Unique outcomes in professional psychology training through an adventure experience

Abstract

This article focuses on how an adventure programme can be used to address professional development in general, and specifically the professional identity of postgraduate psychology students. The literature study focuses on didactic instruction as well as experiential learning and adventure-based experiential learning. The study was undertaken from a narrative position and narrative analysis was done of postgraduate psychology students’ narratives. From the narrative analysis it would seem that the adventure programme created unique outcomes for the students, as their narratives
changed from narratives with an individualist character to narratives with more collective tendencies as the adventure programme unfolded.