Day Camp 2013
Girl Scouts of Central Maryland * 4806 Seton Drive *
Baltimore, MD 21215 * www.gscm.org *
T
410.358.9711 * F 410.358.9918
About Girl Scouts
Who We Are
Girl Scouts of the USA (GSUSA) is the largest organization for girls in the world. Our mission is to build girls of
courage, confidence, and character, who make the world a better place. Through activities in science and technology,
business and economic literacy, and outdoor and environmental awareness, Girl Scouting provides girls with
opportunities for fun and friendship while fostering the development of leadership skills and self-esteem.
Founded by Juliette Gordon Low in Savannah, Georgia, on March 12, 1912—100 years ago—Girl Scouts of the USA
was chartered by the United States Congress on March 16, 1950. Today, there are 3.2 million Girl Scouts: 2.3 million
girl members and 890,000 adult members working primarily as volunteers.
What We Do
In Girl Scouts, girls develop their leadership potential through activities that enable them to discover their values,
skills, and the world around them; connect with others in a multicultural environment; and take action to make a
difference in the world.
Our Structure
Headquartered in New York City, Girl Scouts has 112 chartered councils nationwide. These councils provide direct
services to girls and the volunteers who work with them, and to the communities they serve. Girl Scouting is open to
all girls from kindergarten through high school.
Central Maryland Leadership: Board Chair, Sheela Murthy, Esq. Traci A. Barnett, M.B.A., Chief Executive Officer.
Camp leadership includes: Pattie Dash, Vice President, Strategy and Stacy Tomasiewicz, Outdoor Program Specialist.
Key Alumnae Stats




Ten of seventeen women (59 percent) in the United States Senate are former Girl Scouts.
Forty-five of seventy-five women (60 percent) in the House of Representatives are former Girl Scouts.
Fifty-three percent of all women business owners are former Girl Scouts.
Seventy-six percent of all Girl Scout alumnae report that Girl Scouts had a positive impact in their lives.
2
INTRODUCTION
Empowering Girls
In Girl Scouts, girls discover the fun, friendship, and power of girls together. Through a myriad of enriching
experiences, such as extraordinary field trips, sports skill-building clinics, community service projects, cultural
exchanges, and environmental stewardships, girls grow courageous and strong. Girl Scouting helps girls develop their
full individual potential; relate to others with increasing understanding, skill, and respect; develop values to guide
their actions and provide the foundation for sound decision-making; and contribute to the improvement of society
through their abilities, leadership skills, and cooperation with others.
Camping - Taking Leadership to the Outdoors
Camping is a great way for girls to explore leadership, build skills, and develop a deep
appreciation for nature. Whether they go for a day, week, or longer, Girl Scout camp
gives girls an opportunity to grow, explore, and have fun under the guidance of caring,
trained adults. Every girl deserves a chance to camp!
Camp Experiences
Here are some Girl Scout camp experiences:
Resident Camp includes girls who have finished kindergarten through 11th grade. Girls camp for three to fourteen
days and nights (the average is five nights). Girls sign up as individual campers or go with a buddy. The girls and their
counselors/volunteers plan activities, taking advantage of the resources available at the campsite. A council may
sponsor summer resident camp with a specially trained staff and facilities.
Day Camp includes girls in kindergarten and older who typically camp for three or more consecutive days for four
hours or more. The occasional overnight may be offered. Girls may sign up as individual campers or go with buddies.
The girls and staff plan and carry out activities. Day camping is usually council sponsored or approved, with the
council training the staff and approving the facilities and site. A day camp may be at a council-owned site or a site
contracted by the council.
Weekend Camp includes girls in kindergarten and above, and typically lasts for two days and one overnight. Weekend
camp experiences are planned and carried out by a group of girls and their volunteers, using council-approved sites.
Some weekend camp experiences are designed to include staff with program expertise—a good choice for girls and
adult volunteers who may want support with their camp experience.
Travel/Travel Camping (using campsites as a means of accommodations) is planned and carried out by a group of
experienced campers—girls and adults. The group travels by foot or human power and uses motorized or nonmotorized transportation to move from one site to another over a period of three or more nights. Motorized
transportation is usually a bus, van, or automobile but may also be an airplane, boat, bicycle, train, or combination of
vehicles.
Minimal-Impact Camping (can apply to any outdoor activity or camping environment) encourages each person to
leave no trace of their outdoor or camping experience from the planning stages to the outdoor experience itself.
Camp Safety
3
Girl Scouts of the USA is committed to establishing a camp experience that will protect and maintain the well-being
of every Girl Scout by providing Girl Scout Safety Guidelines and Safety Activity Checkpoints for camp and outdoor
activities. Please check with your Girl Scout council for these resources. Girl Scouts of Central Maryland is American
Camp Association (ACA) accredited at Camp Conowingo. ACA is a private, nonprofit educational organization that
provides members with educational and accreditation services. An ACA accreditation indicates that a camp has met
ACA standards. All Girl Scout councils must meet Girl Scout standards as well as national and state standards set by
law.
4
Girl Scouts of the USA and Central Maryland
Mission
Girl Scouting builds girls of courage, confidence and character who make the world a better place.
Girl Scouts of the USA is the world’s preeminent organization dedicated solely to girls—all girls—where, in an accepting and
nurturing environment, girls build character and skills for success in the real world. In partnership with committed adult
volunteers, girls develop qualities that will serve them all their lives, like leadership, strong values, social conscience, and
conviction about their own potential and self-worth.
History and Organization
Founded in 1912 by Juliette Gordon Low, Girl Scouts' membership has grown from 18 members in Savannah, Georgia, to 3.2
million (2.3 million girl members and 880,000 adult members working primarily as volunteers) members
throughout the United States, including U.S. territories, and in more than 90 countries through USA Girl Scouts Overseas. There
are 112 Girl Scout councils throughout the United States. Girl Scouts of Central Maryland serves nearly 27,000 girls annually
with the support and dedication of 10,000 adult volunteers in Baltimore City, Anne Arundel, Baltimore, Carroll, Harford and
Howard counties.
Promise and Law
The Girl Scout Program is based on the Girl Scout promise and law.
Every Girl Scout, whether girl or adult, agrees to live by the Promise and Law.
The Girl Scout Promise
The Girl Scout Law
On my honor, I will try:
I will do my best to be
To serve God and my country,
honest and fair,
To help people at all times,
friendly and helpful,
And to live by the Girl Scout Law.
considerate and caring,
courageous and strong, and
responsible for what I say and do,
And to
respect myself and others,
respect authority,
use resources wisely,
make the world a better place, and
be a sister to every Girl Scout
5
Membership
All Members:



