EVENT DIRECTOR and CAMP DEAN MANUAL Oklahoma Conference
Oklahoma Conference The United Methodist Church EVENT DIRECTOR and CAMP DEAN MANUAL Revised September 2013 Pre-Test for Event Leaders/Deans Training Oklahoma Conference, United Methodist Church True/False 1. _____ Baptisms are allowed and highly recommended at camping and off-site events. 2. _____ Deans of Conference events are expected to prepare a financial and attendance statement for camp expenses at the conclusion of camp. 3. _____ If the camp/event leader determines that cell phones are a detriment to the event, it is recommended that the event leader collect all cell phones during registration and keep them secure in the event leader’s or nurse’s cabin. 4. _____ Rappelling and rock climbing are allowed at all camp sites. 5. _____ Camps are closed to visitors. 6. _____Two adults in every sleeping area are a requirement with no exceptions. 7. _____ Leader Covenant forms is optional for adult leaders of events. 8. _____ The camp dean/event leader provide overall administrative and ministerial supervision of an event. 9. _____ Event leaders/deans must be at least 20 years old. 10. ____ All leaders/supervisors will complete a training program provided by the event leader/dean prior to the event. 11. _____All campers and leaders are to wear closed toe and closed heal shoes at all times when outside the sleeping quarters. 12. _____Registrations are handled through the Conference Office for all Conference events. 13. ____ It is allowable to produce and distribute contact information of all children and youth participants at any event. 14. _____ Married couples can be co-leaders in the same small group. 15. _____ Budgets for events must be on file in the Conference Camp director’s office prior to any vouchers being paid. 16. _____ Original registration forms, medical release forms, and prescription medication forms are no longer need to be returned to the Conference Office. 17. _____ Original evaluation forms are to be sealed and sent to the Conference Office before being read by the event leaders. 18. _____ Background checks are to be completed on all adult leaders six weeks prior to an event. Fill in the Blank 1. Children to youth ratios for small groups are: Entering or in grades 1-2 1 leader Entering or in grades 3-5 1 leader Entering or in grades 6-8 1 leader Entering or in grades 9-12 1 leader to to to to ____ ____ ____ ____ children children youth youth 2. The following hours for sleeping shall be programmed for any overnight event Entering or in grades 1-2 ___ hours per night Entering or in grades 3-5 ___ hours per night Entering or in grades 6-8 ___ hours per night Entering or in grades 9-12 ___ hours per night 3. The following people are to be notified in case of a severe incident whether medical or liable in cause. a. ____________________________ b.____________________________ c.____________________________ d.____________________________ 4. ___________________ is the only person with the authority to speak for the Conference. 5. List four items that are suggested to be included on any event covenant. a. ____________________________ b.____________________________ c. ____________________________ d.____________________________ 6. Why do we require the 40 assets be incorporated into all conference events? Do you know what they are, or where to find them? _____________________________________________________________ _____________________________________________________________ 7. What is the “Don’t be stupid rule” and how might that influence what is done at your event? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Event Director and Camp Dean Manual Oklahoma Conference of the United Methodist Church Table of Contents Section One Policies and Procedures Basic Information from Oklahoma United Methodist Camps and Conference ......................................................................................... 3 An “Encyclopedia” of Camp Information ......................................... 5 Specific Objectives of United Methodist Camps ............................. 11 OK Conference Leader Guidelines and Safety Standards for Children and Youth Events ............................................................... 12 Leader Guidelines and Safety Standards for Children and Youth Events ...................................................................................... 14 Responsibilities for Incident Management ....................................... 22 Resources for Camp Deans and Event Directors ............................ 24 Special Concerns of Each of Our Camp Grounds ........................... 25 Section Two Nuts and Bolts Time-Table Check List for Camp Deans ............................................ 29 Financial Information ......................................................................... 32 Insurance Information ....................................................................... 34 Brochures .......................................................................................... 35 Suggestions for Promotion and Publicity ........................................ 36 Covenant of Conduct/Medical Release Forms ................................. 37 Other Items for Brochures ................................................................ 39 Registration Procedures for Youth Events and Camps .................. 40 Confirmations for Camper ................................................................. 40 Registration Check-In Procedure ...................................................... 41 Registration Procedures .................................................................... 43 i Section Three Leadership Recruitment and Development Staffing your Camp/Event ................................................................. 47 Leader Responsibilities ..................................................................... 49 Looking For (More Than) A Few Good Women & Men: Characteristics of Effective Leaders ................................................ 55 Leader Recruitment Suggestions ..................................................... 57 Locating “Spare Parts” ..................................................................... 59 Team Building .................................................................................... 59 Decision-Making as a Team .............................................................. 60 Pre-Camp/Event Leadership Training Topics .................................. 61 Section Four Child Abuse Prevention Policy for Reporting Suspected Child Abuse .................................. 65 Report form for Instances of Suspected Abuse of a Minor............. 67 Visual Supplement Report Form ....................................................... 69 What is abuse? .................................................................................. 71 Section Five Program Helps What We Hope to Accomplish Through ........................................... 83 Multiple Intelligences Theory ............................................................ 86 Creative Camp Activities ................................................................... 90 40 Developmental Assets for Elementary Age Children ................. 91 40 Developmental Assets for Adolescents ...................................... 94 Stages of Intellectual Development in Children and Teenagers........96 Stages of Social-Emotional Development in Children and Teenagers .................................................................... 98 Age-Level Characteristics ................................................................. 99 Section Six Behavioral Management Attention Deficit Disorders ................................................................ 109 Homesickness .................................................................................... 113 ii Section Seven Evaluation Closure and Re-entry ......................................................................... 117 Camper/Participant Evaluation Process........................................... 119 Children/Youth Leader Evaluation Form .......................................... 120 Evaluation by Camp Leaders ............................................................ 122 Elementary Camp Evaluation ............................................................ 124 Sixth Grade Camp Evaluation ........................................................... 125 Sonshine Camp Evaluation ............................................................... 126 Joy Camp Evaluation ......................................................................... 127 T’weens Evaluation ............................................................................ 128 Growin’ In Grace ................................................................................ 129 Section Eight Appendix Background Screening Process ....................................................... A-2 Children and Youth Leader Covenant .............................................. A-11 Leader Information Sheet .................................................................. A-12 Camp Expense Report Form ............................................................. A-14 Design Team Information .................................................................. A-18 Example of a Typical Budget Worksheet ......................................... A-20 Conference/District Camp Fee Worksheet ....................................... A-21 Event Leader/Dean Check List .......................................................... A-22 Medical and Liability Incident Report ............................................... A-23 What Every Church Staff Person NEEDS to know about Children’s Summer Camps ............................................................... A-24 Example Schedules ........................................................................... A-29 iii iv POLICIES & PROCEDURES Basic Information from Oklahoma United Methodist Camps and Conferences THE PHILOSOPHY OF UNITED METHODIST CAMPS Camp and retreat ministries provide experiences that shape and expand the Christian commitment of persons of all ages, empowering them to live the truth of the gospel in their daily lives. These ministries create environments that are conducive to listening to and responding to God. The unique characteristics of these environments include: Intentional times and places set apart from daily life, under the guidance of servant leaders. Experiential models of learning in which the whole person encounters the Word of God. A community of faith that challenges, nurtures, and celebrates new understandings of God’s action in their lives. Out of these experiences, people return with the heightened awareness of God’s redeeming grace in Jesus Christ, and are able to be more responsible disciples in God’s world. They enter into local church communities inspired, renewed and dedicated to faithful service. GUIDELINES FOR CAMPING 1. The Dean shall be responsible for notifying the site Director/Manager one week prior to your arrival date, of the number of people who will attend camp so proper preparation can be made for the comfort and convenience of those attending. Inform the Director/Manager of any changes in numbers five days prior to camp. 2. It shall be the responsibility of the Dean to see that all people are checked in promptly after arrival on the grounds so that agreement can be reached for fees. Everyone on site must be registered for the camp, including resource persons and non camper children of leaders. 3. At the first general gathering held for all campers and staff, the Camp Director/Manager shall be given the opportunity to present instructions regarding fire hazards, use of grounds, and other camp policies and procedures that may be important for the safety and enjoyment of campers. 4. Your camp budget will pay for any damage done by the campers to the facilities, grounds and/or equipment. The charge will include labor and materials for the repairs. 5. Clean all facilities your group used before heading for home. You may be asked to help pay for additional cleaning expenses. (This means picking up trash on the grounds, removing all trash and materials from meeting rooms and cabins, and generally making things neat.) Policies & Procedures 3 6. After each meal, campers will be asked to help care for their living space by assisting with clearing and wiping down tables and picking up trash from the floor. This can be accomplished through small groups designating a person or two for this responsibility each mealtime. It can be simplified if small groups eat together and clean up after themselves. 7. Enter the pool/lake for swimming only during scheduled swimming times and when a life-guard is on duty. 8. The Director/Manager must be informed when anyone leaves the campground. No camper or camp leader will leave the camp without the knowledge and permission of the Camp Dean. 9. Tobacco use: The Conference Camps Board of Trustees advocates a policy of NO TOBACCO USE in the camps and strictly forbids tobacco use in the buildings. All tobacco use is prohibited at children’s and youth events by Conference policy. 10. Use of alcohol and other illicit drugs are prohibited. Offenders will be asked to leave, and the parents or legal guardian and the Pastor of the offender will be notified. 11. No firearms or knives are allowed on site at any time. 12. The danger of fire precludes all fireworks. Always check with the Director/Manager before starting a fire in a campfire circle. 13. Guests are not allowed to bring pets onto camp property. 14. Wear modest clothing appropriate for each camping experience: swimwear for swimming, camping clothes on other occasions. Shoes worn outside the sleeping quarters must be closed toe and closed heel. 15. Respect the rights and privacy of others. No music between 11:00 PM and 7:00 AM. 16. Be responsible people. Improve the property, enjoy and conserve all plant, animal, and human life. 17. ENJOY YOUR CAMPING EXPERIENCE! Policies & Procedures 4 An “Encyclopedia” of Event Information Policies Alcohol/Drug Policy: No alcohol or illegal drugs are to be on the campgrounds at any time, nor are they to be consumed by anyone who is participating in off-camp activities sponsored by the camp, or who must leave camp for personal reasons. Baptisms at Camp: Baptisms are a sacrament to be celebrated in the local church, officiated by the local pastor, and are usually not appropriate in the camp setting. If a youth that has not been baptized shows an interest, a leader or dean should IMMEDIATELY contact the pastor of the local church that has sponsored that youth. (Immediate contact of a youth's pastor for any significant faith-decision is also recommended--please do not wait until camp is over). Then, the youth, her/his parents or guardians, and his/her pastor will determine when the baptism will happen in the local church. None of these decisions should be the concern of the leader or dean; rather, camp leaders should be the bridge to the local church celebration. Boundaries: Leaders must know and enforce the boundaries of the camp with campers. Hikes and other activities that travel beyond the boundaries of camp must be approved in advance by the Dean and the site Director/Manager. Appropriate adult/camper ratios must be maintained. Budget: Each week of camp is allocated a certain amount of money to be used for expenses of the event. Primarily this amount is set according to the number of campers expected for the current year based on the attendance at that particular camp the previous year. Information about the amount of your budget will be provided by the Conference/District staff. The following items must be covered by these funds are: Administrative costs such as camp costs for leaders, phone calls (to recruit leaders, communicate with other deans, the camp site, or the Conference/District), copying (curriculum, leader information and resources, supplies for worship, small group or other camp activities, etc.), postage (for communications with your staff and the Conference/District), travel for leaders to training and deans to meetings, etc. Leadership training costs for your pre-camp Camp supplies for small groups, worship, recreation, crafts, etc. Deans of conference events are expected to prepare a financial and attendance statement for camp expenses at the conclusion of camp. A form is provided and should be returned to the Conference Office along with receipts and vouchers. Camp Costs: Current camp costs can be obtained by contacting the Conference Camp Office. Billing for camp costs will be sent to you within one week of the close of camp. Payment is expected thirty days after camp ends. Please inform your Camp Director/Manager about any special needs. Cell Phones: If the event leader determines that cell phones are a detriment to the event, it is recommended that the event leader collect all cell phones during registration and they be kept secure in the Dean or Nurse cabin. Specific times will be arranged for campers to check for messages. Policies & Procedures 5 Child Abuse Reporting: Oklahoma law requires anyone who has reason to believe a child under 18 has been abused to report suspected abuse to the Oklahoma Department of Human Services hotline, 1800-522-3511. See the Child Abuse Prevention section of this manual for more details. Damages: The camp leader is responsible for making a satisfactory settlement with the camp Director/Manager when there is careless or deliberate marring or destruction of property. Charges for damages will be the amount required repairing or restoring whatever is damaged inclusive of labor. Emergency Procedures: It is important that camp leaders know emergency procedures. Check with the Camp Director/Manager before camp begins to become familiar with these procedures. Finding leaders: Places to look for competent camp leaders: Lists of leaders from previous years Local churches that have sent campers in the past -- lay people and professional staff persons List of leaders approved through the Conference Covenant/Application screening process Suggestions from people you talk to even if they cannot serve Your local church and district contacts Everywhere you go, talk about camp and invite people to consider volunteering as you see their gifts Firearms Policy: No firearms or knives (including air guns, BB guns, pellet guns) are to be brought on site by campers, leaders or visitors unless they are intrinsic to the program ministry of the camp. In this case, the Director/Manager must be informed and the items must be locked away from campers. Offenders may be asked to leave camp immediately and must meet certain criteria before returning for future camps. Such information should be spelled out in publicity. First Aid: At the beginning of camp, check with the Camp Director/Manager concerning location of the First Aid room, facilities, etc. Make sure you have 24-hour access to proper care for your youth and staff. Make certain you keep very detailed records of first aid given. Check with the Camp Director/Manager for a First Aid logbook or other form of standardized camp record keeping. Please record any and all types of medical care given and to whom, no matter how trivial. We strongly recommend the use of RNs, LPNs, EMTs and/or PAs for medical assistance during camp. Make sure all leaders and campers know where to find the First Aid room and any designated helpers. . The camp nurse is to keep and distribute all medications and treat all injuries. Report injuries to the nurse immediately. All injuries, sicknesses, and health problems must be recorded in the camp health log. This is essential if the camper or leader would have subsequent problems that could be covered under our insurance policy. Policies & Procedures 6 Graffiti: Graffiti is not acceptable on camp property. The camp staff checks for graffiti after each camp. Your group will be charged for supplies and labor to cover any new graffiti during your stay at camp. HIV-Positive persons, and Persons Living with Aids: These are real issues involving real people, and must be responded to with Christian acceptance and compassion. In the context of administering first aid to anyone, follow these precautions: Wear vinyl (surgical) gloves, when giving first aid to situations involving any bodily fluids. Disinfect all instruments, and the area, with one part Clorox to nine-parts water. Meal Times & Snacks: Meal times are 8 AM, 12 noon, and 5:30 PM. Site Director/Managers are willing to work with you if changes are needed with these times. Bonfire and cook-out meal menus and times must be arranged with site Director/Managers several weeks before camp. Snacks for campers can be arranged several weeks in advance with the site Director/Manager or brought in by the leadership team. Snacks for leaders are the responsibility of the dean. Keep no food in the cabins. This is to discourage critters and insects, and to encourage campers to eat nutritious meals in community. Permission to Record: Include a permission form in your camp brochure to allow campers to be photographed, videotaped or otherwise recorded for PR purposes Physician Visit or Hospitalization: Obtain insurance forms from the Director/Manager and have the forms with you when taking someone for professional medical care. Please fill out all forms necessary at the time of the problem, and make sure they are submitted to the Camp Director/Manager before the end of camp. There are designated treatment facilities for each camp location. Ask your Camp Director/Manager for this information. Transportation of a camper or staff to the doctor or hospital is the responsibility of the Deans or their designate, not the Camp Director/Manager or the permanent Camp staff. Our insurance is a primary carrier and is limited to $5,000.00 per accident. No preexisting illness/condition is covered (i.e. asthma, diabetes etc.) It is reserved for emergency medical care in the event of accidents or acute sickness during camp. The limit for a sickness acquired after arrival at the camp is $1,000.00. There is no coverage for dental plates, hearing aids, or eyeglasses/contact lenses. None of this should prevent you from acquiring emergency medical care for your youth or leaders. Policies & Procedures 7 Property Search Procedure Following is the procedure if a search is deemed warranted: When a camper or leader is missing personal property and a thorough search has been conducted by the individual and others, and there is a belief that it has been taken by another individual in the cabin or camp, a search of personal property of campers within the cabin is not unreasonable. Please proceed with the following steps: 1. Give the campers the opportunity to return the property with no ramifications. 2. The search must be announced to everyone in the cabin. 3. Every person’s property in the cabin must be searched, including the cabin leaders and the person missing the property. 4. The cabin leaders for that cabin do NOT conduct the search. The search should be conducted by the following persons and of the same gender as the cabin campers: a. Camp Dean or representative b. Site staff representative c. Another person from the leadership team or a cabin leader from another cabin 5. Everyone from the cabin must wait outside. 6. Call the campers/cabin leaders in individually to be present when the search is done through their property. 7. If a camper refuses to allow the search of their property, the dean would then contact the parents of the camper to ask for permission to search their child’s personal property (assuming camper is under 18). If the parents refuse, you cannot search the property, but you may choose to send the camper home without a refund. If those over 18 refuse the search, you cannot search their property. Racism: See paragraph 162a of The Book of Discipline. We do not discriminate or tolerate behavior that discriminates on the grounds of race, creed, gender, sexual orientation, age, etc. Please combat racism through intentional and creative ministry during your Camp. Risk Prevention: Identifying areas/times of camper risk will go far in preventing injury. Common causes of injury: Falling off of top bunk. Campers may sleep in top bunks only if they have side rails. Elementary campers are encouraged to use lower bunks. Cement slabs. Competitive sports and games. Bee/wasp stings. Climbing on hills, rocks, and cliffs. Not wearing shoes or wearing open-toed, open-heeled shoes. Recreational activities during hot weather. “Trust"-related activities (falls, trust walks, low ropes, etc.). Late-night activities with poor lighting. Lack of adult supervision. Lack of proper food, hydration and sleep. Policies & Procedures 8 The solution: pre-planning, adaptability, consistent adult supervision, common sense and: 1. Screen your camp leaders 2. Instruct and train your camp leaders. 3. Insure that leaders and campers remain part of the group experience. Do not engage in private one-on-one counseling. Do not spend discretionary time in isolated environments. Two adults will be in each cabin or sleeping area. Schedules Give your schedule to the Camp Director/Manager two-weeks before the event. Let the Director/Manager know your special needs for any situations, especially involving the canteen, lake, challenge course, mealtime changes and swimming pool. Please stick to your schedule-it will help others who are working with you. Deans have flexibility in setting the schedule for activities around traditional meal times. Schedules for swimming (or other water activities), canteen, and special activities must be worked out in advance with the site Director/Manager. When an elementary and sixth grade camp, Jr. & Sr. High camps, and other combinations of groups, run simultaneously at the same site, cooperation in establishing schedules and use of space is critical. Agreements should be very specific and clear, and worked out well in advance of camp. Special Concerns No rappelling or rock climbing is allowed under any circumstances (Canyon). Check with Camp Director/Manager about policies concerning the Challenge "ropes" Course, and NEVER let youth on the course without trained personnel in supervision (all sites). No one is allowed on the lakeside of the fence at the lighted cross (Cross Point). Stewardship: Camp stewardship and health considerations are central to your District/Conference camp/event experience. Adhere to the following rules: The dining hall must be cleaned by the campers after each meal. Trash in all common areas must be picked up daily. Daily cabin clean up will be done. At the end camp, a complete clean up of the camp must take place. The campsite will be inspected by the dean and camp director/manager for cleanliness and damages before the campers are dismissed. Additional environmental stewardship concerns include: Be good stewards of all camp life. Disturb the environment as little as possible Trees are growing things. Do not damage them. Use only as much dead wood as needed for cooking. Protect against erosion by using only established hiking trails. Do not pick the flowers. Keep the camp clean day to day. Policies & Procedures 9 Supervision: Small group leaders must know the whereabouts of the campers under their supervision AT ALL TIMES. Campers should know where to find their leader at all times. A “buddy system” of three people together should always be in use. Supplies: Stay within the budget for your camp. Clear “out of the ordinary” purchases with the Conference Office in advance. Be realistic in your estimate of camp attendance and purchase accordingly. Purchase choices: 1. Voucher for reimbursement after you purchase - must include receipts 2. Voucher for a cash advance - must turn in receipts after purchase Check the supplies for children’s camps stored at Canyon, Egan and Cross Point before purchasing new supplies. Coordinate supply “claims” with other deans at the campsite. Swimming: Swimming is to be done only with Camp Director/Managers knowledge and a lifeguard on duty. Late night swims by camp leaders are to be prearranged with the Camp Director/Manager. Make sure a lifeguard supervises your river-walks (Egan). Make sure a lifeguard supervises ALL lake and boating activities. These should be scheduled one week before camp begins (Cross Point). Telephone Use: No information pertaining to campers will be given over the phone without the approval of the Dean. The telephones, including cell phones, are to be used during free time and for emergency use only. Campers must have permission from a designated leader before using the phone. Leaders should model this rule. Tobacco Use: The use of tobacco by anyone (adults and youth) in any form is prohibited during the camp week. Leaders must be non-smokers or agree to refrain from smoking for the entire week. Visitor Policy: Camps are closed to visitors. Deans may allow parents, guardians, and/or pastors/church staff to visit at a specified time, if arranged prior to the visit and with the permission of the camp Director/Manager. These visitors must check in at the campsite office and with the Camp Dean. Policies & Procedures 10 Specific Objectives of United Methodist Camps Campers are valued as creations of God and helped to understand and appreciate their own worth in relationship to God, their group, their fellow human beings, and the whole of the created order. Campers develop understanding and acceptance of their role of responsibility as stewards for the world and as disciples of Christ. Campers develop a new understanding of Christian teaching and principles through participation in the community. Campers with varying backgrounds, including those outside the church, are included, welcomed, and made to feel the oneness experienced in the Christian community. Campers are given the opportunity to express praise of God, to discern God’s will, and to make steps toward realizing their full potential as children of God. Supervision is by trained, experienced, and mature Christian leaders who are sensitive to the needs of the campers. Campers are given opportunities to participate in varied kinds of worship that contribute to the campers’ growth. Campers are encouraged to reflect creatively upon the activities in which they participate. Campers are given a new perspective on life through the