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Episcopal Summer Mega
Camp Staff Manual
A prayer for Camp Staff
Lord, help me be just what the campers need. If they need someone to trust, let me
be trustworthy. If they need empathy, let me empathize. If they need love, let me
love, in full measure. Let me not anger easily, Lord, but let me be just. Permit my
justice to be tempered by your mercy. Help me to counsel the anxious, crack the
covering of the shy, and temper the rambunctious with a gentle attitude. Permit me
to teach only the truth. Help me to inspire them so that following Jesus will not end
with camp. Let the lessons they learn make their lives fruitful and happy. And,
Lord, let me bring them to You. Teach them through me to love You. Finally,
permit me to learn the lessons they have for me. AMEN.
Episcopal Diocese of Kansas
Karen Schlabach
Youth Missioner
913-708-5927 mobile/text
[email protected]
http://edokyouth.wordpress.com
Episcopal Camp Staff Manual
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TABLE OF CONTENTS
Mission and Purpose
3
Position Descriptions
4
Youth Missioner
4
Camp Director
5
Program Director
6
Chaplain
7
Nurse
8
Counselor
9
Community Covenant
10
Camp Wood Camper Rules
11
Expectations
12
Leading a Family Group
13
Counselor Responsibilities and Procedures
14
Cabin Covenants
17
Service Projects
18
Camper Behavior Issues
19
Handling Homesickness
23
Think Before you Speak
24
Conflict Resolution
27
Emergency Procedures
28
Incident Report Form
31
Safe Church Guidelines
32
Confidentiality and Reporting
36
Appendix A: Nightly Devotions
37
Appendix B: What to pack
39
Appendix C: E-Time ideas
42
Appendix D: Guidelines for Youth Development Needs
43
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MISSION AND PURPOSE
Mission
The mission of the Episcopal Diocese of Kansas Youth Program is to gather, equip, and send
young disciples of Jesus Christ to witness to God’s reconciling love.
Purpose
The Episcopal Diocese of Kansas sponsors a summer camp program as an integral part of its
ministry with youth. There is one week of residential camp held at Camp Wood YMCA,
Elmdale, Kansas. The camp program has the following as its guiding principles:
•
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•
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•
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to provide a safe, loving, and wholesome atmosphere for all young people in grades 3-12
to provide a program which helps young people become formed in their faith
to provide a variety of worship experiences that help young people connect with God and
one another
to provide teaching about the Anglican expression of Christianity
to provide a means for young people to develop their individual prayer and spiritual life
to assist young people in developing values, ethical norms, and a sense of Christian
community
to provide interaction with adults who authentically model the Christian faith
to provide activities (games, sports, waterfront activities, crafts, etc.) which involve fun
and the building of sense of worth
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POSITION DESCRIPTIONS
Diocesan Youth Missioner
Appointed by and reports to the Bishop of the Diocese of Kansas
Provides for the efficient operation of the Diocesan Camp Program as described in the purpose
statement outlined above. The Youth Missioner, as the Bishop’s appointee for youth ministry, is
responsible for the camp program and its direction.
The Youth Missioner will:
• Provide a wholesome example to directors, staff, and campers in conduct and prayer life.
• Appoint a Camp Director, Program Director, Chaplain, and Nurse for each session.
• Recruit and select Counselors.
• Complete Background Checks as necessary for staff members.
• Provide Safeguarding God’s Children Training for staff members as necessary.
• Provide a staff manual to all staff members.
• Assist Camp Director and Program Staff in specific needs for camp programming.
• Be present as necessary during each camp session.
• Make necessary purchases for camp program supplies and staff orientation.
Role in disciplinary matters:
• Provide support to the Director and staff on disciplinary procedures.
• Proceed with follow up with parents and child after camp.
• Inform camper’s parish priest as necessary.
• Be informed of disciplinary decisions made by the Director.
• Inform the Bishop of disciplinary measures, when appropriate.
Serve as the primary liaison with Camp Wood YMCA, its management, and staff:
• Negotiate the basic contract for services and activities to be provided by Camp Wood.
• Provide support to Episcopal Camp Staff with issues involving Camp Wood.
• Inform Camp Wood Director of major disciplinary actions or medical emergencies.
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Camp Director
Appointed by and reports to the Youth Missioner.
The Camp Director will:
• Provide a wholesome example in conduct and prayer life to staff and campers.
• Assist in development and implementation of camp program.
• Assist with Staff Orientation.
• Oversee registration of campers and staff.
• Provide supervision for staff members.
• Ensure that staff guidelines, rules for campers, and community standards are
communicated and enforced.
• Ensure that preparations are made for daily program activities.
• Conduct a daily staff meeting, and assign tasks to staff members.
• Participate in all aspects of camp program and enjoy building relationships with campers
and staff.
• Coordinate activities, Kastle time, and space needs with other Camp Directors.
Role in disciplinary matters:
• Keep the Youth Missioner/Program Staff informed regarding disciplinary measures.
• Involve other Program Staff (Youth Missioner, Chaplain, etc) in disciplinary decisions.
• Inform parents of disciplinary measures as necessary.
• Provide follow up after camp when appropriate or requested by Youth Missioner.
• Document important disciplinary measures with Incident Report Form and submit to
Youth Missioner or Bishop as necessary.
Serve as liaison with Camp Wood YMCA, it’s management, and staff:
• Communicate with Camp Wood Staff about daily activities and schedule.
• Provide support to Episcopal Camp Staff with issues involving Camp Wood.
• Inform Camp Wood Director of major disciplinary actions or medical emergencies.
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Program Director
Appointed by and reports to the Youth Missioner.
The Youth Missioner, directors and staff will modify the theme for each level. The program for
each session of camp should involve the theme, but may vary because of circumstances, needs of
a particular age group and resources available.
The Program Director will:
• Provide a wholesome example in conduct and prayer life to staff and campers.
• Develop and implement the session’s religious education component.
• Seek to involve campers and staff in development and implementation of program.
• Mentor Diocesan Summer Interns in development and implementation of camp program
upon request of Youth Missioner.
• Purchase necessary program supplies and provide reimbursement receipts to Youth
Missioner.
• Assist with Staff Orientation.
• Ensure that preparations are made for daily program activities.
• Coordinate with Camp Chaplain to incorporate program themes with worship activities.
Role in disciplinary matters:
• Provide counsel and support to Youth Missioner and Camp Director on disciplinary
decisions.
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Chaplain
Appointed by the Youth Missioner. Reports to the Bishop of the Diocese of Kansas.
The Chaplain will:
• Provide a wholesome example in conduct and prayer life to staff and campers.
• Work with Camp Director and Program Director to incorporate program theme into daily
worship.
• Preside at daily worship services.
• Coordinate with other Camp Chaplains at least one “Mega-Eucharist” involved members
of all age-groups.
• Provide bread and wine for Eucharist.
• Involve campers and staff in all aspects of liturgy.
• Teach campers and staff about liturgy when appropriate.
• Teach campers and staff about Anglican Identity and Theology.
• Lead short bible reflection to begin each daily staff meeting.
• Be pastorally present to campers and staff.
• Participate in all aspects of camp program and enjoy building relationships with campers
and staff.
Role in disciplinary matters:
• Provide counsel and support to Youth Missioner and Camp Director on disciplinary
decisions.
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Nurse
Appointed by and reports to the Youth Missioner.
The Nurse will:
• Provide a wholesome example in conduct and prayer life to staff and campers.
• Review camp health forms to assess camper’s health and dietary needs.
• Accurately dispense and maintain records of medications dispensed.
• Securely store camper medications. (Medications should be under adult supervision or
lock and key at all times.)
• Provide first aid for campers and staff when necessary.
• Communicate with medical personnel in the event of an emergency.
• Communicate with parents about camper’s health issues and in the event of an
emergency.
• Participate in all aspects of camp program when able and enjoy building relationships
with campers and staff.
• Assist other Camp Nurses as needed.
Role in disciplinary matters:
• Provide counsel and support to Youth Missioner and Camp Director on disciplinary
decisions.
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Counselor
Selected by the Youth Missioner. Reports to the Camp Director and Youth Missioner.
The Counselor will:
• Provide a wholesome example in conduct and prayer life to staff and campers.
• Participate in all aspects of camp program and enjoy building relationships with campers
and staff.
• Play hard and have fun!
• Lead by example, modeling rules and expectations for campers.
• Provide supervision of campers in their assigned cabin and during daily camp activities.
• Direct campers to daily scheduled activities.
• Lead campers in a nightly prayer or devotional before lights out.
• Attend to the safety of the campers assigned to their cabin.
• Know the whereabouts of their campers at all times.
• Assist program staff with implementation of camp program, including leading a family
group of youth.
• Assist in setup/cleanup of program games/activities/events.
• Communicate with Camp Director about camper issues and disciplinary problems.
Role in disciplinary matters:
• Deal with minor discipline matters in cabin and family time.
• Notify Camp Director or Youth Missioner of serious discipline issues, so that they can
address the camper directly.
Camp counselors must see that the campers assigned to them:
• Have a good time.
• Are safe.
• Practice good personal hygiene habits.
• Actively participate in scheduled activities.
• Get help on any individual problems.
• Learn to feel at home at Camp Wood.
The Camp Counselor is the most important position for ensuring camper safety and that each
camper feels connected to the Christian community which draws young people back to Camp
Wood year after year.
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COMMUNITY COVENANT FOR CAMPERS AND STAFF
Youth events and activities sponsored by the Episcopal Diocese of Kansas abide by common
standards for our Community.