Share the Girl Scout Promise and Law
Follow safety guidelines
Pay annual membership dues of $12. Dues enable girls to enjoy every aspect of the Girl Scout program.
Additional fees for individual events may apply.
*Girl Scouts of Central Maryland offers financial assistance, visit our web site for more details on how financial assistance may
be requested for our Council.
Girl Scouts may also choose to purchase uniforms, insignia, and books to enhance their Girl Scouting experience.
Many Ways to Be a Girl Scout
A girl can be a Girl Scout in many different ways. She can:






Register individually and get regular updates on council-wide events and opportunities.
Sign up for Girl Scout Camp. Girl Scouts of Central Maryland offers day and resident camping opportunities
for girls.
Go on her own “journey” – she gets to pick which pathway interests her in general: Troop, Events, Camp,
Virtual, Travel, or Series – it’s up to her! Join an Event or Series pathway, to learn about careers, engineering,
sports, theater, and money management, just to name a few!
Join a troop/group with a group of girls and a couple of adults in your area.
Attend a drop-in site at a community or housing center.
The possibilities are ENDLESS and most importantly PRICELESS!
Girl Scout-Levels
Girls can join Girl Scouts at different grade–levels:






Girl Scout Daisy, grades K-1
Girl Scout Brownie, grades 2-3
Girl Scout Junior, grades 4-5
Girl Scout Cadette, grades 6-8
Girl Scout Senior, grades 9-10
Girl Scout Ambassador, grades 11-12
On every Leadership Journey, everything girls do—whether it's performing science experiments, creating art projects,
cooking simple meals, or learning to protect the planet's water supply—is aimed at giving them the benefits of the
Girl Scout "Keys to Leadership": Discover, Connect, Take Action.
Here's how they work:
A girl Discovers her special skills and talents, finds the confidence to set challenging goals for herself and strives to
live by her values. This includes being proud of where she came from as well as where she's going.
6
A girl Connects with others, which means she learns how to team up, solve conflicts, and have healthy relationships.
These skills help her in school right now and prepare her for any career she chooses in the future.
A girl Takes Action and makes the world a better place, learning a lot about her community and the world along the
way.
For all three leadership Journey series, the adult guide and the girl book have everything a volunteer needs to help
inspire the girls and to assist them as they go. It's all there for you! Check out the Journey Maps at
http://www.girlscouts.org/program/journeys/maps.asp for help planning your Girl Scout year, including CAMPING
experiences. You will learn more information about how the Journeys and The Girl's Guide to Girl Scouting work
together! We encourage you to use these resources to help girls stay on course to participate in the Girl Scout
Leadership Experience the way it is most meaningful and rewarding to them!
Benefits of the Girl Scout Program
The Girl Scout Program






