A CASE STUDY OF SELECTED EFFECTS OF AN ORGANIZED SUMMER RESIDENTIAL CAMP UPON STAFF MEMBERS by JEFFREY GLICK A DISSERTATION Presented to the Department of Recreation and Park Management and the Graduate School of the University of Oregon in partiai fulfillment of the requirements for the degree of Doctor of Philosophy December 1980 ii APPROVED: Gale B. iii Copyright© 1980 by Jeffrey Glick iv An Abstract of the Dissertation of Jeffrey Glick for the degree of Doctor of Philosophy in the Department of Recreation and Park Management to be taken December 1980 Title: A Case Study of Selected Effects of an Organized Summer Residential Camp Upon Staff Members Approved: Gale B. Orford The purpose of this case study was threefold: to depict the environment of a summer residential camp serving individuals with_dis- abilities; describe the operations of the camp, i.e., program activities procedures, and critical incidents ; and investigate the relationships betwP.en staff members' perceptions of organizational climate, acceptance of self, acceptance of others, and cohesiveness. Camp Daddy Allen, operated by the Easter Seal Society of Pennsyl- vania, was studied during the 1980 summer camping season, June 15 through August 16. The camping season consisted of one week of pre-camp training and four t\-10-week sessions. Forty-one staff served a total of 300 campers ranging in ages six through eighty-five. The depiction and description of Camp Daddy Allen were based on the camp director's report, camp director's daily log, evaluations of the assistant director and counseling coordinator, water safety instructor's log and the infirmary session summary. The instruments utilized in the examination of staff members' V perceptions were the: Profile of Organizational Characteristics-Form SLM, Berger Questionnaire and the Profile of Conflict Characteristics. Each instrument was administered on a pre- to post-test basis. The following research questions were addressed: 1. Does the staff's perceptions of organizational climate change from pre- to post-testing period? 2. Does the staff members' acceptance of self change from pre- to post-testing period? 3. Does the staff members' acceptance of others change from pre- to post-testing period? 4. Does the staff members' perception of conflict characteristics change from pre- to post-testing period? 5. Are there relationships at the pre-testing period between staff members' perceptions of: organizational climate, acceptance of self, acceptance of others and conflict characteristics? 6. Are there relationships at the post-testing period between staff members' perceptions of: organizational climate, acceptance of self, acceptance of others, and conflict characteristics? 7. Do the relationships obtained between staff members' percep- tions of organizational climate, acceptance of self, acceptance of others and conflict characteristics change from pre- to post-testing period? 8. Are there differences in staff members' real and ideal percep- tions of organizational climate at pre- and post-testing periods? vi Results of the data analysis revealed the following: 1. Staff's perceptions of organizational climate and conflict characteristics decreased significantly from system 3 (con- sultative) at pre-testing to that of a hybrid of system 2 (benevolent authoritative)/system 3 at post-testing. 2. Staff's perceptions of acceptance of self and acceptance of others were within normative ranges, yet did not change sig- nificantly from pre- to post-testing periods. 3. Relationships of moderate strength were found to exist be- tween staff's perception of organizational climate, acceptance of self, acceptance of others, and conflict characteristics at both testing periods as indicated by Pearson product moment correlations. 4. The difference between staff's perceptions of real and ideal organizational climate was significant at both periods. Staff members indicated that the camp's organizational climate should be participative, although in actuality it was per- ceived as consultative ·at pre-testing and a hybrid of "benevolent-authoritative/consultative" at post-testing. The data indicated high staff ideals at the beginning of camp, yet toward the completion of camp it would appear that resolution of staff differences had not reached closure. Based on these findings the following recommendations were made: 1. Similar studies should be conducted at a variety of camps with a follow-up testing period conducted after camp is over. vii 2. The development of a taxonomy of camp administrative practices that may be used for comparative purposes. 3. Implementation of specific camp administrative process strategies to test directionality of changes in conflict characteristics. 4. Relationships between organizational climate, conflict characteristics and staff effectiveness should· be studied. viii VITA NAME OF AUTHOR: Jeffrey Glick PLACE OF BIRTH: Brooklyn, New York DATE OF BIRTH: October 8, 1949 UNDERGRADUATE AND GRADUATE SCHOOLS ATTENDED: University of Connecticut Castleton State College University of North Carolina-Chapel Hill University of Oregon DEGREES AWARDED: Bachelor of Arts, 1975, Castleton State College Ma_ster of Science, 1978, University of North Carolina-Chapel Hill AREAS OF SPECIAL INTEREST: Camp Administration Therapeutic Recreation Organizational Development Group Dynamics Adlerian Counseling PROFESSIONAL EXPERIENCE: Program Director, Camp Harmony Hall, Easter Seal Society of Pennsylvania, 1976 Research Assistant, University of North Carolina-Chapel Hill, 1977-78 Director, Camp Harmony Hall, Easter Seal Society of Pennsylvania, 1977, 1978 Graduate Teaching Fellow, University of Oregon, 1979-1980 Director, Camp Daddy Allen, Easter Seal Society of Pennsylvania, 1979 and 1980 ix ACKNOWLEDGMENTS A five year plan has reached an end. My travels in this span have been aided by many people. This final project reflects the efforts of many people who have provided me with support and the opportunities to grow in mind and spirit. My appreciation does not do justice to the gifts that you all have provided me with. These people are: Barbara, my wife, who has a lifetime to recover the support she has provided in the process; Dr. Gale Orford, who chaired my committee and has provided me with more than support, Dr. Phyllis Ford, Dr. Lorraine Davis and Dr. Raymond Lowe, dis- sertation committee members, and people who have made a deep impression within me during our stay at the University of Oregon. Dr. Harold Smith, Chris McKay, Jake Gelvin, Pat McKee, and Kristy Knoll who were supportive through the dissertation process. The staff and campers of the Easter Seal Society of Pennsylvania during the past five years. X DEDICATION Within the area of Easter Seal camping, there is a special person who has provided leadership, guidance and opportunities to thousands of people in the span of three decades. I count myself as one of those fortunate people to have shared camping and living with Jeanne Feeley. As a teacher and as a friend, she has opened many avenues that have enhanced my growth. To those of you who have yet to meet Jeanne, may you some day experience the meaning of her camp name, Happy, as this dissertation is dedicated to Happy. xi TABLE OF CONTENTS LIST OF TABLES. xiv LIST OF FIGURES xvi CHAPTER I INTRODUCTION AND STATEMENT OF THE PROBLEM l Statement of the Problem. 5 Research Questions. 6 Delimitations .. . 7 Limitations ... . 7 Definition of Terms 8 Significance of· the Study 10 II REVIEW OF RESEARCH AND RELATED LITERATURE 13 Effects of Organized Camping. . . . . . . . . . . . . . 13 Organized Camping and People with Physical Disabilities 18 Management and Organizational Climate 21 Acceptance of Self and Others 26 Staff Cohesiveness. 30 III METHOD ..... . 33 Subjects of Study 33 Data Co 11 ect ion 34 Instrumentation 36 Data Treatment. 38 IV DATA ANALYSIS . 44 Depiction of Camp Daddy Allen 44 Daddy A1 1 en Operational Description 50 Sessions .. 63 Session I . 64 Session I I. 77 Session III 88 Session IV. 100 xii TABLE OF CONTENTS continued CHAPTER Discussion ......... . . 113 Analysis of Research Question . 115 Summary of Findings ..... . 147 V SUMMARY, CONCLUS.IONS, AND RECOMMENDATIONS. . 149 Summary of Procedures .. . 149 Summative Discussion and Implications. . 151 Conclusions .. . . 154 Recommendations .... . . 155 APPENDICES A DADDY ALLEN STAFF MANUAL AND MEDICAL GLOSSARY. . 158 B DADDY ALLEN CAMP OBJECTIVES ......... . . 229 C INTRODUCTORY RESEARCH LETTER AND DEMOGRAPHIC PROFILE . 233 D PROFILE OF ORGANIZATIONAL CHARACTERISTICS-FORM SLM .236 E BERGER QUESTIONNAIRE . . • . . . . . . 242 F PROFILE OF CONFLICT-CHARACTERISTICS. . 246 G MATERIALS GIVEN TO STAFF MEMBERS PRIOR TO CAMP . 249 H DADDY ALLEN CAMPER APPLICATION AND HEALTH REPORT . 260 I CORRESPONDENCE BETWEEN EASTER SEALS AND STATE . OF PENNSYLVANIA ........ , . 263 J PRE-CAMP MATERIALS AND SCHEDULES . 266 K INFIRMARY PROCEDURES ..... .287 L. UNIT LEADER TRAINING MATERIALS .299 M CAMPER FUNCTIONAL PROFILE ... .304 N PROCEDURES FOR SELECTED CAMP ACTIVITIES. .312 0 EVALU/ITION INSTRUMENTS USED DURING 1980 CAMPING SEASON AT DADDY ALLEN. . . . . . . . . . . . . . .318 xiii TABLE OF CONTENTS continued APPENDICES Page p IN-SERVICE MATERIALS FROM SESSION I . 325 Q IN-SERVICE MATERIALS FROM SESSION II. 331 R IN-SERVICE MATERIALS FROM SESSION III 338 S IN-SERVICE MATERIALS FROM SESSION IV. 342 BIBLIOGRAPHY. . . . . . . . . . . . . . . . 347 xiv LIST OF TABLES TABLE 1 Crosstabulation of Campers' Age by Sex . . . . . 64 2 Crosstabulation of Campers' Primary Disabilities by Sex. 65 .3 Crosstabulation of Campers' Age by Sex . 77 4 Crosstabulation of Disabling Condition by Sex. 78 5 Crosstabulation of Campers' Age by Sex . . . 89 6 Crosstabulation of Campers' Primary Disability by Sex. 89 7 Crosstabulation of Campers' Age by Sex . . . 100 8 Cross tabulation of Disabling Condition by Sex. 101 9 Frequency Profile of Daddy Allen Staff by Age, Sex and Education. . . . . . . . . ... 116 10 Frequency Profile of Daddy Allen Staff by Organized Camp Experiences and Job Experiences ..... 117 11 T-test of Differences in Mean POOC Real Scores from Pre- to Post-Test Periods ..... 120 12 T-test of Differences in Mean POOC-Ideal Scores from Pre- to Post-Test Periods ........ . 123 13 Staff Members' Perception of Acceptance of Self at Pre- and Post-Test Periods ......... . 126 14 Staff Members' Perceptions of Acceptance of Self at Pre- and Post-Test Periods ......... . 127 15 T-test of Mean Differences in Profile of Conflict Characteristics, (POOC) from Pre- to Post-Test Period. 129 16 Pre-test Pearson Product Correlation Coefficients of POOC (Total) Real, POOC (Total} Ideal, AOS, AOO and POCC (Total ) . . . . . . . . . . . . . . . . . . . . . . . 132 xv LIST OF TABLES continued TABLE 17 Pre-test Pearson Product Correlation Coefficients of Administrative·Processes--Real and Ideal, ADS, ADO, and POCC . . . . . . . . . . . . . . . . . . . . . . . . . 133 18 Summary of the Stepwise Regression Analysis of Staff Members Perceived Conflict Characteristics (POCC) on Organizational Characteristics (POOC), Acceptance of Others (ADO) . . . . . . . . . . . . . . . . . . . . . . . 134 19 Summary of the Stepwise Regression Analysis of Staff Members Perceived Conflict Characteristics (POCC) on Administrative Processes (Real), Acceptance of Self (ADS) and Acceptance of Others (ADO) . . . . . . . . 136 20 Pearson Product Moment Correlations between POOC-Real, POOC-Ideal, ADS, ADO, POCC at Post-Testing ..... 137 21 Pearson Product Moment Correlations between the Real Administrative Process, ADS, ADO, and POOC at Post-testing . . . . . . . . . . . . . . . . . ...... 138 22 Summary of the Stepwise Regression Analysis of Staff Members' Perceived Conflict Characteristics (POCC) on Organizational Characteristics (POOC), Acceptance of Self (ADS), Acceptance of Others (ADO) at Post-testing .. 139 23 Summary of the Stepwise Regression Analysis of Staff Members' Perceived Conflict Characteristics on Administrative Processes (Real), Acceptance of Self (ADS), and Acceptance of Others (ADO) at Post-testing. 140 24 Z-Value Differences between Correlated Pairs of Staff Perceptions at Pre- and Post-test Periods. . . . 142 25 T-tests of Differences in Real and Ideal Administrative Processes at Pre- and Post-test Periods ........ . 145 xvi ,. LIST OF FIGURES FIGURE Page 1 Regularly Scheduled Activities During a Session at Daddy All en. . . 59 2 Activities Done During the First Week of Session I 67 3 Activities Done During Second Week of Session I. 68 4 Infirmary Session I Summary. 73 5 Staff Evaluation of Session I. 75 6 Staff Evaluation of Session I. 76 7 Activities Done During First Week of Session II. 80 8 Activities Done During Second Week of Session II 81 9 Infirmary Session II Summary . 85 10 Staff Evaluation of Session II 87 11 Staff Evaluation of Session II 88 12 Activities Done During First Week of Session III 91 13 Activities Done During Second Week of Session III. 92 14 Infirmary Session III Summary .. 96 15 Staff Evaluation of Session III. 98 16 Staff Evaluation Session III . 99 17 Activities Done During First Week of Session IV. i04 -18 Activities Done During Second Week of Session IV 105 19 Infirmary Session IV Summary . 109 20 Staff Evaluation of Session IV 111 21 Staff Evaluation of Session IV 112 1 CHAPTER I INTRODUCTION AND STATEMENT OF THE PROBLEM Within our democratic society, the interactions of people and environment place a premium on individual development with cooperation viewed as the method utilized to achieve this aim (Irwin, 1950). Yet, ... an alarming number of people do not understand the importance of cooperative living or the necessity for faith in their fellow man, which is so vital in the solving of group problems (Irwin, 1950, p. 20). Furthermore, the relationships between an individual and environment can be conceived of as having two sets of interactions. One set of inter- actions is composed of the impact the individual has on the environment. The second set of interactions is formed from the impact of the environ- ment on the individual. One such setting in which these two sets of interactions interface is that of an organizational environment. The performance of groups of people in pursuit of organizational goals reflects the degree of harmony that exists between the environment and the individuals. One subset of environment-individual interactions is composed of the employees' relationships. The dynamics involved within task and maintenance func- tions of employees not only create a substantial part of the work.ing atmosphere but.are crucial factors in the delivery of organizational services. 2 Organizations delivering leisure services are beginning to examine these dynamics from an interactional perspective (Edginton &W illiams, 1978; van der Smissen, 1976; Feldman, 1976; and Doty, 1960). One such group of leisure service providers is that of the organized camping move- ment. Since 1861, organized camping has been evolving (Shivers, 1971; Irwin, 1950). Currently, organized camping represents an estimated one billion dollar industry, with a clientele estimated at 9,000,000 and 375,000 staff (Kester-Oliver, 1980). As an organization, a camp provides an environment in which staff and clientele interact in an outdoor setting. In terms of social interactional opportunities, camps are socio-behavioral settings in which a controlled environment can be struc- tured (Feldman, 1976). The purpose of this study was threefold: to de- pict the environment of a summer residential camp serving individuals with disabilities; to describe the operations of the camp (i.e., program activities, procedures, clientele characteristics and critical incidents); and to describe the relationships between staff members' perceptions of organizational climate, acceptance of self, acceptance of others and cohesiveness. A variety of camps exist today with a variety of operating philoso- phies reflecting the wide range of services provided; i.e., day, resi- dential, public, private, adventure, recreational, therapeutic, glamor sports, weight reduction, etc. (Shivers, 1971). Carlson capsulates the many approaches to organized camping and offers the following as generalized goals: 1. Learnina to liv~ outdoors and become acquainted with the outaoor environment; . 2. Experiencing individual growth and development; 3. Learning to live and work together; 4. Practicing health and safety; 3 5. Developing new skills and interest and perfecting old ones; 6. Developing spiritual meaning; and 7. Enjoying a recreational experience (Carlson, 1975, p. 14). Thus, organized camping provides a setting in which group living in the out-of-doors is a function of the people, outdoor life and the camp community (Dimock, 1948). The camping experience contributes to self- understanding; provides an opportunity to develop a sense of belonging and harmonizes the forces of conformity and divergency (Rodney & Ford, 1971). An organized camp exists for the well-being, happiness and development of its members (Dimock, 1948). The camp can be completely devoted to the task of meeting the basic emotional needs of the individual for a sense of worth and achievement, and for a sense of acceptance and belonging (Dimock, 1948, p. 30). The benefits that accrue to an individual as a result of an organized camping experience remain unsupported by the research litera- ture,as there is little evidence available (Carlson, 1975; Lowry, 1974; Redl, 1974; Wittekin, 1974; Clark & Eells, 1974; Dimock &H endry, 1929). Those studies that have been done have focused attention on ·the bene- fits of camping to the service recipients (campers). Virtually no attention has been focused on the effects of an organized camping experi- ence upon the staff members, and the subsequent carryover from staff to campers. Yet it is the camp leadership, and camp staff, that is con- sidered most essential to the achievement of a particular camp's goals (Myers, 1980; Myers, 1976; Leadley, 1976; Doty, 1960; Gump et al, 1953; Benson &G oldberg, 1951). Camp provides an opportunity for children and adults to have 4 interactions in an environment that promotes enjoyment, dignity, respect and responsibility (Rodney & Ford, 1971). The staff of a camp is its spiritual and value center. As the tone of growth and satisfac- tion is initiated by the staff, it is hypothesized that there is a sig- nificant relationship between the character standards of the staff and outcomes in the life of the camper (Ledlie, 1961; Dimock, 1948; DeAlton, 1948). Boorman (1941) characterized a camp as a laboratory for democratic practices in which the ideals of freedom, equality, and fellowship can be realized. Thus, outcomes such as more cooperative attitudes and be- haviors, ~ greater individual sense of democracy through experiential learning, more fun and genuine interest, and a greater personal develop- ment will result from camp experiences under the leadership of qualified staff (Sorenson, 1938). The importance of staff is underscored by the notion that there must be an atmosphere for the staff members to function effectively. It must be recognized that the implementation of the camp objectives does depend upon the ability of the staff, and the ability of the staff is often directly related to the administration of the camp and to the efficiency of the organization (Rodney & Ford, 1971, p. 21). According to Blumenthal (1948), a concept of camp administration is that of having a social purpose; the advancement of the welfare of the individual and the group. Another facet is that of the needs of a counselor as a person. Just as the program is said to be camper-centered, there must be some counselor-centerendess, if the counselor is to meet personal expectations (van der Srnissen, 1976, p. 13}. 5 Camp is the expression of democratic values which stresses an indi- vidual's freedom of choice, sharing of responsibilities and discussion between individuals. An administrative climate to facilitate the social purpose must be constructed in a manner that promotes cooperation, pro- vides participation in decision-making, encourages personal adjustment, recognizes the importance of staff to camp functioning and provides a sense of belonging which is essential for high staff morale (Rodney & Ford, 1971; Benson & Goldberg, 1951) . . . . if camping was to be directed toward enhancement of the individual. and the group, the administrative methods, affecting as they do, the individual and the group, must be consistent with such a goal (Blumenthal, 1948, p. 43). Thus, camps that advocate the practicing of democratic values must de- velop avenues which facilitate participation, responsibility, accounta- bility and decision-making to be consistent with proposed goals. Re- search has indicated that a camp staff that perceives leadership in a democratic manner results in campers being satisfied and having a hi~her level of achievement (Christensen, 1969; Dimock, 1969; Shuster, 1968). Precisely how the organized camp develops such an atmosphere and the effects upon the staff members has not been reported in the research literature (Myers, 1976). Statement of the Problem The purpose of this case study was to depict a summer residential camping environment, chronicle the operations of a camp, and examine the relationships of selected effects of a summer camping experience upon staff members. The following variables were utilized to indicate 6 the development of a camp staff as a group and as individuals: organi- zati ona.J climate, acceptance of self, acceptance of others and staff cohesiveness. Relationships between these variables as well as the magnitude and direction of change were investigated utilizing the following instruments: Profile of Organizational Characteristics (Form SLM), Berger Questionnaire and Profile of Conflict Characteristics. This study investigated the variables of concern during the 1980 summer camping season at Camp Daddy Allen located in White Haven, Pennsylvania. Research Questions The following research questions were addressed in this case study of selected effects of organized camping upon staff members at Camp Daddy All en: 1. Does the staff perce~tions of organizational climate change from pre- to post-testing period? 2. Does the s):aff members' acceptance of self change from pre- to post-testing period? 3. Does the staff members' acceptance of others change from pre- to post-testing periods? 4. Does the staff members' perception of conflict charac- teristics change from pre- to post-testing periods? 5. Are there r~e pre-testing period between staff members' perceptions of: organizational climate, acceptance of self, acceptance of others and conflict characteristics? 7 6. Are there relationships at the post-testing period be- tween staff members' perceptions of organizational climate, acceptance of self, acceptance of others, and conflict characteristics? 7. Do the relationships obtained between staff members' perceptions of organizational climate, acceptance of self, acceptance of others and conflict characteristics change from pre- to post-testing periods? 8. Are there differences in staff members' real and ideal perceptions of organizational climate at the pre- and post- testing periods? Delimitations For purposes of this study, the following delimitations were established: 1. Only the responses of Daddy Allen staff members eighteen or older (n = 35) were used in the narrative aspects of the case study, and only the perceptions of the twenty- seven first year staff members, aged eighteen or older were included in the research question aspects. 2. Only the data that were related to the 1980 summer camping season at Daddy Allen, June 15 to August 16, were included. Limitations For purposes of this study, the results were limited by the following factors: 8 1. The study was limited by the reliability and validity of the measurement instruments. 2. No other evaluative instruments were being used to cor- roborate the self-reports and perceptions of staff members. 3. The study design did not examine cause and effect rela- tionships among the variables of concern. 4. The degree to which Camp Daddy Allen was different from other residential camps serving disabled populations and other populations. 5. The researcher in this investigation and the camp director of Daddy Allen were the same person, thus the possibilities of personal biases are introduced. 6. The influence that previous Daddy Allen staff members had upon non-experienced Daddy Allen staff members. Definition of Terms For purposes of this study, the following terms are defined: 1. Camping experience--all activities and emotional involvements of a nine week summer residential camping program at Camp Daddy A1 1 en. 2. Camp Daddy Allen--a summer residential camping facility operated by the Easter Seal Society of Pennsylvania for individuals with a neuro-orthopedic disability. 3. Camp Administrative Processes--the practices and behaviors identified by Rensis Likert (1976) as leadership, motivation, 9 communication, decision making, goal-setting and control/ ordering. 4. Organizational climate--an indicator of the camp administra- tive processes as measured by the Profile and Organizational Characteristics (Form SLM). 5. Acceptance of Self--an individual's perception of how one feels about oneself as measured by the Berger Questionnaire. 6. Acceptance of others--an individual's .perception of how one ' feels about other people as measured by the Berger Ques- tionnaire. 7. Staff cohesiveness--the feeling of identity and solidarity a group of people share with each other as measured by the Profile of Conflict Characteristics scale. 8. Pre-testing periods--assessment of the Daddy Allen staff during the week prior to the arrival of campers, June 15 to 22. 9. Post-testing period--assessment of the Daddy Allen staff during the eighth week of the 1980 camping season, August 3 to 10. 10. Daddy Allen Staff Members--those individuals who are under contract to the Easter Seal Society of Pennsylvania to perform specified functions during the 1980 camping season at Daddy Allen. 11. Campers--those individuals with neuro-orthopedia disabilities who are accepted to participate in a 2-week residential camp experience at Camp Daddy Allen. 10 12. Daddy Allen administrative philosophy--the provision of opportunities for staff members to share in the responsi- bilities of creating and maintaining a camp community while reserving the right of the camp director to make unilateral decisions in matters of health and safety. Significance of the Study An avenue of investigation into the effects of an organized camp experience that has not been followed focuses on camp staff members. These individuals are affected by the goals and ideals of an organized camp. Much of the research into organized camping has focused on how campers are affected, yielding both positive and negative results; studying the staff population offers an alternative approach to the effects of organized camping. The purported benefits of a camping experience in terms of self-development sense of belonging, avocational skill development, friendship formation and appreciation of nature are areas in which staff members can be assessed. The goals and objectives of an organized camp program represent an ideal .state. The reality of program success must be measured against its stated goals and objectives (Dustin, 1980; Stein & Sessoms, 1977; van der Smissen, 1976). The members of a camp staff are a vital evaluation assessment base for measuring what does occur versus what might occur. A second significant aspect of this study was that it investi- gated the dynamics of key forces interacting within the camp environ- ment. Many of these dynamics have yet to be examined .. The case study approach can produce knowledge in terms of ideas, suggestions and li researchable hypotheses. It seems almost an absolutely essential technique when exploring completely new fields. That is when we have no idea of communalities, the categories of variables which play a part in a .situation and where we are trying to formulate new concepts or a new framework within which to carry out controlled experiments later . (Helmstadter, 1970, p. 52). This study chronicled actual administrative practices, as well as how staff members perceive the organizational climate within a camp. In addition, information was obtained to depict the camping milieu in terms of staff characteristics, camper characteristics, program activities and critical incidents. Statistical information was then obtained to characterize the effects of the Daddy Allen milieu upon the staff members' acceptance of self, acceptance of others, and cohesiveness. A third significant aspect of this study was that of providing information to the rehabilitation field in terms of professional de- velopment. The staff of Daddy Allen was composed of individuals who are entering or have entered the rehabilitation, educational, and allied health fields. In recent years there has been an increasing demand for specific information, professional guidance, and direct assistance to help personnel initiate activities, upgrade programs, answer questions and attack programs which create roadblocks to progress in various aspects of physical education and recreational programs for handi- capped children (BEH, 1969, p. 1). Thus, the camp environment provides an opportunity to explore the de- velopment of the skills and attitudes of pre-service professionals and professionals working with disabled individuals (Wald, et al, 1970). 