Daily Post Archive

Belonging at Outlaw Ranch

As we arrived yesterday evening at Outlaw Ranch in Custer, SD, the welcoming presence of a camp community was instantly felt. The greeting signs and faces provided a foundation for a sense of belonging before we had even talked to our friends at the site. This prompted us to imagine and reminisce about the initial feelings campers feel when they approach a week at camp. The unknown community and experiences in the coming week lead to excitement, wonder, and nerves, but the instant support felt by the staff and fellow campers quickly generates a community worth engaging alongside. 

In Reclaiming Youth at Risk, the authors describe true belonging as simply being. The book describes a commitment to a community built on attachment, trust, and cooperation. Within less than 24 hours, we have observed campers be given roles ranging from chores to worship leading. The roles symbolize a presumed trust and a collective cooperation among them and the camp program. Campers at Outlaw Ranch have generated communities with fellow peers and staff at a rapid pace through the creation of an embarrassment-proof space and cooperative environment. 

Camp builds community through presumed trust and redirection when those frameworks inevitably falter. Observing the first day of camp reminded us of the innate need to connect. Now that this genuine community has been built and continues to grow, we are confident that we will see campers thrive as they learn how to canoe, ride horses, contribute to the broader community, analyze texts, and problem-solve together. 

Ponder: How are communities formed so rapidly at camp, and how can we better apply these principles in K-12 Education?

Belonging at Flathead Lutheran Bible Camp

For many camps, intergenerational community building is included within their value statements. Camps aim to value the elderly, youth, and everyone in between by providing them with space to collaborate and learn from one another. Camp community flourishes when the foundations of collaboration, trust, and respect are established. A true sense of belonging is felt when a person can say, “I am loved.” When a community builds that feeling within its members, the outcomes are noticeable. 

In his work Visible Learning, John Hattie claims that group cohesion and peer influences have a prominent impact on student learning when properly established. Camp provides ample opportunity for groups to unite over common goals. These opportunities begin to create a web of connections and influence that greatly benefits learning. 

Specialty programs at FLBC have created powerful communities within specialties. Beyond this, campers are still in cabins with a variety of campers from differing specialty programs. Group cohesion is being built within specialties, but also beyond specialties. This reality has resulted in a community that transcends cliques and typical group boundaries; furthermore, campers are not only connecting with peers. Staff and volunteers are also striving to form genuine connections with all campers. The result of these efforts is a community supported by a web of connections. This web of connections builds a supportive and positive climate so that all campers can say, “I am loved.”  

Ponder: What aspects of camp communities can be integrated into more schools so more students, staff, and teachers can say, “I am loved?” 

Belonging at Luther Heights Bible Camp

Everyone is welcome. This sentence encompasses camp’s approach to building genuine community. Camp welcomes every camper—quirks, strengths, and all—inviting them to find their place in its community. Kids from all walks of life arrive at camp and are welcomed from the first day on. As the authors of Reclaiming Youth at Risk describe, bids for connection are the way that youth begin to form a community around themselves. Youth can opt to turn toward, away, or against adults' bids for connection. At camp, bids for connection help create an environment where everyone feels their innate need to belong. Although youth may initially ignore or resist bids, these are the youth who need bids for connection more than any other camper. 

At the Luther Heights variety show, an entire cabin went up to sing a song except one member. This camper was uncomfortable with singing in front of the large group. As his cabinmates went up to sing their song, you could tell he felt isolated and left out, potentially regretting his decision not to join. At this point, a staff member made a bid for connection. She approached him and simply asked if he was the group’s talent manager and if they were available for a show the following weekend. He had a smile that filled the room after this seemingly small gesture. For him, it was a bid for connection that reestablished his membership within the camp community—a community where everyone is welcome and valued.

Ponder: Take time to appreciate a community in which people have made bids to connect with you. How can we continue to make bids to connect with others, even those who ignore these bids?

