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Adventure therapy theory draws from a mixture of learning and psychological theories. The learning theories include contributions from Albert Bandura, John Dewey, Kurt Hahn, and Kurt Lewin. These theorists also have been credited with contributing to the main theories comprising experiential education. Moote and Woodarski (1997), Blanchard (1993) and Davis, Berman, and Capone (1994) all report that experiential education is a theoretical component of adventure therapy. The ideas and thinking of Alfred Adler, Albert Ellis, Milton Erickson, William Glasser, Carl Jung, Abraham Maslow, Jean Piaget, Carl Rogers, B.F. Skinner, Fritz Perls, and Viktor Frankl all appear to have contributed to the thinking in adventure therapy. Adventure therapy is a cognitive-behavioral-affective approach which utilizes a humanistic existential base to strategically enact change through direct experience through challeng (Calver 1996; Gass 1993; Gillis and Thomsen, 1996; Itin, 1995; Kimball and Bacon, 1993; Nadler, 1993; Schoel, Prouty, and Radcliffe, 1988; Schoel and Maizell, 2002; West-Smith, 1997).

This theory, though, has been questioned extensively. These questions cover many issues. Blanchard (1993) states that with all the importance that is placed upon adventure therapy as a therapeutic intervention, the research is restricted to cooperation and trust, and even less research examines therapeutic techniques with adventure therapy and outcomes on pathology. The adventure therapy research field is having difficulty answering the basic questions of how, what, when, where and who. Further research on the standards, requirements, education, and training for individuals conducting adventure therapy is required (Blanchard, 1993). Ziven (1988) stated that the research is based upon the examination of self-concept and social adjustments. Cason & Gillis (1994) conducted a meta-analysis to statistically integrate all the available empirical research on adventure therapy. In total, 99 studies were located covering a 25 year span of research. Out of 99 studies located, only 43 studies fit the criteria for analysis. Many of the studies excluded were dissertations and the authors stated that dissertation studies did not accurately represent the field of adventure programming. The 43 studies used varied in design, methods, and treatment goals. They report that the limited amount of studies for their meta-analysis is proof of the limitations in the research in adventure programming.