Is designed to meet the needs of all girls.
Is designed to prepare girls to handle difficult situations in the future.
Provides guidelines for staying safe and when to say no.
Provides an opportunity for girls to express their feelings.
Provides an opportunity to make choices.
Provides the opportunity to practice decision-making skills.
The uniqueness of Girl Scouting is where:





Girls can be safe and comfortable.
Girls are accepted for who they are.
Girls are listened to and their opinions count.
Girls experience the comfort of consistency.
Girls are in the company of caring adults.
Girls find people that they can confide in and trust.
Camp Philosophy
Camping gives girls an experience away from home and teaches self-reliance and self-confidence. Camp is a great
place for a girl to unlock her potential and discover the world and the great outdoor adventures that await her! This
unique environment helps her develop positive self-esteem and enhance social skills while having fun. The camping
experience is truly a building block in the development of girls into successful and resourceful young women. In this
outdoor setting, girls gain an appreciation of the environment, lean to live and work together, and learn in a friendly,
fun, and safe setting.
7
ACA Accreditation
Camp Conowingo is accredited by the American Camp Association, a private, non-profit,
educational organization with members in all 50 states and several foreign countries. Its
members represent a diverse constituency of camp owners and directors, executives,
educators, clergy, business representatives, consultants, camp and organization staff
members, volunteers, students, retirees and other associated with the operation of camps for
children and adults.
The purpose of the American Camping Association is to assure the highest professional practices for administration
and extension of the unique experience of organized camping in order to:
 To enhance the quality of the organized camping experience.
 To interpret the value of camping to the public.
 To maintain contact with contemporary societal forces as related to camping and to develop appropriate
response and action.
Our Civil Rights
I have a right to be happy and to be treated with compassion at this camp:
This means that no one will laugh at me or hurt my feelings.
I have a right to be myself at this camp:
This means that no one will treat me unfairly because I am black or white, fat or thin, tall or short,
I have a right to be safe at this camp:
This means that no one will hit me, kick me, push me, pinch me, or hurt me.
I have a right to hear and be heard at this camp:
This means that no one will, yell, scream, shout, or make loud noises, unless it’s the proper time
to do so.
I have a right to learn about myself at this camp:
This means that I will be free to express my feelings and speak without being interrupted.
8
CAMP IS A SAFE SPACE FOR EVERYONE.
Goals and Objectives
Every camper will:
1. Experience democratic living by:
a. Making decisions regarding unit program.
b. Participating in the camper council process, which allows them a voice in all camp program.
2. Learn more about the laws of nature and develop a sense of stewardship for the earth by:
a. Living in the out-of-doors.
b. Participating in nature awareness activities.
c. Engaging in ecologically sound living while at camp (i.e. recycling, composting, and conservation.)
3. Enjoy adventure with safety by:
a. Engaging in physically challenging activities such as swimming, canoeing, outdoor cooking, etc.
4. Develop new interests and skills through:
a. Exposure to activities that fulfill all four-program goals.
5. Develop independence by:
a. Assuming responsibility for herself, her grooming, and the care of her possessions while at camp in
addition to assisting with camp/unit kapers.
6. Develop values through:
a. Her exposure to Girl Scouting basics while at camp.
Code of Ethics
Volunteers and staff are the means for reaching camp goals. As such, volunteers and staff must exemplify the following:
1. I will remember that I am a professional and avoid conflicts with others as much as possible.
2. I will remember that I am an adult role model for campers and demonstrate high moral values.
3. I realize that my conduct when away from camp also reflects on the camp.
4. I will always seek to live up to the Girl Scout Laws in Truth, Honesty and Helpfulness.
5. I will refrain from abusive language in dealing with campers and staff.
6. I will accept the diverse racial, religious and cultural backgrounds of campers and staff.
7. I will respect and preserve the natural world and help campers become more familiar with it.
8. I will guide campers in democratic living.
Pre-Camp Training Goals
1.
2.
3.
4.
5.
6.
7.
8.
To familiarize all staff with camp management and philosophy.
To advise and acquaint all volunteers and staff with all camp policies and procedures.
To develop a feeling of unity among the volunteers and staff and begin open lines of communication.
To orient volunteers and staff to the Girl Scout program, mission, and goals as well as American Camp
Association and DHMH Youth Camp standards.
To discuss and familiarize staff with the session program goals and objectives.
To familiarize all staff with equipment available for activities as well as the care and maintenance of this
equipment and the facilities
To familiarize volunteers and staff with first aid and emergency procedures.
To assist volunteers and staff in establishing definite goals in their roles as camp leaders.
9
9. To establish general goals as a camp for the summer.
10. To train volunteers and staff for some of the issues that can arise in working with girls.
11. To familiarize the volunteers and staff with various age groups and age characteristics.
Smoking, Alcohol, and Drugs
Smoking is only allowed off property during scheduled break time. Alcohol and other illicit drugs or their use will NOT
be tolerated in camp. You may also NOT return to camp under the influence of alcohol or drugs. Violation of these
policies will lead to immediate termination of employment if employed staff or release if a volunteer.
Visitors
All visitors at camp must register with the Camp Director or designee as outlined by procedures put in place for each
Day Camp. They must sign in and wear a name badge. Visitors are permitted on camp or at the location used for your
camp without checking in with one of the administrative volunteers or staff.
Personal Conduct
As a camp volunteer or staff member, you are a role model at all times to the campers. We require that our volunteers
and staff have a high level of respect, responsibility and maturity in dealing with situations at camp, whether those be
with campers, parents or other volunteers or staff. For example this includes not gossiping or talking negatively of
another volunteer, staff or camper, not using inappropriate language in front of campers, always following all camp
guidelines and using common sense in the activities you choose to partake in during your time off.
Vehicles and Bicycles in Camp or Day Camp Facilities
 Only approved vehicles and drivers are permitted to drive on the camp property at any time.


