Staff Manual - Episcopal Youth Camp · Diocese of Western Michigan’s Episcopal Youth Camp - Staff Manual (updated 2016) 6 | P a g e Goals & Objectives of Camp This Episcopal Youth

Diocese of Western Michigan’s Episcopal Youth Camp - Staff Manual (updated 2016) 1 | P a g e

Diocese of Western Michigan’s

Episcopal Youth Camp’s

Staff

Manual

Emergency Contact Phone Numbers

In case of emergency, call 911

Camp Director Gennie Callard Cell phone (269) 599-5392

Diocesan Offices (269) 381-2710 535 S. Burdick St., Suite 1 * Kalamazoo, MI 49007


Contents Some Basics ............................................................................................................................................................................... 5

Other Emergency Phone numbers ............................................................................................................................... 5

...................................................................................................................................................................................................... 6

Goals & Objectives of Camp ............................................................................................................................................. 6

Baptismal Covenant ............................................................................................................................................................ 6

Site Information ..................................................................................................................................................................... 7

Camp Newaygo .............................................................................................................................................................. 7

Cran-Hill Ranch ................................................................................................................................................................ 7

The Weeks of Camp ................................................................................................................................................................. 8

Senior Camp - A Different Kind of Bird.............................................................................................................................. 8

Middle & Junior Camps Coming together to build a Christian Community ........................................................... 10

Counselors-in-Training ........................................................................................................................................................ 11

Leaders in Training .............................................................................................................................................................. 12

Family Camp ....................................................................................................................................................................... 13

.................................................................................................................................................................................................... 14

Camp Staff ............................................................................................................................................................................... 14

Who are the Staff ............................................................................................................................................................... 14

Total Supervision of campers ........................................................................................................................................... 14

Two-Deep ministry .............................................................................................................................................................. 14

Day Staff & Visiting Clergy ................................................................................................................................................ 14

Staff Training ........................................................................................................................................................................ 14

............................................................................................................................................................................................... 15

Staff Files ............................................................................................................................................................................... 15

Lines of Authority ................................................................................................................................................................ 15

Staff Job Descriptions ........................................................................................................................................................ 15

Camp Director ............................................................................................................................................................... 16

Director’s Assistant ......................................................................................................................................................... 17

Staff Counselor ............................................................................................................................................................... 18

Activity Organizer .......................................................................................................................................................... 19

Health Director ............................................................................................................................................................... 20

Worship Coordinator ..................................................................................................................................................... 21

Christian Ed and Formation Coordinator .................................................................................................................. 21

Cabin Counselor ............................................................................................................................................................ 22

Pumpkin Patch Mentor ................................................................................................................................................. 23

Day Staff & Visiting Clergy ............................................................................................................................................ 24

CiT 3 (or the Director’s Minion) .................................................................................................................................... 25

Camp Rules for Staff .......................................................................................................................................................... 26

.................................................................................................................................................................................................... 27

Covenant for Camp Staff ................................................................................................................................................. 27

Staff Self-Evaluation: Pre-camp ....................................................................................................................................... 28

Staff Self-Evaluation: Post-camp...................................................................................................................................... 29

Camp Evaluation: For staff ............................................................................................................................................... 31


Working with Campers ........................................................................................................................................................... 32

Behavior Management Policy ......................................................................................................................................... 32

Child Protection Law ......................................................................................................................................................... 34

Age Level Characteristics ................................................................................................................................................. 35

A Day in the Life at Camp ................................................................................................................................................ 36

Cabin life ......................................................................................................................................................................... 36

Rise and Shine ................................................................................................................................................................ 36

A Note about Bathroom Necessities .......................................................................................................................... 36

Med and Health Center Hours .................................................................................................................................... 36

Cabin Cleanup: ............................................................................................................................................................. 37

Breakfast .......................................................................................................................................................................... 37

Formation time ............................................................................................................................................................... 38

Eucharist .......................................................................................................................................................................... 38


Lunch ............................................................................................................................................................................... 38

Rest Hour ......................................................................................................................................................................... 38

Afternoon Activities: ...................................................................................................................................................... 39

Downtime ........................................................................................................................................................................ 39


Dinner ............................................................................................................................................................................... 40

Evening Activities: .......................................................................................................................................................... 40

A note about injuries ..................................................................................................................................................... 40

Compline ......................................................................................................................................................................... 40

Campers get ready for bed ........................................................................................................................................ 40

Goodnight Groups: ....................................................................................................................................................... 40

Lights Out......................................................................................................................................................................... 41

Staff Curfew .................................................................................................................................................................... 41

Camp Rules Written out for Campers ............................................................................................................................. 42

Liturgy Planning................................................................................................................................................................... 43

Camp Evaluation: For cabins ........................................................................................................................................... 44

Health & Safety ....................................................................................................................................................................... 45

Procedures for the Camp Nurse ................................................................................................................................. 45

Health Procedures for Staff .......................................................................................................................................... 46

Med and Health Center Hours ......................................................................................................................................... 46

Notes from the Nurse for camp staff .......................................................................................................................... 46

First Aid Box and Packs: ................................................................................................................................................ 46

Daily Observations of Campers .................................................................................................................................. 46

Injuries .............................................................................................................................................................................. 46

Staff and the Health Center ........................................................................................................................................ 46

Preventing Disease Transmission ...................................................................................................................................... 47

Handling Body Fluids Incident Report ........................................................................................................................ 48

Emergency Procedures ..................................................................................................................................................... 49

Missing Camper .................................................................................................................................................................. 49

Severe Weather .................................................................................................................................................................. 49


Fire Emergency ................................................................................................................................................................... 49

Transportation Policy.......................................................................................................................................................... 50

Emergency transportation statement ............................................................................................................................ 50

Vehicle check sheet .......................................................................................................................................................... 50

In-House Incident Report .................................................................................................................................................. 51

Description of Incident Report ......................................................................................................................................... 52

Extra materials for staff training – working with campers ............................................................................................... 53

The Children’s Charter ....................................................................................................................................................... 53

Experiencing God at Camp ............................................................................................................................................ 54

Fowler proposes six stages of faith through which a person passes, in any one of which a person may be

arrested. ................................................................................................................................................................................... 56

Stage 6: Universalizing Faith Persons move beyond paradoxical awareness and the embrace of polar tensions.

The tensions between inclusiveness and exclusiveness disappear. There is a dramatic widening of social

perspective, and there is a mystical relinquishing of self into God. .............................................................................. 56

Behavior Management 101: Brief Article: Ideas and tips for managing challenging behavior ....................... 57

Let Go of the Rope ........................................................................................................................................................... 58

Time-Tested Strategies for Dealing with Challenging Behavior ................................................................................ 59

Regressive pull ..................................................................................................................................................................... 60

Parallel process ................................................................................................................................................................... 60

Phrasing in the Positive ...................................................................................................................................................... 60

Saying vs. Showing ............................................................................................................................................................. 60

Hazing ................................................................................................................................................................................... 60

Bullying ................................................................................................................................................................................ 61

Eight Terms to Understand Generation iY ..................................................................................................................... 62

POSITIVE APPROACHES TO MANAGING CAMPERS (from the State of Michigan) .................................................. 63

PREVENTION AND INTERVENTION METHODS NOTE TO THE READER ........................................................................... 65

BORROWING WITHOUT PERMISSION ........................................................................................................................... 65

BULLYING ......................................................................................................................................................................... 65

CAMPERS SEEKING REVENGE ....................................................................................................................................... 66

CAN’T KEEP HANDS TO SELF ......................................................................................................................................... 66

DESTRUCTION OF PROPERTY ......................................................................................................................................... 67

DIFFICULTY PAYING ATTENTION .................................................................................................................................... 67

DIFFICULTIES WITH HYGIENE .......................................................................................................................................... 67

DOESN’T WANT TO TRY NEW ACTIVITIES ..................................................................................................................... 68

FEAR ................................................................................................................................................................................. 68

FEAR OF FAILURE ............................................................................................................................................................ 69

FIGHTING ......................................................................................................................................................................... 69

FIGHTS OVER POSSESSIONS .......................................................................................................................................... 70

TROUBLE FOLLOWING RULES ........................................................................................................................................ 70

GOING INTO RESTRICTED AREAS ................................................................................................................................. 70

HOMESICKNESS ............................................................................................................................................................... 71

INAPPROPRIATE COMMENTS TO ADULTS (TALKING BACK) ..................................................................................... 71

ISSUES OF POWER AND CONTROL ............................................................................................................................... 72

LEAVING THINGS A MESS .............................................................................................................................................. 72

LIGHTING MATCHES & USE OF OTHER HAZARDOUS MATERIALS ............................................................................. 72


LYING................................................................................................................................................................................ 73

NAME CALLING AND UNKIND REMARKS .................................................................................................................... 73

PUSHING AND SHOVING ............................................................................................................................................... 74

REFUSING TO COOPERATE ............................................................................................................................................ 74

SHARING .......................................................................................................................................................................... 75

STEALING.......................................................................................................................................................................... 76

SWEARING, PROFANITY, “TALKING DIRTY” ................................................................................................................. 76

TEMPER TANTRUMS ......................................................................................................................................................... 76

TESTING THE LIMITS .......................................................................................................................................................... 77

BEHAVIORAL CONTRACTS ................................................................................................................................................. 77

SILLY INTERVENTIONS .......................................................................................................................................................... 78

RELAXATION TECHNIQUE ................................................................................................................................................... 78

Some Basics Other Emergency Phone numbers

Our state license number: CR620200533 (Camp Newaygo) CR540378037 (Cran-Hill)

State Licensing main office number (517) 335-6124

Jay Calewards – Program Manager

611 West Ottawa Street

PO Box 30664

Lansing, MI 48909

State Camp Consultant James VandenHeuvel 616-901-3730 [email protected]

Camp Director Gennie Callard Cell phone (269) 599-5392

Bishop Whayne Hougland Cell phone (269) 599-0440

Canon Bill Spaid Cell phone (269) 599-5385 h (269) 381-2711

Diocesan Offices (269) 381-2710 535 S. Burdick St., Suite 1 * Kalamazoo, MI 49007

mailto:[email protected]


Goals & Objectives of Camp

This Episcopal Youth Camp is run by and affiliated with the Episcopal Diocese of Western Michigan. We agree

to follow the rules of the Diocese and of The Episcopal Church. We accept and welcome young people

regardless of religious background or affiliation.

Our goal is to offer a life-giving, God-fill, amazing week of camp for many people in our Diocese.

Our overall focus is to develop a community that’s Sacrificial, Restorative, and Spirit Filled.

We hope to create a week long community based on the promises of the Baptismal Covenant.

Our staff members are primarily volunteers from around the diocese and headed up by the Camp Director,

who reports directly to the Assistant to the Bishop for Children, Youth and Young Adult Ministries (and in turn, to

the Bishop of the Diocese).

Our day is based around times of prayer and fellowship, with the service of the Holy Eucharist being at the

center.

Our fellowship times are centered on respecting the dignity of every human being. Our activities are fun with

the emphasis on building relationships; with God, with ourselves and with others.

We are licensed and inspected by the State of Michigan and will uphold their policies. We’re also a member

of the American Camping Association and the Episcopal Camp and Conference Center Association. One of

our primary financial supporters is the Bishop Whittemore Foundation, in the Episcopal Diocese of Western

Michigan.

Baptismal Covenant With God’s help we will…

Proclaim by word and example the Good News of God in Christ.

Seek and serve Christ in all persons, loving our neighbor as our self.

Continue in the apostles' teaching and fellowship, in the breaking of bread, and in the prayers.

Strive for justice and peace among all people, and respect the dignity of every human being.

Persevere in resisting evil, and, whenever you fall into sin, repent and return to the Lord.


Site Information We rent space from Camp Newaygo and Cran-Hill Ranch. Both sites are licensed by the

State of Michigan and Camp Newaygo is American Camp Association (ACA) Accredited.

We are guests, but they are also there to help us with our needs. For anything that has to do

with the camp, if you run into any problems, speak with our Camp Director and she will

speak with the director of the site.

There are some things that the sites run, and we do what we’re told:

The Dining hall (running meals, etc.) – if you need something, you can ask at the window and they will get

it for you. This includes special food needs, tea & coffee. As per their licensing, we are not allowed in the

main kitchen area.

The waterfront (swimming & canoeing)

Ropes course (for Senior Camp & CiTS & LiTs)

Archery & other High Adventure Activities

We are allowed to use many facilities, with pre-approval and pre-scheduling.

If you have questions, ask the Camp Director or Director’s Assistant & that person will speak directly to the staff

of site.

Your cabin – you can decorate your cabin in any way you would like. If there are maintenance issues

(broken screens, doors, or huge amounts of bugs), speak with the Director’s Assistant

Please ask before you use rooms and buildings. In some cases we pay for what we use, so please don’t

use the undesignated rooms.

Camp office: Camp Newaygo has an office in the lodge – this is not ours. Cran-Hill’s Office is in a separate

building

There is a washing machine & dryer on site. Please ask our staff you need to use these.

Camp Newaygo Camp Newaygo, a program of TrueNorth Community Services, sits on 101 acres of land along a chain of lakes

in the Manistee National Forest Region of mid-western Michigan.

We believe every child should have a safe place to grow into their best self.

Camp Newaygo Value Outcomes

R- Respect

yourself, others, natural world

I- Independence

self reliance, creativity,

decision making

G- Growth

experience, discovery, knowledge

Cran-Hill Ranch Cran-Hill Ranch, founded in 1968 as a ministry of the Michigan Synod of the Reformed Church in America,

began as a ministry of the Reformed Church to and for the Reformed Church children, youth and families. It

was created to meet a significantly growing need for Youth Camp programming as well as Family Ministry

through a campground experience.

Today, more than 42 years later, the ministry of Cran-Hill Ranch continues that

original vision yet reaches far beyond any one church or denomination and

operates 4 distinct non-denominational ministries. Summer and Year-Round Youth

Camps and Events, the Family Campground and Family Camping Ministry,

Retreat Ministries and Christian Adventures are all ways in which the ministry of

Cran-Hill Ranch reaches thousands of people each year with the message of Jesus Christ.


The Weeks of Camp Senior Camp - A Different Kind of Bird (updated 2013)

Inviting and encouraging all campers to explore where God is calling them.

Senior Camp is a combination traditional summer camp and a “leaders in training” program. We believe that each camper has different gifts that are given freely by God. We believe that the staff are there to challenge the campers to find new gifts and encourage them to grow into the best adults they can be in a safe and caring environment.

We invite and encourage the campers (and each other) to 1) Try new skills 2) Practice new models of leadership 3) Discern their gifts within the community 4) Go deeper with their own relationship with God 5) Seek communities outside of camp that continue to support them in their

own individual gifts We do this with every aspect of camp life; cabin life, worship, activities, leadership roles, formation time, outreach and even down-time.

Basic Schedule 7:30am - wake up 8:00am – nurse & kp 8:30am - breakfast 9:15am - cabin clean up 9:45am - Formation 11:45am - nurse & kp 12:00pm - lunch 1:00pm - rest hour 2:00pm (or so) - done with rest hour - activities 4:00pm - Eucharist prep 4:45pm - Eucharist 5:45pm - nurse & kp 6:00pm - dinner 7:00pm (or so) - activity (games, etc.) 8:30pm - evening snack 8:45pm - Compline & good night group 9:30pm - get ready for bed 10:30pm - lights out Midnight - staff lights out Activities

We participate in all the activities of a traditional camp – swimming, canoeing, games, arts & crafts and archery. One day we may go on an off-site trip (in the past we’ve gone canoeing to a secluded island and tubing down the Newaygo River). We also participate in group building and group challenge activities. Worship

Our worship time is meant to bring us together and remind us that God is continually in our midst. We say a grace before every meal and thanksgiving after. We stop for prayer during the day, including a daily Eucharist and Compline. Eucharist – The campers are invited an encouraged to try new things at camp. Our daily Eucharist is an opportunity for this. People often don’t know what they are called to do, without others helping them listen for that call. Our Eucharist planning will be by cabins, with each group taking a different task each day.

Altar guild & sacristan – setting the table & cleaning up – moving everything to & from the location Lectors & Prayers of the people – reading the lessons and write & read the prayers of the people Music – picks the music & teaches new songs, or performs special music Acolyte, deacon support and Eucharistic Ministers – serves the clergy at the table and distributes communion Verger – makes sure everyone knows his/her place & that the service runs smoothly


Formation

We spend one to two hours a day with intentional Christian formation. The camp staff and day clergy lead a variety of discussions and activities based on the theme of the camp year. Meditative walks, learning about Anglican prayer beads, gifts discernment, meditating on scripture, different forms of prayer, the sacraments and discussing how God is a part of your life have all been topics. Our theory is that we invite the young people (and each other) to take a closer look at their own personal relationship with God. We also invite them to look at The Episcopal Church and her traditions. Inviting – we invite the young people to go at their own pace with their Christianity. Downtime

People often don’t think of downtime, or free-time, as times we can encourage the growth of young people, but we do. This is a time when they are able to relax and have fun – they meet new people and learn about differences. Leadership Roles

The biggest difference between junior and senior camp is the inclusion of leadership roles at senior camp. The adults are asked to use their own gifts and strengths to coordinate one aspect of camp, and to invite the young people to try new things and see how their gifts are suited for those tasks. We split the campers into the different roles, so that each camper does each role, and all roles have people.

Coordinator: This role is the time & schedule keeper. They make decisions when changes need to be made to the schedule, they call people together and make sure everyone is there, and get their attention when it’s needed. They also coordinate with the other groups to make sure things run smoothly and everyone knows what’s going on. The goal of this group is to

1) Time keeper 2) Know the schedule, make changes as necessary & see where there are gaps that need to be

filled 3) Make sure others know what’s going on 4) Think for the group as a whole 5) Bring people together and get everyone’s attention

Archivist (Scribes & Photographers): The scribe keeps the daily journal – what’s going on, funny & fun things that have happened, etc. The goal of this group is to

1) Observe others 2) Note the things that people will want to remember & write down those things

Photographers have the official camp camera. At the end of the week all the photos that are taken are put on a website and campers can download them.

1) Observe others 2) Keep a physical record of what we did during the day & make sure we have pictures of

everyone at camp

Worship: These people coordinate the worship throughout the day. They lead us in morning prayer, noon prayer, prayers at meals and Compline. The goal of this group is to

1) Find prayers that are appropriate for the different times of the day 2) Be able to lead Compline 3) Read and pray aloud

Environmentalist: This is the group that ensures our health and safety, and also the health of the environment. The goal of this group is to

1) Make sure people are staying safe and healthy (drinking water, wearing appropriate shoes, eating well

2) Keep the site clean (people are picking up after themselves, etc.) 3) To notice the group’s impact on the environment, and try to find ways to lessen that impact

(garbage use, etc.) 4) Perform cabin checks with the nurse


Middle & Junior Camps Coming together to build a Christian Community

Experience a Christian community:

We strive to build and live in a Christian community with every aspect of camp life; cabin life, worship, activities, leadership roles, formation time, outreach and even down-time.

Connect with other Episcopalians: While people of different traditions are invited and welcomed at camp, this is intentionally an Episcopal camp.

Rejuvenate Faith: We hope that camp will be a spark to ignite the faith in everyone. It is our expectation that all counselors be connected to a faith community outside of camp, and it is also our hope for all campers.

Modeling Christian behavior: Counselors and staff members are models for the campers, and for each other. We intentionally treat each other with respect and dignity.

Revealing Christ to the young people and to each other: Knowing that God calls each person into God’s presence (over and over again), the staff are encouraged to speak openly of how this presence is active in our lives. Through our personal stories, we hope that others will see Christ in us.

Living out our Baptismal Covenant: We actively live out our promises in the Baptismal Covenant, by proclaiming the Good News, seeking out and serving the Christ in all people; teaching, praying and worship together, serving those outside our community, respecting everyone, and when we mess up, asking for forgiveness & offering it to those who mess up.

Junior Camp basic daily schedule

7:30am - wake up 8:00am - nurse hours 8:30am - breakfast 9:15am - cabin clean up & Staff meeting 9:45am - formation 11:15am - cabin time & Eucharist prep 12:00pm - lunch 1:00pm - rest hour 2:00pm (or so) - rest hour ends (a bells rings) 2:00pm - activities 4:15pm - clean up & snacks 4:45pm - Eucharist 6:00pm - dinner 7:15pm (or so) - evening activity 8:00pm - Compline & singing 8:30pm - get ready for bed 9:30pm - good-night groups 9:45pm - lights out (with flashlights on) 10:00pm - quiet & sleep Midnight - staff curfew


Counselors-in-Training Learning to serve Christ in community

CITs stay at "Tinuwen", or the tree-house cabins as we like to call them. They spend the majority of the first half

of week learning about becoming a counselor, studying child development, Safeguarding God's Children and

many other topics. The second half is spent with the campers. They also plan and implement the Thursday

evening activity.

They get to have a great time building friendships and learning new skills.

It is not a requirement that all counselors go through this program, but it sure helps those who do!

Some of the program pieces we use:

Who are we? Why are we here?