experience of being away from home in a new, challenging, and accepting environment. Campers have the opportunity to have a wholesome and happy time. Campers gain new knowledge, attitudes, skills, and understanding that will be of use to them in their local church, home, school, and community. Campers are given the opportunity to have creative and re-creative experiences in the out-ofdoors, and to develop a deeper understanding of God’s purposes as discoveries are made about God’s work in nature and in community. Adapted from Responsible With Creation by Ted Witt, 1979, John Knox Press. Policies & Procedures 11 Oklahoma Conference Leader Guidelines and Safety Standards For Children and Youth Events Standards for all Conference or District event/camps Safety is our first concern. Parents entrust their children to our care. Please remember this when you consider your actions. On the next several pages you will find the General Guidelines and Safety Standards for Children and Youth Events, including a Leader Covenant/Application form. Read them carefully, as they will determine the number of sleeping hours, adult-to-youth small group ratios, and other parameters for your event/camp. Also you will find a copy of the Oklahoma Annual Conference Policy for reporting suspected child abuse. It is your job as the camp dean or design team chair to insure these standards are met. (Youth) Since not all-sleeping areas are configured the same, you to submit a proposal outlining the arrangement. With approval of the Director of Camps and Retreat Ministries, you may use the modified sleeping area. Two issues must be dealt with in your proposal, namely, adequate adult supervision and safety from adult abuse. Normally when adults occupy the same sleeping area as youth, two adults must be in the same room. Older youth may occupy sleeping areas without adults as long as adults are quartered nearby. Please consider such factors in submitting your proposal. Your proposal must be approved before it can go into effect. ALL Conference and District event/camp leaders must have a background check. See the Safe Sanctuaries Screening Procedure in this section for details. A "clear" background check is not a guarantee of acceptance as a volunteer --- the event leader has the final decision. Likewise, something undesirable on a background check doesn't prohibit a volunteer from working camp. The Director of Camps and Retreat Ministries, along with the District Superintendent, when a district event is involved, will advise you on how to proceed with this volunteer. An applicant's file is complete when it: A completed Safe Sanctuaries Screening Form Three completed Reference Forms An Criminal Background Check Report Background checks and references are done on-line. If this is not possible, all background and reference forms are to be mailed directly to the Conference office. All forms must be completed and returned no later than six weeks before the date of the event/camp. To ensure your event/camp leaders have met guidelines, you may send a list of all your leaders to the Safe Sanctuaries Office or in brick river under safe sanctuaries. You will be given a pass code to check the status of your leaders. Policies & Procedures 12 Call the Safe Sanctuaries Office or the Director of Camps and Retreat Ministries if you have any questions about this process. The event dean will have each leader sign one Children and Youth Covenant form and mail this to the conference office after the event is concluded. ---------------------------------------------------------------------------------- Checklist for Camp Deans/Design Team Chairs Invite leaders to serve for your event/camp (ASAP) Check on-line to see if your leaders have a Current background check and are approved. If not, go on-line and invite them to complete the background check information. Distribute Leader Covenant Application forms and encourage them to complete the process as soon as possible. Check the status of your invited leaders on-line to see if they have completed the background screening process. Send the names of your leaders to the Conference Camp Registrar so there is another check for approved status of your leaders. Send these names early and often as add and replace your leaders. Remember that your leaders must also register for the camp on-line and mark that they are a leader. Once again, go on-line and check the status report and get leaders to finish up any missing forms. Policies & Procedures 13 Leader Guidelines and Safety Standards For Children andConference Youth Oklahoma of t Events Oklahoma Conference of the United Methodist Church Adopted May 1994; Revised May 1995, 1997, 1999*, 2010 (*Policies accepted by the Conference are in non-shaded areas. Procedures developed and implemented by the Annual Conference Council are in shaded areas.) A. INTERPRETATIONS 1. Adults directly supervising or leading children and/or youth are here referred to as “leaders” or “supervisors.” Persons in “direct supervision or leadership” are those who have direct contact and “responsibility, authority, and training to provide direct supervision" (ACA Guidelines) of children and/or youth at an event. Persons under the age of 18, or who (regardless of age) are identified or used as persons “in training," cannot be "leaders/supervisors," and cannot be included when determining leader/participant ratios. Staff employed at the campground or facility cannot be counted as leaders/supervisors unless they are fully involved in the ministry of the event. 2. “Event Leaders/Deans” provide overall administrative and ministerial supervision of the event. Event Leaders/Deans are responsible for insuring that the Leader Guidelines and Safety Standards for Children and Youth Events (this document, abbreviated throughout as “Guidelines”) are followed during the event. An Event Leader/Dean must be at least 25 years old. 3. "Camp," "campground" or "event site" does not exclusively apply to a United Methodist facility. These guidelines, therefore, are in effect for any district- or Conference-level children or youth activity. 4. “Background Screening is used in three ways: a. The Background Screening Process The Background Screening Process includes the following: Background Screening Form Statement of Disclosure: a criminal activity declaration made by the applicant. Leader Reference Form: evaluation forms sent to personal acquaintances and local church personnel. Signed copy of the Children & Youth Leader covenant Policies & Procedures 14 b. The leader Background Screening Procedure The Safe Sanctuary Screening Procedure includes the following: Receiving and maintaining Background Screening Forms. Initiating and maintaining confidential criminal background check reports Receiving and maintaining confidential event performance evaluations. Receiving and maintaining solicited and unsolicited references, confidential and non-confidential evaluation reports, and other documents. The Background Check Administrative Assistant maintains all confidential, written records of the background screening process including the background check application form. B. MINIMUM REQUIREMENTS FOR APPROVAL AS A CHILDREN OR YOUTH EVENT LEADER OR SUPERVISOR 1. All persons directly supervising or leading children and youth must submit to the Conference Ministry Center a completed Background Check Packet no later than 4 weeks prior to the event. Background Check files may be stored at and maintained by the Conference Ministry Center or a designated independent data management company. This application shall be reviewed by designated ACC Directors and/or support staff and submitted to certain background checks. References, background checks and evaluations shall be held confidential. 2. A person will be allowed to work at a given event only with: a) a satisfactorily completed Background Check file, b) a clear criminal background report, c) signed “Children and Youth Leader Covenant” on file, d) approval of the event’s Dean/Leader (s). 3. All Event Directors and Deans shall be trained quadrennially by designated Conference level personnel. It is recommended that specialized age group curriculum training (i.e. District camp, Children’s camp, etc.) be held in conjunction with the Deans Training. 4. All leaders/supervisors shall complete a training program prior to the event. This shall be provided by the Event Leader/Dean(s) of the event. Policies & Procedures 15 5. The possession or use of tobacco products in any form by leaders is prohibited at all children and youth activities. This prohibition applies to all hours that the event is in session for which the adult is counted as a leader or supervisor, and includes the leader's free time. 6. Leaders are prohibited from bringing to or using at an event any of the following: fireworks, firearms (loaded or unloaded; whether in the trunk of the car or any other so-called secure place), knives (of any length) except when used under adult supervision as a part of a youth or children’s event, other weapons, alcoholic beverages, illicit drugs 7. Every person serving in an independent supervisory responsible role is to be 18 years of age or older and at least four years older than the oldest in the age group with which they are working. 8. Leader/supervisors shall provide a written evaluation of each dean following each event. 9. Evaluations will be submitted to the Director of Camps & Retreat Ministries. A summary of the evaluations will be shared with the dean no later than four months after the close of the event and will be placed in the dean’s Background Check File. 10. Deans shall provide a written evaluation for each leader/supervisor. Evaluations are to be maintained with the Background Check Files. They may be used in determining the “approved” or “not approved” status of any leader and are to be kept confidential. C. LEADER/PARTICIPANT RATIOS 1. These minimum leader to children and youth ratios must be reflected in both the “small group” experience as well as in the overall event. Adjustments for broader age ranges may be made within these guidelines. Entering or in grades 1 to 2 Entering or in grades 3 to 5 (or 6) Entering or in grades 6 to 8 (or 9) Entering or in grades 9 to 12 1 leader to 4 children 1 leader to 5 children 1 leader to 8 youth 1 leader to 10 youth Requests for changes need to be accompanied by a clear and written rationale that has been pre-approved by the Director of Camps & Retreat Ministries. Policies & Procedures 16 2. For children or youth with special physical, medical or behavioral needs, the following ratios should be used (leaders must be 18 or older): Needing constant and individual assistance or supervision--1 leader to 1 child/youth Needing close, but not constant, assistance or supervision--1 leader to 2 children/youth Needing occasional assistance--1 leader to 4 children/youth Needing minimal assistance--1 leader to 5 children/youth 3. For conference-wide weekend youth events, local churches shall provide 1 adult leader for every 5 (or portion thereof) youth attending. Local churches must insure this ratio through registration and attendance, along with proper background checks. 4. Age-level groupings in small groups are strongly recommended at each event. D. SUPERVISORY GUIDELINES FOR EVENTS 1. Supervision of “Group Leader Assistants” (also known as Staff-In-Training): An I8 year old registered as a “camper” does NOT need s background check even if other campers are under the age of 18. No Group Leader Assistant, even those 18 years old and older, are to be identified or counted as leaders or supervisors for purposes of meeting ratio requirements. Adults age 18 through 21, if less than 4 years older than the age group with which they are working, must serve as a Group Leader Assistant (or comparable title), and must serve with one adult age 22 or over. Group Leader Assistants serving at the junior high/middle school level are to be at least 18 years old. Group Leader Assistants ages 16 or 17 must serve with one adult age 22 or over, and may assist only with sixth grade or elementary events. Group Leader Assistants ages 14 or 15 must serve with two adults age 22 or over, and may assist only with elementary events through grade five. Youth and children under the age of 14 shall not serve as Group Leader Assistants. Youth peer ministry events (such as CYME) that use same- or near-age youth design and assistance must identify those youth as participants, not as Group Leader Assistants. Adult leaders must be present in these groups according to the appropriate ratios, and must provide direct supervision of all youth-led activities. 2. Two adults must be in each cabin or sleeping area. 3 Children and youth must always have 24-hour supervision. Policies & Procedures 17 4 Leaders will not put themselves in compromising positions. Married couples shall not be small group leaders of the same small group. Exceptions may be granted by the Director of Camps and Director of the appropriate age level for specific events and there must be a third, unrelated adult in the group. 5. Leaders will not participate in hazing. 6. The following hours for sleeping shall be programmed for any overnight event: Children entering or in grades 1 to 5 (or 6) 9 hours per night Youth entering or in grades 6 to 8 (or 9) 8 hours per night Youth entering or in grades 9 to 12 7 hours per night Adults 7 hours per night 7. Scheduled quiet times should be observed by all persons. 8. Leaders shall be provided opportunities for breaks from their direct supervisory roles. For events 48 hours or less, leaders shall have one hour per day free For longer events leaders shall have two hours per day free Leaders shall not leave the camp ground or event site without the expressed permission of the Dean(s) of the event. Leaders shall also notify the Dean(s) of his/her location in camp during free time, in the event of an emergency. 9. Requests for exceptions to these Guidelines shall be submitted in writing and in advance of the event to the Director of Camp and Retreat Ministries. E. BACKGROUND SCREENING PROCEDURES The Oklahoma Conference of the United Methodist Church is responsible to ensure that every district- and Conference-sponsored event is a healing environment for children and youth. Events should be: safe from potential physical harm, spiritually and developmentally appropriate, free from abuse between participants and/or by leader/supervisors. Careful screening is one way to prevent abuse. Screening requires a careful review of information (through interviews, written information, personal contacts, reference and criminal background checks) in search of persons who can provide supervision in a safe environment and who can ensure adequate supervision. Policies & Procedures 18 1. All volunteer or paid workers with children and youth at the district- and Conferencelevels shall: a. complete in advance of the event a Background Screening Process, b. submit to criminal background checks through any state, out-of-state, or national agencies as deemed necessary. Criminal background reports will be secured from our authorized company, which includes a Name Based National Search of Criminal History, and a search of the Department of Corrections Sex Offender and Violent Offender records. Reports may be secured from the FBI as situations indicate. 2. Completed Safe Sanctuary Files (including background reports) are valid for two (2) years from date of application. All background information must be every two (2) years on the anniversary date of the initial application. Documentation from screening checks (e.g.: interviews, written information, personal contacts, references and criminal background checks, etc.) may be kept on file indefinitely. a. For leaders the complete Background Screening Process shall be submitted no later than 6 weeks prior to the event. b. For Deans and other event supervisors Background Screening Process shall be submitted no later than 2 months before the event. c. In the event that, within 14 days prior to the start of an event, a leader/supervisor backs out for any reason, and in order to meet the proper ratio of adults to children/youth another leader/supervisor must be recruited, only persons already “Approved” may be used. 3. All Background Screening will be on line. All references (solicited and unsolicited), disclosure statements, and all criminal background checks shall be kept confidential. Through the Background Screening process an applicant’s file may be designated “Pending” during the time the information is being collected and the background application is being processed. Once the Background Screening process is complete an applicant’s file may be designated as either: a. “Approved” – indicating requirements have been met with satisfactory reports b. “Not Approved” – indicating requirements have not been met. Laity who receives a “Not Approved” status may request a hearing with the Screening Review Committee composed of the Director of Connectional Ministries, Director of Camp and Retreat Ministries and the Safe Sanctuary Conference Coordinator. For clergy persons under the supervision of the Conference Board of Ministry and the Bishop, questionable information gained through the application process, references, evaluations, background checks, or other means will require turning the information and process of determining the “Not Approved” status over to the appropriate District Superintendent. 4. Completion of the Background Screening process and approved background report do not guarantee an applicant a place of service at any event. Event Deans have the authority to Policies & Procedures 19 build their staff according to given guidelines (sections C and D above) with approved applicants as they see fit. 5. When involved in any Oklahoma district, conference, ecumenical, interfaith or multiconference children or youth event, adult leaders drawn from outside the conference or from other faiths and denominations shall be screened under the same or equivalent process as set out in paragraph number 1 above. 6. It is the intent of these Guideline policies to meet or exceed state or federal laws related to screening and confidentiality issues. When newly enacted laws create conflict with these policies, state and/or national laws will be complied with immediately and changes enacted as needed as needed. Policies & Procedures 20 Oklahoma Conference of the United Methodist Church Social Networking and Blogging Policy FOR VOLUNTEER LEADERS AND PARTICIPANTS The Oklahoma Conference of the United Methodist Church views social networking sites (e.g. Facebook, Twitter, MySpace), personal websites and weblogs positively and respects the right of campers and adult volunteer leaders to use them as a medium of self-expression. If a person chooses to identify himself or herself as a camper or volunteer leader at any of our camps on such internet venues, some readers of such websites or blogs may view the camper or adult volunteer as a representative or spokesperson of the Conference or event. In light of this possibility, our conference requires, as a condition of participation in the camp, that campers and adult volunteers observe the following guidelines when referring to the event, its programs or activities, its campers, and/or employees and volunteers, in a blog or on a website. 1. Participants and volunteer leaders must be respectful in all communications and blogs related to our referencing the event, its employees, other volunteers, and other participants. 2. Participants and volunteer leaders must not use obscenities, profanity, or vulgar language. 3. Participants and volunteer leaders must not use blogs or personal websites to demean the Conference or event, its employees, other volunteers, or other participants of the event. 4. Participants and volunteer leaders must not use blogs or personal websites to harass, bully, or intimidate participants, volunteers, or employees of the event. Behaviors that constitute harassment and bullying include, but are not limited to, comments that are derogatory with respect to race, religion, gender, sexual orientation, color, or disability; sexually suggestive, humiliating, or demeaning comments; and threats to stalk, haze, or physically injure another person. 5. Participants and volunteer leaders must not use blogs or personal websites to discuss engaging in conduct that is prohibited by conference policies, including, but not limited to, the use of alcohol and illegal drugs, sexual behavior, sexual harassment, and bullying. 6. Participants and volunteer leaders must not post pictures of other participants, volunteer leaders, or employees on a website without obtaining written permission. 7. The use of the United Methodist copyrighted Cross & Flame, name and/or conference logos is not allowed without written permission from the Oklahoma Annual Conference Council Camps & Retreat Ministries Director or the Safe Sanctuaries Administrator. Any participant or adult leader found to be in violation of any portion of this Social Networking and Blogging Policy will be subject to immediate disciplinary action, up to and including dismissal. (This policy was adapted by Rev. Diana Northcutt and Rev. Randy McGuire from the policy developed by Anne Horton for Camp Sumatanga.) Policies & Procedures 21 Responsibilities for Incident Management ALL INCIDENTS MUST BE REPORTED TO THE APPROPRIATE CONFERENCE DIRECTOR AND THE DIRECTOR OF CONNECTIONAL MINISTRIES VERBALLY AND IN WRITING. In the event of an incident, the site official will be the person in charge. EVENT LEADER AND DEAN RESPONSIBILITY 1 Tend to persons and send word to related staff. 2 Together with site official determine the type of help needed. 3 Continue to care for persons and let site official seek help. 4 Discover who the witnesses are and tell them you want to interview them later. 5 Ask other leaders to take charge of other campers in the program. 6 Event Leader, Dean and/or Site Official get details of incident together, have a compatible story, and if the incident was severe, inform the Conference Director of Communication (405-530-2077) as the Conference Media spokesperson. Also inform the Conference Director of Camp & Retreat Ministries at the Conference office 405-5302016 and/or appropriate Age Level Director (Children – 405-530-2007, Youth – 405-5302144) and the Director of Connectional Ministries (405-530-2020). Additional phone numbers are listed on page 22 of this manual. 7 Fill out the “Incident Report” and send copies to the appropriate persons listed on the form. See the Appendix for a copy of this form. 8 Inform participants of details and what is being done in the presence of the Site Official. 9 Instruct participants and staff to not make statements or calls to anyone. Conference Director of Communications is our official Conference spokes-person. 10 The Event Director/Dean shall assume the responsibility for contacting the participant's family in person or through the participant's pastor to give details and arrange a time to answer questions by phone. 11 The Event Director/Dean and Site Official will work together with the Conference Director of Communications and the Conference Director of Camp & Retreat Ministries and/or appropriate age level Conference Director, and the Director of Connectional Ministries in preparing a news release for dealing with the media. If a news conference is held be sure to hold media people away from the place of incident/ participants/leaders so as not to interrupt the on-going program. 12 Tend to the emotional needs of all injured persons, participants, leaders, family, etc. and see that all are being ministered to. Policies & Procedures The 22 SITE OFFICIAL'S RESPONSIBILITY 1 Tend to persons and send word to Event Director/Dean. 2 Together with the Event Director/Dean determine the type of help needed. 3 Call for outside help, fire truck, ambulance or helicopter. 4 If the incident results from property, the Site Official will take steps to secure and correct the situation. 5 Site Official and Event Director/Dean get the details, and facts surrounding the incident. 6 Instruct a designated staff member about giving out names and answering questions no names until next of kin is notified. 7 Supervise an interview session to see that all persons who were involved or witnessed the incident give their story - record time, name, location of interview; get details -(left hand, little finger cut, bruises, etc.) Be as detailed as possible. This is for the protection of all people in the event of litigation. 8 Work with the Event Director/Dean, the Conference Director of Communications, the Conference Director of Camp & Retreat Ministries and/or the appropriate age level Conference Director, and the Director of Connectional Ministries in preparing for a media conference, if needed. 9 Tend to the emotional needs of all injured persons, participants, leaders, family, etc. and see that all are being ministered to. Policies & Procedures 23 Resources for Camp Deans And Event Leaders PEOPLE TO KNOW Canyon Camp Rt. 2, Box 29 Hinton, OK 73047 Director/Manager Admin Asst. David Combs Mandi Peck E-mail: [email protected] 405-542-6967 office 405-542-8579 campers 405-542-8572 Hardt Lodge 405-542-3752 FAX Cross Point Director/Manager Ken Long PO Box 1470 Admin Asst. Deborah George Kingston, OK 73439 E-mail: [email protected] 580-564-2505 office 580-564-9928 campers 580-564-2339 FAX Camp Egan Director/Manager Josh Pulver 2633 Highway 62 Admin. Asst. Wendy Hovey Tahlequah, OK 74464 E-mail: [email protected] 918-456-6489 office 918-456-9055 campers 918-458-4727 FAX Conference Office 1501 NW 24th St. OKC, OK 73106 1-800-231-4166 405-530-2000 405-525-4164 FAX Web Site: www.okumc.org/camps Director of Camp & Retreat Ministries Randy McGuire [email protected] 405-530-2016 405-850-9610 Cell Assistants, Camp Registrars and Information Andrea Reid (Camp Admin. Asst.) [email protected] 405-530-2017 Chari Grunow (Registrar) Karen Steele (Volunteer Registrar) [email protected] Megan DeCastro (Background Checks) [email protected] 405-530-2035 405-530-2035 405-530-2199 Director of Connectional Ministries, Annual Conference Council Craig Stinson 405-530-2020 Director of Communications Joe Harris Policies & Procedures 405-530-2077 24 Special Concerns of Each of Our Camp Grounds We are proud of our three beautiful camps. We want to do all we can to keep them beautiful and attractive. Therefore, respect the property by keeping it clean and tidy. Please discourage littering. Graffiti is offensive to many, so help discourage this by offering sandpaper and sand it off the beds or walls. Snakes are a concern at all three of our camps, however, most snakes will move away from us if they have the chance. Don't let participants catch snakes - someone will get hurt through fright. Swimming is to be done only with Camp Director/Managers knowledge and a lifeguard on duty. Late night swims by camp leaders are to be prearranged with the Camp Director/Manager. All campers and leaders are to wear closed toe and closed heel shoes at all times when walking outside the sleeping quarters. Canyon Camp Check with Camp Director/Manager about policies concerning the Low Challenge "ropes" Course, and NEVER let youth on the course without trained personnel in supervision. The ropes course is NOT a jungle gym! No rappelling or rock climbing is allowed under any circumstances. Since insurance does not cover leaders or campers away from the camp perimeters, no trips to the Cherokee Restaurant or other places during camp should be allowed. Please make use of the sand volleyball courts and the modified slab by the tabernacle. Camp Egan Check with Camp Director/Manager about policies concerning the Low Challenge "ropes" Course, and NEVER let youth on the course without trained personnel in supervision. The ropes course is NOT a jungle gym! Please stay on marked trails. We have developed a severe erosion problem over the past few years because so many have scaled the hills irresponsibly. Please show concern for your camp and keep off the face of the mountain. Make sure a lifeguard supervises your river-walks. Cross Point Camp Check with Camp Director/Manager about policies concerning the Low, High and Tower Challenge "ropes" Course, and NEVER let youth on the course without trained personnel in supervision. The ropes course is NOT a jungle gym! Make sure a lifeguard supervises ALL lake and boating activities. These should be scheduled at least two weeks before camp begins. No one is allowed on the lakeside of the fence at the lighted cross. Policies & Procedures 25 NUTS & BOLTS Time-Table Check List for Camp Deans JANUARY & FEBRUARY Start to recruit the staff for the camp. Development” section for ideas. See the “Leadership Recruitment & (District Camps) Ask your D.S. to write a letter to pastors encouraging their support by being on staff, signing up youth in their congregation, offering rides, etc. Consider establishing a prayer vigil in your District during the week of camp ---- a great way to involve every church! Make sure each volunteer begins the background screening process early. MARCH & APRIL Be sure your team is aware of the Curriculum training so as many as possible can attend. You will be able to pick up your curriculum at the Curriculum Presentations. Remember, training is required of all camp leaders! (Be sure to document all that attend--a memo of attendance must be submitted by you to the Conference office to complete your staff's file.) At Your Camp Staff Training Clarify your expectations of the camp experience and each individual on your team. Divide all necessary tasks before and during the camp. Share impressions about the curriculum, including enthusiasm and reservations, as a total group. Ask everyone present to thoroughly familiarize themselves with the curriculum. This could include asking those present to accept responsibility for presenting certain sections of the curriculum and policies to the camp team pre-camp meeting. Invite the Camp Director/Manager so your staff can become acquainted with camp personnel and policies. Nuts & Bolts 29 Following the Training (District Camps) Prepare registration forms for distribution in your District, if this is not already done. Use the Conference youth address printout to send a form to each youth in your District and send several additional forms to each church. Mailing labels and/or printouts are available from the Conference for a small cost. Call 800/231-4166 ext. 2199 to order labels. Recruit additional team members needed. Spend time sharing what went on at the training and any decisions already made about the camp. Emphasize their attendance at the pre-camp meeting and ask new recruits to accept responsibility for some aspect of preparation. Remind others of the pre-camp team meeting. TWO MONTHS BEFORE (District Camp) By mail, remind each pastor in your district of the dates of the camp and include additional registration forms. Hold the pre-camp team meeting with all team members. See the "Leadership Recruitment & Development" section for suggested format. Discuss with the Camp Director/Manager any special needs of your camp. Arrange for team members and previous campers to go to churches to tell about camp and the difference that it makes in lives. 