12 ... we must know more than we now know about the range of factors that have influenced current personnel prepara- tion and employment practices, the effects of recent training efforts and the essential performance charac- teristics for particular job tasks and service and training approaches (Meyer, 1980, p. 117). This study examined the process and the interaction between organiza- tional climate, acceptance of self, acceptance of others, and staff cohesiveness to describe what is happening in terms of staff growth and change. The review of literature supporting this line of inquiry is presented in Chapter II. 13 CHAPTER II REVIEW OF RESEARCH AND RELATED LITERATURE The purposes of this case study were threefold: to depict the residential environment of a summer camp, chronicle the operations of Camp Daddy Allen, and examine the relationship of selected effects of the summer camping experience upon staff members. This chapter is divided into the following sections that present the related literature of the subject under investigation: effects of organized camping, organi'zed camping and people with physical disabilities and management and organizational climate; acceptance of self and others, and group cohesiveness. Effects of Organized Camping The benefits of an organized camping program are thought to have many desirable effects on people who participate in this type of experience. The lack of research supporting these claims is unfor- tunate. Lowry (1974), in commenting on this lack of evidence in validating cause and effect claims, feels that the Hawthorne effect could account for any accrued benefits. Redl ( 1974) warns of possible negative benefits resulting from organized camping such as: environ- mental changes (urban to natural setting) that result in the over- powering of a child's security; opportunities that result in a child's pent-up behaviors and hostilities, and separation from one's family 14 with a subsequent feeling of rejection. The camp staff is an important element in minimizing these dangers as they facilitate the integration of individual needs and camp objectives through teaching, understanding and motivating (Doty, 1960). However, evidence found by Doty (1960) shows that campers exhibiting the greatest character growth were with staff who were not exemplary. The achievement of success in a camp program is related to the criterion measures utilized in its evaluation. How do we measure its success? Happy faces, enthusiasms, increased appetites, experiences to describe to others, and greater acceptance of reality are among the signs, and we observed them frequently among all our camp groups (Wittekin, 1974, p. 71). Clark and Eells (1974), in calling for more research, foresee the need for investigations that study what camping does, who is affected, and how one is affected. Their article suggests that camping has dif- ferential meanings to staff, campers, parents and referral agencies. Research studies offer the possibility of evidence that may or may not validate the current claims of camping benefits as well as providing information that can be used to strengthen existing camp programs. There have been numerous studies examining the effects of organized camping upon campers (Barber, 1957; Beker, 1959; Davidson, 1965, Duke, 1968; Johnson, 1970; Kreiger, 1970). The results that have been obtained are often contradictory as to the benefits of the camping experience. Johnson (1970) investigated the social changes of values that could be attributed to an organized camping experience. Using an instrument developed in an earlier project (Johnson), the researcher 15 investigated changes in children's values at 47 different ACA accredited Pennsylvania camps. Results showed that campers' overall social values were lower at the end of camp than before camp. Female campers, however, had higher social value scores at both testing periods than did the male campers. Kreiger (1970) investigated self-concept changes in relationship to sex, age and observable behavior in 110 campers attending a four- week summer camp. Utilizing the Lipsett Self-Concept Scale and Bower's Behavior Rating Scale as pre- and post-camp measures, Kreiger found a significant positive self-concept change along with a strong decrease in poorly-adjusted behavior. No differential effects on self-concept as a result of camping were observed for the factors of sex, age, or observable behavior change. In terms of what happens to staff, Irwin (1950) suggests that camp counseling is one of the most educative experiences a young person may have, with staff frequently obtaining more from the camping experience than service recipients. Another avenue of investigation has been the interactions of staff (counselors) and campers. To date, there is a lack of substantial research in detennining the relationships between staff variables and camper change variables (Myers, 1978). Myers (1976) in a review of residential camp leadership studies concluded there is little evidence to support the contention that leadership success is significantly related to camper growth and development. Dimock and Hendry (1929) in a case study of Camp Ahmek investigated the effects of camping on 216 male campers and 28 male counselors utilizing non-standardized instruments, changes in campers and 16 counselors were·monitored. Counselors were classified on a four-scale rating system (ABCD) and data indicated that the better counselors, A and B counselors had greater improvement on effectiveness scales than C and D counselors. An overall coefficient of .80 was reported between behavior change and classification of the counseling staff. The in- vestigators suggested the need to develop a research methodology to monitor the effects within an organized camp. Doty (1960), investigating the character dimension of organized camping, found that the staff in the first year of the research project could not handle the tasks and responsibilities of a camp oriented to character education, i.e. value formation and responsibilities. Gump, et al., (1957) investigated the effects of the program at the Michigan Fresh Air Camp. The interactional patterns of 23 boys, ages 9-11, were observed during camp activities. The boys were also observed in their interactional patterns at home. Comparisons between these sets of observations indicate the camp environment provided more oppor- tunities for adults to interact socially with the children than did the children's home environment. Parents in home environments spend more time engaged in behavior management than social interaction. This suggests the camp milieu, through social interactions, can result in behavioral changes of campers due to the nature of the adult-child social interactions. Lumpkin (1957), in a study of camp leadership, investigated 416 counselors in twenty-four camps to determine if there was a measurable / difference in the attitudes of successful and unsuccessful counselors / toward campers. Utilizing the Camp Counselor Attitudes Towards Camper / 17 Inventory developed by Lumpkin, results showed that successful coun- selors' responses reflected a high degree of social and emotional security characterized by being more flexible and permissive; lacking in fear of being imperfect and handling disciplinary problems, and respecting the rights, abilities, and feelings of campers. Shuster (1968) in studying the relationship between counselor attitudes and camper's group satisfaction reported significant dif- ferences in satisfaction and achievement scores. Utilizing the Minne- sota Teacher Attitude Inventory (MTAI) high counselor scores correlated highly with positive camper reactions. Counselors with high MTAI tended to have and perceive their leadership role in a democratic style while those with low MTAI score tended to have authoritarian styles. Myers (1978) investigated the relationship between 100 camp staff members and 122 campers, ages 10-14, in seven camps accredited by the American Camping Association during the summer of 1976. Relationships between components of staff leadership and attitudes, campers' self- concepts, interpersonal affect and environmental attitudes were examined. Utilizing the Dimock L Inventory and instruments developed to measure staff leadership, evidence was obtained that suggest 12-24 percent of the variance between some leadership components and camper development. However, the primary components, participative-sharing, friendliness-cooperation, flexibility did not significantly account for changes in campers' self-concept, interpersonal affect, and environ- mental attitudes. Results of staff leadership attitudes revealed no significant overall change over the course of the summer; however, there was a significant decrease in flexibility and a tendency for staff to 18 become less friendly and slightly more autocratic as the summer pro- gressed. In those camps, where the director became less democratic, so did the staff. In the two camps that the camp director became more democratic, the staff did also. Organized Camping and People with Physical Disabilities The opportunities for people with physical disabilities to par- ticipate in activities that non-disabled do are limited by factors of attitudinal accessibility, barrier (physical) accessibility, unadaptive equipment, transportation and economics. Organized camping is one such environment that can enable the limiting factors to be overcome as com- munity life is experienced in the natural environs. Research into the effects of such an experience are needed (Freeberg, 1969; BEH, 1969; Hansen, 1972; Buchanan, 1975; Fradkin, 1976). Hansen (1972) listed the leading benefits of organized camping as purported by their frequency of appearance in the literature: recreational activities, learning oppor- tunities, expanded environment, socialization/informal group participa- tion, and independence/self-confidence. The effects of these benefits, however, have been subject to little inquiry. Research investigations have revealed contradictory evidence in terms of camper changes. Studies by Holden (1960), Sessoms et al. (1978), and Glick (1978) have revealed significant positive personality changes. Investigations by Herzog (1956), Lefebrve (1972), Dibner and Dibner (1973), Rappaport (1974), McGuire (1976) have revealed no or slightly negative changes in personality and physical fitness variables. A recent research development in the benefits of camping and the 19 disabled has explored staff changes. "Each adult involved in a camping program for the handicapped grows in awareness of himself as a human being and of his effect on the behaviors of others" (Shea, 1977, p. 12). Randolph (1956) investigated the pre-camp training programs of nineteen Easter Seal camp staffs. Although she did not measure the impact of the training programs, recommendations were made that training programs should be 3 to 5 days in length and utilize role-playing tech- niques to better prepare staff for the summer's experiences. Ross (1971) developed a pre-camp training program for an Easter Seal camp staff in Pennsylvania. A questionnaire was administered at the completion of a three-day training period and at the end of the camp season to determine the effectiveness of the training. Staff members considered the methods and information presented as useful for their effectiveness. Areas in which staff asked for additional focus were: camp philosophy, cooperation among staff and methods of adapting activities to needs of the campers. Sessoms, et al. (1978) studied the effects of an Easter Seal camping experience during the summers of 1975 through 1977. As part of this study, data were collected on the characteristics of effective coun- selors and the effects of a model pre-camp training program. Analysis of staff demographic information indicated that counselors who ranked superior were 19 years old and had at least two years of college. Results of a 11-item semantic differential scale administered to super~ visory personnel revealed that superior staff possessed the following characteristics: cares about others, handles responsibility, has enthusiasm, sets a good example, is eager to learn and is energetic. 20 The research team also developed a model pre-camp. Staff were pre- and post-tested during the pre-camp on two measures: a Cognitive Scale, relating to knowledge of the physically disabled, camp responsibilities and structure of the camp; and a Delbecq assessment of staff concerns concerning their camping experience. Results showed a significant in- crease in the cognitive scale score change and a significant decrease in the concerns of staff regarding performance expectations. Changes in campers' self-concept and independent living functions led the re- searchers to conclude that staff training is a significant factor in the maximization of camper development. These studies support the notion of Ball and Ball (1979) and American Camping Association (1978) that pre-camp training should facili- tate a staff member's growth, maturity and skill development whic;h then can be applied to relationships with campers. However, this application has not been an area of research emphasis. The problem arises in analyzing the effects on the camper and the camper experience. We don't really know, and can only guess, that trained personnel enriches the camping experience for the camper (Bates, 1972, p. 127). A promising line of investigation has been recently initiated that examines specific effects and how staff members function within camp. Lewko, Bullock, and Austin (1978) studied the nature of communication patterns between counselors and handicapped children at a camp for the disabled. Twenty-five counselors were observed in 236 performance based interactions utilizing a Perfonnance Based Sequential Dyadic Interaction System. Results ;hawed that in 20.4 percent of successful outcomes, counselors did not provide any feedback. In fifty percent of the 21 unsuccessful outcomes, no or negative feedback was provided. Researchers concluded that counselors need additional training in communication interactions that will generate a more supportive climate of camper be- haviors, that will then enhance the camping experience. Austin and Lewko (1979) examined the effects of an organized camping experience on the attitudes of staff members toward the dis·abled. The researchers hypothesized that a camp experience would lead staff to have a mere positive attitude toward the handicapped. Utilizing a modified Attitudes toward Handicapped Individual Scale (range 0-120), 42 staff members were assessed on a pre- to post-camp testing schedule. Results showed a significant improvement in the staff members' attitudes toward the handicapped. These research results of organized camping experi- ences have provided information about the changes and behaviors of staff members. Although the data are not conclusive, it appears that within camps for the disabled, staff members' skills and attitudes can be enhanced. An obstacle to the prov1s1on of services that responds to the needs of the physically disabled is the recreation professional who lacks sufficient knowledge or under- standing of the psychological, physiological and social conditions of the disabled (Glick, 1978, p. 3). Not only does the organized camp address traditional concerns, it can aid in the professional preparation and skill development of its staff members. Management and Organizational Climate An organizat_ion is a complex set of relationships between the needs and abilities of its members, the goals of the organization and 22 the nature of the task responsibilities involved in its functioning (Shull et al., 1970; McGregor, 1960; Argyris, 1957). Earlier theories of organizational management and administration often excluded the needs of individuals that center on respect, appreciation, influence and achievement (Bowers, 1976; McGregor, 1960). "A major challenge of the 1980s for most organizations, both private and public, will lie in our relationships with and responsiveness to employees at all levels . managers must now concern themselves with employee satisfaction" (Bannon, 1980, p. 33). As management and administrative theory has evolved, it is becoming i more apparent that the assumptions based on the negative potentials of people's behaviors are giving way to an outlook that concentrates on the socio-purposeful behaviors of people (Williams, 1980). In this sense, management practices that encourage participative behaviors by employees are heralding a new era within the working environs. Par- ticipative leadership styles are more frequently associated with a cohesive working group marked by member satisfaction. Organizational climate is a result of actions taken by management that affects the behaviors of individuals within the organization (L ikert & Likert, 1976). However, it is important to recognize how these actions are perceived by individuals within a working environment (Steers, 1977). The reality of actions and the reality of perceptions have led to conflicting research on the determinants of organizational climate. Downey et al. (1975) and Pritchard and Karasick (1973) show that an individual's background can account for differences in the per- ception of an organizational climate. Research by Likert and Likert 23 (1976), Likert (1967), Friedlander (1966) and Likert (1961) indicate that organizational climate is set by the administrative behaviors within an organization. Thus, supervisory personnel in terms of atti- tudes, behaviors and actions are not only influencing the work environs, but providing the opportunities that will be perceived by others within that environment. A theory of administration that examines the administrative pro- cesses of leadership, motivation, communication, interactions, influence, decision-making, goal setting and control is Likert's system four. Likert (1961, 1967, 1976) has developed a management approach that emphasizes the beneficial outcomes of cooperative efforts between management and non-management forces. This approach requires an inter- actional framework that goes against traditional management practices. People are seen as having the abilities to share information in an open atmosphere that involves all levels of an organization. Each member has specified functions; however, the communication channels that exist in a participative atmosphere of management require the cross func- tioning of managers and non-managers in problem-solving and decision making roles. The more people are invested in the activities of decision-making, problem-solving, conflict resolution and goal-setting, the greater the productivity, the more efficient the work will be, and a higher degree of quality will exist. The administrative processes that profile organizational climate can be categorized by the following systems (Bowers, 1976): System one--is an exploitative authorative system in which an atmosphere of distrust and fear prevails. Communication is downward 24 with management making the decisions assuming the roles of responsi- bility. Rewards and punishment are the motivational techniques utilized by management. System two--is a benevolent-authorative system which focuses on rewards more than punishment as its motivational base. Management pro- motes some teamwork cooperation; however, communication flows downward with policy decision-making powers based at the top. System three--is a consultative system in which management utilizes the ego motivational components of responsibility and initiative as well as rewards of the employees. Decision making is being delegated to different levels of an organization as communication is marked by up- ward and downward channels. Orders from management are issued after subordinates have been consulted. System four--is a democratic-participative system in which the major ego motives plus group processes result in a general feeling of responsibility and satisfaction throughout the organization. Coopera- tion and teamwork emphasize communication fl ow between all levels of the organization. Organizational goals are established by group par- ticipation. The participative (system four) organization provides a framework in which cooperation becomes a catalyst of human motivation rather than the motivational aspects of human behavior based on fear and distrust assumptions. Research investigations into system four theory have focused on the identification of characteristics of successful organizations versus non-successful organizations. Li kert (1973) shows that organizations 25 who have 20 to 40 percent higher productivity and generally more satis- fied employees are closer to System four than organizations who are lower on these variables. Marrows, Bowers and Seashore (1967) investi- gated the results of an intervention program within an organization. Administrative processes, training programs, and technology were attuned as management shifted toward being more employee-centered and partici- pative. Results showed that the company had a 26 percent increase in productivity with a significant decrease in turnover, absenteeism and manufacturing costs. Studies by Soucie (1975), Coates (1974) and Langlois (1973) have indicated that people idealize System four characteristics although their perceptions of reality place the organizational climate clos.er to a consultative system. Nogradi (1977) examined 34 supervisors and 132 staff members of different Canadian recreation departments; using the Profile of Organi- zational Characteristics and two instruments measuring job commitment and involvement. Significant relationships were found between organi- zational climate and job commitment and involvement. Those people who perceived the organizational climate as being participative had higher job commitment and greater degree of job involvement than people who perceived the organizational climate as being consultative. It was con- cluded that administrative processes have potential as a change agent in the development of employee commitment. In examining democratic administrative practices within organized camping, Boonnan (1941) stated the following are difficulties that must be overcome: 26 1. Encouraging individuals to take responsibility for initiating, planning, evaluating and decision-making that in camp activities; 2. Encouraging individuals to be concerned about affairs that are broader than their own self interests. Further, if the operation of a camp is to be characterized as democratic, staff must have a willingness to share in responsibilities to be cooperative, to avoid non-constructive criticism of fellow staff and to avoid cliques (Benson & Goldberg, 1951). Then, in the evaluation of a camp operation if the following elements are found, we may consider that a democratic climate has evolved (Boorman, 1941): 1. Mutual trust among campers and staff; 2. Avenues for self-expression and guaranteed civil liberties; 3. Opportunities for groups of campers and staff to experience planning and carrying out camp projects; 4. Acceptance of people as being worthy; 5. Healthy active participation of campers and staff without coercion. Acceptance of Self and Others The goals and objectives of organized camping have emphasized the enhancement of individual worth and understanding. Spellman (1966) views the camp staff member as a change agent. This necessitates that one has a knowledge of one's capacity to be of use to others and the recognition of one's own values. The art of the change agent, thus becomes the acceptance of differing values without rejecting another 27 person's values because they are not one's own. Self-acceptance, itself, is built upon the knowledge that others are accepting of you (Johnson, 1972). Thus, the camp environment affords staff and campers the opportunity to support each other in the acceptance of self and each other. In its broadest sense, the concept of self is concerned with the body of attitudes a person holds about oneself (Trotter, 1971). Self exists at the moment of birth. Throughout one's lifespan, self under- goes a process of development and changes. These changes reflect not only the way a person views self, but also the interactions the person has with one's environment. According to Jersild {1954) "self" consists of three components: perceptual, conceptual, and attitudinal. A person's perceptual com- ponent includes: "the way a person perceives himself--the image he has of the appearance of his body--the picture he has of the impression he makes on others" ( Jers i l d, 1954, p. 179). A person's conceptual com- ponent includes: the person's conception of his distinctive characteristics, his abilities, resources, assets, lacks, limitations and his conception of his background and origins, of his future, and of what he might become (Jersild, 1954, p. 179). The attitudinal component of self concerns: the feelings a person has about himself and his or1g1ns the background, his attitudes toward his present status and future prospects, his tendency to view himself with pride or shame, his convictions concerning his worthiness or unworthiness, and his attitudes (which may be mixed of self-acceptance or self-rejection (Jersild, 1954, p. 179). The self as a summation of its component parts interacts with the 28 natural and social environs it encounters. The experiences one has influences the manner in which one views self. Rogers considers the awareness one has of these experiences as being crucial in forming a self-concept. The self-concept of self structure may be thought of as an organized configuration of perceptions of the self which are admissible to awareness. It is composed of such ele- ments as perceptions of one's characteristics and abilities, the percepts and concepts of the self in relation to others and to the environment, the value qualities which are per- ceived as associated with experiences and objects, and goals which are perceived as having positive or negative valence (Rogers, in Wylie, 1961, p. 7). The center of an individual's existence is self. It is the founda- tion of future relationships with others in the environment. The self is the individual's basic frame of reference, the central core around which the remainder of the perceptual field is organized. In this sense, the phenomenal self is both the product of the individual's experience and· producer of whatever new experience he is capable of (Combs & Snygg, 1959, pp. 16-17). The individual, in experiencing his/her unique existence, may or may not be in agreement with others as they experience his being (Jersild, 1954). One's ability to perceive how others view self pre- sents information that can aid in the development of an adequate self- concept . . A person's ability to become aware of himself will be influenced by the way he feels about himself, and the way he feels about himself will depend, in part, on the way others feel about him and encourage him in the process of self-discovery (Jersild, 1954, p. 595). The relationship between self and others is built upon the attitudes that people have of themselves. As one respects self, one can respect others. As one loves self, one can love others. As one judges self, 29 one can judge others. In general, the greater the adequacy one holds of self, the greater the acceptance of both self and others (Combs & Snygg, 1969). Some people feel that g1v1ng and rece1v1ng feedback cannot be solely learned by practice but require a basic philosophy or set of values which must first be learned. This basic philosophy is that the individual be accepting of himself and others. As this acceptance of self and others in- creases, the need to give feedback which can be construed as evaluative or judgmental decreases (Hansen, 1973, p. 119). The acceptance of self, however, is a life-long endeavor. The influence of other people indirectly and directly differenti- ates self into ideal and real states. As each person strives to be the self that is desired and hoped for, the ideal self is contrasted to what he/she is or has been. This process of internal evaluation sug- gests the need for approval by others as well as personal approval to confirm the way an individual views himself/herself. This implies a dissatisfaction with our own self, a failure to respect it, and non-acceptance of ourselves as we really are. It further implies that love and recognition are forthcoming only on the condition that this ideal image is attained or realized (Martin, 1975, p. 12a). This discrepancy between an ideal and real self-concept can be the source of many human difficulties. The feeling of an inability to cope with the world and the feeling of being unloveable, can result from an individual viewing himself as inadequate, incompetent, ugly, stupid, or inferior (Lipsett, 1968; Ellsworth, 1967). A poor self-concept can reflect a lack of self-confidence, a fear of the unfamiliar, hyper- sensitivity to criticism, a resistance to independent functioning and/or limited interest in activities (Shea, 1977). The camp employee whose acceptance of self becomes a drawback to effective functioning will not facilitate the development of a democratic camp climate. 30 Staff Cohesiveness Staff cohesiveness is the degree to which there is solidarity and identity within the group as it maintains harmonious and consistent intragroup relations (Feldman, 1976). As members of a community with specified goals, the camp staff functions as an important subgroup in the environmental interactions. Within the working environment, the accomplishment of an organization's goals and objectives is determined by the amount of cooperation that exists between people in all levels of the organization (Likert & Likert, 1976; Likert, 1967; Likert, 1961). The attitudes that people have toward each other and the amount of loyalty and solidarity they share with each other have a crucial impact on the productivity of the organization. Studies by organizational development groups at the University of Michigan and Ohio University have consistently shown that when conflict becomes too extreme within employee ranks, and dissatisfaction occurs between people resulting in intra-organization competition, productivity is decreased (Hershey & Blanchard, 1977; Likert & Likert, 1976). Evidence is now accumulating that the most mismanaged resource within industry and governmental agencies is human resources. When employees are supported by manage- ment in a manner that promotes cooperation and respect, people grow closer together with a more efficient and productive output as a result. Not only does a highly cohesive group meet the needs of the group, it meets the needs of individual members (Behling &S chriesheim, 1976). A camp staff is a potential group of interdependent individuals who attempt to satisfy physiogenic and psychogenic needs of its members (Behling &S chriesheim, 1976). 31 The cohesiveness of a group is further a function of its ability to clarify its goals, mobilize its resources to achieve goals, and resolve conflict that arises between its members (Feldman, 1976; Cartwright & Zander, 1968). Johnson and Johnson (1976) stipulate a minimal level of acceptance, support and trust among group members is essential to the development of a cohesive group with the establishment of this founda- tion, a group is further developing its capacity to cooperate with in turn influences its solidarity and enhances its member's positive self- attitudes. There is less of a threat of individual insecurity within a cooperative atmosphere which further solidifies a group's overall func- tioning (Cartwright & Zander, 1968). As organized campi~g is a laboratory for democracy (Bennett, 1966), the participatory atmosphere in turn influences the cohesiveness of the individuals. Acceptance of the inevitability of conflict characterizes the new democracy of the conflict between persons and society, of the conflict between individuals and organi- zations and indeed a willingness to seek rational grounds fo~ its resolution (Bennett, 1966, p. 180). Conflict and how a camp staff handles differences among its members if an indicator of its cohesiveness. Controversy and conflict are positive situations compared to those situations that are consistently ignored, avoided or suppressed (Johnson & Johnson, 1976). ''One of the clearest kinds of growth is the ability to transform conflict into creative problem solving which makes group activity exciting and fun" (Gibb & Gibb, 1978). In summary, the camp environment as a laboratory of democracy pre- sents opportunities for the following to happen: integration of 32 interests not at the expense of winner take all; creative and coopera- tive efforts fostered on behalf of many; conflict resolution (recon- ciliation, concession, compromise); personal conviction and under- standing elicited by participating in the process; checks and balances of individuals and group, and shared responsibility that fosters growth, thinking and initiative (Sorenson, 1941). This inquiry will present further information on the operations of a summer residential camp vis a vis a case study methodology as explained in Chapter III. I 33 CHAPTER Ill METHOD This. investigation of selected effects of a summer residential camping experience upon staff members addressed the following purposes: a description of the residential environment of Camp Daddy Allen; a chronicle of the actual camping operations at Daddy Allen; and an examination of the relationships between selected effects of the camping experience upon Daddy Allen staff members. The r~lationships that were investigated include the following variables: organizational climate, acceptance of self, acceptance of others and cohesiveness of the Daddy Allen staff. Included in this case study are the examinations of the magnitude and direction of change in the above-mentioned variables. The procedures that were followed in this study are presented in the following sections of this chapter: Subjects of Study, Data Collection, Instrumentation and Data Treatment. Subjects of Study Camp Daddy Allen is located in White Haven, Pennsylvania. The camp is a 160 acre site leased from the Commonwealth of Pennsylvania v1ithin the boundaries of Hickory Run State Park. Since 1941, Camp Daddy Allen has been serving neuro-orthopedically disabled individuals in Pennsy1- vania. The 1980 camp season consisted of one week of pre-camp training and four two-week sessions serving individuals ranging in age from 34 six through eighty-five. Categorical groupings of disabling conditions included the following service recipients: cerebral palsied, muscular dystrophied, spina bifida, blind, deaf, multiply disabled and mentally retarded. The emphasis of the camp program was socio/recreational, with its focus on the provision of opportunities that center on what people can do within the reality of their disabilities (see Appendices A pp. 162-163 and G pp. 254-257). A maximum number of forty-one individuals was contracted to provide support services for the camping population who attended Daddy Allen. For purposes of this study, camp staff below eighteen years of age (four) and kitchen management (two) were excluded from the pre- and post-testing aspects of this investigation. Data were obtained from thirty-five staff members of which three people were not present for either pre- or post-testing periods. Of the remaining thirty-two individuals, only those individuals who were first-year staff members were tested statistically for relationships among the study variables: organizational climate, acceptance of sel'f, acceptance of others and conflict characteristics (n = 27). Data Collection Demographic data were obtained from the camp records and the camp director's seasonal report concerning staff and camper characteristics. Program infonnation, operational procedures, types of activities and schedules were obtained from the camp director's seasonal report. Critical incidents during the 1980 camping season were obtained from the following sources: camp director's daily report, the assistant 35 director's evaluation; the counseling coordinator's evaluation, water safety instructor's log and the infirmary session summary. Data concerning the selected effects of summer residential camping were collected at two testing periods. The first data collection time was held during the Wednesday morning session of pre-camp (second day). At this time, the research was explained to staff members. An intro- ductory letter was given. to each staff member explaining anonymity and confidentiality (see Appendix C). After all