Self Concept & Esteem in Outdoor Facilitation

How we perceive the world around us and how we perceive ourselves in it holds significance in the effective facilitation of outdoor and adventure studies. The concept and esteem of oneself can vary greatly between individuals and can have a significant influence on our enjoyment, learning, and quality of life. The self is a central pillar of behavioral and social psychology (Baumeister 2012) as well as effective outdoor facilitation (Ewert 1983). 

To define the parts that make up self-perception, there are two common terms used:

• ·         Self-concept refers to the way we see ourselves (Baumeister 1999).
•             Self-esteem examines the way in which we feel about ourselves (Huitt 2004).

‘The affective or emotional aspect of self and generally refers to how we feel about or how we value ourselves’.

Huitt (2004)

The importance of adventure in personal developmental programs and improving individual’s self-esteem has seen plenty of examination and study. One such study by Hazelworth & Wilson (1990) found that among participants, there was a significant rise in self-esteem/concept, higher results in performance and task activities, as well as social and personal growth. Research and experiences like this frequently hold an often to flawed similarity. It is unknown as to the specific nature of adventure programs and what must occur for these changes to happen. Ewert (1983) coined the idea of a ‘black-box’ in which an unknown exchange occurs between the individual’s and an adventure experience. Can adventure experiences really take the credit for social development in self-esteem?

When examining self-esteem, we must consider what the term comprises of. Everyone must have a slightly different basis to what we use to judge our value. The Structure of Self-Esteem model (figure 1) (Adapted from Shavelson, Hubner & Stanton 1976) paints a breakdown of each component in oneself. When looking at his model, I feel that the model does not represent a stationary state but instead is an organic, moving and ever-changing representation of how individuals give themselves value. 

Figure 1: The Structure of Self-Esteem Model. 

(Adapted from Shavelson, Hubner & Stanton 1976).

Taking the dynamic view of self-esteem and applying it to its current place in adventure facilitation, we must examine the way in which it is viewed and prioritized. Even with research, little is known of the theoretical components that can increase self-esteem (Moote & Wodarski 1997). Facilitators have the tools necessary to improve self-esteem but no one can underpin exactly what quantify the methods used. It is with this unknowing that I question the amount of trust we can give to the effective facilitation of adventure to promote self-esteem. Although some facilitators can create fun, learning and choice in the outdoors, for those who cannot create effective means that mean effective facilitation could take a back step. Individuals that encounter failure or feel neglectful of the goal of the adventure can see a decrease in self-esteem (Heatherton & Polivy 1991).

The direction of future programmes should examine the principles of therapeutic psychology as a means of identifying and tailoring experiences to meet specific goals. Ineffective means of testing and surveying individuals on what can be considered the ‘happy’ feeling experienced within outdoor programmes rather than a delving into of the mid to long term effects to an individual’s self-concept and esteem (Neill & Richards 1998).

I agree with the likes of Hazelworth & Wilson (1990) and others that state adventure can hold a positive relationship with the raising of self-esteem. Reflecting on my life and career in the outdoors, I too cannot attribute a single lesson, action or even series of events that has left me feeling more comfortable in my own skin. The black box of adventure still covers what it is exactly that alters us, and it is this very idea that can make facilitation a rather unpredictable place for facilitators. Individuals feel very differently about themselves and there cannot be a one fits all approach to raising this very personal aspect of the human psyche.

References

Baumeister, R. F. (1999). The Self in Social Psychology. Psychology Press.

Baumeister, R. F. (2012). Self-Control - The Moral Muscle. Psychologist, 25(2), 112-115.

Ewert, A. W. (1983). Outdoor Adventure and Self-Concept: A Research Analysis. Institute of Recreation Research & Service, Department of Leisure Studies & Services.

Hazelworth, M. S., & Wilson, B. E. (1990). The Effects of an Outdoor Adventure Camp Experience on Self-Concept. The Journal of Environmental Education, 21(4), 33-37.

Heatherton, T. F., & Polivy, J. (1991). Development and Validation of a Scale for Measuring State Self-Esteem. Journal of Personality and Social psychology, 60(6), 895.

Huitt, W. (2004). Self-Concept and Self-Esteem. Educational Psychology Interactive.

Moote Jr, G. T., & Wodarski, J. S. (1997). The Acquistion of Life Skills through Adventure-Based Activities and Programs: A Review of the Literature. Adolescence, 32(125), 143.

Neill, J. T., & Richards, G. E. (1998). Does Outdoor Education Really Work? A Summary of Recent Meta-‐Analyses. Australian Journal of Outdoor Education, 3(1).

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-Concept: Validation of Construct Interpretations. Review of Educational Research, 46(3), 407-441.

Further Reading

Ekeland, E., Heian, F., Hagen, K. B., Abbott, J. M., & Nordheim, L. (2004). Exercise to Improve Self‐Esteem in Children and Young People. The Cochrane Library.

Halliday, N. (1999). Developing Self-Esteem through Challenge Education Experiences. Journal of Physical Education, Recreation & Dance, 70(6), 51-58.