Camp Staff Policies & ProceduresMiddletown Family YMCA

EMERGENCY NUMBERS

Ambulance 911

Police Department 911

Fire Department 911

Middletown Family YMCA404 N. Cass StreetMiddletown, DE 19709 (302)616-YMCA(9622)

Silver Lake Pool/Camp (302) 302-449-1304

Center Director David Halley (302) 898-4835 (cell) dhalley@ymcade.org

Camp Office Christi Reaves CReaves@ymcade.org

Membership Coordinator Michelle Hummel MHummel@ymcade.org

YMCA Mission StatementThe YMCA of Delaware is an association of people of all ages, ethnic groups and religious affiliations that strive to cultivate the human potential, self-esteem and dignity of all people. Our organization exists to develop and practice the Christian principals of love,caring, inclusiveness, justice and peace...and to enrich the emotional, physical and social life of all individuals, families and our community.

Character DevelopmentThe YMCA embraces the values of Caring, Honesty, Respect and Responsibility as the basis of all YMCA operations, staff training, and program development. The Western Family YMCA is committed to improving our community through its future leaders, ourchildren. Character development challenges us to accept and demonstrate positive values. Our staff is expected to serve as role models in addition to teaching and promoting good character. Our programs are conduits of our mission. Good character is the expected result.Caring (Red): Smiles at others and welcomes them, willing to help others, going above the call of dutyHonesty (Blue): Walks the talk, does not or would not cheat others, admits when wrong, does not or would not stealRespect (Yellow): Tries hard to obey the rules, does not litter, thanks others, does not gossip about othersResponsibility (Green): Is a role model for other children, practices the YMCA values at all times, takes care of the environment around them

Code of Conduct(See attached sheet)

Time and Attendance Time should be recorded at the arrival and departure time of all employees. Time and attendance are the legal record of hours for which you will be paid; therefore, it is most important that the system be used properly. Falsifying your time is cause for immediate dismissal from employment. More information on Time and Attendance procedures will be given during camp training.All counselors are allowed a total of 5 days off for the summer season. Call-outs and vacation time will subtract from these allotted days. Day off requests should be turned into at least 2 weeks in advance.In the event of low attendance, due to holidays or inclement weather, you may be asked to job share. Your Unit Director will determine your altered schedule which may include up to one day off per week. Although camp ends at 6:00 PM, occasionally a parent will arrive to pick up their child late. If you are a part of the evening closing staff, you are expected to stay with any remaining children until they are all picked up. All staff, full-time and part-time will be paid straight time, up to 40 hours per week.

All staff schedule changes or switches must be approved through the director. Contact the director if you are running late. Tardiness or absenteeism may result in immediate dismissal

Tardiness and unaccounted for absenteeism is seen as a safety violation.Dress Code

1. Must wear a YMCA t-shirt at all times. (Exceptions must be approved by the Director)

2. Must wear a YMCA name badge.3. May wear a sweater or sweatshirt on cooler days or mornings4. Clothing must be in good condition, w/o holes, frays, or signs of heavy wear.5. Apparel w/ slogans or pictures in inappropriate places on the body are

forbidden (e.g. a slogan or word across the seat of shorts or pants.)6. Apparel that is too tight or too revealing is forbidden. This includes tank tops,

plunging necklines, skin-tight pants or shorts, etc. No underwear should be showing. Bare midriffs and super-baggy, low-slung pants are not permitted.

7. Jewelry should be appropriately conservative. Employees (male or female) are limited to two earrings per ear while on duty and no other visible pierced jewelry is allowed (e.g. nose rings, tongue rings, etc.)

8. Visible tattoos are permissible; however, if a tattoo represents an inappropriate theme (e.g., nudity, violence, vulgarity, profanity, etc.), the employee is required to cover the tattoo while on duty.

9. Hair, including facial hair for males that is unkempt, or bizarrely colored or styled (e.g. pink color, Mohawk cut, etc.), is not appropriate.

10. Must have access to a clock (e.g. phone or wristwatch).11. Hats and sunglasses are permitted during outdoor activities.12. Must wear sneakers while playing in the woods or fields.13. Swimsuits are permitted while participating in water activities. Bikinis are

not permitted, however a t-shirt may be worn over the bikini if another swimsuit is not available.