10-15 minute presentations to Sunday school classes or UMYFs work well. Use slides, pictures, etc., if you have some. Check on the status of your staff background checks. ONE WEEK BEFORE Notify Camp Director/Manager of a close estimate of camp numbers. Secure all needed materials. Remind team members of their assignments and camp arrival time. Make cabin assignments. Make sure all staff have a completed and approved background check on file. ONE DAY BEFORE Nuts & Bolts The Deans and Camp Director/Manager will tour and inspect the campsite and facilities. Gather the team to reinforce the "team building" and prepare activities. Include the Camp Director/Manager in as many pre-camp activities as possible by phone or e-mail. 30 DURING CAMP Be available to the team, the youth, and the Camp Director/Manager for consultation. Observe and influence the spirit, cohesiveness, and flow of the camp. Be a part of and in touch with the sense of community among the campers. Be the individual who enables the team, provides administration, and accepts responsibility. In case of illness or accident, refer to the instructions about insurance from the Camp Office or the Camp Director/Manager. The Camp Director/Manager is the person in charge in every "incident/accident involving property". Conduct Staff Spirit checks each day. (This is extremely important. Do not ignore this vital part of camp.) Be sure to have both campers and staff complete evaluation forms on the last day. See the “Evaluation” section in this book. FOLLOWING CAMP The Deans and Camp Director/Manager will tour and inspect campsite and facilities before the campers depart. Be certain the Camp Office receives the Camp fee and the names, addresses and e-mails on disc for participants and leaders. After reviewing, mail original camp evaluations and registration forms to the Conference office. Voucher or pay all outstanding bills against the camp. Write expressions of appreciation to all members of the team. Inform pastors of any commitments made on part of the youth (Such as an interest in Baptism or Christian Ministry). Begin recruiting for next year! Give God thanks for what has happened in the lives of the youth you have been serving. If there are High School Seniors at your camp who are going on to college, send their name, address, e-mail address and phone number to the Campus Ministries Office. Nuts & Bolts 31 Financial Information Vouchers Mail all expense vouchers* f o r a n y C o n f e r e n c e Event /Camp (not District) to the Director of Camps and Retreat Ministries for processing. Do not mail these to the treasurer’s office as this only delays the process. *All vouchers for reimbursement MUST be submitted within 60 days of the camp/event. These MUST accompany the returned camp packet before reimbursement can be processed. NO reimbursement will be paid after 60 days of the event/camp according to IRS guidelines. The Dean/event coordinator or Design Team Chair is responsible for signing and turning in voucher requests. See the voucher example below and in the Appendix. You may reproduce the example or request a voucher pad for your committee. Expense Voucher The Oklahoma Annual Conference of the United Methodist Church Date: Computer Code No. Board, Commission, or Committee issuing vouchers Please pay to: NAME ADDRESS (Street or Box NO.) For Travel City miles @ per mile State Code $ Tolls $ Lodging* $ Meals $ Supplies* $ TOTAL $ Other Expenses* $ *Please attach original invoice Purpose of Travel and Expense Requested by Nuts & Bolts __ Approved by ___________ 32 Financial Information *All reimbursements require original receipts. Turn in all of your receipts within 60 days following your camp/event. If you would like to have a check cut and have it mailed out or picked up that same day, you will need to call it in to the Director of Camps and Retreat Ministries by 10:30 a.m.; checks are printed in the afternoon. Please do not call in and expect a check to be cut right away. Honorariums A check request for an Honorarium will need to have the person’s social security number. (for audit reasons) Financial Statements When needing a financial statement for a meeting, please contact the Director of Camps and Retreat Ministries. Conference Office-Incurred Expenses When the Conference office provides a service for your committee, you are charged the cost. This includes, but is not restricted to: bulk mailings, labels, copies, beverage setup. Mileage Reimbursement The IRS rate for volunteer miles is 14 cents per mile. Nuts & Bolts 33 INSURANCE INFORMATION On-Site Camp Events The OKUM Camps offers an insurance policy to all individuals that come on camp property. This insurance is primary coverage and the individual’s personal insurance is secondary. All accidents must be reported to the Director/Manager immediately. No claims will be paid on accidents that have not been reported to the Director/Manager. All accidents must have an accident claim form filled in completely with the Director/Mangers signature for a claim to be processed. Off-Site Events Our existing Camp Insurance policy has the capability to cover off-site events for conference, district and local church events. To obtain coverage, call the Camp and Retreat Ministries office. You must enroll your group for coverage allowing enough time for evaluation by the insurance company. You will need to provide: Names of all participants Description of activity Where the activity is held The start and end date of the activity The name of the United Methodist Church or Conference/District Agency that is sponsoring the event The person in charge Activities that should be covered under this policy include snow skiing, backpacking, water skiing, float trips, work trips, picnics, etc…. If your activity can be covered, you will be mailed a Certificate of Coverage and an accident claim form with g u i d e l i n e s a n d a m o u n t s o f the coverage you have. This special policy is a one-time coverage only for the dates of the event. Nuts & Bolts 34 Brochures Brochures for Conference-wide events/camp must be approved by The Director of Camps and Retreat Ministries before mailing. We can help in creating your brochure! Call the Conference Office to make an appointment. If you decide to create your own, be sure and keep in mind the following: 1.) Brochures need to look professional. Ink should be visible and look as neat as possible. 2.) Important items that must b e i n c l u d e d o n t h e registration part of your brochure are: Camper’s name Social security number Home address City, State, Zip code Home phone number Parents’ names P a r e n t s ’ w o r k / d a y p h o n e numbers Covenant of Conduct * Medical Release form* Include immunization information Tetanus, Tetanus Booster and dates given. Birth Date and Grade Equal Opportunity Inclusion Statement* Permission to photograph* Permission to Search Personal Property* *See examples of these items in the Appendix of this book. 3.) All promotional material that is mailed with the Conference mailing permit must have the following address imprinted somewhere on the item: Oklahoma Conference of the United Methodist Church 1501 NW 24th Street Oklahoma City, OK 73106-3635 4.) 5.) Include what time the event/camp will begin and end. General Information: If you are providing T-shirts, be sure to include choices of sizes, + an extra charge for larger sizes. Mail your brochure along with a full schedule for the event to the Director of Camps and Retreat Ministries so that we can answer inquires regarding your event. Including a map to the campsite/location is always helpful. Provide a shirt for the campsite staff Nuts & Bolts 35 Mailing Your Brochures Suggestions for Promotion and Publicity Ask your District Superintendent or Conference Office about each congregation’s camp contact representative, or how to secure one. Help church leaders learn and experience camp. Maintain year-to-year contact with leaders. Good leaders are good promoters. Many campers return to camp because they find significant relationships there, not just pretty scenery and outdoor recreation. Maintain year-to-year contact with campers. Use each year's camp brochure or a picture postcard to keep "coming to camp" in the minds of campers and their parents. Do this in the early spring when people are looking ahead to vacation dates, etc. Make attending camp a helpful part of family planning, not a victim. Keep records of how many campers come to camp from each congregation. Use this information in a positive way in promotion work. Reach out to congregations as well as people in general. Formulate and publish an attractive brochure and poster for each camping season. Keep ministers informed, and assist with ways to get campers and leaders there. Always include parents a n d g u a r d i a n s i n p r o m o t i o n a l ma i l i n gs . t h e pr o g r a m topic or theme of the week on the promotional brochure. I n c l u de Use Conference news media for special interest articles about camp. Send this information to Alicia G a l yo n , Web Ministry/Graphic Design, Department of Communications. Prepare a presentation that is exciting and informative for District and Conference meetings. Put together an audio-visual presentation to be used in local churches, District meetings, etc. which capture high-energy response to camp and camping experiences. Use trained persons to create the presentations, persons who can communicate effectively about what camp is and can be for participants. Use persons from all levels of the camp's operation - directors, l e a d e r s h i p s t a f f , administrators, task force people, campers, etc. Remember that people respond to people! Don’t depend on activities or facilities to get people to camp. Sponsor a District Rally promoting camp with slides from last year using past participants or some of the campsite staff as speakers. Other ways of promoting the camp: provide a "sample c a m p e x p e r i e n c e " a n d brochures. Encourage local churches to have a "Camp Sunday" using the Sunday School hour to host parents and teens for slides, speakers, presentation of some past c u r r i c u l u m, b r o c h u r e s a n d opportunities for sign-up, etc. You may even want to set up a tent, attach brochure to it and have parents and teens come in to register for camp. Nuts & Bolts 36 Registration and Covenant of Conduct/Medical Release Forms ALL camp/event registration forms MUST include the following items: COVENANT OF CONDUCT: What is expected of campers (as well as staff & deans)? What should they agree to before committing to the camp? What should they bring? What should they not bring? Many events have a covenant that is signed as part of the registration form. Consider such areas as: freedom from use of alcohol, tobacco, and illegal drugs; use of iPods, mp3 players or cell phones; stewardship of campgrounds; respect of other's property; an open attitude & seeking spirit. Example Covenant of Conduct for Staff & Participants In all meetings, or other events under the sponsorship and/or guidance of my church, I am a representative of that Christian community and I am responsible for my actions. I understand the following guidelines will be followed: 1. I understand the use of illegal drugs, possession of alcoholic beverages, all tobacco products and weapons are prohibited on the campgrounds and other event locations. Violations may cause me to be sent home. 2. All conduct shall be in keeping with the highest Christian regard and respect for all persons. 3. All dress shall be in good taste and appropriate for a Christian witness. (You may want to define what appropriate dress is) 4. The area used for the meeting, retreat or other event shall be left clean & without graffiti. Acknowledge all campground rules & regulations. 5. I will comply with the Oklahoma Conference Social Networking and Blogging Policy. I,____________________________ have read and understand the Covenant of Conduct above. To the best of my ability, I agree to abide by it Nuts & Bolts 37 Registration Form should include: Camper/participant's name Home address & phone (day & night) Gender Birth date Age Grade in fall Social security number Home church Name & phone of parent or guardian Special needs Diet or other info. Important medical info. & Medications. Photo release Person or persons responsible for picking the youth up from camp. Medical Release Form: Example Medical & Liability Release Form I agree to hold the Oklahoma Conference Camping Program leadership team and the leaders free from liability for injuries, damages or losses unless caused by willful or intentional conduct on the part of the leadership team, leaders, or camp staff. As legal guardian I give permission to the camp staff to seek medical attention if needed for _____________________________ (Camper's name) Our Health Insurance Co. is __________________________, Policy #__________________. Campers pre-existing medical conditions & current medication are: __________________________________________________________________________ . Allergies:___________________________________________________________________ Immunization information: Tetanus _________________ date___________ Tetanus Boosters __________date___________ May we have permission to administer: Tylenol or Benadryl to your child? YES NO Emergency phone (other than parent/guardian)_______________________ Parents’ home phone /area code___________________________________ Business phone/area code________________________________________ _____________________________________________________________ Signature of Parent/Guardian Nuts & Bolts 38 Other Items for Brochures Permission to Release Names and Address in a Directory & Permission to Photograph: I give permission for my child to be photographed or videotaped, which may be used by The United Methodist Church for camp promotions. Check one: yes____ no____ Equal Opportunity Statement: Oklahoma United Methodist Camps are open to all persons regardless of race, color, religion, national origin, disability, age or sex. ALL participants, youth and adults, must complete a registration form. Leaders/Adults may use the same registration form as the youth. Permission to Search Personal Property: "I, as legal, guardian/parent, give permission for __________________________’s personal property to be searched, if just cause is determined by the event staff. If such search is deemed necessary, the participant’s property is to be searched by the participant in the presence of two staff persons, designated by the Event Leader/Site Official." _____________________________________________________________ (Parent or Guardian signature) Nuts & Bolts 39 Registration Procedures for Events and Camps 1.) A l l C o n f e r e n c e e v e n t / c a m p participants (adults and youth) need to fill out a registration form, including design team members and chairpersons. Leaders/adults may use the same registration form as the youth. 2.) One week before the date event/camp starts, send a complete database of all campers’ information (youth a n d a d u l t s ) t o t h e Conference Camps Office. This information is needed for insurance and other camp office needs. The database needs to include all information that is on the registration form.* 3.) After the Conference/District event/camp all original registration forms must be f i l e d i n t h e c o n f e r e n c e o f f i c e . 4.) After the event/camp has ended, please a. Submit copies of your individual cabin rosters that list names of adults and youth. Please identify your adults b. Submit copies of y o u r s m a l l g r o u p rosters that list names and ages of both youth and adults. Please identify your adults.* 5.) All campers must be pre-registered. 6.) DO NOT encourage anyone to go to camp without registering and paying a fee. Design teams need to make arrangements with t he ca mp co ordi nat ors prior t o the event and s u p p l i e s m u s t b e p u r c h a s e d . This is to ensure * C o n fe r en c e S af et y G u i d el i n es h a v e b e en followed. Confirmations for Campers Please notify your campers their registrations have been received and that they will be coming to camp. Some camps have a limit on the number of campers, and the campers need to know if they made the limit. Nuts & Bolts 40 Registration Check-In Procedure Before camp 1. Get two lists from the Conference Office A. Alphabetical by name -- with space between names to note small group and cabin assignments and who will pick up b. Alphabetical by town, then church 2. Make cabin and small group assignments a. Match each camper/participant with one requested buddy for small group and cabin but split up other campers from the same church b. It is recommended for children’s events that small group members be assigned to the same cabin with their small group leader c. Prepare a temporary name tag or “post-it” for each participant that includes: 1) Name 2) Cabin assignment 3) Small group assignment -- leaders names d. Provide leaders with lists of participants in their small groups with cabin assignments and indication of where the small group meets e. Have master lists of assignments and meeting places for deans, nurse, directors and Site Director/Manager -- include leaders 3. Materials to have on hand for registration check-in a. Completed registration and health forms for each participant (with nurse) b. Extra blank forms -- registration, health, and prescription medication forms c. Zip-loc bags and permanent markers for medications d. Permanent marker for labeling t-shirts (if purchased or issued at check-in) e. Registration lists from Conference Office f. Temporary name tags or “post-its” for each camper (organize by church for easy check-in) G. For Children’s events, IN CABINS have list of participants and small group assignments and supplies for permanent name tags Nuts & Bolts 41 During registration check-in Do not let the driver leave until verification is made that all participants are registered and clarification of who will pick up participants. 1. Set up stations to check in participants Station #1 Check-in a. Ask participant for name, town, and church b. Locate alphabetical by town and church c. Verify information on computer list for accuracy d. Identify who will pick up camper at the end of camp and note on list e. Check participant off list f. Give participant sticker with name, cabin and small group assignment Station #2 Nurse a. Confirm and clarify health information b. Collect prescription medication forms as needed c. Collect all medications and place in zip-loc bag labeled with participant’s name Station #3 Other things as needed a. Purchase/pick-up t-shirt b. Sign up for special activities c. Etc. 2. Participant goes to cabin a. Meet small group and leaders, unpack, make permanent name tag, and play games until all have arrived b. Leader reviews cabin rules and takes group on tour of camp/facility area After registration check-in 1. Verify that all registered participants arrived and checked-in a. If any did not, make phone calls to discover their status b. If space is available, contact the Conference Office to notify participants on the waiting list c. Update Conference list identifying “no shows,” adding new participants, and correcting errors 2. Keep all registration forms and updated Conference lists together to return to Conference Office at the end of camp Nuts & Bolts 42 Registration Procedures For Conference Camps and Events GENERAL INFORMATION 1. Registration deadlines and procedures are set by the Director Camps & Retreat Ministries and are not negotiable. 2. Event Leaders shall regularly update appropriate Conference Staff with names of leaders for purposes of confirming their status in our Covenant/Application screening process. Deans shall also inform the Registrars as soon as possible of leaders’ children’s names so they can be enrolled before the limits are reached. 3. Local churches are urged to collect, sign and return to the Conference Office all registrations together with one check to cover all fees. 4. Local churches cannot reserve a certain number of spaces for participants in advance. 5. The Conference Office will send refunds for cancellations. Cancellations received prior to 7 days before camp begins, a refund will be given less a $25.00 processing fee. If less that 7 days notice is given, no refund will be made unless for health reasons, whereby a full refund is available after a written request is received. Refunds are given in the same form and to the same person that paid the original camp fee. Fees paid may be transferred to another camper. 6. Upon receipt of completed registration forms and fees, the Conference Office will return within two weeks to the registrant 1) a letter confirming the date and location of the camp for which the participant was accepted and 2) a copy of the information letter. Local churches and/or parents are responsible for arranging transportation to and from camp according to publicized opening and closing hours. 7. Registrations will be limited to the agreed upon maximum number. Additional registrations will be accepted as approved leadership is confirmed and reported to the Conference Office by the Event Leader to assure the appropriate ratio. The Event Leader is obligated to inform the Conference Office of any changes in registration limits due to staff changes or other conditions as soon as possible on an on-going basis. 8. When full leadership is in place and registrations reach ten below the preset registration limit, the Conference Office will contact the event leader to confirm the limit. When the registration limit is reached, the Conference Office will notify the event leader/dean. Any exceptions to the limit must come from the Event Leader who will personally notify the Conference Office immediately. Nuts & Bolts 43 9. If the event requested is full or closed when a registration is received, the Conference Office will contact the participant's parent or the designated contact person for a local church group, and inform him/her of these alternatives: 1) accepting another open event, 2) being placed on a waiting list, or 3) having the registration fee returned in full. 10. For the first ten participants on a waiting list, registration forms and fees will be held in a safe location (but not deposited) until it is certain the participant will not be enrolled. At that time the form and fee will be returned. For participants higher than 10th on the waiting list, the registration form and fee shall be returned immediately. 11. The registration deadline for all events is 4:30 PM Friday two weeks prior to the beginning of the event. Registrations received after the deadline are subject to the approval of the Event Leader. AFTER THE DEADLINE 12. By Tuesday following the deadline, the Conference Office will contact the Event Leader to inform him/her of the number of participants registered and to determine if additional registrations will be accepted and, if so, how many. The Event Leader may opt to: 1) end registrations where they are, 2) to accept registrations up to the registration limit if staffing is adequate, 3) set a new limit, 4) have event Leaders approve each registration as they arrive, or 5) take other action as desired by the Event Leader. 13. By Friday following the deadline, the Conference Office will provide to the respective Event Leader a list of participants registered for his/her event. Nuts & Bolts 44 LEADERSHIP RECRUITMENT & DEVELOPMENT Staffing your Camp/Event The number one concern of an event Leader is to find the best possible people to work directly with the children/youth. Use this work sheet to help determine the number of adults you need to recruit as well as potential places to find volunteers. How large was your District/Conference event last year? How many participants are you anticipating this time? How many adults will you need to provide the ideal adult-participant ratio? Check your copy of Leader Guidelines and Safety Standards (page 13 of this manual). The first place to begin in recruiting will be with persons who staffed last year's camp/event. Who were the effective leaders? W h o a r e t h e p r o f e s s i o n a l c h u r c h w o r k e r s i n y o u r District/Conference who are potential event leaders? (Pastors, youth directors, Christian Education Directors, Wesley Foundation Directors or church musicians.) Leadership Development & Recruitment 47 Who are the lay persons in your church and the other churches of the District/Conference with the discretionary time to spend a week at an event? (Persons who serve as local church children or youth coordinators, youth sponsors and parents may already have a high interest in these activities.) In line with the Safety Guidelines, how can you effectively use college students as staff? (College students can be excellent leaders with children and jr. high-age youth. It is especially crucial to provide adequate training for college-age leaders, and it is helpful to pair them with more experienced event leaders). Who are the college students in your District/Conference who would be available to serve during the event? What are the special roles you need volunteers to fill, such as a nurse, recreation leader, worship leader, or song leader? Who do you know who could be recruited to specifically fill these roles? Leadership Development & Recruitment 48 LEADER RESPONSIBILITIES Event Leader Recruit, train, and support leadership team and small group leaders. Specifically recruited leadership may be needed in the areas of worship, music, crafts, and recreation. Neither the Event Leader nor any small group leader should be spread too thin. A person to serve specifically as camp nurse is required. Oversee the organization of the event structure -- including the schedule, activities, facilities, and supplies. Plan well in advance and be sure your plans mesh well with needs of the site official and others sharing the facilities. Clearly delegate responsibilities to others in leadership positions. Be sure they know what is expected and when. Work collaboratively with other leaders and site officials to achieve the best possible experience for all participants. Communicate, communicate, COMMUNICATE -- with your staff, with the site official and with the Conference Office. Assign small group leader pairs that compliment each other. Make small group and housing assignments. See that all expected participants are accounted for when the event begins and that participants are picked up by properly designated persons when the event ends. Nurse Oversee the inventory of first aid supplies provided by the site official while at the event. Check Medical Release Forms from each participant for important medical history and special needs. Check in medications and clarify medical questions as participants arrive. Keep medications in a secure place and dispense only according to direction. Provide first aid treatment as required. Recommend when other medical attention may be needed. Keep records of medications and first aid dispensed in a journal provided by the site official or event leader. With the event leader, advise the site official of needs related to first aid or medications. Leadership Development & Recruitment 49 Small Group Leader Oversee a specific group of participants while at the event. With a co-leader and in collaboration with other leaders, guide a group through curriculum experiences in the small group setting, as well as reinforce curriculum experiences in other settings such as meals, worship, recreation, free time, cabin time, etc. Set an example of cooperative leadership and participation in all event activities and in following all event and facility rules and policies. Exhibit maturity, Christian values and ethics. Actively work to build community among leaders as well as among participants. Accept responsibilities as needed in leading or supporting total group activities such as worship, recreation, meals, etc. Put the safety and needs of participants first. Work out plans for taking care of personal time and needs in cooperation with co-leaders. Work to build healthy relationships with and among participants. *FOR CHILDREN’S EVENTS: Knowledge of whereabouts and close supervision of children is required 24 hours a day. Worship Leader Plan, organize, and lead worship. Worship should reflect the theme of the event and be designed specifically for the age group involved. Actively involve participants in worship experiences -- Bible reading, leading songs or readings, presenting dramas, music, or presentations, providing items for the worship center, etc. This helps participants take ownership of the worship area and the worship experience making it more meaningful for them. Prepare through seating arrangements and décor a worshipful setting that facilitates the message you are trying to communicate. In consultation with the event leader determine how this can be established and what materials can be used. Try to have a worship area that is just for worship so as not to send mixed signals about what is to happen in this particular setting. Work with designated music person(s) to have music that lends itself to the mood of worship. Check with the camp site official to see what equipment is available for use in your worship setting. Throughout the event mingle with participants