Self-Control

Adventure always provides a powerful learning experience, but not always a positive one. Four components are identified which create the powerful learning situation: an experiential learning base; a simple yet meaningful reality; cooperation; and intensity of feeling. To optimize the chances of creating a positive experience, four other components should be present: a means of processing the experience, success, choice, and a humane climate. These eight components are located within three existing models of the adventure experience: The Outward Bound Model (Walsh & Colins, 1976); The Outdoor-Adventure Education Process (Luckner, 1986); and the Benefits of Leisure: Mediating Processes Between Situational Triggers and Outcomes (Scherl, 1988). Strengths and weaknesses of these models are discussed before a final model (Personal Growth Through Adventure), which encapsulates those features most salient in the adventure process, is presented. It is suggested that a major outcome of the adventure process is the development of self-control. The nature of control forms the basis of a discussion which examines traditional approaches to control of the environment and self-denial, before focusing on the empowering nature of self-control for women in reducing self- and other-imposed limitations.