14. For any other questions regarding the dress code, please ask your direct supervisor.

MedicationOn occasion it may become necessary for a youth to take medication while at day camp. For safety reasons, youth should not keep nor self-administer their medications. All medications will be collected and locked inside the camp office. For all medications a parent must complete a “Permission to Administer Medication” form with exact instructions. The medicine must be in the original bottle or container. Children are encouraged to take their own medicine as able. Staff that have a Delaware Certificate to Administer Medication, may help children that need assistance with their medicine. When medicine is given to a child, it will be noted in the medical log.

InjuriesIf a child becomes injured, proper First Aid procedures should be followed. All staff must possess a current certification in Red Cross Emergency First Aid and a First Aid manual will be available in the Camp Office.If it is not an emergency, address the problem and fill out a YMCA Incident Report Form. If the youth is injured and is need of medical attention, follow the emergency procedures detailed in the Western Family YMCA Emergency Procedures Manual.

Missing child- CHILD CARE CODESome of the children in our care are wandering children, some might have custody issues with parents, and our YMCA is open to members -so we need to keep constant watch of our children- we count kids before and after every activity and before we move from any location- we count FACES- not heads!

When you realize that a camper is missing these are the steps to follow:

1. At the beginning of each day- make sure your attendance is correct- its easy to mistake Monday for Tuesday- and we often have different kids on different days- make sure thecamper is in attendance that day!!

2. Make sure that you have counted FACES- not HEADS- determine which camper is not with the group

3. One staff member remain with the group, the other search local areas (within the area you realized you are missing a camper- ie- at the pool, check the locker room)

4. Act immediately! Call the member service desk (use voice intercom) and say: “This is (name) in (state your program/child care area –.) Observe and activate “Child Care code Emergency – NOW””

5. Member service staff must act immediately by making the announcement, “Attention all staff, observe and activate child code emergency – NOW”

6. Childcare staff must describe perpetrator, child and vehicle if seen, in written form. Be ready to share this information with the other staff who can expedite the search.

7. Staff will lockdown and secure all doors immediately, program secretary or office staff will notify the main building.

8. Childcare/program staff will secure each classroom and monitor the children in the group. During Day Camp, all groups will remain at their current location, take a head count, and wait for notification from a director.

9. The staff person who initiated the search must search for the child and secure a walkie-talkie for communication during the search. That same person is the only one who can call off the search if the child is located, identified and secured.

10. While the search is in progress no members, staff, or children are allowed to leave childcare or enter the building. Concerned parents may enter the building to check on their children, but no one is to leave until the emergency is resolved. The caregiver left in charge must maintain control and address concerns from parents and children in a confidential manner.

11. After 10 minutes, if not found, YMCA director staff will contact police at 911, or as needed due to incident or injury.

12. When the staff that initiated the code calls off the emergency, member services will announce, “Attention all staff, Childcare code has ended. Thank You.”

13. An incident form and a parent phone call must be made immediately after the emergency situation.

Risk Management Risk management is paying attention to and knowing how to manage all safety issues. Safety is our number one priority.Specific safety issues for camp:Pool: ensure the lifeguards are always scanning the pool, know the campers swim level, and follow all posted pool rulesTransportation : accurate head counts, no eating, no standing, no switching seats while the bus is moving, follow all posted bus rulesField Trips: constant head counts, ensure all bathrooms are safe for children, have appropriate medication and first aid supplies on hand, have a cell phone with you encase of an emergencyOpen bodies of water: pay attention when on hikes, boating, or other water activities. Perform constant head counts and make sure appropriate lifejackets are worn.Equipment: check all equipment before using. Look for broken pieces, jagged edges, or any potential of hazard. Throw away any broken or damaged equipment.Fields: check all fields for mud, holes, roots, or anything that could be harmful during play. Remove them, if possible, from the area. If not possible, play in another area untilthe field becomes safe again.Soccer Goals : ensure they are properly anchored into the groundFire Lane: is to be treated as part of the parking lot, ensure no cars/trucks are around before crossing. Trees: pay attention to any broken limbs or damages on the trees. This can also include poisonous vines. All reports should be sent to maintenance.Fences or boundaries: make sure all are in good repair and free from jagged edges or rust. Picnic Tables: no lose or damaged benches, no broken pieces, kids only sitting on them and not standing on the tableSidewalks: keep kids on the inmost part of the sidewalk- away from any passing vehicle, ensure all sidewalks are not damaged or heavy cracked

Refer to the YMCA Emergency Action Plan Booklet for all emergencies relating to medical, fire alarms, power outage, storm warnings, weapon threats, gas and chemical hazards.

