Teens & Transition

The Outward Bound experience

by Nevin Harper

For centuries, the term “outward bound” described a ship as it left the harbour and headed out to face the challenges and risks of the open sea. For the sailors, it implied commitment to a long journey, and of course, adventure. A ship, as we know, is not destined to stay in a harbour, nor are teens destined to stay in the safe harbour of their parents’ home.

This parallel metaphor of outward bound for young people’s transition to adulthood has never been more relevant than in today’s hurried and competitive society. Since 1969 young Canadians have taken up the challenge of Outward Bound’s educational programs. Whether on expedition in the mountains or on the sea, students have returned home to their families and community with renewed vision and positive focus, better prepared to determine their futures as adults.

Outward Bound was founded in response to what were seen as moral declines in youth in Germany and later England by Kurt Hahn. His educational beliefs, he said, were not original, but rather what he felt were reasonable steps to personal growth and development that modern society was no longer providing for youth.

“There is more in us than we know. If we can be made to see it, we will be unwilling to settle for less,” he said.

Essentially, Hahn’s formula for positive youth development went like this:

• Place youth in unfamiliar physical and social settings

• Provide them with challenging activities and situations which cause uncertainties and stress

• Facilitate individual and group processes to achieve success in overcoming these challenges which, in turn, generally produces the experience of mastery and leads to a greater sense of self and ability.

While early Outward Bound courses prepared young merchant marines to survive successfully in lifeboats during the Second World War, this same educational process has been utilized for the peace corps, veterans, survivors of abuse, at-risk youth and a wide range of other populations dealing with change or transitions in their lives. The nature of an Outward Bound course is aligned for youth transitions to adulthood for a few reasons.

Challenge/Risk
Appropriate risk taking and judgment are critical developmental issues in the lives of young adults. The highest drinking rates and alcohol-related accidents occur in young adults. Brain researchers even suggest that full judgmental capacities are not completely developed until the early 20s. The risks, real and perceived, experienced during an Outward Bound program cause the individual and group to constantly reflect on decisions and their resulting impacts. The real-world and natural consequences serve as nothing short of great teachers. Limits and boundaries created within an Outward Bound group on expedition provide a meaningful micro-community in which judgment related to risk is practiced daily—an ideal setting for a young adult preparing to leave home.

Passage/Transition
Adulthood may be the most significant, yet least ritualized, transition in western society. Driver’s licenses, drinking ages and high school graduation seem to carry the torch as modern rites of passage for teens. The loss of ceremony and community recognition of the youth to adulthood transition can be partially re-attained through an Outward Bound course. If the family chooses to discuss the course as a transition challenge, then the ceremonial recognition of the “return” may be available to the family. Adults may consider adult Outward Bound courses for other transitions in their lives such as marriage, parenting and retirement.

Resiliency
The use of the natural environment as a stage, classroom, educator and mentor is central to the student’s experience. Outward Bound has long realized the role of nature in personal growth and development—this realization is still the program’s greatest educational asset. Students explore ecological literacy, place-based learning, leadership and communication skills, and most often come away from the experience with increased self-confidence and self-esteem. Developing an increased sense of place has theoretical links to increased sense of self, a powerful change process for ecological learning and personal growth. One common testimonial from Outward Bound students is their sense of “being just a small part of something greater in this world.” This realization is powerful, transcending most attempts to build ecological literacy in traditional educational settings.

Outward Bound offers a number of youth courses each year on Vancouver Island. To learn more about these programs, visit www.outwardbound.ca.

Dr. Nevin Harper is a Director of Development and Innovation for Outward Bound Canada and an Adjunct Professor in the School of Child and Youth Care at the University of Victoria. He can be contacted at Nevin_harper@outwardbound.ca.