Camp Extreme D/B/A Project Extreme

“A draft copy of the 990 was provided to the officers before filing”

“Conflicts, if any, are to be presented to outside legal counsel.”

“Upon request, the request will be evaluated. If deemed appropriate, the documents will be made available to the requestor.”

“Project extreme provides innovative programming and solutions for teens in -need, their families and communities. Project extreme uses a combination of experiential and intellectual learning opportunities to provide the social, educational and emotional support our teens in need require and benefit from. Project extreme's layered array of year-round programs are designed as life-changing interventions to assist teens break the cycle of their anti social, sometimes dangerous, self-destructive behavior. Project extreme hosts a broad array of short and longer duration programs designed to assist teens in need and their families in addressing and overcoming the various challenges they are facing by providing them with: social support,, life-skills training, positive /healthy environment, self esteem and self worth development, fun and safe activities. Each of the programs in the project extreme portfolio has been designed by a multidisciplinary team of professionals to ensure maximum therapeutic, fun, social, and positive outcomes. All project extreme programs undergo continuous evaluation and assessment in an effort to constantly provide the most effective, unique and relevant programming for today's teens. Many teens are in need of improving their self esteem and/or are having difficulty finding their place. The challenges, thrills and stimulation provided by our therapeutic programs and other activities provide a safe, positive and exhilarating alternative to the negative options available in today's teen society. Our programs transform lives by helping teens move away from destructive behavior, build self-confidence and make better choices. Most often, the new outlook and skill sets enable teens to reconnect with their family and to the community. Project extreme programs are designed to: interrupt the participant's negative behavior `patterns, educate and create opportunities for `healthy decision making/choices', enhance feelings of self worth, foster introspection, improve social and familial relationships, and identify key issues dynamic processing sessions and learning groups reinforce the lessons the students are learning experientially. Project extreme's success results in teens having more honest communication with parents, better social skills, and the ability to accept responsibility for positive actions within their peer culture. Project extreme has four core principals. Strengths- based perspective, skills building, individualized care, and long-term follow up. A strengths-based perspective is essential in working and connecting with teens. Research has supported the idea that recognizing a teen's strength contributes to building their self-esteem, resulting in a defined self worth. Through positive reinforcement, such as congratulating a teen after completing a difficult outdoor task or recognizing acts of kindness, the building blocks are laid to creating a trusting relationship with the teen. Skills building, contributes greatly to a teen's ability to learn how to cope, communicate and function in their everyday life with peers and family. Within a framework of fun activities, project extreme integrates life-learnable lessons, and teaches appropriate verbal and non-verbal communication styles resulting in improvements in social cues and interactions. Teens begin to integrate what they are being taught in this safe environment, that generalize to their everyday lives. A one to one participant/staff ratio, is essential to the success of our programs. On a daily basis, teens may experience anxieties, pressures and feelings of loneliness. Having the opportunity to reach out to a mentor, with whom the teen has formed a close and trusting relationship, can be the single most important tool in preventing the teen from making inappropriate and at times risky decisions. Real, meaningful and long term follow up and is reflected by the requirement that staff sign a social contract to maintain contact with teens throughout”

“Provide a residential facility known as the minnesota girls academy (mga) the minnesota girls academy is a residential treatment facility licensed by the stae of minnesotadepartment of human sercies. Mga assists girls ages 13 to 17 in overcoming the emotional or behavioral struggles that can keep them from living fulfilling lives and having healthy social and familial relationships. Mga is founded upon the belief that every girl is unique. Because each child possesses a distinct compilation of experiences, talents, relationships, and struggles, mga offers a treatment program that is customized to meet her special needs and help her become more confident, secure, and healthy. By combining the best features of a boarding school, a treatment facility, and a transition program, we are able to provide a safe and nurturing environment for our students, giving them the support and tools necessary to thrive. Mga exists in the heart of the quaint community of bricelyn, minnesota. Our location provides the perfect balance of safe and comfortable surroundings with active, involved community living. Mga is a warm and inviting program where girls are made to feel welcome, included, and appreciated. We strive to provide a program that allows girls to experience freedom, togetherness, safety, and independence. A nurturing community is critical to helping teen girls feel immediately safe and cared for, so that she can adjust quickly to treatment and get on with the work of healing. Mga cultivates a nurturing community by providing appropriate structure and lots of activity, encouraging connection with staff and other students, and balancing therapy, school, and fun. Mga's activities are recorded an a separate form 990 filed by them.”