Refer to CPR and First Aid trainings for all blood borne exposure or camp injuries.

Unknown Individual / Suspicious CharacterFor pick-up: call parents and confirm information about the child to confirm that it is the parent and that the unknown person is authorized for pick-up. Must still have ID. A staff person may walk to the vehicle to approve ID.If a suspicious character is in the area, ask them “Can we help you?” They may not know where the pick-up location is or they want to watch their child play. Parents must sign-out their children before playing with them. If the suspicious character is not a parent, explain that the YMCA reserves this area for the summer day camp but the facility is open for members. If the suspicious character does not respond in a kind

or coherent manner, you may give them a warning, ask them to leave the YMCA property, or call the police at 911. Keep all groups and kids away from the suspicious character.

Discipline and DischargeEmployees are required to comply with all YMCA policies and practices. No conduct which is illegal, dishonest, irresponsible or immoral will be tolerated. To help avoid misunderstanding, we have listed below some examples of types of misconduct that may result in disciplinary action being taken, up to and including immediate discharge when the YMCA Camp Director feels it is appropriate. This list is not all inclusive, but is meant to serve as a guideline to staff:

1. Solicitation or distribution of literature in violation of YMCA policy.2. Unauthorized use of the childcare site’s phones or YMCA vehicles.3. Insubordination.4. Destroying, defacing or taking property from a site, child or another

employee.5. Causing or being involved in a fight while at the childcare site.6. Falsifying time cards or other records.7. Possession, intoxication or use of mind altering chemicals while at the

childcare site or prior to a scheduled work time.8. Continued excessive absenteeism or tardiness.9. Nonperformance of work.10. Neglect, abuse or inconsiderate treatment of children.11. Unauthorized use of confidential information.12. Leaving camp while on duty without proper authorization.13. Sleeping while on duty. Doing outside work or school-work while on duty.14. Accepting gifts or tips from children or their parents.15. Any act that could be detrimental or reflect badly upon the YMCA.16. The use of profanity.17. Smoking while on duty.18. The YMCA always reserves the right to suspend or terminate an employee

immediately if in the sole discretion of the YMCA the severity of the employee’s actions warrants such action.

Pool InformationStaff is required to supervise and assist youth while in the locker rooms. For safety, campers should be encouraged to use one area of the locker room to ensure adequate staff supervision. Staff is permitted to assist young campers in changing clothes and redressing after swimming, however, this activity must be done where the staff and camper can always be observed by others.Staff is required to enter the pool with campers. If a staff person is not able to enter the pool, then the staff must remain on the pool deck to assist with supervision as needed orto monitor campers that are not swimming. Staff members are required to wear appropriate bathing suits.

Field Trip Management:

Encourage children to have their Camp T-shirt Constant face/headcounts

Call the camp director if an emergency arises Know where the health and medical information of campers are located Have first aid supplies and/or any needed medications for children

When leaving on a field trip the following will be used to ensure safety:

1. PRIOR TO DEPARTURE:

a. Bus rules (be ready for the bus) No standing, yelling, moving windows,

and nothing out the windows

b. Bathroom before leaving

c. Brief the group about the trip destination.

d. Have a cell phone on you

e. Staff placement throughout the bus

f. Take attendance

g. Count faces on the bus (match this to attendance roster)

h. Check contents of and bring first aid kit and any medications for

children

i. Confirm destination if travelling by bus3. ARRIVAL AT

DESTINATION:

1. Campers will be dropped off nearest the destination entrance, to avoid

crossing traffic.

