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Camper Letters Home

Day 2

Hi Mom and Dad,

I miss you so much. Yesterday was kind of boring. We played games to get to know everyone in my cabin once everyone got here. There is a kid, Zach, that talks a lot, like never shuts up, and another, Kevin that has not said a single word. Last night I think he was even more home sick than me. Why are you making me come here again? Today we are doing the high ropes course, I am excited for that. Maybe I’ll start to make friends. Make sure that you give Sampson hugs for me. Tell Jack to stay out of my room!

Ps: Send me candy!

Day 4

I did the high ropes course! I got to shoot Zach with a squirt gun as he was coming down the zipline. I don’t get along with him so it was fun to do. He is just too annoying for me. Last night Kevin and I stayed up outside the cabin together because he was crying he wanted to go home. He has a dog and an annoying brother too! We both like football but he is a Patriots fan. The counselor Jamie is really nice. He talked to us about being homesick. He even gets homesick as a grown up! Tomorrow we are starting our backpacking trip. I do not want to go hiking. Can you get me the new Call of Duty?

Day 5

Backpacking was hard! We went up a really tall mountain carrying backpacks that had to of weighed 50lbs! We have a role each day. Today I was the chef. My other Counselor Kayla taught me how to light the back country stoves. We use white gas for them. Dad we should get one for our camping trips! I made mac and cheese with canned chicken for dinner. We had to have a veggie so I cut up broccoli and put it in it. Everyone loved it! I want to make it when I get home for everyone.  Kevin keeps making fun of me. I told my counselors and they made him apologize but I don’t think he really wanted to. Everyone is so tired. I am kind of excited to sleep under a tarp though. Tomorrow we have to hike 6 miles!

Day 6

Last night I fell asleep under the stars. There were so many! I got some bug bites but it was worth it. My counselors gave me some cream to put on them so they don’t itch too bad. We hiked 7 miles instead of 6 today. We got a little turned around and hiked a half mile out of the way before we noticed and turned back. It was okay though because we got to see an awesome waterfall. I was having a really hard time getting up a hill and was slowing everyone down. I felt bad but I just couldn’t hike any more. Kevin stayed back with me and helped carry some of my gear so I could get up the hill. His pack must have weighed 100lbs! I guess he isn’t as bad as I thought. We played Frisbee together after we got to the campsite. Tomorrow we are done backpacking! Thank GOD!

Day 8


I went white water rafting today. The water was really cold.  I was in a boat with Kevin, Zach, Tyler, and Kayla. Kayla was a good guide. She let us all try to guide and taught us how to steer. I got us stuck on a rock but it was fun trying to get off the rock. I fell in on Lesser Wesser, it was so much fun. As soon as I came up Kayla grabbed me and pulled me back in the raft.

Tonight we stayed at a campground called Appletree. I had to be Sherpa today so I had to wash all the pots and pans. They were so gross!

Day 10

I was YODA today. I got to sit in the front of the van and tell the group what to do because I am the leader. We went to paintball. Kevin, Zach, and I teamed up against some kids from another group. It was fun to shoot them with paintballs. They don’t hurt as bad as I thought they would. We wore funny clothes from Goodwill to play. I can’t wait to show you pictures. Tomorrow we are going out to eat for our last night together. Yay! Real food! I can’t wait until I can get McDonalds and a soda. When you guys come to pick me up you can meet Kevin and Zach. We want to plan a trip to our house so we can hang out together.

Building Executive Function Skills at Camp

Executive Function skills are mental processes that enable us to plan, focus attention, remember instructions, and figure out how to complete multiple tasks. For individuals with ADHD, these skills are weak, or non-existent, and, as a result, impact the way they manage their daily activities. As may be the case with your child, many of our campers have difficulty with these skills.  We believe that summer camp can help campers learn new ways of getting things done and feeling more successful, too.

The camp environment and staff provides a framework for modeling, mentoring, and teaching strategies for honing the campers’ Executive Functioning skills while they are participating in exciting, adventure-based activities. Many studies show that the best approaches to improving Executive Function skills are those that:

  1. involve children and teenagers keen interests, those that bring pride and happiness
  2. consider stresses in their lives and explore ways to resolve
  3. encourage to be active and in challenging exercise
  4. set up an environment of social acceptance and
  5. give chances to practice Executive Function skills

(Diamond and Lee, 2011).

Planning and Organizing for CAMP or “Figuring out What to Do and How”

At SOAR, campers are taught and shown ways for planning, organizing, getting things done, improving social interactions, and self-monitoring as they maneuver the various phases of the day. They are also given opportunities to practice these skills each day. A lot of planning and organizing is required to successfully complete each day’s activities.

  • Setting goals to work on while at camp at the beginning of session
  • Getting support from Instructors for working toward set goals
  • Going over each day’s plans with the Instructors
  • Learning and understanding the steps necessary to make the day’s activities happen
  • Preparing gear for trips, including backpacks, duffle bags, mess kits, and more
  • Keeping up with mess kits and keeping them washed and clean
  • Coming up with a system for keeping clothes sorted and dry
  • Learning steps for setting up tents and taking down tents

Responsibilities at CAMP or “Getting Things Done and Having Fun”

One of the hurdles for those lacking strong Executive Function skills is getting started with tasks and also in completing them. Some of the things that come into play for campers are just how interested they are in the activity, do they know how to go about getting it done, and overcoming feeling overwhelmed with not knowing where to start. A structured plan means each person has daily roles & responsibilities with meals, trip preparation, clean up, and more.

