Since the pandemic, many programs have experienced staff turnover, loss of institutional knowledge, and increased behavioral, mental health, and safety concerns. As the landscape around psychosocial safety is evolving, outdoor education programs have an opportunity to return to the fundamental models that inform their work, and re-align program designers’ intentions and staff’s assumptions.

Based on academic models, case study, and the presenter’s practical experience with a range of outdoor programs, this session addresses fundamental beliefs about the use of conflict and stress for personal and group achievement in outdoor and adventure education programs. The session uses a case study from the presenter’s work to illustrate how contemporary safety science can help organizations identify gaps and misalignments in their intentions and their staff’s interpretations about using adventure for personal growth. By addressing fundamental beliefs and use around common group process and comfort zone models, and offering alternatives and tools for staff, programs can better meet their desired learning outcomes and facilitate safer outdoor experiences.

Participants should come ready to talk about how stress and conflict manifests in their programs, and the models that inform their organization’s thinking and practice. This session will focus on exploring their staff’s interpretation and use of these models, and will equip attendees with practical approaches and questions to gain deeper insight into their organization’s work.