staff members had read the letter, an open session was held for questions and concerns in regard to the research project. After answering the questions, a coding identifi- cation sheet and the Berger Questionnaire were administered with direc- tions given as to how to complete both instruments. Each staff member created a code number based on the initials of their mother's name and their b.irth date in numerical form. Each questionnaire contained a demographic information section that addressed the respondent's age, sex, educational level, camp staff experience, camper experience and experi- ence with disabled individuals. The completed questionnaires were col- lected and held by the researcher until the completion of camp. On the last day of pre-camp training, Saturday, an afternoon staff meeting was convened to administer the Profile of Organizational Charac- teristics-Form SLM (POOC) and the Profile of Conflict Characteristics (POOC). The researcher repeated the same instructions as given at the first data collection period. Code numbers were retained by staff members and placed on each testing instrument. The completed ques- tionnaires were collected and he 1d by the researcher until the com- pletion of camp. 36 The post camp testing period was conducted on the second Saturday of the final session. Seven weeks had elapsed since the pre-camp testing period. An afternoon staff meeting during an extended rest hour was held for the administration of all three questionnaires. The ques- tionnaires were coded by the staff members with their codes utilized in the pre-testing administration. All three questionnaires, Profile of Organizational Characteristics, Berger Questionnaire, and Profile of Con- flict Characteristics were completed at this session. The researcher collected the completed responses and held them for future analysis. The data were analyzed using various programs from the Statistical Package for Social Services (SPSS). Instrumentation The instruments utilized in this study of organized summer residen- tial camping are the following: Profile of Organizqtional Characteris- tics--Form SLM (Appendix D), Berger Questionnaire (Appendix E) and the Profile of Conflict Characteristics (Appendix F). The Profile of Organizational Characteristics--Form SLM and the Profile of Conflict Characteristics were purchased from Rensis Likert Associates, Inc., Ann Arbor, Michigan. Permission to use the Berger Questionnaire was obtained from the author of the questionnaire. Profile of Organizational Characteristics The Profile of Organizational Characteristics (POOC)--Form SLM is a sixteen item questionnaire measuring six administrative processes: leadership (3 items), communication (3 items), motivation (3 items), decision (2 items), goals (2 items) and control (2 items). The POOC-- 37 Form SLM is a shortened version of Likert's original 51 item question- naire (Likert &L ikert, 1976). Reliability coefficients ranging from .90 to .96 using the Speannan-Brown formulas have been reported (Nogradi, 1977; Likert, 1967). Predictive validity coefficients ranging from .61 to .93, using the P00C to predict performance or outcome scores, have al so been determined (Nogradi, 1977; Li.kert, 1967). An eight point Likert rating scale is used to indicate the typol- ogy of organizational climate: Lower scores signify system 1 or authori- tarian climates while scores at the upper end, seven~eight, indicate a democratic-participative climate. The P00C Form SLM also describes how a person perceives the organizational climate presently (real = now) as well as how one would like the climate to be (ideal = like). Berger Questionnaire The Berger Questionnaire is a 54 item inventory measuring the ac- ceptance of self ahd others. A five-point Likert rating scale ranging from "not true of myself" (1) to "true of myself" (5) is used (Shaw and Wright, 1967). Split-half reliability coefficients ranging from .75 to .89 have been reported (Berger, 1952). Concurrent validity coefficients of .73 to .90 have also been found (Berger, 1952). Thirty-six items reflect the acceptance of self (A0S) component of the B~rger Questionnaire. These items are summated and a composite 'self' is obtained. The higher the total, the greater acceptance of one's self. Normative data collected by Berger (1952) show college stu- dents with a mean 'self' acceptance of 135.50 and standard deviation of 22.36. The remaining twenty~eight items reflect the acceptance of others 38 (AOO) component of the Berger Questionnaire. The composite 'others' acceptance score is completed in the same manner as acceptance of self. Normative data collected by Berger (1952) on college students revealed a mean 'other' acceptance score of 105.15 and standard deviation of 14.38. A correlation of .356 was obtained between acceptance of self and others of the normative college student sample. Profile of Conflict Characteristics (POCC) The POCC developed by Rensis Likert is a fifteen item questionnaire designed to describe the nature and extent of conflict existing within an organization (Likert & Likert, 1976). To each item of the question- naire, a response is made utilizing an eight item Likert rating scale. Lower scores indicate that an organization is using methods of conflict resolution typical of system l or authoritarian organizations. Higher scores (closer to eight) indicate that an organization is resolving its conflict in a manner of system 4, democratic-participative organiza- tions. The POCC has been developed from the data bank in which the Profile of Organizational Characteristics was developed. The POCC is an elaboration of the conflict characteristics of the original instrument of which reliability and validity coefficients have been reported above. Data Treatment Data obtained from the camp director's seasonal report, camp director's daily log, assistant director's evaluation, counseling coordinator's evaluation, water safety instructor's log and infirmary 39 session summary were placed in narrative form to describe and depict Camp Daddy Allen. The following statistical procedures were used to address the research questions: frequency analyses, correlated t tests, Pearson-product moment correlations, z-tests and multiple regression analysis. Frequency distributions were made of the following characteristics of Daddy Allen staff members in the study sample: age, sex, education, Daddy Allen work experience, Easter Seal camp experience, non-Easter Seal camp experience, organized residential camper experience, and work experience with individuals with physical disabilities and/or mental retardation. Within the study sample of Daddy Allen staff members, measures of central tendency were calculated for the following variables at pre- and post-testing periods: 1) Profile of Organizational Characteristics (real) and (ideal) a) leadership b) communication c) motivation d) decision e) goal f) control 2) Acceptance of Self 3) Acceptance of Others 4) Profile of Conflict Characteristics In addressing the research questions of Chapter I, the following analyses were made of staff members without previous Daddy Allen work experience: Research Question 1: Does the staff's perceptions of organiza- tional climate change from the pre- to post-testing period? 40 The mean score and standard deviation were calculated for the staff members' Profile of Organizational Characteristics (now) and POCC (like) at pre- and post-testing periods. The correlated t-test for difference between the means was then applied to the following hypotheses: a) There are no differences between the mean POOC (now) scores at pre- and post-testing periods; and b) There are no differences between the mean POOC (like) scores at pre- and post-testing periods, at the .05 level of significance. Research Question 2: Does the staff members' acceptance of self change from the pre- to post-testing period? The mean and standard deviation scores were calculated for the staff members' acceptance of self (AOS) at pre- and post-testing periods. The correlated t-test for difference between the means was then applied to the following null hypothesis: There are no differences between the AOS scores at pre- and post-testing periods at the .05 level of sig- nificance. Research Question 3: Does the staff members' acceptance of others change from pre- to post-testing periods? The mean and standard deviation scores were calculated for the staff members' acceptance of others (AOO) at pre- and post-testing periods. The correlated t-test for difference between the means was then applied to the following null hypothesis: There are no differences between the mean AOO scores at pre- and post-testing periods at the .05 level of significance. Research Question 4: Does the staff members' perception of con- flict characteristics chinge from pre- to post-testing periods? 41 The mean and standard deviation scores were calculated for the staff members' profile of conflict characteristics (P0CC) pre- and post-testing periods. The correlated t-tests for difference between the means was then applied to the following null hypothesis: There are no differences in the mean P0CC scores at pre- and post-testing periods at the .05 level of significance. Research Question_5: Are there relationships at the pre-testing period between staff members' perception of: organizational climate, acceptance of self, acceptance of others and conflict characteristics? The means and standard deviation scores were calculated for each of the variables under study at the pre-testing period. A zero-order correlation matrix based on all possible pairs of variables was then generated. A stepwise regression analysis was then applied to account for the percentage of variance that organizational climate, acceptance of self and acceptance of others has upon the dependent variable, con- flict characteristics in testing the following null hypothesis: There are no relationships between the dependent variable (P0CC) and the independent variables (P00C, A0S and AOO) at the .05 level of signifi- cance. Research Question 6: Are there relationships at the post-testing period between staff members' perceptions of organizational climate, acceptance of self, acceptance of others, and conflict characteristics? The means and standard deviation scores were calculated for each of the variables under study at the post-testing period. A zero-order correlation matrix based on all possible pairs of variables was then generated. A stepwise regression analysis was then applied to account 42 for the percentage of variance that organizational climate (POOC), acceptance of self (AOS) and acceptance of others (AOO) has upon the dependent variable, conflict characteristics (POCC) in testing the fol- lowing null hypothesis: There are no relationships between the dependent variable (POCC) and the independent variables (POOC, AOS and AOO) at the .05 level of significance. Research Question 7: Do the relationships obtained between staff members' perceptions of organizational climate, acceptance of self, acceptance of others and conflict characteristics change from pre- to post-testing period? Zero-order correlation matrices were generated at pre- and post- testing periods between all possible pairs of variables. The z-test of significance was then applied to differences between the Pearson product moment correlation coefficients to test the following null hypothesis: There are no differences between the correlation coeffi- cients of the same variable pair at pre- and post-testing periods at the .05 level of significance. Research Question 8: Are there differences in staff members' real and ideal perceptions of organizational climate at pre- and post-testing periods? The mean and standard deviation scores for the staff members' Profile of Organizational Climate, now or real and like or ideal, were calculated at pre- and post-testing periods. The correlated t-test for differences between the real and ideal means at pre- and post-testing periods then applied to the following null hypotheses: 43 a) There are no differences in mean POOC (now) and POOC (like) scores at the pre-testing period; and b) There are no differences in near POOC (now) and POOC (like) scores at the post-testing period at the .05 level of significance. The findings relevant to each of the research questions, the depic- tion of Daddy Allen, and description of Daddy Allen programs, activities, operations and critical incidents are presented in Chapter IV. Conclu- sions resulting from the research data are presented along with recom- mendations for future camping research in Chapter V. 44 CHAPTER IV DATA ANALYSIS The purpose of this study was threefold: to depict the environment of a summer residential camp serving individuals with disabilities; de- scribe the operations of the camp, i.e., program activities, procedures, and critical incidents; and investigate the relationship between staff members' perceptions of organizational climate, acceptance of self, acceptance of others and cohesiveness. The analysis of the 1980 camping season is presented in the fol- lowing sections of this chapter: depiction ·of Daddy Allen, Daddy Allen operational description, and an analysis of the research questions. A discussion will follow each of the above-mentioned sections. Depiction of Camp Daddy Allen The 1980 camping season, June 15 through August 16, at Daddy Allen represents the 39th year of continual operation of a residential camping program by the Easter Seal Society of Pennsylvania. Currently, the camp program and its operations are accredited by the American Camping Association. The program has evolved from serving a polio-afflicted population base to a heterogeneous mixture of children and adults with a variety of primary and secondary disabling conditions. The philosophical orientation of the camp program has evolved frnm an eight-week "clinical emphasis" (i.e., physical therapy, occupational 45 therapy, and speech therapy) to an emphasis placed on socio-recreational experiences within the context of community life during four two-week (twelve day) sessions (Appendix A, p. 162 and Appendix B). The operation of Daddy Allen is two-phased: actual summer opera- tion and pre- post- actual operations. During the pre- and post- operations the Director of Recreation and Camping for the Easter Seal Society of Pennsylvania assumes direct leadership functions for all four Easter Seal camps. The direct leadership functions of the actual summer operation are assumed by the seasonal Camp Director of Daddy Allen. This is summarized in the organizational flow chart found in the staff manual (Appendix A, p. 171). Within the pre-actual operation phase, the Director of Recreation and Camping made the following arrangements: procurement of Daddy Allen lease from the Department of Environmental Resources, Commonwea 1th of Pennsylvania; procurement of medical supervision; procurement of ade- quate insurance coverage; securement of fire department coverage; water sampling, through Department of Sanitation, Department of Environmental Resources, Commonwealth of Pennsylvania; preparation of Daddy Allen operating budget; placement of potential campers in appropriate sessions; securement of telephone service; procurement of government donated foods through Department of General Services, Commonwealth of Pennsylvania; procurement of food management service; and season per- sonnel selection. Other functions supportive of the Daddy Allen summer operation in accordance with American Camping Association Standards and the Easter Seal Society of Pennsylvania standards were also performed by the Director of Recreation and Camping. 46 The pre-actual operation phase concluded with a spring Director's meeting three weeks prior to the opening of Daddy Allen, on June 17, 1980. At this meeting of camp directors and key staff members, the Director of Recreation and Camping updated the progress on arrangements prior to the opening of camp. Follow-through efforts on the initial contacts were delegated to each of the seasonal camp directors. Each of the camp staffs met to share and come to understandings in terms of personal philosophies, interests, needs, and skills. The Daddy Allen pre-camp agenda was formulated with the input of the staff members pre- sent at the meeting: Director, Assistant Director, Counseling Coordina- tor, Assistant Nurse, and Chauffeur. Recruitment of staff for positions yet to be filled were also delegated to the seasonal camp directors. The staff members were personally interviewed by and hired by either the Director of Recreation and Camping or the seasonal Director of Daddy Allen. Each prospective staff member was given a clear picture of the camping operations including descriptions of the "custodial"- personal hygiene responsibilities involved with severely disabled individuals. Materials given to staff members prior to the beginning of camp are found in Appendix G. Within the period of Spring Director's Meeting to pre-camp orientation, five counselors, one laundress, one kitchen helper were hired to complete the Daddy Allen staff. The Daddy Allen staff was com- posed of the following positions: Director, Assistant Director, Coun- seling Coordinator, Waterfront Director, Craft Director, Chauffeur- Maintenance, Nurse, Assistant Nurse, Camp Aide, Launderer, Counselors (24), Chef-Manager of kitchen, Assistant Cook and kitchen helpers (4). 47 The responsibilities and criteria for each position and the organiza- tional responsibility network are found in Appendix A, pp. 172-181 and page 228. The geographic residences of the staff members were distributed in the following manner: Eastern Pennsylvania-coal region (seventeen); Oregon (nine), Eastern Pennsylvania (two), Western Pennsylvania (four), New York (two), Central Pennsylvania (six), and New Jersey (two). Of the initial staff, twenty-seven were hired by the Director of Recreation and Camping and fourteen by the seasonal Camp Director. Further staff demographic information can be found in the section concerning the analysis of the research questions. The salary structure for a first year counselor began at fifty dollars per week plus room and board. Other positions based on experience and education were adjusted accordingly. Camper recruitment was the primary responsibility of the forty- four local Easter Seal Societies. The Easter Seal Society of Pennsyl- vania is a decentralized non-profit voluntary health organization. Organized camping is offered as the only direct service of the state society. Each local society determines the focus and philosophy of its program services and contracts for camping services. Each local society recruits and makes financial arrangements for the purchase of the camping opportunity. The Director of Recreation and Camping coordinated the placement of campers within the appropriate session of each of the four camps. Financial billings, parental permissions, and camper health reports (see Appendix H) were coordinated and organized as an integra- tive effort by the Director of Recreation and Camping. Potential 48 campers were found within the following community situations: family residences, community living arrangements, state institutions, group homes, and independent living residences. The cost of a twelve day session at Daddy Allen was 200 dollars. Camp Daddy Allen is operated as a residential facility within the confines of Hickory Run State Park. The history of Hickory Run State Park is to be found in Appendix J. The 100 acre group campsite used by the Easter Seal Society contains fifty-two buildings. The following buildings form the central part of camp and contain electricity: Camp office and canteen, Director's retreat, Infirmary, Showerhouse/laundry, Kitchen staff living quarters, Dining Hall/Kitchen, Recreation Hall, Arts and Crafts Center, Nature Center, and Storage Barn. Camper and staff quarters are located on the periphery of the central camp as shown in Appendix A, p. 167. There are four separate living units each containing the following structures: a unit lodge, a unit wash- house (cold water only), and eight residential cabins. The unit struc- tures are considered rustic wooden structures as they are without electricity (see Appendix G). As part of the lease arrangements with the Commonwealth of Pennsyl- vania, Hickory Run State Park personnel provide maintenance and repair of the physical structures. In addition to the structures named above, two grassy general purpose areas (A and B Field), a blacktop activity area (Weaver Field), vespers spot, campfire ring, and waterfalls/stream (Jays,Nest) are located on the Daddy Allen site. A swimming pool is located on the neighboring group campsite and was shared with the 4-H • camp. A series of macadam and park dirt pathways connect the various 49 structures and areas within the Daddy Allen site and boarding areas. The vegetation of the campsite contains a variety of second growth hardwoods and softwoods, mountain laurel, rhododendron, and various ferns, lichens and grasses. From the Daddy Allen location, people had access to the trails and specialty areas of Hickory Run State Park including Sand Springs--a day use swimming and picnic area; Boulder Field, fjord, and Hickory Run Dam. Among the natural creatures that visited Daddy Allen, one could find deer, bear, wild turkey, pheasant and snipes. In summary, the environment at Daddy Allen contains a variety of natural phenomena and beauty. Built in the 1930s, without disabled individuals in mind, many of the architectural barriers have been removed through the addition of ramps and removal of inside walls (i.e., shower stall) to facilitate the movement of individuals with physical disabilities. However, the camp- site provides a variety of terrains and architectural barriers that are being addressed currently as evidenced by correspondence between the Easter Seal Society of Pennsylvania and the Commonwealth of Pennsylvania (Appendix I). Discussion Camp Daddy Allen is an operation that is the third oldest of its kind within the United States. Opportunities are provided for people of various interests and backgrounds to experience community life in a setting of natural beauty. Through this camping experience, people can share their strengths and limitations in developing relationships with each other. 50 Daddy Allen Operational Description The description of the actual operation of Daddy Allen during the 1980 camping season is presented in the following subsections: pre- camp, session one, session two, session three and session four. In- cluded in the subsections are descriptions of the following: policies, procedures, clientele, program activities, critical incidents and staff evaluations. Pre-camp The opening of Camp Daddy Allen involved the preparation of the physical site, establishing contacts with local suppliers, unpacking and storage of program supplies and setting up of the living quarters for the advance staff. Nine staff members and two people from the food service management prepared the camp, Sunday, June 15th, and Monday, June 16th, for its opening on Tuesday, June 17th. The following list represents those items thqt were done duri.ng this period. June 15 - van arrived from Middletown - opened "Honeymoon Suite" - opened office - opened retreat - opened infinnary - moved supplies into office, infirmary and kitchen utilities turned on in camp - mail picked up - food supplies purchased for ten people - staff transported from bus/airplane terminal to camp - Daddy Allen entrance identification signs put up - telephone calls made to pharmacist, hardware, gas station, commercial laundry, firewood supplier, cleaning supplies, purveyor, canteen purveyors and pre-camp in-service educators - established times for Hickory Run tour and truck for mattresses with state park personnel as part of pre-camp 51 - dining hall and kitchen equipment cleaned - blankets received from cleaners - donated food supplies received from storage - inspection of camp made listing broken equipment and miscellaneous repairs - reflectors placed on buildings - showerhouse cleaned, disinfected and stocked with supplies - kitchen living quarters established • The work responsibilities were delegated by the Camp Director and the Assistant Director to various staff members. On Tuesday morning, staff members began arriving. Each member was greeted by the Camp Director who then introduced each member to the Assistant Director. From the camp office, each staff member was walked to Unit IV and shown a cabin to sleep in and to temporarily place their personal belongings. After time was spent changing, getting settled, saying good-byes to family and/or friends, the staff members joined a working party under the direction of the counseling coordinator. Staff members, participated in disinfecting and preparing the units for habitation. At four-thirty the working parties stopped, with an hour of personal time given before the meal. At this time, the followi,ng tasks had been completed: staff orientation packet collated; bath- rooms stocked; mattresses moved to Unit IV; Units II, III, IV, V cleaned; bed frames moved; public address system set up; sheet room open; reflectors put on buildings; and showerhouse stocked with necessary supplies. The majority of staff members were housed in Unit IV cabins/or lodge. The evening session was an introductory session aimed at acquainting staff members with each other and establishing an atmosphere of trust and comfort. At the evening session the following activities occurred: 52 a) Welcome address by the camp director--stressing the importance of individual differences and those commonali- ties the people have and the importance of health and safety within the camp operation. b) Name Game--staff members sat in a large circle. One individual stated their first name and favorite dessert, then the next person had to state that person's name and dessert plus their own name and dessert until the thirty- eighth person repeated all the names and desserts. c) Delbequi--a technique in which each staff person wrote anonymously their concerns and expectations. After all people were done, the concerns and expectations were tabulated on poster paper for the whole staff to examine and question. d) The Daddy Allen Staff Manuals and pre-camp schedule were then handed out (Appendices A and J). Concerns raised in the Delbequi Session were shown where they would be addressed in pre-camp. e) An evaluation form was filled in by each member of the staff concerning the days activities (Appendix O). f) The first days session ended with the teaching and singing of Tell Me Why, which was the traditional way of ending an evening program at Daddy Allen. The Director, Assistant Director and Counseling Coordinator met for an hour examining the evaluation forms, formulating work parties and reviewing the next day's agenda. Wednesday, June 19th, the staff a1voke to reveille via the P.A. system at 7:00 a.m. Breakfast was held at 7:30 a.m. with the teaching of dining room procedures integrated with the actual meal. After breakfast, the staff met and had their first introduction to the research project. Upon completion of this session, the assistant director took the staff on a familiarization walk around camp. Emphasis was placed on the physical location of different program areas as well as what types of activities occurred in each area. Location of supplies and operation of equipment (i.e., washing machine and dryer) were achieved on this walk. 53 During this session, various staff members were blindfolded, car~ ried on cots, pushed in wheelchairs, walked with crutches. On-the-job training in terms of proper body mechanics was done by the medical staff during the walk. Prior to the walk around the immediate high use areas of Daddy Allen, each staff member was asked to find an inanimate 'strange' object. The tour ended at 1:30 a.m. Staff members were then assigned to various work projects including the following: mattress, blanket, sheet, detail; disinfect, clean and report damages if any, to Nature Center, Recreation Hall, and Arts and Crafts. Lunch was held from 12:30 to 1:30 p.m. with a break at the conclusion of the meal. The afternoon session convened at 2 p.m. under the direction of state park environmental educators. The agenda of the outdoor education workshop can be found in Appendix J. The evening meal was held at 5:30 p.m. The evening session began at 7:30 p.m. This session included the following activities: a discussion of the philosophy of Easter Seal camping, a discussion of rules and ·regulations, general information, values awareness, evaluation and singing. The session was conducted by the camp director with the purpose of actively involving people with a discussion of the content in the first 21 pages of the staff manual. Whenever possible, different staff members read aloud parts of the staff manual. Whenever rules and regulations, policies, and procedures were discussed, staff members brainstormed the rationale(s) for such policies. At this session, staff members were given the opportunity to decide on what type of procedure should be utilized in determining the hour of curfew. The staff decision was an honor system using the card file 54 system for signing in and out. The specific policy was in accordance with the standards established by the American Camping Association. Following a fifteen minute break, a values awareness session was held. Each staff member created a personal shield-coat of arms that addressed the following areas: Draw your greatest achievement, Draw three of your hobbies, List one thing you would never change in your life under any circumstances, List one thing that you would change in your life, Describe briefly what you would do if given a magic wand, List three words that you want to be known for by others of the staff. As exemplified by these ·1ast two activities, the administrative philo- sophy facilitated staff participation and community responsibilities. After the completion of the exercise, the camp staff shared their shields in triads. A staff snack was held as the total staff looked at the shields and the strange objects collected during the day. At the com- pletion of the snack, an evaluation session was held using the same format as day one pre-camp. Singing in a circle, and ending with Tell Me Why concluded the second day of staff training. The director, assis- tant director, and counseling coordinator met for an hour session; re- viewing the staff evaluations and preparing for the next day's events (i.e., work parties, first unit assignments and unit leaders). The third day of pre-camp, Thursday, began with reveille at 7:00 a.m. with breakfast served at 7:30 a.m. The morning's activities began at 8:30 with each of the activity centers being set up. All of the 55 program supplies in winter storage at the barn were moved to their respective activity centers (i.e., nature, arts and crafts, swimming pool, recreation hall, or office). Supplies were shelved and inven- toried in this process. At 10:30 a.m., a park ranger from Hickory Run State Park arrived and spoke of the history of Hickory Run State Park, state park rules and regulations, and then provided a motor tour of the state park. Lunch was held at 1:00 p.m. The afternoon session began at 2:00 p.m., covering medical topics including first aid, infirmary proce- dures and problem solving, and medical terminology. The materials used in the nurses' agenda are to be found in Appendix K. Dinner was held at 6:30 p.m. after an hour rest from the afternoon session. The evening session began at 8:00 p.m. This session focused on a discussion of unit functioning and operations. Units would be co~ed with staff and campers assigned separate living quarters. Cabins within units were designated as either male or female cabins. Each unit staff would determine who would be responsible for a specified cabin; however, the responsibilities were shared between co-counseling pairs in actuality. Campers would be assigned to each unit by the director, assistant director and counseling coordinator. Camper living assignments were formulated based on the following factors obtained from the admission forms: mobility, age, sex, weight and designated camper preference (Appendix H). If on registra- tion day, information was obtained that required changes in unit living assignments, those changes were coordinated by the counseling co- ordinator. Unit IV was designated as the wheelchair unit as it was the most centrally located, most accessible, and had the flatest terrain of the four units. Each staff member (counseling and older support staff) 56 would have an assignment in Unit IV during one session. The last session, however, staff would have an opportunity to select two people that they would like to live and work with in a unit. The assignment during the first three sessions would be made oy the director, assistant director and counseling coordinator. Units III and V handled those people in wheelchairs that could not be housed in Unit IV. Unit II would be used for ambulatory