The training is not a competition with the other trainees, but a time for all to work as a
team and interact in a healthy manner. The training is viewed as an interview process where
you will be observed within the structure of the program. It is a time for you as a potential
employee to “interview” the program as well. Participating in the interview does not
guarantee you a job. However, if you have been selected to participate in the interview you
have already met some of the requirements and Second Nature has high hopes for you to be
hired. At the end of the training session, you will know your employment status.
What is Second Nature designed to do for students?
Second Nature is designed to create an intensive therapeutic intervention for students, teach
them positive behaviors and communication skills, and integrate strong work habits
with effective interpersonal functioning. The beginning of the student’s stay is comprised
of
teaching the basic lessons of the outdoors, personal responsibility, and awareness of how
their behavior impacts others and their environment. It also is a foundation for them to build
self esteem based on internal feeling instead of their external world. During the latter phases of
the program, students are motivated to move from a state of awareness into a state of
action, turning towards positive personal habits and healthy, productive living. The concept of
acting positively and taking accountability for personal behaviors instead of living reactively
to the external world is emphasized during this phase of the program. The students spend
time focusing on teamwork, cooperation, resolving conflicts, inter-personal skills and
service.
What kind of students does Second Nature permit into the program?
Second Nature works with students who are thirteen to seventeen years of age. The majority of
the students are referred to the program by Educational Consultants who help parents map
out
the most appropriate plan for their children’s needs. Students participating in the
program usually fail to respond to rules, act entitled, have made poor decisions, underachieve
or experience a decline in academic performance, have low self-confidence, and/or
experience conflict within their families. Some of the emotional behavioral issues are
depression, learning differences, oppositional defiant disorder, attention deficit, substance
abuse, anger management and inappropriate behavior. The students are carefully screened
before entering the program. Those individuals with severe mental illness, who pose a serious
threat to others, or who pose a serious threat to themselves are not appropriate for our
program.
What are the primary responsibilities for Field Instructors?
The primary responsibility for Field Instructors is to ensure the physical safety of the students.
Instructors are there to assist the students’ physical needs first and foremost. Just as important
is the Field Instructors’ responsibility of keeping the group environment emotionally safe and
enabling the students to discuss sensitive and personal issues. In addition, Field Instructors
help to implement the therapeutic plan for each student. This is done by helping students to
complete assignments, teaching and role modeling assertive