Youth-at-Risk /
R.E.A.C.H. Program
Program Description
Click to view WLE's Information Package
Profile of Adolescent Behaviours
Wendigo Lake Expeditions specializes in working with male adolescents with the following profile of behaviours:
- Substance abuse
- Family conflict
- Defiance towards adults or authority
- Depression
- Poor grades
- Lack of motivation
- Low self-esteem
- Entitlement and manipulation
- Negative peer relationships
Key Features in the R.E.A.C.H. Program...
Wilderness Expedition comprises approximately forty percent (40%) of the student’s time. Expeditions serve as a practical, rather than theoretical, individual and group challenge offering the ultimate in natural consequences. Through involvement in menu planning, care of personal gear, practicing safety, and sharing the multitude of daily tasks required on expedition, the student learns a broad range of skills directly relevant to leading a productive, pro-social life. Students gain new skills and self-confidence, through practice and perseverance achieving more than they thought possible. Working with others to achieve common objectives they further develop skills of cooperation, communication and problem-solving.
(Click pictures to enlarge)
Challenge Activities include
a progression of activities including Games & Initiatives, Low Ropes Course (14 elements), Trust Falls, Pole Climb, Cargo Net, Flying Fox, Tunnel, Climbing Wall, 14-element Aerial Course, Rock Climbing & Rappelling. These activities are designed to develop the students’ skills for teamwork, planning and perseverance in successfully working through challenges and provide limitless opportunity to adapt or ‘metaphorically frame’an
activity to address the learning and therapeutic needs
of students.
Community Service provides students an opportunity to give back to the community and environment from which they have benefited during their placement. The two main areas of community service are maintenance of two sections of the local Forgotten Trails and maintenance of portages and campsites throughout the North section of Algonquin Park .
School Program
A fully integrated education program is led by qualified
teachers provided by the Near North Board of Education
( North Bay , Ontario ). Credit courses are offered
in Physical Education, Individual and Family Living,
Science and English. Students are also encouraged to
work on independent studies in subjects such as Math
and History. Every student is trained to be certified
in First-Aid, CPR and registered into the Duke of Edinburgh
Award program.
Motivation
Is designed into the program at multiple levels. The process begins with the admission interview in which the student is engaged in a discussion about the program - what the student can anticipate experiencing in the program - a review of the student’s particular interests and needs, -and ending with the setting of some preliminary goals for the student’s placement. This process of reviewing interests, risks, needs, and setting program goals continues throughout the youth’s placement.
The group also provides motivation for positive participation
as each student’s behavioural contribution either positively or negatively influences the group’s
experience of success in program.
Group Discussions
Every group discussion involves the students in defining the issue and identifying the impact on the crew and involved individuals. Typically a student is asked to summarize as a wrap-up to the discussion. The Instructors always retain ultimate responsibility for the resolution of the discussion while seeking to optimize the group’s participation in practicing essential skills - problem-solving, communication and conflict-resolution.
Individual Student Achievements
Each student has the opportunity to receive formal recognition for his individual achievements .
Training in First Aid, CPR, Canoeing, and similar skills will follow standards
necessary for accreditation of students by the associated provincial and
national organizations. Graduating students receive a certificate in recognition
of
their participation in the program. Upon admission, students are enrolled
in the prestigious Duke of Edinburgh’s Award program with opportunities
to continue achieving higher levels when they leave our program.
R.E.A.C.H. Program Developmental Stages
All students begin their placement as a Gray
Jay. As a Gray Jay, the student will learn the basic expectations of the program, including performance goals related to the core values (R.E.A.C.H.) and skills required to participate in the adventure and expedition activities that are a central element of our experiential education program. Once the student has achieved these skills he will move to the next stage in the program, Otter, at which point new privileges are matched with increased performance expectations related to the core values (R.E.A.C.H.), challenge activities and expeditions. As the student progresses through the Wolf and Bear levels the emphasis shifts from extrinsic motivators (program privileges) to encouraging the development in the student of the intrinsic motivation to achieve, in preparation for his return to his home community.
Learning Opportunities and Challenges
Throughout the program, the group is large enough for the natural emergence of conflict, but small enough to allow constructive resolution. The group provides the social context for learning important skills such as communication, negotiation, cooperation, mutual respect and support while engaged in activities which are both challenging and fun.
It is our belief that addressing issues as soon as they occur and the application of logical consequences are the best way to teach and reinforce pro-social skills. As in the community, many things in the program are a privilege, the continued enjoyment of which require an acceptable level of socially appropriate behaviour. Every privilege comes with responsibilities.
The Role of the Instructor
The Instructor is a key in the success of the program.
The crew’s daily program is designed by a Program
Supervisor in consultation with a team composed of:
Instructors, a Near North Board of Education teacher,
and a masters level therapist supervision. The Instructors
are with the students twenty-four hours per day, through
disappointments and triumphs, sharing the same weather,
food and activities. The instructor must ensure the
health and safety of the students, be a catalyst for
the teachable moments for individual students and the
group, maintain safety and security, and be a role
model. One of the extremely important aspects of being
an Instructor delivering the program is building of
positive constructive relationships with the students.
This positive relationship between instructor and student
builds rapport, trust and openness - essential ingredients
to engaging the student in the hard work of transforming
cognitive errors and negative attitudes and behaviour
into pro-social values and conduct.
In the early stages of the program, staff are quite
directive as they teach basic skills and expectations.
As the students progress, they are given greater autonomy
to practice these skills and are encouraged to take
increasing initiative and leadership in the functioning
of the group. By encouraging autonomy, by treating
students with respect while maintaining discipline
and accountability, and by listening to them, the instructors
become powerful models of the qualities of effective
adulthood.
In the role of therapeutic guides, instructors act
as translators between the student and the teachable
moments of the group and its individual members. They
have a crucial responsibility for helping the student
see the daily-life implications of their wilderness
expedition, challenge activity, and group living experiences
which abound with symbols and metaphors for fundamental
truths about life and community.
The rhythm, intensity and depth of the experience
are to a major degree engineered by the instructors.
Self-discovery and personal growth require the direction
of a highly skilled and intuitive instructor who knows
when the group is ready for greater challenges. It
will be obvious from all that has been said here about
instructors, that they must be exceptional people who
possess the maturity and clinical skills to work with
youth at risk, while also possessing the technical
skills to safely facilitate wilderness expeditions
and adventure activities.
A Typical Day in Camp...
- Begins with a 6:45 am wake-up, feet on the floor by 7:00am;
- Morning chores, then breakfast at 8:00 followed by kitchen clean-up;
- Morning activity from 9:30am to 12:00pm;
- Lunch and clean-up at 12:15pm;
- Afternoon program from 1:30pm to 4:45pm;
- Supper and clean-up at 5:15pm;
- Evening program
from 6:45pm to 9:00pm, followed by an hour for
phone calls to family, letter writing , reading and
homework;
- Dormitory lights are out at 10:00pm, bunk lights out at 10:30pm with all quiet.
More about the program...
- Flexible length of stay – 2 to 12 months
- High staff to student ratios
- Small group setting (maximum of 10 students per group)
- Individual and group therapy sessions
- Individual Plan of Care meetings plus bi-weekly progress reports to parents or guardians
- A strong emphasis on safety
- Clothing and equipment provided
- Continuous challenges - through wilderness expedition, challenge activities, community service and school
Learning opportunities are concrete and challenges can be solved when group members draw on their mental, emotional and physical resources.
Contact Info
Address: P.O. Box 2000, South River, ON P0A 1X0
Tel: 705.386.2376
Fax: 705.386.2345
E-mail : admissions@wendigolake.com
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