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ing is another key essential component of adventure therapy. Basically, all activities are used for the abstracting of real-life conditions (Gass, 1995). The adventure in the process offers a concrete, action-based and experimental tool for therapy (Beringer, & Martin, 2003). When evaluated in this context, it can be argued that the experiences expressed by the participants about the concretization are the output of the adventure therapy. “My human condition, which is intertwined with nature, became more evident. It makes the solution easier to see in concrete terms that even the search for solutions from nature feels good.” (Session 4, Participant 7). “In terms of context, I realized that I could find many solutions to a problem, and in the eyes of the client, I could abstract the situation through context.” (Session 4, Participant 4). Similar to concretization, simulation has also attracted the attention of participants throughout the process. Simulation is a method used to create metaphors.In the sessions, participants were informed about the techniques of simulation and then included activities to simulate them.Participants stated that they gained positive experiences in terms of finding solutions with simulation and thinking differently. “The analogies we used were very nice. It was fun to look at things from different angels, to evaluate the same topic in another contexts.” (Session 4, Participant 12). “It was important to produce solutions for a single context. Setting up metaphor is important in counselling. Finding similarities with the nature can be done in the sessions.” (Session 4, Participant 10). At the end of the sessions, the participants were asked how they felt.When their answers are examined, it can be said that they left with positive emotions after each session in general.One of the outstanding elements of adventure therapy is that participants are taking part in fun activities in an environment they did not experience before (Itin, 2001; Newes, &Bandoroff, 2004).Adventure therapy offers participants a counselling experience which is unusually fun. These entertaining activities may have contributed to the development of positive moods of the participants and the increase cognitive flexibility.Besides, research findings suggest that cognitive flexibility of individuals is improved by stimulating cognitive flexibility by activating positive mood (Nijstad, De Dreu, Rietzschel, & Baas, 2010).At the end of the sessions, the positive mood of the participants may help in terms of provoking and developing their cognitive flexibility. ISSN 2220-8488 (Print), 2221-0989 (Online) ©Center for Promoting Ideas, USA www.ijhssnet.com 102 “I'm fine. The group process was enjoyable, entertaining and instructive. I think every session gives me more awareness.” (Session 5, Participant 1) “I'm very happy. I think the group, the activities, the process is very entertaining and instructive. At first moment, I thought what I'm going to do but now, we we're all doing very good things.” (Session 6, Participant 8) Research shows that connection with nature or nature itself has an impact on mental health and well-being. (Ulrich, 1979; Ulrich, 1984; Frumkin, 2001). In this study, all sessions were conducted outdoors. “Intertwined with nature gives people peace.” (Session 2, Participant 7) Time spent in a new environment (rural area) allows clients to think about their old behaviours (Hoag, Massey, Roberts, & Logan, 2013). According to Cohen (1993), counselling in nature; backyards, parks and rural areas become a stakeholder for change and development. During the program, participants stated that they had discovered some aspects they did not realize before, they had developed in many different fields and they started to think more flexible and creative than before. Outdoors are often seen as a magical field in adventure therapy. There are no distractions and stimuli of the civilization; people can start working together on different subjects in which they avoid or struggle (Hoag, Massey, Roberts, & Logan, 2013). On the other hand, experience with learning theory claims that learning develops even more when an individual is out of his/her comfort zone and in an incompatible situation (Newes, &Bandoroff, 2004). Outdoors are a valuable component in the therapeutic process because it is the opposite of the client's city base outdoor has a healing feature thanks to naturalness (Beringer, & Martin, 2003; Gillis, & Milledgeville, 1992). In addition to these, being active; being in the outdoors fits perfectly with the holistic approach that combines body, mind, action and excitement (Amesberger, 1994). Participants often expressed the positive effect of being outdoors on themselves. “I feel my mind clear because we get plenty of air.” (Session 3, Participant 12) “My human condition, which is intertwined with nature, has become even more evident. It makes the solution easier to see in concrete terms that even the search for solutions from nature feels good.” (Session 