Health and Education

University-Model High School for the Liberated Youth Did you know that George Washington Carver was the local “plant doctor” before he turned 13? Or that George Washington was a land surveyor in his teenage years? Or that Laura Ingalls Wilder began her teaching career prior to her 16th birthday? These teens were not much different than ours today. They were passionate about something, yet they had the freedom to pursue their passion. You’ve been hearing a lot from us about…the  Makarios Path to Self-Directed Learning ...How we  Approach Education at Makarios …breaking the  Repetition Cycle  so often found in traditional education...and the similarities between  Finland’s top-ranking education system and Democratic Free schools . And these are all great examples of this model’s success, but what about the high school student that has struck out on their own, or (gasp!) dropped-out of school? What about the high school student that has struck out on their o...

I discovered this incredible work by chance while searching through a listing of outdoor jobs on an online database in the summer of 2011. As a recent college graduate, I was neck deep in the angst of entering the job force. I had never heard of Wilderness Therapy before, and honestly, I remember feeling unsure if I wanted to do it or not. I pictured a boot camp where students just cried all day and yelled at each other as field instructors ran around saying things like, “take accountability for your actions!” or, “let the tears flow!” Nonetheless, something about it captivated my imagination. So I applied for a job as a Field Instructor and read every book about it I could get my hands on. As I read  Shouting At The Sky , a book describing a writer’s personal wilderness therapy experience, I started to understand that this wasn’t like anything else I had ever heard of; it sounded compassionate, powerful, raw, even sacred. Two months later I was asked to join a training group ...

This post originally appeared in All Kinds of Therapy, written by Emily Miranda. You can find that post  here . Any seasoned wilderness therapy staff knows the importance of students remaining well-hydrated. Being that our bodies are comprised of so much water, drinking plenty of it every day helps keep students’ bodies functioning properly; it helps with regulation of body temperature, aids in removing toxins, helps acclimatize the body to new altitudes, prevents headaches and even irritability (both can be signs of dehydration) and helps the skin and hair maintain moisture and deliver essential nutrients to the cells. So, when I was working in a wilderness therapy program in Utah, and one of my students was refusing to drink water, suffice it to say I was concerned. As the staff and I were processing how to support this student being safely hydrated, while still meeting her need for a sense of choice, one of the staff mentioned, “well, she’s not drinking enough water, but...

When I went off to a private, liberal arts college at 19, I was required to take a course on study skills. Why? The university model of education requires students to do the majority of the learning on their own, and most don’t know how. They’ve spent four years spending 35 hours a week in a classroom where the teacher tells them what is important and what will be on the test. Then they go home and cram to remember that information long enough to pass. Then they go to college and take 4-5 classes about 3 hours long. They think it will be a breeze (12-15 hours), but those courses are condensed. Instead of a year, they are learning the same amount of material in a semester. Professors don’t ‘teach’ the material, they use class time to reinforce what students studied on their own in textbooks and videos the prior week and answer questions to clarify understanding and show correlations between different pieces. The university model shifts the responsibility for learning from t...

I discovered this incredible work by chance while searching through a listing of outdoor jobs on an online database in the summer of 2011. As a recent college graduate, I was neck deep in the angst of entering the job force. I had never heard of Wilderness Therapy before, and honestly, I remember feeling unsure if I wanted to do it or not. I pictured a boot camp where students just cried all day and yelled at each other as field instructors ran around saying things like, “take accountability for your actions!” or, “let the tears flow!” Nonetheless, something about it captivated my imagination. So I applied for a job as a Field Instructor and read every book about it I could get my hands on. As I read  Shouting At The Sky , a book describing a writer’s personal wilderness therapy experience, I started to understand that this wasn’t like anything else I had ever heard of; it sounded compassionate, powerful, raw, even sacred. Two months later I was asked to join a training gro...

I had no idea what I was getting into when I started as a field guide in 2011. What I did know, however, was that the wilderness provides a powerful backdrop for anyone searching for something. I had recently gotten back from a four and a half month backpacking trip from Georgia to Maine on the Appalachian Trail (The “AT”), where I had experienced that fact first hand. When I started the Appalachian Trail, on the surface I was a confident and probably somewhat arrogant recent college grad. However, internally I was scared to death by the fact that I still had no idea what I wanted to do with my life. I had always liked the outdoors but unlike many of the people I met during the trip, I was not fulfilling a lifelong dream by hiking the full length of the AT. Rather, I was fulfilling a dream that I had had for all of about two months after realizing that I was about to have to graduate and this was something that could help delay my entrance into “the real world.” I think it is ...

As the  Family Support Therapist at Blue Ridge , I work with the parents of our students in the field. My role is to offer space for families to experience their own process, which often parallels the student process but is distinctly different for obvious reasons. Teens are in the woods, with both the discomfort that it brings and the luxury of not having to attend to their “normal” lives.  They get to be completely present with their feelings, wrapped up in 24/7 support. On the flip side, parents are trying to manage day to day life, kids, finances, responsibilities, etc. AND participate in this incredibly intense emotional experience. Parents have often been in crisis mode with their kids for months or years leading up to the wilderness experience and are quite simply exhausted. This sets the stage for discussion of self-care…before we can do meaningful work on family dynamics, parents must restore some semblance of their own emotional balance and stability. This is ...