Learning and Using Names

Plan O’Rama

Welcoming

Saying Hello

WHEAT

Good Samaritan

Being a Team Player

Ropes Course

Observation – Stellar Counseling Skills/

Growing Edges

Camp Role Interviews

Safeguarding God’s Children

Cabin Immersion Experience

Tuckman’s Model of Group Dimensions

Personal Soul Tending and Sabbath Time

Camp as Formation

Program Facilitation

Prep & Lead Evening Program

Behavior Management

Listening Line Up

Servant Leadership

CIT Typical Daily Schedule

7:15 Wake Up

8:30 Breakfast

9:30 CIT Workshop

11:00 Cabin Immersion Experience w/ Assigned Cabin or Activity Time

Noon Lunch

1:00 Rest Hour

2:00 Swim Time or Cabin Immersion Experience w/ Assigned Cabin

3:45 Activity Time

4:45 Eucharist

6:00 Dinner

7:00 CIT Workshop

9:15 Compline & Prayer – Get ready for bed

10:30 Lights Out

Diocese of Western Michigan’s Episcopal Youth Camp - Staff Manual (updated 2015 and saved by topics)

Leaders in Training

Leaders in Training (LIT) is open to people ages 13-16. This is an alternative for people who aren’t able to

come to the other week of camp with their own age group, or people who want to come for more than

one week. They participate in afternoon activities with the campers, but they won’t be leading any

programs. The leadership is based on self-discovery (looking at your own gifts) and working with a team

(looking at the gifts of others).

LiT Typical Daily Schedule

7:30 Wake Up

8:30 Breakfast

10:00 LiT Workshop

Noon Lunch

1:00 Rest Hour

2:00 Activity Time with the rest of the camp

4:45 Eucharist

6:00 Dinner

9:00 Compline - Get ready for bed

10:00 Lights Out


Family Camp

This is a family camp, but the term family is broadly defined. For families with one person to families with kids

and grand-kids galore - individuals are invited, as are multi-generational families.

Children & Youth - all people under the age of 18 must have a family member accompany them the entire

time. This could be parents, grandparents or aunts and uncles. If you are under 18 and still want to attend

but don't have a family member who can go, please contact Gennie Callard to work out a way for you still

to attend.

Adults (age 18 and over) - this is your opportunity to have a weekend of camp. So invite your friends and

join us. You do not have to have children with you to join in the fun. Please note that because there will be

minors, we will be strictly adhering to the rules of Safeguarding God's Children and other policies (see

below), and if people chose not to follow them they will need to go home.

Picture

Schedule

Friday

3:00 pm - check-in begins

6:00 pm - dinner

program ending with Compline

quiet in the sleeping areas

Saturday

wake up

Morning prayer

breakfast

Education program

noon day prayer

lunch

followed by rest hour and quiet time

activities (swimming and other waterfront activities, arts & crafts, games, etc.)

Eucharist

Dinner

program

ending with Compline

quiet in the sleeping areas

Sunday

wake up

Morning prayer

breakfast

Eucharist

ending blessing and dismissal


Camp Staff

Who are the Staff We have clergy, teachers, parents, retirees, nurses, stay-at-home moms, lawyers, accountants and college

students. Our Staff are given a unique opportunity as they are invited into the lives of children. They model

the lives of Christian men and women. Most are not trained in theology, but they are open with the

children about their own personal walks with God. We are truly blessed by our camp staff!

Total Supervision of campers must be practiced AT ALL TIMES! Supervision is defined as within

eye-sight or ear-shot. The minimum ratio is one adult to ever 10 campers, excluding the camp director and

health officer. This is in accordance with the State of Michigan Licensing Rules. This is difficult at times, but it

is imperative!!!!!

Two-Deep ministry must also be practiced AT ALL TIMES! This is in accordance with the Canons in

the Diocese of Western Michigan. This means there will be no less than 2 adult staff members on duty and

present with any group of children or individual child, with the exception of the health officer.

Day Staff & Visiting Clergy Since 2005 the Episcopal Youth Camp has invited the clergy and lay professionals of our Diocese to serve

as Day Staff. These special positions support our campers in staff in so many ways. The campers are able

to see people from their home parishes in a different light. The staff feels supported by people coming in

and helping in the special ways God has called them. And as the entire community practices hospitality

we feel the fresh breath of the Holy Spirit blow in with the arrival of each new Day Staff.

Staff Training The staff training agenda is available for each year in a separate form, but each session’s training must

include: camp philosophy & objectives, child age level characteristics, camp policies & procedures,

general first aid and staff’s part in health policy, emergency procedures, child protection law, and

discipline policy. In-house training and notes from the staff meetings (a written record of the training

content, dates and times) are kept in a separate location and in the permanent records of the camp.


Staff Files We keep an up to date staff roster and a personnel file for all staff members who are in

attendance for the week of camp.

Lines of Authority Bishop

Assistant to the Bishop for Children, Youth, and Young Adult Ministries

Camp Director

Director’s Assistant Staff

Counselor

Nurse Worship

Coordinator

Christian Ed

Coordinator Oversees activities & schedule

All counselors in cabins

& the Pumpkin Mentors

Helps with the

Director’s

Assistant to look

after the physical,

mental, and

spiritual health of

the staff.

Campers &

staff in terms

of health

and safety

Clergy, campers

& staff who are

putting together

worship services

Campers & Staff

during Christian

Ed. time

Activity

Organizer Cabin

Counselors Staff when

they’re doing

activities

Staff Job Descriptions Each staff member has a job description, stating qualifications, responsibilities, and lines of authority


Camp Director

Brief Description

This is the person in charge of the oversight of the entire camp community during the

weeks of camp and is in residence the entire time. Is responsible for the day-to-day

administration of the camp and for assuring the care, safety, and protection of the

campers.

Qualifications

Not less than 21 years of age

Experience in a camp-type setting

Minimum of 8 weeks of full-time experience working with a population similar to that which the

camp serves.

Minimum of 4 weeks of full-time administrative experience

Experience running & coordinating large activities with young people and staff of adults

A member in good standing at their home Episcopal parish

Has been certified in Safeguarding God’s Children

Responsibilities

Shall be familiar with the administrative rules set out by the State of Michigan

Runs all the safety drills along with the facilities manager if necessary

Works with the state licensing board to ensure the camp program, training and

everything else meets with the code

Runs and/or oversees all the staff training

Run and/or designates the running of staff meetings

Works with the Bishop, members of the Diocese and the Camp Supervisory team to create the

program and objectives of the camp.

Ensuring the formation program and worship services are Episcopal in nature and are

feeding the young people and staff spiritually

Ensuring that all activities fit within the purpose statement of the camp and the mission

statement of the Diocese.

While consulting with others, has

Overall responsibility for the day to day administration of camp

Overall responsibility for assuring the care, safety, and protection of campers

Overall responsibility in matters of discipline of campers and staff members

Practices appropriate boundaries and rules for life at camp, and encourage this with all staff

members and campers.

Works with the camp from which we are renting to coordinate all activities (or assigns someone

to do so)

Lines of Authority

Reports directly to the Bishop.

Note: If the Camp Director is away from the operation the staff will be notified about who is in charge. If

the Camp Director is away for more than 12 hours, then the person who is left in charge shall meet the

same qualifications as the Director.


Director’s Assistant

Description: This is the person who does whatever is needed to be done for the Camp

Director.

Qualifications

Can take direction well and can give direction clearly and kindly

Is responsible for his/her own person (will follow the rules and encourage others to do so also)

Neat, tidy and organized, and can organize others’ messes

Self-motivated (look around and see what needs to be done next, or ask)

Attends church at least once a month (either Episcopal or one with similar Creeds)


Responsibilities

Will take on the work needed to get the task done. This person will be given a lot of small tasks

that will need to be accomplished in a timely manner.

Keeps the Office area clean (organizing the director’s office and cleaning up after the staff)

Schedules staff breaks (consulting with Head Cabin Counselor)

Creates a chart for staff coverage (consulting with coordinators and organizers)

Works with Activities Organizer to make sure supplies are ready for activities

Sorts, keeps track of and distributes mail (and getting cards written for campers & staff who

didn’t receive them)

In charge of distribution of afternoon and evening snacks (working with Activities Organizer on

timing)

Ensuring the staff follow the rules, including such things as

Curfew

Being where they’re supposed to be

Time off and breaks

Lines of Authority

Reports directly to the Camp Director

May give direction to any other person on staff, in the director’s name

May take direction from others on staff, if first approved by the director.

May be consulted by the Camp Director in terms of staff discipline and problems

Supervises the Cabin Counselors

Supervises the Activity Organizer and oversees activities to make sure they meet the camp

goals and objectives


Staff Counselor

Description: This person (or persons) supports the camp staff, reporting directly to the

Camp Director

Qualifications

A member in good standing at their home parish (if not Episcopal, a Christian church with

comparable beliefs and creeds)

Can assume authority, but practices shared leadership

Experience in supervising adults and young adults and working with the population of

campers


Responsibilities

Helps with the Director’s Assistant to look after the physical, mental, and spiritual health of the

staff.

This will be done through

Meeting throughout the week with staff and checks in with staff on a casual basis during the

day

Serving as a mentor to the staff

o Help them set goals for themselves for the week

o Work through any problems that are occurring in cabin groups and with cabin

counselors if there are troubled or disruptive campers

o Helps staff with their own personal wellbeing

Reporting directly to Camp Director with all staff issues and/or problems, with consultation with

the Director’s Assistant

Lines of Authority

Reports directly to Camp Director

Is a member of the Camp Supervisory Team

Has authority over the staff – with any discipline to be run through the Camp Director


Activity Organizer

Description

This person (or persons) will organize and coordinate the afternoon and evening

activities. They will not necessarily run all of them, but see that all of them get done and

help in that goal. Our fellowship times are centered on respecting the dignity of every

human being. Our activities are fun with the emphasis on building relationships; with

God, with ourselves and with others.

Qualifications




Experience in supervising adults, young adults, youth and children



Responsibilities

Have a full schedule of afternoon and evening activities for the week of camp


Before Camp

If supplies are needed, work with Camp Director to make sure they get donated or purchased

Research and find new and fun games and activities for small group and large group games

At staff meeting - Compile a list of activities that interest the staff members

At Camp

Afternoon Activities: Create the list of daily afternoon activities

o Create the daily sign up list for campers (to be ready by cabin time each morning)

o Assign counselors to activities (working with others for time off)

o “Run” the afternoon activities

Evening activities: working with the Camp Director and Director’s assistant to plan and

implement.

Line of Authority

Reports directly to the Director’s Assistant

May give direction to any other person on staff, in the director’s name, but does not have

authority over them


If this person is a minor, the parent’s authority always trumps the director’s.


Coordinates with the following people

Waterfront – serve as liaison between waterfront staff and our camp staff (at Camp Newaygo, may work

the buddy board for the entire week)

Arts & Crafts – plans the arts & crafts activities for the week

works with the Camp Director to make sure there are enough supplies before camp

Works with the Director’s Assistant to make sure there are enough staff people present for each

session

If possible, create a prototype to present at breakfast each day to show the campers what

they can sign up for

Director’s Assistant – if there are changes in the program due to weather or other issues (consulting with

Head Cabin Counselor and Camp Director as needed)


Health Director

Description

Responsible for the safety and good health with the entire community, distributes

medication and performs as first responder for any medical accidents or emergencies.

Qualification and Education Requirements



Must be one of the following; Licensed physician, registered nurse, practical nurse, emergency

medical technician, medical first responder or an adult with 1st aid and CPR

Has experience working with this population of campers

Hold CPR certification

Over the age of 18


Responsibilities

Screen campers on arrive and inform counselors of things that may be told

Distributes medication

o Ensures that all the supplies listed on the Standing Orders are available (letting the

Camp Director know when supplies need to be purchased before we run out)

o OTC according to the Standing Orders as written by the licensed physician

o Medications sent by the parents as is written in the “Camper Information Record” and

discussed at check in

o Ensures the medication distribution reports are in order and filled out correctly

Performs as first responder for any medical accidents or emergencies.

o Ensures the incident reports are in order and filled out correctly

With the Camp Director

o Ensures that all health matters (including records) are in compliance with the State of

Michigan and the policies of the Diocese of Western Michigan

o Sets up and carries out standards for health and safety of campers and staff

o Works with kitchen to ensure healthy meals

o Works with cabin staff to ensure standards for health and safety

o Works to set the rules pertaining to health and safety and ensure they are being

enforced

o Works with the Camp Director and the other staff to ensure that all activities fit within

the purpose statement of the camp and the mission statement of the Diocese.

Location is always known by the Camp Director and/or Director’s Assistant – and always has

cell phone on.



Lines of Authority

Reports directly to the Camp Director in accordance to his/her license and the rules and laws

of the State of Michigan


Has authority over all staff (working with the Camp Director) in terms of health and safety

Other points of interest

Works with the Camp Director to make sure the camp is safe. This includes keeping the

director aware of any issues arising with health & running decisions (that are not medical

emergencies) by the director.


Worship Coordinator Description

This person will work with members of our community and visiting clergy to coordinate

our worship throughout the day.

Qualifications

A member in good standing at an Episcopal church and attends church

regularly

A deep knowledge and love of Episcopal liturgy


Can work with many different clergy and different forms of worship


Is open to new ideas and suggestions

Honors campers choices of involvement and encourages co-operative involvement


Responsibilities:

Plan prayer times throughout the day (not necessarily implement). These include morning prayer for staff,

Eucharist, Compline and meal-time prayers

Morning Prayer – have supplies and a person to lead it each day

Eucharist – this is the big one. Meet with the cabin planning it and the clergy of the day to plan the

Eucharist. Oversee set up before Eucharist (with the cabin group of the day) and clean up (with

the cabin group of the day). Fills out the Big Red Book and gets priest and preacher to sign it

Compline – make sure the cabin planning it knows how to do so

Meal time – Blessing before and thanksgiving after – The cabin that has KP does these prayers, go

over with each counselor to make sure someone’s doing it. Give instruction (say “the lord be with

you” before the prayer, say it loudly, and if teaching a song do it twice)

Line of Authority



May give direction to any other person on staff, in the director’s name, but does not have authority

over them

With the Eucharist and visiting clergy, has the authority to follow our camp rubrics, as approved by

the Bishop.

Christian Ed and Formation Coordinator Description

This person works with others in the community to plan the education and formation activities based on the

theme chosen for the year.

Qualifications

A member in good standing at an Episcopal Church

Experience running & coordinating large formation and education activities with this age

group




Responsibilities

Plans and implements the daily education and formation program for a week of camp. This may include:

Creating or compiling existing curricula

Recruiting other teachers and leaders from the camp community or outside (with Camp Director’s

prior approval)

Ordering supplies before camp (with the Camp Director’s approval)

Creating an outreach piece for one day (or telling the Camp Director that you aren’t going to, so

someone else can do that)

Supervising the other teachers and camp counselors (and giving direction)

Supervising the campers and dealing with behavioral issues

Line of Authority



Has authority over the staff – with any discipline to be run through the Camp Director


Cabin Counselor

Brief Description

Work with a group of boys or girls to build a community and create a safe and fun

camp experience.

Qualifications


At least 3 years older than the oldest camper

Experience in working with children at the age of the campers

Attends church at least once a month (if not Episcopal, a Christian church with comparable

beliefs and creeds)


Responsibilities

Care of campers on a day-to-day bases

Works with the other staff to create and run activities during the group activities times


Working with a co-counselor to create a Christian community in a cabin of boys or girls

Being aware of the campers day-to-day health and keeps the health coordinator advised

Meeting with the Head Cabin Counselor for help, when needed, with troubled or disruptive

campers and asking for guidance from other leadership

Working with the entire staff to ensure that all activities fit within the purpose statement of the

camp and the mission statement of the Diocese.

Practicing appropriate boundaries and rules for life at camp, and encouraging this with all

staff members and campers.

Lines of Authority

The Head Cabin Counselor is the direct supervisor of the Cabin Counselors

May report to the Camp Director, Director’s Assistant (if not a minor), Head Cabin Counselor or

Health Director with any problems

Works in relationship with the co-counselor and all members of the camp community and may

need to take direction or give direction to different members at different times.

Top Priorities while serving at the Episcopal Youth Camp:

To live out our Baptismal Covenant & encourage a closer relationship with God

To show our passion for our love of God & God’s work in this world

To serve the campers & fellow staff through the ministry of hospitality and love.

To create an environment in which all of God’s children can feel safe.

To have fun & enjoy your experience at camp

What is my role as a staff person at camp?

Being a good role model & positive influence and correcting when you see inappropriate

behavior

Walking with the children and youth on their faith journey & share stories from your own

Participating fully in formation, worship time, and all activities of the camp (you are not an

observer, yet a full member of the community)


Pumpkin Patch Mentor

Brief Description

Responsible for the care of staff children who are not of camper age

Qualifications

Experience with child care

Is at least 18 years of age



Responsibilities

While the parents have the ultimate responsibility for the children they bring to camp, the

Pumpkin Patch Guides assume responsible for the care of the staff children when parents

aren’t present or are otherwise occupied.

Organizes activities and entertainment or finds ways the activities that are scheduled for

campers to include the staff children

If at any time this position feels overwhelmed must speak with the Camp Director. It is up to

that person to make sure that he or she has the help needed from other staff members to take

care of the children. This includes finding a replacement to take personal time. This person is

not expected to be with the staff children 24/7, but is in charge of making sure the children

have adequate supervision at all times.

Works to ensure that all activities fit within the purpose statement of the camp and the mission

statement of the Diocese.



Lines of Authority

Reports directly to the Head Cabin Counselor and parents of the children

The parent’s authority always trumps (if you have problems or see an issue, bring it to the Head

Cabin Counselor or Camp Director)

Position requirements

The optimal number of Pumpkin Patch Guides is 1:3, or one guide for every 3 pumpkins.

In Junior and middle camps you may have people who are over camper age, but younger

than staff age in the cabin. They are still to be treated as minors, and must never be left in

charge of the other pumpkins.


Day Staff & Visiting Clergy

Brief Description

These are people who come in for a day or 2. They are not considered “staff” by the

State of Michigan. They are there to help the camp with specific activities.

Qualifications

Qualifications are specific to the tasks they come to assist with

Responsibilities

Each is given specific responsibilities

They are NOT responsible for the campers, and are never to be alone with any campers.

They are to follow the rules of the camp & be helpful to the program

Line of Authority

Day Staff report directly to the Director’s Assistant

Visiting Clergy report directly to the Worship Coordinator

Things you’ll want to know

First thing: When you get to camp, the first thing you need to do is find the Camp Director or the Director’s

Assistant.

Sign In: Please sign in at the “Camp Office” area. And please remember to sign out. There are name tags

that we ask all day clergy, staff and visitors to wear (so we all know that you have signed in). It is a state

law that we know who is on the camp property on staff at all times

Meals: You are invited to stay for meals. However, please know that we pay between $5.00 and $8.00 for

each person served at camp, so it would be helpful to know if you are going to be present for a meal.

Rules and Regulations: We understand that you have primary contact with the campers on a week to

week basis, but here at camp, we have legal responsibility for the campers. Therefore, you must follow the

camp rules. A complete list of rules is included in the camper & parent handbook. But the primary rules

are: 1) you are never to be alone with one camper or a group of campers, 2) the campers must stay with

their cabin groups - you can’t pull them aside without first checking with the counselors. It is best to ask

counselors questions like this away from the ears of the campers, so counselors can give an honest answer.

3) Campers are not allowed to use cell phones. If a camper wants to call home, or call someone else, the

Camp Director must be told about this desire (again, please do this away from the camper’s ears). She

must also be present at any phone call a camper makes, or is made to a camper’s parent/guardian.

Homesickness is very real, and you can help by keeping the minds of the campers centered on the fun

they’re having at camp, not on how much mom and dad miss them at home. 4) Day clergy, day staff,

and visitors are there to help the camp and the camp staff - please follow the program, the schedule, and

go along with what the staff at camp ask of you.

Candy, snacks, packages: We try to limit the amount of junk food (though it feels terribly wrong for me to

call chocolate “junk”). Please make sure that if you bring any snacks for the campers, they are to be given

directly to the cabin counselors, or left at the camp office for the camper.

Eucharist & worship: If you are coming to serve at the Eucharist, you will be asked to take part in the

planning process. Each cabin is assigned to help out with one day. During this time, they work with our

camp Spiritual Director and the priest of the day to plan the Eucharist. The campers love the time - they

are able to ask questions (and they do). Our Worship Coordinator will already have much of the service

planned. We have a theme and readings picked out, and we do our best to have the worship times

connect with the formation piece, the music and the rest of the week. This isn’t saying that we don’t LOVE

the ideas and special gifts that each priest comes with, but it does mean that we ask you to speak with the

Worship Coordinator away from the campers with any ideas you have for additions or changes to our

service.

If you are able to come for the planning, that begins at approximately 9:30 am. If not, the Eucharist begins

around 4:30 on all days, except Friday (it is after dinner).

What should you bring: We have stoles, chalices, patens, wine and bread. But you can bring a bathing suit

& a towel if you want to go swimming.


CiT 3 (or the Director’s Minion) Description: This is the person who does whatever is needed to be done for the Camp

Director or Director’s Assistant (or Designee)

Qualifications

Can take direction well and can give direction clearly and kindly

Is responsible for his/her own person (will follow the rules and encourage

others to do so also)

Neat, tidy and organized, and can organize others’ messes

Self-motivated (look around and see what needs to be done next, or ask)



Responsibilities

There are no specific responsibilities, other than doing what is asked.

Lines of Authority


May give direction to any other person on staff, in the director’s name


This person is usually a minor, and though will be on staff, will be officially (and legally) a camper, but is

older than the other campers. Because of this strange place, the person in this position must understand

that it will be very difficult, especially as some of his/her friends may be in the LiT program. This person will be

able to spend some time with his/her friends, but not most of the time – most of the time will be spent

working

Meals will be eaten at the pumpkin table or at a camper table (not at the LiT table)

Will have a curfew set by the Camp Director

The Camp Director or Director’s Assistant (or Designee) will have to know where this person is at

all times.

