What is Adventure to Thrive®?

Adventure to Thrive is an in-school wellbeing program that supports classrooms to develop the skills and strategies to thrive.

The program provides multiple opportunities over eight weeks for students to practice using the skills that help us all navigate life’s challenges with courage, compassion, humour and good company. Throughout our adventure, we seek to empower our next generation proactively, and foster the ability to meet life together with confidence. 

Through sharing the journey together with the whole classroom, including teachers and support staff, we create opportunities to strengthen school communities' key supports: eachother.

The Adventure to Thrive Journey

Adventure to Thrive takes place within the school, once weekly for eight weeks. Each session focuses on building critical skills to support participants to thrive.

Outcomes

Adventure to Thrive focuses on strengthening skills in four key areas:

Interoceptive Awareness
Interoceptive awareness is our ability to notice, recognise and interpret our body's signals. To respond to and regulate our emotions, we first need to be able to identify them.

Adventure to Thrive supports participants to build their interoceptive awareness skills by engaging with safe experiences that evoke big feelings, paired with opportunities for participants to identify and explore their emotional responses.

Understanding Brain & Body
Having a nervous system is a part of being human. Our bodies and brains have evolved over millennia to keep us safe. By building understanding of our natural responses to stress, we adapt to and regulate these responses with self-compassion.

Throughout the program, we support participants to develop an understanding of how our bodies respond to stress, as well as implementing age-appropriate and accessible language to help kids communicate their experiences.

Sense of Belonging

Schools encompass a major proportion of young people’s daily lives, creating powerful opportunities for change. For most people, our interactions at school hold a central role in teaching us how to engage with others, manage our wellbeing and navigate challenges. Fostering positive social support systems within schools is fundamental to supporting students to thrive.

By engaging the whole classroom in the program, including teachers and support staff, we strive to strengthen classroom communities, creating benefits that endure beyond the end of Adventure to Thrive.

Resilience
Challenges are an inevitable part of life, and when appropriate supports are in place, can create amazing opportunities for growth.

Embedded through Adventure to Thrive are activities designed to challenge participants, while in a safe, supported environment. Rather than teaching participants to avoid life's challenges, we endeavour to equip them with the resources and self-confidence to navigate and learn from them.

Adventure with us!

To register your school's interest in Adventure to Thrive, please fill out the form below:

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Our Onkaparinga and Playford programs are funded through Anglicare SA's Communities for Children. Communities for Children is funded by the Australian Government Department of Social Services. Visit www.dss.gov.au for more information.

Polyvagal Practices

Polyvagal practices aim to enhance physiological regulation, restore a sense of safety, and promote engagement through autonomic nervous system regulation.

This enhances social and emotional learning, including recognising and regulating emotions (from a physiological lens) and developing empathy for others.

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PACE

Developed as part of attachment-focused family therapy, PACE is a trauma-informed approach aiming to create safe, trusting, emotionally connected relationships with children and adolescents who have experienced trauma or attachment difficulties. PACE stands for:

Playfulness

  • Approaching with an open, ready, calm, relaxed and engaged attitude.
  • Not taking yourself/situations too seriously.
  • Diffusing difficult/tense situations.

Acceptance

  • Unconditionally accepting the current state/mood/behaviour.
  • Accepting that there are things unseen that lie below behaviour.
  • Acceptance supports feeling secure, safe and loved

Curiosity

  • Understanding the child gently and without judgement.
  • Supporting child to bring awareness to their inner life.
  • Wondering statements.

Empathy

  • A sense of compassion and understanding for young person’s feelings and thoughts.

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Expression of experience when words are not enough

Art Therapy does not rely on verbal language. It is a therapeutic approach that provides many different mediums for communication. It is a useful mechanism when clients may not yet have the language to express their experiences.

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Contain difficult feelings and build tolerance

Art making holds or contains the difficult feelings allowing them to be felt and experienced gradually – building tolerance to discomfort.

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