Equipping with Excellence: Evaluating Effectiveness of Staff Training on Counselors\u27 Experience at Summer Camp

This research study seeks to evaluate the effectiveness of staff training on the competency of counselors at summer camp. The study addresses the question, How does the counselor training program provided by a camp affect the experience and effectiveness of the counselor throughout the summer? The participant population includes 8 college age (18-22) camp counselors employed by Cru Kids Camp for summer 2019 as part of its elementary (K-5th) program. Through qualitative interview research, analyzed by thematic network coding, the researcher identifies the strengths and weaknesses of the particular training program. The goal of this study is to provide professional development research on how camp organizations can better support their counselors to serve the campers in the best capacity possible

Positive and Negative Emotions and Coping as Mediators of Mother-Child Attachment and Peer Relationships

This study examined whether emotions and coping explain (mediate) the association between mother-child attachment and peer relationships. Attachment, positive and negative emotion experience, coping, and peer relationships were examined in 106 fourth-grade through sixth-grade girls attending a 6-day residential camp. Attachment, experience of positive and negative emotions, and coping were measured prior to camp with questionnaires completed by girls and their mothers. Girls reported the quality of their best friendship at camp, and camp counselors rated girls’ peer competence. Girls who perceived a more secure attachment to mother reported experiencing more positive and less negative emotions, were reported by mothers to use more social-support coping, reported more positive qualities in camp best friendships, and were rated by counselors as having enhanced peer relationships at camp. Further, the experience of positive emotions, problem-solving coping, and social-support coping mediated the links between attachment and peer relationships

Transformative learning and the 4-H camp counselor experience

While many studies about the 4-H camping experience focus on youth who are campers, few studies examine the outcomes of the experience for counselors. This study examines the extent to which 4-H camp results in transformative learning for 4-H members who serve as camp counselors, examines the perceived changes that occur within counselors, and describes the factors and characteristics of camp that result in personal transformation. The population for this study was 2012 Minnesota 4-H camp counselors. Using the Transformative Learning and the Camp Experience Staff Member Survey, the results indicated that camp counselors experienced transformative learning. Major personal changes involved developing skills for working with children and exposure to new people, activities, and experiences. Factors leading to personal transformation included the opportunity to be role models and positively impact children, opportunities for leadership and challenge, and camp traditions. This study provides support for strong and intentional camp counseling experiences that can positively impact the individual, 4-H campers, and later, the communities in which these camp counselors reside

The impact of a capstone farm management course on critical thinking abilities

While many studies about the 4-H camping experience focus on youth who are campers, few studies examine the outcomes of the experience for counselors. This study examines the extent to which 4-H camp results in transformative learning for 4-H members who serve as camp counselors, examines the perceived changes that occur within counselors, and describes the factors and characteristics of camp that result in personal transformation. The population for this study was 2012 Minnesota 4-H camp counselors. Using the Transformative Learning and the Camp Experience Staff Member Survey, the results indicated that camp counselors experienced transformative learning. Major personal changes involved developing skills for working with children and exposure to new people, activities, and experiences. Factors leading to personal transformation included the opportunity to be role models and positively impact children, opportunities for leadership and challenge, and camp traditions. This study provides support for strong and intentional camp counseling experiences that can positively impact the individual, 4-H campers, and later, the communities in which these camp counselors reside

Transformative Learning and the 4-H Camp Counselor Experience in Minnesota

While many studies about the 4-H camping experience focus on youth who are campers, few studies examine the outcomes of the experience for counselors. This study examines the extent to which 4-H camp results in transformative learning for 4-H members who serve as camp counselors, examines the perceived changes that occur within counselors, and describes the factors and characteristics of camp that result in personal transformation. The population for this study was 2012 Minnesota 4-H camp counselors. Using the Transformative Learning and the Camp Experience Staff Member Survey, the results indicated that camp counselors experienced transformative learning. Major personal changes involved developing skills for working with children and exposure to new people, activities, and experiences. Factors leading to personal transformation included the opportunity to be role models and positively impact children, opportunities for leadership and challenge, and camp traditions. This study provides support for strong and intentional camp counseling experiences that can positively impact the individual, 4-H campers, and later, the communities in which these camp counselors reside