As this person is a minor, he/she is never allowed to be alone in a private place (or secluded

place) with an adult


Camp Rules for Staff As a staff member of the Episcopal Youth Camp, you are held to the highest degree of scrutiny – both

when the campers are watching and when they’re not. We are here for the campers and for each

other, and only have one week to create community and impact lives.

The following rules must be followed for us to build and live in a healthy Christian community. If you see a fellow staff

person break a rule, it is your responsibility to do something (speak to the person or go to the Head Cabin Counselor or

Camp Director if issues can’t be resolved. In health and safety issues, intervene immediately and get help).

Immediate Dismissal will result from the following occurrences:

The possession or use of alcohol (regardless of age) or illegal drugs or the misuse of legal drugs

Using or possessing firearms or weapons

Staff may carry small pocket knives with the knowledge of the Camp Director and if kept on person or secure

location at all times.

A staff member hitting, spanking, etc. a camper as discipline

Sexual misconduct by a staff member or camper

The following behaviors and actions are not allowed:

Bullying

Peer pressure and asking or influencing others to keep lies or secrets for you

Physical violence

Theft or destruction of property

Sexual activity while serving on staff and being naked outside of cabins or showers

Use of abusive or inappropriate language (swearing, demeaning language, name calling, racial, ethnic or sexual

orientation slurs)

Smoking on camp property and outside of designated times

Leaving camp property without prior permission

Driving campers without prior permission of the Camp Director

The following must be adhered to:

Curfew – in your own bed at the time stated

Total supervision of campers (you must be able to hear or see the campers for which you are responsible at all

times)

2-deep ministry (you must be with another adult at all times campers are around)

All medication (prescription and over the counter) must be kept with the nurse (or cleared)

Visitors, Guests (and strangers) must be brought to a camp office to be checked in before talking to campers

(either our office or the office of the camp from which we rent)

Breaks are assigned each day, the remainder of the time you are to be with your campers (but take your breaks

and get your rest!)

We follow the rules of the camp from which we are renting – especially for the waterfront and adventure activities

Responsible use of electronics (cell phones, computers, etc.): do not allow a camper to use your electronics, do not

use your electronics around the campers, and do not post photos of campers (that are not your own children) on

your personal facebook or other sites

We must always remember:

We are a people of prayer

We are here to care for the campers – they are our responsibility

We must support each other in this ministry – it’s hard work

We need to use our language and our actions to lift people up, not to put people down

Clothing should not expose too much skin and any artwork should be in accord to the church’s teachings – and

shoes have to be worn at all times

Our behavior is always on display. We are models for actions and words we want the campers to use

Worship is at the center of our day – be present with the campers and support them as we worship together

We are all different, we have different needs, different tastes and different ways of dealing with problems and

delights – remember that someone else’s reaction may be different from yours

We are a community! Ask for help whenever you need it and offer help wherever you can

What happens when staff chose to break rules?

Depending upon the gravity of the offense, the Camp Director will take one of the following actions:

a conference with a warning

discipline of varying degrees to match the offense and a warning

dismissal

Note that this does not mean that a person has three chances. Any of these actions may be taken any time. Dismissal

may come with the first proven allegation.


Covenant for Camp Staff

O God, source of faith and love: Bless the members of the camp staff, who labor with their hands, minds,

and hearts for the benefit of our youth. Give them strength to perform their daily duties to the best of their

ability, and grant them the courage and wisdom to persevere under whatever circumstances this week

may bring. And when our time together is over and their work has ceased, may they finally rest and find

strength in you. Amen.

The Episcopal Youth Camp in the Diocese of Western Michigan strives to continue to be a pivotal part of

the formation of the young people in our Diocese. We work together to form a Christian Community as we

play & pray, sing & share, and we look outside ourselves with our yearly outreach project. We invite young

people into a deeper relationship with each other and with God. Our adult counselors serve as mentors for

the young people, as we model friendships with each other.

As a member of the camp staff I agree to the following

I will do my best to understand and adhere to all Episcopal Youth Camp rules and I will encourage my

co-workers and the campers to do so also. These include, but are not limited to o Care of camper: not allowing and stopping bullying, peer pressure, teasing, abusive or

discriminatory language, hitting and other physically abusive behavior o Care of self: abstaining from drugs and alcohol, refraining from tobacco (and if using only

at approved times), adhering to curfew o Care of property: including individual and the camps from which we rent.

I will follow the Episcopal Youth Camp’s Behavior Management Policy o Setting up and keeping consistent rules and boundaries with campers o Using positive approaches to managing behavior with campers o Consistently using approved discipline, consequences and stopping negative behavior

I will follow the Child Protection Law o Reporting child abuse to the Camp Director, even if only suspected o Keeping all suspected or known abuse confidential (not telling other staff or campers)

I will follow the Safeguarding God’s Children teachings and the Diocesan policies. o I will not commit sexual misconduct against a child or adult, knowing that such behavior

will be dealt with by the Diocese of Western Michigan and the State of Michigan o I will not engage in a sexual or inappropriately close personal relationship with any of the

campers during or outside of camp (regardless of age). o I will make sure there is always total supervision of campers with at least two adults present.

I will be an active participant in all camp activities, to the best of my abilities, especially those where

our entire community gathers (formation, Eucharist and compline) I will support my fellow staff people and help them do their best job

o I will refrain from gossip and triangulation (speaking of others behind their back), bringing

problems to the source to get answers and resolutions o When I have a disagreement with a fellow staff person, I will seek reconciliation

I will respect the dignity of each camper and staff person – seeking and serving Christ in them. I will pray.

Much as God has made a covenant with us as described in the biblical story of the flood, I make a

covenant with the other camp staff and the children we care for. As Godly people we take covenants

very seriously and I personally do not make this covenant lightly. If I do not completely and wholeheartedly

agree with this covenant I will not sign it. If I choose to sign, I make a covenant and promise to other camp

staff, the campers, and myself that I will live out this covenant to the best of my abilities. If at some time I

can no longer live up to this covenant or promise I will notify the camp director.


Staff Self-Evaluation: Pre-camp

Name ______________________________________________________________________ Position at Camp ______________________________________________________________ Year & week ___________________________________ Why are you here this week? What do you hope to get out of Camp this week? What one thing do you want to work on this week (skill building, relationship building or spiritual building?) What one thing do you need to let go of to be able to serve this week (expectation at home, problem you’re carrying with you, etc.)? you don’t need to write down specifics, but put at least one word for yourself. (post-camp)


Staff Self-Evaluation: Post-camp

Name ______________________________________________________________________ Position at Camp ______________________________________________________________ Year & week ______________________________ Why did you need to be here this week (what in yourself change or how did you help others during the week)? What did you learn about yourself this week? What did you learn about your relationship with God this week? How were you there for the campers this week? Who truly helped you this week?


How were you there for the other counselors and staff this week? How did you step up and lead this week? What do you think you could have done better this week? What do you still need to work on to be an even better counselor next time you serve? What one thing will you bring back to help you improve your daily life outside of camp?


Camp Evaluation: For staff

Year _________ Week _________ Name ________________

List things you loved

List things you could have done without List things you wished we would have done On the back, write times you experienced God this week


Working with Campers

Behavior Management Policy for the Diocese of Western Michigan’s Episcopal Youth Camp

This is in accordance with the State of Michigan Licensing Rules.

1. Discuss with campers the basic rules of camp and why they are important, as well the results of

inappropriate behavior and breaking the rules.

2. Set cabin rules together. If possible, let children set their own (with guidelines)and agree to them as a

group, using your judgment and our camp rules as to acceptable behavior. Let them learn to be

responsible for themselves. You may want to write a contract with groups who are having difficulty and

need some guidance.

3. If safety is an issue, do not haggle! State the behavior that is wrong and stop it immediately!!!

4. Steps to stopping a negative behavior:

Stop the behavior o Using a stern look and firm voice, let them know the behavior is wrong – this can be done

quietly and privately (do not embarrass the child)

If behavior is repeated, stop behavior again. o If the behavior is harmful or hurtful to him/herself or others, pull the person involved away. o If the behavior is just a little annoying, stand next to the child and tell him/her that he/she

needs to stop now.

Results of continued negative behavior o In instances of negative behavior and acting out, we at the Episcopal Youth Camp prefer to

help the child redirect his or her energy and/or find the root of the problem rather than giving

reprobative consequences (punishments).

o Consequences, however do sometimes work well in getting campers to do things like telling

them that if they don’t clean their cabins they will need to come back and do it during an

activity time.

To apply consequences: Be consistent and uniform with all campers

Check with your supervisor first

Be sure to follow through

Acceptable consequences include: Quiet time

Restriction from activity

Clean appropriate designated area

Conference with Director

Conference with parent/guardian

5. Steps to working with children who continue to break the rules or act inappropriately: With another counselor, talk to the child. Help him/her figure out the reasons for the behavior (was he

worried he would forget what he wanted to say, was she bored, or did he not know that his behavior

was upsetting others?)

Brainstorm alternative strategies for the next time he/she feels that way. (perhaps not speaking the

sarcastic comment or trying to get a laugh, or if bored taking photos of the activity or coloring

something).

The goal is to get to the root of the problem, not to discipline a child for the way his brain is wired or for

behaviors that she is told is appropriate at home.

6. Reconciliation is the last step. Work to build the community back up. If the behavior hurt feelings, help

the child apologize and help the community accept and come back together.

Keep the Camp Director informed about inappropriate behavior problems and rule breaking, as

this may be an indication of a larger issue at camp. Administrative staff will make periodic

DO NOT at any time:

*Deprive any child of food or water

* Place a child alone without supervision

Subject a child to:

* Ridicule

* Threats

* Corporal punishment

* Excessive physical exercise or excessive restraint

* Verbal abuse

* Hazing


evaluations of the program, staff members, and camper groups to insure that the camp

environment is not contributing to behavior problems.


Child Protection Law for the Diocese of Western Michigan’s Episcopal Youth Camp This is in accordance with the State of Michigan Licensing Rules.

Suspected Child Abuse must be reported under the State of Michigan “Child Protection Law.”

Primary Information

If the camper is injured, medical treatment will be given by the nearest hospital or clinic.

We will follow all laws regarding reporting to the state of Michigan and all the policies of the Episcopal

Diocese of Western Michigan.

DEFINITIONS

“Child” means a person under 18 years of age.

“Child abuse” means harm or threatened harm to a child’s health or welfare by a person responsible for

the child’s health or welfare which occurs through non-accidental physical or mental

injury, sexual abuse, or maltreatment.

“Child neglect” means harm to a child’s health or welfare by a person responsible for the child’s health or

welfare which occurs through negligent treatment, including the failure to provide

adequate food, Clothing, or medical care.

“Department” means the State Department of Social Services.

Upon arrival of camper, the nurse shall screen all campers as to their physical condition. Note any

bruises, cuts, or markings on the child’s body.

The counselor shall also watch for any signs of child abuse or neglect.

If child abuse is suspected, follow the chain of command in reporting. If camper confides to you of

having been abused or neglected, only relate this information to the Camp Director. Do NOT tell any

camper or other staff member.

If abuse or neglect is alleged to have been caused by a current staff member

o The staff member is to be temporarily removed from all camper contact.

This is done not to lay blame or say they are guilty, it is rather done to ensure the safety of all

involved.

If abuse is alleged to have been caused by a current co-camper

o The campers are to be kept separate with constant adult supervision of both alleged victim and

alleged perpetrator.

This is done not to lay blame or say they are guilty, it is rather done to ensure the safety of all

involved.

Camper’s records and applications shall be confidential. No one shall have access to the camp and

camper’s files except from permission of the Director, or other designated official.

The camper has a right to review and screen their own record.

ACTION TO BE TAKEN TO REPORT CHILD ABUSE OR NEGLECT

1. Camp Director or designated official shall make an oral report within 8 hours.

2. Within 72-hours a written report shall be made to the Department of Social Services. A written report shall

contain the name of the child and a description of the abuse or neglect. If possible, the report shall

contain the names and addresses of the child’s parents/guardians, or the persons with whom the child

resides, and the child’s age. The report shall contain other information available to the Department of

Social Services which might establish the cause of abuse or neglect and the manner in which it occurred.

3. If a camper appears to be injured, medical treatment will be given by the nearest medical facility.

4. Reporting is handled through the local county Department of Social Services.

Department of Human Services in Newaygo Country: (231) 689-5575

In Mecosta County (Cran-Hill Ranch): (231) 796-4300

Child Protective Services 24/7 number: (855) 444-3911

The main licensing & consultant number is: 517-241-2488


Age Level Characteristics

5-8 year olds

Physical Characteristics:

1. Period of slow growth - Body lengthens, hands and

feet grow larger.

2. Good general large motor control, small muscles,

and eye/hand coordination not developed.

3. Permanent teeth appearing.

Behavioral Characteristics:

1. Attention span short, but increasing.

2. Activity level high.

3. Learning to relate to persons outside of the family.

4. Learning concepts of right or wrong.

5. Becoming aware of sexual differences.

6. Developing modesty.

7. Becoming self-dependent and given time, can do

things for themselves.

8. Inconsistent levels of maturity; can be angry, self-

assertive, aggressive, and competitive.

Special Considerations:

1. Active, boisterous games with restrained running

and jumping are good. 2. Rhythmic activities, songs, and dramatics are good.

3. Limit single activities to 15-30 minutes.

4. Training in group cooperation, sharing and good

work habits important.

5. Need concrete learning and active participation.

6. Freedom to do things for self, to use and develop

own abilities.

8-10 year olds

Physical Growth and Development:

1. Growth slow and steady.

2. Girl’s growth spurt occurs about two years ahead

of boys growth spurt.

Slow maturing boys at a disadvantage

because of stress on physical ability.

3. Before growth spurt, boys and girls are of similar

strength.

4. Large muscle development, control over small

muscles is increasing.

5. Manipulative skills and eye-hand coordination

increasing.


1. Stable traits are aggressiveness in males and

dependency in females.

2. Age group is usually energetic, quick, eager and

enthusiastic.

3. Often restless and fidgety, need action

continuously.

4. Eager for large muscle activity, organized team

games.

5. Noisy, argumentative, yet highly imaginative and

affectionate.

6. Self-conscious and afraid to fail, sensitive to

criticism.

7. Interest fluctuates; time span for interest is short.

8. Group conscious, the age that clubs and gangs

begin.

9. Boys still tend to play with boys, and girls with girls.

10. Beginning to learn about moral judgments and

learning to apply principles to determine right from

wrong.

11. Tremendous interest and curiosity about everything

around them.

12. Beginning to achieve independence outside

family and learning to relate to adults.

13. Tend to emulate counselors.


1. Need praise and encouragement.

2. Exercise of both large and small muscles, by using

the whole body activities, team sports, arts & crafts

and dramatics.

3. Want a best friend and membership in a group.

4. Need definite responsibility and training without

pressure.

5. Need a reasonable explanation and guidance to

be helpful in observing the rule

11-13 year olds

Physical Growth and Development

1. A resting period followed by rapid growth of height

and weight.

2. Reproductive organs maturing, secondary

characteristics developing.

3. Rapid muscular growth.

4. Girls gradually becoming less active.


1. Wide range of individual differences in maturity

level.

2. Time of awkwardness and restlessness.

3. Opinions of group become more important than

those of adults.

4. Tend to be over-conscious about physical

changes.

5. Concerned about appearance.

6. Imaginative and emotional.

7. Asserting independence from adults.


1. Greater interest in outdoor activities.

2. Competition keen.

3. Organized games needed.

4. Good age for camp because of general

enthusiasm.

5. Needs group and team activities.

14-17 years old

Physical Growth and Development

1. Sexual maturity with accompanying physical and

emotional changes.

2. Skeletal growth completed, muscular coordination

improved.

3. Rapid, uneven physical growth affects

coordination some.


1. Between 12-15, shift from emphasis on same sex to

opposite sex.

2. Concern about physical appearance.

3. Social activity increases, preoccupation with

acceptance of group.

4. Time of adjustment to maturing body.

5. Achieving independence from family.

6. Searching for self-identity.

7. Beginning of occupational choice.

8. Going to extreme, know it all attitude may be

evident.

9. Concerned about personal values.


1. Acceptance by and conformity with others of own

age important.

2. Need unobtrusive adult guidance which is not

threatening.

3. Need opportunities to make decisions.

4. Provision for constructive recreation.


5. Assurance of security, being accepted by peer group

A Day in the Life at Camp This is the basic schedule at camp, and what we do.

Cabin life The cabins are separated by grade and gender, and each cabin has 2 adult counselors. The cabin

counselors act as mentors, guides and models of behavior. They eat together in a family-style table and

have to work through problems that come when 12 (or so) people share a one room cabin.

Rise and Shine Or at least rise. We are awoken each morning with a bell (or some other clever way).

Campers are strongly encouraged not to get out of bed before the bell.

Some campers have to go running for fall sport prep. If that’s the case, they’ll have

worked it out before-hand with the Camp Director and cabin counselor, and must run

with two adults and must not wake others in the cabin.

A Note about Bathroom Necessities: If a camper says they want to/have to/need to/would like

to use the bathroom, please honor that. You can tell the camper how much time they have

before the next break and ask if they can hold it – if not, a trip to the bathroom is always

alright.

Counselors may wake before the bell rings.

Staff are allowed to wake up before the campers (but you must not set an alarm that will wake up

anyone, and may not wake up any campers).

Staff members are allowed to go shower and get ready for the day. This can be done if 1) the co-

counselor is still in the cabin sleeping, or 2) there are other staff sitting outside the cabin. If 2, then ask

the other staff sitting outside the cabin if you can leave and if they’ll watch your cabin. If they say no,

please do not be upset (they may have to leave themselves).

Please do not be gone for more than 15 minutes, to allow time for others to get ready

A Note about Total Supervision in the Cabins When campers are getting ready for the day, changing for swim or getting ready for bed, the

counselors can sit outside the cabin, or at the picnic tables. If the campers are being rowdy, two

counselors will go in to calm them down. If your co-counselor isn’t around, get another counselor. But

if things are getting out of hand, get in there with the campers!!!

When campers go to bathrooms, there must be counselors within ear shot of that. In the single

bathrooms, they need to be in the hallway (if a camper or “pumpkin” needs help, 2 counselors must

go in with them). In the big bathroom, 2 counselors must be in the toilet area in the girl’s or in the

hallway next to the boy’s. For younger campers, the counselor must escort them to the bathroom and

wait outside. For those older campers, the counselor can stay in the cabin and watch and wait for the

camper to come back.

Med and Health Center Hours We have a health care professional on staff all the time, along with on-call health care consultation

services. Med times are 30-45 minutes before meals, at the discretion of the “Camp Nurse.”

Notes from the Nurse Med times are 30-45 minutes before meals.

o At the beginning of the week each set of cabin counselors will receive a list of the times your

campers need to see the nurse – please help your campers remember (the nurse will also be

keeping track).

o Please remember to arrive at least 15 minutes before meals, so the nurse can be finished in time to

eat. Accompany your campers to the nurse’s station and let them in one at a time (for

confidentiality), or as the nurse calls them in.

o After meals is a great time for “Nurse’s Hours”, encourage campers to use this time for non-

emergent needs (For example: bug bites, headaches, belly aches, etc…)

Have kids wear tennis shoes (or anything closed toe) for evening activities.

Encourage bug spray and sunscreen all day long!

Don’t let kids over eat and over drink (how about 1 glass of juice with each meal and then water).

Encourage drinking water all day long.

Everyone has to shower every day (whether its morning or night).


o If personal items are needed, just ask, we have extras!

Do not let kids call home! All calls must be ok’d thru the Camp Director.

Everyone is allowed to do basic first aid. However, LOTS OF BLOOD or PUKE= Get the Nurse!

WEDNESDAY: awful for campers! Encourage participation in all activities, make sure to make the most

of rest hour and smile a lot!

Cabin Cleanup: Each day the campers are to clean their cabin (if they are hesitant, please let them know

that if they don’t do it now, they may be sent back during activity time to finish the job).

If there are supplies you need (broom, dust pan, trash bags, etc.) please speak with the Director’s Assistant.

Part of cabin life is having camper responsibilities. Cabin counselors can make a chart for camper daily

duties. You can make up fun names for the duties. They should include: Sweeping the cabin Straightening the clothes line Picking up around the outside of the cabin Empty the trash can (take it to the

dumpster)

At Camp Newaygo, the following kitchen responsibilities can be included in the chart. They can be changed by the day or by the meal. Scraper Rinser Carry to the ledge Sanitizer Table sweeper

This is a good time to check the camper’s beds for and wetness or bad smells. If a camper did

wet the bed, let the nurse know so it can be taken care of in a discrete manner.

This is also a good time to see if your campers are missing any personal care items (tooth brushes,

shampoo, soap, etc.). We often have extra items in the nurse’s station, or we can purchase things if

needed. Also check on enough clothing, a swimming suit and sneakers for the week, as campers have

forgotten those and we’ve had to run to the store for them. Let the Director’s Assistant know of any needs.

Breakfast A note about KP (or Kitchen Patrol): This is the group that sets the tables for the meals. They must arrive at

least 15 minutes before the meal to set the table. Staff must accompany campers. Camp Newaygo will put

food out just before we eat, which will need to also be put on the tables. Please remember to have the

campers wash their hands before they set the tables.

KP is also in charge of the thanksgiving before each meal and blessing after each meal.

