The purpose of this study was to investigate the power resources of camp counselor. The subjects were 49 (26 boys and 23 girls) campers in the fifth to twelfth grade. The questionaire containing 36 items was used to measure counselor's Dower by ratinu in 5-noint scales.
The results were summarized as follows:
1) Five power resources were obtained acceptance, legitimacy, expert-reference, physical appearance and oppression.
2) Campers strongly perceived acceptance, legitimacy and expert-reference while physical appearance was moderate and oppression was weakest.
3) Appearance and oppression became to be perceived weak and expert-reference was became strongly through the camp activities and relationships with the counselors.
4) Campers strongly perceived the female counselor's acceptance and expert-reference more than male counselor in first day, but its difference was closer through camp activities. Physical appearance was always perceived strongly for female counselor.

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The purpose of this study was to examine the change of self-concept in adolescents who participated in a 3-day adventure camp conducted in 1997 & 1998 and a 10-day visiting and recreational camp conducted in 1997. The subjects in the 3-day camp were 133 participants from the 5th to the 11th grade and in the 10-day camp were 48 participants from the 5th to the 10th grade.
The Self-Development Scale and study (1976) by Kajita were utilized to make the Self-Concept Scale. A Self-Concept Scale was designed for each camp for the pre- and post-tests.
The factor analysis method was applied to analyze the data obtained from the post-test Self-Concept Scale. The following results were obtained.
2. The participants in both camps showed a statistically significant positive difference overall the self-concept between the pre-and post-tests. The factors of the self-concept indicated that there were significant positive changes in the self-confidence factor and the interpersonal & social factor in the 3-day camp. There was a significant change in the self-confidence factor in the 10-day camp.
3. The number of significant changes in the 3-day camp were much more than in the 10-day camp. This was attributed to the reason that there were different programs between the 3-day camp and the 10-day camp.
The present study suggests that participants in programs include adventure activities are apt to improve their self-concepts.

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In this study, I advance unit development by means of “time of a general learning” in an elementary school and show a method to develop an outdoor education curriculum.
In the first part of this paper I examine the method is to make an outdoor education position on the whole curriculum of an elementary school clear.
In the second part of this paper I set an outdoor education on every year curriculum.
Third, I improve curriculum through the development of learning units.

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The purpose of this study was to review the empirical research on environmental literacy in camp programs in the United States. The criteria for the review were1) the period from 1960 to1997, 2) camp programs as independent variables, 3) environmental literacy as dependent variables and 4) quality of the research; doctoral dissertations and refereed articles published in related journals. The reviewed research was organized into separate periods for each decade from1960. The review of 29 American research studies indicated that research mainly evaluated environmental attitude and knowledge, but also identified a variety of types, durations, sponsorships and contents of camp programs. It is recommended that evaluation of environmental attitude and knowledge is increased in environmetal education program in short-term camps and agency and commercial camps and adventure education programs in Japan.

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