Belonging at Lutherhill Ministries

A deep care persists for camps and their legacies. At healthy camps, alumni and community members frequently engage with the organization and its year-round programming. This passion for one’s camp/organization is also embodied by the youth participating in that camp. As Dr. Steve Van Bockern writes in his book, Schools that Matter, “relationships are manufactured for persons left out.” To take this a step further, they also must be intentionally nurtured for all members of a community. Schools that foster genuine belonging find points of pride and connection for all students. They also find these points of connection within the greater community. 

At Lutherhill, a mascot is one point of connection within the greater community. He is a 5 ft tall bear carved out of a single block of wood and has called Lutherhill his home for decades. His name is Boomer. His presence has been cherished by the Lutherhill community. Youth have pictures of themselves growing up alongside Boomer. Having these points of pride that unite a community is one of the reasons why a camp’s community is so special. These points of pride build genuine care, cultivating belonging in a community. Just as Boomer serves as a point of pride and continuity at Lutherhill, schools, too, can benefit from shared symbols—mascots, ceremonies, traditions—that help students feel rooted in something larger than themselves. Manufacturing a relationship means providing the consistency and opportunity that youth and adults alike require to build genuine relationships. A step in building this environment is uplifting symbols of group identity, which can foster genuine cohesion.

Ponder: How can symbols of group identity benefit a school program? How do we ensure that youth who are new to a district are adequately included within a school's frameworks and traditions?

Belonging at Voyageurs Lutheran Ministry

The fundamental need for belonging is timeless. As described in Cultures of Respect, traditional cultures have sustained belonging through deeply relational communities. In South Africa, the Zulu word Ubuntu—I am because we are—embodies this way of being. This word has inspired prominent activists and leaders worldwide, from Maryland Governor Wes Moore (author of "The Other Wes Moore") to Nelson Mandela. Despite its prominence, its premise is rooted in the cultures that we create alongside one another.

As the founders of the Circle of Courage describe, we must strive to build supports beyond the nuclear family. According to the National Alliance on Mental Illness, having a trusted adult in a young person’s life makes a significant impact. It can lower harmful risk-taking, elevate self-esteem, increase motivation, and sustain lifelong physical and mental health. Camps like VLM help create these webs of belonging—not just among campers, but among staff.

VLM has embodied the premise of Ubuntu. If staff need support, fellow staff understand their needs and quickly support one another. Staff are quick to build connections with campers, whether they are on the maintenance team or the camp director. Yesterday, campers took a little too long to assist with dishes. Support staff recognized the need to step in so that the cabin could attend the next activity. No one needed to be asked—they simply stepped in. That is Ubuntu in action. For a culture to be effectively built on Ubuntu, all parts must understand and respect each other. I am because we are, but I must know you and myself first. 

Ponder: What are the communities that you are a part of that embody Ubuntu? How can you foster this same spirit where you are?

Mastery at Outlaw Ranch

As the writers in Reclaiming Youth at Risk describe, taking risks is essential for youth to grow and learn. However, humans tend to be risk-averse to stay safe and comfortable. Camp provides a unique community where youth feel supported and secure enough to take risks around their peers. This reality is built by the community formed and the expectations established at camp. Furthermore, it is encouraged by respected adult leaders. 

We have seen youth flourish in their pursuit of learning at camp. For instance, we had a young girl terrified of going canoeing, but she felt safe enough in this community to give it a chance. Now, she cannot wait to set sail again. Another young camper was assigned a horse that she was uncomfortable with, but after some reassurance, she felt comfortable taking the risk of giving that horse another chance. By the end of the ride, she had overcome her fear and built trust with a horse that had previously been untrusted. 

The majority of camps showcase youth talent at an end-of-the-week variety show. This was the case at Outlaw Ranch. Perhaps there is no greater risk than performing at a variety show in front of peers. As described in Reclaiming Youth at Risk, safety is more than just physical safety—it is about protecting one’s self-worth. Camps can generate high levels of confidence and encouragement in these environments because youth feel secure in their established community. When safety and adventure are mixed in proper proportions, youth grow within their zone of proximal development. In the words of John Shedd, “A ship in harbor is safe, but that is not what ships are built for.”