At Camp Newaygo, the campers do the dishes – the Camp Newaygo staff explain it (or the older campers

can tell you all about it). To see more about cabin duties, read onto Cabin Cleanup.

A note about meals at camp Many families no longer sit down at a table to eat a meal together, nor do they practice manners (saying

please and thank you, passing food around a table, sitting on the chair not their feet, etc.). This is an

opportunity to teach manner to the children. The following are some rules and guidelines about meals at

the dining hall.

At least two staff members will sit at each camper table and monitor campers while they eat.

Campers are to preferably use the bathroom before they go into the dining hall (not during meals).

Everyone must wash hands before sitting at the table

Food is served family style.

o The food trays are filled so that they should go around the table once – with everyone getting

some before the hopper needs to go up for seconds.

o Try not to let campers become wild as they may be likely to choke on or waste food.

o It is important for them to eat a balanced diet. We encourage trying one spoonful of everything at

a meal, bread and dessert excepted.

Allergies will be noted to cabin counselors so you will be aware of these needs and we will do our best

to accommodate.

Be aware of tendencies toward bulimia and anorexia. Watch what is and isn't eaten without making

an issue of food. Watch for repeated bathroom trips by a camper directly after meals. Bring this to

Camp Director’s attention. Our policy is that we make sure people eat enough to make them healthy

– we are not here to “fix” behaviors such as anorexia or bulimia, but we will make our observations

known to parents

Approximate meal times (they do sometimes vary) BREAKFAST 8:30 AM

LUNCH Noon

SNACK 3:00 PM (or so)

DINNER 5:30 PM


Formation time: We spend one to two hours a day with intentional Christian formation and education. Our

catechists and educators are trained in a variety of approaches and practice in parishes during the school

year.

A note about Staff Breaks: Each member of staff gets about a 1 ½ hour break each day. During this time, you

are still a member of the camp staff, therefore all the rules still apply, but you may take a time of rest and

relaxation away from the campers. Please let your co-counselor know where you will be (in case of

emergency) and be sure to sign out if you are leaving campus.

Eucharist: Our worship time is meant to bring us together and remind us that God is continually in our midst.

We say a grace before every meal and thanksgiving after. We have a daily Eucharist and daily Compline

(the last prayer of the day).

All are welcomed at our Eucharist table. Many of our campers are “unchurched” (they don’t

go to church) or don’t attend regularly (we have many grandchildren of regular parishioners).

This means that they’re not familiar with the liturgy of the Episcopal Church. We have the

opportunity to show them the joy that can be found here.

Eucharist at senior camp takes place in the afternoon, directly before dinner.

The job of the staff person is to Be Present (not time to sit off away on the end of the group). You don’t

need to be as strict as you would on a Sunday morning church service, but you can help the campers pay

attention. Please remember that some campers pay attention better when they’re playing with string or

standing up, so that’s allowed (though talking with their friends isn’t). Camp services may be much different

than you are used to, so just try to be present and see where the Holy Spirit is leading YOU. It is our highest

time of community and it is Holy. Sit with campers - model community. If you need to be in a chair, let it be

one in the community not off by itself. Model singing and voices heard for response. We are their greatest

models here.

Priests, deacons (and sometimes bishops) come from around the Diocese to serve as our day clergy. They

are our guests – we must welcome them as the Biblical strangers in our midst, helping them feel

comfortable (not like an interloper) and inviting them to be part of our community.

Young people are encouraged to participate in the Eucharistic ministries (readers, prayers, serving the

bread and wine, and even healing ministries and reading the Gospel). We do a brief training for this and

intend for this to be a “taste” of the ministry. If it is something they feel called to do on an ongoing basis,

they can then go home and speak with members of their parish to become fully trained and licensed.

Med and Health Center Hours: Please see this section before Breakfast for more info.

A note about First Aid Box and Packs: First Aid supplies are kept in the Camp Health Office. First Aid Packs are

kept by each set of cabin counselors (at least one counselor from each cabin must have the First Aid Pack

on him or her at all times). Staff may use band aids, etc. for themselves only and on campers with approval

of health officer.

Lunch: Please see the breakfast section for more info on meals.

A Note about Mail Call (letters & Packages). Mail can be a wonderful thing at camp. Mail is given to the cabin

counselors to be distributed in the cabins – and it arrives whenever it’s picked up at the post office. We

hope all campers get mail by letting parents and parishes know ahead of time. If you notice that your

camper hasn’t received mail, please let the Director’s Assistant know so someone can write letters or cards.

If you’d like to write cards to your campers, it’s very nice & often meaningful. There are supplies in the

camp office (old Valentine’s cards and silly toys are kept in a tote).

Rest Hour: Rest hour really is an hour (or close to it) of rest. This is something that counselors may scoff at,

but we’ve had campers return to our camp because of our honoring their need for rest.

Rest hour ends with the ringing of the bell.

A note about Rest hour for Campers Each camper must be on his or her own bunk with feet off the floor and must remain quiet

and calm.

Remember to stop by the bathroom before rest hour, but if a camper needs to go during the hour you

must allow it.


If we will be swimming in the afternoon, it is much easier for the campers to put on their suits before rest

hour begins.

Activity suggestions: reading, color, making friendship bracelets, writing letters home, daydreaming,

sleeping.

Activities not allowed: being on each other’s bunk, whispering, passing notes, bouncing and keeping

others awake

A note about Rest hour for Staff Rest hour is not break time for the staff – it is rest time.

If you don’t sleep during this time you can pray, meditate or read or even listen to music with

earphones (those are allowed for staff at certain times).

Sitting on the picnic tables and talking is not allowed. You must be in your cabin and on your bunk, or

sitting on a chair directly outside or on your cabin steps).

If you must leave the cabin area, your co-counselor must either also be out of the cabin (and sitting

directly outside) or you must get another staff member to watch your cabin (being within hearing

distance).

Afternoon Activities: We participate in all the activities of a traditional camp – swimming, canoeing, games,

arts & crafts and archery. The campers get to choose their activities. Help encourage campers to try new

things.

The Activity Organizer will “run” the afternoon activities, setting the schedule and planning the games. The

cabin counselors lead the activities, or help do so and participate fully in them. If you have a special gift

that you would like to share, please speak with the Activity Organizer.

During the activities, you are in charge of the campers in your activity (not necessarily your own campers).

So if you think a camper from your cabin may need special attention, please feel free to speak to a staff

member in that activity.

At Camp Newaygo, bells are used to let you know when it’s time to switch and when activities are finished.

A note about our Camp Office: Our Camp Office is where all of our supplies are kept. There are many things

that can be used, and some things that are earmarked for specific activities. If it is not obvious which,

please ask before you use it. Also please put things away when you are done. This is also the brain of the

camp, so it needs to be kept somewhat tidy. There will be a space for you to put personal things, please

respect that and try not to leave personal things everywhere else. There are power strips and chargers.

Please do not unplug anyone else’s unless you first ask permission. Note that things may be left here, and

while we’ve never had a problem with things disappearing we cannot guarantee their security. If you need

to keep something secure, speak with the Camp Director and we will lock it someplace.

Downtime: We have between 15 and 30 minutes between the end of activities and the beginning of

Eucharist. Cabin counselors are again in charge of knowing where their campers are at this this time. We try

to make sure any extra staff are in the cabin area at this time, to help with coverage.

Those who have Eucharist prep must set up for the service. If we went swimming, everyone is encouraged

to wash off and must change out of their wet suits.

This is also snack time. Snacks are brought down to the cabin area – either set up at the picnic tables or at

the individual cabins. This is a hangout time – downtime.

People often don’t think of downtime, or free-time, as times we can encourage the growth of young

people, but we do. This is a time when they are able to relax and have fun – they meet new people and

learn about differences. A note about changing clothes and dressing: In accordance with Safeguarding God’s Children, adults are not

allowed to change in front of campers, nor campers in front of adults. This is when total coverage may get

confusing, yet it can be done. Campers may go to the bathroom to change clothes, or they may do so in

the cabin when the counselors are outside. Counselors may do the same. Just make sure that all the

campers are being supervised at all times. And if you ever hear any problems or anything questionable,

grab another counselor and go right in. Camper safety is most important!

Med and Health Center Hours: Please see this section before Breakfast for more info.

A note about Daily Observations of Campers: It is the cabin counselor's responsibility to be aware, on a daily

basis, of each camper's physical state. Any changes in appearance, appetite, activity level, or health

habits are to be reported to the health officer. The health officer will question all staff at least once a day to

ascertain the condition of their campers. Campers & staff are to shower daily.


Dinner: Please see the breakfast section for more info on meals.

Evening Activities: For our evening activities, the entire camp participates in the same activity. Counselors

may be asked to help lead things, or take a more active role in some of these.

A note about injuries: If a camper or staff member is injured immediately call for and/or send someone to

get the health officer. An “In-House Incident Report” must be filled out after.

Compline: This is the traditional name for the closing worship service of the day, and we like to use the

service found in the Book of Common Prayer. The cabin groups take turns leading the worship.

Campers get ready for bed Directly after compline campers will be dismissed to leave and get ready for bed.

o One counselor will go with the campers who need to see the nurse and then on to the cabin,

and the other will bring the remaining campers directly to the cabin.

Once at the cabins, the campers will collect their stuff and go to the bathrooms.

o Note: Before you leave the cabin for the showers, go over a check list to make sure each

camper has everything.

The youngest boys and girls will shower at night.

Campers not showering can change in the cabins (remember to close the

shutters).

Tooth brushing can be done at the spigots in the cabin area. A note about staff and the Health Center: All medications must be kept at the Health

Center, unless cleared by the week’s nurse. You may get your personal medications

during regular Health Center hours, or a different time if previously discussed with the

nurse (please respect his/her sleep and personal time). You must consult with the

nurse before using any other Health Center medication or supplies.

Goodnight Groups: Every day ends with “Goodnight Groups”, a time of bible study and reflection of the

day.

With Goodnight Groups or any time you gather to discuss things, you may want to take note of the

following thoughts (by Bob Ditter):

Campers come to expect Group or Cabin Meetings and to look forward to them because they are done

at the same time each day. The ground rules are easy: One person speaks at a time

Each camper speaks for him or herself

No put downs

Everyone listens

People can pass (not everyone has to speak, or you can go back to that person)

Campers sit in a circle or huddle. It helps if each group or cabin has its own object, like a conch shell or

a large pinecone, to pass around while people are speaking. This adds a bit of ritual to the gathering

and puts the group's stamp on the meetings.

A Note about Personal conversations & Sensitive Issues. Staff are invited to be their true selves with campers,

but are asked to be careful about how much they self-disclose, or share of their personal lives with the

campers. This means that they may be honest with the campers, but if personal questions are asked

(especially about their sexuality or any drug or alcohol use or mental health issues) they are to redirect

those questions. (An example of redirecting might be, “it sounds like you’re curious about me, but that’s a

very personal question that I’m not comfortable answering.”).

If campers begin talking about these issues with each other, it is appropriate for the counselor to stop

these conversations. (An example of redirecting this conversation might be, “people come into this

community with different backgrounds & that’s alright.”) and redirect (think of a different activity).

Before staff members share personal conversations, they are to think about what effect it would have

on the campers. Ask yourself questions such as “Could this open up wounds that I might not be aware

of?” or “Am I telling the young people this because I need to share it with someone?”. If you ever have

a question or have a topic of conversation that might be “heavy” for the campers, make sure you

discuss it with the Camp Director first. We are only with these children and youth for a week. We are


not their primary supports & will not be with them if something were to “open up.” It is our job to

encourage & invite them into a closer relationship with God, not to force them into something they

may not be ready for.

Sensitive Issues are those social issues that may evoke a variety of strong feelings from different

people. Sensitive issues may include, but are not limited, to: smoking, drugs, tattoos, body piercing,

sexuality, dating, divorce, ghost or horror stories, and the personal lives of staff or other camp

employees. Staff are encouraged not to discuss sensitive issues with campers.

Lights Out For the first 30 minutes after lights out, you should read to the campers (we have books), tell stories or

sing.

The next 30 minutes you can be in the cabin or sitting directly in front of the cabin (on the porch steps

or a chair by the door), so that you can hear anything that goes on (not on the picnic tables).

After an hour (and if your campers are quiet and calm) one counselor at a time can go and get ready

for bed (please try not to take more than 15 minutes). The first night all counselors must be in the

cabins after that.

After the first night, the counselors can sit on the middle of the cabin area starting approximately 90

minutes after lights out. If a counselor needs to do work, permission can be given by the Head Cabin

Counselor to go up to the lodge.

To sum up – for the first hour after lights out, there must be two adult staff people at each cabin (either

inside or sitting in a chair or on the steps directly outside). This is a time when the campers need high

supervision because of homesickness and a statistical higher time of child-on-child and adult-on-child

abuse. The staff people don’t need to be both counselors from the same cabin, but their primary

responsibility is supervision of the campers.

Please note

At least one counselor must be in the cabin area at all times, and your co-counselor must know where

you are if you aren't there. If you are away from your cabin area (for instance, if you go to the lodge

to work) one night, you MUST 1) get pre-approval from the Head Cabin Counselor, 2) stay in the cabin

area the next night.

You can only be in the cabin area or the lodge, no place else. You must be in your own beds by

midnight.

On the first night all counselors must remain IN the cabin after you have both gotten ready for bed.

You can bring in a book and flashlight and read in your bed or in a chair in the cabin – but both must

be in the cabin.

Staff Curfew All staff members must be in their own cabins and their own beds by midnight each night. As this is a rule it

is expected to be followed and if this is something you cannot adhere to, you will be asked to leave. While

we understand that everyone who serves at camp is an adult, rest and sleep are necessary for you to be

able to do your job to the best of your abilities. We want to give you the tools to do the best you can.

The night heralds the dawn. Let us look expectantly to a new day, new joys, new possibilities.


Camp Rules Written out for Campers Campers must all follow the rules set forth by the Camp Director and the Camp Planning

team.

What happens when a camper chooses to break rules?

You will be reminded of the rule & asked not to do it again

If it’s something on the BIG RULE list or if you continue to break rules over and over again, you may

be sent home.

BIG RULES

You can’t have or use alcohol (regardless of age) or illegal drugs or misuse legal drugs, OR possess

firearms or weapons

A staff member hitting, spanking, etc. a camper as discipline

Having a romantic relationship with another camper or counselor, or touching someone else

inappropriately

Still Rules, but not as BIG

Respect the dignity of every human being and conduct yourself in a responsible manner.

Bullying is not allowed

Refrain from Peer Pressure

Language should be used to lift up and support

Refrain from any kind of physical violence

Respect others’ need for privacy and quiet

Respect the property of others

Care for yourself as you care for others

Campers & CITs are not allowed to smoke (regardless of age)

All prescription or over the counter drugs and medications will be given to or cleared with the Camp

Nurse.

During rest hour and after lights out each camper will be on his or her own bunk and will be quiet.

Wear appropriate clothing (and wear it appropriately)

Shoes or boots must be worn at all times by both campers and staff. Open toed shoes, sandals or flip-

flops should not be worn in any activity where people will be running around or on trails.

Remember to wash hands before every meal and every time you use the bathroom.

Radios, personal CD players, and electronic games and cell phones are not used at camp

Valuable items should be left at home (or given to your counselor now)

All visitors must have previous approval from the Camp Director and must find the Director as soon as

they enter camp. Even if the visitor is related to or the clergy of a camper

Don’t be naked outside of cabin or shower

Leaving the camp property without permission of the Camp Director is not acceptable.

Respect the property of others and be good stewards of the environment

Males must only enter male cabins and females only enter female cabins

To use camp supplies, get OK

Food must not be wasted nor played with

Do not write on cabin walls.

All people are responsible for final clean-up before going home.

Do not play with fire extinguishers.

All snacks must be kept in the designated area in a sealed container in the lodge.

Gum is not allowed at camp – too much of it ends up on the bottom of people’s shoes.

If you drove a car, park it in a designated parking area and it can’t be driven during camp (unless

approved by Director)

All rules MUST be followed at waterfront & ropes courses


Liturgy Planning We have “Special Permission for Camp & Youth Events” from Bishop Hougland for (updated 2014)

Re-writing parts of the liturgy as according to “Order for Eucharist” as found on page 400 of the BCP

Reading and the Gospel can be: presentations, re-writings, or told in any other non-traditional form.

A non-clergy person (child or adult) with a “strong and expressive voice” may read the Gospel

Children to stand with the Priest at the altar and break bread at the same time the Priest breaks it

Children and adults to distribute both the bread and the wine – without being licensed or highly trained (as this will be a

“training” opportunity for the young people)

Young people working with a priest or deacon to set the table and give the dismissal

Young people to write a Collect or use one not designated for the day

According to the BCP rubrics we can:

Use a “Hymn of Praise” in place of the Gloria, or omit the Gloria completely

Omit the Nicene Creed

Omit the Confession

Omit a Psalm

Only have one reading plus the Gospel

Date Location Celebrant

Opening Song

Collect

1st Reading

Reader/Key presenter

Sequential Hymn

Gospel

Reader/Key presenter

Theme of Sermon

Homilist

Prayers of the people leader ___________________________________

Peace

Offertory Hymn _________________________________

Communion form

Bread bearers Names

Chalice bearers Names

Songs during Communion

Closing Song

Dismissal


Camp Evaluation: For cabins

Year ______ (grades & gender)_________

List things you loved (this one will be reported back)

List things you could have done without List things you wished we would have done On the back, write times you experienced God this week


Health & Safety

For our health care policies and Standing Orders we follow the rules of the camp from which we rent. Each

week we have on staff a Health Director (see the job description above for the requirements of this

position). The Heath Director distributes camper medications (both as stated on the health form and as

needed in compliance with the standing orders) and takes care of minor bumps, bruises, cuts, etc. and is

recorded on either the camper’s med card or in the permanent record book. All medication is kept under

lock by the Health Director. Both of our sites are close to very good hospitals and are within 911 services.

Procedures for the Camp Nurse Before camp begins, we collect camper and staff health information, along with consent to treat for

the campers (please see “Camper Information Record”).

When staff arrive, they give their completed health form to the Nurse, along with all medication

(including over the counter), unless approved by the nurse to be kept with them.

At check-in,

o the Health Officer or a designee reviews the form with the parent, guardian or person signing

the camper in and makes notes as needed.

Staff meds are kept in a separate tote, where staff can get them when the Nurse is

present.

o Meds are given to the Nurse to (including over the counter), unless approved by the nurse to

be kept with them.

Meds for each individual camper are put into a bag (plastic zipper bag or big paper

envelop) with the camper’s name on it.

o Campers are checked for lice (because of the highly contagious nature of lice, campers are

generally not allowed to say if they have them – this is at the discretion of the Nurse and Camp

Director).

After check-in

o Med cards are made for each camper who has regular medication (please see “Camper

Med Cards” in the forms section).

At each med time,

o Before the camper’s get there, the nurse may prepare the meds by putting the dosage in a

paper cup with the med form underneath.

o Campers come to the nurse one at a time

o The Nurse hands the meds to the camper, makes sure he/she takes the does correctly, and

initials the form.

o If the camper doesn’t show up, it is up to the nurse to track him/her down to ensure he/she

gets the proper does.

o The nurse does not supervise the staff medication – it’s up to the adults to do so for themselves.

The nurse will follow the Standing Orders of the camp.

If a camper needs to have first aid or other medical procedures done, the nurse must note it in the

bound camp health record, or on the camper’s med form.

In case of a medical emergency, or at other times, the Nurse has total discretion for treatment, and

may consult the Camp Director and/or other staff members.

o If the Nurse deems it necessary to go to hospital or urgent care, 2 other members of staff will

bring the camper.

o If the Nurse sees this as an urgent emergency, or other instances, the Nurse may call 911 to get

an ambulance to the site. If this is done, the Camp Director and the director of the camp site

will be alerted as soon as possible.


Health Procedures for Staff

Med and Health Center Hours Med times are 30-45 minutes before meals, though we have a health care professional on staff all the time,

along with on-call health care consultation services.

Notes from the Nurse for camp staff Med times are 30-45 minutes before meals.

o At the beginning of the week each set of cabin counselors will receive a list of the times your

campers need to see the nurse – please help your campers remember (the nurse will also be

keeping track).

o Please remember to arrive at least 15 minutes before meals, so the nurse can be finished in time to

eat. Accompany your campers to the nurse’s station and let them in one at a time (for

confidentiality), or as the nurse calls them in.

o After meals is a great time for “Nurse’s Hours”, encourage campers to use this time for non-

emergent needs (For example: bug bites, headaches, belly aches, etc…)

Have kids wear tennis shoes (or anything closed toe) for evening activities.

Encourage bug spray and sunscreen all day long!

Don’t let kids over eat and over drink (how about 1 glass of juice with each meal and then water).

Encourage drinking water all day long.

Everyone has to shower every day (whether its morning or night).

o If personal items are needed, just ask, we have extras!

Do not let kids call home! All calls must be ok’d thru the Camp Director.

Everyone is allowed to do basic first aid. However, LOTS OF BLOOD or PUKE= Get the Nurse!

WEDNESDAY: awful for campers! Encourage participation in all activities, make sure to make the most of

rest hour and smile a lot!

First Aid Box and Packs: First Aid supplies are kept in the Camp Health Office. First Aid Packs are kept by

each set of cabin counselors (at least one counselor from each cabin must have the First Aid Pack on him

or her at all times). Staff may use band aids, etc. for themselves only and on campers with approval of

health officer.

