportunities and challenges. For most adolescents in America, school is the primary context in which they experience success or failure. Unfortunately, educational success for adolescents facing multiple risk factors is often unattainable. Students with academic, social and emotional challenges are at risk of dropping out of school due to disengagement from the school system and extracurricular activities (Neild and Balfanz 2006; Rumberger and Lim 2008). Many of these students are sent to alternative schools in order to better address some of these multiple risk factors, and are referred by their home school for teen pregnancy and academic, social-emotional, and behavioral issues, including physical violence, truancy, drug and alcohol abuse, and possession of a weapon (Kleiner et al. 2002; Pang and Foley 2006). When compared to traditional school students, students at alternative schools are at higher risk for a number of health-related problems such as substance use, suicidal thoughts and feelings, involvement in risky sexual behaviors, and violencerelated behaviors (Grunbaum et al. 2001; Weller et al. 1999). Furthermore, youth at alternative schools may experience family problems, academic
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