Phase 1: Venture
Building Foundation Through Six Stages of Growth
Where Students Begin
Venture is Summit’s entry phase, where students start the work of understanding themselves, building new skills, and creating the foundation for lasting change. Over an average of 6-10 weeks, students progress through six stages, each focused on a different aspect of personal growth.
Through a weekly rhythm of personalized clinical support, accredited academics, and adventure therapy, students move from acceptance to transition, gaining insight and confidence along the way.
Progress through Venture isn’t about checking boxes. It’s about genuine growth, demonstrated through both internal shifts and concrete actions. Students advance when they’re ready, and each stage builds on the last.
The Six Stages of Venture
Acceptance
Students begin by accepting their placement at Summit and considering what they might gain from the experience. They read a letter from their parents explaining why they chose treatment, share their story with the group, and commit to Summit’s community expectations.
Growth in this stage looks like willingness; students show they’re ready to move forward when they stop resisting their placement and start engaging with the work ahead.
Commitment
Students commit to a formal treatment plan and identify what they want to work on during their time here. They examine both their strengths and the patterns that have held them back, sharing healthy and unhealthy character traits with their group and therapist.
Growth means moving from passive participation to active engagement. Students become invested in their own progress and clear about what they’re working toward.
Accountability
Students take accountability for past actions and their choices in the present moment. They write a rough draft of an accountability letter addressing their parents’ decision letter, outlining what they take responsibility for and how they see things being different moving forward. They also lead a day of expedition and a day on campus to demonstrate accountability to the group.
For students with substance use history, they begin attending virtual AA or NA meetings. Growth means acknowledging harm without defensiveness and leading peers with consistency and care.
Initiative
Students develop internal motivation and take ownership of their path in treatment. They write a final draft of their accountability letter with feedback from their English teacher, therapist, and group, and begin planning a special meal for the next stage.
Growth looks like completing tasks without prompting, engaging thoughtfully with feedback, and showing genuine investment in relationships and progress.
Empathy
They also write a letter of gratitude to someone who has had a positive impact on their life. Growth means consistently considering the impact of their actions and demonstrating genuine thoughtfulness in relationships.
Transition
Students prepare for their next step, whether that’s Traverse, home, or another setting. They write about parallels between their time in Venture and life outside of treatment, write and read a goodbye letter to their group, and participate in a formal goodbye or transition circle with staff, students, and often family.
They also complete a 5-mile endurance challenge. Growth means articulating their progress clearly, maintaining skills under pressure, and approaching their next step with both confidence and humility.
A Week in Venture
Students split their time between campus and expedition. On campus, they sleep in cabins with their group, attend classes in small settings with no more than eight students, and meet regularly with their therapist. Classes run three days per week using a blended learning approach that puts students at the center and allows them to earn transferable credits.
Every Thursday, students pack up and head out on three night, four day expeditions. Depending on the season, they might be hiking, backpacking, snowshoeing, canoeing, rock climbing, or ice climbing. These experiences build confidence, interrupt self-defeating patterns, and give students the chance to practice their developing skills in real time.
Sample Day on Campus:
6:30 a.m. | Wake up, showers, walks, or exercise
7:30 a.m. | Breakfast with hot and cold choices
8:00 a.m. | Community Chores
8:30 a.m. | School in small classes; individual therapy sessions also occur during this time.
12:00 p.m. | Lunch with a diverse array of healthy, delicious food cooked by our chef
12:30 p.m. | Community chores
1:00 p.m. | School
3:30 p.m. | Community snack
3:45 p.m. | Preparing for expedition, free time, group activities, etc.
6:00 p.m. | Dinner followed by evening activities and group check-ins
Sample Day on Expedition:
6:30 a.m. | Wake up and begin morning routines at camp
7-8:00 a.m. | Prepare and eat breakfast, break down camp (pack shelters, gear, and collect water)
8:30 a.m. | “Nav Circle” group meeting to review the day’s hiking route, weather, and safety considerations
9:00 a.m. | Begin the day’s hike, which varies based on season, terrain, and group dynamics
12:00 p.m. | Lunch on trail: bagel sandwiches and trail snacks
1:00 p.m. | Continue hiking and stop periodically to practice expedition skills and take in the scenery
3:00 p.m. | Arrive at new campsite
3:30 p.m. | Set up camp (sleeping shelters, kitchen, etc.) and cook dinner
6:00 p.m. | Therapeutic group session around the campfire
7:00 p.m. | Settle in for the night or continue skill-building activities based on time and team needs
Student Groups
Students are grouped into teams of up to eight. The team shares a cabin on campus and participates in all program activities together. Each team is supported by six guides who work in rotating teams of three, providing supervision, mentorship, instruction, and connection throughout the student’s journey.