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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
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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.
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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.
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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.
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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.
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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
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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.
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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.)
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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.
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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.
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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.
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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.
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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
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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.
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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
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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
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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)
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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.
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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
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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
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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.
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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.
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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
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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
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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
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 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
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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
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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.
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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
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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?
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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)
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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
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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.)
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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.
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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.
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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
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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.
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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!
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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.
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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".
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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