Ponder: What factors lead youth to take positive risks in a classroom setting?

Mastery at Flathead Lutheran Bible Camp

This week's programming at FLBC has opened our eyes to the genuine power of collaboration within a learning community to create a summative product. The specialty programs offered at FLBC this week include cooking, choir, ranching, art, theatre, and basketball. Within the program design, these programs culminate in a larger project/task. Choir campers deliver a concert; Cooking campers host a robust tea party; Basketball campers play a genuine game; Theatre campers deliver a production; Art puts on an art show; The ranchers go on lengthy rides. All of these end-of-week showcases require collaboration among the campers within each specialty. 

In his book, Schools That Matter, Dr. Steve Van Bockern illustrates a marker of genuine mastery as being “engagement that results in actual accomplishment” (37). At FLBC, campers are engaging in activities that interest them, and they are ultimately able to share the results of their work through actual accomplishments. When students work together to create and perform, a stronger community is built and more robust learning occurs. Developing meaningful summative activities motivates students and builds a sense of interdependence. Beyond this, it allows students to give something back to their community. Summative goals build a sense of genuine mastery while simultaneously meeting their needs for belonging, generosity, and independence.

Ponder: What were some of the most memorable culminating activities you participated in while in school?

Mastery at Luther Heights Bible Camp

A common discussion surrounding mastery is the idea that learning environments should be collaborative as opposed to competitive. As the authors of Reclaiming Youth at Risk describe, our current system elevates competition. This is done through grades, high-stakes testing, and various teaching approaches. Shifting approaches to leverage peer-to-peer interactions benefits the learner. Cooperative learning enhances motivation and group cohesion. 

Camp is not absent of competition—it shouldn’t be. Equipping kids to learn through failure, win with grace, and lose with grace is essential. The key to competition’s inclusion in camp programming is that it typically complements cooperative aspects rather than overrunning them. Yesterday, while campers partook in activities ranging from archery to nine-square, they were supporting one another and shifting their competitive nature inward. They were setting individual goals for hitting the target or making it to the top square. They were antsy to learn from counselors or peers who understood the game or archery better than they did. Because the camp is actively establishing a cooperative community built on trust and respect, campers feel as though they can continue to challenge themselves and understand that failure is a part of their learning process. 

Ponder: What are some practical ways that teachers can continue to elevate peer-to-peer learning and intrinsic goals?

Mastery at Lutherhill Ministries

One thing has been abundantly clear at Lutherhill: kids are filled with a sense of adventure, no matter the scorching heat and heavy humidity. At camp, kids can explore numerous novel adventures. Their eager participation reflects the strong foundation of safety already established at camp. It is widely understood that humans have competing biosocial drives—adventure and safety (Van Bockern, 2018). A constant push and pull occurs between the two. Campers and adults alike monitor the perceived risks and desired thrill as they decide whether to accept an adventure. This line is different for everyone. For this exact reason, camps embody the mantra “challenge by choice.”

Discomfort pushes growth. For youth to be pushed into discomfort, there must be a well-established environment of comfort. Camp does this well. Camp ensures that a safe community is formed and youth are encouraged into their zone of proximal development—the sweet spot for learning. At Lutherhill, we have seen this play out in various ways. As we heard youth describe their time on high ropes this week, phrases like “I was so scared” and “I didn’t think I could do it” filled the air. Yet, there is something about the established community that allows youth to seek adventure and transformative learning experiences. Adventure looks different for everyone—Dr. Steve Van Bockern writes about that in Schools That Matter. For some campers, adventure may be shooting the slingshot, telling a joke in front of the whole camp, reading in front of their peers, or singing a new song. Adventure isn’t one-size-fits-all. Whatever the adventure, whatever the experience, camp provides the essential sense of safety and support to spur adventure among its campers. 

