A significant start
A challenging middle
A significant end
THE JOURNEY
A “life metaphor” adventure for teenagers
THE JOURNEY
10 young people. 2 Instructors. 250kms. 10 days.
No turning back. No “free lunch”.
THE JOURNEY
A “catalyst for change”
The Journey is an expedition based programme, which involves 10 students making a journey over 10 days cycling, tramping and kayaking.
Adventure Specialties Trust has been involved in running Journey programmes for over 10 years with many success stories and much learnt from the experience. The programme is run in conjunction with a secondary school or youth agency using the resources of Adventure Specialties Trust and combining these resources with the input of Guidance Counsellors, School Deans and Community Youth Workers.
The Target Group
The target group for The Journey is young people 13 to 18 years of age who are struggling within the school system. This may be evidenced in different ways including:
- truancy
- involved in offending activities
- negative or disruptive behaviour
- living away from home
- involved in substance addiction or abuse
- have reading & writing or other learning difficulties
- involvement in negative past-times
- associating with negative peer group influences
- self esteem issues
Aim of the Programme
The aim of the programme is to be a “catalyst” for positive changes in the participants lifestyle. The supportive environment of the team and the challenges presented are designed to increase motivation, confidence and each individuals awareness of their potential to shape their own future.
The expedition route provides a physical environment that creates many emotional and mental challenges. Working and living as a team, perseverance, coping with fatigue and positively contributing to the groups welfare, are some of the challenges experienced.
The Journey programme is not an end, but a beginning. A new starting point for life's Journey.
The Journey Process
The Journey is a “life metaphor” programme. Like life its start point should be significant.
The Journey route should have a level of challenge appropriate to the group but requiring effort, planning and teamwork to succeed. The end should also be a significant experience that reinforces each individuals worth and their accomplishment.
The Journey is designed in such a way that maximises the students feeling of “ownership” of the programme. They make decisions as a group, cook all the meals, are responsible for the care of their equipment and for the welfare of all in the group. Strategies to assist this process are initiated by the staff. These include a group contract, leader of the day, duty roster, evening and morning meetings.
The group contract is compiled by the students, and includes guidelines for behaviour, responsibilities, and how to live as a community. It is signed by students, school and Adventure Specialties Trust and must be in keeping with the rules and philosophy of both organisations. Each student takes the responsibility of leadership for one day during the expedition. It is their job to ensure that everything happens when and how it should, and the group is motivated to achieve the days goals.
Morning and evening meetings are facilitated by Adventure Specialties Trust staff. A theme is introduced to the group through a story, quote or poem in the morning, and followed up by discussion in the evening. This is a time to look at life beyond The Journey. In the evening the days activities are debriefed. Time is allocated for reflection and assessment of the progress being made and feedback is given to the leader of the day.
Instructors are always present, but the goal is to limit their role to the monitoring and safety of The Journey’s process. Instructors will step in where necessary or if ground rules are abused. The instructors low-key approach maximises the benefits to the students that are gained from running their own Journey.
Logistics such as accommodation, journey route, travel, menu and all specialist equipment are organised and provided by Adventure Specialties Trust.
Monitoring and Evaluation
Monitoring and evaluation is done as a partnership between school staff or youth agency and Adventure Specialties Trust staff.
The evaluation process may include the following:
- an evaluation of self esteem
- a logistical record of what happened throughout the programme
- a report at the conclusion of the programme, detailing the changes observed in individuals including behavioural changes, communication, openness and teachability, changes in attitudes and motivation, individual leadership skills and abilities
- the school perception of the programmes worth
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