The mission of the Episcopal Diocese of Kansas Youth Program is to gather, equip, and send
young disciples of Jesus Christ to witness to God’s reconciling love. In order to live out our
mission statement, all participants agree to actively participate in all parts of the event and to
abide by the standards of the community:
1. I will seek to build up myself, others, and our community in my actions and words, doing
my best to ‘love my neighbor as myself.’ (Matthew 22:39)
2. I will respect the person, property, feelings and beliefs of each member of our
community.
3. I will respect the property of the host church with the understanding that it is God’s
House.
4. When conflicts happen, I will work to resolve them directly with the people involved, as
described in Matthew 18:15-17 “If a fellow believer hurts you, go and tell him - work it
out between the two of you. If he listens, you’ve made a friend. If he won't listen, take one
or two others along so that the presence of witnesses will keep things honest, and try
again. If he still won’t listen, tell the church. If he won’t listen to the church, you’ll have
to start over from scratch, confront him with the need for repentance, and offer again
God’s forgiving love.” (The Message)
5. I will hand in all medication to the event nurse.
6. I will not enter the sleeping areas or restrooms of the opposite sex.
7. I will wear appropriate clothing that allows me to fully participate. I agree to abide by
additional dress-code requirements for special activities.
8. I will follow the event guidelines for cell phone use if I bring one to the event.
9. I will not drive my car during the event, and I will not go to my car without permission
from an adult staff member.
10. I will not engage in sexual activity.
11. I will not bring or use alcohol, tobacco, illegal drugs, fireworks, firearms or any kind of
weapon.
12. I will do my best to have fun!
Adults attending the event also agree to abide by these standards and assist with supervision of
youth, remembering 2 Timothy 2:24-25, “And the Lord’s servant must not be quarrelsome but
kindly to everyone, an apt teacher, patient, correcting opponents with gentleness.”
I agree that these are reasonable expectations and I will do everything I can to live up to them. If
I choose to violate the rules set for the event I am planning to attend, I understand that there will
be consequences, which may include my parish rector/parents being notified and my being sent
home.
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CAMP WOOD CAMPER RULES
Every community has guidelines by which we live---rules to make sure people have a good time
and don’t get hurt. The Camp Wood community has rules that we want to share with you.
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4.
5.
6.
7.
8.
Shoes or strap-on sandals must be worn outside your cabin. Rocks are sharp and can cut
your feet. NO FLIP FLOPS!
Keep clean, wash hands often and take a quick shower every day.
Always remember the truddy system and keep your counselor informed! Your counselor
needs to know where you are going and that you will be safe.
Treat our wildlife with care; all ANIMALS should be held for only a short while and then
returned to where you found them!
Report any accident or sickness to your counselor and nurse.
Close every gate you open. There are horses and cattle on camp that we want to keep
inside the fence!
You are only allowed in your own cabin. Do not enter any cabin except your own.
If there is a RED SIGN be sure to follow it. All program areas (such as Horseback riding,
Archery, Swimming, Climbing Tower, etc) have special rules. There must always be aY
staff to run it.
JONES LODGE BELL: This bell is only rung during emergency procedures. Please do not ring
this bell to cause false alarm.
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CABIN COVENANTS
These can be especially helpful with younger campers and first-time campers. Students today
may not have to share a room or know how to live in a shared space. The cabin covenant helps
them think about ways they will need to behave to have a positive experience. We call it a
covenant because we ask for God’s help in following the promises. The phrase “I will, with
God’s help” from our baptismal promises could be used.
1. Have campers sit in a circle. Everyone should be able to see everyone else.
If more than one staff member is present, they should sit across from one another in the
circle, as opposed to next to one another.
2. Introduce the meeting in a clear, brief manner:
"We are going to be living together here this week—What agreements can we make so
that we are the best cabin? What can we all promise to do so that we get along, have the
most fun, and are the happiest?"
or
"We're going to be spending a lot of time with one another over the next week. In order
for everyone to have as much fun as possible and feel as good as possible about being
here at camp, we are going to have to have some agreements. I would like your ideas
about what you think our bunk agreements should be."
3. Brainstorm with the group their ideas. Write it all down.
4. Restate what the children say in positive terms. (For example, "No taking other people's
stuff without asking," becomes, "Ask someone before you borrow their stuff.")
Remember, this exercise is about camper relationships and how they support one another.
It is about group living. Encourage or allow the kids to talk— take care not to dominate
or get preachy. To give you an idea of what to look for, here are some samples:
⇒ everyone help out during clean up
⇒ ask before you borrow someone else's stuff
⇒ respect one another
⇒ share
5. Try to condense the ideas into just a few items. Try to have no more than 5-7 items.
6. Write the final version on poster board or large sheet of paper.
7. Give the list a title (enlist the kids' help in naming the list). Some ideas:
⇒ CODE OF HONOR
⇒ CODE OF LIVING
⇒ THINGS TO REMEMBER
8. Have everyone sign the list. Emphasize that signing mean promising to follow the rules
as best they can.
9. Post it in a prominent place in the cabin, such as on the door
10. Revisit the list each day— Any additions? Any changes? Anyone having trouble
following one?
Adapted from Robert B. Ditter, M.Ed., LCSW
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EXPECTATIONS
Preach the Gospel at all times, if necessary use words.
• Be approachable
• Be non-judgmental
• Be inclusive and welcoming
Lead by Example
• Be an active participant.
• Have a positive attitude.
• Young people “listen with their eyes” and will do what you are doing rather than what
they have been told to do.
• Remember YOU are the adult.
Choose to think the best of people…and situations and facilities and food and activities. ☺
Build relationships.
• Affirm youth.
• Praise the behavior you want to see.
• Respect youth (and other adults).
Supervise.
• Sit with and among youth, proximity control does wonders.
• Zero indifference policy to name-calling, teasing, pranks, hazing, etc.
• During transitions, make sure everyone gets to the new activity
• Don’t get distracted talking to other adults
• Limit youth access to isolated areas
Resolve Conflicts: If you have an interpersonal conflict with another staff or youth, seek to work
it out with them directly before involving the Youth Missioner or another staff member.
Report crisis issues immediately: If a youth reveals that they are in danger (experiencing abuse,
thinking of suicide, engaged in drug use) it should be reported immediately.
Report health issues to the Nurse: Please report all health issues major or minor to the event
Nurse.
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LEADING A FAMILY GROUP
All staff are asked to lead or co-lead a family group comprised of 8-12 youth. Family groups
typically meet during program time and your program director will guide you on what to do or
discuss during family time. Your job is to keep the youth on task.
Suggestions for a successful experience:
• Have your group sit in a circle on the ground, “knee to knee” (or around a table with
chair. Couches are not recommended as they encourage lounging and laziness).
o Don’t let people sit outside the circle, invite them into the circle. This helps with
discussion and eye contact, it says ‘everyone is expected to participate’ but
doesn’t force them to.
• Don’t be afraid of silence. Wait for youth to do the talking.
• Encourage your students to verbalize their views and feelings, however unorthodox they
may be. Remind them that this is a safe place.
• Be grateful for every answer. (Literally…tell them “thank you for sharing”)
• Don’t be satisfied with the first response to your question, ask others what they think.
• Keep the discussion moving (don’t let 1-2 students monopolize the conversation).
o Give a gentle halt to one who dominates. Say “Let’s hear what [another person’s
name] thinks about the question.”
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COUNSELOR RESPONSIBILITIES AND PROCEDURES
•
•
•
•
•
Take charge of your cabin group from the beginning, get well acquainted, be their (adult,
mature) friend.
Make your campers your top priority at Camp Wood YMCA. At all times, know where
each of your campers are.
Watch for campers who seem to need special help--the awkward, homesick, easily hurt,
aggressive, etc.--and give them your help. Ask directors for help when you are not sure
how to handle a situation.
Cooperate with the entire staff in working together for the welfare of campers and the
camp.
Make sure each camper leaves with everything they brought. Check the clothesline and
bathroom. Sweep cabin and make it presentable when parents arrive.
Morning Cabin Clean Up
After morning Kastle Time campers and counselors are responsible for cleaning their respective
cabins. Counselors are responsible for communicating these expectations to campers. This is
especially important for the elementary age-group to ensure they return home with their
possessions.
The following duties should be performed:
1.
Place all cabin trash into one of the trash barrels in the Quad, Kastle, or the bathroom
garbage cans in Jones Village.
2.
Clothes and other belongings must be neatly placed within suitcases or on shelves.
3.
Suitcases and other personal belongings stored under the bed should look orderly.
4.
Use laundry bag only for dry and dirty clothes. Wet stuff should be hanging to dry.
5.
Beds are made neatly.
6.
Floor should be swept daily.
7.
Around the cabin is clear of any trash or lost and found.
Meals / Dining Hall Procedures
Take charge of campers at meals. See that good manners prevail. Watch the distribution of food
and that dietary issues are addressed when needed
Before the meal:
When it is time for meals the campers will line up outside of the dining hall. Counselors and staff
will enter prior to the campers to ensure that there is at least one adult at each table.
A member of the Y-Staff will be assigned to “MC” each meal, and they will let the youth in the
dining hall when we’re ready. As soon as everyone is in the dining hall, pre-meal announcements
are made and grace is sung. The MC will dismiss tables to go up to the buffet for food. When the
person leading announcements raises their hand, everyone is to get quiet.
During the meal:
Be a good example for your campers by displaying good table manners. Pay attention to how
much your campers are eating. Watch for campers overeating or not eating enough.
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After everyone has gone through the line once, they will announce that “seconds” are available.