individuals. Unit assignments were then made for the first session. The people chosen to be unit leaders had been talked with during the day by the director and had agreed to function as unit leaders. The director, based on input from the counseling coordinator and assistant director, had made those decisions at the post evening review session on the prior night. Each unit group was then given a problem to solve as a group. Lutts and Mipps was the exercise chosen to facilitate exploration of group functioning and the sharing of individual resources. A discussion was held afterwards focusing on the processes involved in solving the problem. A session then followed on knife, ax, and fire-building precautions. Two staff members conducted this session which featured minimizing the dangers through proper handling procedures, knowledge of the equipment's capabilities, and a correct way to construct a fire. At the conclusion of this segment, a short break was held. The assistant director conducted the next segment of the evening session, addressing camp committees. The assistant director then explained the function of each committee: nature, arts and crafts, special events, rainy days, athletics. Each committee would generate 57 program ideas and would be responsible for conducting programs during the camp season. The assistant director would coordinate the efforts of these committees and provide assistance with the actual development of a particular program. Staff members were then given the choice of which camp committee they would like to participate in. Each staff member wrote preferences for their first and second choice of committees. The third day of pre-camp ended with evaluations and singing. The post-evening meeting of the director, assistant director and counseling coordinator focused on the following topics: unit leaders, staff evaluations, cabinizing the first session living units for staff and campers. A meeting was held with the unit leaders concerning their roles and job functions. Materials to be found in Appendix L were explained and discussed. The remaining topics were then addressed by the director, assistant director and counseling coordinator. Reveille and breakfast began the fourth day of pre-camp, Friday, in a similar fashion as the previous three. The morning session focused on the emergency procedures used at Daddy Allen. Areas covered included: natural disasters, missing persons, accidents, fire and fire drill. Specific procedures may be found in Appendices A and J. Each unit was given a specific signal to call for assistance via marine air horn sirens. Following this session, a discussion was held about the first session campers and mental retardation. A handout used in this session is to be found in Appendix J. The director led this discussion emphasizing the low-functioning abilities of children and adults who were to arrive on Sunday. The main emphasis of the twelve day session would be health and safety. The people that would arrive Sunday would 58 demand a tremendous amount of energy in terms of eating, sleeping bath- rooming and transportation. Camp program would start at 7:30 a.m. and end with the evening meal, and going to bed. The point was made that this session would be atypical of the camping season and would try all the staff members' patience. Emphasis was placed on counting; as people got up, as people toileted, as people moved from one location to another, etc. Lunch followed, with experienced staff assuming the roles of severely retarded and disabled individuals needing to be fed. Staff were given on-the-job training on how to spoon food, pour liquids, posi- tion themselves at the table and what to become aware of in terms of feeding patterns and table manners. Following the meal, the Activity Director of White Haven Center, an institution serving individuals with mental retardation, followed the morning sessions by talking of institutionalized life and what to expect from the individuals coming to camp. After this discussion, a break was held. The assistant director continued the afternoon session focusing on operational procedures (i.e., laundry, showering, office, excursions, cookouts). These procedures may be found in Appendices A and J. Within the discussion, a typical day as found in Appendix A, p. 191. was focused on. A typical session was covered as shown in Figure 1. Discussion of the Typical Session The first Sunday would be explained during the latter morning session on Saturday. Monday's activities would be highlighted by camp council whose function would be to coordinate and plan evening programs and special events. Each unit during this Sunday night gathering, would select two campers and one staff to represent the interests and needs of their respective units on the camp council. During the week, morning and afternoon programs would be decided upon by individuals, cabins, and/or units. Staff FIGURE 1. Regularly Scheduled Activities During a Session at Daddy Allen SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY FIRST staff meeting camp council cabin & unit sleep-in cabin & unit WEEK staff brunch cabin unit activities activities registration function cabin & unit welcome meal activities unit meeting staff activities unit cook-in unit meeting meeting camper camper functional functional profile profile SECOND sleep-in, awards for packing campers home WEEK continental Council Fi re clean camp breakfast staff meal brunch evaluation slow day final council session "fire new assign- Vespers ments final banquet camper medical unit meetings forms staff meeting camper functional moving profile break "lO' 60 meetings would be held on Monday night of each session. The first Monday would be used to review individual camper's con- cerns and cautions, establish unit staff goals, begin camper functional profiles and review camp council decisions for the session. The first Wednesday and the second Sunday would be sleep-in mornings in which units would bring a cold cereal breakfast, juice, milk and pastry to the unit for breakfast, one half to one hour later than normal reveille. Friday evening would be a unit cook-out dinner which would provide the kitchen staff an opportunity to disinfect the dining hall and have an evening meal off. The unit staffs would meet Saturday night after campers were in bed to review their unit functioning and do the second observation of the camper functional profiles. The second Sunday would be characterized as a slower day with a large brunch held at 11:30 a.m. Vespers would be held after the evening meal and would represent a non-denominational spiritual gathering. Campers and staff would have the opportunity to share readings, thoughts, songs or skits with each other. The second Monday night would serve as an inservice education meeting, reviewing the plans for the rest of the session, and a chance for the staff to come together. The second Tuesday would focus on preparation for the Final Council Fire in which awards would be given to staff and campers by each other. The evening program would consist of the following: the story of previous years' totem pole, new members of the Daddy Allen tribe welcomed; recogni- tion given to the camp council members, a symbol offered to the camp council fire (which would light magically) by each unit; the presence of Wakonda (spiritual being) would be noted; the campers would select a symbol to represent that session on the 1981 totem pole; and singing of traditional camp songs (i.e., Today, Sarasponda, and If I Had a Hammer). The second Wednesday would be a packing day and prepara- tion for the Final Banquet and dance that evening. Unit staffs would meet later that night to complete the camper functional profiles. The second Thursday would begin one half hour earlier. Campers' luggage would be brought to the dining hall. Linens would be stripped and taken to the laundry, and mattresses would be taken out of the cabins to be aired, prior to the morning meal. Campers would remain in the dining hall after the meal with the unit leaders. Staff working patties, under the lead of the next session's unit leaders, would begin disinfecting and preparing camp for the next session. An afternoon staff meal would be served. Following the meal, staff members would evaluate the session (Appendix 0), and receive their new-unit assignments, examine campers' medical forms and move to their new unit. Staffs' days off would begin at four o'clock on Thursday and last until Sunday morning, ten o'clock. 61 Dinner followed a half hour break. The evening session began with camper unit assignments and medical forms. Each unit met for one hour examining the medical forms and sharing information with each other. Staff .with previous Daddy All en experience served as consul tan ts to those who had questions about camper information. The Director of Recreation and Camping joined the evening session and conducted her annual fireside welcome to Easter Seal camping. Following this segment, the staff listened to the tape Macaroni at Midnight--an inspirational talk of what camp has meant to one individual. The fourth day of camp concluded with traditional camp songs. The fifth day of pre-camp began with reveille and breakfast served at 7:30 a.m. Following the meal, staff members by unit, made beds and stocked the unit with its necessary supplies. Staff moved into their living quarters during this time. The staff reconvened at 11,:00 a.m. to discuss the following registration procedure for Sunday: 1. a designated staff person would direct vehicle parking 2. the camp director would welcome each camper ana explain the registration procedures 3. designated staff members would check in luggage 4. the assistant director would greet campers and give name tag to camper 5. campers would check in with secretary to open a canteen account 6. campers would be screened by nursing staff 7. a counselor would walk with camper to their unit and introduce the camper to the unit leader 8. the unit staff and campers would begin unpacking 9. the evening meal would be served at 5:30 p.m. 62 10. After the meal, units would return to finish unpacking and discuss regulations, policies, activities and camp council . Each staff member was given typical questions to ask when talking with campers and parents or guardians (Appendix J ). Role playing was done in terms of greeting individuals, talking confidently, and respect- fully. Lunch was held at noon after a general cleaning of camp (white winging) and the completion of a variety of miscellaneous tasks (i.e., setting up the tennis court, surveying the staffs' swimming abilities, fire extinguishers placed in Arts and Crafts, disinfecting the Dining Hall, completion of nature trail signs and distribution of air horns (emergency communication system)). The first part of the afternoon session was devoted to the second phase of the research pre-testing (Profile of Organizational Climate and Profile of Conflict Characteristics). Upon completion of the questionnaires, time was spent reviewing activities that can be done in camp (see Appendix A, pp. 203-205). Unit staffs brainstormed various program ideas. Unit staffs were given time to create late duty, rest duty and supply rosters and review camper medical forms. Evaluations were done of Saturday's pre-camp sessions. The last event was the stringing of the flag pole. Staff was given from four o'clock p.m. to ten o'clock for their rest and recreation period. Taps w~s played at eleven o'clock. Sunday began with a serve-yourself continental break- fast from 8 to 9:00 a.m. From 9 to 11:30 a.m. unit staff made name tags for their campers, color coding each tag with appropriate symbols for allergies, seizures, et~. Name tags above beds were also made during 63 this time. Unit staffs selected who would be in the units with the unit leader and who would serve as welcomers/runners during registration. Brunch was served at 11:30 a.m. Staff, after completion of the meal, were given approximately one half hour to prepare themselves for regis- tration. Those staff who were to serve as welcomers met in front of the dining hall at 12:55 p.m. for a supportive circle and song. Registra- tion began at one o'clock for the institutional session. Discussion Pre-camp provided the initial opportunities of staff relationships and understandings to grow. Emphasis was pl aced in the sessions on staff accepting the responsibility for the health and safety of people in camp. Opportunities were provided for staff to develop skills in out- door living,. community living, observation and evaluation, health and safety, interpersonal functioning, personal hygiene facilitation, activi- ties of daily living and body mechanics which is similar to Ross (1971) and Sessoms et al. (1978) work on pre-camp training. The educational and actual skill development sessions represent an_ avenue in which pre-service professionals and professionals within human services can continue to grow and explore. This type of experience is advocated by the Myers (1980) and Wald, et al. (1970) as viable contribu- tions to the professional and personal development of future human service providers. Sessions The actual program for each of the sessions at Camp Daddy Allen will be described in the following section. Within each session the 64 following areas were used to describe the session's events and activi- ties. Clientele description, living arrangements, program schedule, critical incidents, and staff evaluation. Session I As seen in Table 1, a total of 120 campers attended either one week or the full two weeks of Session I, June 22 to July 3. Twenty-eight campers attended the first week only. Thirty-four campers attended the second week only. A total of fifty-eight campers attended the full two-week session. TABLE 1. Crosstabulation of Campers' Age by Sex Age Male Female Total 6-15 1 0 1 16~20 3 3 6 21-44 38 46 84 45-65 15 12 27 66-85 2 0 2 86-up 0 0 0 Unknown 0 0 0 Total 59 61 120 Of the campers in attendance, fifty-one percent were female and forty-nine percent were males. Ninety-three percent of the individuals were over twenty-one with 29 of these people forty-five years or older. As seen in Table 2, the primary disability of these people was mental retardation, although many people had multiple disabilities. Of these campers, 94 (seventy eight percent) were returning campers. Forty-eight percent (57) of the individuals were wheelchair bound with 65 TABLE 2. Crosstabulation of Campers' Primary Disabilities by Sex Male Female Total CP 1 1 2 MD 0 0 0 Spina Bifida 0 0 0 Accident 0 0 0 Other 0 1 1 MR 58 59 117 Total 59 61 120 approximately ten percent independent wheelers. Twelve individuals scheduled to attend Daddy Allen did not show for reasons of sickness, personal choice, or unacceptable behaviors. Of those people who did attend Daddy Allen, 118 were from state institutions (White Haven, Hamburg, Pennhurst, Selingsgr~ve). Two campers lived at home with their families. The following totals of campers had medical conditions that demanded alertness of the staff: Thirty seven campers with seizure precautions Nine campers with sun precautions Three campers with skin sensitivity Nineteen campers with food/diet control Eleven campers with drug allergies During the first week of the session the living arrangements were: Unit I I 17 campers and 5 staff (counselors) Unit III 20 campers and 6 staff Unit IV 29 campers and 8 staff Un it V 20 campers and 7 staff During the second week of the session the living arrangements were: Unit II 21 campers and 5 staff Unit III 21 campers and 6 staff Unit IV 28 campers and 8 staff Unit V 20 campers and 7 staff 66 Staff (water safety instructor, camp aide, arts and crafts director, secretary and chauffeur) assisted with Units III, IV, V that housed individuals requiring additional care. Program Schedule The first session camping with individuals with various degrees of mental and institutional retardation resulted in a variety of activities. Each unit was responsible for creating its session program. With this population, staff was more assertive in terms of decision-making. Although health and safetywere of primary concern, as much as campers could initiate and complete activities of daily living (i.e., washing, eating and bathrooming) as well as camp events they were encouraged to do so by staff. The counseling coordinator was responsible for inte- grating and charting the different activities. As seen in Figures 2 and 3, a variety of large group, small group and individual activities took place. The first two days of the session were devoted to providing and learning what it takes to provide a healthy and safe camping experience. Staff learned how long it takes to transport twenty-nine individuals in wheelchairs from beds to wheelchairs, cabins to washhouse, washhouse to dining hall, etc. Staff were learning how to work effectively, so that campers and staff could enjoy other types of camp activities. With the large number of wheelchair people, staff learned to schedule rest hours in locations that would facilitate afternoon experiences in other areas of the camp. Showers were major activities with each unit showering every other day either during the morning or afternoon activity 67 FIGURE 2 . Activities Done During the First Week of Session I --$11KD4t..___ --1!1lHD•• .. .,,, .. "EON ES UR.SOA -B.IDA. ATUIIDA't-- ~ Unp11cli, . II •Natura tt• 11 Unit 1lup-ln 8:15 Pu Orog.en 8:IS P.at Cro,;.wi 11:IS Pu Orog•n 0-lncu Saulo '" II I-Sho.tar1 u, '" D•ncnlzc, Dancer size 11.1:e Cl•n g•t 1e;qualnted IV -C.-.-.. i! Rec:. Cius c1.u " •Finger Palncl119 M•l1 -1<;oke h.lU' Dlnlnower ' •Finger palntln51 IV -Cao,e.s @ Unit V •Swl=lr11 Dining Kall ' •:lnlt activity ' ~ -- -- UNIT COOK.OUT Cet acquainted dinner SU!CIMC • - • ... . ----- - - EATINC - -- -. ------. -- -•- -- - - -stHPINQ. • - - - - - IJ~IT FUN ·- lUSIO" _,_ ll(flt ---'- 68 FIGURE 3. Activities Done During Second Week of Session I ___.s.t1NDAT_ _____... ... ·uuo·- •·tnNESOA~ __DIUUOA't.._ ~fl.lDAt_ __• ---SATI/IIMY---- ~ 11 -sho. .... rs •Hlka to 1tre ~ Unit Slccp•lnl DtPART1JRE 111·"-ko i-.u f " , Picnic Sleep-In I du,ea ll Ait Ill-Shower a,lul " Pac:k yaur b.191 ! Relu,I IV •Hlka , Pl.:nl t1v -Cowboy• , ' :DO • 9100 e "A" Fl,.Jd ln,U1n1 / 11 l•Sho.rer CLE.AN•U~ Cone lnenc•I ' •Rec. 11•1 lw/ prep.r• fir" V" • ' /'llnl Olympl 8rukfnt • b.uket~lh ..ood @ to11nc 1 11:)0 •Brunch 11111g ' •Hlh , Pl,:nl @ hlls REST HR, lOCATIO II •Olnlr,g ~II -Nur pool 111 1 Lll•Rec. 11111 "11 1-0lnll'l--- Lacerations Clea □ ed & dressed aorisn~t•'-<~~-----..--- Brush burns/. il;r.asions Cleaocd & 'Ant1cc;h1c Bllsters/corns Clearc..-1 dressed .. ,c'dcr:' n•n•c.,.__ _____ ,.__ _ Sprain /\ce Tc<> ~, ... ,,..... ...,.s .. Ha jor ~H~tars Removal & cleaned 4 ·- Rc<;tl.::J..a.... ?e'lp1-,rory Ois .. rssc r-fa I. __,,.•,• , ,e-••iM> :C01 C-. - Cler Be'lf• <'l;"iculty------------- Cha.tl.e.s.....:E --~.::C..::.e::..a.:.!Tiral s,·:·;!:=·-~-~-~----- "fotal l-h,mh .. i:- r'lt Case~ Foi:- Session Inf i r-ma ~v Repot't Ac!:n!ss ions Clmpcrs 3 Staff l 74 During the institutional session, the staff found it difficult to plan programs. The main reason for the problem was the enormous amount of time it took to attend to the physical care of the campers. Another reason was the varied abilities of the campers. Working in cabin groups was extremely difficult due to the number of staff required to attend to needs. Therefore, most activities were done in Unit groups. The basic program for the evening was prepara- tion for bed and sleep. With the exception of the handful of returning staff, I think we were all pretty scared when that opening Sunday came around--no one knew quite what to expect. Then, when the campers did arrive and we had begun to realize their needs, the tears started to fall. Eventually however, as the units began to get the bugs out of their organization, the daily schedule began to run smoother. I believe that the turning point of the session came when we had the changeover in population. With a week's experience under our belts and with a partial change-of- faces, the whole staff seemed somewhat refreshed and in better spirits. This session was more or less an extension of pre-camp in that we talked of what camp is all about but we needed to see it happen with campers to really understand it. By making mistakes in a slower-paced session we all learned and are more prepared for the sessions to come. I feel that the teamwork and cooperation we had talked about was present as evidenced by all the help unit four received and by how well the people within the units worked together. The staff did grow and the campers did have fun in a safe and healthy atmosphere. There was some fun in it for all of us. After cleaning and preparing camp for Session II on the second Thursday, an afternoon staff meeting was held following a staff meal. Each staff member anonymously evaluated the session using a form found in Appendix Q. The evaluations were tabulated by the assistant director and presented during the following Sunday's morning staff meeting. Results of the staff members' responses are presented in Figure 5 as a frequency distribution. As seen in Figure 5, a majority of staff members perceived the overall functioning of camp (Section I) as average or better. 75 FIGURE 5 . Staff Evaluation of Session I CANP oi!".IQY ilf P'Ii EVALUATION OF THE SESSION 19 80 SESSION -a,---- Section l elow A·.-erage ~~g~~ge Ostg. Poor verage l. The objectives of the camp were .,._ ai:ipro0riate for the camoers l 2 18 s , The ob,ectives of the camp were met . '" • , 3. The objectives were designed ' to meet the ca.~p•s aoals: ob~ectives l 17 " 4. The activities were appropriate ' for the campers 2 22 5 ? 5. Adequate staff was available to provide camper /w assistance to complete activities 7 14 3 5 6. Adequate time & materials were available to comolete activities 3 12 lJ 4 7. The group size was appropriate for activities. 7 s. Overall, the camp experience was " " ' effective. 1 3 19 7 1 section 2 l. Can establish routine of daily ,. life for the qroi.m. 13 15 1 Can set c. enforce behavoir limits ). Can control potentially emotionally ' ' " " ! charaed situation , ,n 4. Consistent in behavoir & sessions ' , ",o ' s. Can communicate verbally & non- ' verballv /w car.1oers 3 13 14 ' 1 6. Can adapt camp program to be I therar.eutic. ,n I 7. Can work independently or as a ' ' " ' team member, ,n 'I , a. Can communicate /wpeers & super.- " visors. ,, ,n i , 9. Have aood observation skills ', ', , 10. Can r::otivate the ai:"OUP 4, "'e n I 11. Have aood listenina .skills ' 12. Have ability to interact /w campe~s " " ' ' on their level. " i 4 13. Unde:stand child develooment ' " 10 14. Abilit•J to exolain ideas clearl·, ' " ' ' ' " a Specifically, items~, 2, 3 and 8 relating to camp objectives, goal attainment, appropriate activities and effectiveness of camp respec- tively were seen as average or better by at least eighty-nine percent of the responding staff. For items 5 (adequate staff), 6 (adequate time), and 7 (group size), a majority of responding staff perceived these areas as average or below. 76 In Section 2, individual perceptions of how each one functioned during the session were rated. For each of the fourteen skill areas, at least seventy-five percent of the r.espondees considered their personal performance as average or better. In Figure 6 below, the open-ended evaluation responses of the staff are shown. Thirteen staff felt that eating was the most liked activity by the campers, followed by dancing with eleven staff responses. FIGURE 6. Staff Evaluation of Session I Sec,:.ion J l. What activity did you feel was !!IOSt liked by the campers? Dancing-ll .\&C-4 :Eating-lJ Singing-3 Swii:J:J.i.ng-6 Showi:lrs-2 Games & Activities-7 2. What activity was liked least by the cainpers? Exercise{walking)-11 Rest hour/bed tiree-6 Showers-4 A&C-4 J. !£ you could change one thing at camp, what would it be? Lru::ger staf!-9 Shorter institutional session-9 ~.ore t.il:la for activities-4 Staff attit~des-2 4. 1-lhe.:i.\.tbrnl\i:rfrfg!:l-\;o'li.PJ :;t:rJcrnt not to be changed? Layout of ca.np-5 Staff closeness-9 Unit closeness-6 Having i!l1 i~stitutional session-3 ~- Name one activity you t:t.ink should occu: more ofte;. Entire c.u:-.p .:.ctivities-8 C;;ur.pfircs-2 Dances-6 Ball qrur~s-2 Swu=ing-6 Sleep-in ~eals-:!. 6. NaI:\e oee acti'lity you think should occur less ofte:'l. Sleep-ins-2 Canteen vlsits-2 1-.alkinq-2 7. Specify any problem you encountered during the camp session. ?roble!nS dcalin; with people/col'IT..u.~icatlon-16 Too ~uch to do & too little tL~e-5 Uot enou,;h perscnal ti..ie-5 Late D~~y dif~iculties-3 77 Open-ended responses showed differing perceptions of the same activity (e.g., two staff felt more sleep-ins should occur while two staff felt the opposite). Of importance is the feeling of staff closeness, with nine people indicating they would not change this. Fifteen people had problems of communication with either staff or campers. Session II The second session was designed as a children and young adults session, ages eight through sixteen. As seen in Table 3, a total of fifty-one campers attended this session, July 6th to July 17th. All were at Daddy Allen for the full session. TABLE 3 . Crosstabul at ion of Campers Age by Sex Age Male Female Total 6-15 27 13 40 16-20 5 3 8 21-44 2 1 3 45-65 0 0 0 66-85 0 0 0 85-up 0 0 0 Total 34 17 51 Of the campers in attendance, sixty-seven percent were male and thirty- three percent were female. Seventy-eight percent were between the ages of six and fifteen. As seen in Table 4, the primary disability was other (nineteen) followed by cerebral palsied campers (twelve) .. Of these campers, forty-four (eighty-six percent) were 78 TABLE 4 . Crosstabulation of Disabling Condition by Sex Disability Male Female Total CP 7 5 12 MD 0 0 0 Spina Bifida 0 0 0 Accident 2 2 4 Other 15 4 19 MR 7 3 10 Unknown 3 1 4 Total 34 17 51 returning campers. Eighty-two percent of the campers were ambulatory with the remaining individuals wheelchair bound. Ten individuals scheduled to attend Daddy Allen did not show for various reasons. Ninety-four percent of the campers resided with their families in com- munities throughout Eastern Pennsylvania. Three campers resided in a group home. The following totals of campers had medical conditions that demanded alertness of the staff: Six campers with drug allergies Three campers with seizure Three campers with allergies Three campers with food/diet control Campers and staff during the session lived in the following unit arrangement: Unit II 13 campers and 6 staff Unit III 13 campers and 6 staff Unit IV 15 campers and 8 staff Unit V 10 campers and 6 staff The water safety director, arts and crafts director, chauffeur, secretary and camp aide also were assigned to a unit to serve as support staff when their other responsibilities were accomplished. 79 Program Schedule Emphasis of this session, reflected a different approach than that of the first session. Campers were given much more responsibility in the planning and creation of the camp program. In addition, the inde- pendent mobility of the campers was greater as well as having an interest in doing many more activities. The radius of activities expanded from the immediate Daddy Allen site to the different areas within the state park. The time spent on personal hygiene needs and medications was significantly less than the previous session. Beginning with registration day, campers were involved with unpacking and inventorying their clothes. After the welcome meal, each unit returned to their unit where the following took place: a) learning each others names b) learning camp rules c) electing_camp council representatives d) sharing interests and creating evening program ideas e) creating a unit name, song and chant The schedule of activities done during this session are presented in Figures 7 and 8. As evidenced by the activity schedule, many of the units and cabins took a variety of hikes and excursions to Sandy Springs, fiord, and various streams. Along these hikes, people would collect trash, take time for environmental awareness and sing. Looking for snipes and wampus captured the imaginations of many campers and staff. Major programs included Olympics, Haunted House, and talent shows. The nature programs expanded from hikes to projects such as cleaning and clearing culverts and clearing the council fire ring. Different cabins and units began using the outpost areas (A and B fields) for sleeping out. 80 FIGURE 7. Activities Done During First Week of Session II --SUNGA'!'_ __ ;..._ffllNllA" --··sDA.· lDNUaA'------ ----llf\J'JUDA.Y- _JlllDAI_ ___ --S.tlTllllllo\1---- ~ " •Scll_ow,• res/ " •Cl ..1 1-.,p unit • SLE£P-IM ' tAf• II ' V-Hu• • to 11 •Showers/cl nn 11 •8rukfa.n cookout Rec, Softhl I IN S.nd Sprl1191 cul•erts lll•IV •Org•nlu Cruy 111•.l&C Unit wr ''S" Fl ■ld 111, IV •Oep,1rl Ill• Aec, Hall/ I I !·Fiord Olymplcs C bannars 111-sho-n for Sand Sprf ' vol laybal I IV -~u,re Tra 11 •Breakfast tooko"t IV •In unit for IV •C•••u/h.c.ltal showu• •Unit ,;lean•up ' tong1 , ,., ' •C.1111e1w/Un It I •Lettar writ" IV •Council ' N.lk■ l\acky• b.inn ■r1 '" •Natura Trell hlant Sh"o'"w HC, ' •Chap■ I prep, unit tMl:le ~UT HR. lOCATIO " •Jar'• He,c 11· Pool 11,v-s. .w :1 111•"9'' nald Ill i IV ,5_,,:1 Sprlng1 "lll -Unit •FloN IV ·Stc•uhouu All at UnlU Springs lll•Un/t IV •Pool ,~, tld ■ •Al.I.UNITS ' •Pool by tlie V •hlll IV •AI.C V -Unlt brld,i• . ~ " •ltlk• "-"lm•r' •'all1/Fl1h, -s .. 1n111ng ll•Sand Spring, II , V•S,it•up f,ir CIUn" OLTNPICSIII Point Trall " l11tt1r ,.rlt• "U I , IV •Sand lllSwhnln9 ~ .. pout/..olle Rrglnrulon, I I l·Cowbo71 , 111-s .. ,.,, letu Sprlng1 •1v-.uc I Talent .... llatar , flald c..,., Un-p,1ck ll.:llan.t/Soft \Ir/ti •Creek , !u91 sno .. Prep. I I I-fiord ball @ "8'" IV •Plan 1cclvlt ' V •S,1nd Spr lng1 IV -s,.;..,,1"!1 , TME !L08,WAlltSII IV •Sho..er,/, In I@ Unit Couno:11 y -Sho-...r ■/ '"°"'"" ' -s .. 1111111 119 "'"' c ... p Tout' ~ JU:CR[ Tl CH HfORE All 11 " IINIT COOlCUT final CHty Oll""plc ""Intl ' A-tdl Cer-n UnlU get acqu.al . lluvr• T,1,lent 51,o,. , V -llel11-out ced , planning CDA', FIRST HN C.111e1 Scuenger Hunt " Sleepout Ill IV •Sleei,ouc e IQftg1. PJOll , R RtvlVA• IV •Searl .. ' "B" Field !lulu , llcguh,tl n DAHC( 111-c.. ... ..... ,.,..,.., ,°"' Aoa1t SUSION.....1..,_ V([I( .J_ Code: Roman numerals= Units A & C = Arts and Crafts 81 FIGURE 8. Activities Done During Second Week of Session II -.s:IJNOAt...___ _ll(]ll~AT TU[SOA't_ _\/[DHUll.t" •JlUASOAt-._ µ,r,IDAI'__ _ _.$AilURD4Y--- " •lt.ounuowrln91 Cookie S.h lll·IV·Plcntc / 111•11.itw,... Tra/1 ltaunt,ed llousa Swl""'/119 Sho..,,rt ALL PREPARE fOA 1wlmil"'] ' -Finish II.ck)' IV· A,C •Swim FIMAL l!.":Q.UET S•cs nu·r D•Body P.alnt 11., •• str•...,. E•Fall1, s. . 1. .. ,"9 F•llo f•cunlon IV• U..nner/X•II& -rrlr,/x-,-., p, Clft1/Tahn V •X-llasA,C/B,D Show crcc. ~ Sand S·r;n \J R1PUS !!UN? IIUT HII. LOt/lTIO •Pool ALL @ UNITS 11,tll,lV@ Uni "' ' IV-Sand •Pool •Pe>ol "11 1-Poo I Sprlns• "1 l l•Un!t "I I I •Unit IV •Pool \1 •MU11n l:cnu " •Jilly's Nut IV •Infirmary IY •Pool ' •Jay' 1 Nnc ' -Infirmary V ,, -~•=:Jay'• V •B,D•J.iy'1:.,.,S•nd S • p :-. ~ II & 111•5wi...,lng - s. . 1. .. 