Ponder: What was a moment of adventure, either in school or at camp, that was transformative for you?

Mastery at Voyageurs Lutheran Ministry

Brain-friendly learning aligns with the reality that human maturation occurs over several decades. The brain learns best through active engagement and multi-sensory approaches that allow youth to make connections built on prior knowledge. As Gregory Cajete identified in his work studying indigenous education, these approaches were more brain-friendly than modern models, often reliant on passive lectures and frequent testing. The six principles of education that he particularly outlined were experiential learning, storytelling, ceremony, dreaming, tutoring, and artistic reflection. Within the first evening at Camp Hiawatha and Vermilion, we have seen youth actively engaging in all six of these areas. 

• Experiential Learning (Play, Outdoor Education, Service Learning)

• Storytelling (Read-Alouds, Spirituality)

• Ceremony (Singing, Dancing)

• Dreaming (Leveraging Imagination, Mindfulness)

• Tutoring (Counselors, Supportive Adults, Cross-Age Mentorship)

• Artistic Reflection (Crafts, Journals, Music)

Campers buy into this approach because it is so brain-friendly. Within just five hours, campers understand and appreciate the fact that they’re entering a learning environment designed for how their brains learn best.

Ponder: How can we better leverage the six principles of Indigenous brain-friendly learning in classrooms?

Generosity at Outlaw Ranch

Camp provides space for campers to be good stewards of the earth, support their community, and spark genuine intrigue in their purpose. A young camper told us a story of fundraising for Outlaw Ranch. This young camper heard that a donor would not only be matching any given funds, but tripling them. This camper then began to brainstorm alongside his father ways to raise funds for a camp he cared so deeply about. This project blossomed into thousands of dollars for camp, all because of a seventh grader's initiative. Generosity is not just financial. It is about giving time, effort, and skills, and finding purpose.

We also heard a story about a high school that took some of their math classes to do applied mathematics for the local food shelf. In one sense, this was an impactful learning experience for learning math, but the impact of this lesson goes far beyond math. The food shelf reached out to the school just to inform them that those lessons created new volunteers, and, amazingly, connected multiple families with their services. Generosity in school is often limited to just sharing, but it is so much more than that. Tapping into our school, community, and world provides an avenue for youth to practice and explore their genuine purpose in the world.

Ponder: What are ways that schools can be better connected to their local community?

Generosity at Flathead Lutheran Bible Camp

Specialty programming at FLBC has provided unique opportunities to observe cross-age tutoring in action. Cross-age tutoring is an effective strategy for building community and purpose. This strategy is often utilized within school buildings, so it has been fascinating to observe it in action at FLBC. Campers are engaging alongside older and younger peers in their passion areas. Because of this, a community built on one another is becoming increasingly evident. In John Hattie’s Visible Learning, he notes that help-seeking, classroom discussion, and reciprocal teaching (each of which are present in cross-age tutoring) all substantially impact and benefit student achievement. On the other hand, he found that bullying and performance goals harm student learning. Cross-age tutoring builds cultures of respect among peers and teachers, which helps to leverage community-based educational practices over competitive educational practices. Cross-age tutoring is just one way that schools build purpose for their students and generate an interdependent culture.

In Reclaiming Youth at Risk, the authors explore the impact of establishing a culture of respect within a classroom. When youth are empowered to support one another, youth at risk begin to build responsible leadership skills. We all have an intrinsic desire to support those around us. We must continue to leverage opportunities for youth to practice generosity within the classroom. At FLBC, youth have been given the reins to support one another. The impact of this decision has led to a positive peer support system that has allowed everyone participating in the specialty program to grow together. The community being built at FLBC is built on purpose for one another.

Ponder: Many instructional strategies leverage peer-to-peer interactions (Cross-age tutoring, peer tutoring, etc.). How can teachers continue to empower their students to build cultures of respect and cooperation as opposed to cultures of dominance and competition?

