Where wild things grow: Friluftsterapi as a preventative, health promoting, and sustainable method for children with neurodivergence in school, health care, family and leisure settings in Southern Norway
Graham Pringle
Outdoor Therapy Centre for Research and Practice, Griffith University, Australia
Graham has over 20 years of experience in Residential and Foster Care, Outdoor Education, Adventure-Based Youth Work, and Adult Training. He is a friend of the Outdoor Therapy Centre for Research and Practice and a casual academic with Charles Sturt University. His research has been on the healing potential of adventure for young people impacted by systemic adversity. As a director of Youth Flourish Outdoors and a trainer for the School of Outdoor Therapeutic Practice, Graham brings a wealth of expertise. A casual academic with Charles Sturt University, he has submitted a Doctoral thesis at Griffith University on his extensive work in adventure therapy for adolescents. With a rich background in adventure-based youth work, teaching, and psychology, Graham has authored texts for therapeutic program practitioners, teaching a course with over 1000 graduates. Based in Australia, Graham and his wife share a passion for bushwalking and canoeing.
A complex trauma informed adventure therapy checklist
Detailed findings of two scoping reviews and 30 interviews are provided as a checklist for adventure therapy practitioners and program managers. A scoping review of the complex trauma and another of the adventure therapy literature (2014-2022) were critically analyzed. Interviews with 13 adventure therapy, 10 complex trauma and seven young participant experts were themed. Main findings were compiled for each study; including the importance of voluntary participation, dignity, care, and the sense of self. The study's findings provide a concise three-part checklist for practitioners to reflect upon when reviewing their work. A summary of the four core themes provides background material for applying the checklists. A stand-alone theory and practice framework are separate research products and are not included in this presentation. Limitations include that the participants were all Australian and diversity was limited. Practitioners and managers might use the checklists to make a rapid judgment of program features and professional development needs.