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Touch of Nature
Environmental Center
Mail Code 6888
Southern Illinois University
1206 Touch of Nature Road
Makanda, Illinois 62958
Phone: 618 | 453-1121
Fax: 618 | 453-1188
Email: tonec@siu.edu
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Spectrum Wilderness
Frequently Asked Questions
For more information, call, write, or email:
Spectrum Program
Touch of Nature Environmental Center
Mail code 6888
Southern Illinois University Carbondale
Makanda, Illinois 62958
Phone: (618) 453-1121
FAX: (618) 453-1188
E-Mail: spectrum@pso.siu.edu
Why "wilderness" for youth having trouble at home, school, or in the community?
Most of our students have a recent and sometimes a long history of failure in traditional learning/living environments. A wilderness environment is an experience rich environment for direct learning that is not burdened with old anxieties and failures. A wilderness environment provides the following unique change agents for our students:
Novel stimulus compelling intense attention. It is impossible for even our most hyper students not to pay attention when they are doing our high ropes course 20 feet above the ground.
Simple and understandable challenges and problems such as how to get to the top of a rock face or how to build a fire.
A high degree of neutrality. Mother Nature does not stack the deck against any individual. When it rains, it rains on everybody in the group.
Immediate consequences. If students build a good shelter and a fire they can get warm and dry. If they don't, they won't. Their report cards are immediate.
A certain degree of isolation from societal pressures and desires. The whole course, especially solo, provides a sort of time-out for both group and individual reflection upon their actions in the past, the present, and the future.
What kinds of activities do the Spectrum Students participate in?
The specific activities vary somewhat from course to course depending upon such things as the season, the weather, and the expedition area. Most courses include backpacking, river and lake canoeing, navigation/orienteering, a team obstacle course, a high ropes challenge, community service projects, a solo experience, rock climbing and rappelling, training expedition, and wilderness expedition. Students are also involved daily in such chores as wood gathering, fire building, cooking, shelter building, washing dishes and clothes, etc.
In general, most activities are those appropriate to a natural setting and requiring few artificial aids. All activities are problem-centered, challenging, adventurous, and motivational.
Are recreational and outdoor skills the only things that are taught and learned in the Spectrum course?
Our approach to learning is highly innovative and highly experiential. Much of it is directly related to outdoor skills and to learning socially accepted behaviors. However, students must learn and practice basic academic skills such as writing, reading, and math. For example, students write daily in a group journal and an individual solo journal. Students select and read to the group inspirational reading. They must use math in navigation and using recipes. More importantly, students learn how to become better problem-solvers. They are faced with hundreds of problems, big and small, each day. They must solve problems to get to the top of a rock face, to cook their food, to find or make shelter, to complete group initiative, or to resolve conflicts. They cannot slough off these problems nor depend upon others to solve them. Staff will not do it for them, although they do teach problem-solving skills and give constant feedback.
Some of the activities in a Spectrum Wilderness Course seem dangerous. Is the program safe?
Safety is the number one concern of all Spectrum courses. Instructors go through extensive training to insure participant's physical and psychological safety. Some of the activities have an "apparent risk." These activities are actually very safe because of the direct supervision of program staff and the use of appropriate safety equipment and procedures.
Furthermore, we have set some definite parameters or limits to what we do. Unlike some adventure programs, we do not do high altitude mountaineering, lead climbing, heavy white water canoeing, ocean travel, unsupervised solos, or unsupervised student expeditions. We feel that these activities include uncontrollable factors that could lead to potentially dangerous situations. Such high-risk activities are not necessary for us to accomplish our program objectives.
The Spectrum Wilderness Courses have had an impressive safety record over the past 30 years of operation. The continued emphasis on safety, training, and supervision by the program will insure the continued safe programming record of the Spectrum Wilderness Courses.
What are the roles of the staff and the students in the Spectrum Wilderness Course?
Staff provide 24-hour supervision, ensure safety at all times, provide skills instruction and guidance, help structure experiences, and provide individual and group counseling, evaluation, and feedback. In general, the role of the staff is to ensure that success is possible for each and every student. However, it is made absolutely clear that the responsibility for learning the skills, acting appropriately, and succeeding belongs to the student.
Giving up is not tolerated. Personal responsibility and accountability are very important aspects of Spectrum. Besides those things mentioned above, staff is also trained and responsible for:
Modeling positive behavior. Staff is consistently honest and up front with their thoughts and feelings in all interpersonal dealings with students, other staff, supervisors, etc.
