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Unique Program Culture & Individualized Strategies

Unique Program Culture & Individualized Strategies. Lupine Reppert Director of Education & Membership American Camp Association, Southern California/Hawaii (765) 349-3521 direct lreppert@ACAcamps.org. Research from the Camping Field.

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Unique Program Culture & Individualized Strategies

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  1. Unique Program Culture & Individualized Strategies Lupine ReppertDirector of Education & MembershipAmerican Camp Association, Southern California/Hawaii (765) 349-3521 direct lreppert@ACAcamps.org

  2. Research from the Camping Field 1. A supportive program climate, led by supportive relationships with staff promotes social inclusiveness, which in turn opens learning pathways for young people. This can lead to risk taking which facilitates skill building, competence and a sense of mattering1 1Garst, Barry, Browne, Laurie and Bialeschki, M. Deborah (2011). Youth development and the camp experience. New Directions for Youth Development, 130. 74-75. Hoboken, NJ: Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com).

  3. Research from the Camping Field 2. Creating group cohesion is important because a natural tendency exists to favor certain individuals after they have been divided into groups. Strategies, including creative group names, group symbols and group language, foster a sense of community and has a positive influence on campers’ self-identity2. 2Rosenbaum, M.E. and Holtz, R. (1985). The minimal intergroup discrimination effect: Outgroup derogation, not ingroup favoritism. Paper presented at the 93rd Annual Convention of the American Psychological Association, Los Angeles; Bryk, A.S., & Driscoll, M.E. (1988). The school as community: Theoretical foundations, contextual influences, and consequences for students and teachers. Madison: University of Wisconsin.

  4. Research from the Camping Field 3. Supportive relationships with peers and the presence of caring adults foster deep friendships and a sense of belonging and connectedness3. 3 Gillard, A., Watt, C.E., and Witt, P.A. (2009). Camp supports for motivation and interest. A mixed-methods study. Journal of Park and Recreation Administration, 27 (2). 74-96.

  5. Research from the Camping Field 4. Traditions and rituals foster group cohesion and community building, strengthening the connection of campers and staff to the camp community through shared memories and storytelling4. 4Garst, Barry, Browne, Laurie and Bialeschki, M. Deborah (2011). Youth development and the camp experience. New Directions for Youth Development, 130. 78-79. Hoboken, NJ: Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com).

  6. Research from the Camping Field 5. Traditions and rituals may also provide youth with opportunities for meaningful involvement, supporting positive youth development5. 5Garst, Barry, Browne, Laurie and Bialeschki, M. Deborah. Youth development and the camp experience. New Directions for Youth Development, No. 130. Hoboken, NJ: Wiley Periodicals, Inc., 2011. 79. Published online in Wiley Online Library (wileyonlinelibrary.com).

  7. Research from the Camping Field 6. Norms or culture - rules of behavior, values and ways of doing things are part of high quality youth experiences that lead to positive youth development6. 6Smith, C., Devaney, T.J., Akiva, T., and Sugar, S.A. (2009). Quality and accountability in the out-of –school-time sector. In N. Yohalem, R. C. Granger, & K.J. Pittman (Eds.), New Directions for Youth Development, 121. Defining and measuring quality in youth programs and classrooms . 109-127. San Francisco: Jossey-Bass; Roth, J., & Brooks-Gunn, J. (2000). What do adolescents need for healthy development? Implications for youth policy. Social Policy Report, 14 (1) , 3-19.

  8. Summary: Keys to Building Unique Program Culture • Develop a supportive program climate that fosters relationship building between students and staff • Build group cohesion • Cultivate community • Create opportunities for meaningful engagement • Develop culture in an intentional way

  9. Experiential Learning & Debriefing “I hear and I forget. I see and I remember. I do and I understand.” ~ Confucius *Diagram from Learn NC: www.learnnc.org/lp/pages/4967.

  10. Experiential Learning & Debriefing • Leader becomes facilitator • Participant focused, participant directed • Environment changes to more informal, more close – i.e. circle, outside the classroom, etc… • Can use debriefing for any activity – works best with team building, learning activities or reflection (i.e. end of day)

  11. Debriefing 101 • Create a safe space • Set guidelines for how participants will interact during the activity & debriefing • Facilitate, don’t lead. Listening is the primary role of the facilitator • Focus on the process, not the content – find the heat • Plan ahead, but be ready to be flexible, based on the group

  12. Modeling • Powerful tool to teach and change culture • Train in the way that you want leaders to lead • Look for opportunities to “play” and model how you want staff to lead • Model in the middle concept for staff

  13. Components of Unique Program Culture • Openings/closings • Traditions, rituals, recognition • Norms – whole camp ideals, rules for behavior, ways of doing things, values and morals • Group units/cohesion – group names, symbols, language, etc… • All camp activities (field trips, culminating events, etc…)

  14. Discuss: • What is the purpose of this component of UPC? How does it support positive youth development principles? • Identify 5 activities that support this component of UPC (be ready to share with your colleagues). • What is the specific purpose of each activity? • How do these activities relate/or how can they coordinate with other components of UPC?

  15. Individualized Strategies • “Program assesses young people’s needs and develops individualized strategies for meeting program goals.8” • Standardized methods to assess baseline knowledge(pre-program) • Results inform lesson planning; staff are trained to support youth of different abilities • Blend of large group, small group and individualized instruction 8National Summer Learning Association: Comprehensive Assessment of Summer Programs Quick Reference Guide.

  16. Individualized Strategies • What’s working? • If you were to put your “camp hat on”, how could you serve this need employing unique program culture?

  17. Staff

  18. Staff • Appeal to the head • Resume building - critical skills: critical thinking, communication,time management & conflict resolution • Identify growth opportunities • Appeal to the heart • Belonging begins with staff • All staff training • Meetings: staff focused, staff directed • Gaining buy in • Staff appreciation

  19. Looking at the Role of the TA Provider • How can you use the information you learned today to support as a TA provider to develop unique program culture?

  20. Resource Bank • Website:

  21. Thanks! Lupine ReppertDirector of Education & MembershipAmerican Camp Association,Southern California/Hawaii (765) 349-3521 direct lreppert@ACAcamps.org

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