to establish meaningful relationships with them. This will help participants relate better to you as a worship leader. Leadership Development & Recruitment 50 Recreation Leader Organize, lead, and provide needed supplies for all total group or other recreation periods as designated in the schedule. Check with the site official about recreation supplies that may be provided at the facility. Develop recreation activities with an awareness of the developmental capabilities of the participants and safety issues. Recreation activities that are related to the theme of the event help reinforce teachings in other settings. Be aware of lesson themes and utilize them whenever possible. The point of recreation is fun -- not winning. Make recreation fun and take it easy on the competition. Remember that competition to some point may be fun, but it can easily get out of control. Encourage teamwork and mutual support toward success no matter what the level of ability. Strongly discourage teasing and put downs -- we are trying to build Christian community. Craft/Nature Study/Discovery Leader Plan, organize, and provide supplies for craft and/or nature study and discovery periods at the event. Check supplies that may be on site or stored with a previous leader before purchasing supplies. In advance establish with the event leader the budget available for supplies. Utilize recycled materials whenever possible. Keep waste to a minimum and model good stewardship. Craft activities should be tailored to the developmental abilities of your participants. They should also, whenever possible, reinforce the theme or lessons covered in other sessions or activities. Study curriculum materials carefully before deciding on your activities and determining how they can support the overall learning experience. Camp is the ideal setting to learn about God in the created order of the world. Make use of the specific natural gifts of your campsite when planning activities. Think in advance about how participants will safely transport their creations home. This may influence what you do or how you do it. Be sure participants' creations are properly labeled and respected by others. Leadership Development & Recruitment 51 FIRST AID/MEDICAL PERSONNEL I. Requirements A. Holds current license and active as MD, RN, LPN or EMT; camp insurance covers liability B. Meets all screening requirements II. Procedures at camp sites A. Pre-camp 1. Check in with site director/manager for special instructions and log book 2. Pick up, inventory and organize supplies; let dean or director/manager know of additional supplies needed 3. Collect medications from leaders 4. Organize health forms for easy access and reference 5. Review health forms for completeness and to identify special needs; notify dean of concerns; follow-up by phone as necessary 6. Consult with small group leaders about special needs of campers in their specific group B. As campers arrive 1. Collect all medications from campers as they check-in; store in labeled zip-lock bags with permission form and instructions 2. Clarify instructions with camper and/or parent; follow-up by phone as necessary 3. Keep all medications out of reach of campers at all times C. During camp 1. Store medications appropriately in nurse's cabin where they will be locked up or under supervision at all times 2. Dispense medications to campers according to instructions and note in log; leaders can dispense their own meds 3. Attend to all injuries no matter how small; note camper's name, date, time, type of injury and treatment in nurse's log 4. Consult with deans and leaders concerning health issues, homesickness and questions of abuse; follow-up with phone call to parent/guardian as necessary with the knowledge and approval of the camp dean D. Emergencies 1. If an injury occurs that is beyond the need of first aid, inform the dean, site director/manager and parent/guardian immediately 2. Refer the camper to a medical facility recommended by the site director/ manager if there is any question or concern about treatment and note this in the log 3. Assist dean in completing the necessary Insurance Forms and arranging for transportation 4. Be sure to send the appropriate signed Health Form with the camper Leadership Development & Recruitment 52 E. F. G. 5. Go with the camper to the medical facility only if the injury requires your attention during transport; camp site should not be left without a nurse – other staff can supervise the camper Insurance 1. Camps have primary coverage for injuries occurring at camp but not pre-existing conditions; it does not cover glasses or dental work 2. The appropriate insurance form MUST be completed for all injuries requiring outside medical attention BEFORE the camper leaves the camp site at the end of the week -- preferably before even going to the medical facility 3. The insurance form is to be signed by the site director/manager or dean as "Camp Official" 4. The form is to be left with the site director/manager at the end of camp 5. All communications about insurance should be through Camp Administrative Assistant at the Conference Office, 800-231-4166 x 2017 or 405-530-2017 Supplies 1. The camp site director/manager is responsible for stocking first aid supplies 1. Pick them up from him/her before camp begins to familiarize yourself with what is available 2. Inventory supplies and check expiration dates 3. Inform director/manager or dean if additional supplies are needed 2. Keep supplies stored in a safe and supervised location; dispense as necessary 3. At the end of camp 1. Follow the director/manager's instructions for packing or storing supplies 2. Provide him/her with a list of needed supplies Nurse’s Log 1. The nurse's log contains vital information that could be referenced in case of illness following camp or insurance claim; be sure it is filled out completely, accurately and legibly 2. Pick up the log and get directions for its use from the site director/manager before camp begins 3. Be sure you are clear on instructions for entering information and dispensing treatment (even a soft drink for a homesick upset stomach) and medications (whether prescription or OTC) 4. Be sure the log indicates when your camp begins and ends 5. At the end of camp return the nurse's log to the site director/manager 6. Please include your name, address and phone number in the log in case you need to be reached at a later date Leadership Development & Recruitment 53 III. Off-site Procedures A. Coordinate with the head of the event the kind and amount of supplies needed and determine who will purchase them and how they will be stored B. Coordinate with the head of the event who will provide the Nurse’s Log and how it will be kept C. Be sure you have appropriate insurance forms D. Follow all relevant procedures listed above coordinating with the head of the event and clarifying questionable issues with the Director of Camps and Retreat Ministries E. Return supplies and Nurse’s Log to the event head at the end of the event Leadership Development & Recruitment 54 Looking For (More Than) A Few Good Women & Men: Characteristics of Effective Leaders Spiritual and emotional maturity: The leaders should first have knowledge of themselves. ---Knowledge of their own faith ---Knowledge of their abilities ---Knowledge of their limitations ---Honesty about who they are and who they are not Adult-ness: Occasionally, a leader will attempt to be a friend to the participants by assuming the role of the "big kid." Leaders need to be an adult. Children and youth need adults who care about them, their interests and their needs. Relational: Leaders need to possess the desire and the skills to build relationships. They need to: ---know the individuals ---be available ---communicate ---listen ---enable a sense of community Caring: Leaders need to: ---care for participants' needs ---help participants to care for and about each other. ---care for other leaders ---allow other leaders to care for you Encouraging and Involved: The leader needs to: ---Be fully present and involved ---Encourage participation by modeling ---Encourage participation in the program. Participatory: Leaders should commit themselves to: ---Review the camp curriculum ---Attend Staff Training ---Participate in the entire event without leaving the site Leadership Development & Recruitment 55 Team Oriented: Leaders should: ---Demonstrate mutual respect for others, roles, tasks and reponsibilites ---Commit to "Staff Spirit Checks" Connectional: Leaders should: ---Possess an understanding and appreciation for the "connectional" nature of the United Methodist Church ---Theological agreement is not necessary, but mutual support of the United Methodist structure and willingness to serve within it is essential. Flexible and Adaptable! Leadership Development & Recruitment 56 LEADER RECRUITMENT SUGGESTIONS 1. Prayerfully seek God's guidance and direction in your selection of leaders. 2. The event leader is primarily responsible for initiating and carrying through with recruitment. However, keep in mind that sharing this responsibility with the leadership team and other leaders helps build a broader base of ownership and participation in the event. 3. Determine what kind and how many leaders you need for sharing the responsibility of and creating a successful event. In your overall staffing seek a balance in skills, experience, age, gender, ethnicity, expertise, etc. Prepare to match leaders in groups based on complementary characteristics for strength in leadership. 4. Know the Oklahoma Conference Guidelines and Safety Standards and recruit according to established ratios and age requirements. Know what is expected of the event leader and the applicant in the screening process. See that everyone follows through with their obligations. 5. Recruit with a job description to offer. Include characteristics of an "effective leader" in setting clear expectations before during and after the event, precise responsibilities, timelines, and benefits. Emphasize the importance of telling you if they cannot attend the event. 6. Recruit people with special skills to fulfill the needs of your event -- storytelling, leading recreation or worship, facilitating small groups, serving as nurse, etc. Point out their special gifts/strengths and emphasize the ministry aspects of this leadership opportunity; how lives are changed and the role leaders take in that transformation. It is not a job just somebody or anybody can do. 7. Recruit as early as possible and follow-up with periodic communication. Stay in touch with people who are considering your invitation. Remind them of your continued interest through cards, phone calls and personal conversations. Once a person has committed to work at your event, confirm that commitment in writing outlining your expectations clearly. Stay in touch so they do not forget the commitment or begin to think they are not needed. 8. Recruit in a one-to-one, face-to-face dialogue whenever possible. appeals" in large group settings. Avoid "mass 9. Over recruit to allow for inevitable cancellations of leaders or an upsurge in registrants. 10. Always ask, "Do you know of someone who would offer a lot to this event by being on our staff? Can I tell them you recommended them?" Leadership Development & Recruitment 57 11. Get to know every person you consider for leadership in order to evaluate his or her fitness and abilities for your event. The Conference Office provides you information on the results of the screening process, but you are the only one who can evaluate and approve their appropriateness for leadership in your event. 12. A strong team of leaders requires support and supervision from the event leader. Listen to other’s ideas and help them grow in their leadership abilities, learn from their strengths and weaknesses, know when to offer support, guidance, encouragement, or intervention. It takes time to build a sense of community and interdependence in a leadership team, but it can be a worthwhile investment in the long run when leaders work cooperatively with one another and support one another in love. Leadership Development & Recruitment 58 Locating “Spare Parts” In any well-run organization we sometimes have the need for a "Spare Part"-icipant: Someone who is ready and able to help out in what can sometimes seem like the most inopportune times. Staffs have found it beneficial to have an extra person on board with the sole responsibility of giving aid and comfort to the staff. The responsibilities of this person might be to: 1. 2. 3. 4. 5. 6. Prepare light refreshments and drinks for Staff Spirit Checks Be available to make those unexpected trips for supplies Do some emergency laundry Take participants to the doctor with another adult leader Substitute in a small group if one of the leaders needs to be away Make themselves available This person should be recruited at the same time as other staff persons and go through the regular orientation and training. Keep in mind as you look for this person that they need to be caring individuals who don't need to be in the limelight, but take their pleasure from being caretakers for others. Team Building Because it is a requirement for your staff to be trained, it is important for your team to meet a minimum of two times before the event. These must include: Group Building Curriculum Event and facility policies Screening procedures Leadership Development & Recruitment 59 Decision-Making as a Team Prior to the event, ask the Team to consider the following: 1. How can a corporate event discipline be created? How will it be enforced? By whom? Include in this discussion such things as: respecting groups that are meeting while others may be on break or doing some other kind of activity, optional or required participation at which events, a "lights out" time, etc. 2. Determine your method for accountability. 3. Determine particular responsibilities during the week, such as: o o o o o o o o o Registration Small Group Assignments Life-option Activities Recreation Worship Song Leading Storytelling/Reading/Drama Clean up Monitor Other responsibilities 4. Discuss how meal graces will be handled. Many events use a meal accountability system that requires the entire small group to meet at a designated spot. Grace is then offered within the small group before joining the meal line. You are asked to assign a group to wipe tables and sweep the floor after each meal. 5. Remember to insure 24-hour adult supervision even during Staff Spirit check times and free time. There should always be adults with the participants. How will this be done equitably? How will this be done to insure all leaders their time off each day (Spirit Check is not time off). 6. If your Jr. High functions separately from Sr. High camp, or 3 rd-5th grade camp is in session with a 6th grade camp, you will need to negotiate space demands prior to camp. 7. Are there any offenses that merit a participant being sent home? Leadership Development & Recruitment 60 Pre-Camp/Event Leadership Training Topics Following are topics of which camp deans/event heads should be sure all leadership are informed. Page numbers refer to pages in the Deans Manual that can be duplicated and distributed to leaders as deans wish. 1. General Information on camp/event philosophy and objectives a. Philosophy (pg. 2) b. Objectives of camps (pg. 10) c. Activities ( pg. 79-81) 2. General rules and guidelines for camp/site use – Invite site official to speak to issues a. Rules and other guidelines (pg. 2-3,11 and 23) b. Participation in daily maintenance (various parts pp 2-9) c. Reporting maintenance problems (inform site official immediately) d. Risk prevention/safety issues (pg. 7) 3. Emergency Situations—Invite site official to speak to issues a. Emergency procedures for fire, storms, and flood (consult director/manager or coordinate with event head) b. Dealing with intruders (pg. 9, Visitor Policy, consult with director/manager and event head) c. Search procedures for persons lost, missing or runaway (consult director/manager and event head) d. “Incident Management” procedure (pp.21-22) e. Reporting incidents to appropriate supervisors 4. First aid and health care a. Responsibilities for first aid and health care (pp. 51-52) b. Insurance (pp. 6,32) c. Health forms for leadership (“Leader Health Form” page) 5. Leadership Expectations a. Leader Responsibilies (pp. 47-52) b. Leader Characteristics (pp. 53-54) c. “Children and Youth Leader Covenant Form” (pg. A11) d. “Leader Information Sheet” (pg. A12) e. Behavior management suggestions (pp. 104-108) 6. Child abuse and other problem issues a. Child Abuse Reporting policy and procedures (pp. 61-66) b. Identifying child abuse ( pp.67-76) c. Reporting other incidents and problems (pg. A19) 7. Understanding the camper a. Understanding Development Assets—for children (pp. 87-89) And youth (pg. 90-91) b. Age Level Characteristics – for appropriate age level (pp. 95-101) c. Intellectual Development (pp. 92-94) Leadership Development & Recruitment 61 d. Attention Deficit Disorder (pg. 104-107) e. Homesickness (pg. 108) f. Bullying (pg. 81) 8. Camp/Event details a. Procedures for arrival (pg. 41) and departure (campers check-out with designated leader) b. Schedule for camp activities (including closing and evaluations pp. 103-112 as applicable) c. Curriculum content d. Activity suggestions (pg. 81 and other resources you provide) Leadership Development & Recruitment 62 CHILD ABUSE PREVENTION POLICY FOR REPORTING SUSPECTED CHILD ABUSE Oklahoma Conference of the United Methodist Church Reporting Suspected Child Abuse According to Oklahoma law, every person who has reason to believe that a child under the age of 18 has been abused is mandated to report the suspected abuse. Volunteer leaders and workers are no exception. At any Conference or district event, if a worker/leader suspects the abuse of a child/youth, whether it may have occurred at the event or prior to the event, that worker/leader should discuss his/her suspicions with the head of the event and together ascertain the details needed to make an accurate report. Information should include the following: - Name, age and gender of the child/youth and other family members - Address, phone number and/or directions to the child’s home - Parents’ places of employment - Description of the suspected abuse - Current condition of the child/youth Acquire a reporting form from the dean/head of the event, the camp director/manager, or the Conference Ministry Center. The person making the report should keep a copy of the report and consider it confidential information. The leader/supervisor should then contact the Oklahoma Department of Human Services Abuse Hotline in the presence of the head of the event. That number is: 1-800-522-3511 The site official and the Director of Camps and Retreat Ministries should be promptly informed when is report is made. The Director of Camps and Retreat Ministries contact phone number is 405-530-2016 or 1-800-231-4166 ext 2016. DHS is, however, the only one to receive a detailed report. Contact of the child/youth’s parents and/or pastor should be discerned on a case-by-case basis. Making a Determination of Child Abuse Whether a child gives indication of abuse through behaviors, physical condition or verbal communication, the leader/supervisor should be sensitive to the conflict and trauma the child has experienced. - Do not panic or overreact to what the child/youth discloses - Do not criticize the child/youth or claim that the child/youth misunderstood what happened. - Do not promise not to tell anyone, but respect the child/youth’s privacy. Assure the child/youth that you will keep the disclosure in limited confidentiality discussing it only Child Abuse Prevention 65 with adults in charge who need to be involved in the reporting process. Follow through on this assurance for the protection of the child/youth’s dignity. Avoid interviewing the child/youth repeatedly but encourage him/her to be willing to share with other adults who will act to provide help. The event head and the worker/leader should refer to materials on indications of psychological maltreatment, neglect, physical and sexual abuse to guide their discernment of possible abuse if there are questions. Suspected Abuse Involving Event Staff Any suspicions of abuse by event leaders/supervisors should immediately be brought to the attention of the head of the event. When suspicions are determined to be well founded and report information as described above has been collected, the Oklahoma Department of Human Services Child Abuse Hotline should be called. That number is: 1-800-522-3511 When such a report is made, the Director of Camps and Retreat Ministries should be promptly informed of the report but not the details of the incident. The Conference Office number is 405-530-2016 or 1-800-231-4166 ext. 2016. If the suspected abuser is a minor, his/her parents/custodians/guardians should also be informed. The need for confidentiality is always to be a high priority. The suspected abuser shall immediately be removed from situations where direct, private contact with the children/youth could occur. Appropriate measures should be taken by the leadership of the event to preserve a sense of security and normality. This could mean that the suspected abuser is requested to leave. Other Considerations Inappropriate sexual advances should not be confused with physical contacts that are appropriate expressions of affection and concern. All workers/leaders should take the following precautions to prevent confusing situations: - Have other staff members present anytime children/youth are dressing, undressing, bathing, etc. - Respect the child/youth’s privacy and do not become more intrusive or curious than necessary monitoring health or welfare. - Respect the child/youth’s wishes in terms of limiting means of the expression of affection and concern. - Protect your own privacy and do not discuss personally sensitive or intimate matters with children or youth. - Do not pursue personal, private relationships with children/youth following an event. These guidelines were developed from For Kid’s Sake: A Child Abuse Prevention and Reporting Kit, Oklahoma State Department of Health, and For Camp Counselors: Guidelines on Child Sexual Abuse and Exploitation, National Center for Missing and Exploited Children. Child Abuse Prevention 66 REPORT FORM for Instances of Suspected Abuse of a Minor Oklahoma Conference of the United Methodist Church Date _____ / _____ / _____ Location Name of person reporting Title/work responsibilities Address City State Telephone (work) (home) Zip 1. Name of child/youth Age ______________ Birth date ______ / ______ / ______ Sex M F Home Address (or give directions to get to home) City State Zip Home phone ____________________________ Emergency phone Mother’s name __________________________________ Work phone Mother’s place of employment Father’s name __________________________________ Work phone Father’s place of employment Other siblings in the home: Name Age Sex Name Age Sex Name Age Sex Name Age Sex Name Age Sex 2. To what agency was the report made? When was the report made? Date _____ / _____ / ______ Time Name of person receiving report ______________________________ Title Reported to _____ Event head _____ Site official _____ Conference staff _____ Others 3. Name of the alleged perpetrator Address (if known) Relation to minor (family member, baby sitter, neighbor, etc.) Child Abuse Prevention 67 4. The report was made as a result of: a. _____ Observing physical and /or behavioral indications which led to the suspicion of abuse b. _____ A statement made by the minor If based on observation, describe behaviors that led to your suspicion. Use additional pages if necessary. Also, attach Visual Supplement Report Form if appropriate. If based on the minor’s statement, accurately and objectively write below what was said. If possible include information on who, when, where, and what happened. Use additional pages if necessary. What were the circumstances surrounding the disclosure? When, where, and how did the individual tell you? Use additional pages if necessary. 5. Additional comments, concerns, or observations. Use additional pages if necessary. Signature ______________________________________________ Date _____ / _____ / _____ Child Abuse Prevention 68 VISUAL SUPPLEMENT REPORT FORM for Instances of Suspected Abuse of a Minor Oklahoma Conference of the United Methodist Church Attach to Report Form for Instances of Suspected Abuse of a Minor. Date _____ / _____ / _____ Location Name of person reporting Name of child/youth Sex Indicate on the following diagram the areas in which physical injury is evident. Beside each injury or apparent burn, please note the color, size, pattern, texture and degree of pain. injury Use an “X” to indicate the location of a superficial Use an Use “O” shaded areas to indicate the location of to indicate areas of a deep injury apparent burn Child Abuse Prevention 69 VISUAL SUPPLEMENT REPORT FORM for Instances of Suspected Abuse of a Minor Oklahoma Conference of the United Methodist Church Attach to Report Form for Instances of Suspected Abuse of a Minor. Date _____ / _____ / _____ Location Name of person reporting Name of child/youth Sex Indicate on the following diagram the areas in which physical injury is evident. Beside each injury or apparent burn, please note the color, size, pattern, texture and degree of pain. injury Use an “X” to indicate the location of a superficial Use an Use “O” shaded areas to indicate the location of to indicate areas of a deep injury apparent burn Child Abuse Prevention 70 Important Phone Number Child Abuse Reporting Hotline Department of Human Services………………………1-800-522-3511 (Statewide) …REPORT What is the law? Title 21, Section 845 of the Oklahoma Statutes states, “Abuse and neglect…means harm or threatened harm to a child’s health or welfare…” This includes, but is not limited to, non-accidental physical or mental injury, sexual abuse, or neglect. Who must report? EVERY PERSON, private citizen or professional, in Oklahoma who has reason to believe that a child under 18 has been abused is mandated by law to report the suspected abuse. Failure to do so is a crime. No person, regardless of their relationship with the child or family, is immune from reporting suspected abuse. A person making a report in good faith is immune from both civil and criminal liability. When to report? A report of suspected abuse is only a request for an investigation. A request for investigation should be made when there is reasonable cause to believe that a child or adolescent has been abused or neglected or is in danger of being abused. The person making the request for investigation does not need to prove the abuse. Investigation and validation of child abuse reports are the responsibility of the Department of Human Services or law enforcement personnel. If additional incidents of abuse occur after the initial report has been made, make another request for investigation. When reporting, the following information will be requested: Name, age and gender of child and other family members Address, phone numbers and/or directions to child’s home Parents’ place of employment Description of suspected abuse Current condition of the child What happens to the report? A child protection worker from the Department of Human Services investigates the reported abuse. The investigation will result in one of the following conclusions: Abuse or neglect ruled out Uncertain findings Abuse or neglect confirmed In confirmed cases, a service plan is developed to prevent the recurrence of abuse to the child. When appropriate findings are reported to the District Attorney for possible legal action. Remember: A report of suspected child abuse is a responsible attempt to protect a child. How is abuse reported? A request for investigation can be made to any county office of the Department of Human Services or to the Child Abuse Hotline, 1-800-522-3511. This number is answered 24 hours a day. Child Abuse Prevention FOR KIDS SAKE… 71 …LISTEN What if a child tells you about abuse? There may be times when children or adolescents tell you, directly or indirectly, about abuse in their family. Remember how very difficult it is for children to talk about their abuse, Especially as they may think it will get them or their family into trouble. Therefore, it is very important for you to handle their disclosure with sensitivity. In talking with children, it will be helpful if you: Provide a private time and place to talk Do not promise not to tell; tell them that you are required by law to report abuse Do not express shock or criticize their family Reassure them that they have done the right thing by telling Use their vocabulary to discuss body parts Tell them that the abuse is not their fault, that they are not bad or to blame Determine their immediate need for safety Tell the child you must report the abuse to the proper authorities Tell them that the abuse is not their fault, that they are not bad or to blame Determine their immediate need for safety Tell the child you must report the abuse to the proper authorities Let the child know what will happen when you report Remember: Many children are too young to tell about their abuse. They depend on you to notice and report. Child Abuse Prevention 72 What is Psychological Maltreatment? Two types of psychological maltreatment are generally recognized: psychological neglect and psychological abuse. Subtypes of psychological maltreatment include: rejecting, terrorizing, isolating, exploiting/corrupting and denying emotional responsiveness. Psychological neglect is the consistent failure of a parent or caretaker to provide a child with appropriate support, attention and affection. Psychological abuse is a chronic pattern of behaviors such as belittling, humiliating and ridiculing a child. Both types of maltreatment can result in significantly impaired psychological growth and development in the child. Scope Of The Problem All abused children, therefore, suffer some form of psychological maltreatment. Psychological maltreatment is seen as the core component of all forms of abuse. It may occur as the only form of maltreatment or in conjunction with other forms of abuse. . Examples of Psychological Maltreatment A parent or caretaker chronically: Takes little or no interest in the child and the child’s activities Criticizes a child for behavior that is developmentally normal. Belittles and shames the child Blames the child for things over which the child has little or no control Child Abuse Prevention Uses the child as a scapegoat when things go wrong Treats the child differently from other children in the household. Restricts the child’s activities and peer relationships. Engages in bizarre acts of torture or torment, such as locking the child in a closet. 