Only two people may be up from the table getting seconds at one time (the “two booty” rule).
Adults should assist with monitoring the process of getting seconds.
After the meal:
When the clean up signal is given, clean up will begin. Each table should assign a person to stack
the plates/bowls and take those to the kitchen, a person to stack the cups and put silverware in
the whiffle basket and take those to the kitchen and another person to get a rag and wipe down
the table. If you have problems getting the youth to do these tasks, pick a random “attribute” and
say, “The person who’s birthday is closest to today has to take the plates.” Or “Rock, Paper
Scissors loser has to take the cups.” Everyone is to sit quietly and wait for post-meal
announcements.
Health & Personal Hygiene
Campers who get medications at meal times should get them whenever it is appropriate. It is
important to make sure that your campers get their medications, if you know they take them.
Counselors are responsible for making sure their campers perform satisfactory personal hygiene
(shower daily, brushing teeth, changing clothes, using the bathroom, washing hands, etc.).
Watch for any signs of cuts, sniffling, sore throat, coughs, upset stomach, poor appetite, overtiredness, etc. If any signs occur, take camper to the nurse immediately.
Activities & Camper Checks
Staff and campers are expected to be present at all activities. If you need to do some-thing else
during a particular activity, see the Camp Director before leaving. You will need to arrange for
supervision of your cabin or family group.
At the beginning of an activity, cabin counselors are to check to make sure all of their campers
are present. During events and activities, staff members are to make sure all of their campers are
present and that young people are participating and are not being left out because of shyness,
emotional difficulties, etc.
Snacks
There will be a snack time each afternoon when the staff will distribute snacks to the campers.
Pick up only the snacks for your age-group in the staff room.
Campers who receive food in packages from home should consume it during rest time. Food that
is not consumed at rest time should be brought to the Staff Room in Ritchie for storage. There
should not be food stored in cabins or tents as it attracts bugs and animals.
Cabin Time / Bedtime
Counselors are to assist young people in getting ready for bed at the appropriate time. Counselors
should be out in the quad, in their cabin, or near their cabin during evening Kastle/bathroom time
to encourage campers to be ready for bed at lights out.
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Cabin checks will be made at lights out by each camp director or an appointed program staff
person. All campers and staff should be in cabins at that time and should remain in cabins until
morning wake up bell. If a camper goes “missing” during the night, the counselor should notify
the Camp Director or Youth Missioner immediately.
Enforce lights out time, insisting that campers are quiet to allow for a healthy amount of rest.
Evening Devotions
Each night before bed counselors are responsible for leading a meaningful time of prayer and
devotion for their campers that is appropriate for their age. Some suggestions can be found in the
appendixes at the back of this manual.
Mail Distribution
Letters will be distributed after lunch during rest time. If a camper receives a package, tradition
is they will kiss the fish in the dining hall at suppertime.
Canteen
The “Canteen” is a small store where campers can buy Camp Wood souvenirs, stamps,
disposable cameras, etc. The canteen is only open during registration and check out.
Camper Awards
At the end of the week we give awards to each camper and present them with a certificate. The
awards are meant to be a gesture expressing our love and appreciation for the camper and
something we’ve come to know and love about them while at camp. Try to focus on positive
attributes about the camper, which they would be proud to have recognized in front of the other
campers and staff.
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SERVICE PROJECTS
Camp Wood has a philosophy that we all have to participate in our community in order to make
it successful, thus, each cabin will have a “Service Project” assigned daily.
• Typically these are done after breakfast (9-9:30 am) and should not take more than 15
minutes.
• The schedule of service projects is in your staff packet (right after the daily schedules)
• Necessary supplies or equipment can be obtained from Camp Wood staff in the office in
Ritchie (i.e. brooms, trash bags, cleaning supplies, etc.)
Specific Service Projects:
• Kastle/bathroom duty:
o sweep,
o pick-up/take out trash/replace the bags,
o wipe off counters and mirrors with a wet paper towel (Windex ruins the mirrors)
• Trash duty (if you’re assigned to an outdoor location on the list)
o The Y-Staff will have trash bags available in Ritchie for the staff to grab (a roll may
be available in the Episcopal Staff Room).
o The dumpster for full trash bags is next to Ritchie on the same side as the Jones
Village cabins.
o If you remove a bag from a trash can, make sure you replace the bag.
• Sweep
• Breakfast, lunch, or dinner KP (Kitchen Patrol), 15 minutes prior to the start of the meal
o Make sure there are 10 chairs around every table (and the tables are evenly spread
out)
o Make sure each table has:
" cups,
" salt and pepper,
" a pitcher of water,
" a whiffle of silverware,
" a napkin dispenser,
" an age-group table tent (Elem, JH, or SH)
o Select (and lead) that meal’s grace
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CAMPER BEHAVIOR ISSUES
How to Encourage Appropriate Behavior
Role Model - The campers look up to you and you need to set the standard. Try to live the values
you teach. Be kind to all campers and staff. Campers will mimic your social behaviors with each
other.
Reinforce Positive Behavior - Look for opportunities to find positive behavior from the start –
reward it with genuine, positive verbal praise. A smile, gesture, or brief word of support is
frequently all that is necessary to encourage a camper. Find ways to praise each camper every
day.
Set Expectations - Young people are more likely to internalize rules they have helped to
establish, so develop cabin rules together and post them in the cabin. If you make too many, it
will become difficult for campers to remember them all, and set them up for failure. Don’t
forget, camp activities have guidelines and procedures that are necessary for safety and
efficiency on top of those expectations made within the cabin. Concentrate on safety, respect,
and responsibility.
Choose Your Battles - Too much attention to annoying behavior may not only interfere with the
activity at hand, but may actually reinforce undesirable actions. Children like attention, whether
they receive it for a negative or positive behavior.
Effective Praise
A sincere, enthusiastic, positive response to a camper's positive behavior. Used any time one
observes a camper doing something one wants them to do, when a camper shows improvements
(even small ones), or when a camper makes a positive attempt.
DLP-ing : Describe, Label, and PRAISE
Example: Katie, I saw you share the last brownie with Sam, that was very considerate of you,
GREAT JOB!
Proactive strategies
• Praise the behavior you want to see
• Develop relationships immediately, know their names
• Use “Proximity Control” … adults spread out among the youth
• Give ownership and get them involved
When problems occur, use the Three R’s:
• Request that the camper stops the behavior. Ask calmly and politely.
• Reseat the camper closer to you or away from other campers they are causing problems
with.
• Remove the camper from the situation. If they persist in disrupting, escort them to the
Camp Director or other program staff member who can watch them for a few minutes
until they are ready to return to the group.
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The Five E’s
1. Example: Campers will follow our example rather than what we explicitly tell them to do.
If we expect them to participate in a game during program, then we need to be involved
in the game. If we expect them to be respectful to staff and peers, then we should treat the
youth and our fellow staff with respect.
2. Expectations: Set high ones. If you set the tone ahead of time, kids will know what to
expect and what behavior is acceptable.
3. Education: We are always teaching, sometimes what looks like misbehavior might just be
a lack of knowledge or inexperience.
4. Experience: Give kids lots of it. Let kids make mistakes and allow them to experience the
consequences of their actions.
5. Empathy: Helps kids own consequences. Genuinely say, “I’m sorry,” or “That sucks,” but
allow the campers to take responsibility for their actions.
This section adapted from the Love and Logic Institute, Inc., www.loveandlogic.com.
Share Control by Giving Choices
Let’s face it, none of us like to be told what to do. We want to make our own choices and feel we
are in control of ourselves and our lives. So, when we give children choices, we empower them
to be responsible and communicate to them that we know they can do it.
Some suggestions for how to give choices
• Never give a choice on an issue that might cause a problem for you or anyone else.
• For each choice give only two options, each of which will be OK with you.
• If the camper doesn’t decide in 10 seconds, decide for them.
• Only give choices that fit with your value system.
Some examples of little choices
• Would you like to clean the cabin before breakfast or after service projects?
• Can you stay with us and stop that, or do you need to leave for a while and come back
when you can be nice?
• Are you going to shower before breakfast or before lights out?
• Would you like to hear a story before bed or say a prayer?
• Would you like to brush your teeth first or change into your pajamas first?
• Would you like to go to bed now or talk quietly until lights out?
• Would you like to take the cups up or the plates?
This section adapted from the Love and Logic Institute, Inc., www.loveandlogic.com.
Strategies for working with youth
1. Neutralize arguing. Use one-liners. “I don’t argue at camp.” Using statements like these
gives the adult control of the situation and rewards the behavior you want to see.
2. Enforceable statements. We can’t force a camper to make good choices or do what we
tell them to. It’s important that we never threaten a camper and that when we make
statements regarding behavior that they are within our control, which usually means
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3.
4.
5.
6.
something WE can do rather than what THEY can do. Examples: “I’ll start reading the
story when it’s quiet.”
Instant empathetic response. Respond with “What a bummer” or “This is so sad” or even
just an empathetic groan or sigh. Acknowledging the camper’s behavior, but not
changing yours.
Consequences: Make sure to give campers consequences that are proportional to the
camper’s behavior. Be sure to give the consequences with empathy, don’t give
consequences out of spite or when you’re angry. The consequences shouldn’t cause a
problem for you, or take away from your energy. Don’t give campers lectures. Once the
problem has finished, it shouldn’t be talked about. Consequences aren’t punishment.
They’re a repayment of time or energy.
a. Energy Drain If you have no idea what else to do, or there isn’t a good
consequence use the energy drain. Something that makes the campers more tired.