- A high degree of personal commitment, involvement, and interaction. Staff are much more than just supervisors or guides.
- Unconditional acceptance and positive regard for each student as a person regardless of the student's past or present behavior. Staff may condemn inappropriate behavior, but do not condemn the student.
- Accept and attempt to understanding each student's frame of reference, regardless of cultural, socio-economic or personality differences.
What is the makeup of a Spectrum Group?
The size of a Spectrum Group varies from a minimum of seven to a maximum of eleven participants. The staff team varies from three to four full-time staff with occasional support staff as necessary. The instructor to student ratio is normally one to three. The core staff group is generally mixed - male and female - to provide balanced role modeling and a compassionate ear for any problem. Groups are not coed yet are generally mixed without bias toward race, religion, or national origin. Their ages range from 13 years to 18. Though most referrals are male, Spectrum does provide a minimum of one session for female students. In an effort to maintain neutrality in each group, siblings and friends are generally separated between concurrent groups. We have found that the cross-cultural mix in terms of socio-economic status and other factors can be a valuable learning/therapeutic component within groups.
Why are students divided into small groups?
Students are divided into a primary peer group of 7 - 11 in order to develop individual strengths within a cooperative structure. This group size is large enough for conflict yet small enough to resolve such conflicts. It is large enough that students can feel comfortable and thus act naturally, yet small enough to provide individual attention to each student. There also develops a dynamic we call reciprocity. Each student's strengths are needed by the group and are thus maximized. Likewise, each student's weaknesses are offset by the strengths of others and are thus minimized. Furthermore, students learn that their reciprocal need with peers can be met within the rules of society. Through methods such as group problem solving initiatives and group circles, students learn responsibility, commitment, mutual trust, empathy, and interpersonal communication skills. Everyone is needed and everyone counts to the degree that they contribute their energy.
What is a group "Circle?"
The Circle is a simple technique for dealing with behavior problems and establishing order within the group. In the wilderness course, some inappropriate behaviors (i.e. not building a fire) result in immediate, natural consequences (i.e. getting cold). However, some inappropriate social behaviors such as interpersonal conflict do not always result in immediate natural consequences. Such behaviors are not viewed from an authoritarian, moralistic perspective but are viewed primarily as a problem to be solved by the group. In such cases, the group including staff is immediately formed into a Circle to work on the specific problem until a reasonable solution is formulated. The Circle is similar to the Hawaiian method of solving family problems, called Ho'oponopono and the American Indians' "medicine wheel" for teaching harmony. We also borrow from Reality Therapy techniques for the guidelines for the Circle. These include the following steps:
- What are we doing now?
- Is it helping to solve the problem?
- Make a detailed plan to do better.
- Make specific commitments.
- Do not accept any excuses.
- Don't interfere with reasonable, natural consequences.
- Set logical consequences if necessary
- Never give up. People don't fail, plans do.
The Circle is also used as an orderly, systematic way to brief and debrief activities, to praise small successes and give positive attention, and to develop group cohesion and a sense of harmony.
How can most students successfully complete a Spectrum Wilderness Course when it sounds so difficult and stressful?
This course is hard and stressful. This is emphasized in each student's intake interview. However, the course is also carefully designed to optimize success through the utilization of the following principles:
The problems and challenges involved are highly adventurous and tend to tap even the most reticent student's natural curiosity and initiative.
The problems appear to be related to survival. They deal with heights and darkness and other fears artificially acquired by modern man. (All activities are actually very safe.) This stimulates attention and concentration.
All problems are concrete and manageable.
Problems are presented within a framework of peer and staff support.
Thus the design of the course and the nature of the problems posed encourage mastery. For this reason nearly all Spectrum students complete the course.
Does Spectrum guarantee to "cure" students who have serious problems?
We can't guarantee a cure. In fact we don't think of what we do in terms of a medical model. A better analogy is that of lighting a flame within our students. Youth come to us feeling badly about themselves and the world. Most leave feeling good about themselves and the world. They have experienced small and large successes, mastery of technical skills, and a feeling of sharing and of being wanted. Of course, all we can do in 30 days is to ignite, to provide somewhat of a new beginning. The fire has to be kept alive at home and through the local community. We help with this transition through our follow-up component.