73 Imposes extreme forms of punishment How to Recognize Psychological Maltreatment The signs of psychological maltreatment may be less obvious than other forms of abuse. Psychological maltreatment is suspected when a child exhibits impaired development, destructive behavior or chronic somatic complaints that can’t be explained, medically or circumstantially. Physical Indicators Eating disorder, problems Sleep disturbances, nightmares Inappropriate wetting or soiling Speech disorders, stuttering Behavioral Indicators Habit disorders, such as biting, rocking, head banging, thumb sucking in an older child Poor peer relationships Behavioral extremes, overly compliant – demanding; withdrawn – aggressive Sad appearance Child Abuse Prevention A child who persistently shows several of the following characteristics may be experiencing psychological maltreatment. Failure to thrive Developmental lags Asthma, severe allergies or gastrointestinal ulcers Apathy Lack of responsiveness Self-destructive behavior, oblivious to hazards and risks Chronic academic underachievement Irrational and persistent fears, dreads or hatreds 74 What is child neglect? Neglect is the failure of a parent or caretaker to provide a child under 18 with basic needs such as food, clothing, shelter, medical care, educational opportunity, protection and supervision. Scope of the Problem In the United States, it is estimated that the incidence of child neglect may be five times greater than that of physical Abuse. At least 50 percent of child neglect reports are confirmed. Over 5,000 incidents of child neglect are confirmed each year in Oklahoma. Facts Myths Most poor families neglect their children. Poverty is not neglect. Families with limited resources can provide basic care for their children by using free clinics or social services Children will outgrow the effects of neglect. There are well-documented psychological, intellectual and neurological deficits in children resulting from neglect. Neglect is not as serious a problem as abuse. Both physical abuse and neglect pose a serious health problem for children. Over 50 percent of child abuse reports in Oklahoma are for neglect. If a family is reported for neglect, the children are automatically removed from the home. Child Abuse Prevention Children are removed only if there are conditions that threaten the life, safety or health of the child. 75 How to Recognize child neglect A child who persistently shows several of the following characteristics may be experiencing neglect. Physical Indicators Height and weight significantly below age level Inappropriate clothing for weather Poor hygiene, including lice, body odor, scaly skin Child abandoned or left with inadequate supervision Behavioral Indicators Begs or steals food Falls asleep in school, lethargic Poor school attendance, frequent tardiness Chronic hunger Lack of safe, warm, sanitary shelter Lack of necessary medical and dental care Dull, apathetic appearance Runs away from home Repeated acts of vandalism Reports no caretaker in the home Assumes adult responsibilities FAILURE TO THRIVE: A possible case of child abuse Failure to thrive (FTT) is a condition in which children show a marked retardation or cessation of growth. On a normal growth chart, FTT children may fall below the 3rd percentile, or may show little to no growth over time. FTT can result from 1) a medical condition, 2) environmental factors, such as neglect or disturbed parenting, or 3) a combination of medical and environmental factors. FAILURE TO THRIVE Can be life threatening Is usually diagnosed in children 2 and under Must beillness confirmed by a medical evaluation Untreated or injury Child Abuse Prevention 76 What is Physical Abuse? Physical abuse is any non-accidental injury to a child under the age of 18 by a parent or caretaker. Non-accidental injuries may include beatings, shaking, burns, human bites, strangulation or immersion in scalding water with resulting bruises and welts, broken bones, scars or internal injuries. Child abuse is typically a pattern of behavior that is repeated over time but can also be a single physical attack. It occurs when a parent or other person injures or causes a child to be injured, tortured or maimed, or when unreasonable force is used upon a child. Abuse may also result from unnecessarily harsh discipline or from punishment that is too severe. Scope of the Problem The National Committee for Prevention of Child Abuse estimates that approximately 675,000 children are physically abused each year. In Oklahoma approximately 5, 000 Incidents of physical abuse are confirmed annually. It generally is accepted that Oklahoma’s figures under represent the actual incidence of abuse. Myths Facts The majority of parents who abuse their children are mentally ill. Fewer than 10 percent of abusive parents have a severe mental disorder Physical abuse only occurs in lower socioeconomic families. Reports of physical abuse have been confirmed in all socioeconomic levels. Young children have frequent accidents that result in broken bones. Many broken bones in children under age two are the result of intentional injury. Proof of injury is not necessary to make a request for investigation. A physician’s opinion is needed before a report of physical abuse can be made. Only children under age 16 can be reported as physically abused. Children who are being abused by their parents will ask someone for help. Child Abuse Prevention Physical abuse to any child under age 18 should be investigated Children are usually afraid to talk about their injuries, or are too young to ask for help. 77 HOW TO RECOGNIZE PHYSICAL ABUSE Physical Indicators Unexplained bruises and welts Are the most frequent evidence found Are often on the face, torso, buttocks, back or thighs Can reflect shape of object used (electric cord, belt buckle) May be in various stages of healing Unexplained burns Are often on palms, soles, buttocks and back Can reflect pattern indicative of cigarette, cigar, electrical appliance, immersion or rope burn Unexplained fractures/dislocations Often involve skull, ribs and bones around joints May include multiple or spiral fractures Other unexplained injuries Lacerations, abrasions, human bite marks or pinch marks Loss of hair/bald patches Retinal hemorrhage Abdominal injuries Behavioral Indicators Requests or feels deserving of punishment Afraid to go home and/or requests to stay in school, day care, etc. Overly shy, tends to avoid physical contacts with adults, especially parents Displays behavioral extremes (withdrawal or aggressiveness) Suggests that other children should be punished in harsh manner Cries excessively and/or sits and stares Reports injury by parents Gives unbelievable explanations for injuries CHILD FATALITIES: Did you know? Head trauma and shaken baby syndrome are the two most common causes of child abuse and neglect deaths. Children at highest risk are infants age one and under. Child Abuse Prevention A child fatality typically is the only or youngest child. Child abuse death rates are similar in urban and rural settings. Children die from intentional gunshot wounds, drowning and suffocation 78 What is Child Sexual Abuse? Child sexual abuse is the exploitation of a child or adolescent for the sexual gratification of another person. It includes behaviors such as intercourse, sodomy, oral-genital stimulation, verbal stimulation, exhibitionism, voyeurism, fondling, and involving a child in prostitution or the production of pornography. Incest is sexual abuse that occurs within a family. The abuser may be a parent, stepparent, grandparent, sibling, cousin or other family member. Scope of the Problem Approximately 405,000 cases of child sexual abuse are confirmed annually in the United States. Oklahoma confirms approximately 1,300 cases of child abuse a year. It generally is accepted that these figures are significantly less than the actual incidence of abuse. Current research indicated that one in four girls and one in seven boys will be sexually abused by the age of 18. Myths Sex offenders can be easily identified, as they are strangers who offer rides or candy to children. Most sexual abuse victims are teenagers who can protect themselves from exploitation. Children often lie about being sexually abused. Incest offenders only molest children in their own families. The lack of physical violence in child sexual abuse means children are willing participants. Sex offenders are severely mentally disturbed, homosexual or mentally retarded. Child Abuse Prevention Child sexual abuse is more typically an ongoing relationship that can last up to several years. Verbal threats and coercion are frequently used to force children to participate and keep the abuse a secret. Facts Eighty to ninety percent of sex offenders are known to the child; they are family members and friends, neighbors and babysitters. Children of all ages are sexually abused Children typically do not have the experience or vocabulary to accurately describe sexual activity. Research indicates that many incest offenders also molest children outside their families. Verbal threats and coercion are frequently used to force children to participate and keep the abuse secret. Many sex offenders appear to be responsible and respectable citizens. They may be married and appear to function well in many areas of life. 79 How to recognize child sexual abuse Children are unable to give informed consent to sexual activity. Many children do not report their abuse and rely on adults to be aware of specific behavioral and physical indicators. A child who persistently shows several of the following characteristics may be experiencing sexual abuse. Remember: One of the most reliable indicators of child sexual abuse is the child’s verbal disclosure. Behavioral Indicators Excessive masturbation in young children Sexual knowledge or behavior beyond that expected for the child’s developmental level Depression, suicidal gestures Chronic runaway Fearfulness, anxiety Frequent psychosomatic complaints, such as headaches, backaches, stomachaches Drug or alcohol abuse Avoidance of undressing or wearing extra layers of clothes Sudden avoidance of certain familiar adults or places Decline in school performance Sleep disturbance Physical Indicators Somatic complaints, including pain and irritation of the genitals Sexually transmitted disease Child Abuse Prevention Pregnancy in young adolescents Frequent unexplained sore throats, yeast or urinary infections 80 PROGRAM HELPS What We Hope To Accomplish Through… RECREATION EXPERIENCES Fun, yes! Renewal of energy in mind and body, yes! But beyond that as children and youth participate in recreation we want them to feel good about themselves and their physical abilities without having to put others down. We want recreation activities to facilitate a sense of wholeness and oneness in community. We want children and youth to learn about cooperation, leadership, fellowship, mutual respect, inclusion, and teamwork. Recreation activities should, first of all, be safe for everyone - emotionally as well as physically. They should help participants build trust in each other. Part of the fun of recreation is the challenge activities present and the creative, innovative ways one can respond. Recreation activities should empower participants to control and be responsible for their own actions. The old New Games motto says it all: Play hard, play fair, nobody hurt! ARTS AND CRAFTS AND CREATIVE ACTIVITIES One of the ways humans claim "God's image" is in their ability to create. Creativity on our part means taking elements God has provided for us and, with our God-given abilities, using them or putting them together in new, creative, and pleasing ways. Arts and crafts and other creative activities provided for children and youth should respect, encourage and facilitate these elements of our holy humanity. Individuality of expression should be a high priority and valued not only for its creativity but also for the opportunities it provides for decision making and mutual appreciation and support. Creative activities are a wonderful, hands-on way to reinforce lessons and learnings. Leaders can facilitate this by relating verbally in the process of "creation" how the activity relates to or underscores the theme or learning objective. In camp settings leaders are encouraged to use assets of nature in arts and crafts whenever feasible. Good stewardship, of course, is vitally important in the use of all resources. WORSHIP EXPERIENCES The idea is not to recreate in settings away from home what worship is like at home -although common elements of United Methodist traditions of worship should be readily apparent. Worship experiences for children and youth should be designed for and reflect developmental abilities of the specific age level for which it is intended both in content and concept. Do not expect or press for decisions or commitments that are beyond your group's readiness. United Methodist forms of worship encourage tapping into not only the emotional/spiritual aspect of our being, but also the intellectual/spiritual aspect. Be aware that emotionally overcharged settings can eventually do more harm than good in encouraging emotional, superficial decisions or commitments that emerge from the feelings of the moment than a realistic sense of calling. Remember that sometimes the Holy Spirit does its work in spite of our efforts rather than because of them! Program Helps 83 Active involvement of all worship participants is encouraged -- that is, after all, what "liturgy," the work of the laity, is all about. This can happen through children and youth taking part in leadership roles and through the design of worship that encourages active participation and response. Again, be aware of the developmental appropriateness of your expectations. Music, responsive liturgies, movement, interactive acts of worship (intercessory prayer, passing of the peace, etc.) are all means to accomplish participation. SMALL GROUP EXPERIENCES The small group is where event participants build some of their closest relationships. In these settings of seven to fifteen people (appropriate number depends on ages and abilities of participants) members really get to know one another and begin to develop a deep sense of trust and security. Mutual sharing and support can lead small groups into powerful experiences of learning and transformation. Leaders can facilitate an environment that encourages such relationship building by modeling unconditional love, acceptance, openness, respect, and concern for each and every group member. They can also be sensitive to relationships among group members and guide them in the same direction. This is no place for leaders to show favoritism. Events usually provide curriculum to guide leaders in small group process. There is also typically a recognition that issues may be brought to a small group's attention by group members or current happenings in and around the event locale. Leaders should carefully discern when it is appropriate to address these issues with the group or postpone consideration to another more appropriate situation. Deans or other event leadership may be helpful in this discernment process. TOTAL GROUP EXPERIENCES Situations when everyone in the event meets together can generate tremendous energy. It is also a prime time for participants who have difficulty in developing relationships or fitting in to shrink into oblivion. Leaders should be aware of participants who refrain from participation in total group activities and strive to determine the reason for this behavior. Sometimes reasons are legitimate and alternative means of participation may be appropriately suggested. Other times confidence building and encouragement are necessary. Force is rarely acceptable or desirable. When planning total group activities leaders should be sensitive to the abilities of all the participants to assure everyone can take part in some acceptable manner. The goal of total group activities is to help everyone feel that they have a place in this particular community. The elimination of participants through competition or failure (real or imagined) does not facilitate this sense of oneness. Program Helps 84 A WORD ON "BULLYING" "Bullying" is never appropriate in our children and youth events. Leaders should always directly address complaints of participants and observations they or others may make of bullying incidents. The person who is bullying or teasing or excluding others should be addressed about the inappropriateness of their behavior in these settings -- and as a Christian in general. Victims of such behaviors should always be encouraged to talk about what is happening and try to discover ways they can address the situation themselves or with the assistance of others. Personal empowerment is a powerful tool. Situations like these should never be dismissed as something the participants need to "work out for themselves" without adult involvement. Leaders are present at our events to help model and guide the development of "community" that emulates our understanding of the Kingdom of God. This calls for maturity in the ability to understand this concept as well as in skills to facilitate its occurrence. The deans or event leadership are always available to assist in this process. Do not fail to ask for help or guidance when you are unsure about what to do or how to address an issue. Program Helps 85 MULTIPLE INTELLIGENCES THEORY AND PRACTICE Multiple Intelligences For a long time educators have been aware of the fact that people learn in different ways. Thanks to the work of Dr. Howard Gardner, we are now able to identify eight different ways in which people prefer to learn. One of the benefits of outdoor ministry is that it presents us the opportunity to create learning experiences that involve all these ways of learning. This section is meant only to provide a brief introduction to Garner;s work. We encourage those who wish to learn more to seek out one or more of the resources on multiple intelligences listed at the end of this section. For Garner, intelligence is not a measurement of how smart a person is. Rather, intelligence is understood as the ability to create problems to solve and to solve problems. For each of us there is a way to do that best. Gardner has identified at least eight different ways in which people express their ability to create and solve problems. These ways are as follows: 1. Logical/Mathematical- This intelligence likes to deal with numbers and abstract patterns. Often this intelligence is referred to as scientific reasoning. These learners like to read, write and tell stories, play word games, use computers, debate, and write in journals. 2. Intrapersonal- This intelligence is comfortable with self-reflection, thinking about thinking, and spirituality. It involves the knowledge of inner feelings and emotional responses. These learners prefer independent, self-paced study, journal keeping, and individualized projects. 3. Musical/Rhythmic- This intelligence is based on an enjoyment of rhythmic and tonal patterns. People with this intelligence enjoy listening and performing music. These learners enjoy singing, listening to music, playing musical instruments, and respond to music and group singing. 4. Visual/Spatial- The key elements of this intelligence are the sense of sight and the ability to form mental images and pictures in the mind. These learners enjoy drawing, building, the design and creation of things, looking at pictures, and playing with machines. 5.Verbal/Linguistics- This intelligence uses words and language effectively and well. People with this intelligence enjoy all the possibilities of exploring and express realities through words, through writing, reading, talking, and listening. 6. Interpersonal- This intelligence responds well to working with others. The people who havbe this intellegiene are able to work cooperatively and have a sense of empathy for the feelings and experiences of others. They enjoy cooperative games, board games, group brainstorming and problem solving, peer coaching, and interpersonal interaction. Program Helps 86 7. Bodily/Kinesthetic- This intelligence use the body to express emotion and to articulate ideas and concepts. These people learn well through movement, touching, using body language, sports, and physical games, drama, dance, using clay, and building projects. 8. Naturalist- This intelligence is attuned to the natural world and uses all senses to enjoy the creation. These learners enjoy the study of nature, identifying cultural artifacts, collection, sorting, and observing variation of objects in nature. Program Helps 87 SUMMER CAMPS Support Asset Building External Assets: 1. Family Support- Get parents excited about sending their kids to camp 2. Positive Family Communications- Send materials home for kids to talk to their parents about 3. Other Adult Relationships- Encourage leaders to really get to know the campers 4. Caring Neighborhood- Create a caring community with those attending your camp 5. Caring Out-Of-Home Climate- Make camp a hospitable place for kids 6. Parent Involvement-Encourage parents to send mail and talk to kids about camp 7. Children Valued- Let your preparations for camp show the value we place on children 8. Children Have Useful Roles-Don’t just put on a show for your campers; get them to participate in activities, take responsibilities, etc. 9. Serivice to Others-Include opportunities for service during camp 10. Safety- Do everything in you power to assure the safety for every child in your camp; know your leaders and what they do with students; maintain constant supervision for children and leaders; survey your facility for safety hazards; educate leaders on emergency procedures; be prepared to follow up on any and every incident 11. Family Boundaries- Encourage parents to set and enforce boundaries about participation in camp 12. Out-of-Home Boundaries-Inform leaders and campers of boundaries and limitations and enforce them fairly and objectively 13. Neighborhood Boundaries- As a part of the child’s greater neighborhood continue to work on #12 12. Adult Role Models-Select leaders who will be good role models and encourage them to take special care about the model they present 13. Positive Peer Interactions- Guide campers in maintaining positive relations with others 16. Expectations for Growth- Leaders should have clear goals for campers’ learning 17. Creative Activities- Provide lots of creative activities in the course of camp 18. Out-of-Home Activities- Camp is away from home; support campers who struggle with homesickness 19. Religious Community- That’s CAMP life 20. Positive, Supervised Time at Home- We can certainly encourage this even though we can’t provide it Program Helps 88 Internal Assets: 21. Achievement Expectations- Help campers find success in things they do 22. Engagement Expectations- Create an environment that invites children to get involved and actively participate in the learning experience 23. Stimulating Activity- Plan activities that encourage and invite learning 24. Enjoyment of Learning- Make learning at camp fun 25. Reading for Pleasure- Offer many opportunities for children to experience pleasure in being read to or reading themselves 26. Caring- Model and encourage a caring atmosphere at camp 27. Equality and Social Justice- When appropriate in lessons or interactions be sure kids are aware of issues related to equality and social justice; mission and service might be a good forum for this emphasis 28. Integrity- Live what you teach 29. Honesty- Model and encourage honesty among campers 30. Responsibility- Provide opportunities for children to experience responsibility and accountability 31. Healthy Lifestyle- Create and environment that models and offers a healthy lifestyle; consider what that means for physical activities, snacks, etc. 32. Planning and Decision Making- Build into your camp experience opportunities for students to make plans for their time and activities and make decisions about what or how they will do something 33. Interpersonal Interactions- Guide children in appropriate interactions with peers and others 34. Cultural Interactions- When appropriate offer opportunities for children to experience other cultural influences in their learning experiences 35. Resistance Practice- Provide opportunities to role-play things they would do to avoid negative or dangerous situations 36. Peaceful Conflict Resolution Practice Guide children in ways to peacefully resolve conflicts presented in lessons or interactions 37. Personal Power- Allow children to have influence on their own situations; see planning and decision making 38. Self-Esteem- Help children feel good about who they are (and whose they are!) 39. Sense of Purpose- Help children discover a sense of meaning in their lives and purpose for being 40. Positive View of the Future- Help children identify and grasp hope for the future Program Helps 89 Creative Camp Activities HIKES Mention a hike to your campers and they will probably say, “Let’s go!” But before you leave, consider the purpose of your hike. When campers hike for a definite purpose it will sustain greater interest and increase their awareness of the many interesting things in the out-of-doors. Don’t forget safety rules for hiking! Here are some suggestions for imaginative hikes: SCAVENGER HUNTS: While hiking look for leaves, flowers, fossils, rocks, animals, or materials for nature projects JET PROPELLED HIKE: Select a distant point and go straight to it, over, under, through everything in your path. Don’t let anything stand in the way. (Be aware of safety issues and keeping an eye out for snakes!) TRAILING HIKE: Divide into two groups. One group lays a trail and the other tries to follow. MAP HIKE: Take paper and pencil and make a map of the area you have hiked over. BIRD HIKE: How many different birds or birds’ nests can you see or bird songs can you hear? Take a bird identification book along to find the names of birds you see. FLOWER SHOW: Take material to make sketches of flowers you see on your hike. Finish them at camp, then display your work for the camp to see. Try to identify the flowers, too. FIVE SENSES HIKE: At the end of a hike have each camper tell on thing he/she saw, felt, heard, smelled, and tasted. NATURE STUDY Create a group “treasure chest” filled with the most beautiful rocks you can find. Watch cloud formations during quiet time or when resting on a hike. What do the shapes look like? Create stories about formations you see. Track an ant or other insect to see where it goes. Track footprints or tracks of animals or insects. Follow a butterfly, bird, or flying insect. Collect different kinds of twigs, leaves, grasses, seeds, pods, etc. Let campers create pictures or scenes by gluing them on cardboard. Program Helps 90 40 Developmental Assets for Elementary Age Children Search Institute has identified a framework of 40 developmental assets for elementary-age children (ages 6 to 11) that blends Search Institute’s research on developmental assets for adolescents with research on healthy child development. These assets can help any worker with children to evaluate their program to gauge whether or not it is building the kind of assets in a young person’s life that will lead to success and overall health. FOR MORE INFORMATION ABOUT THE ASSETS, GO TO: WWW.SEARCH-INSTITUTE.ORG 1. Family support - Family life provides high levels of love and support. 2. Positive family communication - Parents and children communicate positively. Children are willing to seek advice and counsel from their parents. 3. Other adult relationships - Children have support from adults other than their parents. 4. Caring neighborhood - Children experience caring neighbors. 5. Caring out-of-home climate - School and other activities provide caring, encouraging environments for children. 6. Parent involvement in out-of-home situations - Parents are actively involved in helping children succeed in school and in other situations outside the home. 7. Community values children - Children feel that the family and community value and appreciate children. 8. Children are given useful roles - Children are included in age-appropriate family tasks and decisions and are given useful roles at home and in the community. 9. Service to others - Children serve others in the community with their family or in other settings. 10. Safety - Children are safe at home, at school, and in the neighborhood. 11. Family boundaries - The family has clear rules and consequences and monitors children’s activities and whereabouts. Program Helps 91 12. Out-of-home boundaries - Schools and other out-of-home environments provi de clear rules and consequences. 13. Neighborhood boundaries - Neighbors take responsibility for monitoring children’s behavior. 14. Adult role models - Parents and other adults model positive, responsible behavior. 15. Positive peer interaction and influence - Children interact with other children who model responsible behavior and have opportunities to play and interact in safe, well-supervised settings. 16. Appropriate expectations for growth - Adults have realistic expectations for children’s development at this age. Parents, caregivers, and other adults encourage children to achieve and develop their unique talents. 17. Creative activities - Children participate in music, art, drama, or other creative activities for at least three hours a week at home and elsewhere. 18. Out-of-home activities - Children spend one hour or more each week in extracurricular school activities or structured community programs. 19. Religious community - The family attends religious programs or services for at least one hour per week. 20. Positive, supervised time at home - Children spend most evenings and weekends at home with their parents in predictable, enjoyable routines. 