For example: a counselor stayed up all night waiting for campers that snuck out
and the campers had to pack her van and clean the cabin so she could get some
rest.
Delayed consequences. Sometimes a behavior is so baffling we’re not sure how to react
(or our own emotions are elevated making it difficult to deliver an appropriate,
enforceable consequence). But before giving into anger and lectures, try delaying the
consequences and letting the child anticipate the consequence. Example: “This is so sad,
I’m not sure what the consequence for this is going to be, but I’ll let you know after Ytime. Try not to worry about it.”
Problem Solving Model: If a camper comes to you with a problem, use this method.
Initially, handle the problem with empathy, then hand it back to them. “What are you
going to do?” Don’t waste your time and energy fixing campers’ problems for them.
They should come up with solutions. If they can’t, give them some ideas. Make the first
one unrealistic because they’ll reject it anyway. Give them other options to choose from.
Then ask “How will that work for you?” and have them examine their solution.
This section adapted from the Love and Logic Institute, Inc., www.loveandlogic.com.
Don’t get mad. Let the camper own the consequences and you get to be genuinely empathetic
about the situation. We make an effort to create a Christian community at all Diocese of Kansas
Youth Events. This means we generally don’t yell at the youth unless it is a life or death situation
and we need to use a raised voice to get their attention.
The natural response when a child misbehaves is to become angry, threaten, and then lecture.
Consequences preceded with empathy are far more effective than consequences delivered with
anger, guilt, or sarcasm. An added benefit of responding to our campers’ mistakes with empathy
is that they’ll be far more likely to admit making them. Do you want your campers to be afraid of
you when they blunder? Do you want them to hide their mistakes rather than bringing them to
your attention? Of course you don’t! That's why it’s so important to discipline with love rather
than lectures.
Remaining calm when addressing misbehavior with campers is crucial to handling the situation
well. Here are some natural outcomes of delivering consequences calmly and with empathy:
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•
•
•
•
The camper is not distracted by the adult’s anger.
The camper must own the pain of the consequence rather than blaming the adult.
The relationship is maintained.
We model how to use empathy with others in reaction to problems or conflict.
This section adapted from the Love and Logic Institute, Inc., www.loveandlogic.com.
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HANDLING HOMESICKNESS
Prevention is the best medicine
• “Familiarity” helps campers feel at home
• Learn campers names as quickly as possible
• Take a tour of the camp pointing out restrooms, nurse, chaplain and meeting
places
• Play “get to know you games” in your cabin
• Likes, dislikes, skills, talents, attitude, personality
• Play for a couple of days
• Increase camper comfort level
• Tell campers everything that is happening
• Go over the daily schedule with lots of reminders
• Set rules as a cabin – helps kids “feel” safe to know what is acceptable (you will
have more “buy in” if kids are part of deciding rules)
• Keep campers minds busy especially at rest time and before bed
What to do when a camper is homesick:
• Acknowledge it, but don’t give it too much attention. This just makes it worse!
• Try to notice all the positives you can “Glad to see you made a friend” or “That game
looks fun” or “You have a great smile”.
• Don’t ask them how they are feeling, it will just remind them to be sad
• Don’t overreact to them being sad. Pat them on the shoulder, encourage them. Be
empathetic.
• If they can’t stop crying, tell them it is ok to be homesick and to cry if they need to. Offer
them a private place to cry like with the nurse or the chaplain.
• Don’t make promises you can’t keep and don’t barter with them. “If you don’t cry today,
we will call your mom tomorrow”.
• Set goals with them to participate and enjoy themselves.
• Congratulate them when they succeed “You had a great day” not “You didn’t cry today”
(this is a reminder of sad things) stay positive
Remedies…
• Notice when the campers are having a good time and acknowledge it
• Give them extra appropriate TLC and tell them you are glad they are here
• Express interest in what they are doing
• Keep them focused on the next activity
• Directors only will determine if a call to parents is required or would be helpful
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THINK BEFORE YOU SPEAK
Our baptismal covenant asks us to “seek and serve Christ in every person, loving our neighbor as
ourselves” and to “strive for justice and peace among all people, and to respect the dignity of
every human being.” Our goal is to ensure that no student is subject to prejudiced remarks or
harassment.
Be aware that we may not all think alike on issues like sex and gender identity, race, body type,
sexual orientation, politics, theology and probably lots more. When we’re in public, we’re
expected to refrain from language that is insulting to others and encouraged to speak in ways that
are respectful to all.
Words to avoid: gay, retarded, fat, skinny, giant, shorty, faggot, dyke, butch, lesbo, lezzie,
queer, queen, sissy, fairy, fruit, pussy, homo, flamer (and probably 100 others).
Two “bad words”
• Gay: there was once a time when all “gay” meant was “happy.” Then it meant
“homosexual.” Now, people are saying “that’s so gay” to mean dumb and stupid, which
is pretty insulting to gay people (and we don’t mean the “happy” people).
• Retarded: Retarded is a word for slow, especially mentally slow. This is a medical word
that spread to slang, and is today considered very insulting, inappropriate, and “hate
speech”. When “retard” and “retarded” are used as synonyms for “dumb” or “stupid” by
people without disabilities, it only reinforces painful stereotypes of people with
intellectual disabilities being less valued members of humanity.
Harassment is unwelcome conduct based on a protected class (race, national origin, color, sex,
age, disability, religion) that is severe, pervasive, or persistent and creates a hostile environment.
• Studies indicate that youth who regularly experience verbal or physical harassment suffer
from emotional turmoil, low self-esteem, loneliness, depression, poor academic
achievement and high rates of absenteeism.
• Research also shows that many of the bystanders to acts of harassment experience
feelings of helplessness and powerlessness, and develop poor coping and problemsolving skills.
2011 National School Climate Survey:
• 61.4% heard negative remarks about gender expression (not acting “masculine enough”
or “feminine enough” frequently or often)
• 60.4% of students did not report incident to staff, most often believing little to no action
would be taken or the situation could become worse if reported.
Stats (2011)
• Approximately 9 million Americans identify as lesbian, gay, bisexual, or transgender
(LGBT).
• An estimated 19 million Americans report that they have engaged in same-sex sexual
behavior.
• Nearly 25.6 million Americans acknowledge at least some same-sex sexual attraction.
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•
•
About 1 in 100 births yield a person whose body differs from “standard” male or female.
There are an estimated 700,000 transgender individuals in the U.S.
A few notes on Gender
• Sex is assigned at birth, refers to one’s biological status as either male or female, and is
associated primarily with physical attributes such as chromosomes, hormone prevalence,
and external and internal anatomy.
• Gender refers to the socially constructed roles, behaviors, activities, and attributes that a
given society considers appropriate for boys and men or girls and women.
• Gender identity refers to a person’s internal sense of being male, female, or something
else.
• Gender expression refers to the way a person communicates gender identity to others
through behavior, clothing, hairstyles, voice, or body characteristics. We commonly use
the terms tom-boy, girly-girl, manly-man, metrosexual, etc.
• Sexual orientation refers to a person’s attraction to other people. We commonly use the
terms heterosexual, homosexual, and bisexual.
• Gender dysphoria: the feeling that one’s gender does not match the sex that was assigned
at birth, and an unhappiness with his or her body because of this. This is a new diagnosis
in the DSM-5 (Diagnostic Manual of the American Psychiatric Association).
• Transgender is an umbrella term for persons whose gender identity, gender expression, or
behavior does not conform to that typically associated with the sex to which they were
assigned at birth.
Tips for talking with a Trans or Gender-Variant person
• If the person’s gender presentation is unclear, use the person’s first name instead of
pronouns
• Don’t ask what the person’s birth name or prior name was.
• Don’t make comments about appearance that could be offensive.
• Be aware that the person may have any sexual orientation.
• Don’t ask about surgery or hormones (if the person discusses this you may ask about
their well-being, not about the details of the procedure).
• Be careful with the words you use. Don’t ever use hermaphrodite, she-male, tranny, or
transvestite.
Bullying is unwanted, aggressive behavior among school-aged children that involves a real or
perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over
time.
• Verbal Bullying = teasing, name-calling, taunting, threatening
• Social Bullying = leaving someone out on purpose, spreading rumors, embarrassing
someone in public, cyber bullying
• Physical Bullying = hitting, kicking, pinching, spitting, tripping, pushing, breaking stuff
Many state and federal laws address bullying-like behaviors in young-adults and college students
under very serious terms, such as hazing, harassment, and stalking.
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How can I help stop bullying?
• Be with your kids at all times.
• Look for signs.
• Listen.
• Address it “Right Now” … say, “Be sweet” or “We don’t treat each other like that at
Church.” Or “We don’t say that word here.”
• Get them a buddy. Someone to be their friend.
ADULT BULLYING EXISTS, TOO. Be kind to your fellow volunteers!
Zero-Indifference: DON’T IGNORE IT!
• End name-calling and teasing
o Stop the behavior immediately (i.e. “Hey guys, let’s only say nice things to each
other, please.”)
o Educate those involved (immediately/publically or later/privately).
• Don’t Laugh. Let others know that jokes and comments based on race, religion, sexual
orientation, gender, ethnicity, etc. are not funny.
• Speak up! If you feel safe, let those who behave disrespectfully know that you don’t
appreciate it.
• Don’t “get even.” Responding to meanness with meanness won’t help.
