Summit Achievement : Transforming the lives of teens through Activity-based Therapy

1. What makes Summit Achievement different from other wilderness programs?
2. How long will my child need to be at Summit Achievement?
3. Will my child be assigned a therapist?
4. How often will I talk to my child's therapist and what will be discussed?
5. I am divorced/separated from my child's other parent. Can we both be involved?
6. What if my child is currently taking medication?
7. What are your recommendations for students after the Summit program?
8. How safe is the program? How are emergency situations handled?
9. What is the ratio of staff to students and how closely are students supervised?

What makes Summit Achievement different from other wilderness programs?

Summit Achievement is a therapeutic program that combines the benefits of traditional wilderness programs with the best features of a special needs boarding school. Unlike many adventure-based programs, Summit has a beautiful campus with students living in comfortable dormitories during the days they are on campus. A separate staff is dedicated to providing academic services that enable students to either maintain their current studies while participating in the program or strengthen academic skills and improve academic achievement in preparation for re-entry into school. The program is fully licensed by the State of Maine as a Residential Treatment Center with Mental Health and Substance Abuse Certification. The academic program is licensed by the Maine Department of Education as a non-traditional private school.

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How long will my child need to be at Summit Achievement?

An average length of stay at Summit is six to eight weeks.

Summit Achievement believes that all children are unique and that the process of change is an individual one. While the program is structured into six levels each of which can be completed in one week by a motivated teen, it is not uncommon especially in the early stages of the program for a teen to be resistive or unmotivated. In these instances a student may need two or even three weeks to complete a single program level. Therefore, depending on the individual student's issues and behavior at admission, his/her level of motivation and effort applied to program curriculum, and willingness to explore personal growth issues, a student may need six to eight weeks to complete the program.

In some special cases, the student may require only a three week assessment period. Factors considered in weighing this option include the severity of the student's behavioral and emotional difficulties, the parents' specific goals for the therapeutic intervention and the degree of structure that will be present in the post-discharge setting.

To mark a student's therapeutic progress, Summit Achievement utilizes a progression of steps called a level system. With emphasis on personal responsibility, accountability, and effort, the level system sets specific goals for achievement and growth that include expectations in the classroom, in the therapeutic community, and on expedition. Each student is responsible for keeping track of his or her progress in a Personal Growth Log.

There are six program levels that require students to master and demonstrate progressively more advanced skills (communication, organizational, instructional, leadership, etc.), increased responsibility and self-discipline, and concentration on personal treatment issues and goal achievement. Students who are motivated and focused can typically complete each program level in approximately one week. During the initial levels of the program, however, when students are often resistive or unmotivated it is not uncommon for students to take two or even three weeks to complete a single program level. Progress through the level system is individual to the student based on the nature of his or her individual treatment issues, degree of personal motivation, and appropriateness of interactions with peers and adults.

Because Summit Achievement practices open admissions accepting new students at any time of the year, peer groups typically consist of students at various levels of the program. In the first few levels, many of the expectations center on the student's willingness to express and meet their basic needs and to engage in the therapeutic process. As students progress into the upper levels of the program, teaching skills to newer students and providing appropriate peer support and leadership play an increasingly important part of the process.

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Will my child be assigned a therapist?

All students are assigned a therapist to help them reflect on their behavior and move toward making needed changes in their lives. This therapist is also the primary contact person with the student's parents. The therapist's education level is, at minimum, a Master's degree in counseling, psychology or social work. A Licensed Drug and Alcohol Counselor may assist in evaluating students who potentially have alcohol or other drug dependencies.

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How often will I talk to my child's therapist and what will be discussed?

There will be a scheduled telephone call each week with your child's assigned therapist. During this call the therapist updates parents on their son or daughter's progress in the program. This is also a time for parents to ask questions about the program, obtain advice, or express concerns.

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I am divorced/separated from my child's other parent. Can we both be involved?

If a student's parents are divorced or separated Summit Achievement strongly encourages both parents to be involved with the program. Whenever possible it is preferable that the parents participate in scheduled telephone calls together (via conference call, if necessary) to demonstrate to the student that both parents are unified with the goals of the program and are supporting the student's efforts. If parents are unable or unwilling to communicate with their child together with the other parent, the therapist will arrange for separate telephone calls. In these cases, however, the time on the phone with each parent must be shortened due to the necessity of the therapist facilitating two calls a week versus just one.

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What if my child is currently taking medication?

Each student's medication is reviewed at intake by the Medical Director who will continue to monitor the child throughout his or her enrollment. Any change in medication is discussed with the parents in advance and requires the parent's written permission. Any student experiencing difficulty with his or her medication will be assessed by the program nurse and/or program physician as indicated by the nature of the difficulties.

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What are your recommendations for students after the Summit program?

Depending on a student's history, the nature of his/her struggles, and the degree of personal growth in the program, the student may be ready to return home and attend a local high school, or the student may need continued structure through attendance at a boarding or residential setting. Towards the middle of the student's enrollment at Summit Achievement, the therapist will provide recommendations regarding the type of environment and clinical support the student will need following discharge from the program. The therapists do not have sufficient information about the wide variety of programs available nationwide to recommend a specific school or program, however. Parents are encouraged to work with an educational consultant who can help them identify the most appropriate schools or programs to meet the student's needs.

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How safe is the program? How are emergency situations handled?

Summit Achievement is proud of our demonstrated ability to manage the risks involved in the expedition activities. Since operations began in 1996 no student has suffered a significant injury. At least one guide on each expedition has a Wilderness First Responder certification and is trained to respond to a medical emergency. In addition, the guides carry a satellite telephone while on expedition. This enables them to contact an administrator on duty at any time should there be an emergency situation or the group needs support for any other reason.

It is important to understand, nevertheless, that there is some risk of injury during any physically strenuous activity. However, outdoor or wilderness programs generally have a lower rate of injury than many high school sports programs.

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What is the ratio of staff to students and how closely are students supervised?

Assigned to each student team of eight or nine students are six direct care staff (referred to as guides) who work in teams of three, each working one week on and one week off. The guides are responsible for direct supervision of students at all times resulting in a staff to student ratio of 1:3. In addition there is a therapist and teacher assigned to each team of students. During the initial stages of the program students are expected to be within eyesight of staff at all times. As they progress through the middle and upper program levels students are allowed to move from one place on campus to another without direct supervision as long as they inform staff of their whereabouts. These periods of indirect supervision allow students to demonstrate increased responsibility and accountability for their behavior within the structured boundaries of the program.

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