Generosity at Luther Heights Bible Camp

Urie Bronfenbrenner called for a “curriculum of caring.” He contested that youth in schools are not given enough opportunities to contribute to their communities. Camp establishes a community of caring and fosters an expectation of care. As the authors of Reclaiming Youth at Risk describe, the absence of a curriculum of caring reflects societal values that prioritize individual success at the expense of others. Genuine altruism can only be built in a community with empathy for one another. A curriculum of caring asks youth to care actively.

At Luther Heights, we observed the simple impact of asking youth to help clean up their table and dishes as an opportunity to thank and care for the kitchen staff. Counselors model servant leadership—not to demand compliance, but to cultivate a culture of mutual respect and shared responsibility. Being in a community that allows space for youth to contribute to their environment demonstrates the impact that this has on their learning. Prominent social and emotional learning occurs at camp because youth are challenged to think empathically. These established communities morph into a powerful web of learners ready to assist and teach one another.

Many schools make great attempts to connect youth with opportunities to learn through service. One adult explained her attempts to have an English class come into her assisted living facility. This project would have students interview and write biographies about the residents in the facility, then share these stories with families. This is just one example of a learning experience that provides a genuine purpose for learning. Students would grow in their writing skills and social skills. Beyond this, students would be connected with a purpose for the work they are doing. When kids are allowed to serve one another, a shift to establishing a culture of caring, respect, and interdependence at our schools has begun.

Ponder: Educators—how can you create meaningful learning experiences that incorporate members of your community? Community—how can you support local schools in their efforts to connect with and serve the broader community?

Generosity at Lutherhill Ministries

Modeling desired behaviors is at the forefront of establishing high-quality routines and expectations. Through modeling generous environments, adults can help establish a positive peer culture by fostering a culture built on caring. Being able to talk the talk and, more importantly, walk the walk is at the heart of many camping organizations' missions and values. As described in their new book, Cultures of Respect, Dr. Martin Brokenleg and Dr. Larry Brendtro highlight the universal nature of the Golden Rule across various spiritual traditions. Most spiritual traditions call us to do unto others as you would have them do unto you. This reality must be maintained when working with youth. 

In Schools That Matter, Dr. Steve Van Bockern highlights his core belief that a rule should be questioned if adults are not held to that same standard. Some expectations are different for adults and youth, but ensuring that the purposes of the rules are established is essential. Managing youth with fear creates a culture built on fear and manipulation, but managing youth with respect and love builds a culture of caring. At Lutherhill, we have seen counselors and various staff build this culture of caring. Counselors and staff model punctuality, attention, and Generosity. For instance, they organized a meaningful activity where campers wrote notes to local foster kids. When staff actively model desired behaviors, campers begin to follow their lead. Operating from a loving perspective takes a quality understanding of one’s emotions and the emotions of others. It starts with reaching out and providing spaces for youth to contribute to one another. 

Ponder: What are some rules and expectations that should be followed by both youth and adults?

Generosity at Voyageurs Lutheran Ministry

In Dr. Steve Van Bockern, Dr. Larry Brendtro, and Dr. Martin Brokenleg’s book, Pebble Teaching, Dr. Brokenleg describes a story of a young man he met who worked with youth at risk. Through getting to know the man, Dr. Brokenleg learned that he had the skills to work for “almost any company.” (17) He was cheerful and personable, had far above average administrative skills, and was overall intellectually superior. It was obvious that this man cared deeply about the youth that were under his care. Dr. Brokenleg soon learned that this man had been recruited by numerous government and business administration roles, but had always rejected the offers, regardless of salary or job description. The reason for doing so was this: “His heart was motivated by his concern for youth who were at risk” (17). 

Camp staff are often asked why they chose to work at camp rather than getting an internship of some sort. Though that is a valid way to spend a summer in college, camp staff have a purpose unlike many of their peers. They typically do not work at camp for the money—ask any former staff member. It’s usually not because they get required internship hours, or because their school gives a scholarship for working at camp. Their purpose for working at camp is similar to the young man in Dr. Brokenlegs story; their hearts are motivated by their love for the campers, their coworkers, and the camp itself. Camp staff and teachers often are not given the respect they deserve for working so hard for so little pay. However, it is one of their greatest purposes in life. This is one of the purest examples of Generosity, and it is abundant in camp and schools alike. 