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CONFLICT RESOLUTION
“If a fellow believer hurts you, go and tell him - work it out between the two of you. If he listens,
you've made a friend. If he won't listen, take one or two others along so that the presence of
witnesses will keep things honest, and try again. If he still won't listen, tell the church. If he won't
listen to the church, you'll have to start over from scratch, confront him with the need for
repentance, and offer again God's forgiving love.” Matthew 18:15-17 (The Message)
Often campers or staff members are involved in a misunderstanding or conflict with each other.
It is part of living in community that these things happen. If the issue is between staff members,
we expect you to go to that person and try to work it out together using the following guidelines:
1. Be prepared. More than a Boy/Girl Scout motto, this principle applies in adult relationships as well. Rehearse what you want to say and how you want to say it.
2. Remember that emotions are contagious. The way you talk to this adult is likely the way
they will respond to you. Set the tone with respect, courtesy, and dignity.
3. Share what you'd like to see as an outcome. While you cannot control others, you can ask
for what you want. The more specific the request, the better.
4. Listen to their point of view. These "critical conversations" aren't about winning — they
are about making meaningful contact with another person. Allowing them to share their
reaction to what you have to say is important.
5. Make agreements. Change happens when two or more people make meaningful
agreements. Brainstorm what you can agree upon. Agreements are the gateway to
change. Discuss what both of you will change. How will you hold one another
accountable for change?
Mediation strategy
Often issues between campers can best be resolved with an impartial mediator (any adult will
suffice). The following “conversation” is led by the mediator. Assure them that they will all have
an opportunity to speak and be heard. Each camper can express what they thought or how they
felt. Stop them and help them rephrase if they start accusing or blaming each other.
1. The camper who is upset (Camper #1) speaks first. If they are both upset just pick one.
The other camper (Camper #2) listens.
2. Camper #2 repeats what Camper #1 said. This is called reflective listening: “What I heard
you say…”
3. Camper #1 confirms or clarifies
4. Camper #2 has an opportunity to speak
5. Camper #1 listens then says “What I heard you say…”
6. Camper #2 confirms or clarifies.
7. Give campers an opportunity to resolve. If they need help, as the mediator, you can offer
some suggestions for ways they can resolve the issue. Do NOT tell them what to do. The
object if for them to figure out a solution.
If either of these strategies does not work, bring the issue to your camp director, chaplain, or
youth missioner.
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EMERGENCY PROCEDURES
Emergency Communication Plan
In the event of an accident or other type of emergency at camp, all staff should follow the
following procedures.
•
•
•
•
•
•
Staff priorities are to protect, reassure, and control campers. It is key to control your
personal fears in order to ensure the safety of everyone involved.
Staff at the site of the incident should remain calm, assess the severity of the situation,
determine and carry out the immediate safety steps needed to reduce or eliminate further
risk or danger to campers and staff.
o If emergency help is required, the staff should send another staff to call for help.
o Other available staff will be used to deal with the other campers to keep them
calm and informed.
Report the incident immediately to the appropriate personnel, i.e. Camp Director, Nurse,
Program Director, Chaplain
In the event a camper was injured or missing, the administrative staff (Nurse, Program
Director, Camp Director) will contact the camper’s parents or guardian as quickly as
possible.
The camp office under the direction of the Youth Missioner will handle all
communication with the media. All staff should refrain from discussing the situation with
the media and refer media to the Youth Missioner.
Camp Wood staff should be informed of actions taken regarding medical emergencies
such as sending campers to the hospital. The Camp Director will file an incident report
with Camp Wood. These forms are available through the Camp Wood Administrative
Office.
Lost Camper Procedure
As soon as a counselor suspects a camper is lost (or playing “hooky”), contact the Youth
Missioner, Camp Director and Program Director.
1. Find out where the camper was last seen, if they were dealing with any issues like
homesickness, if they were exhibiting a tendency to not be involved, and any medical
problems that could have led to their disappearance.
2. Search parties or specifically designated staff members should be sent to look for the
missing child. Check all obvious places: cabin, bathrooms, Jones Lodge, Ritchie Lodge,
Hutch, etc. Use Walkie-Talkies to involve leadership in search. Counselors should stay
with their students and allow others to search.
3. If the camper is not found, the camp alarm will sound and all campers and staff will
report to Ritchie. Additional searches to various locations will commence.
4. If the camper is still not found, Emergency Personnel will be contacted for assistance.
The Highway Patrol and Sheriff’s Office should be alerted that a child has run away. The
parents should be called in case of a confirmed run away or child who cannot be found. A
run away may sometimes call home at the first opportunity. We may find useful
information about the child more quickly and also let the parents know we are doing
something about the situation (rather than their first contact being a call from a distraught
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son or daughter). The Youth Missioner or Camp Director only will make such calls. After
such call is made phones must be monitored until the child is found.
Runaway Camper
If a staff member witnesses a camper running away, they should ask the camper to stop. If the
camper does not stop upon request, the staff member should notify leadership staff (or ask
another counselor to notify leadership staff) and then pursue the camper. We cannot use physical
force to get the child to return to camp, but we want to continue supervision of all students in our
care.
Lost Swimmer Procedure (LSP)
If you hear an air horn, siren, or the bell being continuously rung, report to Ritchie with all of
your campers. Verify that everyone in your cabin is present and notify your camp director if
anyone is missing. YMCA staff will report to the lake to assist with the swimmer search.
Severe Storm Procedures
Definitions
• A Tornado Watch is issued by the weather service whenever the weather conditions are
such that a tornado could occur. The YMCA staff will be monitoring the radar and
updating staff as needed.
• A Tornado Warning means that a tornado has been sighted in the area and seconds may
count in seeking shelter.
In inclement weather, Chase County Sherriff’s office notifies Camp Wood YMCA of any
oncoming storms. The Camp Wood staff will in-turn notify the Youth Missioner and Camp
Directors.
PLEASE do not excite campers, parents or other staff by playing weatherman using data from
your phone, Facebook, or other sources. This includes posting a status to Facebook regarding
potential weather hazards. Official communication regarding conditions at Camp will be posted
to the Episcopal Diocese of Kansas Youth Facebook page as needed.
In the event of a known approaching tornado, the Camp Wood Director will sound a siren signal
throughout the entirety of the camp. This will be an indication of an emergency. If the signal is
not operational, a hand bell or verbal commands will be used.
Campers and staff should go to the nearest shelter. There are four available:
• The basement of Ritchie Hall
• In Calhoun Health Center
• In the Barn
• Jones Village in the Dragonfly pod, Reeble & Shane bathrooms
If you realize there is no time to take cover, lay under the bunks or in a low spot if in the open.
Several flashlights should be taken to each place of cover if it will not delay you.
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Keep your group calm. If you are in a shelter, have everyone sit on the floor and quietly sing
songs.
Do not leave your place of cover until told by the Youth Missioner, Camp Director, Program
Director, or Camp Wood Leadership staff.
A camper count will be taken as soon as is feasible.
Since parents have easy access to weather information with technology, there is often concern
when storms advance. After the storm a message will be sent to all parents using the diocesan
Facebook page and an e-mail to all parents of young people at camp.
Other possible emergencies:
Building Fire: get campers out of the building and notify the Camp Wood Office. It is not your
responsibility to fight the fire.
Flood: Stay out of moving water.
Power Outage: Continue the scheduled activities as much as possible. When power is lost, only
the Kastle Bathrooms will work correctly.
Site evacuation: gather in front of Ritchie and make sure everyone in your cabin is present, await
further instructions from the Youth Missioner or Camp Wood Leadership.
Violent Intruder: Stay with your campers and stay out of sight from the intruder. Camp Wood
staff will take you and your campers to a safe location.
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Incident Report Form
Date:
Event:
Camper(s) involved:
Staff Member(s) involved:
Staff person making report:
Type of Incident:
Health Related
Accident/Injury
Behavior Issue
Description of incident:
Actions taken by staff members:
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SAFE CHURCH GUIDELINES
Keeping Your Camp Safe (from Safeguarding God’s Children online curriculum)
6 High-Risk Circumstances at Camp
1. Unstructured times
a. Free-time: should be limited;
i. “Truth-or-Dare” or “Spin-the-Bottle” games are not permitted
b. Transitions between activities: make sure kids don’t get “lost” on the way
c. Large group activities:
i. kids can easily go unnoticed or separate from their peers
ii. don’t permit a camper to run back to the cabin without supervision
iii. stand on the side-lines and mingle throughout the group
iv. don’t get distracted talking with other counselors
2. Bedtime
a. Showers: stand outside the shower area and talk to other campers so that they
know you are there.
b. Sleeping space: don’t let kids sit or lie on anyone’s bed or in anyone else’s
sleeping bag (including yours). Be modest when you undress, or change clothes in
the bathroom stall or shower stall.
c. Nighttime: Kids should not be left alone after they “fall asleep” (they are great
fakers!)
3. Isolated Areas:
a. limit camper access,
b. have 2 or more adults present,
c. direct kids back to the group
4. High-risk kids:
a. Kids who are more likely to abuse: Kids who use sexual talk or make sexual
gestures, kids who bully or pick on others, kids who are verbally or physically
aggressive.
i. Don’t tolerate any of this kind of behavior, stop it before there’s a
problem.
b. Kids who are more likely to be a target: lonely, shy, clingy, emotionally needy,
kids who are different or have a disability.
i. Keep them involved in activities where they can be easily observed.
c. No one is allowed to threaten, scare, or harm another camper…it should be
stopped and reported immediately.
5. Mixed age groups
a. No more than 2 years apart, especially in cabins
b. Older youth should never supervise younger youth
6. Off-site excursions:
a. set high expectations/explain rules in advance
b. keep adult/camper sleeping areas separate (but with line-of-site),
c. camper sleeping bags should have space between them.