Transformative learning and the 4-H camp counselor experience

Many studies about the youth development outcomes of the camping experience focus upon the youth who are campers, but relatively few studies examine the outcomes of the experience for counselors. Camping has a strong tradition as a part of the 4-H program, but studies about 4-H camp also focus mostly on campers. This study examines the extent to which 4-H camp results in transformative learning for the older 4-H members who serve as camp counselors. It also examines the perceived changes that occur within counselors and the factors and characteristics of camp that result in personal transformation. The population for this study was 4-H members who served as counselors at regional 4-H summer camps during the summer of 2012 in Minnesota. Data was obtained using the Transformative Learning and the Camp Experience Staff Member Survey, which was administered online. Even though the population was small (N = 37), the results add data to the research available about transformative learning among camp counselors and provide baseline data and a framework for future research about the 4-H camping program in Minnesota. The participants in this study experienced transformative learning as a result of their experience as camp counselors. Returning counselors experienced more personal transformation than first-year counselors, but many of the same aspects of camp resulted in transformative learning for both groups. Major changes involved developing skills for working with children and exposure to new people, activities, and experiences. Factors leading to personal transformation included the opportunity to be role models for children and impact children positively, opportunities for leadership and challenge, and camp traditions. Characteristics of camp leading to personal transformation included counselors feeling accepted, feeling like they belonged, and camp feeling safe and being a place where counselors could trust others and be open

Camp Organizational Support for Creativity Among New and Returning Camp Counselors

Creativity supports interest, imagination, empowerment, intrinsic motivation, and overall engagement. Satisfied employees, who are supported in their creativity, have increased performance, motivation, and commitment. Residential summer camp is a demanding 24-hour job in which camp counselors use creativity on a regular basis via lesson planning, teaching activities, resolving conflict, and living within close proximity to coworkers. The purpose of the current study was to explore organizational support for creativity among first-year and returning staff at the beginning and end of one season of employment. Camp counselors (n = 113) participated in the current study utilizing quantitative and qualitative methods. Quantitative analysis compared pretest data on creativity to posttest items using paired samples t-tests. First-year and returning counselors indicated significant decreases in perceptions of the camp organization valuing creativity. Counselors’ self-identification as a creative employee significantly decreased among returning employees. Qualitative data analysis produced 46 independent responses and 3 content areas describing barriers to creativity, including personal (intimidation, inexperience), structural (time/money), and camp traditions (status quo) barriers. Summer camps should prioritize support for creativity as a vital component needed for a positive work culture. Ultimately, a camp mission, culture, and training, which support creativity may empower counselors (of various experience levels) to create new ideas, camp traditions, and activities

Adolescent Leadership Skill Development Through Residential 4-H Camp Counseling

Camping is a 4-H delivery mode and context for positive youth development. Research suggests that 4-H camping may enhance the life skills outcomes of adolescents who serve in leadership roles. The study reported here was to explore the lived experience of 4-H camp teen counselors and to better understand the leadership and life skill outcomes of 4-H camp participation. Eleven focus groups (n=68) were conducted with 4-H camp teen counselors from across Virginia\u27s six 4-H educational centers. The results indicated that 4-H camp participation positively affected teen counselors by helping them to develop leadership-related knowledge, skills, and behaviors

A study of a Girl Scout day camp

Thesis (M.S.)--Boston Universit

THE IMPACT OF PLACE ATTACHMENT ON CAMP COUNSELOR RETENTION IN SUMMER CAMPS

Summer camps employ over one million staff members every summer, most of whom fall between the age range of 18-25 (ACA, 2012). Surveys done by the American Camp Association show that approximately 50% of camps have a 48% rate of return for counselors each summer, yet little research has been conducted to focus on what impacts staff retention (ACA, 2011). The theory of place attachment proposes that people form and retain bonds to physical locations by means of place dependence, place identity, social bonding, and affective attachment (Kyle, Mowen, & Tarrant, 2004; Milligan, 1998; Scannell & Gifford, 2010). Place attachment literature has been used to explain workplace attachment and employee retention in other settings, but it has never been applied to organized camps (Inalhan & Finch, 2004; Pretty, Chipuer, & Bramston, 2003). The purpose of this study was to examine the connection between a counselor\u27s place attachment to camp and his or her intent to return to the same camp for another summer of employment. An online survey was administered to camp counselors who worked at various camps during the summer of 2012. This survey consisted of participant demographics, camp experience, place attachment, and his/her intent to return. The results demonstrated that place attachment to camp was related to a counselor\u27s intent to return to camp the next summer, and a relationship was found between the number of years a counselor worked at camp and his/her place attachment to camp. Age and gender did not to play a role in place attachment or intent to return to camp. The uniqueness of the environment of camp may explain why place dependence and affective attachment are formed. Place identity in counselors could be a result of personal growth experienced at camp because of the unique role that being a camp counselor provides to emerging adults. While social bonding did not have as strong an impact in this study as expected, previous research on the social aspect of counselors provides direction for further research on this area and the other sub-dimensions of place attachment. Future research on how to facilitate place attachment through involvement of counselors in and out of camp could provide deeper insight to counselor retention and the growth of camp as an industry