Daily Observations of Campers: It is the cabin counselor's responsibility to be aware, on a daily basis, of each

camper's physical state. Any changes in appearance, appetite, activity level, or health habits are to be

reported to the health officer. The health officer will question all staff at least once a day to ascertain the

condition of their campers. Campers & staff are to shower daily.

Injuries: If a camper or staff member is injured immediately call for and/or send someone to get the health

officer. An “In-House Incident Report” must be filled out after.

Staff and the Health Center: All medications must be kept at the Health Center, unless cleared by the week’s

nurse. You may get your personal medications during regular Health Center hours, or a different time if

previously discussed with the nurse (please respect his/her sleep and personal time). You must consult with

the nurse before using any other Health Center medication or supplies.

Med Procedures:

We have a health care professional on staff all the time, along with on-call health care consultation

services. Med times are 30-45 minutes before meals, at the discretion of the “Camp Nurse.”

At the beginning of the week each set of cabin counselors will receive a list of the times your campers

need to see the nurse – please help your campers remember (the nurse will also be keeping track).


Preventing Disease Transmission This is in accordance with the State of Michigan Licensing Rules. While all staff have

some possible occupational exposure, Cabin Counselors have occupational exposure

TASKS WHERE EXPOSURE MAY OCCUR

Providing first aid for unforeseen injuries

Cleaning up messes in cabins or elsewhere.

METHODS OF COMPLIANCE

Universal precautions shall be used by all staffs.

The following shall be available in the health center: a supply of potable water, soap, single use towels,

hand washing facilities, and gear required in a first aid kit.

Staff in exposure situations shall use protective gear.

SHARPS

Staff shall not recap sharps.

A properly labeled and constructed sharps disposal container shall be available at the health center. A

sharps disposal container shall be closable, puncture resistant, leakproof, and biohazard labeled.

Sharps shall be placed in the sharps disposal container immediately after use.

HEALTH CARE CENTER

The health center shall be maintained in a clean and sanitary condition.

Food and drink shall not be allowed where liquid blood is present.

Broken glass shall be cleaned up only by mechanical means.

All equipment and facility surfaces shall be cleaned immediately following contamination with blood.

CABIN MESSES & BED WETTING

Soiled bed linen shall be handled wearing single use gloves.

Band aids, gauze, or other cloth containing liquid blood shall be placed in a clear plastic bag and

disposed of through the camp's physician. Camper clothing shall be placed in a red [or similar color]

plastic bag and given to health officer for washing.

All living area staff will receive training on blood borne pathogen protection by an authorized person.

Universal precautions shall be used by all staff members.

Each cabin will be equipped with a "body fluids" disposable kit. Included will be a large dressing towel,

gloves, paper towels, red or pink plastic bags, 1:10 bleach solution.

o The Kit will be used on any other body fluids such as vomitus, diarrhea or bed wetting. In these

cases, use gloves to place soiled articles into bag and bring it to Health officer.

o Let the Health officer know when you need to replace kit materials.

PROCEDURES

Wear protective gloves.

Place sterile gauze pad over wound, apply pressure if bleeding severely. Seek out Health officer.

Keep others out of contaminated area to prevent contamination.

Clean area with disinfectant.

Double bag soiled objects and gloves in red/pink bag.

Wash hands thoroughly with SOAP and water.

Fill out a “Handling Body Fluids Incident Report” (in the appendix)


Handling Body Fluids Incident Report

Date of Incident: _______________________ Time of Incident:_________________

Location of Incident: __________________________________________________________________

Person(s) Involved:

Witnesses:

Potentially Infectious Materials Involved:

Type: _______________________________________________________________________________

Source: ______________________________________________________________________________

Circumstances (what was occurring at the time of the incident):

How was the incident caused:

Personal protective equipment being used at the time of the incident:

Actions taken (decontamination, clean-up, reporting, etc.):

Person filling out the report: ______________________________

Signature:_______________________________________ Date: _______________

………………………………………………………………………………………………………..

Received by: ____________________________________

Signature:_______________________________________

Date: ______________________ Time: ________________


Emergency Procedures

Missing Camper 1. Advise Camp Director immediately

2. Check camper’s cabin

3. Organize a search party - We may determine to ring a continuous bell and do an all camp

assembly.

4. Alert the staff of the camp from which we rent to help in search and begin lost swimmer plan

5. After 10 minutes of search, contact Sheriff’s office

6. After (maximum of) 5 hours of searching, contact camper’s authorized person

Severe Weather In the case of severe weather, the staff from the camp from which we rent will alert the Camp

Director

a. At Cran-Hill we will gather in the closest secure building

b. At Camp Newaygo everyone will gather at the lodge. If need be, a car or van will drive

around camp and pick up groups to bring them to the lodge

In case of a tornado, the Camp Director or designee will lead group to the basement or another

secure location.

Fire Emergency Fire drills shall be conducted, within 24 hours, for each new camp session. They will be recorded in the staff

minutes log.

In case of fire:

The first priority is to remove all people from the vicinity of the fire.

The person noticing the fire will contact the Camp Director immediately. The fire department will

be notified on direction of the director of the camp from which we rent

Under no circumstances is any staff member to enter a smoke filled or burning tent, building, or

other structure. Fire extinguishers are to be used to exit a burning structure, not to extinguish a

structural fire.

Procedure for Camp Newaygo

1. Continuous ringing of the bell

2. Go to the front of the lodge (or if the fire is in that vicinity, someone will direct traffic and tell

people where to go)

3. Line up by cabin groups

4. When it looks as though all cabin groups are there, the Camp Director (or designee) will ask

each cabin if they are there. The COUNSELOR will answer for the cabin

5. If someone is missing, a missing camper search begins immediately

6. If we need to move, the Assistant Camp Director (or camp director designee) will lead the

group

7. When we get to new spot we will assemble in the same way and do the same roll call

8. If, because of special needs, someone needs to be driven to new spot, a designated person will

drive to the new spot and meet the group there

Procedure for Cran-Hill Ranch will follow their policies


Transportation Policy

DRIVER QUALIFICATIONS: All drivers must be:

At least 18 years old

Possess a valid driver’s license appropriate for the vehicle to be driven

Be listed on car’s insurance policy

VEHICLES: Drivers must complete a pre-trip safety check and document it. The Director’s Assistant will

periodically check vehicle logs and perform prevention maintenance at intervals as recommended by

vehicle manufacturer.

RIDERS: All passengers will wear vehicle safety belts and Campers will refrain from distracting driver

EVACUATION: Staff will be aware of all available exits from the vehicle to be utilized. Campers are to be

evacuated away from vehicle and any other hazards and held as group until they can be released to

other vehicle. Once clear of vehicle staff will take a head count.

LOADING/UNLOADING: All loading and unloading of campers and gear will be done off roadways

Campers are to remain orderly and enter and leave in single file

A staff member is to make head count each time campers enter or leave

No gear can be stored in a manner that causes aisles or exits to be blocked

TRIPS: When a vehicle leaves on a trip with campers aboard there must be a trip agenda left behind. The

driver should carry: maps, emergency hospital information, campers records and emergency health

release, camp emergency contact numbers, and this information.

Emergency transportation statement CARS DESIGNATED AS EMERGENCY VEHICLES:

Will have at least a half tank of gas, be insured, and have seat belts for every person.

EMERGENCY TRANSPORTATION AND SERVICES

In the event of an emergency or serious injury, the Health Director (or other member Administrative Staff)

will make the decision whether call EMS or to transport the individual(s) concerned for medical treatment

using a personal vehicle.

If needed, we will call 911 to request emergency services.

A staff member will accompany any person sent by ambulance to the hospital.

The staff will take along the parent release form, insurance information and health history form

along with any medication the camper has at camp if possible.

We will be in contact with the director (or staff) of the camp from which we rent to take direction

about other hospital or health service information.

Administrative staff at camp will contact parents.

If an ambulance is not needed, two adults (not including the Camp Nurse) will take the camper to the

closest hospital or rapid care center (as determined by the Camp Nurse).

Vehicle check sheet ______ Lights

______ Lighting systems

______ Tires

______ Exhaust system

______ Windshield wipers

______ Tires

______ Emergency warning systems

______ Steering

______ Horn

______ Braking system

______ Oil level

______ Emergency supplies

______ Coolant level

______ Cooling system

______ Emergency warning system

______ Windshield wipers

______ Lubrication system

______ Transmission system

______ Suspension system


In-House Incident Report (for camp and diocesan use only)

Date of Report _________________________ Name of Reporter ____________________________ Date

of Incident ________________________

Persons Involved _____________________________________________________________________

Witnesses to the Incident ______________________________________________________________

Nature of Incident ____________________________________________________________________

Brief Description of Incident ____________________________________________________________

_____________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

Was a Policy Broken? Yes No If so, list policy

_________________________________________________________________________________

Action Taken ________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

Follow up Required (including a review of policies to determine if a policy was in effect, not enforced

or applied, or whether one did not exist to cover the incident)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Signature of Reporter _______________________________________ Date _____________________


Description of Incident Report

This form is meant as a secondary report of an incident. This is for witnesses & others who saw?

Date of Report _________________________ Name of Reporter ____________________________

Date of Incident ________________________ Role at Camp _________________________________

Persons Involved _____________________________________________________________________

Description of Incident

Personal Role in Incident (where were you and what were you doing) _______________________

_____________________________________________________________________________________

In your words, what happened_________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

____________________

Signature of Reporter ___________________________________________ Date _________________


Extra materials for staff training – working with campers

The Children’s Charter

NURTURE OF THE CHILD

THE CHURCH IS CALLED:

to receive, nurture and treasure each child as a gift from God;

to proclaim the Gospel to children, in ways that empower them to receive and respond to God’s love;

to give high priority to the quality of planning for children and the preparation and support of those who

minister with them;

to include children, in fulfillment of the Baptismal Covenant, as members and full participants in the

Eucharistic community and in the church’s common life of prayer, witness and service.

MINISTRY TO THE CHILD


to love, shelter, protect and defend children within its own community and in the world, especially those who

are abused, neglected or in danger;

to nurture and support families in caring for their children, acting in their children’s best interest, and

recognizing and fostering their children’s spirituality and unique gifts;

to embrace children who seek Christian nurture independently of their parents’ participation in the church;

to advocate for the integrity of childhood and the dignity of all children at every level of our religious, civic

and political structures.

MINISTRY OF THE CHILD


to receive children’s special gifts as signs of the Reign of God;

to foster community beyond the family unit, in which children, youth and adults know each other by name,

minister to each other, and are partners together in serving Christ in the world;

to appreciate children’s abilities and readiness to represent Christ and his church, to bear witness to him

wherever they may be, and according to gifts given them, to carry on Christ’s work of reconciliation in the

world, and to take their place in the life, worship, and governance of the church.


Experiencing God at Camp

Opportunities to help campers experience God

God moments

Prayer

God's presence

Worship

Trust activities

God moments occur at any time of day during camp. God is revealed while looking intensely at

creation and finding enjoyment and wonder in all that God created in the natural environment. These

activities occur spontaneously through the day.

Prayer is a central factor in the camp experience because it occurs as a result of God moments.

When campers and staff experience God, the natural response is prayer – direct and nurture the

prayer experience. Campers learn to pray continuously while living in a supportive and nurturing

environment. There are many opportunities for prayer, and campers learn how to pray with others and

nurture their growing relationship with God. Thus, God's presence is revealed to the children who take

time to look. God is more present in different locations around camp, within people, and within the

natural environment.

Worship is a natural result of an encounter with God. When a person experiences God they are drawn

to offer prayers of praise and thanksgiving. Camps with God intertwined into their programming

naturally have opportunities for worship services. Structured worship teaches the faith tradition and lifts

praises to God through music and singing, prayer, talks, etc.

Trust activities is the final theme. People experience God’s presence in activities where trust is vital and

necessary. The two main trust activities with a spiritual focus are backpacking and the ropes course.

Camp nurtures the spirit within the individual. Just like fire is needed to open the seeds of the Longleaf

pine tree to initiate new growth; the camp experience prepares the foundation of a person's life so

that the seeds of faith can be planted and nourished. When the time is right God reveals the memory

of the camp environment that nurtured the seeds leading to the desire to pursue ministry as a pastoral

vocation.

Practical Applications

Does the camp experience make a spiritual difference in the lives

of those that attend? The answer is yes. The camp experience

provides a nurturing setting where campers, staff, and directors

experience God's love and gain a desire for sharing that

unconditional love with others. Camp provides an alternative

setting to experience God through the natural environment and

corporate worship. As a result participants become aware of God's

claim on their lives which leads to a life-long commitment of

ministry as a vocation.

There are many ways camp directors can spread the seeds of God's unconditional love. One way is to

encourage camp staff to stop for God moments during the camp day. By seizing the moment and

talking with campers about God's creation, the campers may carry this memory into other aspects of

their lives. Stop to look at animals, insects, and plants found in God's creation. Ask questions about


what they see. Teach the staff to share with campers the joy of hugging a tree or smelling a flower,

watching clouds, etc. The response will likely be a prayer of thanksgiving for what is experienced in

God's creation.

Incorporate prayer into all aspects of the camp experience. Start each day with a prayer using the

entire body. For example, have all staff stand up and raise their arms to the sky. In a loud voice offer

praises to God for their arms, legs, ears, nose, eyes, etc. Have them touch the part when they offer

praises. Next offer prayers for the breath of life. Encourage them to whisper or shout, "I love you God"

when they inhale. Then when they exhale have them repeat, "Praise be to God."

Model prayer through personal study of Scripture and teach staff to do the same. The campers may

then model the behavior and desire to respond in the same way. When challenging situations arise

teach staff how to diffuse situations through prayer. Prayer mixed with laughter can diffuse an angry

situation and turn it into an opportunity for thanksgiving.

Look for God's presence in the natural environment.

During staff training give each staff member a journal and

suggest they look for and write down every day three

things they see in nature and camp that remind them of

God's presence. During evening devotions refer to the lists

made by the staff and offer prayers. Incorporate times

during staff training for individual reflection and silence.

The staff can then teach campers how to abide in God's

presence and see silence as a gift.

Nurture leadership skills in staff and campers through

active participation in corporate worship. Give staff and

campers responsibilities as leaders in worship that nurture

their spiritual gifts. Include everyone in the music making

and singing during worship. Place a simple instrument

(stick, spoon, pots & pans) in their hands and let them

experience the rhythm of the tune while praising God.

Teach praise songs, and sing them all day long.

Develop nurturing physical, mental, and spiritual

relationships through participation in trust activities. Pack backpacks and go on a day or overnight

hike. Talk about dependence and ways to trust God and others. Provide staff with basic initiative

games that develop trust and teamwork to reduce anxiety before entering a ropes course. Teach staff

how to develop trust within their camper groups by providing safe physical touch, words of

encouragement, and spiritual awareness.

Adapted from Weaving the Seeds of Pastoral Vocation a paper by Cheryl Gans, Columbia Theologian Seminary Student,

[email protected]

mailto:[email protected]


Fowler proposes six stages of faith through which a person passes, in any one of which a person may be arrested.

Stage 1: Intuitive-Projective Faith (about age two or when the use of language begins). Persons experience the birth of the imagination. Faith is fantasy-filled and imitative. Persons are powerfully influenced by experiences, examples, action, ritual, and stories. While only concrete symbols and images can address their ways of knowing, they inhabit a world in which God is alive in the universe and life is a daily miracle. Stage 2: Mythic-Literal Faith (between the ages of six and eight). Persons begin to embody the language of sacred narrative and metaphor. Oral tradition slowly becomes written tradition. While knowing is concrete and literal, children become able to envision reality from the perspective of others. God begins to assume personality, and individuals become conscious of being part of a particular community and begin to acquire its way of life. Stage 3: Synthetic-Conventional Faith (between the ages of eleven and thirteen). Persons develop the ability to think conceptually, to make generalizations and abstractions, and to acquire a sense of history. Nevertheless, while question-asking and the search for truth begin to emerge, these persons tend to remain conventional in their thinking, mirroring that of their community. Their thinking is marked by concreteness, literalness, and one-dimensionality of meaning. God is seen in anthropomorphic terms. Moral reciprocity provides the intuitive basis for a construction of God and of God's dealing with the world. Very gradually, they develop foundations for the later development of a theology and theological ethic, a rational system of beliefs and practices.

Stage 4: Individuative-Reflective Faith (after age eighteen). Persons begin to reflect critically on the tradition they have acquired, as they take seriously the burden of responsibility for their own commitments, lifestyles, beliefs, attitudes and values. With a growing confidence in the conscious mind, in critical thought and reason, they enter a demythologizing stage, often marked by doubt and rejection of earlier beliefs.

Stage 5: Conjunctive Faith Persons begin to circle back to earlier ways of being religious, and begin to integrate by holding life together in terms of paradox, ambiguity, and comprehensiveness. Aware of alternatives, they are able to make a commitment to a conviction concerning truth and the Christian life of faith, while remaining open to other belief systems. This stage involves a reuniting of symbolic power with conceptual meanings, as well as a reclaiming and reworking of one's past. A new appreciation of symbols, myths, and rituals emerges.

Stage 6: Universalizing Faith Persons move beyond paradoxical awareness and the embrace of polar tensions. The tensions between inclusiveness and exclusiveness disappear. There is a dramatic widening of social perspective, and there is a mystical relinquishing of self into God.


Behavior Management 101: Brief Article: Ideas and tips for managing challenging behavior Campers bring many things with them to camp: sleeping bags, clothing, sunscreen, and bug spray.

They also bring with them their enthusiasm and their past in the form of their learned behavior. Understand that a week at camp is not expected to cure all behavior problems. However, if you can determine why a camper is behaving in a certain way, you will have clues on how to deal with the behavior and help the camper behave in a more appropriate way. When working with campers, keep in mind two things: * Your campers are not mini-adults. Expect them to want to have fun and be active. * Expect your campers to test their limits; they still, however, want and need limits. The "Why" Behind the Behavior Behavior problems surface for many reasons. A camper may be seeking attention or acting out due to being lonely or frustrated. If you can identify the reason for the behavior, you will know better how to handle it. Here are some common roots for behavior problems:

A desire for recognition/attention: it may be better to be infamous than unknown. Frustration: unsatisfied needs or desires often cause children to "lash out." Homesickness: being scared and nervous often causes frustration. Illness/exhaustion: no one is at their best when they are sick or tired. Conflict with another camper/staff member: this often causes people to become defensive. Outside conflicts: problems with family, friends, etc., can follow campers to camp. Established behavior patterns: lessons learned at home won't be forgotten at camp.

What to Do When Campers Violate the Rules Inevitably a camper will break a rule or refuse to cooperate. When this happens, keep these suggestions in mind:

Give the camper one warning; make it clear that the behavior or action was inappropriate and undesirable. Give the camper a chance to explain; he may have a good reason for the behavior. Be consistent and impartial. Stay cool and calm; keep strong emotions in check. Avoid lecturing or embarrassing the camper; discipline in private if possible. Stress that the camper's behavior is the problem, not the camper's personality. Help the camper identify

acceptable alternatives to the problem behavior. Once the disciplinary time is over, accept the camper as a part of the group again. Follow the camp behavior management policies for continuing discipline problems.

Sometimes it is best to simply ignore behaviors, rather than reward or punish, which may actually provide attention to encourage the behavior. Ignoring behaviors usually works best for campers who seek attention by clowning around. Other times, giving the camper attention or affection, which has been lacking, may solve the problem. Giving the child some form of responsibility or encouraging a special interest or talent may result in improved behavior. Often the activity, if it is at his/her own physical, emotional, and intellectual level, is enough to correct the situation. Discipline and dealing with challenging behavior are never easy. Keep an open mind and try to have patience with your campers. If one strategy doesn't work, try another one. Rest assured, though, that if you can work with campers to find the root of a behavior problem, you will have ideas for how to deal with it, which may help bring a smooth road for the remaining camp session. Good luck!


Let Go of the Rope

We often make the mistake of getting into a power struggle with children. In his insightful

book, It’s Not Fair! (Farrar, Straus & Giroux, 1995), Anthony Wolf describes how children

have a grown-up, coping, reasonable side and a tantrum-throwing, regressed, “baby-

self” which just loves to snare or hook adults into a power struggle. When children

regress, it feeds their sense of power to get an adult over-reacting and drawn into a battle. Better,

says Wolf, to switch into our “business-like, firm, but detached” parenting or counseling mode and not

escalate.

To make this point more visually and forcefully with staff, use a piece of rope or line in a simple

demonstration. Have a counselor role play cleaning up. When you are asked to help clean up,

refuse, saying something provocative that a child might say, like, “my parents don’t pay for me to

clean up!” Then throw the rope.

Most counselors make the mistake by unconsciously picking up the rope – meaning they begin to

escalate with the child, growing angrier, more threatened and therefore more threatening, all to little

avail. (The child, meanwhile, is getting a secret rush out of being able to command all this power.)

Using the rope as a visual prop will help counselors remember to “drop the rope!”

The way to win a “tug-of-war” with a child who is angling for a battle is to drop the rope. What this

means in child behavior management terms is moving into a less inflammatory, more business-like,

matter-of-fact way of interacting with the child. Two responses are giving choices and state your

expectation and detach

Choices: Using choices as a strategy offers children a sense of power and a face-

saving way to comply. The keys to using choices

effectively are:

make the choices real and reasonable

offer them in a genuine way

be clear about what is not a choice

stick to the choices you offer

help the child make a “good choice”

If giving choices does not work, a level two response may be required, such as a time out, giving a

consequence for failure or talking with a child in greater depth to determine if some other undetected

problem may be playing itself out through the child’s misbehavior.

