Pace, Care, and Com­pe­ten­cy to sup­port he­al­ing

Prac­ti­tio­ners en­cou­ra­ge par­ti­ci­pan­ts to ex­ami­ne and per­haps ch­an­ge or crea­te new sto­ries. Like par­ti­ci­pan­ts, prac­ti­tio­ners ought to ex­ami­ne their sto­ries about their prac­ti­ce to dis­cern if they are ac­cu­ra­te or re­le­vant for par­ti­ci­pan­ts. This pa­per ex­plo­res pro­gram com­pon­ents th­rough the lens of pace. Main are­as dis­cus­sed are how pace im­pacts a) re­la­ti­onships and care on ad­ven­ture the­ra­py ex­pe­ri­en­ces (self care, care of the na­tu­ral en­vi­ron­ment) and b) the lear­ning and com­pe­ten­cy gai­ned by par­ti­ci­pan­ts (group dy­na­mics, choice). A pace that al­lows ade­qua­te time for a) the fa­ci­li­ta­tor to de­mons­tra­te care, and for the par­ti­ci­pant to re­cei­ve it; b) the par­ti­ci­pan­ts to con­ti­nu­al­ly pro­cess their ex­pe­ri­ence; c) skill de­ve­lo­p­ment and sen­se of com­pe­ten­cy; d) ex­plo­ring choice and he­alt­hy en­ga­ge­ment in ac­ti­vi­ties; and e) en­ga­ge­ment in he­alt­hy and re­cipro­cal re­la­ti­onships with the na­tu­ral en­vi­ron­ment and other peo­p­le is cru­cial for rea­ching goals, in­clu­ding in­clu­si­vi­ty and sup­port­ing trans­for­ma­tio­nal lear­ning in an equi­ta­ble man­ner.