What type of youth is an appropriate referral to a Spectrum Wilderness Course?
Any adolescent who is having behavioral and/or emotional problems that are severely affecting his or her relationship with family, school, or community members are candidates for Spectrum. These problems include, but are not limited to, physically aggressive behavior, severe truancy, juvenile court contact, runaway behavior, and drug abuse.
The appropriateness of a referral is determined at the time of the intake interview. Acceptance will be based on the following intake criteria:
- Participants will be selected with no discrimination because of race, color, religion, sex, national origin, or ancestry.
- Youth who are having problems in school, home, community, or traditional placements, or have demonstrated some delinquent or pre-delinquent behavior will be given priority.
- Youth must have no severe physical or mental disability that might endanger the youth or prevent successful completion of the program.
- Participants must realistically understand the stressful dimensions of the course and the reasons for their referral, sign a performance contract, and volunteer to participate.
How do I go about referring a youth to Spectrum Wilderness Course?
The first step is to make contact with the Spectrum Wilderness Coordinator at 618.453-1121. The coordinator will provide information regarding upcoming course dates and potential intake interview dates. The interview occurs approximately one week before the beginning course date and takes place in or near the student's community.
The reason for the intake interview is to explain in greater detail the Spectrum Wilderness Course to the student, to his or her family, and to significant others in the community. Community involvement during the interview is very important to insure understanding and support for the changes the youth may have made upon his return to the community. It is also important that the student and significant others have realistic expectations and make a definite commitment prior to participation.
The intake interview also provides an opportunity for the youth, the referring agency, and the family to specify individual behavior goals. For example, it might be agreed upon that the student and program will work on the student's tendency to lose his temper and run away from problems.
Does the program provide any kind of aftercare services?
Yes. Every youth is provided a follow-up staffing which occurs within two weeks after the course. The Spectrum staff in the presence of the graduate, follow-up staff, and other significant individuals discusses the performance of the graduate.
The follow-up staffing is held in the youth's community. In addition, a written evaluation is also prepared by the Spectrum staff and is available to the agency worker and the parent or guardian.
Spectrum will also assist, when possible, with court advocacy or other appearances as requested by the agency worker or youth. Often times, presentations or follow-ups are held with school officials present. Many school districts throughout Illinois have provided successful graduates with academic credit in areas such as psychology, physical education, health education, and home economics.
Does this type of program really affect students in a positive way?
Yes. There has been research done to measure the effectiveness of this concept in facilitating attitudinal growth for disturbed and troubled youth. Studies of wilderness programs have shown positive changes in such areas as self-control, self-concept, interpersonal relationships, emotional maturity, self-responsibility, and adult authority figure relationships.
In addition to attitudinal growth, there have been several studies that have measured positive behavioral changes of students after the experience. Several researchers have shown a significant difference in recidivism rates between adjudicated delinquent youth who go through the wilderness program and those involved in more traditional correctional facilities. The youth involved with the experiential wilderness programs typically commit fewer and less serious crimes and are less dependent upon social systems and institutions.
Have there been any studies evaluating the effectiveness of Spectrum Wilderness Courses in providing a positive growth experience?
Yes, there have been several. The results have revealed positive changes in several social attitudes. One study reported significant changes in the following areas:
Alienation--After the 30-day wilderness experience, students revealed attitudes less skeptical and critical of others. Students also demonstrated more trusting relationships toward others, especially with adult authority figures.
Withdrawal--Students indicated greater self-satisfaction after the experience. They displayed an increased effort to seek out others when they had problems rather than reverting to isolation from others.
Social Maladjustment--Students revealed an increase over the 30 days of positive attitudes that are shared by adolescents who meet demands in socially approved ways. The students displayed fewer reports of statements associated with inadequate or disturbed socialization.
Immaturity--By the end of the experience, students displayed attitudes and perceptions of themselves and others that are associated with older adolescents.
Repression--Students demonstrated more awareness of feelings and emotions after the Wilderness Course and were able to express and label these emotions better.
Manifest Aggression--Students reacted to frustrating situations with less anger and aggression by the end of the course. They displayed increased comfort concerning the presence and control of anger and other unpleasant feelings.
Value Orientation--Students reported fewer associations with gang orientation, the toughness ethic, and opinions characteristic with youth in the lower socioeconomic classes after the experiences.
Is the Spectrum Program effective in reducing the criminal behavior of delinquent youth?