1n,e K011E F0P. A KOLIOAY II E•chlo,ga C1fts Award1 Cer,:mony DINIIER DANCE VESPEI\S S,1nt,1'1 Surpris" \Jlsh !OHi 2 th< V• Shep-out I I 1 I uru"' "A" Fh,ld SUSIDII 3 1,/Ult 1 Code: Roman numerals= Units As reflected in the schedule, many activities were done i.n much smaller groups. Needs and desires of the campers were better handled during this session than during the previous session. The highlight of this session was the traditional Christmas in July program, in which campers and staff shared in merriment and exchanging of gifts con- structed through the crafts program. During this session, volunteers from the community, entertained the Daddy Allen community with a variety 93 show featuring blue grass music, songs from Disney, and top 40 music. The session's programs concluded with a New Year's Eve dance featuring a local group who played at the Final Banquet for all sessions. The staff meetings were focused on keeping the staff spirit up- lifted. At the first Monday night meeting, the following items were discussed: camper information, bypassing, snake bites procedures, kitchen routine, bears and Secret Santa. Emphasis was placed on communi- cating with others, so as to avoid misunderstandings and fostering bad feelings. Handouts used to facilitate this discussion are found in Appendix R. Due to an alert from the park rangers, a snake bite pro- cedure was presented by the nursing staff. A warning was also given concerning food and trash, as the bear population was becoming more active in populated areas of the state park. With the staffing pattern changes in the kitchen, counselors who had worked in the kitchen reported on the ''''other'' side experience. Each unit was given notice as to when they would be responsible for providing a person for a day in the kitchen. The final item focused on reviewing the camp council program decisions. The second Monday night staff meeting focused on the following: amount of food on excursions, darkroom, wish list, the fourth session, and reviewing the rest of the week. Staff questioned the amounts of food that were being packed. The director took their recommendations to the chef/manager. A darkroom was created in the Nature Center to begin an introductory program. A staff member volunteered the use of personal equipment, and explained how the program would function. The staff members next brainstormed a list of program supplies that would 94 improve the camp operations (Appendix R). The next item of business, concerned the fourth session population. The director spoke of three broad classifications of individuals who were scheduled to come: emancipated adults, unemancipated adults, and institutionalized adults who were moderately retarded. The main points of the discussion focused on the role changes that staff would make in dealing with a session in which the people are peer age or older than staff. Many of the campers have been coming to Daddy Allen since childhood and look upon the two weeks as a vacation. The thrust of programming would be- come one of enabling, although health and safety precautions would be maintained. Items brought up by various staff included: how to handle smoking, what to do about sexual relations, bed times and what to do with a person who just wanted to sit. The discussion was continued during the Thursday afternoon staff meeting. Critical Incidents The weather during this session was marked by temperatures in the 90s and high humidity. Low rainfall resulted in the forest becoming extremely dry. With water low in the streams, the. rattlesnake popula- tion had crossed the road and were beginning to move into high country. Staff was warned of areas in which snakes could be found and what to do if someone was bitten. During this weather period, the bear population was scrounging for food. More visitors were entering the state park, leaving plenty of trash which attracted hungry bears. The temperature and humidity slowed everyone down. Although a variety of activities were done, rest hour was lengthened during the 95 heat of the day to provide relief for staff and campers. Increased emphasis was placed upon drinking fluids, as the medical staff became concerned with the effects of the weather on people in camp. The operation of the kitchen returned to "normal" functioning. The food service management replaced the chef/manager with an experienced camp chef. Some of the staff, however, did not enjoy the idea of working for a day in the kitchen. The camp director's decision to .assign staff to the kitchen was not consultative in nature. However, the right of the director to make such a decision was reserved as a matter of health and safety. The last critical incident involved the breakdown of the water pump at the pool. The pump broke with four days left in the session. The state park was responsible for fixing the pump. The pool was able to be used for two more days, until the pH and bacteria count were unacceptable for usage. People were accommodated by trips to Sand Springs and the waterfalls as the heat and humidity took its toll. From the infirmary perspective, the following incidents occurred as summarized in Figure 14. The greatest frequency of camper visits were due to gastro- intestinal (19) and upper respiratory conditions (18). Staff visita- tions were in response to upper respiratory-colds (70) and headaches (25). It would appear that staff was beginning to show the physical effects of the summer experiences as body resistance was wearing down. Additional perspectives on Session III are presented by the fol- lowing excerpts from the assistant director's and counseling coordina- tor's seasonal evaluation. 96 FIGURE 14. Infirmary Session III Summary Medic.al Report Carnp __o a_d_0dy'-A_l_0le0n;:_ _______P eriod Session III Dace 7-31-BO Minor Cases Treatment C?.SCS Campers --Staff Athlete 1s Foot Backache 0 0 Gas r; ro- Intcst it~a 1 Nausea 4 9 Vomhing Diarrhea .__ ____ 1_ Constipation 19 nl Headache -----""---& Infection Wound J 0 Eye 0 4 Impetigo 0 0 Bladder 0 0 Insect Bites Bee Sting 0 0 Mosquito Bites 2 Body Lice 0 l Menstrual Cramps 0 0 Poison Ivy 0 0 Sunburn 0 0 ·roothache 0 Upper Respiratory Cold 18 .Sere Throat 0 Earache 7 Skin Irritations/Sores l3 0 t,'ounds Bruises 0 0 Lacerations J Brushburns l Blisters Sprain u,, ior5eH!:1~ers l 4 NONE ·roc:i.1 F,;,.,h.,r o( Cases For Session Infirmary Report Adm!.ssions Olschorges Toe al Campers l • --1.__ Scaff _,_ 97 ... , the 3rd session was better than the previous two. The staff had more to work with, having just experienced a similar session. Programming began to take on a more "individual" face .. Cabin groups or just small groups of campers got together and did activities. This kind of activity was seen more in the third session. The staff committees by this time had been utilized and had produced a list of ideas to do at any time of day or night. This year another new idea was tried. Cabin groups or units were given evenings free to do the activi- ties that they wanted to do. Evening program (entire camp) then could also be tailored to meet individual needs. Third session was probably the least successful session this summer. After second session the staff was looking for more of the same quality campers. With the exception of the Unit II, the overall functioning of campers was significantly lower than in second session. Staff exhaustion, aggrevated by intense heat, resulted in a state of '"'sloppiness" in which enthusiasm was low and people failed to see what was to be done in order to keep camp going. In essence, the session was the prime example of "burnout." The staff evaluation period was held during the second Thursday afternoon staff session. As shown in Figure 15, the staff members' per- ceptions of overall camp functioning in Section 1, reflected a majority of individuals viewing the session as average or better .. These frequencies reflect a slight shift of people to the above average ratings in this section from Session II, as more people saw the camp as above average or outstanding for Session III. In section 2, a similar trend is noted in terms of personal skills. A majority of staff tended to per- ceive their own functioning as average or better. More staff members perceived their performance in these skill areas as above average than in either of the two previous sessions. The open-ended evaluations (section 3) reflect a variety of responses as shown in Figure 16. 98 FIGURE 15. Staff Evaluation of Session III CAl-lP PAPPY AITEN EVALUATION OF THE SESSION 19 80 SESSION -~3_ _ Section l ! Ostg. Foor ABveleorwa ge Average ~1lc.:re L. The objectives of the camp were a--rooriate for the campers 0 l ll 17 2 "· The obiectives of the carno were met . " " J. The objectives were designed --to meet the came' s goals 1' objectives 0 l 9 LS '· " The activities were appropriate Eor the campers s. 0 0 7 Adequate " staff was available to " provide camper /w assistance ta comolete activities 0 7 .. , •• Adequate time & materials were ' available to comolete activities 0 0 3 11 ll , 7. The group size was appropriate for activities, 0 0 6 17 •• Overall, the camp experience was • effective. 0 • I 8 17 6 I I Section ' 1. Can establish routine of daily ,. life for the oroun. 0 l 10 15 1 Can set & enforce behavoir limits n ' '· " 0 n Can·control potentially emotionally '" ,. charaed situation , I n , Consistent in behavoir '" ' sessions n 4 " , ", I , s. Can communicate verbally non- verballv /w camoers ' 0 l4 ! 6. Can ~dapt camp program ta be ' " I ' theraceu.tic. 0 3 16 11 0 7. Can •ttork independently or as a ' tearn member. 0 1 ll 18 I l •• Can cOC\!llunicate /wpeers super- visors, ' 0 4 12 13 i l 9. Have "'Cod observation skills 0 13 14 I l 10. Can mocivate the c:roup l '2 10 12 I 11. Have good list~ninc: skills • - - .. ., I " 12. Have ability to interact /w campers on their level. n n , 13. Understand child develo~ent " ". ... ,o ,, ! 'n 14. Abilitv to exolain ideas clearly n . ,, I' n 99 FIGURE 16. Staff Evaluation Session III Section 3 1. What activity did you feel was moSt liked by the campers? variety she,.., 6, water ll, berry picking 2, cookouts, water slide 3, physical activity, X-Mas 2, wish boats 2, New Year"s Eve, unit talent show, fire engine ride 2, sports night 2, photography, terrariums, excursions. 2. What activity was liked least by the caai9ers? rest hr.,8, clean up 2, going to bed, stream stud}·, Nature Day, evening actiYity, Vespers, getting up, A&C, singir,g, Jaff' s monologues, hiking. J. If you could change one thing at ca.my, what would it be? cOl!lbine AO&CC, better equipped A&C, sleep-ins waste time, generate enthusias=, openness, electricity@ washhouse, Jeff, chance to work w/others, activity specialist, Mark & Yvonne policemen, Tell Me Why, snack for campers, more salary, starchy meals, paper work for excursions, early bird, central staff, more perso~l time~ c&:ipers not doing what thev. wanted to do. 4. What. one thing wou.1.d you wane not to be changea? council fire & wish boat:i, camp set.ting, small staff/camper ratio,2, X-Mas (big events)2, rest hr., Nature 2, traditions, cookouts, ves~ers, sleep-ins 2, trust in staff, unit unity, polar bear, cabin activitie~, break before eve. proqrwn, sleep outs, love to give, final banquet, moonLight, unit set-up, soirit, blueberries. Natne one activity you think should occur more often. dances J, fire engino rides, fishing ..,/Rice, ,.,ater sli:Je, wish boats, big activities, variety sho..,, sand Spring, sending notes to staff, Nature activities cabins (between) unit activity, swimming, Warr.pus Hunt!!, Nature day, slee;:>-, outs, listening, terrarium building, excursions, polar bear ever/ a.m., spontaneous activity, athletics, combined unit activity, shorter day, cont'd. 6. Name ooe activity you think should occur less often. leSs all camp eve. activity 2, having to be@ certain places@ certain times, :sleep-in brfk., Tell He Why 3, eating @ units, exciting the can,pers, games night, too many cacipers, real long \.lalks, ill planned excursions, 11'.eals in dinini; hall, large activities in Weaver Field late nite. 7. Specify any problem you encountered during the camp session. ~o problems (best yet), ability to co=unlcate w/' ~entral staff,3, comm.unic3tion 2, frustration w/organizing 2, staff conflicts, personal conflic~s, putting nature progra1:1~ together, obnoxious kids \.lhO won't listen, patience, "Meria", CFP's, pinpointing cause of problems, small group activities-the hwo too, personality differences, \.IOrk not evenly disp~rsed, beinq w/wc J session staying awake & rested, unit prob~ems in beginning, trouble COir!ffiUnicationg within unit & knowing what's going on. 15 cont'd. singing@ 111ealtilne, sinqtnq@ campfire. From the responses, people perceived a greater number of areas within camp they would change than in the previous two sessions. The pattern of differing perceptions of the same activity is evidenced in the responses. Of interest are the responses to question seven which indicate various levels of conflict between staff members. The dif- ficulties expressed by staff as people who have had seven weeks to live, 100 work and play with each other might also be a function of fatigue and tiredness. The status of staff's physical, mental and spiritual well- being suggests time is needed for rest and rejuvenation. Session IV The last session at Daddy Allen was the adult session. As seen in Table 7, a.total of seventy-six campers attended the last session: August 3rd to August 14. Of these seventy-six, seventeen attended only one week of the session. Two campers were returned home early for medical and social reasons. TABLE 7. Crosstabulation of Camper's Age by Sex Age Male Female Total 6-15 0 0 0 16-20 3 1 4 21-44 41 24 65 45-65 4 3 7 66-85 0 0 0 85-up 0 0 0 Unknown 0 0 0 Total 48 28 76 Of the campers in attendance, sixty-three percent were males and thirty- seven percent were female. Ninety-five percent of the campers were twenty-one years of age or older. As seen in Table 8, the primary disability of these people was cerebral palsy (35) with twenty indi- viduals diagnosed primarily as mentally retarded. 101 TABLE 8 . Crosstabulation of Disabling Condition by Sex Di sabil it,t Male Female Total CP 21 24 35 MD 0 0 0 Spina·Bifida 0 1 1 Accident 4 0 4 Other 9 5 14 MR 12 8 20 Unknown 2 0 2 Total 48 28 76 Of these campers, sixty-five were returning to Daddy Allen for another camping experience. Sixty-four percent of the campers were ambulatory with approximately fifty percent of those in wheelchairs, independent rollers. Six individuals scheduled to attend Daddy Allen did not shm•i for various reasons. Of those people who did attend Daddy Allen, fifty-two percent were from family residences, twenty-two percent from institutions and twenty,-two percent from group homes, and four percent l i.ved inde- pendently. The following totals of campers had medical conditions that de- manded alertness of the staff: Ten campers with seizures Five campers with drug allergies Four campers with food/diet control Three campers with other allergies· Two campers ~,ith skin sensitivity During the first week of camp the following living arrangements were made: 102 Unit II 22 campers and 4 staff Unit III 18 campers and 5 staff Unit IV 19 campers and 8 staff Unit V 16 campers and 6 staff When the first week campers went home on Fri day, the remaining campers (3) in Unit III, were placed in Unit V and staff from Unit III were assigned to work in the other units. Staff (water safety instruc- tor, camp aide, arts and crafts director, secretary and chauffeur) were assigned units to work in when their job duties were done. Program Schedule The adult session at Daddy Allen was composed of three different groups of individuals: emancipated adults, unemancipated adults, and institutionalized mentally retarded adults. For purposes of program development, different approaches were developed to facilitate the Daddy Allen camping experience. For the first two groups of indi- viduals, the philosophy of camper responsibility and decision-making were continued. Opportunities were provided in which individual needs could be met. The requirements for staff to be with campers at all times were waived, providing the adults could manage their way about camp. Adults when going by themselves or a small group within camp would tell a unit member where they were going. Hours of sleep for these individuals was determined in part by their ability to handle activities of daily living. If a person could not take care of dressing, they would have to negotiate with staff in terms of staying up later and sleeping in later. During this session the evening would get dark between 8:30 and nine. Many of these adults chose to return to their living units and chat with the late duty person or 103 on the cabin porches. For those capable of taking care of themselves, a coffee house set-up was established, where after taps (9:30 p.m.) individuals could have coffee, cheese, play cards, listen to music pro- vided that they clean up after themselves and could get to bed inde- pendently or with negotiated assistance. Far the adults with mental retardation, staff assumed a greater role of supervision and decision-making. Although opportunities were provided for these people to do as much as they could, the program day was not as long. Some of the people attended evening programs; however, a majority retired to bed after the evening meal. As shown in Figures 17 and 18 a variety of programs and activities took place. For those individuals who had medical clearance, trips to a local pub were made as an evening out of camp. Staff accompanied campers yet were prohibited from alcoholic indulgence. A highlight of this session was an annual excursion to the horse track far those that could afford the excursion. The totem pole dedication took place during the second Wednesday morning activity program. Many of the adult campers and staff had hand-carved the symbols of each session on the 1980 totem pole. Each session had selected a symbol that represented their stay at Daddy Allen. Camper changeover was done on Friday of the first week, as the institutional people returned home. There were 56 campers left for the remaining six days. During the second week of the session, starting Tuesday, various parts of the camp were closed dawn. Rest hour was extended during this week by one hour as various tasks were done in areas not being utilized. 104 FIGURE 17. Activities Done During First Week of Session IV -SUNO,l'(____ _ ___:,JIQA0/1" "utSDA" - "EO~UDA~ -THU!I.SOA't---,,- --EIUM - TUIID•"---- " -sho-n , " ..ff.Iii.a to S..nd SUEP-IN 11 •9h,chrry BACK\IARDS DAl'll l!O~IDA'I DAY ~ C.bln Sl,•rt " •U11lt " -Unit V • Sand Spr !"91 IV ·Sand Spring In llnltl IV •Unit ' -Pool 11· ~ture Cenle ' ~ IV'1 ,.., .. •. ~ " •Ball gat11e " •"L111><:h•lrl' Pre?-' w co 139 hypothesis that there are no significant relationships between the independent variables, POOC-real, AOS, and AOO, and the dependent vari- able, POCC. As shown in Table 22, the separate and collective con- tributions of POOC, AOS, and AOO to the variation of POCC were calcu- lated in the regression analysis. TABLE 22. Summary of the Stepwise Regression Analysis of Staff Members' Perc~ived Conflict Characteristics (POCC) on Organizational Characteristics (POOC), Acceptance of Self (ADS), Acceptance of Others (AOO) (n = 27) at Post-testing R Simple Multiple R Square F Signif. Variable R R Square Change Value Level Total POOC . 73348 . 73348 . 53 799 . 53799 29. 11168 . 001 Accept Self -.19173 . 77603 .60222 . 06423 18.16741 . 001 Accept Others -.26946 . 77774 .60487 . 00265 11.73643 . 001 The POOC-real had the highest correlation with conflict characteristics (.7334) and was entered first into the regression equation. This step resulted in a statistically significant F value (.001) of 29.lll. Fifty-three percent of the variance in conflict characteristics was explained by total organizational characteristics-real. Both Acceptance of Self and Acceptance of Others when added to the regression analysis resulted in significant increases in the amount of explained conflict characteristics variance. With all three independent variables in the regression equation, 60.48 percent of the variance in conflict charac- teristics was explained. This represents an r square change of 6.28 percent from the first regression step. The nu1l hypothesis that there •t1ill be no relationships between the independent variables and con- flict characteristics was rejected at the .05 level of significance. 140 As shown in Table 23, the separate and collective contributions of the real administrative processes, acceptance of self, and acceptance of others to the variation of conflict characteristics were calculated in the regression analysis. TABLE 23. Summary of the Stepwise Regression Analysis of Staff Members' Perceived Conflict Characteristics on Administrative Processes (Real), Acceptance of Self (AOS), and Acceptance of Others (AOO) at Post-testing (n = 27) R Simple Multiple R Square F Sign if. ·Variable R R Square Change Value Value Decision . 83621 . 83621 .69924 .69924 58.1241 .001 Accept Self - . 191 73 . 85593 . 73261 .03337 32.8791 .001 Communication . 74221 . 87108 . 75878 . 02617 24.1168 . 001 Centro l . 39282 .87878 .77225 .01346 18.6491 .001 Leader .63694 .88222 . 77831 .00606 14. 7456 .001 Accept Others .26946 . 88501 .78325 .00493 12.0451 . 001 Goals . 35007 .89133 . 79448 . 00123 10.4924 .001 Motivation . 53261 .89175 .79522 . 00075 8.7376 . 001 The real decision process had the highest correlation with conflict characteristics (.8362) and was entered first; 69.92 percent of the variance in the perceptions of conflict characteristics can be ex- plained by the decision processes. Each additional variable added to the regression equation significantly increased the explained variance. A total of 79.52 percent of the variance in conflict characteristics was explained by the variance in the combined efforts of administrative processes, acceptance of self and acceptance of others. The null hypothesis that there will be no relationship between the independent variable and.conflict characteristics was rejected at the .05 level of significance. 141 Findings for Research Question 7. Do the relationships obtained between staff members' perceptions of organizational climate, acceptance of self, acceptance of others, and conflict characteristics change from pre- to post-testing periods? The Pearson product moment correlation matrices from.pre- and post-testing periods were compared. The z-test of significance was then applied to test the null hypotheses that there are no differences between . the correlation coefficien.t s of the same variable pair at pre- and post-testing periods. Table 24 shows the results of the data analysis. The most significant differences were found between the variable pairs of decision process (real) / conflict characteristics (.01) and communication process (real) / real decision process (.01). In each of the compared variable pairs the magnitude of the relationship increased except with real goal processes/ real control process. The amount of explained variance between the variable pair ranges from 1.2 percent to 69.89 percent. The null hypothesis that there will be no differences between the correlation coefficients of the same variable pairs at pre- and post-test times was rejected at the .05 level of significance. Formative Discussion of Research Questions 5, 6 and 7. The rela- tionships of the study variables at the pre-test period reflect an inconsistency in the perceptions of staff. This may be accounted for by the first year staff members not having experienced eight weeks of Daddy Allen residential camping. The knowledge, activities, and experiences of pre-camp training formulated the basis for the staff perceptions of organizational climate, acceptance of self, acceptance of others, and 142 TABLE 24. Z-Value Differences between Correlated Pairs of Staff Perceptions at Pre- and Post-test Periods (n = 27) Pre-test Post-test z- Pearson r Pearson r Value Leadership/R Motivation (R) -.004 . 587 2.359* Communication (R) .228 . 7185 2.329* Motivation (R) Leadership ideal· -.081 .494 2. 157* Communication (R) 1) decision (R) . 271 .809 2.930** 2) leadership (I) - .126 .419 l. 980* 3) conflict . 251 . 742 2. 420* Decision (R) 1) conflict .151 .836 3.650** Goa 1 (R) 1) control (R) .817 . 506 2.040* 2) decision (I) -.031 . 517 2.090* 3) accept of others -.021 . 542 2.165* Control (R) 1) leadership (I) .098 .608 2.101 * Leadership (I) 1) communication (I) .089 .626 2.23* 2) accept of self -.454 .119 2.11* Motivation (I) 1) communication (I) .444 .810 2.25* Communication (I) 1) decision (I) -.034 .821 4.13* Decision (I) 1) goal (I) .194 .739 2.60* *p < .05 **p < .01 143 conflict characteristics, which resulted in the low correlation coeffi- cients between the variables. The pre-camp training period not only provided opportunities to gain skills and knowledge and physically prepare camp, but served as the foundation for building cooperative attitudes and trust among staff members. The challenge of an interdependent staff facilitating the attainment of Daddy Allen camping goals synchronized with the enthusiasm and energies that staff initially brought to camp. The lack of relation- ships between perceptions of staff, however, may reflect a diversity among staff that may be accounted for by a mixture of apprehension, unrealistic expectations, lack of knowledge, and lack of realistic encounters with fellow staff members. Further evidence of staff dif- ferences was presented by the staff demographic profile where differ- ences in the backgrounds of staff members were found for age, camp experience, and geographic residence. By the post-test period, the relationships between staffs' percep- tions of the research variables had become more consistent as evidenced by the higher correlation coefficients and the differences in pre- and post-test correlation coefficients. The strength of the relationships between organizational climate processes and (1) acceptance of others and (2) conflict characteristics provides evidence to support the impor- tance of administrative processes held by Rodney and Ford (1971), Blumenthal (1948), and Boorman (1941). In particular, the decision process as perceived by Daddy Allen staff, was found to have the strongest relationship to conflict characteristics. Johnson and Johnson (1976), Bennett (1966) and Gibb 144 and Gibb (1978) suggest that conflict can be used in a constructive manner, however, when not used constructively, less cohesiveness results with a decrease in the ability of a group to meet its goals. The staff of Daddy Allen encountered the syndrome of not using conflict produc- tively. With the emphasis placed during pre-camp on unit responsi- bility and decentralized camping, staff was provided the opportunity to make decisions, communicate, and establish goals. It is the opinion of the author, that these opportunities produced conflict in which staff decision making skills were not adequate for the decentralized responsi- bilities. At both testing periods the obtained relationship between staff members' expressed acceptance of self and others was lower than the normative coefficient reported by Berger (1952). The low amount of explained variance between these two variables, 4.84 percent (pre) and 1.96 percent (post) supports the notion that although some staff members were self-accepting there were obstacles in accepting others or vice versa. The expressed Acceptance of Self and Acceptance of Others scores were not statistically significant in explaining the vari- ance of conflict characteristics. This non-significance supports the theoretical importance of the camp administration postulated by Rodney and Ford (1971). Findings for Research Question 8. Are there differences in staff members' real and ideal perceptions of organizational climate at pre- and post-testing periods? As shown in Table 25, the staff members' mean administrative process TABLE 25. T-tests of Differences in Real and Ideal Administrative Processes at Pre- and Post-test Periods (n = 27) Post Pre Administrative Std. Std. t Std. Std. t Process Mean Dev. Err. Value Sign . Mean Dev. Err. Value Sign. .L eadership Ideal 7 .037 . 712 .137 8.60 .0001 7.27 . 518 .111 6.95 .0001 Real 5.259 1.203 . 232 6. 358 . 716 .138 Motivation Ideal 7.296 . 958 .184 7.73 .0001 7.531 . 500 .096 6.27 .0001 Real 5.580 1.200 . 231 6. 778 .847 .163 Communication Ideal 7.129 1.023 .197 10. 25 .0001 7.296 .433 .083 7.78 .0001 Real 4.740 . 923 .178 6.102 1.005 .193 Decision Ideal 6. 741 1. 281 . 247 6.45 .0001 6.926 . 730 .140 6.62 .0001 Real 4.759 1.118 .229 5.648 1.017 .196 Goal Ideal 6.944 1 . 013 .195 9.90 . 0001 7.185 . 709 .136 6.32 .0001 Real 5.203 1.154 .222 6.167 1.127 .217 Control Idea 1 6.870 1. 285 9.62 .0001 7. 074 .863 .166 -4.70 .0001 Real 5.037 1 . 285 . 247 6.111 1.368 . 263 .... -l'> U1 146 and standard deviation scores (ideal and real) were calculated for pre- and post-test periods. A correlated t-test was then applied to test the null hypothesis that there will be no difference in staff ideal and real perceptions of organizational climate at pre- and post-test periods. The differences between mean scores of each of the administrative process pairs (real and ideal) was significant at pre- and post-test periods. All the t- values were statistically significant at the .001 level of significance. Five of the administrative processes at pre-testing were ideally per- ceived 'as being participative. Only the decision process was perceived as being consultative. Each of the real administrative processes was perceived as being consultative. At the post-test period, each of the ideal and real mean scores was lower than the corresponding pre-test mean score. The ideal decision, goal, and control process scores indi- cate a consultative organizational climate while ideal leadership, motivation and communication scores indicate a staff preference for a participative organizational climate. The real post mean scores indi- cate a hybrid consultative-benevolent authoritarian organizational climate in operation. Based on these findings, the null hypothesis that there will be no differences in ideal and real staff perceptions of organizational climate for both test periods was rejected at the .05 level of significance. Formative Discussion of Question 8. The data of first year Daddy Allen staff members reveal significant findings and response patterns. The staff perceived differences bet\'1een an ideal and real camp 147 organizational climate at both test periods. The post-test period differences indicate a change in ideal characteristics that perhaps can be accounted for by a more realistic appraisal of skills and abilities of staff. When staff first enters camp, then ideal perceptions are not grounded with a knowledge of how a camp operation responds to the needs and ability levels of staff and campers. As the summer progressed, staff acquired knowledge of each other, and were able to perceive the ideal and real organizational climate from the vantage point of experienced Easter Seal staff. Summary of Findings Within the delimitations and limitations of this study, the findings are as follows: 1. The Daddy Allen program served a variety of individuals with disabling conditions which was a program goal. 2. The program at Daddy Allen was diversified with emphasis placed on unit functions and decision-making. 3. A majority of staff members viewed the overall functioning of camp as average or better for the four sessions. 4. A majority of staff members perceived their personal skills as average or better for the four sessions. 5. A series of critical incidents occurred during the summer which had unknown effects (e.g. a lost camper who was found, kitchen staffing problems, heat and humidity). 6. Significant differences were obtained between the staff's pre- and post-perceptions of organizational climate-real. 148 7. No significant differences were obtained between staff's pre- and post-test perceptions of ideal organizational climate. 8. No significant differences were obtained between staff's pre- and post-test perceptions of acceptance of self. 9. No significant differences were obtained between staff's pre- and post-perceptions of acceptance of others. 10. Significant differences were obtained between staff's pre- and post-staff perceptions of conflict characteristics. 11. Moderate pre-test relationships were obtained between staff's perceptions of organizational climate, acceptance of self, acceptance of others, and conflict characteristics. 12. Strong post-test relationships were obtained between staff's perceptions of organizational climate, acceptance of self, acceptance of others, and conflict characteristics. A sig- nificant amount of variance in staff's perceptions of con- flict characteristics can be explained by the combined effects of the administrative processes, acceptance of self and others. 13. Significant differences were obtained between staff's ideal and real perceptions of organizational climate at both test periods. A summary of the research procedures as well as conclusions and recommendations are presented in Chapter V. 149 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The purpose of this study was threefold: to depict the environment of a summer residential camp serving individuals with disabilities; to chronicle the operations of the camp (i.e., program activities, pro- cedures, clientele characteristics and critical incidents); and to describe the relationships between staff members' perceptions of: organizational climate, acceptance of self, acceptance of others and cohesiveness. The summary and conclusions are presented in the fol- . lowing. sections of this chapter as they pertain to the limitations of this study: a summary of procedures, summative discussion and impli- cations, conclusions and recommendations. Summary of Procedures Camp Daddy Allen, an organized summer residential camp serving individuals with disabilities, was the subject of this case study. Permission was obtained from the Easter Seal Society of Pennsylvania to conduct an investigation of the camp program at Daddy Allen. A general depiction and description of Daddy Allen during the 1980 camp season was obtained from the following primary sources: Camp Director's Seasonal Report, Camp Director's Daily Log, Water Safety Instructor's Log, and the Infirmary Session Summaries. A narrative of the camp program describing the various programs and activities as well 150 as the procedures used in facilitating daily and weekly events was developed from these sources. A third purpose, that of describing the relationships between staff members' perceptions of organizational climate, acceptance of self, acceptance of others and cohesiveness were addressed. Data were col- lected to describe the relationships of first year staff perceptions (n = 27) at pre- and post-test periods. The following instruments were used to analyze the staffs' perceptions: Profile of Organizational Characteristics, Berger Questionnaire and Profile of Conflict Charac- teristics. Various statistical procedures were utilized in the analysis of the obtained data. Frequency analyses were made of demographic data to create a staff profile based on age, education, work and camp experience. Measures of central tendency were calculated for the organizational climate, acceptance of self, acceptance of others and conflict charac- teristics scores. Correlated t-tests of significance were applied to the mean pre- and post-test scores of these variables. Zero order correlation matrices were generated to obtain Pearson product moment relationships between organizational climate, acceptance of self, acceptance of others, and conflict characteristics at both test periods. A stepwise regression analysis was applied to account for the variance in conflict characteristics by the independent variables, organizational climate, acceptance of self, and acceptance of others at pre- and post periods. 