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Life Transitions...Lemons or Lemonade?

By Stephen C. Schultz

The sun was high in the sky, with a slight breeze keeping the temperature at a comfortable 87 degrees. It was a pleasant day in the West Desert of Northern Utah. Getting to this point, however, required a two-hour drive.

The veins in his neck bulged, and the grimace on his face matched the guttural growl that escaped his lips. A long screech filled the air as the lug nut finally moved a fraction of an inch. Yes, it had happened—a flat tire in the middle of nowhere!



Daniel Hazen was the one tasked with bringing me to a team of kids in a wilderness treatment program. Daniel, the Program Director at Outback Therapeutic Expeditions, is an exceptional person. Well-rounded and easygoing, it’s clear how much he loves helping families and their struggling teens. I was on my way to meet a young lady who was scheduled to attend Discovery Ranch South. She was eager to learn more about where her transition would take her.

I visited Jamie (not her real name) at Outback and answered her questions. She had come prepared with a leather-bound notebook she had made herself, complete with a list of written questions. It was clear she had invested significant time and effort into preparing for her transition to Discovery Ranch. She was proud of her notebook and even prouder of the progress she had made at Outback. She had a sparkle in her eyes as she spoke about the hikes she had completed, the cooking skills she had mastered, and the experiences she cherished with other students and staff. There was a sense of openness, calm, and maturity about her—not qualities often found in teenagers today.

I explained that Discovery Ranch was for students on an upward trajectory who were thriving in their current treatment programs. When I said this, she beamed.

We discussed school, activities, and where she would sleep. When I asked what she was most nervous about, she admitted she was worried about being bored academically. I reassured her that Discovery Ranch focuses on achieving balance between therapy and academics, emphasizing that both are important. We talked about how, in traditional school settings, time is constant and learning is variable. At Discovery Ranch, however, learning is the constant, and time is the variable. I assured her that we would meet her at her current academic level, tailoring the educational experience to her skills rather than her age or school year.

She seemed excited about the transition, her demeanor bright and animated. I handed her a brochure that featured advice from other students who had transitioned from wilderness programs, sharing their insights and what they had learned. I also explained that, in the spirit of honesty, not all students immediately thrive at Discovery Ranch. Some experience setbacks. However, I emphasized that our goal is to meet students where they are and support them in taking full advantage of the opportunities available to them.

She smiled.


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