Ponder: Can you think of anyone whose purpose is the love of their clients/students? How can you show others the same level of generosity?

Independence at Outlaw Ranch

Campers feel a sense of supported independence to a level they may have never experienced before camp. At the surface level, youth are making decisions about what they wear and eat—both essential tasks in journeys to self-regulation. Camp provides a community and the opportunity for deeper exploration of one’s autonomy.

At Outlaw Ranch and many other camp programs, youth manage a budget at the camp store. Although some may burn their cash early, they have participated in a low-stakes learning environment that increases their ability to manage their money and practice applied mathematics. The truth is that many youth will initially struggle with managing their camp budget. We have seen youth aggressively spend their money to only come up short towards the end of the week, but as the authors describe in Reclaiming Youth at Risk, we must shift our focus from the shortcomings of youth to their strengths and needs.

The authors of Reclaiming Youth at Risk explore the impacts of being over-managed and under-managed. “Youth see adults who place no demands on them as impotent, but to demand submission from them is to fuel rebellion and the rejection of adult values. The formidable challenge is to develop new approaches that avoid the pitfalls of either adult weakness or authoritarian obedience” (Reclaiming Youth at Risk, 3 ed., p. 43). Perhaps the perfect place to observe this Goldilocks range of expectations and freedom is at camp.

Youth practice their independence in a supported environment. They explore managing their diet, wallet, emotions, community, and pursuit of goals. Camp isn't just about expectations and rules; it's built on a broader foundation. In reality, impactful camp experiences are created by a safe environment built on individual choice through safe exploration of skills and experiences. Oftentimes, the most impactful school experiences are created in the same way.

Ponder: How do schools restrict individual choice and exploration? What impact does this reality have on students’ pursuit of self-regulation and self-efficacy?

Independence at Flathead Lutheran Bible Camp

This week, Flathead Lutheran Bible Camp campers are participating in specialty programming. Before they arrived at camp, they selected a program that most interested them. For many, this choice may have been guided by parental suggestions, and, for others, this may have been an individual choice for intrinsically motivated exploration. Campers selected from an array of programs, including staff-in-training (SIT), cooking, theatre, basketball, ranching, art, and choir. Since our arrival, we have observed that when youth are given space to exercise choices, they are satisfying the human need for genuine autonomy.

The authors of Reclaiming Youth at Risk detail that the human brain is designed for this sense of autonomy. Practicing independence is a core need for youth, especially as they begin to grow in their self-confidence and self-control. Whether they know it or not, youth are looking for spaces where they can make decisions to grow in these areas. Camp at FLBC provides spaces for just that. Youth were making choices that impacted the trajectory of their week before they even arrived at camp. At FLBC, choices come in a variety of ways. Some are built into the program (specialty area, evening activities, etc.) while some are more naturally occurring (connections being established, choosing meals, etc.). Outside of camp, many schools provide choice, but we must continue to look for ways to make these meaningful choices. Allowing kids genuine autonomy lets them practice free will while growing their understanding of shared responsibility. Youth will have to make choices in their lives that require them to practice self-control. School should be a place where students can safely explore their free will and the innate responsibility created by their decisions.

Ponder: How can school become an environment where youth safely explore free will and shared responsibility?

Independence at Luther Heights Bible Camp

The authors of Reclaiming Youth at Risk examined coping and conflict cycles. They explain how youth who display undesirable behavior often ‘lure’ adults into responding in kind. Adults mirror youth behavior and vice versa. Angry people make other people angry; depressed symptoms make others feel depressed; distrustful adults create distrustful youth—the list could go on and on. Responding to conflict with a stable and reassuring approach helps young people strengthen their emotional regulation skills. 