151 Summative Discussion and Implications A summative discussion of the 1980 camping season at Daddy Allen is presented. The focus of this discussion is centered on the implication of the data obtained in this case study. Based on the narrative report of the summer program at Daddy Allen, opportunities were presented for staff and campers to become responsible for the creation of daily activities and programs, unit life and hygiene, maintenance of personal health and safety. Processes were developed in which community responsibilities were decentralized with staff assuming leadership and followship role (e.g., staff committees, rotating unit leaders, camp council, unit meetings, in-service education and general staff meetings). The perceptions of first year staff confirm these decentraliza- tion processes as the data indicates a consultative organizational climate was created. Opportunities were provided for staff to par- ticipate in the six administrative processes by the end of pre-camp orientation. Staff were accepting of self and others within normative range expectations. Staff perceived that conflict was being dealt with in a manner indicative of a consultative organization. The pre-camp orientation activities emphasized a synergistic approach to involving staff with the responsibilities of camp community life. As the camp season progressed, people maintained their perceptions of acceptance of self and others. The nature of the camp program, provision of socio-recreational opportunities for individuals with disabilities, mandated that staff be self-accepting and accepting of others. The statistical measures of acceptance of self and others did 152 not change in either direction. Each of the staff experienced a variety of individuals with differing needs, interests, and abilities. In the opinion of the author, people without a normative self-acceptance and acceptance of others would not endure the physical, mental, and spiritual demands of Easter Seal camping. The 1980 staff were able to live within the camp philosophy. Staff evaluations indicate the camp's goals and objectives were attained. In the process of goal attainment, staff members experienced conflict. Although an optimal level of conflict is viewed as constructive, the staff perceptions of a system 2 organizational climate (benevolent- authoritarian) at post-testing, suggests that closure was not reached in some situations. Staff evaluative comments corroborate the conflict perceptions as difficulties in communicating with others, personality differences and unit-staff dysfunctioning were reported in the evalua- tions. The camp ideals and the ideal perceptions of staff at both test periods, however, suggest that a participative climate should be in operation. Conflict situations would then have been resolved in a con- structive manner, and not in the mode of a benevolent-authoritarian organization. This discrepancy between what should and what did occur can be explained in a variety of ways. The Daddy Allen administrative philosophy provided the climate for staff opportunities to assume community responsibilities. Staff were encouraged and did participate in camp committees, unit meetings and staff meetings assuming a variety of task and maintenance functions. In the course of the summer's events, a series of critical incidents occurred in which the camp director made unilateral decisions as health 153 and safety of people were of primary importance, e.g., lost camper and kitchen staffing. The degree to which these decisions by the camp director affected staff's perceptions of organizational climate and conflict characteristics is unknown. The unilateral decision situations, however, at the post-testing period may have been focused upon by the first year staff members overshadowing the situations in which the staff members were creating a consultative organizational climate. The author proposes that the abilities, skills, and readiness of first year staff to function in a participative organization were not sufficiently developed to realize the ideal situation. Many of these staff typify individuals who have not had opportunities to develop democratic living skills. In general, families do not provide opportunities for one to experiment with democratic practices and educational institutions at the primary, secondary, and higher educational levels often stifle the development of personal attitudes that would facilitate democratic and cooperative skills. When faced with decentralized camp living, the consequences of community responsibility often clash with staff members' individual lifestyles and preferences that have not taken into account risk management, accountability, and group decision-making. The data suggest that for a camp staff to create a participative climate, the decision process is an area in which skills must be developed. Although emphasis should be placed on developing communica- tion channels in camp, further effort should be concentrated on decision- making skills. The pre-camp orientation period focused on developing working skills (i.e., activities of daily living, hygiene, and program leadership skills). People were communicating, giving and receiving 154 information that would facilitate the performance of staff roles. This process was maintained throughout the summer. The staff evaluation comments and the focus of staff meetings provided evidence that there were difficulties in the information exchange processes. The percep- tions of staff showed the decision processes as the producer of the difficulties. The author proposes that with effective decision making skills, individuals will resolve conflict in a manner that will lead to a more cohesive staff and a lessening of interpersonal conflict. Conclusions Within the limitations of this study, the following conclusions are reached: 1. The organized summer residential camp for individuals with disabilities facilitates the development of skills necessary for human service professionals as evidenced by: the usage of observation and evaluation instruments, leadership of pro- gram activities; teaching and aiding in activity of daily living; living, playing, working with service recipients; participation in unit and staff meetings. 2. The organized summer residential camp for individuals with disabilities facilitates the growth and development of campers and staff as evidenced by session evaluations re- sponses of staff members and the staff perceptions of acceptance of self and acceptance of others. 3. The camp administrative processes, specifically decision processes, influence the cohesiveness of staff as a function 155 of resolving conflict. The relationships of the administra- tive processes to conflict characteristics indicate that a staff that develops and utilizes participative skills in making decisions will be able to use conflict constructively. 4. Staff members must develop skills of democratic living to function effectively as evidenced by the various evaluative responses and the ideal perceptions of how a camp organization should function. 5. The camping season at Daddy Allen verifies the requirement of a flexible diversified staff that can pool resources and knowledge to deal with a variety of individuals and debilitating conditions on a 24-hour-a-day basis as evidenced by the various ages, and disabling conditions of the Daddy Allen camper population. Recommendations The following recommendations are made to further the impact of residential camping upon staff members at Daddy Allen. 1. There should be implementation of specific strategies within the pre-camp orientation period and inservice education sessions to develop decision-making skills of staff members. 2. There should be implementation of specific strategies within the pre-camp orientation period and inservice education session to develop staff members' communication skills (e.g., paraphrasing, perception-checking, and description of feelings. 156 3. The pre-camp orientation period should be lengthened from five days to seven days to allow more time for training and absorption of concepts. 4. Further examination of staff infinnary visits should be made to study the imp_act of fatigue and stress factors as the summer progresses. Alternative strategies could then be developed to prevent or minimize the impact of stress or fatigue factors upon Daddy Allen staff members. 5. A continued emphasis be placed on the practical appli- cation of the ideals of democratic processes as espoused by Boonnan (1941), Dimock (1948), and Irwin (1950). The following recommendations are made for the consideration of the organized camping movement: -1. Similar studies should be conducted at a variety of camps with a follow-up testing period conducted after camp is over. Replication of this study would provide infomation as to the various patterns of camp administration practices and actual camp environments. The inclusion of a follow-up test period would provide staff responses without the influ- ences of the fatigue and end of camp feelings. Secondly, a follow-up test period would allow staff members a time period in which the experiences of the camp world can be placed in perspective to ''other'' worlds. 2. There should be development of a taxonomy of camp adminis- trative processes that may be used in comparison studies of organized residential camps. 157 3. Criterion for staff effectiveness should be developed. Goal free evaluation techniques (Howe, 1980), parent and camper evaluative perceptions and camper growth and development measures should then be used to verify staff effectiveness. With these criterion measures, relationships between organi- zational climate, conflict characteristics and staff effectiveness should be studied. 4. Comparative assessments of the effectiveness of various camps' inservice educational strategies and informational feedback systems should be made. Knowledge obtained from the studies should then be available for actual usage by organized camps. 5. A national symposium be held to exchange information con- cerning the development of laboratories of democratic living within the organized camping movement. 158 APPENDIX A DADDY ALLEN STAFF MANUAL AND MEDICAL GLOSSARY 159 THE EASTER SEAL SOCIETY FOR CRIPPLED CHILDREN AND ADULTS OF PENNSYLVANIA P. O. Box 497, R. D. #1, Fulling Hill Road, Middletown, Fennayly~nia 17057 CAMP DADDY ALLEN 160 Tl"TLE nF Cf'i!TEMiS Tonic J:ITP.ODUCT!otl Philosophy, r.i~1s, nbjectives 2-3 r.cneral Information ................ . 4-7 ~enulations and Policies 3-1~ rir~anizationn1 Chart ,1oh ~escri pti ons . . 11-20 Cmnr Pre ceclu res 21-22 Cr.mrier Safety . 22-2] Emergenc_,, rrocedures . . . . . . . . . . . . . . . . . 23-211 The Sta ff . . . . . . . . . . . . . . . . . . . . . . 25-Ze On il II Schcctu l c . 30 Drdlv rrncedurcs 31-33 Pro9rarn . . . . . . . . . . . . . . . . . . . . . . . 14-3f. Car.vier Inforr.at1on .................. 37-58 161 Camp Daddy Allen has been awaiting our arrival to begin the 40th season of Easter Seal camping at Hickory Run. We are coming from many locations and diverse experiences to share in the creation of a community for the summer months. The rewards and benefits of Easter Seal camping reflect the joys and hardships of people coming together to face the challenges of community life. As we share our insights. doubts, strengths and limitations, may each of us come to appreciate the uniqueness of each other and Qijrselves, not only the common values but our differences as well. I hope that as our camping experiences unfold, we can provide each other with the support and encouragement to seek the beauty and mysteries of life in an atmosphere of mutual respect. In so doing, may we come to find the fun and excitement of camping, a dynamic force that touches the intricate balances between community and individuality. This manual serves as a guide through your stay here. Use it well. There is much to explore, to appreciate and cherish, and above all 1 an opportunity for harmony among us to flourish. Together in camping, J•* Director -1- -- - ------- 162 0 PHILOSOPHY, AIMS, and OBJECTIVES Although camping is only one part of the comprehensive program of the Easter Seal Society for Crippled Children and Adults of Pennsylvania, and its affiliate local societies, its contribution becomes increasingly valuable to the ultimate physical and social rehabilitation and develop- ment for the handicapped persons entrusted to our care. Camp Daddy Allen believes that it is the right of the handicapped to receive the same opportunities that are offered ti tge non-handicapped. They possess the same fundamental needs for love, protection, security, acceptance and approval as the non-handicapped, and, therefore, should be given a chance to fulfill these needs. Handicapped individuals must be offered the opportunity to have fun, to make new friends, to achieve, to set goals, and to be accepted for who they are. It is the staff's responsibility to work with what the camper can do an~ not dwell on what one cannot do. Campers must be helped to recognize their abilities, adjust to their limitations, and accept their responsibilities. In our camping program we hope to provide each camper with these opportunities: To have social and physical experiences in camp living. To develop an understanding of himself and an acceptance of ones handicap. To instill confidence in each camper so that he may live harmoniously with a group and enjoy the rights and privileges of his peers. To stimulate each camper to develop physically, so that one may live the most abundant and satisfying life possible. ! To develo; new skills and interests and broaden horizons other- wise not attainable. To let each camper know one is a participating member of society. To make maximum use of abilities and minimize disabilities. To provide therapy treatments if necessary to maintain current status. The Easter Seal Society for Crippled Children and Adults of Pennsylvania believes that in its camping program the campers come first; that personnel desires come second; and that the safety of every camper is every staff member's responsibility at all times. J Aims for the camper 1 in summary: To have fun. To learn new skills. To make new friends. To do the things that all campers do. -2- , 163 Staff Goals- In our camping program we hope to provide each staff with these opportunities: To have social and physical experiences in camp living. To develop an understanding of self and an acceptance of others . . To instill confidence so that one may live harmoniousl_y with a group and enjoy the rights and privileges of peers. To develop new skills and interests and broaden horizons otherwise not attainable. • To let each staff member know one is a participating member of society. Ta make maximum use of abilities and minimize disabilities. To provide therapy treatments if necessary to maintain current status. Came Community- Camp Daddy Allen attempts to provide opportunities in which the total community members (campers & staff). realize the fo 11 owing: To conserve natural resources by learning camping skills. To minimize energy consumption in such a way that Camp Daddy Allen is in a better condition after our camping season. We are stewards of the land. To become interdependent in group living skills thru expereinces, in nature and any other camp life activities. By doing so, exhibit mutual respect for one another. To seek answers as well as questions pertinent in our lives by experiencing and where an exChange of ideas is encouraged through inquiry and discovery. To continue to express one 1 s creativity through activities in which cooperation facilitates group & individual development. To increase one 1 s concern for the welfare of self and others by experiencing the give and take of group living. To be responsible fo1~ the consequences of our actions while strivin!) to enjoy 1 i"f11. -3- 164 GENERAL INFORMATION FOR CAMP STAFF l. Mail- Outgoing mail may be deposited in the basket· just inside the front doors of the dining hall or in the mail slot at the camp office. Incoming mail arr.ives in camp late each morning. The secretary will sort the mail by units and distribute it to unit leaders at lunchtime. 2. Telephone- The phones in the office and the infirmary are for camp business only. Staff members may use the phone at the rear of the kitchen for personal calls. Except in an emergency, any phone calls to staff members received at the office will not be held while the staff member is located. If you arrange for anyone to call you, have them use the kitchen number and call when you are off duty. (717) 943-9059 3. Valuables- Small items may be stored in a locked office closet if desired. Money may be deposited in the camp office by opening a 11 can teen account 11 • Sma 11 wi thdrawa 1 s may be made during canteen hours. Larger amounts may require advance notice as only a limited amount of cash is kept in camp - the rest is placed in a White Haven bank. The canteen will not extend credit to any staff member. 4. Camp Vehicle - The camp vehicle is for official camp use only. Only the chauffeur, the camp director, and designated assistants are permitted to drive it. The driver will pick up small items needed by staff members while on other camp business. Check with the secretary about the schedule. 5. Laundry- Staff members may use the laundry facilities to do personal laundry when they are off duty a;.J after all camp laundry is finished for the day. Do not ask the laundry person to do your own items·. Follow directions for the use of machines and try to conserve detergent and bleach. When you do put 1 aundry into the machines, pl ease remember to come back for it when the cycle ends. Use clotheslines instead of dryers whenever possible. 6. Injury or illness- Staff members must report any illness or accidental injury to the camp nurse. The nurse will consult the doctor if necessary. The nurse will report all serious staff injuries or illnesses to the camp· di rector so that substitute counselor can be arranged. 7. Lights out- Because of the long, hard working day, lights should be out in the central camp area by midnight. After, staff members will not be in the opposite sex quarters. 8. Campers- Campers personal laundry wil 1 be put into plastic bags to be sent home, unless it is solied or if the camper does not have enough clothing to last his/her stay. Solied or needed items will be done by the laundress at the scheduled times designated for the purpose. Commercial laundry- sheets', pillow cases, b·lankets, these items will be done by a commercial laundry service at the end of each session. If these articles become soiled during the camp session, they will be laundered by the camp 1a undress. -4- 165 9. Volunteers- All visitors to camp are required to notify the director of their presence in camp. If they wish to participate within the camping program. an orientation to Daddy Allen will be required and provided by the director - or assistant director, and a physical screening done by the nurse. -5- 166 HIKES AND EXCU!lSIONS Camp Daddy A1 1 en and s urrouncti ng areas in Hickory Run State Park provide many locations for outdoor activities. An attempt is made here to list some of the areas and types of activities for campers to enjoy. Location Activity Sleepout Beyond GD cabin Hike or van Overnight.sleepout, Field campfire, cook meals "A 11 Field Beyond Unit 3 Hike or van Overnight sleepout, campfire, cook meals Jay 1 s Nest riear Chapel Hike Meal hike, pack or cook over fire .The Falls Down hi 11 from Meal hike, pack, camp enterance Hike No Fi res The Fiord Down from fa 11 s Hike or van Meal hike, pack, down, van return No Fi res Hickory Run Via Park Service Hike or van Meal hike or overnight Lake-east Road sleepout, campfire, shore cook or pack meals Boulder Field Several miles Van See unusual geologic from camp formations. Pack lunch, No Fi res Sand Springs Upper end of Hike or Van Copk or pack meal, lake sunbathing, swimming Fi re Tower Van Scenic view,pack lunch, (if open) No Fi res Trout Nursery East end of Van See 1 arge tanks of fish, Park pack lunch, No Fires Hawk Fa 11 s East end of Van, hike Sceni'c area, pack lunch Park roug_h trail Above Unit 2 Hike Berry-picking in season NOTES: Arrange with chauffeur- Van out, hike back "Sur•lival Hike" Arrange with Camp Office for chauffer and also Guided Tour of Park with Park Ranger. -7- C.~f,\? DADl:>'f ALLfN <:--,- N = ROAD - P~VED PA7~ UNIT Z • - - TRAIL I , , p PARirlucate st,;1ff a·1d· canners of nl<..:.;.~.,r_y ~ufet_v. 3. Keep waterfront area clean. 4. :-Jirect all Naterfront activities. !j_ Test ;rnd classif~, all 5\·limr.iinq abilities of all nersonnel. 6. Coordinate all camri activities nertaininn to the 1vaterfront. 7. C;,re for oll wijter-frnnt ec.uiriment and test !·Inter for lnb. 3. r;irticiriate nnd assist in rill car.in activities \•ihcnevcr ,nos~ihlc. ·3. .":11 other tasks ?ssi,med by the car.m director. 1n. Pra!'lar~ ,. . ater sar:,nlas for state health exar.iiner. 11. \·'or!: 1•tith assistc1nt director in dcvelQPIT'Cnt of overnll cnrrin nr.;.~r.=11n, ~esnnnsib1c to cooks and director ~r.snon~ihilities: 1. ~ct tables three tir:es r1. dav. 2. !'nsh clishes thrr.e. times n r!.:i.y. 4, '.)o ,3,nu "'Ork recrncsted bv cooks. 5, i:ecn st~ckroo~ in nrdP.r, lond anrl unloati su.,nl ics. C. :cru:, Utc!':en r1oar rlail,, ?t the tire s~t b.,,. coars. 8. !:eeo dininci hall in clean nresentahlc nr1nner. 9, ~crub dinina hnll once ner week. 10. Clr.an returned utensils frnfl'I cal"lnouts, 178 11. Particinate in camp activities \•ihenever nossible. 12, :lotify director of needed supol ies, Camp .~dries: , Resnonsfble to :luri;e and Director P.esponsibilities: 1. Assist wherever needed in call'ln prociram. 2. Notify director of needed sunplies. 3. r.een rlininl'J hall and hathrooM clP.an ?, sunn1ied, Laundress: Responsible to tlurse and Carnn Qirector Responsibilities: 1. lJash, dr;1 1 and fold personal laundr.v of camners. 2. nntifv dir,;;ctor of needed ~upnl ies, soan, bleach, and an.v other eauiri.lfrnt. 3. t·1i\sh tm·tels.and other itens neerlerl for safetv anrf care of canners. 4. KP.er, sho\'ler house and laundr_v clean. 5. Phen tasks are comnlete, assist whenever needed in car.vi r,roorarn. 1.'oluntccrs: P.c~ponsible to Director "esnonsibilities: l . :'.s sis t in caflln proaralil ,.-.iherever .needed. 2. ;,ssumc rcsnorsihilities dele11atecf hv director or c1ssist1nt director. 3. r,ssist carnriers with nece~sc1rv bathina, hr~shing teeth, feedino, nushin9 \•·hcelchairs, etc. • 4. Particinate in tlll activities and cof'l'lo1.v with ~11 rules and regulations thn.t other staff meMhers must comrilv Ni-th. -11- 179 Food Manager and Assistant Cook: Responsible to Director Responsibilities: 1. Assist in menu plannin~. 2. Make all supplef'lental food, meat, produce, anct r,iscel1anenuc:; food orders. 3. Be in direct charge of kitchen help. 4. Enforce a 11 Camo and Hea 1th nert. reflU 1a ti ans nerta in in~ 1:o the operation of the dining hall. S. Prepare and serve all food. 6. Maintain and clean all kitchen equioMent. 7. Preoare food and suonlies for cookouts and or assion that dutv to one of the kitchen nersonnel. ~lurse Suriervisor: Responsible to nirector r.esnonsibilities: 1. Ciire of all sick and in.fured. 2. ''ake decision in consultation Nith director in havinq nersonnel see doctor or visit hosQital. 3. Assist in ~aintaining health standards throughout camn. 4. Set ur infirmarv maintaining it as a clean sanitarv health center. 5. r-~e£t with doctor to secure written order for mananerient of sf'lecific nrobler.s neculiar to campers in residence. €. t.dminister and keen locked all drUC1S and medication for car,ners and staff. 7. See that all medications are prescribed by famil.v or car.m oh.vsician. 8. Keep daily records in bound bC'ok in accordance to t-C/1 re~!Ulations. 9. ConJuct screen i n9 interviews '!'Ii th parents nf camners on oneni OC'I dav of each session to inquire about special health problems. 10. Instruct staff neriodicallv about first aici nrocedurP.s and nrovirl~ continuing education. • 11. Be availalJle to administer m:.dical aid 1>1hem:!ver needed. 180 12. Liaison with phys1cfan, hospital, and director. 13. Examine camrers neriodicall.v for abrasionS, blisters, etc. 14. Check on food service personnel hyqiene and •rennrt an_v 11rohlens to the director. • 15. Consult with the director on dietar;, renuireriients of camners anci staff, 16. Provide su~ervision for laundress and caMn aides. 17. f'repare first aid kits for emergency use on carir,outs c1nd out of cprap trips, etc. 10. Screen all staff members and volunteers uoon i1rrival in camn. Assistant Uurse: P.esrionsihl.e .. to nurse <:unerVisor and Cr.rn !)irP.ctnr Resnons1bi1ities: 1. Carrv out those duties and resoonsihilities nssinned h_v the ilurs2 Surervisor. 2. Takes and records tenperatures, resniration, and nulse. 3. nbservc canners• reactions and conditions and rennrts channes to the :lurse Suo·ervisor. 4. /1.ssists counsel in!J staff in r.iaintaininq nroner 11 DL for camners. 5. Assists in Maintainino med.ica·l loiis and charts as authorizer! t-.v the Hurse $ur,ervisor. Responsible ·to ca□p d;rector and assistant director Rcs~onsibilitics: 1. l'fon, suriervi se ctnd nrcsent arts r1nc1 crafts activities, beneficial to carririers. 2, Re~uisition and care for all necessarv e~uinment u5ed in the arts and era fts nro!)raM. 3. ~esnonsible for the ohysical condition of the craft shon, 4. Enforce sa fcty ru 1e s in era ft shon. 5. Serve as resource person ~r.r nronram activities. -lD- 181 6. Work \·dth assistant director in coordinatinn nr:iqram and nronr,:1.m materiols. 7. Participates and assists in all came activities whenever nos~ihle. 8. All other tas~s assi~ned bv director. Chauffeur: Resnonsihle to Director Responsibilities: 1. '1r,erate vehicle \•1ith extrer:,e caution. 2. Perform renuired dail_v rnainten;rnce on vehicle, !)ns, n:l, h.=itterv 1 etc. and keer record. Keeo truck clean both inside and out. \•!a :;h c1 s needed. 4. Conduct business as li~sion with local sunolier~. 5. Provide transportation for overni~hts, off ~ite trios, etc. C. rarforn liqht f'laintenance, minor nlul"lhino, car11i:11tarv, etc. 7. Clean and maintain gara~e and other stnraqe areas. S, Transnort lurrQagc, heddinri, sunrlies, etc. 9. /\ ss is t di rector t•1h •re needed. 10, .r..ssist total car.m pro!']ram. 11. flaintain adequate wood sunnl_v. 12. ~ssist directors in settinq un e~uionent. 13. ~•laintain inventorv sunp1y. -21- 182 LAUllDRY AND HOUSEKEEP!Nr. PROCEDURES Campers' Personal Laundrv - Each cabin will brin'I ca~pers 1 oerc;nnal laundrv to tne laundry room on the scheduled dav. If an individual camr,er needs • clean clothes before the scheduled day; arrange with the laundr,v oerirnn to try to have it done. Bring onl_v the items that camners wi1 l need durin,i their stav in camn. We do not expect camoers to return home with evervthino clean. In fact, some parents will send enouqh for the entire session with the renuest that we do not wash any clothiM for the camre1'.'• Counselors should use discretion about what needs to be washed. Laundrv Schedule Sun Mon Tue Wed Thu F"ri Sat 1laTh towel s-;--lkfast: :1,~·e beds,· arran!le ir:diviclual helonqinns in ne;it order, nut dirtv laundr_,, in bags, rid: un trash, sv,een floor anrl norcM, anen wi nrlm·1s. Drtilv Unit Clerrn-un This should he ornanized and schP.dulerl hv erich Unit LP.ad.er. [?a,sic tasks should include these: 1. l(f!en unit wash-house in rinod conrlition. Use rfisinfectrrnt to clP.cm toilets ,,nrf indiv:rlut1l< ;md nrnvide valu.:i.ble lfaLc::nn between thP. cr1n,n r1nrl thnc:;P. workino Nith the c;imner nt hone, C.=if'lner records .:ire i"""nrti'lnt r1nrl ornner consi~erntinn 5hould he niven tn their cnmnletinn, -~t-;if-f -ou-le-5 -r1n-d oe~ulr1tinnc: rn ;i close-knit soCietv ,le; ;i SUmMP.r c~Mn, r.ertr1in rule,:; n; nrrfP.r mu~t he fol lowed fnr the nnnrl .:i.nd sc!f'etv nf ~11. c:'fnninn thP. c"nn contract imnlies t1. nro"'ession;il nhl1ri~tinn ;ind 1nv"11tv tn ~t,irle hv the~P iinl icies, Tt is nood to renenber th,lt vnu ;ire ,,,nr!dnn "nr th!'! F;i~ter 'enl '-ncietv .:tnd that vour nctinns ,1nrl ;inne;,r,11ncec:; will rP.;lP.r.t unon the entire nroanization, 195 Pro1ram is evervthinl'l that .,n· inrlivirlual exnerience11:: .,t C n., ., caMninn nronr.=,,., f'or c:nechl izerl nrour,o; ;ire the S.=tlTle as those for i'l:nv Cl'll'l'll'iinn nronr111T1-· tn h,,ive f'un ;rnrl tn le;irn new skill~ throu11h ne,,1 exneriences, r:hildren ?Jnd ,u1ults cnnrlttinned to 1iv1no with., rlisi'l:hilitv have the Si'll'l'le neerls ... ._ nther,; 1 .=tnrl., nnnd nronraM will offer nnnortun1ties to rieet c::me of thesP. h~c::ic neerfc::. 1·1hile even nnor nrooraminn will ,11-l='ford ne," exneriences ;i,nrl teiic!i new slr:i1ls. a maximum realiz1ttion n"" the educ1ttinn<11l nntentir1l c::hnulrl he afl"l"lerl for all tiMes and throunh ;,ll o11ctivities, nnnnrtunttie.c:: tn associnte 1 ta be ;in inten-,1 n;,rt of i1 11rnun 1 to enn.:tril'! fn f"rienrl1u comnetitinn 1 nnrf to extend socir1l .'Ind recrP.~tinnr1l hnriznnc:: ~re nr~- senter1 in ;ind tt-.rouoh 'lnod cr1Mn nrn11r;irit'!f"'liM exneriencec::. The terr, "nrarirari" refers to the total situr1tion ;i,nd exnP.riencec:: ,,dthin t!iP niven c..tl"ln il.nrl session. "ome nf the h~sic c::tr1nrl.'lrdc:: nP.cec::o;;:irv &nr nond nronraminn .'Ire: 1. ll;irietv anrl rliversif"ication ••dth cnnnrtunitiec:: tn 11cti1,P.lv cr nr1ssivelv narticinr1te, 2, Cnl"lnetitive ;rnd non-cnmnetitive 11ctivities 3, "ctivities of h1ah nrnanizatirm (min., -l='nr."'li:il rules n-f nbtv) nnd nar,es of low oraMizritinn (few rulei. n,i:- nl,11v), 4, ~ccassinn -For cr1Mners to nArticin11te in the nlanninn and leadino of central activities, 5, nnnnrtunitv for ~nontanenuc:: selection ~f ~nd n.:irticin;:itinn in nctivitie:.. n. nnnortunitie'.'- -l='or leisure ~.nd rel.:tx.:ttinn 1 anrl recoonitinn n-F snecirtl fatinue factors inhP.rent in inrlivirlu.:tl liMit.:oci conduct anrJ .accc:1t cod.es o;: ~ehnvior. l'".:. ,~ttc:mt to develop the leadershin flt1nl itics nnci caf"lacitie!i oF the i,viivi·Juals •·dth ,..,Jrnr,1 •1011 are \•mrkinn. 199 The stor.v-teller can tell a storv best when he kno\\1S the literature ;ind background of the race or countrv from which it car1e 1 1•.1hen he knm-1s rinrl understands the characteristics of that nroun and its custoMs and irleas. Knot•linf] these characteristics, customs arid ideas helns the 5tor.v-te11er make the story his own. The re-tell inii of a story must he a faithful one and close to the n"eoo1e or· the author fron which it came. A. Master the structure of the storv 1. Beginninq and ending irnnortant 2. Learn pattern of storv 3. ntserve sentence strui:ture 4. Know characters anrl situations B. ~-laster the style of the author 1. l'ake author's ex!')ressions _•,nur 01::n 2. ~~ake author's stvle •,our ot·m 3. ~etriin r:i.ood of stor_1;; renrod11ce dramatic events C. Learn the stor.v 1. rrenare as whole. not in rarts 2. ~voirf f'lemorization 0. flake the story .vour □1-m 1. Visualize hanneninns 2. Imagine sounds, tastes, scents, color 3. !'eoraduce those hanneninns ns thou(Jh you 1·•ere seeinn and exoeri enci nn thef'l TELLI11C. TIIE STCDY The ;irt of stor11-tellino r:iust not he confused 1.rith the art of actinri. Tile stor~-tel1er should internret and exnress the ideas. r.oods, ,ind eMntions of the author, but should never identifv himself with .:i.nv character. Suggestion, not iMitation, i~ the nnal. Correct use of voice, ai,['llication of the fundament,31 nrincinles of oral cmrmunication and above a 11, the use of imafli nation anrl ren 1 thouqht 1,Ji 11 rroduce a well told stor.v. '°I, Voice 1. Volume-to h.e heard easilv; sufficient breath, controlled 2. Claritv-to be under5tood·; articulation-esr,ecially "t" and 'd' 3. 