2. Instruct campers to remain in their group.

3. Each counselor is to refer to group list.

4. Brief group on the following:

a. designate “lost camper” area

b. proper behavior (staying with the group, etc.)

c. lunch/snack procedures (if applicable)

d. departure time and location

4. DEPARTURE FROM DESTINATION:

1. Meet at designated location.

2. Confirm complete groups with each counselor.

3. Campers will board vehicle so as to avoid crossing in front of traffic.

4. Double check all campers by matching faces with attendance

Groups must stay together the entire day. A two staff minimum must be kept per

group. Staff may participate on “rides” only when the entire group participates.

Otherwise, they will wait with campers who choose not to participate on “rides”.

Children will not be left unsupervised.

* No pick-ups from the bus, must be dismissed from the camp office.

Age Developmental Levels

Four-year olds and twelve-year olds are at different developmental levels and need

different challenges and programs. It is the staff’s responsibility to adapt the

curriculum to be appropriate to the skill levels and interest of the children in each

particular group.

Four through Seven (Strong attachment to home and home environment)

Do same things in same place but not always together

Have short attention span

Are aware mainly of self and own desires

Like to explore their expanding world

Desire repetition of enjoyable experiences

Are easily upset by change in routines or environment

Tend to stick to first responses to people and events

Are learning to get along with one another, and to work and play in small

groups

Play together readily despite sexes

Are very dependent on adults to meeting physical and emotional needs

Need patience, understanding and close supervision

They respond affectionately to staff that look after their needs, who show interest in

them and who are fair and capable of humor and imagination. The character of the

program leader is most important, not the leader’s activity skills.

Children who are 4-7(Strong attachment to home and home environment)

Physically: Very daring, able to ride bikes/trikes. Still have many limitations with

gross motor skill development, are very active and have limited attention span.

Intellectually: Limited attention span, enjoy school, easy to satisfy, able to motivate

with the right atmosphere.

Emotionally: Like hugs, adult attention is important, as is praise. Need nurturing,

apt to do a lot of crying.

Socially: Non-competitive, able to be cooperative, verbalize well

Staff needs to be: Nurturing, patient, flexible, good listeners, able to set limits,

imaginative

Seven through Ten (beginning to play together)

Begin readiness for leaving home and parents

Lengthening interest span

Growing awareness of others and their wants

Willing to share

Desire acceptance from own age group

Need close friendship with playmates

Express themselves freely in art forms and play

Begin interest in competition related to one’s standing in the group

Growing desire for better performance in skills

Develop interest in group games and activities

Want everyone to obey stated rules and regulations

Identify strongly with own sex and age groupThey respond to staff in the same way that the younger group does, with the exception

that the activity skills of the program leaders are becoming important to them.

Children who are 7-10 are

Physically: Very active, very competitive, enjoy sports, enjoy following rules. Boys

tend to be bigger than girls. Overall coordination may be poor.

Intellectually: Hungry for information, ask lots of questions, attention span can be

long if interested in the project.

Emotionally: Moody, past and present family pressures affect them, peer pressure

plays an increasing part. Independence becoming important, but still strong need for

positive reinforcement.

Socially: Start to get into cliques, call attention to themselves, can be very cruel and

judgmental with peers. In tune with monetary worth of objects, is into rules. Need

new things introduced into routine to keep it fresh.

Staff needs to be: Creative, energetic, patient and flexible.

Ten through Twelve (Group Stage)

Strong desire for being “away from parents”

Want to be together in groups, clubs and teams

Have longer attention span, patience to work for short-term goals

Form cliques and friendships with own sex and age group

Like to do, make and collect things

Seek status through excellence in skills and knowledge of grown-up things

Are fairly competitive in team and individual activities

Enjoy being mischievous and daring

Are becoming concerned with physical size and appearance

Girls at upper age level develop interest in boys

Boys and girls can work and socialize in programs where they share

responsibility for planning

They respond enthusiastically to staff that can understand and guide their tremendous

energy and mischievousness. They tend to idolize the program leader who measures up

to this task.

Staff should realize that these “typical behavior patterns” are generalizations as best.

Remember that each camper should be treated as a unique person who is worthy of

respect with personal dignity protected at all times.

Children who are 10 to 12 are

Physically: Very active, much more into competitive sports, enjoy winning, not

losing (they need help dealing with this). Have lots of stamina, bodies growing rapidly.

