Key Components in Maximising the Outcomes of the Sunday Creek Wilderness Trek
Preparation
Clear understanding of the rationale of the Wilderness Trek
It is highly beneficial for the administration officer organising or authorising the trek program as well as other staff directly involved in the Trek to have a clear understanding of the Centre's rationale of how the Trek and the staff involved in its running supports students (See Rationale and Appendix A).
Selection of Students
Student Choice and Commitment
The significance of the outcomes achieved by Trek participants is directly dependant on them perceiving a need or having the desire to change their current experiences. While all students benefit from the experience of being on the trek and being involved in a corresponding program, those who are ready for change are the ones who make the most of the experience. It is therefore important that all students involved in a Trek program do so of their own free will, with a clear understanding of what the purpose of the program is (See Desired Outcomes).
Student Criteria
It is recommended when identifying students who could most benefit from the trek, that not only students with difficult and challenging behaviours be considered, but also students who are introverted, have low self-esteem and are underachieving or are simply dissatisfied with their life experiences. It is important to screen interested students to determine whether they are sincere about their desire to change their experiences, or whether they are wishing to be involved for the sake of being with friends or getting out of school.
Group Mix
When forming a group, it is important that the following is avoided:
- a group of students all exhibiting the same behaviours
- students who are known to be in significant conflict with each other
- including known bullies with victims in the same group
A mix of year levels is often beneficial in creating a healthy group dynamic.
Key Person:
The success of the trek is dependant on there being a key person from the school who participates in the trek, commits to regular scheduled follow up sessions with students and is also available on a needs basis.
Their preferable attributes would include:
- a belief that all students can and want to be successful and accepted
- an optimistic, positive outlook
- a willingness to go the extra mile
- a firm but fair disciplinary approach
- a person that uses reflective questioning techniques, as opposed to moralising (See Appendix A - Facilitating awareness)
- a flexible and adaptable approach
- an ability to relate to youth
Pre-Trek Sessions:
It is beneficial for a group to form and develop trust prior to taking part in the Trek. If this does not occur prior to the trek, the first couple of days of the trek become the storming phase for the group formation. This takes focus away from the reflective potential of the experience.
This group forming process can occur in a variety of ways depending on the interests of the group (eg: having a game of basket ball, going to the beach, abseiling etc.)
If it is obvious during the formation of the group that there are individuals who are disrupting the group dynamic and not committed to the purpose of the program, then this is the time to re-negotiate and assess their commitment, and make changes if necessary.
Communication with Staff:
There is often an initial resistance to programs such as the Wilderness Trek, as it is seen to be resource intensive without immediate results, and towards students who have already received attention and offers of support from the various sources. For this reason it is beneficial to have someone from the Administration to advocate the rationale and details of the program, and answer questions and concerns from the staff. If time is permissible, staff from Sunday Creek are willing to be involved in addressing school staff on these issues.
Communication with and support for Parents:
Information evenings prior to the Trek program have proven to be valuable in imparting information, addressing concerns, and most importantly building relationships between schools and parents. It increases parents confidence in the potential of public education.
Post Trek Support
Follow up gatherings with Key Person
It is important that after the trek that there are regular sessions refocusing on goals and transferral of what students have learnt on the trek into the school setting and their personal lives. On average weekly meetings for 6 to 7 weeks after the trek are suggested to support the transferral process.
Prescriptive programs need not necessarily be delivered. The essential component is regular follow ups with the key person showing consistent concern for the ongoing wellbeing of the students, especially in regard to the goals that they have set for themselves.
Communication with Staff
Students who choose to take part in the program will be trying to set goals that will improve their chances of success in their lives. It is beneficial if staff are aware and supportive of any positive changes that they observe, yet be mindful that change, in most cases, will not be apparent immediately, and that there will be some inconsistency.
In order for students and the key person to assess the effectiveness of their goal setting, there needs to be some sort of formal feedback process from classroom teachers. This feedback is at times very helpful for students in assessing how well they're achieving their goals.
Communication with Parents
Support from home can play an important role in a students progress. This is more likely to be obtained if there is a commitment and willingness to communicate both improvements and setbacks.
At the end of a trek program there is a wonderful opportunity to invite parents to celebrate the success of its completion.
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