1/ariet1/-to interest; chan')e of nitch and soeerf 4. nualitv-to nlease; resonance and depth G. Exr,ression 1. Y.nou t·,hat vou \·.'i'lnt to sc1 v 2. Tri'fnk what vou mean • 3. Exp'ress \••hat you feel; mood, stvle, word nictures, characters -31j- 200 TELL!Nr. TIIE STOP.Y (Continued) C. f1ethods of effective coiTmunication •• Before any change of idea: to give audience and storv-tel ler a chance to finish thinkino about one irlea before startinn in on the next one. • b. Defore any ver.v. siqni'ficant word: to create susnense -:1nd to err,phasize the imnortant l•1ord or irlea. c. Refore and after any difficult or unusual word: to allo\'I audience i'I. chance tO !')rasn the unfarii 1i ar term. d, rk?fare anv character soe;iJ:s and after character hns f°ini sherl srieAk-in(J;· to make nerfectl,v clei'l.r \·1ho is sneal-:inn, e, Before introducing any imnortant new chari\cter; tn allow audience the pleasure of makincJ a new acnuaintance. 2 .. Change of soeed a. Imnortant phrases should he taken rmre sln••1l_v. b. Poetic and ir.ianinative pa~saces should he taken nore s101•11v. c. Parts narratinrJ action should be taken more rani 11l 11, d. Conversation should be tal:en at a sneed tl':at suits the character s11eaking. e. Sad parts should be taken r.iore s1m·1ly. haro.v onrts riore rapidly. 3. Channe of Pitch Basic tone for narrative. Sliqhtlv different aitch for each choracter~ not tao much drainatizat1on. C, ~a11inq inflection for sad parts, risinry inflection fryr harDv, 4. Enr,hasis Brinn out \·1ords that·carr.11 IT'eanin'J (usuallv nouns, verbs, adverbs); adjectives and rronouns on-l_v 1tihen needed for contrast, and usuallv the second tine a \•1ord is mentioned it is not as irnnortant as it 1t•as the first tirie. G. r.uildinn ·un to t:~imax a, "ne-t\·!0-three r1cthod; increase volur:ie, raise oitch an'1 decrease soeecl on each n;irt, sn that thirc! incicfont is rlone with the loudest and hiC1hest voice· and tenr,o, b. Clfriax \•tithin one sentence; start on 101-, riitch; qrarluallv raisinq it. 201 rnocrnur.F. m LEAD 1:1'- r.M•Es l. Uyer Olair. The rle\" 1/ucation Church ~clmol, Ht1r.,cr r.rothers: ,'!P.l'I '1nd., 1934, r,r,. 12G-12 I. Procedure with r.amcs: 1. In introducing a 11arne a. :lame it. b. Put 9roun in fomation to r-lav it. c. Exnlain it brieflv. d. :ienonstrate it. • e. .'\sl: fOr nuestinns. f. Start it \·1ithout dela\'. 2. Correct ninor fci.ul ts ••1h.ile onne is in oneratiorl. 3, If an event goes badly, staO it, correct rjifficultv,. restr1,rt jt. 4. Turn r:iistakes, if no!'isiblc, into laurihtcr, 5, If a !lame does not go right, try ;mother (the nood tire n~ tre rlaver car.res first). 6. Kno1•• thP. name thoroucihl 1, hefore (1tter.ntinn it. 7. ·r:ake all Dreoaration in· advancr.-tmvinn all neerle'1 er.u;n.,!!nt on hand-and in charge of an assistant. 8. fllan for narticir,ation 1-i.v all I c,n., the nhvsici!llv hflnrlic~nnect or incanncitatcd can keen score. 9. Huddle clavers as r,1uch as the nlavinri conr:litinns ~-,ill iiernit use r.iass ~svchOlogv. 10. Be readY to adant qar.i:ns-larr.er or SITTaller circles nr 1 ines-anr:t tn introduce variP.tv nne "IT" or several ''IT5". I I. Procedure for ~roun r.ames: l. Have leaders or cantains. 2. 1'ake sure of enual teans- count vo11r l"lP.n 1 ask each le.:ider. llc, .., manv? J. ~·1here there is r.1ingl in11 of iila.vers, marl: r.1enbers of one team c1s to easily identi f,v theM. 4. Tn elir.ination oanes, or relav races, have definit:e.nositions for those to take as thev fall out of the·~a~e. 5. • H,we qoals r1nd boundaries nlainlv marked. 6. ·Tea□ s-111av be se·lected for nove!tY n. Talfs, shorts, mediums, etc.· b. Fats, thins, l"lediur:is, etc. c, First half of alnhabet, second half d. Blonds, brunettes. 7. Encourage the losin~ teal"l. Ill. Hints for Pla_v Leaders: 1. Snirit of enthusiaSA and air of confidence on part of leader. 2. Develop the play soirit, rakinn events interesting and funful. 3. ::aintain ricnera 1 condHion of orrfer; l•1hich al lo,•1s 5uch relaxation as shout inn, hut halts 11 horseoln,v11 • 4. Insist on fair nlav - enforce rule5. 5. nbtain ouiet and attention before atteMntino to exnlain nn_vthinq 1 train nlayers to 11 stop 1 look anci 1 isten" Nhen \•1histle is hlo1•<0, 6~ The leader hi~self should get into the oame occasionallv. -41..- 202 ROLE PL.~Y!llr. DEFIN!T!Oll AND DESCP.IPT!Orl Role playing is the spontaneous act.inCJ out of structured exoericnces in which the collective aspects of a qroun problem is nut in the foreftround and the individua-1 's private re1,tion remains in the b,1ckground. P.ole olay:ing used effecti.ely helps a nerson· steo into another 1 s shoes. It can effectively present both sides of a controvers,v. The narticirJant may be permitted to make a wrong choice nnd by doi n(1 so fi nrl out that it is not satisfactory. Dealin~ with innumerable oroblems or tension-centered situations, the Christian leader hr1s man:1 Uses for role nlavinri: narent- teen probleas, church.school staff misunderstands, helninn a teacher oain ·confidence with his students and helninCJ mcnbers of the clas!i face C1Ueo;tions thorou~hly and objectively, etc, • USES Role playing has been found useful in the fo11ovinri three w11:vs: 1. Understandinq the feelinas of oeoolc. It is found thnt nersons takrnq roles ·are actuall_v able to experience the enotinnal feeling of the role. They qain a new understandinri and insiqlit into people. Sinilar insights into feelinos na_v be orlined hv the observers of role playinq 1 although nrohr1bl_v not so rleenly. 2. Understandino the forces in i! !;ituation that block or f'acilit.1tc iood hunan relat1onsh111s. !!ale ola.v109 1s efrP.ct1ve ,n hri.nr.,np 1gh]y charged nersonal emotions into the lirrht. 11. roll"! nlaver represents a hyrotl1etjcal character and·, thcrefore 1 Mel\' discuss his actions and attitudes 1-,ithout threatenin11 an.•1one 1 s se1 f- respect or status Nithin th~ 11roun. 3. '.-ecurinn exrieriricntal f!vi,fonce as to t-1hich of severr1l onssible so.lut10ns 1•!1 l I work best. /n excel lent laboratorv ror testrnn ideas and oians of action is !"lrovided in role o1a:Vine1. 1 . Jr.fine the proble;a (\.mm-up, a•·1nreness, identification) 2. Select the narticipants. l!ave r.;~Mhers participate us obs•~rvcrs (iookinp fnr snccific reacticns or fcelin'.1s) 4. ~ale play the proble:i 5. llavt! the actors report their fcP.1 inqs G. Have the ohservers share their oninions 7. ~enla.v revised roles (i+> desired) 0 Vo !='allow up 1,,1ith qeneral discussion 203 200 Tllllir.s T0 DQ AT C~IIP Fiftv (50) Ideas for llature l"'rograrns :-la turc hikes 26. rla':ure novies i:it ture trails 27. !-'0s('111ito and flv control 3. Bird 'r1atchinq 28. Pind studies 4. Bird feedinn stations 29. Star nazin'l 5. Bird identification 30. • lln_rvesti n,i • ( fnrn visits) 6. LivP. animal tranninn 31. C;ittln feerlinn (fnrri vi·5it5) 7. ,.,nimal trad:ino • 32. '!iH:ino (f,;irl'.1 visits) Leaf collections 33. Cirr::I shelter!: ~- Tree irtentific~tion 34. .'infrlal shcl ters 1n. fnsect collectinn 35. r.;sh shelters 11. 'lath and hutterf1 v aountinris 3G. '~innnw s-einin11 12. Live hait for fishinn 37. ~nal:-2 catchin,, lJ. i-ishin~, cleaninS" o{ fish 38. !-tudv of noisnn nlrnts 14. She 11 co 11 ect inn 39. Tree· cuttinq (rlea'1 ones) is. ~r'oa ca tel1 i nr: 40. ",iisinf"I cllid:ens t1nrl ro::hits 16. Erosion studies 41. :"lr,uariuns 17. $ni1 studies 42. na turn nusr?ur.is ln. Plantinq n. Seed cal lectinns 1n . r.ardeniTlo 44. fllastP.r costs 2n. Stone collcctin~ 4~ .• Studv of fish diets 21. Stone nolishino 4E'. ::turl_v of i!nir1;:il diets 22. • :-:hittl inn 47. P.ird niriratinns 23. '.-'nod carVino-t•;eer1 \•1envinrr 48. Conservation· 24. flcrr,, oicl:iflrr • 49. ~cveloninn 1•1orn hed5 25. Trir,·s to fish hatcheries so. Clearin~ underhrush Fiftv {SO) Idcris -For Eveninq Prnorarr,s 1. riotilla 23. ,Junior 01',r.1nics 2. Eveninq Din 24. ~ru,:1re rfancinrJ - social dancin9 3. ~rP.c hoatinn-citnneinn, Sitilin9 25. Polic'lav celchrntion5 nrinr to darkness 2f. Indian dances 4. Fishino 27. ~nine hunt 5. P'l••mr boat ride 2/J. 11111a teur n i oh t 6. Talent progra~ 29. Counselor hunt ..7., .. !':umt!S ninht 30. Cr1hin -ninht i.lramaticS 31 . CAMncr show 9. Cere::ionials 32. Counsel or ,;ho,·, 1o . !ong fest 33. '1oonl i(lht rirlin9-horsehack 1 11. Storv tellinq - camper-counselor chuck wagons 12. International niqht 34. ~rce evcninq 13. Treasure hunt 35. C,:1.r:infire 14. ''ovics 36. 1!es11er service 1s . !1esource peonle 37. Cook-out lo. nuiz progran 38. llealth talks (camn nurse or 17. i='olk 1ancing doctor) 13. Carnivals - circuses 39. C~mrcr~ft denonstrations 19. Star· guzin~ 40. Team snorts - vollcvball I soft- 2(). :-cavenner hunt hall, haseha11, horsr.shoes 21. ll.ecord.playinri 41. r-ashion sho••r 22. P.cadinqs 42. Cam1:1er \•1restlinf! or boxinri shO\•J 204 SO Ideas for Evenino Program (continued) 43. Counselor wrestling or boxing 48. Concert 44. Indoor track meet 49. ~toonlinht hike 45. Nature show 50. P1a souerade 46. r.;raft show 47. Guest night for other camps Fiftv (50) Ideas for Craft Programs Short term proj7cts Longer !'lrojects 1. ·unor" repairs on sports, cann 26.- Ki ck boards craft el"!uipment 27. Paddle boards 2. Paper airplanes 28. Roats 3. Parer boats 29, Cr1nne racks 4. Paner hats 30. rarldle and oar racks S. Parler masks 31. Piers 6. Paper sculpture 32. Oa.fts 7. Felt craft 33. f.lature trails 8, Oracelets, rin~s, etc. 34. ~1·rirr.rnin'1 lane ~arY.ers 1 !•mod 9, ~imp craft olnd ronE! 10. Fish traps 35. Suoy markers 11. Insect nets 3f.. Tnr!'ledn huo•.1s 12. Live anir.ia·l traos 37. /lninal houses 13. \.thittlino 38. Rird houses 14. Clav r.10dCl inn. 39. Cedar chests 15. Fin9er naintin9 40. Conner cra~t lfi. S~etchinq • 41. Tincraft 17. SirmmaY.inn 42. Toten noles la. l·'o0d boa ts. 43. !"eavina 1°. Pood airnlanes 44. Trail 5heltcrs 20. 1.1aoct c'1nd1e holders 45. ''odel boats, nlanes 21.- Shell craft 46, ~il naintinn5 22. l-!atercolor naintin9 47. nutdoor firenlaces 23. Soar carvinq 48, Council rin~s 24. Pc,tato carving 49. Tree nlantirln, rr;·rctcns 25. Prons ~or dramatics SO. Concrete hnat anchors r-'iftv (50) Ideas for I.Jaterfront Programs l, Teachinq swimming 14. •~akin~ kick hoards (each 2. Teachinf'J divin!'I ca1'1oer nairits his own desj11ri 3. Teachinq life savin~ on his bflard) Tr.:ac,•,inq boating 15. oe~nirina eoui~~P.nt 5. Teachinq canoeinr Jr,. Rudd1., svSter1 (lost J-,11.ther 6. Tenchin~ sail inq rlrills) 7, s~·!ir.iming r:ieets (car.in and inter- 17. Pa9aents car.m) 18. Cr1rnivals .n, . r.oat races 19. Lonq distance s•·d:is (• .. ith 9. Cunoc races ncdical c1nnroval und l•,oc1t 10. $urf-board instruction and and lifequarrl escorts) races 20. l!otor bor1t rirles 11 .' :;a i 1 i nq races 21. Coat trins 12. euildin'! hoats. canoes, floats, 22. C-3noe trins surfboards (lon~ terr., nroject) 23. $;\ i l hna t tri ns 13. ''akinn oars, canoe paddles 24. Evenino diris (short terr.: craft nrojects} -4 s.: 205 f'!'iftv (SO) Ideas for \·!aterfront flror:rar:'!s (continued) 25, ~ccreation or free S\·dm 40. Tug of ..,,ar in sha11m,, 26. 1·1ater oolo (deeo or shallow 1-1atcr, \· 1 1ter) 41. "atcr ~1-:iin,, •.-!ater volle_vllall (shallow 42. .1.nua nlannino •..! ater) 43. Flv castinr" Oractices 20, Hater basketbal 1 (deeo or (h.ookless hait) s Ila 11 O\·: \·tater) 44. rlu~ castinn rractice 29. Skin diving (with exnert (hookless nluos) instruction and surervision) 45. ~1innm·! ca tchi nn or trann i nr:i 30. Svnchroni zed s1·1ir.rni nq 4F,, Bait oatheriM (crr1hs, 31. Clm•,n divine fro11s: etc.) 32. Clm·m St-tiIT'.'iling 47. 1·'nrn, dinning (l"lrinr to 33, Der.nnstrations (life savina, fisliin!l tril'ls) boating, swi:r:min9, canocin!'I, 48. 0er.1on5trations ,:1nrl nracticr. etc,) in clcaninn fish 34, Orv land dri 11 s or strol:es and c1v t'linn. anrl h(lit m~l".inr- 1; 'fe savintJ ~055;·1 collectinCJ (n?.rine 35. Fi s!iinri trios life) 30. ExnlorinrJ trins 37. Saad craft (geed an cold days) JO. Stone sealing (i·:hen no one is in swir.:mino or on th'": lake) 39, Target rractice (stone thro~,- in'.J at ilo. 10 cans, /lo, 2 cans, etc., l'lhen no one is swir..min'J or on the lake This round uo of nro9ram ideas has been contributed to Edward ,J. Slezak, camn director and r.,ember of the faculty, University of ~1ichigan. 206 "CHILDREN LEARN WHAT THEY LIVE" If a child lives with criticism, He learns to condemn. If a child lives with hostility, He learns to fight. If a child lives with shame, ·He learns to feel guilty. If a child lives with ridicule, He learns to be shy. If a child lives with tolerance, He ~earns to ~e patient. If a child lives with encouragement, He learns cmnfidence. If a child lives with praise, He learns to appreciate. If a child lives with fairness, He learns justice. If a child lives with security, He learns to have faith. If a child lives with approval, He learns to like himself. If a child lives with acceptance and friendship, He learns ta find love in the world. -4'f/- 207 The center of ccr:;p 1s the camper. He is the only rea~on for operating the sumrr.er camp. As the center about which all life revolves I we need .to give our immediate attention to knowing him, To helping him learn to do things for himself, and to help him learn to do things with others. The counselor is in camp for that purpose. 1. The child and his n~eds. Ylhat a child needs is a. matter he and we may often differ about. i1ie must always ask ourselves, "(.,,'.hose problem is it, ours or the campers'?", but in general, we can recognize certain wants whic~ we, as leaders, must meet. All of us can understand a camper's need for acceptance. Even we feel the same way when we enter a new situation. Acceptance is a two way thing: both the camper and counselor are invol~ed. The counselor may have trouble accepting certain children because of differences in education, habits, previous experiehce, and their handicap. In every normal group we seem td find children who stand out as being different. They need to be spotted and given special att~ntion. They are apt to be the ones who most easily slip away from the group. Some children are easily discouraged. There is the camper who drops out of tl-,e group when he isn I t on the best team. Although it is clear that his attitudes need to be changed, it is possible that he would get more satisfaction if the structure of the group was different. Also it would often be, nicer if chi_ldren could go to camp for ·fun instead of for the co~r,ctition and points. However, many camp.ers. want competition and poi~~s. At the same time it is generally better to have teams so set u; that there will be fun and ~c.cogr.ition for- all instead of a·~•ards for only a few indi- viduals. When there is a free choice a child who clings to a safe activity should be encouraged by the counselor to move into -48- 208 other experiences. A good way to get him to do this is to use his relationship to a friend in the camp group. Perhaps it is just as Hell to let campers sample all of the activities there are in camp. Children have different reasons for not wanting to try new activities. They may be embarassed or for some reason not like the particualr group involved. It is important to have camp groups set up according to age. Children may show their reluctance to try new activities by complete avoidance, denying that they have any interest or by saying they want to finish something else first. The counselor always needs to remember th~t you can say you dis- like one thing when all you mean is that you like another thing better. If a camper wants to be approved by the group badly enough, he i.,:ill be apt more often to go along with what they want to do. Security This is thought by most people to be the most important need. 11 Security" is now a fashionable and somewhat overworked term, but its importance is very clear. It includes both physical and e~otional security, and is especially important when any child comes to camp for the first time, most import- antly during the first few hours at camp and the minutes before bedtime. Counselors should introduce themselves to all campers and for the first two or three days wear their name tag so that all campers get to know them. Children will have t~eir tag to wear as soon as they come to camp, and we 1 too, should try our utmost to learn their names. Anyone recognizes a real welcome when they co~e to a new place for the first time. Cabin counselors should be enabled to give more than the usual attention to their cabin groups during the first few days of camp. -19- 209 A tense child is apt to bring his troubles to camp and have them repeat themselves in a different setting. In trying to meet emotional needs, it is important to remember that proper rest and sleep have their place too. When a camper is not really secure, he may show it in various ways. He may get homesick and want to get back to the familiarity Of,home life. He may drift from his own cabin group and counsE::lor to others. He may try to attach himself to a group that is predominantly older or younger. On the other hand, ·he may make continual attempts to create discon- tent and trouble. Other youngsters, in contrast to this, may become quiet, passive and withdrawing. Sometimes they will carry on with their usual activities and duties but show the need for security by continually seeking. apprival for what they do. The counzelor needs to know all these various ways in which children may show their insecurity, be able to rec- ognize them, and to know when to call for help in dealing with the situation. ~rotection Security and protection may be thought of as the same things, but there is a difference in that security is gen- erally a.n inter_nal affair and protection consists in the measures~ by others to make things safe and tolerable. It remains to make sure that the campers know how to avail themselves of the safeguards which have been set up. These cannat be put into pr6per action unless there is discipline. Both the child and the camp must have discipline. It is difficult to say when a given regime is too strict or too indulgent. The Carap Director must consider both his obli- gation to make things physically safe for the camper and at the same time afford himself legal protection. There are many things which can be done by the family which cannot be -50- 210 legally condoned in an organized group situation auch as camp represents. When rules are drawn up they must be fully understood by both the campers and their leaders. Furthermore, leaders must believe in the rulefi and regulations whi_ch are fair and reason- able. Immature counselors will tend to undercut the camp leadership in order to win the friendship of their groups. The ca.mp rules should be explained in a positive manner, that is, the camper needs to know the kind of behavior that is exp·ect"ed of him that is in the conformity of the camp tradition. This is far different from telling him all the things he should not or cannot do. There will always be campers who will try to run counter to camp rules. Running wild and being reckless is sometimes characteristic of the boy who has been to camp before and feels at home and therefore superior. On the other hand, recklessness may be a sign that someone wants attention. It may also be an attempt to test the outer limits of the camp's discipline or the extent of one's own capacities. Furthermore, faint-hearted attempts to deal with it will not impress the offender and will not get results. Threats are not to be used unless one means to carry them out. Very occasionally there will be children who do these things in order to punish them- selves or to be sel£-dsstructive. This type of behavior must be understood before it can be w~ll handled. We must learn the difTerence between one reckless, impulsive act, and a general repeated course of behavior. It is also important to know, whenever possible, how things have been handled previously. Other kinds of behavior call for understanding on the part of the counselor. There are four different types of problems which are apt to require referral to someone higher up on the counseling ladder. These are hostile, destructive, or agressive behavior; lack of cleanliness; fear of desertion; -51- 211 and medical s1AT1ntCJT1s renuirinn ~nec1A1 nrn~e~sinnAl ,11ttentinn. These kinrls of behavior cannot be well 1nternreterl unless thnse rln1nn the cnun~elinn have~ fa1rlv oood 1de,i of the child'~ bAcknrnunrl And the «av h1s fam1lv lives, ~~t1sfact1on Carnners need tn oet fun out of 1 ife, !,'h11t thev cnn:i:;:ider c,itic:"' 111n"T 1..ii l l denend nn. how n 1d thev ,11re. Vnunner neon 1e re~u 1r t'! nrnnnrti nn11 tel 11 rinre secur1tv while the older ch1ldren 1 on the other h11nci, w,int l'ldven- ture and ch,11llenoes, S~tisfact1nn ·\enends, of cnur~e, on the neneral nutlnor nn 1Fe, This outlook nr nh11nsonhv is one of the thinns Cl'lmn 1~ in 11· nn~itinn to influence, ~ nersonal nhilosonhv of 11fe 1s ver 1, heln-Ful, ThP. e,111rliPr 1t 1s acnu1red the eo11sier it 1s tn m,d·P. rleci~dnno:: 1<1hfch .:-re nP..-oi:nn.1111., 1 nurnoseful and s.lt1sfv1nr1. B11sicallv, nne neerl-: to kno••• ho1<1 tn o::h.-.rP. and hnw to oet alonr, 1<11th other-;, t\cceot)!nce ,,,el'lns not nnlv beinri accented bv vnur oroun but ('Jett1nri on "dth 1,nur~el.f, Thf! direc:tnr a11nri his ~tr1ff can contribute to the builcHnri un of th1o:: nhi1oir;nnh., h11 theri- selves 11vnq haT":T1on1nuslv ,11nd hv chri.f'.,1nri .i=-ar the c11f'TlnP.r the rinht kind of attitudes to be taken, nther s1\t1s.i:-11ctinn111; 1-nclude hrn11deninn vour nersnnal hnr1znns hv ,1ust do1nn new thinns nr hv forr-,inn ne1,, i'ISSociatiri.r:s, You w111 feel reallv 1<10rthwhile 1.f' "Oil hr1d 11 nond cli;oince at achieveMent and vou will esrieciallv \o'U'l'TI to Mv ,110::0::nci.-.tinn •·iith a11d1llts • "Iha are canable of re,il love. ~ Everv carrm s~ould foster the nersonl'll nrowth of e.-ch c11,,,ner. Tt is, of course, often h11rd to know iust wh11t narticul11r directinn to t11ke in anv oiven situi\~ion, ~lsn, one need~ to distinnuish het~en the ~iffP.rent kinds of children 1n the '1roun, T~ the nutoo1M child more il'l'lriort11nt, or "the ouiet one"" Children comnetent at athletics mav need to h11ve the nthP.r ~1rle nf their selves deve1oned, Thev can be n1ven ,11 ch,rnce to shine h11 l'!'lilkinn them leaders of those who cannot do thinl"ls nuite :i;n ",ell. 1.,1e shoul,i all strive Tor bahnce, C.-.mners can take resnons1hilitv f~r cle~n1nn un their cah1ns, .for NOrkinci in the rl1ninct hall and fnr tirlv1nn un their cnrrmnn ,.,eetinn nhcP.~ i'lround camn. These are f11miliar 1-1,ws of nettinn th1n110:: dnne, hut thei- character bu1ldinn ele1T1ent need!> tn he recnrinizer1, Ci'lfl'lner~ ..,av be chm;en tc renresent their nroun~ .-.t carnnf'1re nr nther meettno-: nr even nne ""la" have been elected nr anoointed camner ~itt1nn in nn cnun!elnr n1)1Jnninn session~. ~11 these ,11re wa,,s of 1earnino to t11kP. re~nnndh11itv, C~Mners need to meet neonle with v11rvinn ternneranents :i;n th11t thev ,,.,ill learn to be flexible in their- rel ... tinn!l:hin!I: tn nthero::, The sa11Me holds true .for the counsel 1no stt\ff, ,-mo shnuld hP. exnecterl tn be wi111nq to takcle nct1v1t1es to wh1ch the11 are not entirelv Accu~tr,rnerl. -52- 212 C!'l'fflners !1. Ind1v1duals Rem!'fflber, are cam~P.rs are nenole F1r~t, and cr1n"lerl r,ennle ~econrl. To describe everv bnv or oirl with whnm vou 1odll CO"'Te 1n cnnt.tct with Nould he impossible. Camners are nnt stereotVT'lerl !"ler~oM11t1l!!': 1 vet o'lt!P. nroun~ do tend to act si"Tlilllrlv. ..~lthoutth c,11mner~ riiav -seet"l 'I!'. unri!"edfct .. a!:i1e as the wei'lther, there .\rP., however, ceT.'bin !'i,..,ntnr.i" .11nd ._ioin-; tn auide us in our ohservatinn!'. of their actions ~nrl reo'lct1nn._, CaMner!'. have certain f'undament"l desires, iµhich 1-•hen !'.o'lti~.,.ierl,n-Ften take on the f'onn of undesirable behavior n11ttern~. Tt 1" nnt th~t the car.mers becOMe nrobleM children, hut r.-.ither chilch-·en with nrnhlen<, '·'e, therefore, fnternret beh,tv1or rather thim .1udae it 11nrl the cnunc:elor ,.,,t,n anticin.ittes conf11ct w1th1n the child can n•ten .-vert ~erinu~ ,,:;Hu?it1on:s, The hest snlut1on to anv nrnhlem ts to knnw vnur c~~ner, BE 1,11TH ynuo CHILDREN Tn LEftRN Tn KNnP THE'', ~ne ~ Chi'1r.,,,cterfst1cs and TnterP.sts ~ r.hilrlren ~!!!!!.Nine Ve,ir-nlds Nn susti'lined nro.1ects for the 111onth, Don't eXl"lect nermanent fr1endsh1ns, Thev exnlnre "rienrl~-- 11nvone 1.i•hn •·•ill work. or nla11 with them for an hour 1s a friend for thnt tf'!'!e, nne hour actfvftv is too lanQ-- a half hour is better, Not too much adventure-- it Makes the!"! fear-Ful, Their ;idventure is lar~elv fantasv, so a11o~ fnr act1nn nut, Lnve rlramat1cs, costu~es, and stnrvte111na, P.Snec1i'l11v ~irls, rlnt self-conscious-- Nill narticin-"lte e;,isilv, Not tnn much excitement, Tt Makes them nervous, Evervthfna must he fun, J.!otfvate with the •un t11nnle, nrin 1 t ,'!ttei,,rit thP. ertucrttion~l annroach, The.v like reoetition, Thev are harrllv ever hnrerl, Thev love ani111als 1 althounh thev are.,,_ little scarerl, ~hort lessons in the narrlen can he noorl, F.~necfa11v if h,,irve,i;tir,,, nr berrv nick f nn, You can hreak down food dislikes eM;1lv, Thev have natural cur1os1tv, Thev will do .-,nvth1no 1f it fs w1th .11n i'!dult, Thev ,.,n1 seldom t..,ke -53- 213 direction frcm neers. Coordination and skill develofJ"lent ar""'e nrfn1t1ve. Thev ,11re clumo::v. Chores ~re ~cceoted as necess~rv evfl5 .• rrruch--dMlinn-- sn tran~l,11te the chores to fun, ThrouQh chores lfke beri r,,"1Jdnn 1 t11lk ,11t,nut hnMe, dramatic chore~; sfnnfnn helns all chore5, Pestless about bedtime; mav take a few dav~ to oet fntn the h,11hit of not talkfntJ. Thumh-suck1nn shoulr1 have stonned at ffve ve~r~. f& it nerc:i~tc:, it denotes fn5ecurftv, Exnect her1-1~ttinn frOtT1 manv, Hnne5t reasnnfnn hut not formal evaluatfons, "r1inl11 thev like it nr don't 11 ke it~ Thev have no concent1on of tfl'Tle, This fs the couno::elr:ir'~ rec:nnnsfMflit", This: 1s the rime of oreat nsvcholo!'l'ical rlevelnnment, This is the Moc:t nroun Minded-- the n,1100, Eno a5sertfon: herrinnfno to ch,11llen11e ,11dults: ,-,u.-rrelinri, lnurl voices, f1nhtino, Thev w~nt love of the adulti heoinninQ suo:;nici,11n of the .arlu1t•~ f1!1rne~~ in rr1v1nri love and attention, Thev 1 ll oro•"' •1erv ie,11lnuo::: 1-ieriinninn str1aes of crushes on counselors, Thev want to be older than thev are, Thev 1,,11 l do a finished .1ob and their interests c,11n he ~u~tl'linerl for ll month. on ii riro.fect, Drefer qroun activities to 1nrifvir1ur1l ~ct1vitiec;, Caniti'll ize nn it. Thev like adventure-- fe1...er 1'1Ualmo;. I.r111 take lonrr hikes. rloth1nrJ daunt5 thel", Tremendous r1mnunt of fntel lectaal ,11ctf.titv-- nature-- ~cience-- snnoo::- .. w;,ikfnri to fnterraci,.,,l asnects of l i.;e, i.1,111<1nn to vnc11tfnn.'ll nl,11no::, fleed much nroQralTfflinn, 1,/fll accent hou5ekeen1n,i .iind cnok:inn re?-nnnsfhtlitieo:: .11nd uo::uAll 11 rfo the!'l'I better thr1n anv other ace nrnun,. -54- 214 Need much sunerv1s1on fn hvq1ene ~nd ner~nnftl inneerance: c!rcleovrn;tn• 1978. R•n"'• l.,~e,1. Oismbur-.1 by A~n.,, tihrl -"••0<:oaru, Inc. No ,~0toduct1<>n ,n any lorm au11>0,.,.d witnou< w,men ?'l'fflio,..0n ol Ren.,, t,hrt Auocoa1u. lt1c .. .>.nn Arbo•, M,ch,g•n 46104 NCS Trans•0111i,:; F5209•54321 1111111!111 I i I 239 YOUR ORGANIZATION CODE INSTRUCTIONS 1. Please use a soft lead pencil (No. 2 or softer) and make heavy black marks that fill the circle completely. Please do not use ball point or felt tip pens. 2. This form is designed for automatic processing by a computer. so erase completely any answer You want to change and make no stray marks on the questionnaire. 3. ~~!~:e s~art:ng, pl~ase_ en~er _vou_r o:ga~ization co~e i.n t~es~ Next to each box blacken the circle containing the same number. 4. For each question, first blacken the circle on the "N" line which you feel describes your organization at the PRESENT TIME {N=NOW). If, for example. on question 1 you feel that now there is "quite a bit" of confidence, fill in 5 or 6. Fill in 5 if you think the situation is closer to "some", 6 if you think the situation is closer to "a very great deal." 5. Then. fill in the circle on the "L" line which describes how you would LIKE your organization tc. operate. ORGANIZATIONAL VARIABLES LEADERSHIP Very little Some Quite a bit A very grea1 deal How rnuch confidence and iN 0 @ 0 0 @ © 0 @ trust is shown in subordinates? 2L 0 0 0 0 0 0 Nol very free Somewhat free Quite free Very free How free do they fee I 3N 0 © 0 0 0 0 0 0 to talk to suptlriors about their work7 4 L 0 © © 0 © 0 0 © Rarely Sometime, Ofter, Very frequently How often are subordinates· SN 0 © © 0 © 0 0 © ideas sought and used constrt.ictively7 s L 0 © © 0 © © 0 ,a - 2 GO TO PAGE 3 I I I I I I I I I I I I I I ! I 240 4 and 5, primarily MOTIVATION 1, 2. 3, 4. with Mainly 4, with based on group- occasionally 4 soma 3 some 3 and 5 set goals Is predominant use ITlade of 7N 0 © ® ® 0 0 ® 0 1) fear, 21 threats, 3) punishment. 4) rewards. B L 0 © © 0 0 © © © 5) involvement] Mostly at top Top and middle Fairly widespread At all levels Where is responsibility 9N 0 © 0 © © 0 0 © felt for achieving high performance? 10 L 0 © Very little Some Quite a bit A very great deal How much cooperative 11 N © © ® 0 © © 0 © teamwork exists] 12 L 0 ® © © © COMMUNICATION Down, up, Downward Mostly downward Down and up and sideways What is the usual 13N © © © 0 ® © 0 0 direction of infor- ma'tian flow? 14 L 0 © 0 0 © Often Usually with A great deal With distrust wilh suspicion trust of trust How is downward 15 N 0 © 0 0 0 © 0 0 communication accepted] 16 L 0 © 0 © 0 © 0 © Usually Occasionally Almost always inacc1.irate inaccurate Often accurate accurate How accurate is upward 17N 0 © ® 0 © © 0 © communication? 1B L 0 © ® 0 0 © 0 © Not well Somewhat Quite well Very well How Well do superiors 19N 0 ® ® 0 0 © © © know problems faced by subordinates? 20 L 0 © 0 0 0 © © © General policy DECISIONS Policy at top. at top, more Widespread Mostly at top some delegation delegation decision making At JNhat level are 21 N 0 © 0 0 © © © © decisions made? 22 L 0 © © 0 0 © 0 © Occasionally Generally Almost never consulted consulleo Fully involved How often are subordinates 23 N 0 © ® 0 © © 0 0 involved in decisions related to their work? 24 L 0 © ® 0 © © 0 © 3 GO TO PAGE 4 I I i a I D I ! l I I I 241 at r' Orders. some After ~ comments discussion, Generally by Orders issued invited by orders group discussion ! ,t. How is goal setting 2sN 0 © © 0 © © © 0 usually done? ;, 26 L 0 © © 0 © © © 0 £ t Very linle Some Quite a bit A very great deal How much do subordinates 27N 0 © © 0 © © © © '' strive to achieve the f: organization·s goals7 28 L 0 © 0 0 © © 0 0 ~' i I f v,,v Quite Moderately CONTROL concerura1ed concentrated delegated at al top at top lower levels Widely shared '' How concentrated are 29 N t 0 © 0 0 © 0 0 0 review and control ~. functions? 30 L 0 © 0 0 © © © 0 € Policing, Reward and Reward. some Group guidance and punishment punishment self-guidance problem solving What are cost. produc- 31 N 0 © 0 0 © © © © tivity, and other ~ control data used for? 32 L 0 © 0 0 © © © © f I f THANK YOU FOR ASSISTING WITH THIS SURVEY, r ',, r. Ri\"'- Rensis Ukert Associates, Inc. 630 City Center Building Executive P1.:ua (Suite 502} 444 Camino Del RiQ S. ?. o. 8011 4034 Ann ArbQr, Ml 48104 1301 West 22nd Suee1 San Diego, CA 92108 235 au~en Street Oak BrQok, IL 60521 Honolulu, Hl 96813 - 4 - I l I I I l I I ! I I l I 242 APPENDIX E BERGER QUESTIONNAIRE l5TI UNIVERSITY OF MINNESOTA Student Counseling Bureau 243 TWIN CITIES 101 Eddy Hall 192 Pillsbury Drive S.E. Minneapolis, Minnesota 55455 May 21, 1980 Mr. Jeffrey Glick Department of Recreation and Park Management 180 Esslinger Hall; RPERDG University of Oregon Eugene, Oregon 97403 Dear Mr. Glick: You have my permission to use the scales I constructed to measure Expressed Acceptance of Self and Expressed Acceptance of Others in your dissertation. Offhand I'm not aware of studies that are similar to yours which use my scales but just in case there might-be some, I am enclosing a lis t of references to studies which have used my scales. I have enclosed some material which expresses my thinking on the inter- pretation of the scales. I would be very happy to learn about the. results of your study eventually,. Professor EMB:ls Enclosures 244 BERGER QUESTIONNAIRE This is a study of some of your attitudes, of course there is no right answer for any statement The best answer is what you feel is true of yourself. You are to respond to each question by circling the number that best represents you in the following scheme. l - Not at all true of myself / 2 - Slightly true of myself / 3 - About ha 1 fway true of myself 1l Mostly true of myself I !J - T,ue of myself I'd like it if I could find somoone who wo1.1/d tell me how to solve (l ITIY persi::,n11I problems. l 2 3 4 5 ' I don'I question my worth 01 a penon, even if I think others do. l 2 3 4 5 (2 3 I can be comfortable wilh oll vorielies of people-from the highest (3 lo the !owed, 1 2 3 4 5 4 I can become so absorbed in the work I'm doing that it doeJn'I (4 bother me not lo hove any inlimote friends, l 2 3 4 5 S I don't approve of Jpending lime and energy In doing lhings for 1 2 3 4 5 (5 other people. I believe in looking to my family and rr:yudf more ond [elting othen shift for lhemsolves. 