A highlighted second level of response is to “state your expectations and detach.” This response is not

effective with younger or more impulsive children. However, with a large percentage of children, ages

10 to 15, this technique is very effective. Simply follow the three-point procedure:

1. State what you expect clearly, firmly, yet in a calm manner

2. Avoid becoming embroiled in any arguments, protests or threats

3. Restate what you expect and leave the young teen to stew in his or her own juices.

Younger, less experienced staff who command little respect will not be able to use this response, since

they don’t carry a sense of authority. However, counselors who are fair, concerned and respect

campers can have a lot of success using this method.

(From Bob Ditter’s “Trail Signs and Compass Points”)

Diocese of Western Michigan’s Episcopal Youth Camp - Staff Manual (updated 2015 – by topics) Page | 59

Time-Tested Strategies for Dealing with Challenging Behavior

Be the kind of person you want your campers to become - obey the rules yourself!

Know as many campers as possible by name. Know something about them. Build

relationships.

Be friendly. Always show interest in what individual campers are doing and their progress.

Praise good qualities and actions.

A sense of humor is extremely valuable. Use it frequently.

Maintain your poise at all times. Don't let campers "get to you."

Don't take misbehavior personally. It is a choice the camper is

making.

Every child has needs; his behavior will give you clues as to what

those needs are.

Keep in mind that misbehavior is seldom willful. Try to find the

cause.

Try to see the camper's side of the situation. Discuss it with him/her until you understand.

Distract, distract, distract! One of the best methods to control behavior is to keep them busy!

Show your disapproval of behavior through your speech, facial expressions, and actions.

Being close when you note a potential problem can keep it from actually occurring.

Enlist other leaders (peers or staff) to provide role models.

Allow natural consequences to occur if the results are not too severe.

Withholding privileges or taking away something a camper likes is usually effective.

Sending a child to "timeout" allows them time to cool down and think about behavior

change.

Have a group meeting to discuss and resolve generalized problems.

Remain with your campers during meals and free time.

Avoid getting campers over-tired, keyed-up, or tense.

Be willing to admit when you're wrong and ask for forgiveness.


Various Ideas for working with children and youth

Regressive pull is the influence children have on our behavior that comes from

working with them intensely and especially in groups. In other words, if you spend enough

time with children, you start to look & act just like they do.

It’s an “occupational hazard – be aware!!!

Parallel process - We treat each other & the campers the way we want them to treat each other

and us.

Phrasing in the Positive - We often tell children what we do not want them to do rather than

giving them a clear indication, or picture, of what it is we do what them to do. Stating our expectations in

the negative (e.g., “Don’t run!” “No hitting!” “Don’t take things that don’t belong to you!”) has three

undesirable effects as follows:

1. In a child’s mind it implies that we assume they are guilty before they have had a chance to show

us otherwise, almost as if we expect them to misbehave, which erodes the trust level between us;

2. It suggests the very behavior we want to avoid by naming it out loud, thus

creating the mental image of it; and

3. We fail to give a clear, positive picture of what the desirable behavior would

look like.

Stating things in the positive, not the negative, is one helpful practice to develop

working with children. (From Bob Ditter’s “Trail Signs and Compass Points”)

Saying vs. Showing - We often over focus on what children say to the point

where we miss their affect or emotion. Non-verbal cues – the tone of voice, facial expressions and so on –

are powerful communicators. We miss a tremendous amount of valuable information when we overlook

signs of emotions in children, which has two undesirable effects, as follows

1. We may misinterpret a statement or behavior because we are not “reading” the child correctly.

2. We miss the opportunity to make children aware of their own affect, which is a basic ability in

developing emotional intelligence. (From Bob Ditter’s “Trail Signs and Compass Points”)

Hazing We can define hazing as bullying behavior that happens when someone joins something exclusive, such as

a sports team, club or school organization. Someone is hazed as part of an initiation process when they join

an exclusive organization. Hazing behavior can include making the initiate, or person being hazed, do

something embarrassing, something dangerous or even can include physical violence in some cases. In

many cases, the hazing definition is some kind of sexual abuse. The most basic way to define hazing is

putting someone under physical or emotional duress as part of a rite or ritual.

(http://nobullying.com/hazing-definition/)

Questions to consider in evaluating an activity include but are not limited to:

Is alcohol involved?

Will active/current members of the group refuse to participate with the new members and do

exactly what they're being asked to do?

Does the activity risk emotional or physical abuse?

Is there risk of injury or a question of safety?

Do you have any reservation describing the activity to your parents, to a professor, or College

official?

Would you object to the activity being photographed for the school newspaper or filmed by the

local TV news crew?

If the answer to any of these questions is "yes," the activity is probably hazing.

(http://www.babson.edu/student-life/community-standards/hazing/Pages/what-is-hazing.aspx)

http://nobullying.com/hazing-definition/

http://www.babson.edu/student-life/community-standards/hazing/Pages/what-is-hazing.aspx


Bullying

Bullying is when someone, or a group of people, upset or create a risk to

another person's health and safety - either psychologically or physically -

or their property, reputation or social acceptance on more than one

occasion.

Types of bullying: There are three broad categories of bullying.

Direct physical bullying e.g. hitting, tripping, and pushing or damaging their

property.

Direct verbal bullying e.g. name calling, insults, homophobic or racist remarks,

verbal abuse.

Indirect bullying - This form of bullying is harder to recognize and often carried

out behind the bullied student’s back. It is designed to harm someone’s social

reputation and/or cause humiliation. Indirect bullying includes:

o lying and spreading rumors

o playing nasty jokes to embarrass and humiliate

o mimicking

o encouraging others to socially exclude someone

o damaging someone’s social reputation and social acceptance

o cyber-bullying, which involves the use of email, text messages or chat

rooms to humiliate and distress.

What bullying is not: Many distressing behaviors are not examples of bullying even

though they are unpleasant and often require teacher intervention and management.

There are three socially unpleasant situations that are often confused with bullying:

Mutual conflict - In mutual conflict situations, there is an argument or disagreement

between students but not an imbalance of power. Both parties are upset and

usually both want a resolution to the problem. However, unresolved mutual conflict

sometimes develops into a bullying situation with one person becoming targeted

repeatedly for ‘retaliation’ in a one-sided way.

Social rejection or dislike - Unless the social rejection is directed towards someone

specific and involves deliberate and repeated attempts to cause distress, exclude

or create dislike by others, it is not bullying.

Single-episode acts of nastiness or meanness, or random acts of aggression or

intimidation - Single episodes of nastiness or physical aggression are not the same as

bullying. If a student is verbally abused or pushed on one occasion they are not

being bullied.

Nastiness or physical aggression that is directed towards many different students is not

the same as bullying. However, since the camp has a duty of care to provide a student

with a safe and supportive school environment, single episodes of nastiness or physical

aggression should not be ignored or condoned


Eight Terms to Understand Generation iY June 4, 2013 — Tim Elmore - http://growingleaders.com/blog/eight-terms-to-

understand-generation-iy/

I know, I know. One minute you think you’ve figure out this new generation of kids and the next, you feel

you’re on a learning curve again. I get to spend a lot of time with university students these days and I’m

amazed at one thing. The world they live in has produced a generational mindset—a shared paradigm—if

you will.

Need a crash course in understanding this generation? Just look at the world the adults have created for

them and you begin to get it. Let me summarize it in eight short phrases. I bounced this little set of phrases

off of students and they said: “That’s me!” If you are from Generation iY (born since 1990) or the Touch

Screen Generation (the kids born after 2000) …see what you think of this summary.

1. Hear me out.

These young adults have had a say in how things go since they were five. They expect to express

themselves, to upload, vote, blog or update and they believe they’ll be heard.

2. Keep it real.

The only thing worse than being un-cool is being unreal. They demand authenticity. Anything that smells

“plastic” is a turn-off. They value genuine people and leaders.

3. Let’s have fun.

They believe work and fun can be combined; they don’t want to separate the two. In fact, they may stop

working midday to have fun and work again at midnight. It’s a continuum.

4. My way now.

They’ve not heard the word “no” very often growing up. As a student or new employee, they expect to get

their way and don’t see why adults can’t understand their perspective.

5. Make it count.

They want to do things that matter. Meaning is as important as money at work. They don’t think small. They

like projects that are very important and almost impossible.

6. Let me know.

They’re used to constant feedback. They got trophies on teams just for showing up. They got lots of kudos

from parents for years and today want it instantly from their leaders.

7. Plug me in.

You already know this. They’re a connected generation. They can’t imagine a day without constant

connection with friends. Technology is an appendage of their bodies.

8. Just do it.

Words that describe their world are immediacy and convenience. They’re not prone to waste a lot of time

with committee red tape or protocol. Stuff should happen fast.

http://growingleaders.com/blog/eight-terms-to-understand-generation-iy/#respond

http://growingleaders.com/blog/eight-terms-to-understand-generation-iy/

http://growingleaders.com/blog/eight-terms-to-understand-generation-iy/


POSITIVE APPROACHES TO MANAGING CAMPERS (from the State of Michigan)

a camp counselor’s guide to behavior management Donald P. Carr, Ph.D., Nancy J. Jaskiw, M.A., S.Psy.S., Nicholas P. Jaskiw, M.A., S.Psy.S.

CONTENTS Preface Prevention Routines Reasonable rules, positive worded Requesting campers to do something PREVENTION AND INTERVENTION METHODS

Borrowing without permission Bullying Campers seeking revenge Can’t keep hands to self Destruction of property Difficulty paying attention Difficulties with hygiene Doesn’t want to try new activities Fear Fear of failure Fighting Fights over possessions Following rules Going into restricted areas Homesickness Inappropriate comments to adults (talking back) Issues of power and control Leaving things a mess Lighting matches Lying Name-calling and unkind remarks Pushing and shoving Refusing to cooperate Sharing Staying up late Stealing Swearing, profanity, “talking dirty” Temper tantrums Testing the limits

APPENDICES Behavioral contracts “Silly” interventions Relaxation techniques PREFACE

Camp counselors have the unique opportunity of providing campers from all backgrounds with a rewarding experience that they will remember for a lifetime. It is our hope that this manual will help you to enjoy this wonderful opportunity even more. The purpose of this booklet is to give assistance to camp counselors. Those reading this manual are not expected to have a background in behavioral treatment methods. We have attempted to eliminate jargon and technical terminology often found in assistance manuals. We have also tried to present the information in an efficient, straight-forward format for ease of use. We would add two cautions 1) The campers in your keeping will have many behaviors which are normal, habitual responses to everyday occurrences. Since they each come from different homes with unique experiences, you will have a multitude of behaviors with which to deal. Most campers’ behaviors will enmesh comfortably. Occasionally, a camper’s behaviors may be unacceptable. Please remember that because a camper’s behavior is not acceptable or comfortable for you as a camp counselor does not mean the camper is purposely trying to annoy or irritate. Approach this camper as you would any other in your care; it is the behavior, not the camper, that you find difficult.


2) While it is important to react effectively in controllable situations it is equally important to realize when situations are beyond you control or ability to handle, and to seek out the help of more experienced staff or professionals. Have a GREAT summer at camp!! PREVENTION

Preventing problems from occurring will be you most successful intervention. The time during which most problems occur seem to be unsupervised free-time, and “down-time” (waiting for the next activity to begin). You will have more rewarding experiences if you make quick transitions, and plan some fun things ahead for use during times you have “nothing to do,” or campers are “bored”. You can maximize influence over your group, and set a pleasant tone, long before any campers arrive. Waiting for the water-front to open is more fun if it also includes songs or story-telling. One counselor spent spare time during the school year learning stories. She jotted notes on index cards to remind her of the stories, then took them with her to camp. Another counselor learned songs, kept a list of titles, and used them during the summer. Younger campers especially like finger-play, or motion songs. Use your imagination! This can be a wonderful time. These, and other approaches developed to prevent difficulties, are part of positive programming. Throughout the manual we will provide you with examples of ways you may prevent misbehaviors from occurring as well as methods of intervention if or when they do occur. The lists are not exhaustive. Brainstorm with other counselors before campers arrive, to add your own suggestions! ROUTINES

Children adjust more quickly, and feel more competent, if they know the “routine.” This is not to say every minute must be regimentally scheduled, but that children should understand the logic and organization of the planned activities so that they have a rough idea of what’s coming next. For example, established wake-up time, breakfast, morning activities, lunch, afternoon activities, dinner, evening activities, and “lights out.” The “big picture” (major activities) will probably be developed by camp directors and senior staff. Within your cabin, however, you may need to help the campers make sense of it, and enjoy it more. You set the expectations: you establish the tone. REASONABLE RULES, POSITIVELY WORDED

Throughout this manual, we will refer to “rules,” which we feel should be established to provide campers with 1) guidelines for behaviors and, 2) opportunities to earn rewards for following them. While, ideally, campers could help to make the rules, in reality, you can “lead” them to your rules. Be sure to: 1. Word your rules positively. “Keep personal areas clean” can be discussed in detail during the first day explanation and requires A LOT less writing than, “DO NOT leave clothing and personal items out, cots unmade, sleeping bags unrolled, or items in the way for other campers to trip over.” The first example encourages most campers to meet up to your expectations; the second is rather antagonistic. 2. Make FEW rules (4 to 5 is plenty). 3. Be sure they are simple and reasonable. 4. Consistently enforce them (don’t make rules you will be unwilling, or unable, to enforce). Be sure your expectations are reasonable (requiring campers to be asleep by a set time their first night at camp may not be reasonable). Again, THE KEY here IS PREVENTION! Unreasonable rules and expectations should never make it to the point that they are being used with groups of campers! That alone will sabotage the success of the program you have worked so hard to plan. Compare notes with other camp counselors, and your camp administrators, to be sure that your expectations are reasonable, and are in keeping with the camp expectations. Make rules that can be lived by; campers will meet the set expectations provided they are within reason. Once you have decided on your expectations, or “rules” for your cabin or tent, put them up where your campers can see them! Just write them on some poster-board with broad- tip markers. In terms of prevention, campers who are made aware of the rules, and can see them daily, will not be able to excuse later misbehavior by saying they didn’t know about the rules. Further, you are setting your campers up for SUCCESS by giving them opportunities to follow the rules and, in turn, be rewarded for doing so. When do you lead campers to your expectations and cabin rules? Before you do anything else on the first day! Your camp may have more than one set of rules if there are specific frequent activities (such as swimming) which also involve safety issues, and are not specifically addressed by cabin rules. By praising your campers for following the rules and ignoring some of their insignificant irritating behaviors, your cabin can be very enjoyable for the time your campers are with you! REQUESTING CAMPERS TO DO SOMETHING

To be sure that campers comply with your requests: - Make your request as a statement, not as a question. - Make eye contact with the camper when giving instructions or making requests. - Stand no more than 3 feet away form the camper as you give instructions or make requests.


- Make one request, then follow through with camper to be sure he or she complies...do not repeat your request over and over.

- Use a pleasant tone of voice when talking with your campers; keep your voice volume low, but firm. - Avoid becoming emotional. Remain calm, and never yell or name-call. - Be specific in your requests. “Put your dirty clothes into the laundry bag, pull the sleeping bag neatly over your bunk,

and put your things under the bunk,” leaves no questions compared to “clean your area.” - ALWAYS praise and reinforce your campers when they follow directives. Also reward them for completing tasks

without being told to do so. - Address the issue directly-don’t “hint around,” and expect the camper to “catch on.” DO NOT use sarcasm as a means

of control. These points will be particularly helpful when working with children who have behavioral difficulties, but should be used routinely with all children.

PREVENTION AND INTERVENTION METHODS NOTE TO THE READER It is important remember, when looking toward altering a child’s behavior, that behaviors have purpose. In the past, it has accomplished something for the camper. We say this in hopes that it will create empathy for, rather than anger toward, the camper(s)’ inappropriate behavior The suggestions offered within this manual are intended to guide discipline practices of camp counselors in dealing with every-day difficulties. Serious emotional and behavioral problems, such as suicide threats or chronic substance abuse, MUST be dealt with by trained professionals’ involvement. The behavior difficulties offered were collected from camp and agency persons who have had years of experience working with children in camps. Methods of preventing difficulties, and intervening when they do, are provided as suggestions. The techniques offered are those which we have developed ourselves, and successfully used, in working with children with behavioral difficulties. We hope you find this manual helpful! BORROWING WITHOUT PERMISSION Methods of Prevention - On the first day, seat campers in circle on the cabin floor. - Make it known on the first day that you do not allow campers to borrow without permission. - Do not allow young campers to “swap,” or “trade.” This invariably leads to difficulties later on, when one or the other

changes his or her mind about the trade...eliminate the problem before it occurs. - More around your group often during activities to limit the available opportunities for campers to borrow or trade. - Do not leave your campers unattended (e.g., staying behind in cabin while the group leaves, during “free time”). This

will further limit the opportunities to borrow. - Discourage campers from bringing expensive items to camp with them. If they are brought along, find a place to

securely keep them until the camper returns home (e.g. camp lodge safe or locked office). - Be a good role model; do not “sneak” foods from the kitchen or “borrow” pens, pencils, paper, etc., from the offices.

Teach your campers to respect individual property through modeling, and presentation of the rules. Methods of Intervention - The borrowed item(s) must be returned to its owner with an apology. If the borrowed item was damaged, restitution

must be made or arranged. If the problem seems to be habitual with the camper, contact your staff supervisor and seek help with an advanced behavioral intervention.

- Review the rules with them and ask for group support in dealing with the situation. Remind group of the consequences of borrowing without permission.

- Speak privately with the camper who is borrowing without permission to answer the questions: 1. What happens to me when I take things that don’t belong to me without asking, first? (campers may think

that he or she stole the item) 2. What should I do, instead? 3. What happens to me when I ask permission, first?

BULLYING Methods of Prevention - Make your expectations (e.g., rules) known in terms of appropriate communications, and gaining cooperation from

other campers on the first day. - Give campers examples of appropriate ways to try to influence fellow campers (e.g., speak nicely to them, ask-don’t-

tell them what you would like). - Move around your group often so bullying will not happen without your awareness (which happens) - Be sure the camper understands what will happen when she speaks to peers in a disrespectful way, and intimidates

other (peers will choose not to interact with her, she may be excluded from activities, peers will not trust her). - Give campers different behaviors & words to use when angry, frustrated, or trying to influence peers. Methods of Intervention - Immediately intervene when you see one camper intimidating, frightening, or bullying anyone. - Talk, one-to-one with the camper who is bullying others. Have her write, or answer the following:


1. What happens when I bully others? 2. What could I do instead of bullying? 3. What happens when I am nice to others?

- Reward positive behavior that can’t occur at the same time as the bullying. - De-escalate a potential physical confrontation. - Move within arm’s length of the involved campers. - Have the camper being bullied go to a specified area (e.g., Tony, go to the table and sit down, please; I will talk with

you in a minute.”) - Instruct the camper bullying the other camper to go with you to a specified area (i.e., “Justin, come over to this bench

with me, please”). - Walk with him to that place - do not “crowd” the camper...stay about arms’ length away from him. - Stay neutral; keep a “straight” face; do not smile, frown, or display emotions...deal only with issue. - Once at designated area, talk over the situation as directed above. - Have camper take a time-out to think over situation, and come up with alternative behaviors. - Go and speak with the other camper. - Reinforce helpful behaviors observed. - If the problem persists, seek the help of your supervisor, or camp personnel in dealing with the issue. CAMPERS SEEKING REVENGE Methods of Prevention - Make your campers aware of your rules and expectations the first day. Also make them aware of the consequences

that they will face if they choose not to follow those rules or comply with the expectations. - Emphasize, during your first day with the campers, that they are living in close quarters with one another. There will

be some difficulties from time to time that will be handled in an orderly and kind way. Work with campers to “brainstorm” ways to deal with possible problems that may arise (sharing possessions, wanting to be first in line), and emphasize that cooperation is expected.

- Avoid punishment! Revenge is an emotional response that is related to other tense incidents. Keep your campers “upbeat” and happy, and avoid behavioral problems with them to begin with.

- Meet with campers who have had difficulty, once they have settled down. Speak quietly and calmly about the choices they made in terms of behaviors, what happened as a result of their behaviors, and what they could have done differently to have a better outcome.

- Move around among your campers, paying particular attention to those who have had difficulties with each other to avoid the possibility of arguments or fights.

- Reinforce appropriate behaviors always...meet privately with campers who have had difficulty, and offer praise for their good behaviors in attempting to get “back on track.”

Methods of Intervention - NEVER IGNORE vengeful behaviors. Always address these issues, and speak with the campers once things have

“settled” down. - Repeat your expectations, and help the camper to identify what she could have done differently to handle her

frustration. - If destruction of another camper’s belongings was a part of this camper’s vengeful behaviors, she must make

restitution to the camper whose belongings were broken. - If the camper became involved in physical fight, refer to that section in the manual, and deal with it accordingly. CAN’T KEEP HANDS TO SELF Methods of Prevention - Make your rules and expectations know, on the first day of camp, in terms of appropriate and inappropriate touching. - Talk to campers about the importance of observing every one’s “individual space.” That is, that invisible boundary

that surrounds each person, and determines the comfort level in relation to how close another person is to them. - Model appropriate behaviors, in terms of touching others, for your campers to follow. - Explain what “inappropriate touching” is (e.g., unwanted touches, or touches on the parts of the body that are

covered by underwear or bathing suits). - With campers of younger ages, remind them especially prior to activities. - Move around among your campers to be available to observe any behavioral difficulties of this type. When observed,

speak immediately and directly with the camper who is touching others. Remind him or her of the rules and expectations.