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5 things you can do to make a difference
1. Be a positive role model (kids will notice your language, jokes, clothes, interactions with
them, other children and other counselors, and whether you stick to the rules) NEVER
TEASE
2. Set clear standards (set them high, make them clear, establish them immediately, and
don’t be afraid to enforce them…campers will push the boundaries and gradually get
worse)
3. Keep your personal boundaries clear
a. Don’t let kids sit in your lap or on your bed
b. Avoid being alone with a camper
c. Keep your conversations with campers about acceptable topics (ask yourself
“Would I want my mom to hear this conversation?”)
d. NEVER talk about your love-life or the camper’s love life
4. Listen to what kids say (they know all the dirt! Read between the lines, ask subtle followup questions)
5. Inform your co-counselors and camp director
a. report problem campers (picking on other kids, breaking the rules)
b. report problem situations (campers unsupervised, sneaking around…don’t let
them slide!)
c. report problem adult contact (off-color jokes, sexual language, picking favorites,
alone with kids, too physical, seems more like a camper than a counselor, doesn’t
have good personal boundaries)
Code of Conduct for Protection of Children and Youth
• Church personnel agree to do their best to prevent abuse and neglect among children and
youth involved in church activities and services.
• Church personnel agree to not physically, sexually or emotionally abuse or neglect a
child or youth.
• Church personnel agree to comply with the policies for general conduct with children and
youth as defined in these policies for the protection of children and youth from abuse.
• All church personnel agree to comply with the guidelines for appropriate affection
(outlined in the “Guidelines for Appropriate Affection” section of this document).
• In the event that church personnel observe any inappropriate behaviors or possible policy
violations with children or youth, church personnel agree to immediately report their
observations.
• All church personnel acknowledge their obligation and responsibility to protect children
and youth and agree to report known or suspected abuse of children or youth to
appropriate church leaders and state authorities in accordance with these policies.
• Church personnel understand that the church will not tolerate abuse of children and youth
and agree to comply in spirit and in action with this position.
• Church personnel with “regular” involvement with children and youth will complete the
required Safeguarding God’s Children training as outlined in the “Education and
Training” section of this document.
Staff Guidelines
1. All church personnel who work with children and youth must agree to comply with the
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Episcopal Diocese of Kansas guidelines for appropriate affection.
2. Church personnel are prohibited from the use, possession, distribution, or being under the
influence of alcohol, illegal drugs, or the misuse of legal drugs while participating in or
assisting with programs or activities specifically for children or youth (with the exception of
the Holy Eucharist).
3. Church personnel will relate to children and youth with respect, consideration and equal
treatment, regardless of sex, race, religion, national origin, disability, sexual orientation,
culture or socio-economic status. Church personnel will portray a positive role model for
children and youth by maintaining an attitude of respect, patience, and maturity. They will
avoid even the appearance of favoritism.
4. One-to-one counseling with children and youth will be done in an open, public or other place
where private conversations are possible but occur in full view of others.
5. Church personnel are prohibited from dating or becoming romantically involved with a child
or youth.
6. Church personnel are prohibited from having sexual contact with a child or youth.
7. Church personnel are prohibited from possessing any sexually oriented materials (magazines,
cards, videos, computer files, e-mails, films, clothing, etc.) on church, school or institution
property or in the presence of children and youth except as expressly permitted as part of an
educational program that is preauthorized by the rector or canonical equivalent.
8. Church personnel are prohibited from using the internet to view or download any sexually
oriented materials on church property or in the presence of children and youth.
9. Church personnel are prohibited from discussing their own sexual activities, including
dreams and fantasies, or discussing their use of sexually oriented or explicit materials such as
pornography, videos or materials on or from the Internet, with children or youth.
10. Church personnel are prohibited from sleeping in the same beds, sleeping bags or tents with
other children or youth unless the adult is an immediate family member of all of the children
or youth in the bed, sleeping bag or tent.
• An adult may sleep in the same hotel room or camp cabin with no fewer than three
(3) other children, providing adult and all children are of the same sex. The adult
must sleep alone in a bed or on a cot or rollaway bed. The adult must never be alone
with a child.
• It is acceptable to have multiple adults sleep in one open space such as a parish hall or
camp lodge with children and youth. A best practice rule is no situation in which one
adult is alone with one child unless they are immediate family members.
11. Church personnel should dress, undress, and shower separately from children and youth
when possible. When not possible, all efforts at modesty should be taken.
12. Church personnel are prohibited from using physical punishment in any way for behavior
management of children and youth. No form of physical discipline is acceptable. This
prohibition includes spanking, slapping, pinching, hitting or any other physical force.
Physical force may only be used to stop a behavior that may cause immediate harm to the
individual or to a child, youth or others.
13. Church personnel are prohibited from using harsh language, profanity, degrading
punishment, or any mechanical restraint for behavior management.
14. Church personnel are prohibited from participating in or allowing others to conduct any
hazing activities or behaviors which could be construed as hazing.
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Examples of positive and appropriate forms of affection:
• Asking permission before touching (ex. “Can I give you a hug?”)
• Brief hugs, side-by-side
• Pats on the shoulder, back or head
• Handshakes and “High fives”
• Verbal praise
• Arms around shoulders
• Holding hands during prayer or when a person is upset
• Holding hands while walking with small children
• Kneeling or bending down for hugs with a small child
Examples of inappropriate displays of affection which should be avoided:
• Any form of unwanted affection
• Lengthy embraces or “bear hugs”
• Touching bottoms, chests or genital areas
• Lying down or sleeping beside children
• Patting children on the thigh, knee or leg
• Holding children or youth on the lap.
• Touching or hugging from behind
• Games involving inappropriate touching
• Kisses on the mouth
• Wrestling
• Tickling
• Massages
• Piggyback rides
• Compliments that relate to the physique or body development
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CONFIDENTIALITY AND REPORTING
What is Confidentiality?
An important quality of a good Camp Staff member is trustworthiness and the ability to keep
boundaries. Confidentiality means that anything shared of a personal nature is not the listener’s
to give away through gossip or idle talk with others. Everything campers share with us is
“personal.” It is not for listeners to decide whether something is personal, or whether the person
will or won’t mind if it’s shared. What others give us in conversations about themselves is a gift
and must be held in confidence.
When to break confidentiality
Confidentiality must be broken when serious help is required because a person:
• Intends to harm him or herself.
• Intends to harm another.
• Is being harmed or abused by someone.
Reporting Crisis Issues
Camp Staff members must report any issues campers reveal, which merit breaking
confidentiality. These issues should be reported directly to the Camp Director or Youth
Missioner. These personnel will report to families, clergy, and the proper authorities as
necessary.
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APPENDIX A: NIGHTLY DEVOTIONS
The following are suggestions for nighttime devotions with cabins before lights out:
Lectio Divina
Lectio divina refers in Latin to the practice of "divine reading." This form of spiritual reading
originated in the Benedictine tradition and involves a deeply personal and prayerful encounter
with the presence of God through sacred scripture. Lectio divina invites us to listen individually
and collectively to the word of God with our whole being and our longing to be touched, healed
and transformed by the Holy Spirit. In order to practice lectio divina, take time to dispose the
group for prayer in whatever way is natural and customary. This may be a spoken prayer to God
to be open more fully to the Spirit, a gentle relaxation process that focuses on breathing, singing
or chanting, or simply a few minutes of silence to empty persons of thoughts, images, and
emotions.
1. The passage is read aloud in a prayerful and unhurried way. (lectio)
a. Invite persons in the group to simply take in the passage during the first reading
and allow it to “register.” (ruminatio)
2. The passage is read aloud a second time in a prayerful and even more unhurried way.
(lectio)
a. For the second reading, invite persons to listen for a word or a phrase that
“shimmers” or reverberates in them. What is the word that attracts, touches, or
even disturbs? (meditatio)
b. After the second reading, ask each person to share the word or phrase that has
touched them. Allow this to be a slow movement with ample time between the
speaking. (oratio)
3. The passage is read aloud a third time (perhaps by a second person)
a. Invite the persons in the group to attend to the way this word/phrase connects to
the context of their life at this moment. Consider how it relates to what they have
seen and heard this day? How does it speak to what is happening at home, at
work, in their leisure time, in their community, in the world? (meditatio)
b. Take an extended time, if desired, to explore this connection in thought, in
journaling, in art, or in movement. How is God present to you there? What is God
like for you in your life? Is God calling you individually or collectively to any
particular response in your present situation? (meditatio)
c. Briefly share with the whole group what you have heard or discovered. (oratio)
Close with an extended time of silence, simply resting quietly in the presence of God. A spoken
prayer blessing may complete the silence. (contemplatio)
Awareness Examen
The Awareness Examen emerges out of the Ignatian tradition. It invites us to review and
examine the day’s thoughts, feelings, and actions in terms of how God seemed to be present and
how we responded to that presence. It may also be used to review and examine a particular event
or experience such as a meeting or gathering to notice more intentionally how God’s Spirit was
present and active.
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In order to practice the awareness examen, select a time and place (usually at the end of the day)
that is peaceful and in which you may be alert and prayerfully attentive. Take a few minutes to
dispose yourself for this prayer in whatever way is natural for you. This may be a spoken prayer
to God to open you more fully to the Spirit's leading, a gentle relaxation process that focuses on
breathing, singing or chanting, or simply a few minutes of silence to empty yourself of thoughts,
images, and emotions.