6 When people say nice things about me, I find ii difficult lo believe l 2 3 4 5 (6 they really mean it. I think moybe they're kidding me or just oren'I being sincere. 7 If there is any critidsm or anyone sciys- ci11ylhing about me, I just l 2 3 4 5 (7 can't-lake it. ' / don't soy much at sodol ofioirs because I'm ofroid that people will ~ritidze me or /ough if I 10y lhe ·wrong thing. , 1 2 3 4 5 (B 9 I realize that I'm not living very effectively but l iusl don't believe l 2 3 4 5 (9 /hat 1·ve got ii In me to use my energies in better ways. TO / don't approve of doing favors for people-, If you're too ogreeoble they'll lake odvontage of you, l 2 3 4 5 ( 10 11 I leek on mod af the feelings end impulses I have loword people 1 2 3 4 5 ( ll 01 being quile natural and acceptable. . 12 Something inside me just won't let me be satisfied wilh any lob I've l 2 3 4 5 (12 done--if it turns o~t well, I get Cl very smug feeling that this it be- neath me, I shouldn't be satisfied wiih this, this isn't a fair ted. 13 I feel different from other people. I'd like lo have the feeling of l 2 3 4 5 (13 security thal comes from knowing I'm not too different Jrom 01her1. 14 I'm i::afroid for people that I like lo find out what I'm really like, for. (14 feor they'd be disappointed in me. l 2 3 4 5 15 I om frequently bothered by feeling, of inferiority. l 2 3 4 5 (15 16 Because of olher people, I haven"J been able to achieve as mvch a, I should have. l 2 3 4 5 (16 17 1 am quite shy and ielf-canEcious in soda! situations. l 2 3 4 5 (17 18 In order lo gel along and be liked, I lend lo be what people expect me to be rather than anything else. l 2 3 4 5 (18 19 I usuelly ignore the feelings of others when I'm occamplishing 1O.rne important end. l 2 3 4 5 (19 20 I seem to hove a reel inner strength in handling things. I'm on o '• prelty solid foundation end it makes me prelty sure of myself, l 2 3 4 5 (20 21 There's no ien1e in compromising. When people hove values I don't 1 2 3 4 5 (21 like, J just don't care lo have much to do with thorn. The peuon you merry may not be perfect, but I believe in trying lei 1 2 3 4 5 (22 gel him far her} lo change along desirable lines. 23 I see no objection to tlepping on other people's toes a lillle if il'II l 2 3 4 5 (23 help get me what I want in life. 24 ·] feel self-conscious when I'm with people who have ea,.~~~.!~~!J~.!!Hetg Reply to ;>.0.·Bo. 497 W ILLIAM E. GRMFIUS CAMP DADDY ALI.EN E•ecu,;ve Olrec10, R. O. tbl White Haven, Pennsylvania 18661 Dear Staff Member: Welcome to Camp Daddy Allen! We feel confident that with your help, this will be a most successful camping seeson. The following may help to answer some of your questions relative co the opening of camp, and we are enclosing additional material which should prove helpful. All staff me~bers are due in camp on Tuesday, June 17, 1980, by J:00 p.m. Ca111pers are scheduled to arrive on Sunday, June 22. Counselors leave on Friday, August 15th, unless oth.erwi.sa designated by contract. the camp telephone exchange is White Raven (717) . Any calls co you should be made person-to-person. The ca.mp mail!.ng address is s·hown above. If you come by bus, your destination is H.:u:leton or Wilkes-Barre. Let us kno~ when your bus will arrive and we will meet you. Will you send me a card at least ten (10} days before camp opening, telling me how and what time you will arrive? If you wish to keep your car in the parking lot during the season, evidence of financial responsibility must be shown and insurance qoverage must be $10/20,000. liability and $5,000. property damage. All time off will be betveen sessions. Staff is encouraged to leave camp. The camp ca~.not furnish transpor:ation. All staff members are required to bring a doctor's certificate. Please ~ !!2S, forget £.!! bring it !!.!.S.h ~ £.!! ca.nip. Mr. Jeffrey Glick will be the director of Camp Daddy Allen. The camp telephone number is 717-443-9509. Please get in touch with us for any oc:her informacion you desire. Write us at P. 0. Box 497, Fulling Mill Road, Middletcun, Pennsylvania 17057, telephone 717-939-7801. Yours for good camping, Camping JEF/inl Enc: What to Brir.g to Camp Dh-ectional Hap Doctor's Certificate 251 THE EASTER SEAL SOCIETY FOR CRIPPLED CHILDRE!l AND ADULTS OF PENNSYLVAIIIA P.O. Box 497, Fulling Mill Road, ~ddletown, Pennsylvania 17057 WAT TO BRL1'G TO CAMP (Staff Members) The folloving are essential things to bring: 1. Ordinary camp clothing and sturdy shoes. One pair of white shorts or slacks. Shorts, slacks, jeans, "T" shirt or other sport shirts. Socks are desirable since handicapped people wear orthopedic shoes and braces. Staff should set an example. Washing machine is available at certain hours. We have a limited supply of "T" shirts to sell to staff members. 2, Cold veather and rainy veather clothing. Boots and overshoes, raincoat or poncho. 3. ·Extra blankets, if you need more than tvo (you will), and a 'Pillow, if you use one. Two blankets, pillow cases, towels, sheets, wash cloths, etc., are furnished by the camp. Sleeping bags are also useful. 4. Flashl.ight - don't for~et thisI--bring a fairly large one - THERE IS NO ELECTRICITY IN THE IJUITS AT CAMPS DADDY ALIDf AND EASTER SEAL I Camps Lend-A-Hand and Harmony Hall have electricity, but you'll still need a flashlight. 5. Bathing suit. 6. Bring along your musice.J. instruments, books, cameras, or other hobby material, old records for dances (keeping in mind that there is no electricity in the units at CDA and CES). Please don't bring expensive radio~, tape recorders, etc. 7. Old sneakers f'or swimming along vith regular sneakers. 8. Some kind of dressier clothes for 11 fina.1 banquet." (Each camper session has a final party and staff usually dresses up). 9. We have a small canteen vhere stamps and flashlight batteries, etc. are sold. Most of all, bring yourself f'uD. of ideas a.ii.d enthusiasm for a good season l We have a high goal to live up to -- this season can be our best I • fl\A? '.HLL YOU GET GV.r OF BEIHG A CAHP COUHSELOR? You must give to get. Though yoa are aware by now that camp ~ounseling is not a vacation, it can be an extremely happy 'lna vort.hvhile experience. Your revurds in personal M.tisfuction will be hiGh, When the people in your charr,e say they have had a \./onderful time, you will say 111 1ve had '\ ironderful tine, too 11 • 1. You will find neu interests, neW' friends, new skills. JHA'l' IS A 2. You vill gain increased ability to worlt vith people. ror those planning a teaching or social career, this CAl!l' COUNSELOR is invnlurible, ,, You ~,ill have opportunity to put theory into practice AT All ~nd to develop group work techniques. 11. You will earn n small salary. (Resident comps also pay EASTER S -:AL CAIIP1 full caintenance). 5. You 11ill spend n s\.ll.IlID.er out of doors -- excellent for your henlth. CAMP DADDY ALLEcl o. You uill have fun -- you're bound to. l,fickory Run State ilark R. D. #1 t,0(2flE WILL I LIVE"l Wbi te Haven I Pcnnsyl vania 18661 In a ~a.bin or a farmhouse .•. depending on the comp, CAMP EASTER SEA rJ Laurel Hill State Pa.rk HOU LOilG DOES 'l'IIE JOD LAST? R. D. #4 Somerset, Pennsylvania 15501 About eieht and.one half weeks. Being hired for the next season depends on doing a good job this summer, CAl1P HARMOIIY HALL 1500 Fulling Mill Road !ITRiriG COil':'RAC'i' 11iddletown, Pennsylvania 17057 If you are hired, you will be given a contract for the CA!fP LEND-A-HAHD summer .. , you are morally obligated to honor this R. D. #2 contract, Conneaut Lake, Pennsy.}/ania 16316 liOl/ DO I GET A JOB AS A CAtlP cotnrSELOR? "rhe Easter Seal Society for Crippled Children Apply an application to: and Adults of Pennsylvania in per~on or write for The P, 0, Box ~97, Fulling Mill Road Easter Seal Society for Crippletl Children and Adults of Pennsylvania 11iddleto\./n, Pennsylvania. 17057 P. O. !kl:< l197 • Fullin11 Hill Road, tU1idletoun 1 PA 17057 N 0, N ·.mAT rs A CNU' COUllSELOR 1 Wl!AT EXPERIEtlCE AND TRAI!IING ARE REQUIRED TO QUALIFY? A camp counselor is soneone \Iha leads C8I!l.pers in recreational 1. At least one semester of college and enrollment in activities at a vacation camp, in a count~y setting. college at the time you apply for a job, rs THIS ALL TIIAT IS EXPECTED OF A CAHP COUllSEJ,OU7 2. Some group participation experience with the Scouts, the 11Y11 , a community center, school team or club, and By no means. It is only part of his duties. the like. WHAT, TIIE.N, IS EXPECTED? 3. Training in one or more skills and ability to lead groups in this activity, In a RESIDErlT CAMP, he will be on the job every waking hour of the day. and on call at any hour of the night. If you 4, Courses leading to teaching or social vork degrees are hired as a full-fledged counselor -- e,·en though this are desirable -- so is teaching experience. may be your first experience as one -- the following is Yho.t you uill be expected to do: 5. Experience as a camper or a junior counselor is preferred but not mandatory. l. Live, uork, play 1 cat and 2, Supervise a group of HHAT PERSOl/ALITY TRAITS ARE CALLED FOR? sleep with campers 21, hours anyvhere from 3 to 5 'rice off at the end co.mpers, seeing that 1, A love for people and the ability to feel a clay, of every session. they make their beds, comfortable vith them, keep the place neat and clean, \/l'ite and 2, A strong sense of responsibility. mail letters home, 3, The ability to stimulate and encourar,e them in physical nnd mental growth and in all phases of human relations. 3, llake friends with your 4. Look after their safety, group; lead thernj help personal hygiene; make thee; comfort ther=i -- sure they cat well and A capacity for hard work and good health. so that they integrate get plenty of rest; 1/ith each other and the report any health 5, Ability to mnke quick decisions in an emergency. \thole cnmp. problems at once, I ! 6. Flexibility, initiative, resourcefulness, ------------------------ imagination, adaptability and a sense of humor. j, Participate with your 6. If qunlified, give group in camp activities. special instructions 1, Infinite patience and ability to vork well ~ith in drnr.i.atics, arts and others, crafts, and so on. 8, A personal enjoyment of camping, outloor life and community living, N tn w CAMPING C FOR THE DISABLED C.uur• O.uhlr All~•n lti,lorr l- The rus1k cabins, housing four to five' campers, arc nestled among formcd inlo ,\ c.imp for people who ,\re confined to wlH!l'lth,1i1~. ·11ie the irees with each group of cabins cont.iining a separate lodge and chJrm still exists.in 1he main stone house which hous·L!s a modern in- bathroom facilities. firmary, dining roorn and sleeping rooms for some of the staff. A rmtic Just a ~hon di~~::·~ >. .- -~-'~~-·:~·;·:.;~:::","::~_'.::'.'.'.~~~:' g,,ature d.iimp Fee Will Be Paid By Authorized Signature ______________ <"NOTE: The Following Section is Designed to Help Camp Staff in Cabin Placement and Care Requirement. It is NOT Used };t:~ :'.~0~.i~f,;~:i~~~!~~n;e~~:: ·:'.~~~'.~ i~~;~·I ~ssistance •• '.'.t~~II Assistance' '~~:~;,:~,%~'-c~~;,,en;· ·,;.;;i~:/;; • .:. ~: ~~~~ :~l~.f.~?f?~~~:~•-- •. ,.::.~·-<~~~::t;~_::~~ -~•-:-••:-- •: _',.~:~: "•7 •• 4. Group & Team Games ·.;;: 5. Dress & Undress :-·;· :..:;:·..:":..': ..·--'·-'--·:-~~a'-'--'------- . : 6. Attend to Appliances·_ _. ..:...:........:...· ·-... =~..:"..:·_;:____c ____ ·.-:: 7. Feeding _ • -~~-~ -: a. Toileting _____ - :--;_;... ---'------ .) ~: ~~~!;~~;:~;i:~;:~nd ~~. ~~Com~::~Board So~:~=~S igns & Jest~·::. ~~~l;~://L,~~~~;;{.~ .12. Gan Camper - Read ___• . Write____ _•• ,, .. , :. •- ~·:;.---::.:;._. -~_;_"":'~'.;~~--.::.._~;.:? ~----~·:.:·;-:_-:_~:~;:~7- ~--~:_;?:_::;< ':.13. Special Interests & Needs ~..,. -~ 'L,. ;-~-.-: -~ ,""·'' :-:..;..,~:.--.'="-:.,.,-. ~ • 14. Weight o"f Camper_ ____ With Braces __- ''------- ------~·-~,~ .,..,~ ,._·:-.,,.;~-... :··1----..::. ... -~~ .....- :;:....:.~·,.,.:-•_··.-. }~: ?_~es Camper Have Any Special Requests for Cabin Assignment or Cab!n Mates ·- •.- • ::::_'.~ --~-------_-::~~'.~ -~-~:--~=:_··~ :;~~-~= ,'. ,_·:_ "scf.fic;c.:~w,'J:K{f[SPECIAL" MEO/CATION IN SUFFICIENT AMOUNTS AND LABELED MUST ':/,ii/7-fle;t(/J'fi.!f~rf;_ i'7f'J.0.:'£,;!_',f}~;__ACCDMPANY CAMPEIJ, WITH_ UP-TO:DATE INSTRUCTION FCJR ME_DICAT/ON ,::.f.i1:);;;;_t:'.;-jei:f., :_:."i!';C.,,-1,J.i.SPECIAL EQUIPMENT MUST ACCOMPANY CAMPER - BRACES, WHEELCHAIR, SPECIAL .:c;;•,;&:i!,jJ;; :~~-}~t_~~~~'EI~.::~~':f.?St:EaU/PM~NT, _f/EARING AID AND GLASSES :-~}f]!}~'.t~:f-6-:_~iW.\~ 262 The Eas'rer Seal Society for Crippled Children and Adults af Penna. • P.O. Box 497, Fulling Mill Road, R.D. #1, Middletown, Penna. 17057 DADDY ALLEN Camp far Crippled Children & Adults -·- HEALTH REPORT Please type or print the following data before visiting physician: Name: -~-~-----------------------------Age ___ Sex ______ Address: ---~<"•"s=mc,s.,c1--------,tsa,c,_=,c,- -----------,,•ca,.c,ic-----,,,,.c,c,,a1-----,,l',,c,,c",c,c,c----a·• ~• 1 Full Diagnosis: _ ._,,._, _--_.. _,..,,_ ...._.... ,_,•-•_y ,.,._. '.,_. • _,_ _._._-~ _____________________________ T.h e1 . M_e_dic_al and Health Problems Requiring Special. Attention Are: c.__.:._..c__ _c__ ______________________________, __- ____________ 23. _-_-_-_-_-_-_-_-_-_"__-_-_-_-_-_-_-_-~__-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_ - AllFerogoiedss: __________________ • Immunizations: (Vaccine or Disease) Measles _________ Mumps __________ Drugs _____________________ Polio Diptheria _________ Other __~ ---------------- Whooping Coug,,~---------------- List Childhood Diseases:-------------------------------------- Are Seizures Present? ____________W hat Type? _______ How Frequently? _________ -. Restrictions in Camping & Daily Living Activities: .... ', .· -: • ~ 1. -------"---'---''----~'--------------------··_-_-_-_·-_·-________, __ __________ ',23-·-------------~~--------------------------------------Are There,Any Existing Emotional or Behavior Prob~em!? __-_-_-_-_-_-__-_-_-_-_-_-_-__-_-_-_-_-_-__-_ - Medication Needed; =-~:- • ""'f;:..·.__ •--Specific Name: --~ --: _Dosage: ·.: Times Given: ·- 3;:~~i~~'~t::~:~·-··_' _._, _·- -------- 1 ~~i:~~!~~~~ ~ust·;-:~:m"pie~ed-~~-~~e~asework~~;·;~;~;er: Therapist: • _:_~; _.~ -~- -~pecial Ha__~~l~~-~~-~~e_cautions: ________· ·------------------.,-,-,------- - Explain Schedule or Use of Any Adaptive Equipment=----------~--~----------~- -~ Braces: --'---.,,a0s.,c1.-----~-------------,•• •., c,c,1a---------------,,a,c,c,a------._,_ -::,.a-:•·~,~;::',~-.,,.-·-. • ';. :;-:.8. 1 - - :.Description of Only Necessary Exercises:~--·-"_"_-_,_-_,_,._,_· ______·._ -_._-_·_·_-_-_-__- _________________ • (Use Back of Page If Necessary) Date • (Signed) ____= ==~=====----- (caseworker, Teac;ne,, Tneraplsl) his Section Must Be Completed by Physicia_n WhO Ha~ Seen This _Camper: ... ;;~ ;_·,;;-;\.'._:·_:_,~~-:;--:;; ;-::·-~·-.::£~,_-:::' - ·- . This camper.was seen by me on -~- •. ... _•__ . ..,._., -r-.- ··,,.-c-;,~:s: ,,>--•,_ • _;_ · ' • ~- -~_-"'<:-.\~-.:--~\'"t:.~.;: ~;T; th8 Best of ~Y knoW!edge the >"above information is accurate. Tliis-CalTIPer fS f.ree_ from any contagioUs or infectious·dis~ases. -~ .,:U: ..i ::(::o.-t:::>t;:;t:~.,::·.r~:-; • _:;~d~~ti~~-~;. H~a~h~~ -/~~al· 6o~~er~s-~~e' :-~., ·-;~:.~~~-\~::, _;~ ;-~~:.~i~:!--~~l< :'~~~-·.:~.:~:_:~;i,~h:~~:_ ·.i~1~:-,;.~~~;~~.:;~~:;~- .;~ '.""-~ - ,Jr"'>:,.',t~,-. '''..' •-,-;._;. ,•.,~ •• •:..-"~,,;;_ • ,f',--S:-,-,,_;:::,;','- '-"°'••''' ••-:--:;'\.. •- •.•-::.. -•;:-_~'7--•,~:;" ->s-L -~-•-•'••,-----'-;}_, ~:.~• _...:::'..::;::·--~--• ·.~ ;---,_-_-.,-.= -:_. --- . ::-,:.•_ - '. -• •' - ,-:•'" .-_~- • c,;....,.· ·:. .., .;;.,,:~ _ ..... ~.~~~~;.C',.'";",-,";;,,..;::+ ••~;•---=-•~..:;",:'; •-:,;:.;-•0,2'·;;·•'..C"~-•:•-:;:;,-,:';;·•:~::.:....,_•~•--•-•• • .'._: ,:•• •• :: •-~• - • -~ • • ,-•••·-; ._., .. .; - • •·a•-~ 263 APPENDIX I CORRESPONDENCE BETWEEN EASTER SEALS AND STATE OF PENNSYLVANIA 264 The Easter Saal Society For Cripp/ad Children and Adults o/ Pennsylvania P. 0. Box 497. R. D. #1. Fulling Mill Road. Middletown, Pa. 17057 (717) 93£,-7801 MEMORANDUM DATE: August 18, 1980 TO: William. C. Farrey, D.:partment of Environmental Resources FROM: Jeanne E. Feeley, Director of Recreation and Camping SUBJECT: Priority or Repe.irs - Carnp Daddy Allen Hick\·,ry Run State Park I. Woodwork A. All buildint!S that need repairs 1. ramps 2. rails 3. steps 4. fl.oars & roo fs 5. mini-romps on Uovr thresholds 6·. Arts &: Crafts building - another rwnp and railing on the porch 7. all wooden buildings made accessible to 'Jheelchairs B. Infirmary Redesign treatment c.:enter to P."r. room - add porch to P.T. room - make bathrooms accessible C. Garage - repairs to doors and hinges II. Erosion Control A. Unit II Lodge W'a.ter off hill rwming into fireplace porch area B. Wash-house Unit II - mud siid~s C. Main Rec Hall l. offke 2. parking lot - Dining Hall net=ds pt:t.ved and Yidened 3. Yashed out paths (all ov~r ~a.mp) 4. hill to Weaver Field 5. Deadman 1 s Corner between Arts & Crafts building and Dining Ha-1 6. pave W'heelchair path rrom camp entrance to Dining Hall 7. grade office road to infir~ary 8. SW'itchback sidewu.lks from Bbuwerhuuse to Dining Hall. 9. s ..... itchback sidewalks from Diniug Hall to Rec Hall 10. sidewalk from Rec Hall to Nature Center III. New vell or storage reservoir and septic syz~em/field to handle water Affiliated With The Nolio"o/ Eo,,e, Seal Sod~ty for Crippled Children ond Adults 265 Page 'I'vo William C. Farrey August 18 1 l.98O Priority of Repairs - Camp Daddy Allen, Hickory Run State Park (cont'd) IV. Shoverhouse Renovation a. knock out staff shavers b. l. additional toilet (2011 high at seat} in both male and female shavers c. enclose dressing areas d. paved gravel vith permanent ramps to male aod female showerhouse. e. another storage closet vhere female· staff shover is located r. tile showerroom floors vith better drains g. lover toilet seats h. construction of flat open grassy area by shoverhous~ V. Dining Hall a. relocate ramp to main doors - vider Land larger platform at far side door b. construct nev bathroom,vith 2 seats outside Dining Hall VI. All toilets made accessible in unit vash house a. install curtains and make larger b. vashroom hardware made adaptable for disabled c. water fountains ma~e accessible for wheelchair individuals VII. Install lights in unit lodge and vash house a. future capital improvement - attach wash house to unit lodge VIIA. Clear vista at vespers Open om: cU'i!!l in each unit Open area between office and shoverhouse VIII. Pave paths from each unit lod~e to all cabins in each unit. IX. Repave all paved paths taking out heaves and videning paths - switch- backs on steep hills. X. Sidewalk on sides of access road all the way around camp. XI. New logs at council fire and vespers XII. Have benches with backs XIII. Dressing and toilet facility at swimming pool XIV. Widen all doorvays to 36" 266 APPENDIX J PRE-CAMP MATERIALS AND SCHEDULES 267 1980 PRE.:_CAMP A? DADDY ALLEN fRIOAY ,JUNE 20 S~!Q'!!_OAY__, JUNE 21 _S UNDAY.1 _ JUNE 02c=2~-- 7:00 RISE & SHINE 7;00 RISE & SHINE 8; 00-9; 00 Continental Royale COOK OUT BREAKFAST 7;30 Breakfast 9:00-11:30 ODDS & ENDS 8:30EMERG. PROCEDURES 8:30 Unit set-up: make Color coding -natural, missing persons, ?eds. Staff quarters Cabin Tags ~ccidents. -i...ommunication skills 10:00 FIRST SUNDAY 11:30 BRUNCH -Mental retardation Typical questions Registration pro- 1:00 Camper Registration 12:30 LUNCH-EATING /w ADAPTATIONS cedure White Winging Paths 1:45 Discussion w/Gayle 12:00 LUNCH-PICINIC 2:45 PROCEDURES CREATION & IMAGINATION -laundry -showering TIME -office 4:00-10:00 STAFF R&R -excursions -cook-outs 11:00 TAPS Typical day/week@ CDA 5:30 DINNER 7:00 Group Problem Solving Decision t•k,'cing Camp Committees Unit Assignments Medical Forms Cabinization Evaluation TELL ME WHY 268 1980 PRE-CA.'tP AT DADDY ALLEN TUESDAY, JUNE 17 WEDNESDAY, JUNE 18 THURSDAY, JUNE 19 MORNING: 7:00 RISE & SHINE 7:00 RI.SE & SHINE Staff Arrival Unit 4 7:30 Breakfast 7:30 Breakfast -settle in -Personal goals -clean U4, then U3,S,2 -Dining room procedureB:30-10:30 Activity center set-up 12: 30 LONCH 8:30-10:30 Walk camp -Role play 10:30-12:30 Touring c AFTERNOON: -Inanimate objects Ranger Rice Continue cleaning units 10:30-12:30 Unit set-up 12:30 LUNCH (mattresses, blankets, 4:30 Clean up;·personal sheets) l:45-5:30 Nurses' Discussion tiJne -Shower house -Nature Center EVENING: 5:30 DINNER -Rec Hall -A & C -Hap 1 s Easter Seal EVENING: Philosophy 12:30 LUNCH -Lutts & Mipps 6:45 WELCOME -Macaroni @ Midni,,. .. t -Health & safety 2:00 OUTDOOR ED.WKSHP -Evaluation -Acquainting (also activi~y area Delbequi set-up) CAMPING UNDER THE STARS :'self description (OR CLOUDS) -Research project 5:30 DtNNER _Staff Manual 7:00 PHILOSOPHY 10:45 Evaluation Rules & Regulations General info ll:00 TELL ME WHY Values Awareness Evaluate _'.rELL ME WHY TAPS' 269 WORKSHOP FOR PENNSYLVANIA EASTER SEALS SOCIETY, CAMP DADDY ALLEN HICKORY RUN STATE PARK June 18 1 1980 ACTIVITY 1:00 - 1:15 Introduction 1:15 - 1:30 Pr'oj ect TORCH Initiative Tasks - Hula Hoopet= - Lap Sit 1:30 - 2:30 Acclimatization - Prickly Tickly - Grokking - Micro-Trails 2:45 - 3:30 OBIS Invent-An-Animal, Adaptation 3:30 - 4:30 Nolde Field Learning Experience - Stream Study 4:30 - 5:00 Program Logistics and Feedback Session - Activity Package - Scheduling - Reporting - Evaluation. Instruments INSTRUCTIONAL STAFF Jeffrey Weaver EIT Mary Jo Gibson EIT 270 DEVELOPMENTAL DISABILITIES WORKSHOP GENERAL FORJ-IAT PURPOSE: These workshops will have a two-fold purpose. The first is to provide state park Envirorunencal Intetpretation Technicians with background knO'Jledge pertaining to developmentally disabled persons. The sessions will develop the knowledge, skills and competen~ies necessary to conduct a successful environmental education and interpretive program with developmentally disabled individuals in a state park setting. The second purpose of these workshops is to expose developmentally dis- abled-serving agency personnel to environmental learning activities that can be used in a state park setting. These agency staff members will gain know- ledge in environmental concepts and learn the techniques needed to facilitate environmental education and interpretive activities. OBJECTIVES: Upon completion of these workshops, EITs will: 1. List three physical traits for each of the foliowing disabilities: mental retardation, cerebral palsy and one learning disability, 2. List three mental traits for each uf the following disabilities: mental retardation, cerebral palsy and one l~arning disability, J. Lise three social traits for each of the followinS .disabilities: mental recardacJ.on, cerebral pah1y anc.! one learning disability,. 4. Explain, in writing, how a person who has each of the following disabilic;es, mental retardation, c~rebral palsy and a learning disability, would react to a given situation, Upon complecion of these workshops, the a~~ncy staff will: 1. Demonstrate significantly an increase in environmental awareness. 2. Develop the ability to execut.e a va"Ciety of envir4'.lmental learning activities utilizing the sensory and discovery approach to the out- of-doors. 3. Participate in at least two environmental learning activities. 271 Dress should be casual and appropriate for the weather sirice activities will occur outdoors. Be prepared to get damp and dirty_, as activities require total participation. The following briefly describes the activity offerings: Participants will be involved in the application of a sensory approach co discove•y of the immediate environment. Outdoor Biological Instructional Strategies (OBIS) Participants investigate the interrelationships and interactions of plants, animals and th~ physical environmenc. These active, first-hand experiences form the basis far the und~ratanding of basic biological relationships. Project TORCH These materials provide activities broken down into the follCU"ing areas for easy use: motur skills, learning skills, communication skills and social skills. Project EXPLORE Activities in this area are divided into arts and crafts, sports, games, physical development,and nature study and development. These activities are task analyzed and broken down into simple steps. Nolde Forest Field Learning Experiences Participants are involved in experiencing their environment utilizing a sensory, discovery approach to learning, - 2 - 272 HISTORY OF HICKORY RUN STATE PARK Hickory Run State Park is located in the western foothills of the Pocono Mountains. Comprising an area of approximately 15,500 acres, it originally was part of an immense tract of land which by treaty was acquired by the Commonwealth of Pennsylvania from the Indians. During the period between 1790 and 1835 the state parcelled this land to private indiViduals in tracts, usually of about 400 acres, for the mere fee required for surveys and registrations. Tracts so parcelled were known as warrants and are shown as such on the oldest maps. Frequently an individual who secured a warrant, which really was an option to buy, failed to obtain a patent, which was a final deed conveying title to the tract. In passing it is interesting to note that the names of men whose deeds have become part of our Nation's early history, such as Stephen Decatur, naval hero, and Robert Morris, banker during the Revolutionary period, are included in the list of warrantees shown on early maps of the Hickorf Run State Park Area. As the years went by tit~e to the warrant tracts passed from owner to owner and the tracts were divided and sub-divided until the period immediately prior to the Civil War, when with improved transportation facilities, notably the construction of the Lehigh Canal giving cheap and easy access to the Philadelphia and New York markets, came the realization of the coromerical value of the heavy stands of virgin white pine and hemlock which covered these tracts. With this realization there followed the formation of lumbering companies which proceeded to purchase all available land to inaugurate lumbering operations thereon For approximately forty years these operations prospered. Small villages sprang up and thrived, saw mills dotted the streams, and roads, some of which at first had been mere logging trails, were constructed. One of these roads, known as Stage Trail, actually was a part of the main stage route from Philadelphia and Bethlehem into the Susquehanna Valley at Wilkes-Barre. On this trail lay the little village of Saylorsville with its homes, church; store and sawni.ll. At or near the junction of the two streams known as Hickory Run and Sand Spring RWl the village of Hickory Run was established, which in addition to its homes, store, combination church and school, its blacksmith shop and a sawmill, also boasted a post-office. About the turn of the century came the termination of the lumbering industry in this area. Villages were gradually abandoned, properties decreased in value and ultimately were sold for taxes. Today nothing but several obsecure foundations mark the site of the village of Saylorville. In what is now used as the Park administration area stand three buildings which were part of Hicko.ry Run village. One, now called the Manor House, formerly was the home of Issac Gould, a lumber operator in this region. From this Gould family came the fabulous Jay Gould, famous financier and a pioneer in American railroad development. The second building, formerly a residence, is now used as the Park Office. The combination church and school is the third build~ng. 273 -2- In 1912, General Harry C. Trexler, a cement mariufacturer of Allentown, Pa. acquired a large tract of land in what is now the Park area. Subsequently at tax sales General. Trexler added to his holdings until he had acquired approximately 20,000 acres. During his ownership Sand Spring Run was made a veritable fisherman's paradise. Thirty-five hundred acres of woodland were s~t aside as a game refuge and deer were imported, sometimes by the carload, and given an opportunity to propagate in the shelter and safety of the refuge. To his foresight must credit be given for making Carbon County one of the best deer hunting localities in the State of Permsylvania today. Following General Trexler•s death in 1922 his executors in the process of settling his estate disposed of 15,000 acres of his holdings to the Federal Government. In December., 1935, the National Park Service of the United States Department of the Interior, initiated work on the recreational development of this large tract, into what was designated as a Recreational Demonstration area, an area in which large numbers of people could find healthy- outdoor activity and recreation at little personal cost. For the initial phases. of the work, funds were provided from E.R.A. appropriations, supplemented later by funds from CCC appropriations . Roads and bridges were constructed- or reptlred, trail side shelters of the Adirondack type constructed for overnight hikers, a stream improvement program inaugurated, da.Ilis improved, undesirable structures razed, a comprehensive system of truck trails was constructed primarily to provide access to remote and other- wise inacessible areas in the ·event-of forest fires and secondarily for use as hiking trails, a fire hazard reduction program deVeloped and instituted, and two organized camps built for ·the use of Organized groups having planned camping programs and whose main support is derived from public contributions. From approximately April 15th to October 15th the facilities of these camps are made available to non-profit organized youth groups of high school age or under with adequate leadership. Fees for short term group camping are set forth and ·noted on the application. These camps are divided one into five units, the other into four. A unit comprises six sleeping cabins accommodating four people each, and two accominodating two people each, together with a wash house having all sanitary- conveniences and a unit lodge for group social activities. In addition, in both camps there is an administration· unit consi9ting of the following ten buildings, a dinning hall, recreation hall, staff quarters, helps' quarters, garage, nature lore building, infirma..-y, era.ft shop, camp office and central wash house. In February 1946, the Federal Government transferred .title of the Hickory Run tract to the Commonwealth of Pennsylvania which had cooperated with the United States Department of the Interior practically from the inception of the park development program, and the Commonwealth promptly initiated and pursued a program wh:Lch today bas placed Hickory Run State Park among the finest and most attractive recreational areas in the State. I 274 I -3- Approximately seven and one-ha.l.f miles of new roads have been constructed providing ready access to Boulder Field and other scenic areas in the Park. Picnicking facilities have been provided in the Sand Spring day use area, an area consisting of approDm.ately one hundred acres. Located • in this area is an eleven acre dam completed in 1950, in which the sld.lled swimmer may swim in clear, cool and constantly fresh mountain water. Even the smallest child will find ample room to wade safely. To picnickers, latrines and pure drinld..ng water are available. Also found in this area are three large parldng lots, a 30,000 gallon water tank, a pump house, appro:d..mately 4000 feet of water line, 20 drinking f9untains, one concession, picnic tables, fire places, a first aid station and stockade dressing rooms. For the use of those who prefer tent camping or vacationing in trailers, 381 campsites are located in the Sand Spring Camping grounds. In this camping area are necessary facilities, hot and cold running water, a concession stand from which ice cream, cigarettes, and the more common supplies may be purchased. Practically all form of wild life are found in the park. Deer are particularly numerous, bear are seeri occasionally and grouse, rabbit, fox, raccoon, possum all may be found in the Park. Among the attractions enjoyed be Park visitors are Saylorsville Falls, Hawk Run and the Boulder Field, a National Natural Landmark. Boulder Field, a National Natural Landmark, consistsof boulders varying in sizes up to several tons each and- covers an area of thirty or more acres; exciting the interest of all. Probably of periglacial origin, geologists find it particulary intriguing. 275 MENTALLY RETARIJED PERSONS: 200 YEARS IN AMERICA Attitudes of Americans toward mentally retarded persons have flucuated considerably during the 200 years of our country's existence. Beginning with the earliest years, attituded have changed back and forth from ignoran~ to supportive to protective to apprehensive. Because attitude~ toward mentally retarded children and adults have generally been relatively consistent with one another, thd'phrase mentally retarded person'will be used throughout this discussion. It is difficult to find information concerning the atti"tudes of colonial 1>.rnericans and the earliest fathers of our Republic toward mentally handicapp~f persons. According to Wolfensberger, in colonial America, handicaps were loo.