- Praise and reward campers who show appropriate behaviors. - This is related to the section on inappropriate touching. - This section should also be considered for possible prevention and intervention techniques. Methods of Intervention - Meet individually with campers to discuss the importance of observing other’s “personal space.” - Write a behavioral contract gaining an agreement for appropriate behaviors and consequences. - Provide learning opportunities for campers to ensure that he or she knows that this type of behavior is not

acceptable.


- Remember that some of your campers may have spent many years playfully reaching out and hitting people, or punching them in what they feel is a “joking” manner. This is not something that will be quickly overcome, as it is a habitual response.

- Frequent reminders, following a one-to-one meeting with the camper may be necessary. Do not get angry; simply handle it in a “matter of fact” way.

DESTRUCTION OF PROPERTY Methods of Prevention - De-escalate the situation when you notice a camper “losing control.” (see Appendix B). - Work with senior camp personnel concerning proper procedures to follow in the event that a camper engages in

property destruction. Decide, in advance, which behaviors must be documented or reported, and what consequences will be imposed.

- Make campers aware of rules and expectations the first day, in terms of appropriate handling of others’ property. - Discuss the importance of mutual respect for others’ property, whether it be camp property, or that of a fellow

camper. - Develop a clear understanding of the consequences of destructive behaviors. - Discourage campers from bringing expensive items with them into camp. Methods of Intervention - Write a contract with the camper. If he enters camp with a “history” of this type of problem, write a contract with him

prior to the start of camp, gaining his agreement for cooperation. - If camper’s behaviors result in monetary losses for the camp, or for fellow campers, restitution should be required of

the offending camper. - Instruct campers in the use of relaxation techniques. Begin with extremities, and work your way toward the center of

the body. (see Appendix E) - Reinforce campers for appropriate handling of conflict. - Have campers write their frustrations in a journal so that they may go back, at a later date, and consider their

behaviors, alternative behaviors, and possible alternative outcomes. DIFFICULTY PAYING ATTENTION Methods of Prevention - Provide clear, direct, and age-appropriate directions to activities. - Break down information into workable segments (that is, give younger campers 1 or 2 instructions and wait for them

to complete before going on to the next step). - When giving directions important for campers to know to complete a project, be sure interruptions and distractions

are at a minimum. - If you know you are going to be working with a child diagnosed as have ADD, be sure to:

1. Establish routines. 2. Preview the daily schedule, going over with him exactly what he needs to do. 3. Help camper organize his area so that things are easily found when needed.

- If camper is easily distracted, you may want to have him use a daily check-list or point sheet to help to keep him focused on what you feel is important for him to concentrate on.

- If a complex task, or complex directions, are to be used with the camper, preview and practice may be necessary to ensure that he has heard and understood what is expected of him.

- Reinforce for attentive behavior, praising and giving points on his point sheet or on your point chart. - More around among your group members; bring back to task campers who have “wandered”, and are not attending

to the task at hand. Methods of Intervention - In working with a camper who has attention difficulties, you must be patient, flexible, and willing to work with the

camper on an individual basis. - When teaching activities, focus the camper’s attention by guiding him through the instructions rather than simply

calling his name and reminding him to pay attention. - Pair the camper who has attention difficulties with another camper who stays focused and attentive. This will

provide an appropriate peer model, and will also help to keep him focused. - Keep camper who has attention difficulties near you during times when he and the other campers need to be focused

(e.g., during directions, presentations, group activities). DIFFICULTIES WITH HYGIENE Methods of Prevention - On first day, during orientation with campers, make expectations known in terms of daily showers, and personal

hygiene requirements. When done at this time, it is not seen as a personal difficulty, but rather a simple stating of expectations of all campers.

- Be sure that your group takes daily trips to the showers. - If camper(s) have a limited supply of clothing available, briefly show him or her how to wash the clothes out by hand,

and hang them to dry.


- Possibly arrange with camp supervisors to have an extra store of hygiene supplies as a “safeguard” to campers arriving unprepared (e.g., toothbrushes, deodorant).

- Establish, as a part of your reinforcement schedule, a section for earning points for personal hygiene. Again, when done before there are any problems, this would be less likely to be taken personally.

Methods of Intervention - An individual session, between you and the camper, should take place wherein you advise her that added attention

needs to take place. Be diplomatic, and do not use words such as “stink.” As an example, “Barbara, sometimes, I need to use more deodorant than I usually do. You seem to have the same difficulty, and I know I would want you to tell me...I thought I would mention it before anyone else noticed.”

- Furnish campers with necessary items, if campers do not have them. - Reinforce camper when you notice an improvement. DOESN’T WANT TO TRY NEW ACTIVITIES Methods of Prevention - Make your expectations know in terms of participation and cooperation on the first day. - Reinforce the campers who do attempt new activities. - Arrange your activities so that asking for help is easy. - Review your directions for clarity and completeness. - Introduce the activity in the most interesting way possible. - Let campers clearly know when it is time to begin. - Move Around! Be readily available for help when needed. - Give campers directions and model them at the same time. - Help reluctant campers with the first few tries until they “get it.” - If it is a project where campers will be making something, have one completed for them to look at. - Be sure campers have all necessary tools to perform the activity. - Do not emphasize perfection or competition. Methods of Intervention - Chart campers attempting behaviors; give a sticker for each attempt. - Evaluate appropriateness of task (is it too easy? too hard? does it take too long to finish?). - Check for understanding. - Assign peer “buddies” - Verbally reinforce attempts with comments that encourage, “Good try, Jason!” FEAR Methods of Prevention - Remember not to tell frightening stories to young campers just before bedtime. - Assure campers, during your orientation with them on the first day, that there are no wild beasts, bears, or monsters

at camp, and that they are perfectly safe. - If a camper is afraid of an activity, and it is not essential to participation in the camp, allow them to watch the other

campers in the activity. Keep in mind to try to encourage them to join in the activity as the others progress through it. Do not push, force, or humiliate campers into participation.

- Encourage an overall supportive environment within your group of campers, possibly calling upon some of your “veteran” campers to act as “mentors” to new-comers.

- If a camper is afraid of the dark, and you have access to electricity, plug in a night-light. If you do not, put that camper in the bunk closest to yours, and encourage him to sleep with a teddy-bear, or something that helps him feel safe.

- Give plenty of opportunities for success, and participation in activities which the camper enjoys. - Talk quietly with the camper and reassure him that everyone is afraid of something, and that it is alright to be afraid. - Sometimes, just talking about those fears helps the camper to relax, and the fears to subside. - Be sure that your other campers are not teasing that camper. - Also, be sure that they are not, behind your back, trying to get the camper more afraid by telling him stories or tales

purposely meant to “get him going.” - Move around your group. This will help reassure the campers that you are always nearby. - Make as many of your activities as possible enjoyable to the campers, and within the ability levels of the average

camper to successfully complete. - Set campers up with “peer buddies.” In this way, they have one more person to rely upon besides yourself. Methods of Intervention - Show campers that you care. Be patient. Do not ridicule or humiliate campers who are afraid. It is not funny to them,

and they will only feel worse as a result. - If the campers show an interest in doing an activity of which they are afraid, break it down into small increments,

allowing them to complete just one part of the activity at a time, and then help them to go on to the next step. By completing one small step at a time, they learn that they are able to do it and, hopefully, will be more open to trying something even when they are afraid.

- Discuss it openly during a group meeting with your campers, giving them an example of when you were very scared, what you did to cope, and how it turned out.

- Review prevention techniques for methods you could implement.


FEAR OF FAILURE Methods of Prevention - Make your expectations know in terms of participation and cooperation on the first day. - Reinforce the campers that do attempt to do the activities. - Arrange your activities so that asking for help is easy. - Review your directions for clarity and completeness. - Let campers clearly know when it is time to begin. - Move Around! Be readily available for help when needed. - Give campers directions, and model at the same time, exactly what it is that they need to do. - Help reluctant campers with the first few tries until they “get it.” - If it is a project where campers will be making something, have a completed item available for them to look at. - Be sure campers have all necessary tools to perform the activity. - Do not emphasize perfection or completion. Methods of Interventions - Chart campers attempting behaviors, giving a sticker for each attempt (see Appendix C). - Evaluate appropriateness of task (is it too easy? too hard? does it take too long to finish?). - Check for understanding of directions. - Assign peer “buddies.” - Verbally reinforce attempts with comments that encourage, “Good try, Jason!” - Once a failure occurs, and student seems upset, meet briefly with camper to reassure, and reinforce for his attempt.

Help camper to think of ways that he could do it differently, that may help him to succeed, next time. Develop an “action plan,” together with the camper that outlines how to get through the activity next time.

- Model failure...YES, FAKE IT! Campers learn best by modeling, and one thing it would be beneficial to see modeled is how you handle failure.

- If this is a performance-type of activity (such as batting, pitching, swimming), help the camper to relax and practice “visualizing” himself doing it the “right way.”

- If the camper is always nervous about the same activities, use a relaxation technique, and guided instruction through the activity may help the camper to overcome enough of his fear to complete the activity.

- Once he has completed the activity, congratulate him, and assure him that you will help him through the next time, as well. Each successive time, help a little less until he is completing the task completely on his own. This intervention technique is more sophisticated than others in the manual, and may necessitate the help of a senior staff member.

FIGHTING Methods of Prevention - Make your expectations (e.g., rules) known in terms of handling conflicts - Reward positive behavior that can’t occur at the same time as the fighting. - Reinforce appropriate behaviors observed in all campers (e.g., “catch” your campers following the rules). - Be sure campers are within line-of-sight at all times. - Move around your group often. - Don’t emphasize perfection or competition. - Prevent “down time,” go from one activity to the next with the least amount of time possible in-between activities. - Provide as many high interest activities as possible. - Provide campers with plenty of chances for success. - If a fight seems to be imminent, do something “silly,” (e.g., make loud, silly noises) to deflect the attention away from

the participants in the possible fight to yourself, and hopefully prevent the fight from occurring. (see Appendix B). - Remove “agitated” camper from the group for “cool down” period. Talk with him calmly and quietly about his

frustrations. - On the first day of camp, put the entire cabin on a reinforcement schedule, where campers are able to earn “points”

on a chart (see Appendix C). These points will later be traded for privileges or special events such as a later bedtime or repeat of favorite activities.

- Provide campers with behavioral options: sit out activity; go to another area to “quiet” self; rejoin group when camper feels he has regained control.

Methods of Intervention - Separate fighting campers from each other immediately. DO NOT allow campers to become injured (you may need to

implement the emergency procedure outlined for you by your supervisor at the beginning of camp). - Once the situation is under control, and following a “cool-down” period, have the campers verbally relate, or write an

essay, answering the questions: 1. What was wrong with what I did? 2. What happens to me when I fight? 3. What else could I choose to do? 4. What happens to me when I don’t fight?

- Write a behavioral contract (see Appendix A) - Teach campers alternatives to fighting (e.g., withdrawing, talking). - Separate from campers who may be encouraging the fight. - Teach combatants problem-solving skills:


5. What is the problem? 6. What do I want to accomplish? 7. How do I do this? 8. Help the camper come up with a step-by-step plan. 9. Help the camper to follow through with the plan.

FIGHTS OVER POSSESSIONS Methods of Prevention - On the first day, seat campers in circle on the cabin floor. - Encourage campers to develop mutual respect, working together as a “team,” and “looking out” for one another. - As a “team,” there may be a disagreement...help campers to handle these disagreements in a mature and cooperative

way to avoid fights. Methods of Intervention - Handle all disagreements diplomatically...do not become personally involved, and do not “take sides.” - Intervene quickly to ensure that no physical fighting occurs. - Separate disagreeing campers to avoid further difficulties, and speak with each one separately. - Speak, individually, with each of the involved campers to get their own explanations...do not moralize, lecture, or lay

blame at this time...simply get information. - If the disputed item is an unnecessary one, take possession of it, and place into care of the camp office for the

duration of the campers’ stay to eliminate further arguments or possible fights. Upon parents’ arrival, interview to determine which camper does own the property.

- If it is a necessary item, and speaking with the campers does not resolve the issue, you may want to contact the parents to validate ownership. At this time, you want to inform your camp supervisor of the problem with which you are dealing.

- Hold a cabin meeting to re-state the cabin rules, and gain a new commitment of cooperation and communication. - Write a behavioral contract, if sure of the camper who is “at fault,” to gain re-commitment to rule-following, and

adherence to consequences if rules are violated. - Have camper give you examples of what happens when they violate others’ rights to property, and give you

acceptable alternative. TROUBLE FOLLOWING RULES Methods of Prevention - Make rules and expectations known, during your orientation session with your campers on the first day. Be sure that

they understand the rules. - Review consequences of not following the rules (e.g., loss of participation in the activity; inability to earn points, if

using a reinforcement chart). - Make your rules according to the guidelines set down in the section entitled, “Reasonable Rules, Positively Worded.” - Post your reinforcement chart, with a section for following rules. Be sure that your rules are posted in a highly visible

place...this will serve as a constant reminder. - Add stickers or initials liberally! This is perhaps, one of the more important items on which to reward your campers

for compliance. - “Catch” your campers following the rules...praise them for doing so, as well as posting rewards. Methods of Intervention - Remind your group of the rules, and importance of following them. Review the rules that are not being followed, and

give your reasons for having the rules. - Initiate the “prevention” techniques listed above. - Interview individually, and review the rules ensuring that he or she understands them (for example, have the camper

rephrase them and restate them back to you). - Apply consequences, as reviewed on the first day, and based on camp policies, in a consistent manner. Do not

“overlook” times when you observe your campers not following the rules...they will learn that you don’t really mean what you say.

- Set the example by following the camp management policies. If you disagree with a camp policy, DO NOT discuss this with your campers. You may use it as an example in a neutral way, such as, “Sometimes adults do not always agree with rules set down, but they are put in place for the good of all, and they must be followed.”

GOING INTO RESTRICTED AREAS Methods of Prevention - Make your expectations (e.g., rules) known in terms of which areas of camp the campers are allowed into, and which

areas are “off limits” on the first day. - If campers are not allowed into these areas because of a physical threat to their safety, be sure to let them know. - Be sure the camper understands what will happen if he does go into the restricted area he may lose: privileges;

respect and trust of staff and fellow campers, etc). - Use reminders if campers stray close to the restricted area. - Maintain line-of-sight supervision (always have campers within your sight).


- Move around with your campers to ensure their safety, and “catch” them staying in the allowable areas so that you may reinforce them for doing so.

Methods of Intervention - Meet individually with camper(s) who chose to go into a restricted area, and discuss the problem. - Impose the consequences reviewed during the first day of camp. - Maintain line-of-sight supervision to insure no repeats occur. - Contract with camper, securing agreement not to enter into the area again (see Appendix A). - Reward camper(s) for complying with contract and rules. HOMESICKNESS Methods of Prevention - When you first meet parent and camper, make yourself available for any questions either may have, and to ease any

apprehensions the child may have. Be “upbeat,” and expect them to have a good time. Do not belittle a camper who cries.

- Encourage your camper to bring a personal item (such as a teddy bear or, perhaps a picture) that will help the camper feel a little “closer to home,” by having something familiar with them.

- If parents advise the camp in advance of campers’ arrival, that this may become a problem, recommend that they give the camper something special to bring with them such as a parent’s pillow to use at camp, a special teddy bear, a small handkerchief to tuck inside the child’s pillowcase with a drop of the parents’ cologne on it...anything that will make them feel “closer” to home.

- There is a really no way to prevent a camper from becoming homesick...you can only hope to lessen their difficulty in adjusting, and keep their minds off missing their parents, family, and friends.

- Plan activities to keep camper active, involved, and having fun. - Write “welcome” notes to each camper; if possible. Include in the SHORT note, some interesting things about

yourself (where you’re from, what you like to do), let them know you’re anxious to meet them, and have lots of fun things planned for them to do!

- If you have a longer-running camp (a week or longer) arrange with parents in advance to write their children encouraging notes, to be delivered each day. Don’t assume that parents will automatically “know” to do this; they won’t, and some campers will not receive any notes which will make your job worse in terms of homesickness.

Methods of Intervention - Meet, as a group, nightly. During this time you can share fun events of the day, and offer encouragement to campers

having difficulty adjusting. During this time, other “veteran” campers may also offer ways with which they dealt with homesickness their first time at camp.

- Encourage campers to write letters, or keep journals, throughout their stay. They will have a “fun” memento, once summer is over, of their stay at camp.

- When campers become “down” speak with them briefly, and remind them that camp only lasts a few days, and its a lot of fun while it lasts!

- USE YOUR SENSE OF HUMOR!!! If you can get the camper to laugh and smile, they are not able to cry, try as they may...reinforce the OPPOSITE behavior.

- Eliminate as many “down times” during the first day or so as possible. This is the time during which you will have your greatest difficulty not only with homesickness, but with arguments and fights, as well.

INAPPROPRIATE COMMENTS TO ADULTS (TALKING BACK) Methods of Prevention - Make your expectations (e.g., rules) known in terms of language and comments that will be acceptable. - Give campers examples of acceptable ways to voice their disagreements or difficulties with adult decisions. - Reward positive behaviors that can’t occur at the same time as the talking-back. - Reinforce appropriate comments observed in all campers (e.g., “catch” your campers following the rules). - Move around your group often to be able to hear comments (both appropriate and inappropriate). - Be sure the camper understands what will happen when he speaks to adults in disrespectful way (adults may choose

not to interact with him, and he may be excluded from activities). - Place the importance on individual success. - Be sure you are not inadvertently reinforcing inappropriate language by attending only when profanity is used. - Be an appropriate role model by using appropriate language and references to others at all times. - Give your campers examples of alternative words to use when they’re angry or frustrated. - On the first day of camp, put entire cabin on a reinforcement schedule, where campers are able to earn “points” (see

Appendix C) for good behaviors. These points will, later, be traded for privileges or special events such as a later bedtime or repeat of favorite activities.

Methods of Intervention - Do not intervene on “here-say.” Only deal with disrespectful comments that you hear, thereby avoiding reinforcing

tattling behaviors. - Don’t argue with the camper; you know what you heard. - Always be consistent in what you expect, and in what will happen when campers fail to meet those expectations. - Be respectful toward your campers. Speak to them in way that you would prefer to be spoken to; be calm and

objective.


- DO NOT ignore inappropriate comments - they probably will spread to other campers rather than go away, thereby increasing your difficulty in dealing with them.

- DO NOT over-react (e.g., don’t look astonished, act shocked, become angry, or mirror your campers’ behaviors and inadvertently worsening the behavior and the situation). Speak calmly and in a straight-forward manner.

- Review with them some appropriate words or expressions they may use during times of frustration or disagreements with you or other staff members.

- Have campers come up with alternative words or phrases that are acceptable to use. ISSUES OF POWER AND CONTROL Methods of Prevention - During pre-camp training, before campers arrive, establish how much you must deal with before recommending the

transfer of a camper to another cabin. Be sure to clear this with your supervisors before implementation. - Make your rules and expectations known to campers on the first day, before any other activities occur. - Be firm and consistent in your enforcement of the rules...never make promises (or threats) that you will not keep;

always keep the promises you make. - Do not try to be your campers “friend;” you are there to guide and protect them. You will gain more respect from

them by enforcing the rules and expectations, and not giving them extra room...the power struggle comes into play when campers erroneously assume that they are your equal. This can not safely be the case.

- Work as part of a team with your fellow camp counselors and senior staff members. - Maintain a professional reputation by speaking positively with and about the other counselors and staff members. - Be a positive role model to your campers. - Promote team-work within your cabin among campers. - Encourage cooperation and mutual respect; reward helping behaviors. Methods of Intervention - Meet individually with camper, and review expectations in terms of following rules. Re-establish that he is part of a

close-knit group that needs to focus on the same goals in order to have a successful experience. - Help the camper consider what negative results have occurred as a result of his behaviors (loss of trust by cabin

members, loss of your trust, lost opportunities for interaction). - Help him, also, to decide upon alternative, positive behaviors. - Reward camper quietly for positive, helping behaviors...add stickers or initials to behavioral chart, if in use (see

Appendix C). - If it becomes a continual and intense struggle between you and the camper, meet with your supervisors to update

them on your difficulties with this camper. It may be necessary to transfer the camper to a new cabin. - Provide a moderate camper (that is, one who is basically cooperative and respectful, but over-energetic) with

leadership opportunities (such as mentoring a more reserved or shy camper through activities, or getting out and putting away recreational equipment).

LEAVING THINGS A MESS Methods of Prevention - Day #1 - review rules or expectations in terms of “neatness” of cabin or area. - Be sure to allow for enough time to accomplish both hygiene and personal area cleaning before leaving for breakfast

each morning. - Provide area, on a reinforcement chart, for rewarding clean personal areas within cabin. - Reinforce persons who have showers, and personal areas in order within your specified time limit, and are ready to

go to breakfast in the morning. - Establish a routine for your group of campers. Methods of Intervention - Reinforce, by stars or initials on reward chart, those campers who are ready within the specified time limit; allow for

a reward (such as extension of bedtime, or additional privileges) for those who meet the expectation without difficulty.

- Meet, individually, with campers who are not meeting the criteria established to discuss their difficulties in meeting your criteria. Offer suggestions in how the camper may increase their effectiveness in this area.

- Do not allow campers who have not net the criteria to participate in the earned “bonuses” of those campers who worked to meet the criteria - you are not excluding the campers from anything; this was an earned privilege that the non-participating campers chose not to work toward attaining.

- Caution: Be sure each camper has the necessary self-help skills to accomplish this goal. Some physically and mentally challenged campers will naturally be at a disadvantage. When this is the case, allowances must be made to help these campers to be successful.