1. In quiet prayer, we begin to simply look over our day from the beginning to the present
moment. We begin by attending to the moments where we were most grateful and then to
those moments where we were least grateful.
2. There are many other ways to ask the same questions:
a. At what moments did I give and receive the most love today? At what moments
did I give and receive the least love today?
b. At what moments did I feel most alive today? At what moments did I feel least
alive today?
c. What were today’s high points? What were today’s low points?
3. At the end of your prayer, take time to thank God for the gift of this day and God’s
presence in all that was given.
Close of Day Devotion from BCP p. 140
Copies can be made available for your cabin.
Read a chapter from an Epistle in the Bible such as Ephesians or Philippians
Have campers take turns reading out loud.
High/low check in
What was the highest point of your day? What was the lowest point of your day?
Have each camper share.
Program Application and Prayer
Ask each camper to share something from the day’s program they’d like to apply in their life or
that they would like to learn more about. Close with a prayer.
Read a story or part of a book
Bring a favorite story or age appropriate book and read a short portion each night before bed.
Suggestions: Narnia series, Harry Potter, Screwtape Letters, etc.
Sing
Quietly sing a favorite song or hymn. Suggestions: Taizé songs or other simple worship songs
we use at camp.
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APPENDIX B: WHAT TO PACK
I don’t know what to pack. What do I need to bring? Can I bring stuff not on the list?
What SHOULD I have as a counselor? As a counselor, it is always a good idea to pack for
more than just yourself. You will obviously need your own personal items, but there are so many
other things that can come in handy throughout the week. Below you will find a basic list of
“needed” items and “suggested” items. This is just a generic list and you may adapt it as you see
fit.
Keep in mind that we do not go into Emporia on Sunday morning as we have in the past, so there
will be no opportunity to get things you may have forgotten before the campers arrive. However,
there is free time built into your schedules every day and someone will most likely be making an
Emporia run at some point in the week. Therefore, there will be opportunities to pick up items
that you may have forgotten/realize you need after arriving at camp. As always, if you have any
questions, please don’t hesitate to send them our way!
“NEEDED”
Clothes. We encourage changing them daily, if not more often. ☺ As native Kansans you are
well aware that weather can be erratic. It might be cool in the morning and hot in the afternoon,
rain all week, or be 100 degrees and windy. Below is a basic list of clothing items you will need
for your week at Camp Wood.
#
#
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#
#
T-Shirts
Long Sleeved Shirts
Sweat Shirt/Jacket
Jeans (esp. if horseback riding)
Shorts
Athletic Shorts
Tank Tops/Undershirts
Rain Jacket
Pajamas
#
#
#
#
#
#
Swimming Suit
Undergarments
Socks
Flip Flops or sandals
Shower Shoes
Tennis Shoes (possibly a spare in
case the first gets super-muddy)
# Nice Clothes for Banquet (Senior
high only)
As you will be spending a whole week with us, it is highly suggested that you bring some
personal hygiene products! There will be opportunities to shower every day and we hope you
take advantage of that time. ☺ Below is a list of some obvious and not so obvious things you
may want to consider packing.
• For example, it is highly suggested you bring a bath towel and a separate beach towel.
There’s nothing like using a sandy beach towel to dry off with right after you
shower…but if that’s what you’re into, no judgments here.
• For the ladies, it is always an excellent idea to bring extra feminine hygiene products.
The nurse typically has some, but you will inevitably have a camper who is in need of
your help and often (especially with the Junior High girls) they will be more comfortable
coming to you for help.
• The “shower caddy” is in reference to something to put all this stuff in for your walk to
the showers. It is much easier to put everything you may need in a bag or basket than to
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carry everything individually or taking multiple trips. Those using the Kastle (Senior
High and Junior High) may wish to bring something that hangs over the side of the stall
as there are not benches to put your stuff on in the individual shower stalls, and there is
only one hook.
#
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#
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#
#
Shower Towel
Beach Towel
Shower caddy / bag
Shampoo
Conditioner
Body Wash / soap
Lufa and/or wash cloth
Face Wash
Lotion
Hair Care Products
Contacts/Solution
Glasses/Case
Medications
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Toothbrush/Toothpaste
Face Moisturizer
Deodorant
Make-Up
Razor/Blades
Shaving Cream
Hair Brush
Hair Dryer
Hair Ties/Band
Feminine Hygiene products (ladies)
Gold Bond (gentlemen)
Q-Tips
Laundry Bag
It is always fascinating to see the different things packed by boys and girls in regards to bedding.
Girls are often all about actually making beds and boys will often just have a sleeping bag. Once
again, this is a personal preference! It can get quite chilly some nights in early June, so pack
accordingly!
# Sleeping Bag
# Contour Sheet
# Sheets
# Blanket
# Pillows
“SUGGESTED”
As previously stated, there are items you don’t even think you may need until you get to camp
and you think “Man, it sure would be nice if I had a ________.” Below is a very broad list of
things that have proven to be useful in the past. Some items are just fun (christmas lights for
decorating your cabins, markers, books, etc.) and some are essentially necessary (duct tape, bug
spray, duct tape, sunscreen, duct tape, etc.) Keep in mind if you’re in the tents you don’t have
electricity (although the Kastle [bathhouse] does have electricity), so some of these items are
completely unnecessary. And if you’re in the red cabins, there is only 1 outlet (some of which
aren’t 3-prong capable), so power strips and extension chords are highly recommended. Garbage
bags are wonderful if it’s an especially muddy week and you don’t want your kids packing their
wet/dirty things in with their clean things and wet wipes are great for cleaning off the bottom of
your feet before getting into bed. These little items may seem a bit ridiculous, but definitely can
make your week at camp more pleasant! Once again, this is just a suggested list and is
completely up to you if you pack them or not.
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#
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#
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Flashlight
Box Fan
Water Bottle
Lawn Chair
Scissors
Coffee Mug (preferably plastic or
unbreakable)
Garbage Bags
Bug Spray
Sunscreen
Aloe
Wasp Spray
Extension Cord
3-prong Adaptor
Power Strip
Duct Tape
Hat
Cell Phone & Charger
iPod/MP3 player & headphones
Ear plugs
Books
Markers
# Frisbee’s
# Soccer, Kick, Volley, Basket balls
(Camp Wood has some we can use)
# Lap Top/Charger
# Kleenex
# Journal
# Umbrella
# Mirror
# Camera/Charger
# Hand Sanitizer
# Batteries
# Wet Wipes
# Hammer/nails or other tools
# Decorative Lights
# Posters
# Push pins/tacks
# Rug/carpet for next to your bunk
# Battery powered tap-light or candles
(for tents)
# Bible
# Prayer Book
“WHAT ‘NOT’ TO BRING”
•
•
•
•
•
•
•
Anything that can be considered a weapon, like knives.
Food, beverages, etc. We don’t allow the youth to keep that kind of stuff in the cabin, so
we have to set the example and leave that stuff at home, too.
Two-piece swim suits or Bikini’s or Brief-style men’s swim suits.
Any kind of revealing clothing.
Pets. They are not allowed.
Anything that you’d be heartbroken if it got dirty.
If you have to ask, seriously consider leaving it at home.
Hopefully this list helps you when you start preparations for camp. Once again, we are so excited
to be spending the week with you and if you have any questions at all, please don’t hesitate to
ask away. See you in June!!
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APPENDIX C: E-TIME IDEAS
E-Time stands for “Episcopal Time.” Junior High and Senior High staff are expected to provide
3-4 one-hour workshops every day. Almost everyone has some talent they can share (or learn!).
Please plan on offering at least one workshop while you are at Camp. If you need supplies for
your workshop, please bring them with you.
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•
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•
•
•
•
•
•
•
•
•
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•
Friendship bracelets (supplies needed: tape, scissors, embroidery floss)
Origami
Soccer, Ultimate Frisbee, Sand Volleyball, Basketball, Kickball, or other sport
Sunbathing
“Rap” Session where the youth can talk about anything
Bible Study
Photo Safari
Nature Hike (or just a hike)
Meditation at High-Y
Stained Glass (Sharpie Marker on Wax Paper)
Tie-Dyed T-shirts
Minute-to-Win-It Games
Talent Show Rehearsal
Write Letters to Seniors (Senior High Only)
Jam session with musicians
Just Dance on the Wii
Karaoke
Coloring (get some coloring books and crayons and offer a session!)
Board games (Apples-to-Apples, card games, etc.)
Improv Theater
Assassin (it’s a game, they all know it)
Zumba, Yoga or Pilates
Random Acts of Kindness
Quiet/Prayer time (read a book, pray, spend time just being quiet)
Google it, look on Pinterest (For example: 20 Awesome Girls’ Camp Craft Ideas:
http://honeyimholmes.blogspot.com/2012/04/round-up-girls-camp-crafts.html), think about what
you like to do, and consider sharing it!! The possibilities are endless.
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APPENDIX D: GUIDELINES FOR YOUTH DEVELOPMENTAL NEEDS
From the Episcopal Church Curriculum produced by Virginia Theological Seminary
The teenage years can be a time of special opportunities for encountering the invigorating
challenge and abiding hope of the Christian Gospel.
Faith fosters a personal relationship with God and enriches every human relationship. Youth
need the Church's encouragement to think critically and independently as they mature in faith.
Gifts of Youth. Adolescence is a time of questioning, debating, and searching. The faith of
young Christians thrives when they are enabled to use their own talents and abilities in pursuit of
the Church's mission, working with their peers alongside experienced adults. Among the gifts
adolescents bring are spontaneity, ebullience, vision, creative energies, and the ability to
challenge existing structures and habits of the institution.
