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Who are youth-at-risk?
According to the Canadian Parks and Recreation Association all youth face some sort of risk, some more than
others because of their socioeconomic status, environment, friends, family situation, behavioural problems, physical or mental
health. No one is immune from risk.
At one end of the at-risk continuum is a large group of youth facing low levels of risk. At the other extreme,
a small group is involved in chronic anti-social behaviour.
Lower risk includes: experimentation with drugs and alcohol, skipping school, disobeying curfew, depression,
and unlawful activity.
Medium risk includes: substance abuse, chronic truancy, run-aways, vandalism, gang involvement, shoplifting,
and promiscuity.
Higher risk includes: substance addiction, school dropout, homelessness, attempted suicide, serious crime,
gang violence, and social withdrawal.
Please note: Project Survival aims to work with youth at the low to medium risk end of
the continuum.
Excerpted from Impact and Benefits of Physical Activity and Recreation on Canadian Youth-at-risk, CPRA
Why are youth-at-risk?
Researchers have identified five groups of factors that affect the likelihood that youth will be at risk.
1. individual factors (eg. Boredom, lifestyle behaviours)
2. family
3. peers
4. school
5. community
The chance that a youth will engage in risk producing behaviour depends to a very great extent on the interaction
of these factors.
The following statistics indicate that youth with learning disabilities and/or attention deficit disorder
are at an increased risk.
35% of students identified with learning disabilities drop out of high school. This is twice the rate of
non-disabled peers. Washington Summit on Learning Disabilities, 1994
45.6% of adult inmates with learning disabilities have previous youth court involvement. Learning Disabilities
Among Canada's Federal Inmate Population, Correctional Services Canada, 1995
Almost 50% of adolescent suicides had previously been diagnosed as having learning disabilities. Dr. Peck,
Crisis Intervention Treatment with Chronically and Acutely Suicidal Adolescents, New York, 1985
Children with learning disabilities are prone to chronic depression. Early Childhood Committee-Education,
LDA of America, May 1999
Despite their social natures and pro-social intent, 50 to 80% of children with ADHD and LD experience significant
peer problems and social failure. They tend to be lonelier, have fewer friends, and participate in fewer extracurricular and
community activities than their non-disabled peers. Social problems are so prevalent in children with ADHD that some consider
them a hallmark characteristic. Appalachia Educational Laboratory
What is the rationale for adventure based programming?
Youth with learning disabilities and attention disorders often suffer secondary behavioural and emotional
problems. By removing the youth from the home environment and all the influences of modern culture, such as parties, television,
videos, and movies, theyounth can explore his or her motives, behaviours, and attitudes that have been self-defeating. Theyouth
will begin to explore their relationships with others and their issues with authority, peers, and family members. Positive
peer pressure replaces negative peer pressure. The group encourages defiant individual teens to participate in the activities
necessary for a successful outdoor wilderness experience.
While youth must follow strict guidelines to ensure the safety of all participants, nature serves
as the ultimate teacher. Youth are particularly impacted by the realization that they cannot manipulate the wilderness.
The group environment teaches them the value of co-operation and joint effort. Through the development of wilderness skills,
youth develop healthy self-esteem and learn to respond in positive ways to their peers and to authority. They begin to see
that the world is not there to fulfill their every need or whim, and that they are part of a larger community.
Why use adventure experiences?
Because adventure experiences are...
Action-oriented. Passive
interactions are transformed into active experiences. Participants "walk" rather than merely "talk" their behaviours.
Conducted in an unfamiliar environment. Participants are in situations that are new, unique and simplified, yet still supportive. Creating a "contrasting"
environment from which clients can gain new perspectives.
Designed to capitalize on the positive use of stress. "Eustress" or the healthy use of stress, is introduced into the client's system in a healthy and manageable manner.
This type of stress places participants in situations where the use of trust, cooperation and clear communication are necessary
to reach desired objectives. Adventure experiences also provide an inherent level of motivation based on clear consequences
for inappropriate behaviours.
Conducted in small group and a supportive atmosphere. In small groups (6-12), conflicts can be resolved with positive group interaction. Individual desires can be met, but
they must be accomplished in association with the needs of the group.
Solution-oriented.
Participants are presented with opportunities to focus on their abilities rather than their disabilities. This can diminish
initial defenses and lead to healthy change. Rather than being resistant to confronting their problems in a therapeutic like
setting, participants are challenged to stretch perceived limitations and discover untapped resources, strengths and solutions.
What is Self-Esteem?
Self-esteem is the experience of feeling capable of meeting life's challenges
and being worthy of happiness.
Self-esteem is characterized by:
- tolerance and respect for others
- integrity
- accepting responsibility for actions and behaviours
- pride in accomplishments
- self motivation
- willingness to take risks
- setting demanding personal goals
- ability to develop and maintain healthy relationships
What is a learning disability?
Learning disabilities can affect the way in which a person takes in, remembers,
understands and expresses information. People with learning disabilities are intelligent and have abilities to learn despite
difficulties in processing information.
Living with a learning disability can have an ongoing impact on friendships,
school, work, self-esteem and daily life. People with learning disablities can succeed when solid coping skills and strategies
are developed.
What is Attention Deficit Disorder?
Attention Deficit Disorder (ADD) and Attention Deficit/Hyperactivity
Disorder (ADHD) are diagnoses applied to children and adults who consistently display certain characteristic behaviors over
a period of time. The most common behaviors fall into three categories: inattention, hyperactivity, impulsivity . People
who are inattentive have a hard time keeping their mind on any one thing and may get bored with a task after only a
few minutes. People who are hyperactive always seem to be in motion. They can't sit still and may feel constantly restless.
People who are overly impulsive seem unable to curb their immediate reactions or think before they act.
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