LIGHTING MATCHES & USE OF OTHER HAZARDOUS MATERIALS Methods of Prevention - On the first-day orientation session, review rules and expectations concerning the use of matches and other

hazardous materials. - Be sure to inform campers of the consequences if they are found with these items on their person. - Follow through on your promised disciplinary actions if or when a violation occurs.


- When using matches yourself (to light camp-fires, for example), be sure they do not become accessible to campers. That is, keep them on your pocket or with you in some way so that the campers are not able to gain access and use them.

Methods of Intervention - Immediately take possession of the matches. - Use the experience as a “teachable moment,” speaking with the camper who lit the matches, as well as the other

members of your cabin about the dangers and risks involved in playing with matches and other flammable items. - Write a behavioral contract with the camper who lit the matches, gaining agreement that he will not again use them

without permission. - Make your supervisor aware of the incident; if the camper again lights matches, ask for intervention from your

supervisor or other higher-level person within your camp. - DO NOT risk the safety of other campers; this may be a serious behavioral difficulty. - Monitor this camper to ensure that no further incidents occur. - Have camper share with you his or her belongings to ensure that he or she does not have more matches in their

personal possession. LYING Methods of Prevention - Aim for the concept, “We’re all in this together.” - Place the importance of individual success. - Don’t emphasize perfection or competition. - More around your group often. - Provide campers with plenty of chances of success. - Do not inadvertently “set up” your camper to lie (e.g., if you know your camper has done something that is not in

keeping with your cabin or camp rules, do not ask him, “Did you do ________?” Instead, say, “I understand ________ occurred. What are we going to do to remedy the situation?”

- Do not inadvertently reward untruthful behavior; if lying is an ongoing problem with a specific camper, be sure to reward only observed positive behaviors

Methods of Prevention - Arrange for an essay, or a one-to-one meeting with the camper who is lying, to answer the questions:

1. What happens to me when I lie? 2. What might I do, instead? 3. What happens to me when I tell the truth?

- Caution should be exercised in rewarding a camper (who repeatedly lies) for telling the truth; you may reinforce the very behavior you hoped to eliminate.

- Ignore obvious exaggerations of occurrences/events. - Provide correction in a kindly manner; give guidance and model the expected behavior, as the camper may not have

developed appropriate social skills and, therefore, may not know that it is not acceptable behavior. - Use story-telling for younger groups (such as fables) to point out the importance of telling the truth. - Model appropriate behaviors by accurate accounting of your own accomplishments. NAME CALLING AND UNKIND REMARKS Methods of Prevention - On the first day of camp, put entire cabin on a reinforcement schedule, where campers are able to earn “points” (see


- Make your expectations known in terms of language, comments and names (including nick-names) that will be acceptable.

- Give campers examples of acceptable ways to refer to each other. - Reward incompatible appropriate behaviors (e.g., referring to fellow campers by their names or acceptable

nicknames). - Move around your group often to be able to hear appropriate and inappropriate references to each other. - Be sure the camper knows what will happen when he speaks to peers in a disrespectful way (other campers may not

want to interact with him, and he may be avoided by them). - Teach your campers about how “hurtful” unkind remarks feel when they are received, regardless of how “funny” it

may seem when they are said. Humor is not really funny if it is at another person’s expense. DO NOT do this by publicly humiliating them so that they, too, “know what if feels like.”

- Be a good role model by treating others respectfully at all times. - Stress the importance of each member’s contributions to the group, including diversity. - Aim for the concept of, “We’re all in this together.” Methods of Intervention - Provide correction in a kindly manner; give guidance and model the expected behavior, as the camper may not have

developed appropriate social skills and, therefore, may not know that it is not acceptable behavior.


- Intervene immediately to name-calling and unkind remarks, as they may spread to other campers, thereby increasing the number of hurtful remarks another camper may have to deal with.

- DO NOT laugh or react positively toward inappropriate behaviors when they are directed from one camp member to another; you will undermine your effectiveness with your group.

- Avoid over-reacting (e.g., don’t look astonished, act shocked, become angry, or mirror your campers’ behaviors) thereby inadvertently worsening the behavior and situation.

- Speak calmly and in a straight-forward manner. - Arrange for an essay, or a one-to-one meeting with the camper who is name-calling, to answer the questions:

1. What happens to me when I call peers names? 2. What might I do, instead? 3. What happens to me when I address peers appropriately?

- Write a contract with the camper, and arrange a reward system for appropriate peer references (see Appendix C). PUSHING AND SHOVING Methods of Prevention - Make rules and expectations known, on the first day, prior to any other activities, in terms of safety rules, the reasons

for them, and the consequences for not following them. - Be aware of “hot spots” for this type of behavior (e.g., showers, lunch lines, hiking trails, paths to the beach), and be

sure that you are nearby to prevent it from occurring, as it could be quite dangerous. - Reinforce, daily, campers observed walking, observing other campers’ personal space, and remaining “calm.” - Practice keeping personal space and walking comfortable distances from other campers with your younger campers,

so that they have a measurable way of thinking about this (an easy way is to have them maintain arm’s length, or elbow length...not always possible in lines, and so forth).

- Get your campers ready well ahead of time so there is no reason for them to feel that they need to “rush.” - More around and be close to your campers so that this is less likely to occur. - Set the example. Allow yourself ample time, and take your time getting places. Methods of Intervention - Do not ignore pushing; because of the possible danger involved, call camper aside and remind them of the rules.

Watch more closely, then, for appropriate behaviors and immediately praise or reinforce for it. - If pushing occurs within a line, move the camper pushing to the back of the line, and explain your reasons for doing

so. - Remove camper from the activity, speak one-to-one with him concerning the safety issue, allow him ample time to

“settle down” before returning to group, and praise for appropriate behaviors observed. - If the problem persists, meet in a one-to-one setting to ensure that you have his attention, and once again review the

rules. - Set up a reinforcement schedule, if you have not already done so, that will allow the camper to earn points or

privileges for “calm” and “polite” behaviors. - Write a behavioral contract (see Appendix A) with the camper that specifies which behaviors are expected, and what

responses will be earned as a result of expected behavior. - Children diagnosed with attention deficit hyperactivity disorder (ADHD) often experience difficulty in this area. If

you have a recurring problem with over-active behaviors that you seem to have little to no affect in controlling, contact your supervisor for advice.

REFUSING TO COOPERATE Methods of Prevention - Make expectations or rules known, on your first day with campers, in terms of cooperating with one another and

working as a “team.” - Encourage a “team” spirit, approaching things with a cooperative, rather than competitive attitude. In other words,

each camper should have equal opportunity to earn rewards, not only the “first” few or “best” few campers. - Remember, in competitive activities, only a few will win; most will lose. - Be consistent in your treatments of all campers. It is not unusual to have a “favorite” camper...many counselors do.

You should be the only one who knows, or can “tell” that you do...enforce expectations consistently, and treat all campers equally.

- Praise, and give points to, campers who cooperate with one another. - Emphasize the importance of cooperation and how much more fun an activity can be when all involved are friendly,

positive, and working toward the same goal. - Set up a competition with another counselor and his or her cabin to see which “team” can earn the most points each

day. - Encourage positive attitudes...SMILE ALOT!! Your campers will feel happier if you look happy. When campers are

happy, they are more willing to cooperate with one another.


Methods of Intervention - Remind your campers as a group that you need their cooperation to make their stay more fun. - Start one of the “prevention” techniques, such as a competition between cabins, cooperation games. - Meet, one-to-one, with the camper who will not cooperate. Explain, again, why cooperation is necessary. - Award “bonus” points for cooperative campers. - Catch the camper having difficulty cooperating doing something helpful (helping another cabin mate, for example). - Meet, one-to-one with camper, and help him to consider,

What happens when I do not cooperate? (e.g., other campers don’t want to be near him, he misses out on a lot of fun)

What happens when I do cooperate? What could I do differently?

- If camper is having difficulty with a particular camper within your cabin, listen, get the other camper, and help them to speak nicely to one another while voicing their concerns.

- If the problem continues after you have tried other interventions, you may want to set up a behavioral contract with your camper (see Appendix A).

- Make positive comments about observed helpful behaviors. Be on the “look-out” for this kind of behavior from the camper having trouble in this area.

SHARING Methods of Prevention - Go over “rules” or expectations for sharing camp and activity materials during first-day orientation. - Be a good role-model. Offer to share your supplies with a camper; borrow something from a camper and return

it...set the example of appropriate borrowing and sharing behaviors. - Place emphasis on sharing and cooperation rather than on competition. - Discourage sharing personal items; put away personal items in a safe. - Be sure to have plenty of supplies so that sharing during activities is at a minimum and, therefore, won’t result in

campers idly waiting for glue or other supplies. - Ensure that all campers have ample opportunity, considering the availability of supplies, to complete all assigned

tasks. - Move around while your group is participating in activities to be able to aid in sharing behaviors. Methods of Intervention - Reward campers for sharing supplies and, if you have recurring problems, put it on your reinforcement chart and

place sticker or mark for each sharing observed. - Talk quietly with camper who is not sharing supplies and remind him or her of the rules: reassure him or her that

there will be plenty of time to complete the task. - Determine why the camper doesn’t share, and provide support in area in need of support. For example, if he is afraid

that he won’t get the item back in time to complete his project, be ready to monitor time and ensure that both camper’s projects are completed.

- Guide campers in sharing experiences that allow successful experiences and, therefore, encourage future sharing with each other.

- Move around while your group is involved in activities to lend support and offer assistance in teaching sharing/borrowing behaviors.

STAYING UP LATE Methods of Prevention Note: This problem will probably remedy itself, with some patience in the first one or two nights. Research supports the stance that the main requirement is to maintain the same wake-up time each morning! - Review rules and expectations regarding bedtime on the first day of camp. - Be reasonable, on the first day or two, in your expectations of “lights out” (for example, it is not reasonable, the first

day of camp, to expect campers to go early to bed). - Set, and maintain, an early out-of-bed time for each morning; be consistent in awakening your campers and getting

them up. - BE PATIENT!! If you allow your campers to “exhaust” themselves the first night, but still keep them to the early rise

time the next morning, odds are that they will naturally fall asleep on time the following night! - Establish a relaxation routine for your campers. If possible, turn on some quiet music and follow the relaxation

training outlined for you in Appendix E. Methods of Intervention - Reinforce every camper for being in bed, with lights out, and not talking by placing sticker or star on their chart. - Regardless of time to bed, require your campers to arise at the same early time each morning. - If settling is a problem, the relaxation technique in Appendix E should be beneficial as an intervention. - Younger campers may be frightened, especially if this is their first camping experience. Reassure them about their

fears. - Allow campers to sleep with an item from home - their sleep difficulty may be related to being “homesick.”


- Be patient with younger campers who may believe that “monsters” lurk beneath their bunks, or that bears are going to attack.

- Utilize common sense in your selection of bedtime stories. - Reassure campers of their safety, if this is an issue. Let them know that you are there to protect them, and will look

out for their safety. STEALING Methods of Prevention - Make your expectations known in terms of acceptable behaviors on the first day. - Move around your group often during activities to limit the available opportunities for campers to steal. - Do not leave you campers unattended (e.g., staying behind in the cabin while the group leaves or during “free time”),

thereby further limiting the opportunities to steal. - Discourage campers from bringing expensive items to camp with them. If they are brought along, find a place to

securely keep them until the camper returns home (e.g., camp lodge safe or locked office). - Be a good role model; do not “sneak” foods from the kitchen or “borrow” pens, pencils, paper, etc., from the office. - Teach your campers to respect individual property through modeling and presentation of the rules. Methods of Intervention - If unsure of who is stealing, make your group of campers aware that you realize there have been instances of stealing.

Review the rules with them and ask for group support in dealing with the situation. Remind group of the consequences of stealing.

- Make an agreement with your group that if nothing is missing from the cabin for the day, the group will receive some reinforcement (e.g., participate in favorite activity).

- If you know who is stealing, the stolen item(s) must be returned to its owner with an apology. If the stolen item was damaged, restitution must be made or arranged.

- Speak privately with the camper who is stealing to answer the questions: 1. What happens to me when I steal? 2. What might I do, instead? 3. What happens to me when I don’t steal?

- If the problem seems to be habitual with the camper, contact your staff supervisor and seek help with an advanced behavioral intervention.

NOTE: Caution should be used in rewarding the camper (who repeatedly steals) for not stealing; you may reinforce the very behavior you hoped to eliminate (that is, he or she may have stolen without your awareness). SWEARING, PROFANITY, “TALKING DIRTY” Methods of Prevention - Make your expectations know in terms of language and comments that will be acceptable on the first day of camp. - Give campers examples of alternative words or expressions to use to express their feelings. - Reinforce appropriate comments observed in all campers (e.g., “catch” your campers talking nicely and reward them

for doing so). - Be an appropriate role model by using acceptable language at all times. - Give campers examples of acceptable ways to voice their disagreements or difficulties, and of referring to each other. - On the first day of camp, put entire cabin on a reinforcement schedule, where campers are able to earn “points” (see


Methods of Intervention - Avoid over-reacting (e.g., don’t look astonished, act shocked, or become angry) thereby inadvertently worsening the

behavior and situation. Speak calmly and in straight-forward manner. - Do not laugh or react in a supportive way toward these behaviors. - Do not ignore swearing and profanity, as they may spread to other campers rather than going away. - If it is believed that swearing is out of frustration or anger, the counselor may informally work with the camper on

developing coping skills or relaxation techniques (see Appendix E). - Arrange for an essay, or a one-to-one meeting with the camper who is swearing, to answer these questions:

1. What happens to me when I swear at people? 2. What might I do, instead? 3. What happens to me when I speak appropriately?

- Write a contract with the camper, and arrange a reward system for appropriate peer references (see Appendix C). TEMPER TANTRUMS Methods of Prevention - Make your expectations known in terms of handling frustrations in an appropriate way (e.g., talking calmly, speaking

politely). Also let campers know the consequences they will face if they do choose to have a temper tantrum. - Allow campers some freedom of choice (for example, who they sit next to at lunch). - Intersperse activities so that the more mundane or boring activities are followed by more fun, active choices. - Keep topics of discussion with your group focused on pleasant subjects. - Allow campers the option of taking a voluntary “time-out” when he or she begins to feel frustrated.


- Provide activities that will allow for success. - Separate the target camper from peers that might be triggering a tantrum. - If tantrums occur frequently, log their occurrence with what happened before, during, and as a result of the tantrum

(in terms of the camper), Meet with your supervisor to discuss possible interventions. - Ask and answer these questions:

Was the camper able to avoid an unwanted task? Did camper gain individual attention? Did camper keep group from doing an activity they wanted to do; exactly what purpose did the behavior seem to serve.

Methods of Intervention - Remove camper from the situation, and discuss his or her reason for behaving in this way. Review, with him, what

happens when this behavior occurs, and what he could do differently. - Help the camper deal with postponing gratification, and develop patience (this takes some doing, and you may want

to seek out assistance from your supervisor, as it must be completed in graduated steps). - Reinforce appropriate behaviors, especially in reaction to frustrating situations. - Teach your campers appropriate responses to frustrations (e.g., speaking calm, and telling you what is bothering

him). - Speak with your camper, and have him tell you what is frustrating. Let him know that frustration is a normal feeling

that you have to learn how to deal with in an appropriate way. Let him know that you will offer suggestions and help him to learn to do this

- Model appropriate behaviors. - Teach campers relaxation techniques (see Appendix E). - Observe your campers to determine if there are any “patterns” in their tantrums (e.g., do they always follow or

precede certain activities or do they occur when certain other campers are nearby). TESTING THE LIMITS Methods of Prevention - Be sure, before your campers arrive, that rules and expectations are reasonable, and in keeping with camp

expectations. Check with fellow camp counselors and administration to ensure that rules meet these criteria. - Review rules and expectations on the first day of camp. - Post rules in a highly visible place. - Be consistent in enforcing rules. - Do not “bend,” or “expand” your limits. - Be aware that some campers (especially “oppositional” children) will “test” you by trying to get “just a little more”

than you have established will be allowed. - Reward campers for following the rules by adding a sticker or star to their chart, or praising them. - Keep transition times between activities to a minimum, or have activities planned for those times. - Remember, most misbehaviors occur during “down” times; have as few of these as possible. Methods of Intervention - Meet individually with campers who “test” your limits. - Have them write, or verbally answer the following, to try to make this a learning experience for them:

1. What happens to me when I do not follow rules? 2. What could I choose to do, instead? 3. What happens to me when I do follow the rules?

- Review the rules with the group, as a whole, and ask for their help in reinforcing positive behaviors. - Contract with campers who consistently “push” the limits (see Appendix A). - You may need to withhold privileges from the camper who consistently tests the limits. - “Catch” your campers following the rules, as you have set them, and give them reinforcement. - Communicate often with fellow counselors! Often, counselors are not aware that others are experiencing similar

difficulties. - Whenever possible, meet together as a group of counselors o discuss cabin difficulties, and “brainstorm” positive

interventions (as well as ways to prevent the difficulties in the future). NOTE: If you, as the cabin counselor, offer an expansion as a reward this is acceptable...you are offering reinforcement in return for positive behaviors. If, on the other hand, you respond to camper nagging, it is not a behavioral intervention; you have allowed campers to expand your limits.

BEHAVIORAL CONTRACTS NOTE: When writing a behavioral contract with a camper, ALWAYS get your supervisor’s approval, and signature, on what you have written BEFORE you use it! Ideally, your supervisor should be a part of the negotiation process between you and the camper in writing the contract Steps to follow when writing a behavioral contract: 1. Only choose 1 or 2 behaviors at one time to focus on. For example, camper’s goal “Comes to breakfast on time.”


2. Talk over your concerns with the camper. During your “talk,” help the camper decide how this goal can best be met. This is an important part of the process, as the camper will be more likely to abide by the contract if he has had a part in establishing the requirements of it. 3. Decide, together, specifically what the camper will do to fulfill his “end” of the contract, and write it in. 4. Decide, together, specifically what the camper will have to do as a consequence if he fails to meet up to the agreement (for example, each time the camper is late, he will spend 10 minutes after breakfast helping the cook do dishes). 5. Restate the appropriate behavior and write it into the “goal” section of the contract (for example, “Jason will be up, dressed, clean, and at breakfast on time”). 6. Have your supervisor present for the signing of the contract. To make it official, and to approve what is being written, have the camper sign the contract, you sign the contract, your supervisor sign the contract, and date it. 7. Keep the contract in a file in the camp office. Write down on an accompanying paper any progress made, or difficulty in making progress.

SILLY INTERVENTIONS The reason to plan (maybe even practice—it may be fun!) silly interventions is for use when tensions are mounting between 2 or more campers. By using one of these, or (better yet!!) your own “silly” technique, you will draw the attention away from the disagreement, and onto yourself. This allows you to “de-escalate” the situation somewhat, hopefully avoiding any physical altercations. We have listed a few “silly” things to do...be creative and add your own creative touches to this list. Remember to do these in an “animated,” loud manner. The purpose is to be so ridiculous that your campers stop to look at you in disbelief! - act like an ape, saying “oo-oo, oo-oo,” as you do, - sing like an opera singer, - screech loudly like a large bird, - squeal like a pig, - talk like John Wayne, “Well, Pilgrims!” (List for Personal Interventions: 1. 2. 3. 4. Once you have everyone’s attention, immediately separate the involved campers and speak quietly and calmly to each.

RELAXATION TECHNIQUE Sometimes, it is difficult for campers to settle at night. This particular relaxation technique is one that we use with our own children at home. It is very effective, when used as part of a “routine.” We precede this with a bedtime story for younger children. Be sure to speak in a very calm voice (at a low tone...don’t use a high or squeaky pitch), and sound “sleepy” as you speak...like you would if trying to help a baby to sleep. If you want, use this script. Go very slowly, in a relaxed way: “Remember, no noise, talking, or laughing during our relaxation exercise. Just listen, and follow my instructions. - Lay flat on your backs with legs down and arms at your sides - Now, tense your toes...squeeze them together as tightly as you can...feel how tense they are. Keep them tense to the count of 3, 1...2...3. Now, relax them, and feel how heavy they seem. - Next, tense your ankles...hold to the count of 5.

1...2...3...4...5. Relax your ankles; feel how heavy they seem. - Tense you calves very tightly...hold to the count of 5.

1...2...3...4...5. Relax, and feel the heaviness. - Tense you upper legs tightly...hold to the count of 5.

1...2...3...4...5. Relax, and feel the heaviness. - Clench your fists tightly...as tight as you can...hold to the count of 5.

1...2...3...4...5. Relax, and feel how heavy your hands seem. - Tense your lower arms and wrists very tightly; hold to the count of 5.

1...2...3...4...5. Relax, and feel the heaviness. - Tense your shoulder muscles...hold to the count of 5.

1...2...3...4...5. Relax, and feel the heaviness. - Pull your head up until your chin is on your chest...hold to the count of 5.

1...2...3...4...5. Relax, and lay your head down. Now, your whole body should feel very relaxed and heavy. Now, listen to the _____ (crickets, raindrops, breeze...whatever constant noise there is at your camp), and do not say or whisper anything for the next 5 minutes.” Hopefully, during this 5 minutes, some of your campers will fall asleep.

Documents

Staff Manual - Episcopal Youth Camp · Diocese of Western Michigan’s Episcopal Youth Camp - Staff Manual (updated 2016) 6 | P a g e Goals & Objectives of Camp This Episcopal Youth