{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113830"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113830","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Instructor strategies for facilitating the development of a positive group culture in Outward Bound","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Orson, Carolyn Nicole"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Human Development and Family Studies","degree_department":null,"school":null,"contributors":["Larson, Reed W","Tu, Kelly M","Raffaellli, Marcela","Rosch, David M"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:23Z","date_published":"2022-04-29T21:34:23Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Family studies"],"languages":["en","eng"],"rights":["Copyright 2021 Carolyn Orson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113830","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Larson, Reed W","Tu, Kelly M","Raffaellli, Marcela","Rosch, David M"]},{"key":"dc:creator","label":"Author","values":["Orson, Carolyn Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:23Z","2021-12","2021-11-02"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Development and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Family studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Carolyn Orson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113830"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Carolyn Orson, accepted the attached license on 2021-11-01 at 12:50.","The student, Carolyn Orson, submitted this Dissertation for approval on 2021-11-01 at 13:05.","This Dissertation was approved for publication on 2021-11-02 at 16:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17175 on 2022-04-06 at 17:09:36","Made available in DSpace on 2022-04-29T21:34:23Z (GMT). No. of bitstreams: 2 ORSON-DISSERTATION-2021.pdf: 494793 bytes, checksum: 54da540870527565b44c03f45cc65571 (MD5) LICENSE.txt: 4210 bytes, checksum: d0f4f14748171e1d7987a481e5fbbed7 (MD5) Previous issue date: 2021-11-02","Outward Bound (OB) is a model outdoor adventure education (OAE) program that has been providing expedition course experiences for youth for over 50 years. Participation in these types of programs is linked to improvements in social-emotional learning outcomes. The OB learning model suggests these outcomes are a result of experiencing challenges in the context of a positive group culture. However, there is limited research on how a positive group culture is created. This study aimed to understand OB instructors’ role in facilitating the development of a positive group culture. Semi- structured interviews were conducted with 31 instructors from two OB schools and asked them to describe the strategies they use to develop a positive group culture. To gain a more nuanced and contextualized understanding of instructors’ strategies, instructors were also asked about the barriers that interfere with the development of a positive group culture and how they address them. Based on grounded theory analysis, I identified four youth barriers and their related processes that disrupted the development of a positive group culture: egocentric orientation, social differences, fear of being judged, and course stressors. For each barrier, I identified three to four strategies that instructors used to address them. These strategies focused on helping youth conceptualize teamwork, bridge social differences, normalize vulnerability, and prevent and deescalate negative emotions. Each set of strategies utilized language and group structures to scaffold group norms that helped youth interrupt and transcend barrier processes. This study provides empirical guidance for staff practices and new instructor training, including accounting for the role of youths’ developmental capacities and social norms that they bring with them on course and emphasizing using both language and group structures to cultivate group norms."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Instructor strategies for facilitating the development of a positive group culture in Outward Bound"]}]}],"canonical_facts":{"dc:contributor":["Larson, Reed W","Tu, Kelly M","Raffaellli, Marcela","Rosch, David M"],"dc:creator":["Orson, Carolyn Nicole"],"dc:date":["2022-04-29T21:34:23Z","2021-12","2021-11-02"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Carolyn Orson, accepted the attached license on 2021-11-01 at 12:50.","The student, Carolyn Orson, submitted this Dissertation for approval on 2021-11-01 at 13:05.","This Dissertation was approved for publication on 2021-11-02 at 16:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17175 on 2022-04-06 at 17:09:36","Made available in DSpace on 2022-04-29T21:34:23Z (GMT). No. of bitstreams: 2 ORSON-DISSERTATION-2021.pdf: 494793 bytes, checksum: 54da540870527565b44c03f45cc65571 (MD5) LICENSE.txt: 4210 bytes, checksum: d0f4f14748171e1d7987a481e5fbbed7 (MD5) Previous issue date: 2021-11-02","Outward Bound (OB) is a model outdoor adventure education (OAE) program that has been providing expedition course experiences for youth for over 50 years. Participation in these types of programs is linked to improvements in social-emotional learning outcomes. The OB learning model suggests these outcomes are a result of experiencing challenges in the context of a positive group culture. However, there is limited research on how a positive group culture is created. This study aimed to understand OB instructors’ role in facilitating the development of a positive group culture. Semi- structured interviews were conducted with 31 instructors from two OB schools and asked them to describe the strategies they use to develop a positive group culture. To gain a more nuanced and contextualized understanding of instructors’ strategies, instructors were also asked about the barriers that interfere with the development of a positive group culture and how they address them. Based on grounded theory analysis, I identified four youth barriers and their related processes that disrupted the development of a positive group culture: egocentric orientation, social differences, fear of being judged, and course stressors. For each barrier, I identified three to four strategies that instructors used to address them. These strategies focused on helping youth conceptualize teamwork, bridge social differences, normalize vulnerability, and prevent and deescalate negative emotions. Each set of strategies utilized language and group structures to scaffold group norms that helped youth interrupt and transcend barrier processes. This study provides empirical guidance for staff practices and new instructor training, including accounting for the role of youths’ developmental capacities and social norms that they bring with them on course and emphasizing using both language and group structures to cultivate group norms."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113830"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Carolyn Orson"],"dc:subject":["Family studies"],"dc:title":["Instructor strategies for facilitating the development of a positive group culture in Outward Bound"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Human Development and Family Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}