21. Achievement expectation and motivation - Children are motivated to do well in school and other activities. 22. Children are engaged in learning - Children are responsive, attentive, and actively engaged in learning. 23. Stimulating activity and homework - Parents and teachers encourage children to explore and engage in stimulating activities. Children do homework when it’s assigned. 24. Enjoyment of learning and bonding to school - Children enjoy learning and care about their school. 25. Reading for pleasure - Children and an adult read together for at least 30 minutes a day. Children also enjoy reading or looking at books or magazines on their own. 26. Caring - Children are encouraged to help other people. 27. Equality and social justice - Children begin to show interest in making the community a better place. Program Helps 92 28. Integrity - Children begin to act on their convictions and stand up for their beliefs. 29. Honesty - Children begin to value honesty and act accordingly. 30. Responsibility - Children begin to accept and take personal responsibility for ageappropriate tasks. 31. Healthy lifestyle and sexual attitudes - Children begin to value good health habits and learn healthy sexual attitudes and beliefs as well as respect for others. 32. Planning and decision making - Children begin to learn how to plan ahead and make choices at appropriate developmental levels. 33. Interpersonal skills - Children interact with adults and children and can make friends. Children express and articulate feelings in appropriate ways and empathize with others. 34. Cultural competence - Children know about and are comfortable with people of different cultural, racial, and/or ethnic backgrounds. 35. Resistance skills - Children start developing the ability to resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution - Children try to resolve conflicts nonviolently. 37. Personal power - Children begin to feel they have control over things that happen to them. They begin to manage frustrations and challenges in ways that have positive results for themselves and others. 38. Self-esteem - Children report having high self-esteem. 39. Sense of purpose - Children report that their lives have purpose and actively engage their skills. 40. Positive view of personal future - Children are hopeful and positive about their personal future. Program Helps 93 40 Developmental Assets for Adolescents Through extensive research, Search Institute has identified the following 40 building blocks of healthy development that help young people grow up healthy, caring, and responsible. These assets can help any youth worker evaluate their youth program to gauge whether or not it is building the kind of assets in a young person’s life that will lead to success and overall health. FOR MORE INFORMATION ABOUT THE ASSETS, GO TO: WWW.SEARCH-INSTITUTE.ORG External Assets The first 20 developmental assets focus on positive experiences that young people receive from the people and institutions in their lives. Four categories of external assets are included in the framework: Support-Young people need to experience support, care, and love from their families, neighbors, and many others. They need organizations and institutions that provide positive, supportive environments. Empowerment-Young people need to be valued by their community and have opportunities to contribute to others. For this to occur, they must be safe and feel secure. Boundaries and expectations-Young people need to know what is expected of them and whether activities and behaviors are "in bounds" and "out of bounds." Constructive use of time-Young people need constructive, enriching opportunities for growth through creative activities, youth programs, congregational involvement, and quality time at home. Internal Assets A community's responsibility for its young does not end with the provision of external assets. There needs to be a similar commitment to nurturing the internal qualities that guide choices and create a sense of centeredness, purpose, and focus. Indeed, shaping internal dispositions that encourage wise, responsible, and compassionate judgments is particularly important in a society that prizes individualism. Four categories of internal assets are included in the framework: Commitment to learning-Young people need to develop a lifelong commitment to education and learning. Positive values-Youth need to develop strong values that guide their choices. Program Helps 94 Social competencies-Young people need skills and competencies that equip them to make positive choices, to build relationships, and to succeed in life. Positive identity-Young people need a strong sense of their own power, purpose, worth, and promise. Program Helps 95 Stages of Intellectual Development in Children and Teenagers This page presents an overview of the development of intellectual abilities. Children are not little adults. Until they reach the age of 15 or so they are not capable of reasoning as an adult. The following information is based on the work of Jean Piaget. He was not a psychologist. He was a developmental biologist who devoted his life to closely observing and recording the intellectual abilities of infants, children and adolescents. The stages of intellectual development formulated by Piaget appear to be related to major developments in brain growth. The human brain is not fully developed until late adolescence or in the case of males sometimes early adulthood. We often expect children to think like adults when they are not yet capable of doing so. It is important that parents know what to expect from their child as they develop and to be sure that the expectations they may have for their child at a given age are realistic. Period of Concrete Operations (7-11 years) Evidence for organized, logical thought. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation. Thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving. Some reversibility now possible (quantities moved can be restored such as in arithmetic: 3+4 = 7 and 7-4 = 3, etc.) Class logic-finding bases to sort unlike objects into logical groups where previously it was on superficial perceived attribute such as color. Categorical labels such as "number" or animal" now available. The concrete operational stage is the third stage in Piaget's theory. This stage typically occurs between the ages of 7 and 12. During this stage, the child begins to reason logically, and organize thoughts coherently. However, they can only think about actual physical objects, they cannot handle abstract reasoning. This stage is also characterized by a loss of egocentric thinking. During this stage, the child has the ability to master most types of conservation experiments, and begins to understand reversibility. The concrete operational stage is also characterized by the child's ability to coordinate two dimensions of an object simultaneously, arrange structures in sequence, and transpose differences between items in a series Program Helps 96 Period of Formal Operations (11-15 years) Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. Thinking becomes less tied to concrete reality. Formal logical systems can be acquired. Can handle proportions, algebraic manipulation, other purely abstract processes. If a + b = x then x = a - b. If ma/ca = IQ = 1.00 then Ma = CA. Prepositional logic, as-if and if-then steps. Can use aids such as axioms to transcend human limits on comprehension. The formal operational stage is the fourth and final stage in Piaget's theory. It begins at approximately 11 to 12 years of age, and continues throughout adulthood; although Piaget does point out that some people may never reach this stage of cognitive development. The formal operational stage is characterized by the ability to formulate hypotheses and systematically test them to arrive at an answer to a problem. The individual in the formal stage is also able to think abstractly and to understand the form or structure of a mathematical problem. Another characteristic of the individual is their ability to reason contrary to fact. That is, if they are given a statement and asked to use it as the basis of an argument they are capable of accomplishing the task. For example, they can deal with the statement "what would happen if snow were black". Program Helps 97 Stages of Social-Emotional Development in Children and Teenagers This page presents an overview of the developmental tasks involved in the social and emotional development of children and teenagers which continues into adulthood. The presentation is based on the Eight Stages of Development developed by psychiatrist, Erik Erikson in 1956. According to Erikson, the socialization process consists of eight phases - the "eight stages of man." His eight stages of man were formulated, not through experimental work, but through wide ranging experience in psychotherapy, including extensive experience with children and adolescents from low - as well as upper - and middle - social classes. Each stage is regarded by Erikson as a "psychosocial crisis," which arises and demands resolution before the next stage can be satisfactorily negotiated. These stages are conceived in an almost architectural sense: satisfactory learning and resolution of each crisis is necessary if the child is to manage the next and subsequent ones satisfactorily, just as the foundation of a house is essential to the first floor, which in turn must be structurally sound to support and the second story, and so on. a. Industry versus Inferiority (Competence) Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame and guilt-filled child will experience defeat and inferiority. b. Learning Identity versus Identity Diffusion (Fidelity) During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I?" But even the best - adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self - doubts flood the youngster, and so on. Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency). He actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity manhood or womanhood - is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them. Program Helps 98 AGE-LEVEL CHARACTERISTICS Children all develop at different rates, but there are some commonalities and definite developmental patterns that are helpful for leaders to be aware of as they plan and work with different age levels. An important element of our program ministries is "age appropriateness" - both in expectations and opportunities. Please familiarize yourself with the developmental characteristics of the age level(s) with which you work to better prepare yourself for a good personal experience as well as provide a good experience for the children or youth with you. WHAT YOU SEE // WHAT YOU SHOULD DO (Adapted from Age Group Characteristics by Anne Gilbert) CHARACTERISTICS OF SIX AND SEVEN YEAR OLDS Physically Children… Grow at different rates Have lots of energy, seem restless, and have trouble sitting still, but tire easily Mentally children… Have basic skills in reading, writing and counting Begin to tell the difference between fact and fantasy Can express themselves through art media, but usually cannot interpret symbols Are curious and eager to learn; love to investigate, explore and experiment Live in the NOW with little sense of time Learn best working imaginatively in fun, creative activities; "hands-on-learning" Socially children… Want to play with other children Try new ways of relating to others Enjoy interacting with children of either gender Be sensitive about feelings - own and others Feel hurt but get over quarrels quickly Seek acceptance and encouragement from adults Program Helps And we should… Avoid physical comparisons Provide alternative active and quiet times And we should… Allow opportunities to practice and use these skills Be clear about what is fact and fantasy Provide opportunities for lots of coloring, pasting, painting, etc.; avoid symbolism Encourage curiosity; allow opportunities to check things out and experiment in safety, with respect, under supervision Address issues in the present; draw from experiences in the recent past Have a variety of learning experiences to appeal to different learning styles And we should… Encourage informal interaction Support efforts to make new friends Include both genders in group activities Encourage thoughtfulness and consideration of others Encourage reconciliation in a positive manner then be prepared to move on Be accepting, supportive, and positive in all things 99 Emotionally children… And we should… Strive to establish self-identity Base self image on others perspective Eagerly seek to please adults they admire Have many fears Spiritually children… Enjoy "religious" activities; be open to learning about God Be unable to think logically about God or to express their feelings clearly Learn to sing familiar songs and learn simple Bible verses Talk to God easily if encouraged and given models Believe almost everything they are told about God Treat and respect each child as a unique individual Be positive and affirming in an accepting, trusting and understanding atmosphere Model lives to be admired Listen non-judgmentally to fears and problems and offer encouragement And we should… Offer interesting and engaging activities Expect and provide for learning about God to happen on an experiential level Provide opportunities for brief worship experiences that offer active participation, music and singing, and not too much listening while sitting still Include opportunities for expressing and experiencing different kinds of prayer Answer questions simply and clearly to the best of your ability; don’t be afraid to say, "I don't know." CHARACTERISTICS OF EIGHT AND NINE YEAR OLDS Physically children… Grow steadily and stay active constantly Learn better coordination and more skills with their bodies Want to do rather than watch Mentally children… Be curious; ask lots of questions; often learn to love reading Begin to develop skills to reason and discuss Enjoy collecting things Learn best through creative, imaginative, enjoyable activities Want to be included in planning Program Helps And we should… Have lots of constructive, active things to do Allow time for lots of free physical activity Encourage learning through active participation And we should… Provide activities to stimulate curiosity and practice new skills Take time to discuss and reason with children Support healthy, innovative hobbies Offer a variety of learning experiences Encourage active participation in planning activities Expand their attention span Remember things well 100 Socially children… Identify someone as a best friend, but may change frequently Begin to move dependence and loyalty from parents to other adult leaders Imitate adult behaviors and attitudes And we should… Begin to develop a sense of right and wrong in ways to relate to others Like to play team games, but may argue about the rules and what is fair Desire to be included in a group Emotionally children… Strive toward more independence from home and family Have some degree of self confidence in new situations Begin to be more aware of violence and uncertainty in the world around them Spiritually children… Begin to have questions about Christianity Be more familiar with the Bible and religious stories Enjoy active participation in worship Need encouragement and acceptance from parents and other adults around them Need reminders and affirmations that they are children of God and loved by God unconditionally to nurture their self image Support memory work activities Gage length of activities by attention span Program Helps Offer security without overwhelming drive for independence Be affirming and encouraging Nurture an understanding, trusting place where fears and concerns can be expressed and discussed And we should… Be open to learn about God Live a life worth of imitation; provide exposure to other positive adult role models Provide experiences that model and encourage good Christian social attitudes and behaviors toward all sorts of people Maintain positive attitude and help children move past disagreements without simply dismissing them Encourage and guide inclusion of all children And we should… Offer opportunities to do fun things with different people Maintain a supportive and loving atmosphere Provide stimulating, enjoyable activities that encourage learning about God Answer questions honestly and simply; help them find answers we don't have Offer times for active worship in the community of faith Encourage learning and doing elements of worship; read litanies and Scriptures, sing, pray Offer enthusiastic affirmation and support for all they do Provide a variety of ways children experience this affirmation in many setting 101 CHARACTERISTICS OF TEN AND ELEVEN YEAR OLDS Physically children… Grow steadily; enjoy active options; make noise and squabble with each other Mature at different rates, but girls usually faster than boys Begin to become aware of the opposite gender, but unsure about relationship Mentally children… Read and express themselves better Have longer attention span Begin to think abstractly Begin to challenge things they've been told Give attention and energy to things of interest; ignore boring options Have good memories Socially children… Explore ways to relate with both genders Develop more responsibility for friendships Show interest in people in other parts of the world Have strong feelings about fairness, justice, and social ills Need to belong to a peer group Emotionally children… Increase independence from adults; more clearly express their own personality Want to make their own decisions Shift value preference from adults to peers Demonstrate responsibility and dependability Program Helps And we should… Provide opportunities to participate in planning activities Have everything ready to go when they arrive Avoid comparisons and competition Involve both genders in activities of learning, fellowship and worship And we should… Plan opportunities for creative writing and reading Provide interesting and challenging activities Encourage thinking, reasoning and problem solving Help children interact with good role model adults Allow children to make choices in activities Encourage memory work in creative ways And we should… Support and offer guidance on appropriate relationships Create opportunities for satisfying interaction with others of their age Help children learn about people in other places and cultures Support efforts to serve people in need inside and outside the church Provide wholesome group activities And we should… Offer experiences that enhance feelings of self worth Allow opportunities for decision-making Foster an atmosphere of trust, understanding and acceptance where children can freely express their problems and concerns 102 Spiritually children… Explore different points of view in establishing their own beliefs Grow in faith as concepts mature And we should… Still live largely in the NOW; open to applying Scriptural morality to their own lives Relate belonging to the church with sharing and participating in the church activities Begin to understand history and see its relevance to current issues Begin to put beliefs and values in words Provide activities for children to explore and interpret the Christian faith Offer opportunities for relationships with people committed to Christian living Help them explore relationships between Bible principles and their own decisions and behaviors Provide opportunities to actively participate in worship and fellowship with the whole body of Christ Offer historical background and cultural settings for events and people in stories of faith Give children opportunities to express their understanding of the Christian faith and message CHARACTERISTICS OF TWELVE AND THIRTEEN YEAR OLDS Physically young people… Grow rapidly and tire may easily; need rest whether they think so or not Begin maturing sexually; have questions and concerns about development in this area Are frequently awkward And we should… Provide challenging but not over-tiring activities; do not confuse fatigue with laziness Answer questions simply and honestly Be patient and supportive Mentally young people… Question and challenge adult thought and teaching; can think more abstractly and reason deductively but still rely heavily on concrete experience Enjoy adventure and discovery Sense of humor strong but sometimes awkward And we should… Offer activities that challenge thinking, reasoning, and asking questions Plan for interesting activities to learn about and interpret the Christian faith Laugh with them, not at them (individually and collectively) Socially young people… Are self conscious Want to be grown up but revert to childishness often Strive for independence from adults Need to belong; have a strong sense of loyalty Program Helps And we should… Provide activities than increase sense of self worth Respect each as an individual; have high, but reasonable, expectations Give them responsibilities they are able to handle Offer wholesome group activities 103 Emotionally young people… Have periods of moodiness as emotions fluctuate May feel misunderstood Demonstrate responsibility and dependability Experience frustration Spiritually young people… And we should… And we should… Explore, question and evaluate their own beliefs and experiences May experience doubts Relate religious ideas to personal decisions Understand historical relationships and their influence on the Christian faith Desire to contribute to the life of the congregation Foster an environment of understanding and acceptance where they can safely express themselves Listen carefully, trying to understand their concerns Include them in planning activities Understand and accept individual personalities and abilities Provide interesting activities in learning and interpreting the Christian faith Allow for questions and doubt; help them discover resources for exploring answers Structure experiences where they can discover the relevance of the Bible to their decisions Offer historical background and cultural setting for events and people in the story of the Christian faith Facilitate opportunities to participate in worship and fellowship of the whole congregation CHARACTERISTICS OF ADOLESCENTS (Adapted from "Adolescent Thinking and Understanding" by Gary Sapp, Handbook of Youth Ministry, eds. Donald Radcliff and James Davies) Physical Bodies physically develop more adult characteristics with which the individual may or may not be completely comfortable Hormones influence not only physical development but also emotional well-being and outlook Mental Because of increased facilities in abstract thinking have a better grasp of the "future" and all its possibilities Utilize "prepositional thinking" to deal with possibilities through fantasy and hypotheses; can perceive multiple ways to approach problems; may lead to difficulty in making decisions Engage in hypothetical-deductive reasoning; create propositions, organize ideas, test outcomes, make decisions Use scientific reasoning to manipulate variables and outcomes; can understand and manipulate relationships between abstractions Program Helps 104 Have advanced use and understanding of language; understand metaphor, simile, irony and sarcasm; use word play to express beliefs, values, and preferences that are differentiated from adults' The ability to "think about thinking" allows the evaluation of thought processes for accuracy, consistency and truth Social Able to conceptualize the thoughts and perceptions of others; can lead to heightened sensitivity to public exposure (This means adults should minimize public criticism and avoid ridicule.) Can better grasp complexities and nuances of social situations and relationships; makes decision- making more complicated and stressful Has high degree of idealism and criticalness which may first manifest itself within family relationships Evaluations of self and others tend to be more reality-oriented, objective, evaluative and reflective Emotional Have a heightened sense of self-awareness and enhanced self-consciousness May tend to over-differentiate their own feelings (i.e., assume that no one can experience the heights or depths of emotions or thoughts they can); could lead to distortions in perception of reality Develop a real sense of "self"-- individual identity, responsibility, and esteem; self concept is central in influencing the development of interpersonal relationships and determining their type and quality Spiritual Because of heightened awareness and preoccupation with self may experience overwhelming feelings of shame, guilt and worthlessness; can lead to opportunity for spiritual growth and enhanced religious understanding or increases in destructive, rebellious or criminal behavior (Research shows that adolescent religious conversion experiences and suicide attempts are highest around fifteen years of age.) Develop more personal relationship with God; begin to see God as confidant who provides loving guidance and support, not just one who provides answers for requests More deeply understand the significance of every person's worth in God's sight Better comprehend the holiness of God and the human-divine relationship Able to wrestle with the paradoxes of religious teachings and experience Questions and doubts about religious teachings and experiences are normal and can, in fact, provide the basis for enhanced spiritual development Program Helps 105 BEHAVIORAL MANAGEMENT ATTENTION DEFICIT DISORDERS Behaviors noted with the + are the most dominant behaviors displayed by students with Attention Deficit Disorders. WHEN YOU SEE THIS BEHAVIOR 1. Difficulty following a plan (has high aspirations, but lack follow-through); sets out to get straight A’s ends up with F’s (sets unrealistic goals) 2. Difficulty sequencing and completing steps to accomplish specific tasks (e.g. writing a book report, term paper, organized paragraphs, division problem, etc.) +3. Shifting from one uncompleted activity to another without closure. +4. Difficulty following through on instructions from others. 5. Difficulty prioritizing from most to least important. 6. Difficulty sustaining effort and accuracy over time. 7. Difficulty completing assignments. 8. Difficulty with any task that requires memory Evaluation TRY THIS ACCOMODATION Assist student in setting long-range goals; break the goals into realistic parts. Use a questioning strategy with the student: ask, What you need to be able to do this? Keep asking that question until the student has reached an obtainable goal. Have student set clear timelines, what he needs to accomplish each step (Monitor students progress frequently). Break up task into workable and obtainable steps. Provide examples and specific steps to accomplish task. Define the requirements of a completed activity (e.g. your math is finished when all six problems are completed and corrected; do not begin on the next task until it is finished.) Gain student’s attention before giving directions. Use alerting curs. Accompany oral directions with written directions. Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having student repeat the directions. Place general methods of operation and expectations on charts displayed around the room and/or on sheets to be included in student’s notebook. Prioritize assignments and activities. Provide a model to the students. Post the model and refer to it often. Reduce assignment length and strive for quality (rather than quantity). Increase the frequency of positive reinforcements (catch the student doing it right and let him know it.) List and/or post (and say) all steps necessary to complete each assignment. Reduce the assignment into manageable sections with specific due dates. Make frequent checks for work/assignment completion. Arrange for the student to have a “study buddy” with phone number in each subject area. Combine seeing, saying writing and doing; student may need to sub-vocalize to remember. Teach memory techniques as a study strategy (e.g. mnemonics, visualization, oral rehearsal, numerous repetitions 109 9. Difficulty with test taking. 10. Confusion from non-verbal cues (misreads body language, etc.) 11. Confusion from written material (difficulty finding main idea from a paragraph, attributes greater importance to minor details.) 12. Confusion from spoken material, lectures and A.V. material (difficulty finding main idea from presentation, attributes greater importance to minor details). +13. Difficulty sustaining attention to tasks or other activities (easily distracted by extraneous stimuli). +14. Frequent messiness or sloppiness. 15. Poor handwriting (often mixing cursive with manuscript and capitals with lower case letters). 16. Difficulty with fluency in handwriting e.g. good letter/word production but very slow and laborious. 17. Poorly developed study skills Evaluation Allow extra time for testing; teach test-taking skills and strategies; and allow student to be tested orally. Use clear, readable and uncluttered test forms. Use test format that student is most comfortable with. Allow ample space for student response. Consider having lined answer spaces for essay or short answer tests. Directly teach (tell the student) what non-verbal cues mean. Model and have student practice reading cues in a safe setting. Provide student with copy or reading material with main ideas underlined or highlighted. Provide an outline of important points from reading material. Teach outlining, main-idea/details concepts. Provide tape of text/chapter. Provide student with a copy of presentation notes. Allow peers to share carbon-copy notes from presentation (have student compare own notes with copy of peer’s notes). Provide framed outlines of presentations (introducing visual and auditory cures to important information). Encourage use of tape recorder. Teach and emphasize key words (the following . . . the most important point . . ., etc.) Reward attention. Break up activities into small units. Reward for timely accomplishments. Use physical proximity and touch. Use earphones and, study carrels, quiet place, or preferential seating. Teach organizational skills. Be sure student has daily, weekly and/or monthly assignment sheets; list of materials needed daily; and consistent format for papers. Have a consistent way for students to turn in and receive back papers; reduce distractions. Give reward points for notebook checks and proper paper format. Provide clear copies of worksheets and handouts and consistent format for worksheets. Establish a daily routine. Provide models for what you want the student to do. Arrange for a peer who will help student with organization. Assist student to keep materials in a specific place (e.g. pencils and pens in pouch). Be willing to repeat expectations. Allow for a scribe and grade content, not handwriting. Allow for use of a computer or typewriter. Consider alternative methods for student response (e.g., tape recorder, oral reports, etc.) Don’t penalize student for mixing cursive and manuscript (accept any method of production). Allow for shorter assignments (quality vs. Quantity). Allow alternate method of production (computer, scribe, oral presentation, etc.) Teach study skills specific to the subject area organization (e.g., assignment calendar), textbook reading, note taking (finding main idea/detail, mapping, outlining, skimming, summarizing. 