It soon became apparent that those programs that even performed a minimum of follow-up programming with students greatly increased their ability to sustain the positive shifts they experienced. Wilderness programs that were originally designed as one-time interventions began attempting to create adjunct programming that met these secondary needs. Alumnae gatherings, reunions and follow up contact with instructors were instituted as much as possible, but many programs faced limited resources to do so as they were structured and funded to provide one time wilderness trips, not ongoing interaction. Quickly it became obvious that fairly major restructuring would need to happen or entirely different programs would need to be established that were designed with continued contact as the primary goal.

On course, students learn to value collaboration, tolerance, their unique voice and abilities and trust. They work as a group to achieve every goal, reflect on their behavior and attitudes daily, and receive guided feedback constantly. In a society that honors individuality, constant busyness and minimal communication, these practices they learn on course are not mirrored. Specifically, at Passages Northwest girls are taught to value qualities other then appearance, to use their voice and speak what is true to them, to develop their courage and face challenges. These messages are not typical in mainstream culture, which is why Passages Northwest was started in the first place. In order to continue to develop courage and voice participants need to return to a place where this is the dominant culture and belief so they are reminded that these are the most important qualities they can bring to their lives.

Beyond these fundamental reasons, long-term contact allows organizations to teach skills that are part of a longer progression. Basic conflict resolution and communication skills are a part of every wilderness and Passages Northwest course, however, the opportunities to focus and deepen these skills simply do not present themselves in such a short time. As students continue to experience situations that require these skills with a trained and experienced facilitator present, the learning curve is greatly increased. Students learn to navigate the difficult terrain of adolescent relationships under this facilitation so that their friendships can be full of support instead peer pressure, value responsibility over rebellion and foster self esteem instead of bullying. Through constant modeling and reflection, each student’s process of self-discovery and healthy development can be guided from this empowerment perspective.

Long-term contact also allows authentic peer and mentoring relationships to form. While participating in one course does not guarantee that naturally strong bonds will form between the girls or among girls and instructors, if girls continue to come back they will be drawn toward other girls and female mentors through various mixer events. Through alumnae programs that are offered, girls have the opportunity to meet other girls, instructors and staff members so that these relationships can form naturally. Through these authentic relationships, themes of courage, support and confidence building again find root and can be built upon. The more these themes resonate in girls’ lives the better. Girls also become more invested in these relationships and are therefore exposed to a higher level of communication and trust skill building.

Continued involvement with a structured program also allows students to follow a guided progression toward leadership. Many programs try to teach leadership skills within the context of a two-week course, and while this provides an introduction, it does not provide real life guidance for an ongoing progression of skills. The most effective learning situations are those that are real life. If students are invited to be part of advisory boards, to make presentations and to lead and teach to other girls, they truly develop the skills to be an effective and compassionate leader. Through an intentional process of experience and feedback, they can hone these skills to a great degree.

This summer’s alumnae adventure was an excellent example of the benefits of long-term contact. Five girls set out on a two week multi-element course designed to build skills in three outdoor elements: sea kayaking, backpacking and rock climbing. However, more important was the leadership curriculum that ran throughout the course. As all these girls had been involved in several Passages Northwest courses in the past, it was decided to intentionally create pathways for them to take on leadership roles within the organization. The instructors started the course by offering a definition of leadership that was collaborative and empowerment based. It essentially stated that through Passages Northwest leadership training girls would develop personal accountability, self-confidence, and the ability to motivate and inspire others. Focusing on individual learning plans, each girl identified where she was at in terms of her ability to lead and what she wanted to achieve. Opportunities to lead activities, teach skills and lead an entire day’s programming were provided for each student. In addition, many reflective activities and discussions focused on the skills of leading such as giving and receiving feedback, organizing a group to achieve a goal, conflict resolution, and recognizing the talents of each person. The group was also provided with a chance to lead themselves for a day, with instructors only present to manage any emergencies.

Through this course, it became clear that several of the girls would soon be ready to act as intern leaders on future trips. Others have stepped up to help do presentations to potential donors and places to recruit future students. Soon, a girl’s advisory board will be formed that will allow girls to have a voice in directing the vision of Passages Northwest. The vision for next year’s alumnae programming includes having a group of alumnae that help to plan each trip. All of these opportunities to help guide Passages and its participants will not only ensure that we head in a direction that is truly responsive to the needs and wants of our students, but allows them to be guided and mentored as they become adults. It is no longer a question for these girls whether they will live their lives with courage and vision, it is simply a matter of where it will take them.

Passages Northwest is in a unique position as an outdoor education organization in that we serve girls in a limited geography. We have the opportunity to allow our students to become an ongoing presence in our community and to consequently play an ongoing role in their development. It is this consistency that will allow us to truly meet our mission: "To educate and motivate girls to develop leadership and courage through the integrated exploration of the arts and the natural environment."