Counter Culture. The Christian faith, at its best, has always been a counter culture with a
corrective and saving message for all who seek purpose and meaning in their lives. Christian
educators strive to be fully informed about where youth are “coming from” in order to explore
with mutual respect the claims of God in Christ.
Christian education can help youth to identify the tugging forces in their world. Many teenagers
search for strength to handle difficult issues of theology, family life, relationships with friends,
peace and justice, and ethics. The challenge is to find appropriate and respectful ways to interact
with the vernacular of young people.
Distinctiveness. Rapid physical, emotional, and intellectual changes occur during the teenage
years. Sexual maturation proceeds rapidly. Social awkwardness and self-consciousness are often
apparent. The role and timing of developmental changes may vary greatly among boys and girls
throughout adolescence.
Flexibility. Realistic assessment of the time demands on youth is essential in planning programs
for adolescents.
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Developmental Characteristics of Elementary Students
Understanding Older Children (ages 9-11, elementary grades)
Thinking: According to Piaget, children ages nine to eleven are capable of increasingly complex
thought processes and are no longer limited by what they can see, hear, or touch. They can think
about situations from more than one perspective, deal with several ideas at once, and think across
time—past, present, and future. Around age eleven they begin to think abstractly—that is they
think about thoughts and ideas.
Social context. During the intermediate years, children increase their social group of family,
friends, and community. Personal interests dictate much of what children are likely to do and
who they will encounter. Influence on the child moves from the parents to peers and others.
The dominant concern of intermediate-age children is that of industry versus inferiority. Children
achieve competence as they focus on work that requires skill. It is a period of cooperation,
competition, and learning information. All children have gifts to succeed and all have a sense of
failure at some point in their development. Helping children to discover their gifts and deal with
their struggles of inferiority is a major task of the teacher of this age student.
Physical Characteristics
• Enjoys testing muscle strength and ability
• Good sense of balance
• Arms and legs are long and out of proportion
• Growing attention span
• Increasing body strength, dexterity, coordination and reaction time
• Girls may be menstruating
• Girls can be as much as 2 years ahead of boys
Mental Characteristics
• Understands right, left, time, space and distance
• Literal – concrete thought; present, visible and accessible
• Sees the parts rather than the whole
• Interested in magic or the unexplainable
• Girls are farther along than boys
• Challenged with ethical decisions
• Can reason abstractly
• Thinks of self as an adult
• Questions adult concepts
• Hero worship is strong
• Thinks about and discusses future
• Capable of understanding without direct experience
• Is beginning to see different perspectives
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Social Characteristics
• Friends are becoming important, girls play with girls- boys with boys, have a best friend
and an enemy
• Rules, rituals and secret codes are common
• Strong desire to perform well
• Desire to do the right thing, relies on rules to shape behavior
• Criticism and failure are difficult to handle
• Focus on FAIR!
• Likes to be included and to contribute
• Begins to see adults as fallible
Emotional Characteristics
• Seeks security in groups
• Sensitive to being left out, becomes upset when ignored
• Desires to be valued
• Aware of desires and able to pursue them
Spiritual Characteristics
• Aware of sin
• Aware of need for God’s guidance
• Developing evangelism (share faith) and service (serving others)
• God is omnipresent
• Faith is reciprocal (If I …, then God will …)
• Can see God’s perspective
• Seek facts about God
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Developmental Characteristics of Junior High Students
Understanding Younger Youth (ages 12-14, junior high or middle school grades)
Thinking: According to Piaget, younger youth have just begun to use increasingly complex
mental operations and are no longer constricted by what they can see. They can think about
situations from more than one point of view, handle several ideas at once, and can move back
and forth in relation to a particular idea. Around age eleven, the most advanced level of cognitive
functioning may be reached. At this point, youth (and presumably, all adults) can imagine
possibilities, reason abstractly, and think across time—past, present and future.
Social Context: In the teenage years, the dominant developmental crisis revolves around identity
versus role-confusion. It is a period of confusion, searching, and experimenting with a variety of
roles for future choices.
Experience: Universal themes are evident in the questions youth ask and the answers they seek:
“Who am I? Whose am I? Why am I here? What should I do? Where am I going?”
Characteristics of Younger Youth
• They like to have fun. People learn best when they are having a good time. When youth
are having a good time, they often make a lot of noise. Don't be afraid of a little
commotion if most of the group are on task.
• Seek identity. Younger youth are in an energetic process of seeking who they are, while
at the same time, fearing that they may find out. Two key words for the wise leader are:
accept and affirm. Accept each person as he or she is; look for qualities in each that you
like. Don't try to change them. Affirm the skills, talents, questions, concerns and
uniqueness of each person in an intentional way.
• Life-making choices. Our gift to them to help them to develop their abilities to make
good decisions and to treat them as capable human beings.
• Need to be heard. One of the best tools you can provide for younger youth are
opportunities to speak out and be heard, and to listen to others in the group with respect.
Being heard for even a moment can be a powerful experience.
• Seek approval. The skilled leader looks for ways to offer appropriate approval,
acceptance, and affirmation while still providing guidelines, boundaries, and
expectations.
• Want to be valued and significant. If youth feel important and significant, they are more
likely to learn. Encouraging youth to behave in respectful ways to adults and to one
another may be the most important lesson you can teach.
• More interested in who’s there than what is taught. The skilled teacher supports and
encourages these relationship while trying to avoid cliques that exclude others. A key
word here is inclusiveness.
• Growing and changing.
• Looking for a faith of their own. Embrace the searching process and affirm the
importance of the ability to question, doubt and think.
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The above is adapted from The Episcopal Curriculum for Youth published by Virginia
Theological Seminary.
Physical Characteristics
• Both boys and girls typically complete puberty during this time
• Need 10 hours of sleep
• Growing rapidly during this period causing them to be clumsy and uncoordinated
• Voracious appetite
• Need physical activity
Mental Characteristics
• Begin to imagine possibilities, understand consequences and question rules
• Believe they are the center of attention
• Improving ability to express themselves
• Increase the ability to understand the perspective of others
• Harsh judgment of self and others
• impulsive
Social Characteristics
• Friends still mostly boy-boy and girl-girl
• Begin to challenge authority, begin to take risks
• Extremely self-conscious
• Begin to spend more time with friends and less with family
• Privacy important
• Begins to experiment with drugs and alcohol
• Privacy important
• Begins to form identity through appearance and interests
• Seeks “mirror” friends (alike; therefore know and accept each other)
Emotional Characteristics
• Moodiness; clingy or distant or both
• Express emotional pain by acting out
• Struggle with sense of identity
• Worries about being normal
Spiritual Characteristics
• Begin to develop a religious identity
• Utopian view=imagine perfection
• Difficulty forgiving themselves and accepting forgiveness
• Desire that God know, accept and love them
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Developmental Characteristics of Senior High Students
Characteristics of Older Youth
• They like to have fun. People learn best when they are having a good time. When youth
are having a good time, they often make a lot of noise. Don't be afraid of a little
commotion if most of the youth are on task.
• They have skills, talents, and energy.
• They are people in transition. Youth need freedom to make choices with adult support.
• They are self-reliant and accountable. Encourage youth to take responsibility for the
choices they select and hold them accountable to the agreements they make.
• They like making choices. Our gift to youth is to help them develop their abilities to
make good decisions and to treat them as capable human beings.
• They need to be heard. One of the best tools you can provide for youth are opportunities
to speak out and be heard, and to listen to others in the group with respect. Being heard
for even a moment can be a powerful experience.
• They want to be valued and significant. Encouraging youth to treat themselves and others
with extraordinary respect is one of the most important lessons to teach.
• They are looking for a faith of their own. Embrace the searching process and affirm the
importance of the ability to question, doubt and think.
• Relational Ministry:
o Relationship between person and God should be ongoing focus.
o Adult’s role is one of “mature friend” (not teacher)
o Peer relationship: how youth treat each other enables or destroys the building of a
caring community
• Ownership: The wise teen will learn how to share the program and build a sense of
ownership together with the adults.
The above is adapted from The Episcopal Curriculum for Youth published by Virginia
Theological Seminary.
Physical Characteristics
• Most are finished growing; more coordinated and controlled
• Can function on less sleep but generally need about 8 hours
• Need physical exercise
• Diet and eating changes
Mental Characteristics
• Problem solving skills, ability to compromise
• More abstract thinking, capable of moral reasoning
• Community conscious, concern for well-being of others
• Increased self-knowledge, Want to know “Who am I?”
• Personal philosophy emerges
• Focus on the future, ability to set goals
• Thinking about thinking, express insight and ideas in words
• Appreciates the opinions of others, able to be objective
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•
•
•
Improved organizational skills
Express evidence of a conscience
Can delay gratification
Social Characteristics
• Interested in coeducational activities
• Often want leadership roles, want to belong and be accepted as an individual
• Explores new things, questions and challenges the rules
• Accepts social institutions and traditions
• More able to resist peer pressure
• Increased ability to resolve interpersonal conflicts
• Concerns about sexual attractiveness
• Unrealistic high self-concept AND unrealistic poor self-concept
Emotional Characteristics
• Becomes aware of sexual orientation and urges
• Depression is common
• Excited and overwhelmed by the future
• Want more control of their life
• Feelings are intense: love, passion, fear, anger
• Pride in themselves and their work
• Greater stability and concern for others
Spiritual Characteristics
• Religious identity is established
• Committed to their beliefs
• Seek God as a companion
• Aware of and can articulate their values
• Begin to question church doctrine
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