110 18. Poor self-monitoring; (careless errors in spelling, arithmetic, reading). +19. Low fluency of production of written materials. (takes hours on a 10-minute assignment). +20. Apparent inattention, under-active, daydreaming, “not there”. +21. Difficulty participating in class without being interruptive; difficulty working quietly. +22. Inappropriate seeking of attention (clowns around, exhibits loud excessive or exaggerated movement as attention-seeking behavior, interrupts, butts into other children’s activities, needles others.). +23. Frequent excessive talking. 24. Difficulty making transitions (from activity to activity or class to class): takes an excessive amount of time to find pencil, gives up, refuses to leave previous task; appears agitated during change. +25. Difficulty remaining seated or in a particular position when required to. +26. Frequent fidgeting with hands, feet or objects; squirming in seat. +27. Inappropriate responses in class often blurted out answers given to the questions before they have been completed. +28. Agitation under pressure and competition (athletic or academic). +29. Incorporate behaviors in a team or large group sport or athletic activity (difficulty waiting turn in games or group situations). Evaluation Teach specific methods of self-monitoring (e.g., stop-looklisten). Have student proofread finished work when it is collected. Allow for alternative method for completing assignment (oral presentation, taped report, visual presentation, graphs, maps, pictures, etc., with reduced written requirements.). Get student’s attention before giving directions (tell student how to pay attention; look at me while I talk, watch my eyes while I speak); ask student to repeat directions. Attempt to actively involve student in lesson (e.g. cooperative learning). Seat student in close proximity to the teacher. Reward appropriate behavior (catch student “being good”). Use study carrel if appropriate. Show student (model) how to gain other’s attention appropriately. Catch the student when appropriate and reinforce. Teach student hand signals and use to tell student when and when not to talk. Make sure student is called upon when it is appropriate and reinforce listening. Program child for transitions. Give advance warning of when a transition is going to take place (now we are completing the worksheet, next we will need . . .). Specifically say and display lists of materials needed until a routine is possible. List steps necessary to complete each assignment. Have specific locations for all materials (pencil pouches, tabs in notebooks, etc.). Arrange for an organized helper (peer). Give student frequent opportunities to get up and move around. Allow space for movement. Break tasks down to small increments and give frequent positive reinforcement for accomplishments (this type of behavior is often due to frustration.) Allow alternative movement when possible. Seat student in close proximity to teachers so that visual and physical monitoring of student behavior can be done by the teachers. State behavior that you do want (tell the student how you expect him/her to behave.) Stress effort and enjoyment for self, rather than competition with others. Minimize timed activities: structure class for team effort and cooperation. Give the student a responsible job (e.g. team captain, care and distribution of the balls, scorekeeping, etc.): consider leadership role. Have student in close proximity to teacher. 111 +30. Frequent involvement in physically dangerous activities without considering possible consequences. 31. Poor adult interactions Defies authority Manipulates (Passive) Hangs on 32. Frequent self-putdowns, poor personal care and posture, negative comments about self and other, low self-esteem 33. Difficulty using unstructured time, recess, hallways, lunchroom, locker room, library, assembly. +34. Losing things necessary for task or activities at school or at home (e.g. pencils, books, assignments before, during and after completion of a given task). 35. Poor use of time (sitting, staring off into space, doodling, not working on task at hand). Anticipate dangerous situations and plan for in advance. Stress Stop-Look-Listen. Pair with responsible peer (rotate responsible students so that they don’t wear out!) Provide positive attention. Talk with student individually about the inappropriate behavior (what you are doing is . . .A better way of getting what you need or want is . . .). Structure for success. Train student for self-monitoring, reinforce improvements, teach self-questioning strategies (What as I doing? How is that going to affect others?) Allow opportunities for the student to show his strengths. Give positive recognition. Provide student with a definite purpose during unstructured activities. (The purpose of going to the library is to check out . . .the purpose of . . . is . . .). Encourage group games and participation (organized school clubs and activities). Help students organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks. A place for everything and everything in its place. Provide positive reinforcement for good organization. Provide student with a list of needed materials and their locations Teach reminder cues (a gentle touch on the shoulder, hand signals, etc.). Tell the student your expectations of what paying attention looks like. (You look like you are paying attention when…). Give the student a time limit for a small unit of work with positive reinforcement for accurate completion. Use a contract . . .timer, etc. for self-monitoring. Prepared by the Anchorage School District Reprinted from the Florida school Psychologist, Volume 13, Number 2, June 1991. Evaluation 112 Homesickness 1. Most youngsters experience homesickness to some degree when they are away from home. 2. Homesickness can be seen as separation anxiety or as a crisis in confidence: “Can I make it on my own?” 3. Homesickness is experienced by children of any age, boy or girl, at sleep-away or at day camp. 4. Homesickness often reflects a child’ fears: Will my leaders like me? Will kids tease me? What if I’m scared or not good at something? 5. Homesickness is not confined to first year campers. 6. Homesickness often carries with it a social stigma. It is often less socially acceptable for a 14 year old boy to shown signs of it than a 6 year old. 7. For those who experience it, the pain is very real. Either dismissing this pain or dwelling on it does a disservice to the child suffering from it. 8. Homesickness is often a parent problem. Parents often miss their children as much as (and maybe more than) their children miss them. This may be communicated, wittingly or unwittingly, to the child. 9. Children who perceive their parents grief or loss may feel guilty going to camp -- as if they were abandoning their parents. 10. Children may send a homesick letter the first day of camp. After three days, when the letter arrives, most kids are doing better. Now it is the parent who needs help! 11. When homesickness appears in a child who has previously adjusted well to camp, it is a red flag. It usually means the child: a) has received some worrisome news from home or is living through a family crisis b) has been humiliated or has suffered some emotional injury at camp possibly even unreported physical or sexual abuse. Some suggested approaches for addressing homesickness: * Acknowledge the child’s feelings: Gee, Tommy, you look/sound sad/upset. * Share your own experience: You know, I was homesick when I went to camp, too. * Take time to find out a child’s interests. * Involve the child in activities * Get other children to help involve the child or to show him/her around. * Make the child a helper or give him/her a special job. * Get support from other staff. Behavioral Management 113 EVALUATION Closure and re-entry are important elements in camp life. Because learning experiences are enhanced when we can associate new behavior (understandings) with previous learning experiences (history), the act of closure and the process of re-entry can affirm and support persons in their personal life journeys. C L O S U R E Closure is a specific time at camp when a celebration (a Drawing together) of new lessons is shared, verbally and experientially, indicating the end of the life of a particular group. Characteristics Include: Defined in space and time Reflection/summarizing End of group life Unique group at camp Common to Both Include: Intentional Experiential/verbal Affirmation/commissioning Necessary for staff and campers to experience Staff need to be a part of the act of closure and process of re-entry (training and development) Evaluation RE-ENTRY Re-entry is an ongoing process enabling persons to apply these new learnings (gained at camp) to their back-home responsibilities. It includes, but is not limited to, the emotional re-adjustment required by a change of living environment Characteristics Include: Ongoing process Future-oriented Before, during, after camp Home-camp-home linkage 117 TECHNIQUES FOR CLOSURE These games, experiences, and techniques may be adapted for use in camp meetings: Closing campfire Banquet or agape meal with worship Worship and candles, fires, or special symbol Fellowship circle – facing in/facing out Gift exchange Summary discussion of experiences of camp, utilizing value clarification strategies such as “what I have liked,” etc. A clear statement that this experience is ended, perhaps accompanied by some symbolic actions such as extinguishing a fire A discussion of re-entry issues, such as “what I will tell my friends about camp,” is in itself a powerful aid to closure because it helps move people (psychologically) back home. A structured way of each person saying “good-bye” to other group members. TECHNIQUES FOR RE-ENTRY Letter to parents prior to arrival, upon arrival, or during camp session to help parents understand values of camp which can be applied at home, how to talk with their child about camp, and skills their child may be able to demonstrate at home. Conversations with pastors about campers. Identify ways campers can reinforce each other back home and provide addresses. Meal or program at end of camp involving parents. Role play or puppet play simulation of campers meeting parents, friends, or pastor and explaining their camp experiences. Break campers into groups from same town or church to discuss back-home strategy. Formulation of strategy for applying new behavior at home. Fantasy trip to arrival at home. Use of stories, parables such as “The Sower” or “Talents” to help campers see camp experiences as a seed or as a talent. Letter written to all campers by director. Letter written to self for later mailing. Fellowship circle facing in/out. Develop final charge or blessing and commissioning. Review of personal goals and objectives set at beginning of session and sharing of new lessons and setting goals for future. Evaluation 118 Camper/Participant Evaluation Process for Conference Events/Camps and District Youth Camps All evaluations should be filled out in small groups. The small group leader should place the evaluations in a sealed envelope, which will then be turned over to the camp dean. Campers should be told that no small group leader will be reviewing the evaluations. After the Camp Dean has reviewed all evaluations they will be turned into the District Camps Conference; who will then compile all results and send the summary back out to Camp Deans at a later date. Evaluation 119 CONFIDENTIAL Children/Youth Camp Leader Evaluation Form Oklahoma Conference of the United Methodist Church Leader’s Name _________________________________ Yes No Camp Age Level: Camp Site: Dean(s) Providing this Evaluation: Excellent Covenant/Application Complete? Camp Dates: Above Average Average Below Average Poor Comments Interactions with campers Interactions with other leaders Followed Safe Sanctuaries quidelines Followed camp rules/guidelines Carried out responsibilities Maintained a positive attitude Was able to be flexible Participated with adequate energy I/We would invite this person to participate as a leader in another camp. In your opinion, is this person “dean quality”? Yes No Comments: Yes No Dean’s Signature ________________________________________ Date_______________________ CONFIDENTIAL Children/Youth Camp Leader Evaluation Form Oklahoma Conference of the United Methodist Church Leader’s Name _________________________________ Yes No Camp Age Level: Camp Site: Dean(s) Providing this Evaluation: Excellent Above Average Covenant/Application Complete? Camp Dates: Average Below Average Poor Comments Interactions with campers Interactions with other leaders Followed Safe Sanctuaries quidelines Followed camp rules/guidelines Carried out responsibilities Maintained a positive attitude Was able to be flexible Participated with adequate energy I/We would invite this person to participate as a leader in another camp. In your opinion, is this person “dean quality”? Yes No Comments: Yes No Dean’s Signature ________________________________________ Date _______________________ Evaluation 120 Summer Camp Evaluation of Permanent Staff Permanent staff- ropes facilitators, kitchen, office, and maintenance personnel Score permanent staff according to the 1-5 ranking with “1” meaning “unsatisfactory” and “5” meaning “no improvement needed” on the following items. Please include comments as necessary so we can correct any problem areas and return this to the campsite’s director manager before departure so any issues can be immediately rectified. ____ All meeting/living areas are professionally cleaned prior to your group’s arrival. ____ All meals are nutritionally balanced, tasty and attractive. ____ Special menus are prepared for those who need them. ____Staff is responsive to campers and guests who speak to them. ____ Staff respond to guests without making them feel as though they are interrupting. ____ The telephone is answered by a staff person 24 hours/day when guests are on site and messages are relayed to guests promptly. ____ The staff was cooperative. Please list any building or ground conditions that you feel need repair. Especially potential dangers (ie. Broken electrical outlet) and any other thoughts you might have. Evaluation 121 EVALUATION BY CAMP LEADERS Children’s Camping, Oklahoma Conference, United Methodist Church CAMP AGE _____________ SITE ___________________ DATE____________ 1. What was accomplished by this camp? 2. How have campers benefited from this camp experience? 3. Are you satisfied with this accomplishment? 4. What other things do you wish could have been accomplished? 5. What was the best part of this camp experience for you? 6. How could it have been improved? Evaluation 122 7. How would you evaluate the camp deans? 8. How would you evaluate the leadership team? 9. How would you evaluate the other leaders? 10. How did the camp leader training prepare you for this week? 11. In what areas do you wish you had received more training? 12. Next year which camps would you like to work? SITE: _____ Canyon _____ Cross Point _____ Egan AGE LEVEL: _____ Fifth/Sixth _____ Third/Fourth _____ First/Second _____ Music, Art, and Drama NAME _____________________________________ PHONE __________________ ADDRESS ______________________________________________ ZIP __________ Evaluation 123 Elementary camp evaluation My favorite part of camp was….. Something new I learned was….. I wish camp….. I did not like….. I can't wait to tell my family…… We hope to see you next year! Evaluation 124 Sixth Grade Camp Evaluation The best part of camp for me was….. I will never forget…. If I could, I would leave out or change….. I would add….. Overall I would say camp was….. The Best! OK! Yuck! Something else I would like to say is….. Evaluation 125 SONSHINE CAMP EVALUATION YOUR LEADER: YOUR NAME: __________ Please fill out this sheet completely and return it to your counselor or camp dean. 1. The experience I will remember from camp was 2. My least favorite experience at camp was 3. My family group was special because 4. I felt closest to God when 5. The first thing I will tell my family is PLEASE RATE THE FOLLOWING: 6. The Leaders: 7. The Shepherds: 8. The Camp Site: 9. The Camp Food: 10. The overall Camp experience: 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 Additional Comments: Evaluation 126 Joy Camp Evaluation The best part of camp for me was….. Something new I learned was….. I wish camp….. I did not like….. I can't wait to tell my family….. See you again next year! Evaluation 127 TWEENS : DISCOVER CAMP EVALUATION THE BEST PART OF CAMP FOR ME WAS… __________________________________________________________ __________________________________________________________ __________________________________________________________ I WILL NEVER FORGET… __________________________________________________________ __________________________________________________________ __________________________________________________________ IF I COULD LEAVE OUT/CHANGE… __________________________________________________________ __________________________________________________________ __________________________________________________________ I WOULD ADD… __________________________________________________________ __________________________________________________________ __________________________________________________________ OVERALL I WOULD SAY CAMP WAS: THE BEST! OK. YUCK! SOMETHING ELSE I WOULD LIKE TO ADD IS… _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Evaluation 128 GROWIN IN GRACE/JOY CAMP EVALUATION MY FAVORITE PART OF CAMP WAS… _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ SOMETHING NEW I LEARNED… _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ I WISH CAMP… _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ I DID NOT LIKE… _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ I CAN’T WAIT TO TELL MY FAMILY… _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ HAVE A GOOD SUMMER!!! Evaluation 129 APPENDIX 2013-2014 Background Screening Process For workers with children, youth and vulnerable adults in all settings of ministry related to the Oklahoma Conference of the United Methodist Church 1. All adults who have responsibility for the safety and oversight of children, youth or vulnerable adults at conference or district events or in the local church (according to the local church policies and procedures) shall submit to a thorough screening process of the Oklahoma Conference of the United Methodist Church every two years. 2. Minors working as assistants to responsible adults shall submit to the same screening with the exception of the criminal background check. 3. The Oklahoma Conference Background Screening Process is conducted online at www.trak-1.com. See page A-8 for more information. If internet access is not available, please follow the hard copy process. It involves completion of a background check that includes personal contact and background information, an applicant disclosure statement, a disclosure notice and authorization form from the Conference, and three references. From this information appropriate background checks are run through a commercial service provider at the Conference Office. 4. Personal evaluations of character and work habits are gleaned from reference letters and subsequent evaluations. The applicant is responsible for distributing Reference Forms. 5. Before taking responsibility with children, youth or vulnerable adults, applicants shall receive orientation and training for the duties they are asked to undertake. Adequate supervision, support and feedback shall also be provided. 6. The head of an event or an authorized local church person shall be responsible for verifying that every volunteer or paid staff person working with children, youth or vulnerable adults has completed the screening process prior to any unsupervised, direct contact with such individuals. 7. The head of an event or an authorized local church person shall have the final say on who can or cannot serve in a particular church ministry setting. Volunteers are to clear their service in advance with such a person. Volunteers should consult with a Conference, district or local church staff person to determine who heads which events. Appendix A2 8. Confidentiality in this process is critical. For Conference and district activities applicants and references should return forms directly and promptly to addresses provided – not to the dean or head of an event. In the local church one person should be designated to collect forms and forward them to the Conference Ministry Center. 9. For other questions or explainations contact the Safe Sanctuary Office at the Oklahoma Conference Ministry Center. Background Screening Office - Oklahoma Conference Ministry Center, 1501 NW 24th Street, Oklahoma City, OK Appendix 1-800-231-4166 or 405-530-2199 A3 OKLAHOMA CONFERENCE OF THE UNITED METHODIST CHURCH 2013-2014 Camps Background-Screening Consent Form For workers with children, youth and vulnerable adults Return completed form to: Safe Sanctuaries Office - Oklahoma Conference Ministry Center, 1501 NW 24th Street, Oklahoma City, OK 73106 For questions call (800) 231-4166 or (405) 530-2199; F: (405) 530-2049; e-mail [email protected] Please type or print clearly ALL pages! Gender: M or F Screening for: Employment or Volunteer (circle one) at Conference or District Camp (circle one) Which camp(s) or camp site? ________________________________________________ Check here if under 18: Full legal name _____________________________________________________________________ LAST FIRST MIDDLE (MAIDEN) Other names you have used (legal or nicknames)__________________________________________ Current home address __________________________ (Physical address only – no PO Box) E-Mail address _____________________________________________ City _______________________________________ State _______ Zip _________ Phone (day)___________(evening)_________________(cell)___________________ Other addresses used in past three years: _____________________________________________________________________ Date of birth ___________ SS Number # _______________ Driver’s License # _______________ Current local church membership _______________________ City_______________ Appendix A4 Answer these questions and attach another page with an explanation of any YES* answers. 1. Have you ever been charged, convicted of, or pled guilty to a crime (misdemeanor or felony) against children or other persons (including but not limited to drug-related charges, child abuse, other crimes of violence, theft or motor vehicle violations)? yes* no 2. Has your driver’s license ever been revoked or suspended? yes* no 3. Has a board that licenses businesses or professions ever licensed you? yes no If “yes,” what board or agency? ________________________________________________ If “yes,” has this license ever been revoked or suspended? yes* no 4. Have you ever habitually abused alcohol or controlled substances? yes* no Signature _____________________________ Date ________________________ Appendix A5 Please provide names and contact information for TWO references who have first-hand awareness of your work and can attest to your character (teachers, employers, classmates, etc.). The THIRD reference must be the local church pastor or program staff person where you are a member or the pastor, district superintendent, or program staff person supervising you where you work. YOU are responsible for distributing Reference Forms to each person. Please do not use spouses for any reference. 1. Name ____________________ Phone ___________ Relationship ______________ Address ______________________________ City ______________ Zip ________ 2. Name _______________________ Phone ___________ Relationship ___________ Address ______________________________ City ______________ Zip ________ 3. Local church pastor/staff person/D.S., etc. __________________ Phone ________ Address ______________________________ City _____________ Zip ________ DISCLOSURE NOTICE and AUTHORIZATION for background consumer reports Important: Please read carefully before signing. A consumer report and/or investigative consumer report including information concerning your character, general reputation, personal characteristics, criminal record, qualifications, and/or motor vehicle record may be obtained at any time during the application process or during your service by the Oklahoma Conference of the United Methodist Church in connection with your application to work with children, youth or vulnerable adults. Upon timely written request to the Oklahoma United Methodist Church Conference staff responsible for screening workers, and within 5 days of this request, the name, address and phone number of the reporting agency and the nature and scope of the investigative consumer report will be disclosed to you. Before any adverse action is taken, based in whole or in part on the information contained in the consumer report, you will be provided a copy of the report, the name, address and phone number of the reporting agency, and a summary of your rights under the Fair Credit Reporting Act. AUTHORIZATION: I, ___________________________ (print name clearly), hereby authorize and request, without reservation, any present or former employer, law enforcement agency, division of motor vehicles, consumer reporting agency, or other persons or agencies having knowledge about me to furnish the Oklahoma Conference United Methodist Church with any and all background information in their possession regarding me, in order that my qualifications may be evaluated. READ, ACKNOWLEDGED AND AUTHORIZED: ________________________ _________________________ Signature Date __ Check this box to receive a copy of your report Appendix A6 2013-2014 CAMPS BACKGROUND-SCREENING REFERENCE FORM OKLAHOMA CONFERENCE, UNITED METHODIST CHURCH (Applicant is to distribute this form to persons identified as “References” in the Screening Form.) Applicant’s Name: _______________________ City _________________ The above named individual has applied to work with children, youth or vulnerable adults in a church setting. Please honestly complete this form as it relates to this person’s character and qualifications as you know them. To maintain confidentiality return the competed form to: Safe Sanctuaries Office - Oklahoma Conference Ministry Center, 1501 NW 24th Street, Oklahoma City, OK 73106 1-800-231-4166 or 405-530-2199 How long have you known the applicant? ____ In what capacity?_________________ Please rate this individual in the following areas: Excellent Good Average Poor Personal habits 1 2 3 4 Moral character 1 2 3 4 Compassion 1 2 3 4 Responsibility 1 2 3 4 Emotional stability 1 2 3 4 Christian maturity 1 2 3 4 Openness to critique 1 2 3 4 Teamwork ability 1 2 3 4 Health 1 2 3 4 Do Not Know* Comments or *explanations (use back if needed): Signature __________________________________________ Date _________________ PLEASE PRINT: Evaluator’s Name____________________________________________ Evaluator’s Address________________________________________________________ City/State _______________________________________________ Zip ____________ Home phone __________________________ Work phone __________________________ YOUR IMMEDIATE RESPONSE IS GREATLY APPRECIATED! Appendix A7 Annual Conference Council Oklahoma Conference of the United Methodist Church “Our hearts, our mind and our doors are always open.” The people of the United Methodist Church. TO: Director of Camp and Retreat Ministries, Oklahoma Conference, United Methodist Church FROM: DATE: RE: Confidential information on file with the Oklahoma Conference regarding volunteers for Conference and District Children and Youth Events I hereby authorize the Oklahoma Conference to release to _________________________________________________________________ (name of individual and/or group) at _______________________________________________________________ _________________________________________________________________ (address, city, state, zip, area code, phone number) a copy of the following confidential information: _____ my criminal background check report _____ other confidential information as listed here: ____________________________ Signature ____________________________ Date ____________________________ Witness ____________________________ Date Appendix A8 Information for Deans regarding Background Checks and Trak-1 TO VERIFY IF A VOLUNTEER/WORKER REQUIRES A BACKGROUND SCREENING Check on Trak-1 to see if the person with whom you need to have a background check run already has a current/approved background check. 1. Log into: www.smart-trak.com/admin 2. Enter user name: “okumcdean” and user password: “okumc2013!” 3. Find the box on the lower left side called “Search”. 4. In that box click on “Conference”. 