Yes. In one extensive recidivism study, 48 adjudicated delinquent youth who went through a Spectrum Wilderness Course were compared with a match-group of delinquent youth who went through more traditional programs (group homes, counseling, work camps, etc.). The groups were matched with regard to sex, race, age, and type of offense.
The study compared the number and type of delinquency petitions filed between the groups seven months after they were out of their respective programs.
The Spectrum Group had a total of 11 petitions (22.9%) filed against them while the Control Group had almost twice as many, 19 (39.6%). It is important to note that the 48 Spectrum students had a total of 241 delinquency petitions filed amongst them before the placement in a Spectrum Wilderness Course.
The evaluation also studied the most serious delinquency petition filed for each recidivist and compared the two groups. The crimes were ranked from the most serious (Class 1 Felony) to the least serious (Class C Misdemeanor) according to Illinois Revised Statutes of Criminal Law and Procedures.
The study revealed that the petitions for the Spectrum Group were significantly less serious than the petitions for the Control Group. The Spectrum Group committed no Class 1 Felonies. The majority of the Spectrum Group's petitions were in the less serious range of the scale--36% of the petitions were Misdemeanors.
In 1989, the asocial behaviors of 36 youth-at-risk that participated in a 30 day Spectrum Course were studied. Asocial behavior was measured with the Wichmann-Andrew Behavior Intervention Scale (WABIS). A quasi-experiential control group design was used. Data was analyzed using analysis of covariance to adjust for any pretest differences between groups. The Spectrum students demonstrated significantly less asocial behavior as a result of their participation in the Wilderness Course. While the 36 youth-at-risk in the control group did not change their behavior over 30 days, the Wilderness students greatly reduced their acting-out behaviors and dramatically improved their self-control.
What do graduates say about the Spectrum Wilderness Courses?
"I think it's all in the mind, it may be hard physically or it may not be hard physically, but still it's all mental. It's just a matter of having enough courage to do it."--Mark
"The program has taught me a lot. Almost everything we did I have never done before in my life. I've even done things that I have feared to do, and I conquered those fears. I know when I go back to Chicago I can face up to some of my other fears, and try to overcome those fears."--Charles
"It was really hard...I mean how many people hike 5 to 10 miles a day with a backpack...I feel real good knowing that I made it through the course."--Adrian
"I'll be glad when I get home tomorrow, but I've got nine friends here that I'll miss. They helped me make it through. I've never felt so good about myself."--Lori
"This program has got a lot to offer to kids like me who don't have a lot of confidence in themselves because there's so many different kinds of challenges and each is a little harder than the one before and, you know, it's reality."--Gabe
What specialized clothing and/or equipment do students need to have in order to participate?
Students are expected to bring regular work-type personal clothing and toilet items (a helpful list is provided with the information packet). In addition, students need to have good footwear--sturdy working or hiking boots and a pair of tennis shoes. The Spectrum Program can provide all other equipment and specialized clothing.
What is the tuition cost of a Spectrum Wilderness Course and does the program provide any scholarships?
The current cost for a student can be obtained by writing or calling the Spectrum Wilderness Coordinator. The program is part of a nonprofit organization and the cost of services is reevaluated each year.
Scholarships are provided for students when the funds are available. A student must meet the basic scholarship criteria that are as follows:
- The student must have a definite need for our services.
- The student's family must demonstrate a need for financial aid and should have exhausted other sources.
In order to obtain financial assistance, the individual, family, and/or agency must obtain and complete a financial aid form and explain why the student is not eligible for support from local social agencies, and how much of a scholarship is needed. The cost for the courses with the scholarship is variable dependent upon the financial need of the student.
What does the tuition for a Spectrum Wilderness Course include?
Included in the tuition is an individual orientation and follow-up staffing in the student's home community, pick up and drop off near the home community, and all in-course costs. In-course costs include food, medical insurance, camping equipment and supplies, specialized gear for climbing, caving, etc., all transportation, instruction, counseling, and 24-hour a day supervision.
Where does the money go?
Spectrum fees are set to cover only the costs of the courses. The chart below illustrates how Spectrum's budget is distributed.
| Administrative Personnel |
8% |
| Student Insurance |
1% |
| Transportation |
16% |
| Recreational Equipment |
3% |
| Student Food and Supplies |
9% |
| Office Expenses |
2% |
| Direct Service Personnel |
61% |
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