Girls often bigger than boys.

Intellectually: Very verbal, will let you know how they feel, homework is often not a

priority.

Emotionally: Want to be independent, but still need support from staff. Often very

defensive.

Socially: Starting to gain awareness of other sex. Want to “hang out”, want own

program, own space. Want respect of and from counselor. Cliques form, seek affection

from adults even if they don’t want to admit it. Girls start developing, may want to

wear shirts in the pool.

Staff needs to be: Motivating, diverse with many talents, open minded and accepting,

a positive role model, flexible to give kids freedom within their setting, accepting of all

kids. Staff needs to use their own skills to help develop kids’ personal strengths. and to

build rapport with kids with respect.

Twelve through Fifteen

Strong desire for independence

Unsure of themselves

Need guidance, although may not admit it

See adults as invading their space or making them feel like children

Tend to be moody

Very sensitive to any comments about their appearance, clothing or behavior

Want acceptance from any adult they respect

Behavior Management

We discipline those we care about. To perform in a positive way when needed.

Never Scream or Yell: there is a difference in raising your voice and yelling

Never Discipline When Angry: give a time out and go back when you are

calm

Make Sure the “Punishment” Fits the Crime: do not punish the whole group

for the mistake of one

Do Not Single Out or Embarrass a Child: pull them aside and talk with them

quietly;

Speak to the Child: make sure the child has been spoken to about what they

did wrong and what will happen next time; you might need to tell the child what they

should do/say in the situation

Set the Example: follow through on your word, you shouldn’t use idle threats;

Techniques: get on their level; use a serious voice and expression when

speaking; have them look you in the eyes; give them a specific spot to sit/stand when

talking to them

Managing Extreme Situations (upset, fight, bath problems, serious injuries, etc.

Side guiding techniques, safety for all people

Techniques about camper’s WANTS and NEEDS, ask open ended

questions, to find out what is occuring.

Behavior Reports

Where are they and how do you fill it out?

Staff box by the office supplies

Contacting parents, sending a child home, suspension, and dismissal

Talk to the child first

Give verbal warning

Give a time out appropriate for their age (age equals total time)

Write-up, Spoken to by office, unit, or camp director

Suspension for a day

Dismissal from camp

1. One of the best ways to avoid behavior problems is for staff to form good relationships

with children. Staff members must work to create bonds of trust and understanding with the

children for whom they care.

A. It takes courage to trust. Children need to know you have faith in them and their

abilities even when they make mistakes, that you will encourage them to try again,

and that you will acknowledge their accomplishments when they succeed.

B. Don’t make promises you can’t keep. Children quickly learn to mistrust staff when

secrets are repeated or promises are not kept. If an emergency prevents you from

keeping a promise, be sure to apologize.

2. Staff members must communicate clearly, politely and non-judgmentally.

A. Be sure you have the child or group’s attention when you are speaking.

B. Say exactly what you mean, using words children can understand.

C. Speak slowly and with patience. Make your voice low and gentle.

D. Get verbal feedback and look for nonverbal feedback. Don’t go on until you’re sure

what you said was understood.

E. Listen to what children say to you. If you don’t understand them, help them to clarify

it for you by repeating or rephrasing what they say. Don’t rush them. Give them

encouragement.

F. Don’t be judgmental. Keep an open mind.

H. Types of nonverbal messages are also important. Your attitude and expression

should match what you are saying so you don’t give conflicting messages. Nod, smile,

lean towards the child slightly, maintain eye contact, and don’t let your attention

wander.

I. Use “I” messages: “I feel bad that you hurt Joey’s feelings” rather than “You shouldn’t

have hurt Joey’s feelings.” “You should” messages make children and adults defensive

and block communication and understanding. By using “I” messages you can tell

children how you feel about a situation without keeping them from saying how they feel.

“Sue, I noticed you have had a hard time following directions today. I am frustrated that

you aren’t listening. I need you to try very hard to stay with the group and follow your

counselor’s directions.”

SUGGESTIONS FOR HANDLING TYPICAL BEHAVIOR PROBLEMS

DISOBEYING RULES:

When children disobey rules, follow these guidelines:

Remember that sharing and taking turns are social skills that children have to

learn. This takes time and gentle reminders.

