Research update: Outdoor education fatalities in Australia.
Dr Andrew Brookes, La Trobe University
This paper is part of an on-going project to examine outdoor education related deaths in Australia since 1960.  It records eleven incidents not included in previous papers in this series.  A total of 14 students or staff died in the incidents.  The paper reviews the incidents and identifies what further lessons can be learned about fatality prevention when these are added to the 114 fatalities previously analysed.  Several incidents differed from those previously recorded: an incident of suicide reportedly following bullying on a school camp, two deaths from food-induced anaphylactic shock, and one death apparently from hypothermia.  It discusses some examples of a trend in the news media to focus on the impact of tragedy on families and survivors.  Taking into account some new and previously unrecorded incidents, it argues that deaths from falling trees and branches should be considered as a distinct phenomenon in Australia outdoor education, and more attention devoted to prevention.  It suggests that deaths due to drowning as part of an end-of-school-year activity be considered a distinct syndrome.  Previous conclusions about supervision of teenagers in hazardous conditions, the significant proportion of deaths due to motor vehicle incidents, and the importance of planning for outside assistance are re-emphasised.  It concludes that the study of fatal incidents remains essential to fatality prevention.

Playing with an unstoppable force: Paddling, river-places and outdoor education.
Brian Wattchow, Monash University
This paper presents the findings of a recent research study into participants’ experience of rivers through outdoor education programs that utilised paddling activities as a means of participation and travel.  The study collected written and oral data from 64 participants from three undergraduate Australian university outdoor education degree courses.  The major findings of the research are presented and discussed here, revealing how the participants’ recollections of their experiences were dominated by the technical requirements of the activity and the cultural expectations for encountering a wild river.  The paper concludes that such responses continue to be problematic for outdoor educators who hope to extend, or replace, the traditional personal and social development aims of outdoor education with a more place-responsive pedagogy.

The role of stillness and quiet when developing human/nature relationships.
Valerie Nicholls, Project Hahn, Hobart & Dr Tonia Gray, University of Wollongong
The cathartic, transformative and restorative powers resulting from immersion in nature are well documented.  Furthermore, they are regarded as the key characteristics that differentiate bush and adventure therapy from more traditional forms of therapy/counselling.  But how does adventure therapy access the healing powers of nature?  Drawing upon relevant literature and the voices of participants in an ongoing qualitative study, this paper explores the role of stillness and quiet time on the development of human/nature relationships in bush and adventure therapy.  Finally, we offer an interpretation of the therapeutic potential of quiet time in order to form a deeper understanding of some of the conditions, attitudes and approaches that underpin the transformational potential of a wilderness experience.

Challenge Course Facilitator Technical Skills Assessment Tool.
Dr Mark Wagstaff, Radford University & Dr William Quinn, Northeastern Illinois University
A study was conducted to develop a technical skills assessment tool for the training and development of challenge course facilitators.  Researchers accessed two professional on-line list-servers to collect a sample size of 27 currently used technical skills assessment tools.  The assessment tools were critically analysed by three independent reviewers.  As a result, ten commonly assessed technical skills were identified.  A rubric was then developed based on the ten technical skills.  A Delphi panel consisting of seven challenge course professionals completed a total of four reviews and revision of the rubric resulting in the Challenge Course Facilitator Technical Skills Assessment Tool.

Choosing the 'right' space to work in: Reflections prior to a nature therapy session.
Ronen Berger, Tel Hai College, Israel
This paper explores ways in which a nature therapist considers the issue of space when choosing “the right setting” for a session with a new client.  Drawing upon the therapist’s thoughts prior to the encounter, the paper illustrates ways in which nature’s influence is incorporated into the choice, using this reflection to highlight new concepts.  The article begins with a review of relevant theory, to place the issue within the larger context, continues with a reflexive description, and concludes with questions and themes that emerge from the case.

Recording in the wilds: A reflection on research-technology needs on an expedition.
Paul Stonehouse, the University of Edinburgh
Expedition resilient data-collection technology is an often-overlooked hurdle facing outdoor education researchers.  How can interviews and observations be captured in remote areas?  This reflection piece traces the challenges and solutions discovered in preparing and conducting research on a 10-day wilderness expedition.  Issues of recording capacity, green power, and instrument protection are addressed.  The digital recording of both interview data through a mp3 player and observational field notes on a lightweight keypad are discussed.

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