The purpose of this study was to determine the effect of preplanned activities for effective processing, such as framing, debriefing, and transferring, on participant's depth of reflection and personal development. The subjects were 14 college students who participated in a six-day adventure camp. The treatment group (n=7) was incorporated with three activities for effective processing to encourage participant's reflection. The control group (n=7) took part in other activities when the treatment group did activities for processing. In order to measure the depth of reflection, the Camp Experience Reflection Scale (CERS) was developed by the researchers. This inventory was administered after each of the three activities for processing. Participant's Personal Development was measured using the Evaluation Scale of Nature-experience Programs (ESNP) developed by Tanii&Fujiwara (2001) and the Self-Enhancement Scale (SES) developed by Kajita (1980). ESNP and SES were administered three times, before, after and two-months after the six-day adventure camp. The result showed that total CERS scores of the treatment group were higher than control group. The factors, The Other Recognition, Respect and Commons of the treatment group were significantly higher than the control group after the 2-day adventure hiking. Additionally, the sub-scales of The Other Recognition, Observation and Applying of treatment group were significantly higher than the control group in the final activity for processing. The treatment group's Leadership score of the ESNP significantly increased two-months after the camp in comparison with before the camp. The results suggested that activities for effective processing after a stressful expedition and at the end of a program promoted understanding about the meaning of the experience for participants, although it is not essential for a positive outcome of the program. For further study, it was recommended that the influence of spontaneous reflection be examined to evaluate causality between reflection and outcome.

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This is a practical study on the outdoor educational program organized by summer seaside camp of YElementary School.
The purpose of this study is to examine the change of IKIRU CHIKARA (Zest for Living) in students in the outdoor educational program at the summer seaside camp.317 elementary school students in the 4th, 5th and 6th grades participated in this program. An IKIRU CHIKARA questionnaire, developed by Tachibana et al. (2001), was filled out before and after the summer seaside camp, and also one and a half months later.
As a result, this summer seaside camp program effected a change in IKIRU CHIKARA consisting of “Non Dependency” “Positiveness” “ActualAffirmation” “Extent of View and Judgment” “Adaptable Behavior” “Concern with Nature” “Body Tolerance” “Outdoor Technical Skills and Lives”
This program maintained IKIRU CHIKARA even after one and a half month.The results suggest that the program is an outstanding educational practice for students, and affects IKIRU CHIKARA itself.
Furthermore, this study is composed of the basic data from IKIRU CHIKARA in outdoor education at summer seaside camp.

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本研究では、8泊9日の組織キャンプを対象に、指導者およびキャンパーに対してヒヤリ・ハット調査を実施した。また、指導経験のある指導者に、このキャンプのプログラムからどのような危険が予測されるかを質問した。その結果、キャンパーで1日平均0.64回、指導者で1日平均1.19回の報告があった。また、指導者・キャンパーともに女性の方がヒヤリ・ハット事例をより多く報告した。事例の報告が多い場面は、キャンパー・指導者ともに炊飯、登山、マウンテンバイク、ロングウォーク、クリエイティブ活動であった。また、指導者による予測でも、炊飯時のやけどや刃物のけが、転倒や打撲などの発生確率が高く予測された。野外活動におけるヒヤリ・ハット事例は、発生場面の把握や内容のカテゴリーでは指導者の想定内であったが、具体的な発生の状況が把握できる点に有効性があると考えられる。また、指導者、キャンパーがヒヤリ・ハット事例を指摘する活動は類似しているが、量・内容ともにキャンパーの指摘は不十分であり、指導上の課題と考えられる。

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