At Luther Heights, we have seen some powerful examples and models of defusing youth agitation in the development of resilient problem-solving, an essential step in embracing one’s independence. Many counselors at camp unknowingly follow the CLEAR sequence described in Reclaiming Youth at Risk:

• Challenge – a stressful situation (group conflict, competition, etc.)
  
  

• Logic – youth evaluate the stressful situation
  
  

• Emotions – feelings rise in response to the evaluation of the challenge
  
  

• Action – behavior is triggered based on logic and emotions
  
  

• Response – the adult chooses how to respond: with stability or escalation

Many camp counselors recognize this mental processing occurring in youth brains upon conflict and can respond with effective de-escalation techniques while still validating youth emotions and logic. Youth grow in their ability to self-regulate through strengthening their problem-solving skills when challenges are adequately addressed, leading to a stable balance of autonomy and accountability.

Ponder: What are some ways that we can validate youth logic and emotions while still teaching them how to grow in resiliency and problem-solving skills?

Independence at Lutherhill Ministries

Donald Winnicott first coined the term “holding environment” to describe a space that feels emotionally safe and supportive—one that nurtures social and emotional growth. A space in which youth feel as if they are held with trust and safety provides that opportunity for youth to flourish. Holding environments provide opportunities for youth to build and practice skills while also supporting them through inevitable moments of failure. Camp programs often build these necessary holding environments. 

Humans are innately emotional creatures. Dan Goleman explored the idea that maybe humans should be renamed to Homo Emotio as opposed to Homo Sapiens. He notes that success in life is largely based on emotional rather than cognitive skills (Emotional Intelligence, 1995). Observing camps has provided a unique lens for this reality as we have actively seen youth grow in their resilience, communication, and regulation skills through the establishment of holding environments. As Dr. Van Bockern details in Schools That Matter, this reality presents serious implications for educators. 

Our time spent at Lutherhill has provided us with the opportunity to observe an active holding environment. Since the moment campers arrived, staff have focused on building trust. We are now seeing youth explore their Independence and learn from their mistakes and successes. Although its establishment has greatly increased campers’ sense of Belonging, it has done substantially more to promote well-being. Youth who are surrounded by trusting adults can take the next step in their journey. A strong holding environment nurtures emotional growth and helps youth build courage. This environment has built the spaces necessary for youth to begin exploring the consequences of actions as they develop pivotal skills in self-control and self-regulation. Through this holding environment, youth are exploring their sense of Independence. 

Ponder: Who was a prominent educator in your life who created a classroom holding environment? What impact did this teacher have on your social and emotional growth?

Independence at Voyageurs Lutheran Ministry

Independence is often misconstrued as self-sufficiency. In a highly individualistic culture, a perspective of pulling ourselves up by the bootstraps dominates. Ironically, it isn’t possible to pull yourself up from your bootstraps. This is not to say that individual effort is not essential in personal growth and development, but an essential part of Independence is interdependence and responsibility for one another. Interdependence—based on coregulation and mutual responsibility—fosters Independence.  Developing Independence is a process shaped by both inner growth and outer support.

This week at VLM has reminded us that participants are at different levels in their ability to self-regulate. Some campers require more assistance to be Independent than others. Campers participating in Rendezvous—a program at Camp Hiawatha for adults with developmental disabilities—may need support with mobility, but with that help, they grow in Independence in ways they might never have imagined. Campers at Camp Vermilion may require different levels of support from their counselors, but one truth persists: camp provides an environment in which all can grow in their Independence. For some campers, sleeping away from their family is the first huge step they take, and other campers may grow in Independence on week-long trips through the Boundary Waters. 

As Dr. Larry Brendtro and Dr. Martin Brokenleg describe in their new book, Cultures of Respect, independence is built within a two-step process—building self-control and self-confidence. No matter how well a participant can self-regulate, camp provides the support they need to grow in Independence.

Ponder: What are effective ways that schools and camps can better support the development of self-control and self-confidence?