Don’t give too many directions at once. Limit yourself to those which are most

important.

Communicate directions clearly to children.

Help children develop good listening skills while YOU also develop the same

skills.TALKING BACK AND OTHER FORMS OF DEFIANCE:

When children are out of control, they become defiant. They need firm, compassionate

help to regain control.

Give clear requests, given with respect and geared to the age of the child. Do

not shout demands.

Use discussion rather than arguments to help the child understand the

situation.Discussion: When 2 people express feelings and opinions and listen to each other.

Argument: When 2 people express feelings and opinions but don’t listen to each other

Arguments are a waste of time. When you refuse to argue, you teach children to

discuss their problems and try to understand the other’s point of view. With

encouragement and guidance from you, 2 children will come up with a solution

themselves.

FIGHTING AND OTHER FORMS OF AGGRESSION:

Most children learn to use physical force by seeing others use it or by having it used on

them by adults, siblings or other children. To deal with this problem, try the following:

Give children alternatives to physical force

Encourage discussion of the use of force to resolve situations. Is it effective?

BEING DISORDERLY:

To keep children from being disorderly, follow these guidelines:

Say exactly what must be done and when it should be done.

Be consistent in your expectations.

Encourage neatness, be sure to be a good role model!

NOT COMING WHEN CALLED:

If children do not come when you call them, follow these suggestions:

Sound as if you mean it the FIRST time you call, not the fourth or fifth time.

Be specific, “I’d like you all to line up now.”

Use reminders for individual children. You may need to physically lead some

children. Remember to do it gently.COURTING DANGER:

When children are in danger or potential danger, follow these rules:

Remove child from danger as fast as you can. Don’t worry about the best way

to handle it, just do it!

Children who repeatedly expose themselves to danger need lots of adult

supervision. Become friends with such children.USING VULGAR WORDS

Children often hear and try out vulgar or rude words to impress and shock friends and

adults.

When this happens, try these:

Say “These are not words to use at the YMCA. You may not use them at any

time.”

If children start insulting each other, sit down with the group and discuss

which words are acceptable and which are not.

Don’t nag or punish children for using undesirable language, this only

reinforces its use.INAPPROPRIATE SEXUAL EXPLORATION:

It is not unusual for children to be interested in sexual matters. You just need to limit

exploration without making children feel uncomfortable about their feelings or

curiosity.

Curiosity is natural. Just say, “At the Y you may not touch each other that

way.” What other words you use and how you phrase them will depend on the age and

understanding of the children involved. Don’t use slang words.

Don’t label children as “bad” if they show curiosity.

Monitor the rest rooms closely and express your expectations to the children.

Reinforce every person’s right to privacy.LYING AND STEALING:

Children lie to avoid punishment, to build their own egos, to make others feel jealous

or to gain adult attention. Some children also develop a habit of taking things from

others. To try to eliminate these behaviors, follow these tips:

For whatever reason they lie, confront them with their lies while avoiding

embarrassing them in front of others. Encourage them to practice telling the truth.

Don’t confuse children by telling “little white lies” yourself

When children take things that don’t belong to them, say, “That belongs to

John. You can give it back to him.”TATTLING:

Children tattle when their own self-esteem is low and their wrong-doings have been

pointed out over and over. Get rid of this annoying habit by taking the following steps:

Acknowledge the other child’s wrong actions, and then ask the tattler to think

of something the other does well. For example: “That’s not right for Bill to do. But

think of something Bill does well. Can you think of something like that?”

End the discussion on a positive note so the tattling is not reinforced.

WHINING:

Another annoying habit is whining. Try taking the following actions:

Whining becomes a habit when it gets attention. Refuse to respond to it.

Encourage the whiner to verbalize wants and needs. Say, “I can’t understand

you when you whine. Please talk to me.”

In extreme cases, offer the child a choice. Say, “You may go whine over there.

I don’t want to listen to it.”NOT PARTICIPATING:

These children may be shy or may not speak well in front of a group. Help them

become more comfortable.

Give children practice learning to speak in front of others during group time.

Start with small groups of 5 and work up to a larger group.

Some children need help in thinking of something to say. Ask them to talk

about a special event or wish.