5. Enter the person’s LAST NAME ONLY, no other information is required at this stage 6. Click on “Search”. When you check on the status of a background check, you will see if it is Active (yes or no) and the Decision. There are various stages with regard to the decision. The Decision Key is listed below: Decision Key: Invited In Process Approve Approve with Conditions Deny Dormant Pending Upon References Expired All “under appointment” clergy should already have a background check that was conducted by The Board of Ordained Ministry. Do not run a background check on “under appointment” clergy. Contact Connie Barnett @ (405) 530-2006 with questions or concerns with any under appointment clergy background screenings. Appendix A9 TO BEGIN A NEW BACKGROUND SCREENING If you have access to the internet and the person that you are doing the background check for has access to the internet, the following is the best way to submit the background check with Trak-1. You will need the person’s email address. An email will be sent to that person. Make sure to inform them that they will need to check their email for the “invite” so that they can complete the online application for the background check. Log on to this link: www.trak-1.com 1. Enter user name: “okumcdean” and user password: “okumc2013!” 2. In the box on the left side labeled “Smart-Trak Tools”, Click on “Send Training Invite” 3. Enter the person’s email address and name 4. Under “Training”: pick “Background Screening Only” A. For under 18 years of age pick “References Only” 5. Under “Package”: pick “Child Protection Package (VMS)” A. For under 18 years of age pick “Custom Training” 6. Under “References Required” pick 1 for pastoral and 2 for personal 7. Under “Bill To” choose organization – LEAVE BLANK 8. Under recurrence - enter “0” for Training and “24” for Background Screening 9. Click “Send” If the person you are conducting the background check for does not have internet access to complete the screening information, you can have them fill out the 2013-2014 Camps Background-Screening Consent Form and fax it to the Conference office (405) 530-2049 and the background check will be processed there. If you run into any problems with Smart-Trak you may call the Oklahoma Conference for help (405) 530-2199. You may also call Kyle Hendricks at Trak-1 (918) 779-7000 ext. 3406. Appendix A10 Children and Youth Leader Covenant Conference/District activities offer a unique setting for ministry to and with children and youth. We acknowledge that a special covenant is created when churches and parents entrust their children and youth to the care of leaders in these settings. We hold each child and youth as a person of immeasurable worth as a child of God. With this understanding I agree to: Respect each child, youth and adult, acting in an appropriate and Christian manner with each person I come into contact; Attend training events and prepare myself in advance for the event(s) where I will work; Follow the directions of the event leadership and the policies of the oversight committees; Offer opportunities for growth (including spiritual growth) in settings and activities appropriate to the children/youth ages and stages of development; Support the United Methodist Church, its Doctrine and Social Creed; Be open to personal spiritual growth through this experience; Be willing to share of my unique gifts while honoring the gifts of others; Act only in ways that will offer glory and honor to God and God's gift of community and creation; Live by the understanding that, as a person in authority, it is my responsibility to avoid inappropriate physical contact with children/youth/vulnerable adults/developmentally disabled persons in my care, even if a participant attempts to initiate the contact; I will not participate in hazing; Refrain from verbal abuse, including put-downs, inappropriate jokes, sarcasm, and racial slurs; Refrain from fraternizing with children/youth after the event unless in the capacity of an adult designated to work with children/youth in professional or volunteer settings; Find alternative ways to discipline, agreeing that under no circumstances will I use spanking, neck or choke holds, ear or hair pulling or any other corporal punishment as a means of discipline; Make it my primary responsibility to minister to the needs of the children/youth and not my own, with Christ as my example; Be in prayer for this event, other leaders and participants who will be attending; Accept, respect and be responsive to the multicultural diversity of this event. I will comply with the Oklahoma Conference Social Networking and Blogging Policy. I have read and agree to follow the above Children and Youth Leader Covenant. Signature____________________________________ Date ______________________ Rules for acceptance and participation in programs are the same for everyone without regard to race, color, national origin, age, sex or handicap. Final selection of the event staff is the Event Leader’s decision. Return with Background Screen Form. Appendix A11 Leader Information Sheet Name ______________________________________ Phone _____________________ Address______________________________City/State_______________Zip ________ Current church membership (including city)__________________ District ____________ Pastor ________________________________ Phone ____________________ Previous church membership (in past three years) _____________________________ ______________________________________________________________________ What is your vocation or type of employment? _________________________________ If in the medical field, would you consider serving as “nurse” for this event?__________ Indicate age groups with which you prefer (“P”) or have experience (“E”) working. ____Grades 1 /2 ___ Grades 3/4 to 5/6 ____ Grades 6/7 to 9 ___ Grades 10-12 Do you have training/experience working with “special needs” children or youth? Please describe. _____ ______________________________________________________________________ Describe past experience you have working with children and/or youth _____________ ______________________________________________________________________ ______________________________________________________________________ Describe training you have received for working with children and/or youth __________ ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________ Appendix A12 Indicate below your areas of skill ("S") and interest ("I") which might contribute to children/youth events: ____ Nature awareness ____ Arts and Crafts ____ Camp Craft ____ Worship ____ Group Leadership ____ Construction ____ Recreation ____ Music ____ CPR/First Aid ____ Organization ____ Fine Arts ____ Planning ____ Writing ____ Spiritual Guidance ___ Other _________________ Please elaborate on specific skills ________________________________________ Appendix A13 EXPENSE REPORT FORM Oklahoma Conference, United Methodist Church EVENT NUMBER _______ AGE-LEVEL _______ SITE _________ DATE _________ LEADER________________________________ PHONE _____________________ ADDRESS ______________________________________________ ZIP _________ Please record all of your expenses for camp below. Return this form with your receipts and vouchers for reimbursement or to verify use of any advance you received. This paper work is due no later than six weeks following your event. Attach additional pages if necessary. PHONE EXPENSES Date Amount TOTAL PHONE EXPENSES MAILING EXPENSES Date Amount TOTAL MAILING EXPENSES TRAVEL EXPENSES Date (for Design and Leadership Team planning only) Amount TOTAL TRAVEL EXPENSES Appendix A14 ADMINISTRATIVE COPIES Date Amount TOTAL ADMINISTRATIVE COPIES PROGRAM COPIES Date Amount TOTAL PROGRAM COPIES OTHER SUPPLIES Date Amount TOTAL SUPPLIES OTHER EXPENSES Date Amount TOTAL OTHER EXPENSES Appendix A15 Expense Voucher The Oklahoma Annual Conference of the United Methodist Church Date: ____ Computer Code No____ ____ ____ ____ Board, Commission, or Committee issuing vouchers Please pay to: NAME ADDRESS For Travel Lodging* Supplies* _____ (Street or Box NO.) __ miles @ __ __ Other Expenses* invoice City per mile _____ Code State $ __ Tolls $ $ __ Meals $ $ __ TOTAL $ $ __ *Please attach original Purpose of Travel and Expense _____ _________________________________ Requested by Appendix ____ Approved by ________ A16 Expense Voucher The Oklahoma Annual Conference of the United Methodist Church Date: ___ __________ Computer Code No. _____________ ____ ___ State Code Board, Commission, or Committee issuing vouchers Please pay to: NAME ADDRESS For Travel Lodging* Supplies* _______ (Street or Box NO.) __ miles @ __ __ Other Expenses* invoice City per mile $ __ Tolls $ $ __ Meals $ $ __ TOTAL $ $ __ *Please attach original Purpose of Travel and Expense ___ Requested by Appendix Approved by A17 Design Team Information This form and your budget for the current year must be on file at the Appropriate Conference Ministry before any expense vouchers will be accepted and checks issued! Name of Event/Camp Date of Event Design Team Chair Complete Address Work Phone # e-mail Address Location & Home Phone # _____ Design Team Members Name: Position Complete Address: Phone # e-mail Name: Position Complete Address: Phone # e-mail Name: Position Complete Address: Phone # e-mail Name: Position Complete Address: Phone # e-mail Name: Position Complete Address: Phone # e-mail Name: Position Complete Address: Phone # e-mail Name: Position Complete Address: Phone # e-mail If any additions or deletions, contact the Appropriate Conference Ministry Director. Please list your Design Team Meeting Dates (time & location) Please complete both pages. Appendix A18 When will your brochures be available? / Who will be responsible for mailings? / Conference Office or Design Team Registration Fee for the Event/Camp $ Registration Deadline / / Late Fee $ Design Team Registration Fee? $ Who is exempt or discounted from paying a fee? Please list names and amount to be charged: What is the Refund Policy for this event/camp? Cancellation Policy? Please add the Conference Ministries Department to your mailing list. We will need to have all mailings and Design Team Minutes on file. Camp and Retreat Ministries 1501 NW 24th Street Oklahoma City, OK 73106 PLEASE RETURN THIS FORM AS SOON AS POSSIBLE! Make copies of this information to distribute to your design team Mail to: Camp and Retreat Ministries 1501 NW 24th Street Oklahoma City, OK 73106 Or Fax to 405/525-4164 Appendix A19 Example of a Typical Budget Worksheet Event/Camp Design Team Chair or Camp Dean Budget for year INCOME Number of Participants ____ x Registration Fee _______ _= $ Number of Design Team x Fee ______= $ Carry – over money from previous year if applicable $ TOTAL INCOME $ EXPENSES Camp Cost per participant or lodging $ Design Team Expense (meetings, mileage, and meals) Food/Snacks _ Honorariums ________ Special Insurance ______ Misc. ________ Name Tags ___ ___ Postage ___ Promotion & Printing cost ________ Recreation __ Special Equipment (Sound Systems, Rental items) ________ Staff Training _ _____ Supplies ________ Telephone ________ T-shirts ________ Worship Supplies ___ **Youth Service Fund Donation (required of all Youth Conference Events/Camps @ $1 per person) TOTAL EXPENSES $ All Conference Youth Events donate a dollar for each camp/event participant to Youth Service Fund. Be sure to include this in your budgets! Appendix A20 CONFERENCE/DISTRICT CAMP FEE WORKSHEET Camp fee/camper [District & Dayspring add $.50/ camper for promotion expense] __________ Camp fee/camper for Leaders Divide camp fee/camper by one less than ratio Ex: ratio is 1 leader/6 campers Divide camp fee by 5 __________ Program Fee Amount to cover program costs Ex: $2.50/camper/day __________ Pre camp & Administration costs For Leaders & Resource persons Includes: Training, publicity, postage, phone calls, travel costs, etc. Ex: $2/camper/day T-shirt cost __________ Children’s Camps $6.50/camper __________ TOTAL ADVERTISED CAMP FEE __________ Appendix A21 Event Leader/Dean Check List Before your event you will receive: _____ Computer list of participants names, addresses and phone numbers (on disc by request) _____ Original Registration forms and Medical Release forms _____ Prescription Medication forms _____ Financial Expense Report sheet _____ Voucher forms _____ Evaluation forms for campers, leaders, and event leaders/deans _____ Other: Before reimbursement of expenses is authorized, you must return to the Conference Office: _____ Computer list indicating who attended, who did not, corrections to information, and who picked up participant at camp _____ Original Registration forms, Medical Release forms, and Prescription Medication forms _____ Any money collected from late registrations _____ A finalized list of leaders including names, addresses, phone numbers, e-mails, facility assignments, small group assignments and responsibilities _____ Original Evaluation forms (Sealed in an envelope) _____ Participants _____ Leaders _____ Event Leaders/Deans _____ Final Financial Expense Report (in a separate envelope) _____ Report form _____ Receipts _____ Vouchers _____ Summary of attendance: Others Participants Small group leaders Leadership team Leader assistants Male Female Total Appendix A22 Medical and Liability Incident Report PERSON REPORTING: DATE OF INCIDENT: EVENT/LOCATION: EVENT/DATE(S): EVENT LEADERSHIP AND CONTACT INFORMATION: INDIVIDUALS INVOLVED AND CONTACT INFORMATION: DESCRIPTION OF INCIDENT: (use additional pages if necessary) FOLLOW-UP: COPIES TO: ___Director of Camps (Camp Site Events) ___District Supt. (District Events) ___Dir of Connect. Min. (All Events) __________________________________ ________________ Signature of Event Leader Date __________________________________ ________________ Signature of Person Making Report 2/07 Date Appendix Rev A23 What Every Church Staff Person NEEDS to Know About Children’s Summer Camps... But Didn’t Know Who to Ask! by Mary Lue Eastmond What age children can go to camp? Sonshine camps are for children entering 1st or 2nd grade. Elementary and “Joy” camps are designed for children who are entering 3rd, 4th and 5th grades. Sixth Grade camps are designed for children who are entering 6th grade. Only in rare instances have camp deans made exceptions to these guidelines. Why should we try to send children from our church to camp? Besides just being fun, camping is recognized as an effective arena where intensive Christian education happens. Campers are away from distractions, such as television and sports teams, and the stresses and/or boredom of everyday life in the summer are eliminated. Campers are immersed in a learning environment that is active and interactive 24 hours a day. Curriculum includes not only the structured lessons provided by trained leaders, but also the powerful, informal learning that takes place as life is lived with other adults and children in the context of a Christian community. One week at summer camp provides the equivalent learning exposure as 100% attendance in a full year of one-hour Sunday school classes! And talk about value........! How much does it cost to send a child to camp? Current camp costs can be obtained from this year’s camp booklet or website: www.okumc.org/camps . In addition to the basic registration cost, campers can bring some change for beverages and snacks from vending machines or souvenirs during canteen time. A Tshirt is included in the camp cost, so no additional money is needed to purchase one. Why does it cost so much to send a child to camp? The Conference Department of Children’s Ministries and Camp and Retreat Ministries tries very hard to keep camp costs as low as possible without jeopardizing the quality of the camping/learning experience. Facilities must be maintained, good food provided, ample supplies available, and capable, well-trained leadership present. When broken down by categories, the fees on the average cover the following: Actual campsite costs (food, lodging, insurance, etc.) 60% Leadership site costs (one leader for every five campers) 16% Program supplies 15% Administrative expenses __9% 100% Appendix A24 The only areas negotiable for reductions are supplies and administration, and, as you can see, these costs are pared to the very minimum as they are. To cut them would mean less communication about camps, fewer supplies available for activities, less organization of the program, and generally lower quality overall. How can my church help campers’ families cover the costs of camp? Local churches are encouraged to build into their annual budgets an amount designated for camp scholarships. Some churches cover as much as 50% of registration fees. Alternative financing ideas to consider include: seeking scholarships from groups such as Sunday school classes, UMW or UMM having special fund raisers such as bake sales or dinners arranging for a donor to provide matching funds for fund raisers the children hold locating adoptive financial sponsors for children with special needs What if the financial needs of our children outstrip the resources available? There may be a limited amount of funds available for children in severe financial need through the Camping or Children’s Ministry areas. A maximum of 50% of the registration fee can be waived in this way. To tap this resource, the local church pastor or staff person must contact the Conference Director of Camp and Retreat or Children’s Ministries to request for assistance. The requirements for receiving these funds as long as they are available are as follow: 1. The pastor must vouch for the extraordinary financial need of the family in a letter included when the registration form is sent to the Conference Office 2. The church and the child’s family must provide 50% of the fee with registration How does one register a child for camp? Conference camp registration booklets are sent to all local church pastors, other key church leaders, and past campers in the spring. If you do not receive one, request one or additional copies from the Camps and Conferences Office. Registration and health forms in the booklet can be easily copied and distributed in local churches to children from third through sixth grades. One registration form is to be completed for each camper. Be sure all blanks are filled! The medical information/release form is essential. Registrations will not be accepted without this critical information. Local churches are urged to collect and return to the Conference Office all registrations together whenever possible. (Just be careful not to hold registrations so long that the camp you wanted to attend fills!) This helps assure that everyone can attend the same session of camp and assists deans in making small group and cabin assignments so everyone can be with at least one friend. It is very helpful for churches to designate one person to act as the “contact person” in case there is a need for communication between the Conference Office and parents in regards to camp plans. Please indicate that person’s name when registrations are mailed. Appendix A25 Camp registrations are “official” only after receipt of the full registration fee and the complete registration form for camp sessions that are still open. Churches cannot “reserve” a certain number of spaces in advance. Phone registrations are not accepted except after the registration deadline as space becomes available. In this case, campers will be instructed by the Conference Office to bring the complete registration form and fee to camp with them. Early registration is encouraged since camps quickly reach their enrollment limitations. Be aware of the deadlines publicized in the registration brochure and that camps can and do close before the deadline if physical capacity at the camp is reached or if leadership is not secured to maintain the appropriate camper to one adult ratio. To help eliminate the latter problem, each church is requested to find one adult (over 18) who is willing to attend camp as a leader if needed for every five children they send to camp. The adult should be of the same gender as the children (or the majority of the children) to maintain a gender appropriate ratio as well as a numerical ratio. The dean of the camp should be contacted and informed of the names of such volunteers as soon as possible. The dean determines the camp staffing requirements and will confirm with the volunteer whether he or she is needed. If a volunteer is needed, the dean will inform him/her of the requirements and steps of the Application/Information process for Leaders at Conference and District Children and Youth Events. VOLUNTEER LEADERS SHOULD NOT GO TO CAMP WITHOUT FIRST BEING APPROVED AND ACCEPTED BY THE DEAN OF THE CAMP! Bedspace, funds, and tasks may not be available. How do we know if the child’s registration is received and accepted? A few weeks after the receipt in the Conference Office of complete registration forms and fees, the parent should receive a letter confirming registration at a certain date and location along with information on what to bring, when to arrive, and other important details about camp. If a parent has questions about the registration information, a call to the Conference Office is appropriate. Specific questions about a certain camp program or staff can best be answered by the dean of the camp. Local churches are encouraged to request a copy of the confirmation/information letter for camps their children will attend so they will also have accurate information. What if a camper cannot go to camp for some reason? Please notify the Conference Office immediately to allow another camper the opportunity to fill the vacancy. Cancellations received seven days before the opening of camp are refunded less a prorated processing fee. No refunds are given after that date except for health reasons, whereby a full refund is available after a written request is received. Registration fees may be transferred to a replacement camper if the registrar is notified prior to the first day of camp. Parents or pastors may discuss unusual circumstances that may warrant an exception with the Conference Director of Children’s Ministries. Appendix A26 What should campers take to camp? The dean’s letter will list things campers should and should not bring to camp. There is some variety according to specific location and the facilities and activities available at each. Please read this information carefully and double check that campers have everything they need and nothing they should not bring before they leave for camp. How do we get children to and from camp? Transportation is the full responsibility of the campers’ parents and/or church. Car-pooling is encouraged for economic, ecological, and relational reasons (kids get to know each other better and begin to have fun before ever reaching the campground!). Information on the times camps open and close is in the registration booklet and the letters from the dean and Conference Office. Be aware that camp deans and leaders are busy with last minute preparations until the scheduled “check-in” time and will not accept the responsibility of supervising children who arrive early. The staff meets immediately after the conclusion of camp to have an evaluation and pack up supplies so are not available to supervise children whose ride is late. Since children should never be left unsupervised at camp, it is imperative that transportation be on time or drivers be prepared to supervise all campers in their care in a location that will not interfere with or disrupt the staff’s tasks. How are camp leaders selected? Conference Camp deans are selected by the Director of Camps and Retreat Ministries or the Children’s Camp and Safe Sanctuaries Assistant by January 1 each year. The deans of Youth District Camps are selected by the District Superintendent. The dean of the camp selects individual camp leaders. Some leaders may be close and trusted friends or co-workers of the dean or other camp leaders, some are people from local churches who independently expressed interest in our camping program, some are individuals who have worked in our camping programs for years, and others are volunteers secured by local churches to support as needed the children they send to camp. There is great diversity in the kinds of people who come to camp as leaders. This requires leaders to be open to new experiences and be willing to work with new people just as the children do. Deans seek camp leaders who have skills, interest, and a love for working with children and being in the out-of-doors, and who have a strong faith. They need to be team workers willing to work under the guidance of the dean and other designated “authorities” and to be open to new experiences. To be counted for the 5 to 1 camper/leader ratio, leaders must be 18 or older. Some younger leaders are occasionally used as assistants under the supervision of one or two adults. People considered leaders will at a minimum be at least four years older than the campers with whom they work. Each leader is required to go through a screening process that involves completing an Application/ Information Form, securing recommendations from three people, submitting a disclosure statement, undergoing a background check (except those under 18), and participating in training. Because some leaders must be enlisted Appendix A27 at the last minute due to unforeseen situations, at times this process is still in motion as a camp begins. How can my church support camping in the Oklahoma Conference? o Enlist and help register children for camp o Provide financial assistance for campers o On a timely basis follow through with local church responsibilities (publicity, collecting and sending in registrations, communicating with parents, arranging transportation, etc.) o Providing names of adults willing to volunteer to attend camp if needed (one person of the same gender as campers attending per five campers is suggested; e.g., one man for five boys, one woman for five girls, one man for three boys and two girls, etc.) o Offer feedback to the Children’s Camping Sub-committee for ways to make children’s camping more effective o Keep the camping program in your prayers What if I cannot find the answer to my question in this paper? Feel free to call the Conference Camp and Retreat Ministries Department (405530-2016; 405-530-2017 or 800-231-4166 ext 2016) with any other questions or concerns, and we will do our best to find the answer to your questions. Appendix A28 Example Schedules Sonshine Canyon Camp June 16-17 2001 CAMP SCHEDULE SATURDAY - June 16 2:00 - 2:30 2:30 - 3:15 Registration Greetings, Find Cabin & Bunk, Get Acquainted and Cabin time. 3:15 - 4:00 Welcome & Orientation & Music - Miller Jan & Randy 4:10 - 4:45 COMMUNITY TIME "A" RED God Loves Me Dining Hall 1 BLUE God Gives Another Chance Miller Upper GREEN God Seeks Me Dining Hall 3 YELLOW God Can Count On Me Dining Hall 4 ORANGE Love One Another Dining Hall 2 4:50 - 5:20 5:20 Games Cookout 6:20 - 6:55 COMMUNITY TIME "B" RED God Gives Another Chance Miller Upper BLUE God Seeks Me Dining Hall 3 GREEN God Can Count On Me Dining Hall 4 YELLOW Love One Another Dining Hall 2 ORANGE God Loves Me Dining Hall 1 7:00 - 7:35 COMMUNITY TIME "C" ALL GROUPS I Am Not Alone (Music) 7:45 - 7:50 7:50 - 8:50 9:00 9:30 10:00 Appendix Miller Lower Pool Orientation - Staff Swim Time/Option Time SNACK Camp Fire In Cabins A29 SONSHINE SCHEDULE - Page 2 SUNDAY - June 17 7:15 8:00 8:30 Rise and Shine Pack & Cabin Clean-up Breakfast 9:00 - 9:35 COMMUNITY TIME "D" RED God Seeks Me Dining Hall 3 BLUE God Can Count On Me Dining Hall 4 GREEN Love One Another Dining Hall 2 YELLOW God Loves Me Dining Hall 1 ORANGE God Gives Another Chance Miller Upper 9:40 - 10:15 COMMUNITY TIME "E" RED God Can Count On Me Dining Hall 4 BLUE Love One Another Dining Hall 2 GREEN God Loves Me Dining Hall 1 YELLOW God Gives Another Chance Miller Upper ORANGE God Seeks Me Dining Hall 3 10:20 - 11:00 Games or Swimming 11:10 - 11:45 COMMUNITY TIME "F" RED Love One Another Dining Hall 2 BLUE God Loves Me Dining Hall 1 GREEN God Gives Another chance Miller Upper YELLOW God Seeks Me Dining Hall 3 ORANGE God Can Count On Me Dining Hall 4 12:00 12:45 - 1:30 1:30 - 2:00 Lunch Games Closing Worship - Miller 2:00 Canteen & Homeward Bound THANK YOU FOR COMING TO SONSHINE CAMP. MAY GOD BLESS YOU WHILE YOU ARE HERE AND AS YOU TRAVEL HOME. I ALSO PRAY THAT GOD WILL CONTINUE TO BLESS YOU AS YOU JOURNEY THROUGH YOUR LIFE. Appendix A30 CAMP DEAN ELEMENTARY CAMP Monday/Wednesday PM 4:00 Campers arrive. Go to cabins, settle in & tour camp 5:00 Gather in large area (Slab, tabernacle, etc.) Sing, divide into small groups 5:30 Dinner 6:00 Small Group Time’ 7:00 Small Group Time 7:45 Travel 8:00 Swim/Crafts 8:45 Travel 9:00 Worship 9:30 To Cabins 10:15 Lights out! Tuesday/Thursday 7:30 8:00 8:30 9:00 9:30 10:45 12:00 12:45 2:00 3:00 3:15 4:15 5:00 5:30 6:00 8:00 8:45 Rise & Shine Breakfast (Prayer in small groups) Morning Praise Cabin Time (Brush Teeth, etc.) Small Group Time Total Group Activities/Kaleidoscope, etc.) Lunch Cabin Quiet time Swim/Crafts Travel Swim/Crafts Kaleidoscope Get ready for Dinner Dinner Small Group Time Worship Stargazing, night hikes, etc. Total group activity – lighthearted/fun 9:45 Cabin time 10:30 Lights Out!! Wednesday/Friday AM 7:30 Rise & Shine 8:00 Breakfast 8:30 Cabin Clean up 9:00 Small Group Time (final session/closure) 10:30 Total Camp Clean up 11:15 Closing Worship 12:00 Lunch Check out Campers at cabins Appendix A31 SIXTH GRADE CAMP Monday PM 4:00 Campers Arrive & Check in at Registration Table Drop off luggage at cabins and tour camp 4:45 Total Group time Welcome, Introductions, Songs, Expectations/Guidelines Small Group formation 5:30 Dinner – Eat with small group this meal 6:15 Small Group Meets at Home-In-The Woods 7:45 Total Group Recreation 8:30 Break 8:45 Total Group Activity/Learning Center Activities 10:00 Worship 10:30 To Cabins 11:00 Lights Out!! Tuesday – Thursday 7:30 8:00 8:30 9:00 9:15 10:45 11:30 12:00 1:00 2:00 3:30 5:00 5:30 6:30 7:30 9:30 10:15 11:00 Rise & Shine Breakfast Morning Praise Cabin Clean Up Home-In-The-Woods Total Group Recreation Get ready for Lunch Lunch Cabin Quiet Time Learning Center Activities or Home-In-The-Woods Recreation Activities (Canteen Open) Get ready for Dinner Dinner Total Group Activity Recreation (Swimming, games, hikes, etc.) Worship To Cabins Lights Out!! Friday AM 7:30 8:00 8:45 9:15 Rise & Shine Breakfast Cabin Clean Up/Pack Up Home-In-The-Woods Return sites to Nature, Pack up Box, & inventory items please Camp Evaluations 11:00 Closing Worship 12:00 Lunch 12:30 Campers Homeward Bound Staff Evaluations Appendix A32
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