The PLAYground: An Online Summer Camp for Deaf and Hard of Hearing Children

The PLAYground summer camp was developed by the Playful Learning Lab (PLL) at the University of St. Thomas, an undergraduate research group with a focus on learning through play. Through a partnership with a local school serving deaf and hard of hearing students, the PLAYground was designed to provide content to the deaf and hard of hearing community. Over the course of 8 weeks, 84 students were provided with materials that correspond with activities on the website. Each activity is accompanied with a lesson plan and video, both of which are available in English, American Sign Language, Spanish, and Arabic. Students participating in the PLAYground also had the option to meet with camp counselors via Zoom weekly to build community and create together.

502 Adapting to COVID19: Can Virtual Burn Camp be as Impactful as Last Year’s In-person Camp?

Introduction Skin is not the only casualty following a burn accident. Many children suffer long term, debilitating emotional effects from their burn injury (Abdullah et al. 1994; Kornhaber et al. 2018). Armstrong-James et al. (2018) and Maslow and Lobato (2010) found that summer camps explicitly designed for burn survivor children can positively impact children’s adaptability to stares and comments and improve their sense of self-esteem. Camp Susquehanna has been a summer camp for burn survivors for the past 25+ years. When the COVID19 pandemic closed many businesses, we decided to transition our in-person camp to 100% online. Researchers demonstrated the positive effects of summer camp for burn survivors (Maslow & Lobato, 2010; Bakker et al. 2011). However, the effects of a 100% online camp are not known. Our concern was, are we able to transition and be as impactful as it is face to face at camp? What will the schedule and activities look like in this new format? How will we ensure all children participating will have access to online and the supplies necessary? Methods We opted to select a three-week format with two sessions a day divided into two age groups. We ensured every child had internet access then mailed out a “camp in the box.” It contained all the things needed for each planned activity. The critical question remained, however, will we be as impactful? The current research looks at quantitative and qualitative measures of self-esteem, happiness, and satisfaction following participation in a three-week summer program held in July 2020. We make comparisons to previous years’ results. The authors expected that self-esteem, happiness, and satisfaction levels matched or exceeded last years’ levels. Results We collected data from 42 campers and 22 volunteer camp counselors. Results show that campers were able to receive the support they needed, not only from the staff but also from their peers. Conclusions The delivery method was indeed different this year, but the positive effect on our campers remained the same.

93 Virtual Burn Camp 2020 vs. In-Person Burn Camp - Did It Hit the Mark

Introduction Burn camps have served burn-injured youth in the U.S. for over 35 years. Camp is a rehabilitation program that has been recognized as an important part of young survivors’ recovery. The 2020 global pandemic made an in-person camp impossible, so volunteers rallied to provide a virtual experience. Registered campers received a “Camp in a Box” filled with activities, art supplies, a camp tee-shirt, and snacks to enjoy at Virtual Burn Camp (VBC). Participants connected with campers and counselors online. This study sought to determine how youth viewed VBC compared to in-person camp, how the pandemic was affecting their emotional status and whether VBC helped them. Methods The study asked participants to rate survey items regarding levels of comfort, connection, and support at VBC vs. in-person camp on a 4-point scale from 1. NO! 2. no 3. yes 4. YES! Multiple choice questions such as My favorite thing about virtual camp, and “Things I missed most about regular burn camp” - choose 2. General stress & anxiety levels related to Covid-19 were assessed, as well as if VBC helped to reduce their anxiety/stress levels. Results Pediatric burn survivors (n=77) participating in 2 virtual camps, demographic’s included mean age 13.8 years, male (n=39%), female (n=61%), visible scars (74%) vs. (10%) hidden scars with the majority representing racial/ethnic minorities (65%) vs. white (35%). Campers reported feeling more connected at in-person camp (84%) vs. VBC (38%). Feeling supported was higher at regular burn camp (84%), but the majority (76%) also claimed feeling supported at VBC. Camper’s favorite things about VBC were Camp in a Box (66%), Being Part of the Burn Community (51%), and Seeing Counselors (47%). Things missed most about regular burn camp were seeing Friends (83%) and Counselors (61%). Respondents reported high Covid-19 related stress/anxiety levels (66%) and (88%) said that VBC reduced their anxiety/stress. Top benefits included feeling Happy (48%) and Thankful (32%). Conclusions Pediatric burn survivors place a high value on their burn community involvement. Though not the preferred camp method, the VBC earned high marks for camper’s improved emotional status and for reducing their Covid-19 stress and anxiety levels. The program succeeded in helping Virtual Campers feel supported and provided an important venue for connecting them with their burn-injured peers and camp counselors.