4, Participant 6) Another important factor in adventure therapy is the group process. Group members should work together for success; other group members do not tolerate a member's inappropriate behaviour. The members of the group are confronted with unsuitable behaviour and the problem must be discussed before the group continues to be active (Jones, Lowe, Risler, 2004). Neill and Dias (2011) suggest that group process has a critic importance on the social support and harmony as well as individual development and it should be examined with future research. “The idea of acting and being in group was wonderful.” (Session 1, Participant 2) “I was impressed by the fact that when we are together in the activities, we can think from a different and diverse approach and we can produce a faster solution.” (Session 1, Participant 7) Challenge by choices is a unique aspect of adventure therapy. This principle is at the centre of many adventure therapy programs, widely referring participants to self-selection and self-regulation (Priest &Gass, 1997; Albright, 2011). Individuals discover the risk and challenge with the programmes decorated with the idea of „challenge by choices. This basic concept is related to encourage and support individuals to determine their level of participation in protecting the rights of the group and individuals. Each participant has the right to withdraw when they see that there is a tremendous risk to continue as a part of achieving elections (Albright, 2011). Since the risk or perceived risk is the essence of many rural programs, theoretically, clients should be open or inclined to change in this process (Houston, Knabb, Welsh, Houskamp, & Brokaw, 2010). “The adventure park has prompted me to try new things. You can share the same track with a small child, and you are going in the same route with different ways. You have the chance to get nutrition and inspiration from your friends just like in the life. When I crossed the tracks, I realized that I had lost my time and became almost like walking on the road.” (Session 8, Participant 12) In addition to the Intolerance of Uncertainty Scale, participants were also asked to assess the change related to intolerance of uncertainty with a scale from 1 to 10, at the end of each session. According to the participants, their observations on the contribution of the sessions to their intolerance of uncertainty levels were observed between 1 and 10, on the average of 5.2 in the first session and up to 7.7 in the last session. The level of intolerance, which could be accepted as moderate at the first session, increased throughout the sessions, and was evaluated by the participants as 7.7 on the last session. “I have learned that my cognitive flexibility will increase my tolerance for uncertainty.” (Session 1, Participant 7) Intolerance of uncertainty may cause intense anxiety through the introduction of intrinsic representations of uncertain knowledge(Dugas, Hedeyati, Karavidas, Buhr, Francis, & Phillips, 2005).Research shows that the relationship between intolerance of uncertainty and anxiety is observed in the normal sample with no clinical diagnosis (Kertz, Stevens, McHugh, &Björgvinsson, 2015; Dugas, Gosselin, & Ladouceur, 2001; Buhr, 2001). International Journal of Humanities and Social Science Vol. 10 • No. 4 • April 2020 doi:10.30845/ijhss.v10n4p12 103 When uncertainty occurs in any positive or negative situation, it causes anxiety in individuals.The relationship between intolerance of uncertainty and worryhas been found to be stronger for positive and unpredictable positive situations than for positive and negative situations. However, there was no difference between the ambiguous and unpredictable positive conditions in terms of their predictions (Bryne, Hunt, & Chang, 2015).In other words, the fact that the situation can be evaluated as uncertain, rather than positive or negative, may bringconcern. In this sense, the change on intolerance of uncertainty levels of candidate counselling psychologistsare important for their professional development. In the therapy process, individuals are vigilant against the dangers of uncertain situations if they have low levels of uncertainty and focus on potential negative impacts and raise awareness of their problems. They may be able to resist due to the fact that they perceive this situation as dangerous (Leite, & Kuiper, 2008). Furthermore, uncertainty existspsychotherapy. Individuals may be uncertain about many issues related to themselves, they may not know what they need to change.In addition, they do not know how to change; what they learn about themselves as they do not know in the therapy process (Leite, & Kuiper, 2008). “Talking about the uncertainties that may arise in counselling has enabled us to see the possibilities more clearly.” (Session 1, Participant 7) “When I am confronted with an uncertain situation, I can make a contribution to the client by

Effects of Adventure Based Group Counselling on Cognitive Flexibility and Intolerance of Uncertainty Levels of Counselling Psychologists Candidates