  • Encouraging each other to get tasks completed
  • Knowing when you need to ask for help and knowing when you need to offer help
  • Working to be cooperative with the team schedule and plans
  • Learning the value of taking the first step, or getting started
  • Aiming for an attitude of “keep trying”
  • Honing ways to make and be a friend

Self-Monitoring at CAMP or “How am I Doing”

Self-monitoring is a very effective practice for campers to use as they work toward improving daily habits, behaviors, and attitudes. Learning the practice of checking themselves for improvement is empowering as they begin to take ownership of their own set goals. End of the day discussions allow for campers to review their day and to reflect on successes and opportunities. Also, at the end of the camper’s session at SOAR, they take part in a review of their progress with their instructors and parents:

  • Reviewing how things went for you and your group, revisiting positive things and reflecting on opportunities
  • Thinking about activities and interactions that happened and how they may have been done well or may have been done differently
  • Remembering and using tips from Instructors on good ways to get things done and then practicing those skills
  • Using the support of Instructors on how to build friendships
  • Reviewing with parents and Instructors the progress made on goals at camp

Helping campers learn and adopt changes in their daily behaviors and habits result in better outcomes with planning, completing tasks, keeping track of their belongings, and self-monitoring. They end their camp session feeling proud of all they have been able to accomplish while having a great time. Summer camp provides a structured, safe, and happy place for campers to hone their Executive Function skills in a light-hearted and fun-filled way.


Diamond, A, & Lee, K. (2011. Interventions shown to aid executive function development. Science, 333, 959-964.

7 Ways to Support Siblings in an ADHD Home

Parenting children living with learning and attention issues requires patience, understanding, and creative management. Often, siblings can get lost in the noise of disruption and crisis. As parents and caregivers we strive to find ways to meet the individual needs of each member of the family, but when the bright pink elephant comes spinning into the room like a Tasmanian devil, it tends to grab our attention. How many opportunities have been dramatically changed or lost due to the irascible temperament of one of your children? What was the resulting fallout for their siblings? How did you strive to compensate for the loss?

Judy Kendall researched this topic (Kendall, J., Sibling accounts of ADHD. Family Process, 38, Spring, 1999, 117-136) and found disruption associated with ADHD had the most impact on siblings. This included: physical and verbal aggression, out-of-control hyperactivity, emotional and social immaturity, academic underachievement and learning problems, family conflicts, poor peer relationships, and difficult relationships with extended family. This resulted in the sibling feeling victimized, a responsibility for having to care take of their brother or sister, and feelings of sorrow and loss.

Judy recommended keeping a watchful eye and examine if these trends are in place in your home. Finding opportunities to spend special time alone with the non-affected sibling can be enormously helpful. Often described as the “easy” child, they are often reluctant to make requests or demand additional resources, which is why it is so critical to consider their needs as equal priority. I recognize those words are easy to say but far more difficult to put into practice. It begins by recognizing when disruptions happen and creating a reminder to circle back and provide the necessary support.

The impact on family members of children with ADHD, particularly on siblings, is an important but under-researched area. This qualitative study is an initial step to learn more about this relationship. If the findings from this study are disconcerting to you, I encourage you to consider taking some of these positive steps to address this challenge within your own home.

I recognize that there are varying levels of disruption ranging from being late to school because poor time management to fits of anger resulting in the impulsive destruction of a sibling’s belongings. Given the feedback I have received from so many families and my own experience as a parent, I have a few suggestions:

1. Spend some time looking for common trends and particularly challenging situations and see if a change in the routine or safeguards can be put into place to lessen the disruptive influence. At the Willson home, book bags are prepped the night before and ready to go. If any of the children are creating a delay, I will drop off the child that is ready, and return to take the other child late to school. Should that occur, all electronics are lost until the next day. (Incidentally, I have only had to do that twice.) This makes sure that your child who is prepared and ready to go on time is not negatively impacted for their sibling’s behavior.

2. Consider implementing a Family Constitution that governs some of the typical situations you encounter, with pre-established solutions and consequences.

3. Learn how to answer the “That’s not fair” complaint often heard in every household that has multiple children. I simply say to both my children and participants at SOAR the following: “I make decisions based on what I believe is going to be in your best interest. I do not consult your brothers, sisters, peers when doing so. I am confident you don’t want me seeking their opinion when it comes to your consequences. Therefore, I don’t consult you when trying to determine what I believe is in the best interest for them.”

4. My wife and I make a great effort to have individual experiences with each of our children. This creates incredible bonding opportunities and allows each child to have an experience that is not exposed to the potential disruption of their sibling.

5. Avoid falling into the trap of having one child feel responsible for another. We have a mantra “Willson’s stick together” thus we all share some responsibility for each other and it is never one sided or over burdening to one sibling.

6. Recognizing frustration for all your children is a natural part of the growing process. The neurotypical child will feel disrupted and impacted. Your child with a learning and/or attention issue may struggle with how easy everything seems to come to their sibling, thus creating resentment and frustration. Validating the feelings of each of your children is critical. Creating a platform to have an open dialogue about feelings of frustration and loss can be critical. Very often, the children we serve feel genuinely bad when confronted by the result of their actions.

7. Creating opportunities for siblings to learn more about what makes their brother or sister so unique can have an incredible lasting impact. Take them to a CHADD or LDA support group meeting that is hosting an interesting topic. Consider going to a conference or workshop together. Families have been coming to our Family Weekend to help all children learn to better cope with each other, and many have sent both the affected and the neurotypical child to camp for the same reason.

Should you want more information on the subject I found the following links to be particularly helpful.

Helping the Siblings of Children with ADHD: Arthure L. Robin

The Impact of ADHD on Siblings