Learning, Idea Sharing, and Transfer From a State 4-H Camp Counselor Workshop

Making eXtreme Counselors is a winter statewide camp counselor training workshop to prepare for the camp season. This training brings teens throughout Ohio together to help prepare them to serve as camp counselors in their own counties. Participants engage in competency-focused breakout sessions led by a variety of 4-H professionals, keynote presentations, and peer-to-peer sharing and interactions. To evaluate the workshop’s impact on the summer camping program, data from both teen participants and the 4-H professionals who worked with them were collected following the program for 3 years. Results indicated high ratings on gaining or enhancing skills related to leadership, teamwork, and the camping-related competencies covered in the workshop. In addition, the results indicated that participants shared ideas learned at the workshop with others and transferred their learning from the training to their performance as a camp counselor. Youth development professionals can adopt similar training strategies to enhance participants’ skills.

Health Acceptance through Camp : Mixed-Method Data from a Central-European Therapeutic Recreational Based Camp for Seriously Ill Children

This study aims to understand how youth living with serious illness retrospectively value their therapeutic recreational (TR) based camp experience. We focus primarily on how they learned to accept their health condition, what they consider the most valuable outcome from camp, and through which mechanisms the camp contributed to these outcomes. The study applied a mixed-method online survey measuring learning outcomes retrospectively in a sample of 18–25-year-old camp alumni (N = 60) from the Hungarian ‘Camp of Courage’ (Bátor Tábor). Questions regarding illness acceptance and health competence formed the quantitative part and were analyzed via descriptive statistics. We assessed the most important camp outcomes with open-ended survey questions in the qualitative part, and applied a deductive thematic analysis method. Our research found that illness acceptance and health competence are important constructs for young adults, and TR-based camps may play a major role in their development. We organized recurring themes under the overarching theme ‘restorative experience and growth’ as the main benefit from camp and under ‘unconditional acceptance’ as the camp mechanism contributing to this benefit. Those campers who have experienced illness-based limitations in life before expressed most benefits in psychosocial domains. They highlighted the acceptance, empathy, and social support at camp, experienced mainly through interactions with peers and camp counselors. We may conclude that Camp of Courage provides a suitable environment for psychosocial rehabilitation of youth affected by childhood cancer or other serious illness. We recommend further research on the roles of illness acceptance and social interactions at camp.

PEDAGOGICAL PREPARATION OF CAMP COUNSELORS FOR WORKING IN MODERN SCHOOL

The article discusses the problem of pedagogical training of camp counselors for working at school. The authors note that the profession of counselor in modern conditions takes on a completely different meaning: the introduction of the counselor position in the staff of the modern school is associated not only with the organization of children's vacation, recreation and rehabilitation, but also with the need to include counselors in the school educational activities during the school year.The article presents an empirical research of the counselors importance and their role in a modern school: a description of diagnostic tools is given, the survey results are analyzed by the authors. Also the authors diagnose the qualities and knowledge needed to the modern counselor, determine the counselor’s mission in a school, conduct a comparative analysis of the counselor’s activities at the school and the summer camp, summarizing the points of view of students and teachers (class teachers, representatives of the administration of educational institutions). The data obtained during the experiment formed the basis to create the educational program “Camp counselor at school”, focused on the pedagogical training of counselors for working at schools. The article is intended for public reading and for those who are interested in the problems of modernization of the general education system.

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.

From Grieving to Giving: When Former Bereavement Campers Return as Volunteers

This study examines the lived experiences of bereavement camp participants who return to camp as volunteer counselors. Participants in the study were eight bereavement camp counselors who once attended camp as bereaved participants. Using a qualitative case study design, the participants were interviewed by the researchers, and data collected from these interviews were analyzed using the constant comparison method. The findings revealed a variety of personal meaning-making themes and subcategories described by the study participants. These themes were compared between the bereavement camp camper experience and the returning bereavement camp volunteer experience. This analysis uncovered a personal growth development that facilitated a continuing progression for participants through their individual grief and growth process. Implications for the further development and staffing of bereavement camps using returning campers as volunteers and the enhanced therapeutic value these returning volunteers can provide to bereavement camps due to their own experience are discussed.

Compassion Satisfaction Among Camp Counselors: A Pilot Study

Background: The intense nature of the camp experience and the unique role of camp counselors can be a rewarding experience for camp counselors and campers alike. However, to experience compassion satisfaction necessitates evaluation of a number of factors that may enhance or decrease compassion satisfaction. Purpose: To better understand the camp counselor experience of compassion satisfaction, this study examined the factors of self-compassion, self-care activities, stress, values progress, values obstruction, and burnout on compassion satisfaction. Methodology/Approach: Data from 27 female camp counselors ( Mage = 20.33 years, 92.59% White/Caucasian, 85.18% undergraduate students) were collected 4 times over a 10-week period. A series of Bayesian linear regressions was conducted to examine the effect of these variables on compassion satisfaction. Findings/Conclusions: Compassion satisfaction was best explained by a combination of burnout ( M = −0.67, 95% credible interval [CRI] = –[0.88, −0.48]), self-care activities ( M = 0.38, 95% CRI = [0.10, 0.65]), and stress ( M = 0.14, 95% CRI = [0.01, 0.26]). Implications: Factors such as burnout, self-care activities, and stress contribute both negatively and positively on camp counselor compassion satisfaction. Suggestions for how to address each are addressed in addition to the importance of training interventions to enhance camp counselor compassion satisfaction.