Custody Program
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Program Description
Project D.A.R.E. is operated by Wendigo Lake Expeditions
Inc. under contract with the Government of Ontario.
Project D.A.R.E. has operated for over thirty years
as a unique, successful and highly respected residential
program for Ontario’s youth-at-risk. The acronym
D.A.R.E. stands for Development through Adventure,
Responsibility and Education. Project D.A.R.E. is located
approximately three hours north of Toronto, Ontario,
on the edge of Algonquin Park. Project D.A.R.E.’s
core service is a continuous intake open custody program
for male youth. Through an intensive group-based experiential
education and wilderness adventure program design,
Project D.A.R.E. promotes the development of the attitudes
and skills necessary to become responsible, accountable
law-abiding citizens. The program is organized around
teaching five core values - Responsibility, Effort,
Attitude, Community, Honour - R.E.A.C.H. The program
continuously challenges students through four inter-related
and integrated activity components - wilderness expedition,
challenge activities, community service and school.
Each student must be referred by his probation officer.
The minimum placement term is thirty (30) days and
the preferred placement duration is one hundred and
twenty
days.
Overview of Program Description
The Group (Rovers/Lobos), is a central feature to the program design. Program activities are experienced within the context of belonging to a ‘crew’ composed of ten youth.
The student begins by learning the basic expectations of the program, including performance goals related to the core values (REACH) and skills required to participate in the adventure and expedition activities that are a central element of our experiential education program.
As the student progresses through the program, new privileges are matched with increased performance expectations related to the core values (REACH), challenge activities and expeditions. There is an increased emphasis to encourage the student to develop internal motivation to achieve in preparation for his return to his home community.
Throughout the program, the learning opportunities are concrete, and the problems can be solved when group members draw on their mental, emotional and physical resources. 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.
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. A key feature of the group process is the use of a technique we call “discussion”. Any member of the crew is encouraged to call a discussion to address any issue, positive or negative. For example, if a negative behaviour by one of the youth is the reason for the discussion, each member of the crew is encouraged to contribute, to define the issue, to indicate the impact of the behaviour, to propose solutions and to accept appropriate responsibility and consequences. Developing an awareness of what they specifically did, thought, and felt prior to a breakthrough or setback is emphasized.
Every crew discussion involves the students in defining the presenting 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 crew’s participation.
Wilderness Expedition comprises approximately forty percent of the student’s time at Project D.A.R.E. Activities include: backpacking, orienteering, snow-shoeing, cross-country skiing, flat water and whitewater canoeing, sea kayaking, camping and reflective experiences (group, duet, midnight reflection, solo reflection). Participating in expeditions develops the students’ skills in working with others to achieve common objectives - developing skills of cooperation, communication and problem-solving.
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.
Community Service provides students an opportunity to give back to the community and environment from which they have benefited during their placement at Project D.A.R.E. 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.
The School Program is fully integrated into the Expedition, Challenge Activity and Community Service components. Teachers are employees of the Near North Board of Education and function as fully integrated members of the instructor teams, participating in the facilitation of challenge activities and expeditions. Students work towards earning a credit in Physical Education and Individual & Family Living; Science and an Arts & Crafts credit and begins work on an Independent Learning Course in a subject of their choice. Because the academic curriculum is an integrated component of daily program, students have the opportunity to earn more credits than a regular school setting would offer during an equivalent period of placement. There are also opportunities for students to participate in on-site work placements, particularly in the Kitchen and Maintenance, where deemed appropriate through the Plan of Care process.
The Instructor is a key variable in the success of the program. Each crew’s daily program is designed by a Program Supervisor in consultation with a team composed of Instructors and the Near North Board of Education teacher. 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 Outdoor Recreation Instructor or Teacher delivering the D.A.R.E. program is the 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 changing attitudes and behaviour.
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 to 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 is 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 stress and how much it can handle. 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 facilitate wilderness expeditions and adventure activities. Wendigo Lake Expeditions seeks to be an 'employer of choice' attracting and retaining high quality staff through competitive compensation, excellent employee relations and a positive workplace committed to service excellence and mutual accountability.
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, reviews the student's particular
interests and needs, and ends with the setting of
some preliminary goals for the student's placement.
The process of reviewing interests, risks and 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 positiely or negatively influences
the group's experiences of success in the program.
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 by the associated
provincial and national organizations. Graduating
students receive a certificate in recognition of
their participation in the program.
R.E.A.C.H.
Program Developmental Stages
All
students begin their placement as a Grey Jay. As
a Grey Jay, the student will learn the basic expectations
of the program, including performance goals related
to the core value (R.E.A.C.H.) and skills required
to participate in the adventure and expedition activities
that are central element of our experiential education
program. Once the student has achieved these skills
he will move to the next stage of the program, Otter,
at which point new privileges are matched with increased
performance expectations related to the core values
(R.E.A.C.H.), challenges activities and expeditions.
As the student progresses through the Wolf and Bear
stages, the emphasis shifts from extrinsic motivators
(program privileges) to encouraging the development
of the intrinsic motivation to achieve, in preparation
for his return to his home community.
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