At no time should any vehicle be in the limits of camping units.
Camp Rangers, health personnel or Camp Director (s) are the only approved vehicles allowed in the
camping units for drop off or pick up of luggage, maintenance and/or emergencies.
 All approved drivers must be 23 years of age or older and have a good driving record (no points) and
minimum of three years in driving experience.
 All approved drivers must possess a valid driver’s license and proof of insurance.
 The use of personal vehicles at GSCM owned properties are prohibited throughout the camp at all times
campers are on site. All personal vehicles must remain on the parking lot located outside of the main camp
office.
 Any volunteer or staff member who has a personal vehicle must provide the Camp Director with a of a
valid driver’s license and proof of insurance.
 At no time can camp staff drive campers in personal vehicles nor do we recommend that you drive
other staff in your personal vehicles.
 GSCM is not responsible for damage to personal vehicles at any time.
 The speed limit established within the camp grounds must be adhered to at all times by vendors and
approved drivers on the property. Any driver who is not in compliance with the posted speed limit and/or
rules of the camp should be reported to the Camp Director immediately.
 Personal bikes can only be used when volunteers or staff is not in session with campers. Helmets must be
worn at all times when riding a bicycle in camp.
10
Anti-Harassment
Camp is an environment and climate in which relationships are characterized by dignity, respect, courtesy and
equitable treatment. The policy of the Girl Scout organization is to provide all volunteers and staff with an
environment free from all forms of unlawful or unwelcome harassment and discrimination, including implied or
expressed forms of sexual harassment. If any volunteer or staff member feels they have been subject to harassment of
any type, they should promptly report the incident to a supervisor at the Camp.
Hostility
Girl Scout strictly prohibits hostility in any form against anyone involved in the program. Hostility is considered to
include physical violence as well as harassment, intimidation, stalking, coercion, display of weapons, threats, and
talking/joking about hostility whether in person or through some other means of communication. This policy applies
to both volunteers; staff and girls at Camp and any incidences must be immediately reported to the Camp Director.
Sexual and Abusive Conduct Policy
The secure, protected environment at camp is free of abuse and safeguards the health and well being of all
volunteers, staff and campers. Child Abuse and Neglect are unlawful acts, and it is against Girl Scout policy for any
volunteer or staff to physically, sexually, mentally, emotionally, or verbally abuse or neglect any camper. Furthermore,
it is unlawful to abuse fellow volunteers or staff member in private or public locations at camp. The Girl Scouts will not
condone or tolerate any activities in violation of this policy.
Actions, which violate this policy, include, but are not limited to, the following:
 Overt displays of sexual activity.
 Sexual advances or sexual activity between staff and campers.
 Use of Girl Scout name, related activities, publications, and/or facilities as vehicles for public or private
promotion of any form of sexual practice.
 Infliction of sexually abusive behavior upon girl members, including sexual touching and bodily contact,
exhibitionism, voyeurism, and/or involving of girl members in pornographic materials.
 Physical neglect of girl members, including failure to provide adequate safety measures, care and
supervision in relation to Girl Scout activities.
 Emotional maltreatment of girl members, including verbal abuse and/or verbal attacks.
 Additionally, if a volunteer or staff member has reason to believe that a camper or fellow staff member have
been subjected to abuse or neglect, they are required by law to report the suspected abuse or neglect to the
Vice President, Strategy immediately. Contact information – pdash@gscm.org or 410.358.9711, extension
232.
Social Media Policy
Girl Scouts of Central Maryland recognizes that our positive reputation is critical to supporting our mission and
realizing our strategic objectives. As such, all volunteers and staff have an obligation to uphold the council’s image.
This duty and obligation encompasses volunteer and staff Internet postings to both internal and external blogs, social
11
networking sites, and other electronic forums in the public domain, including communications prepared and
submitted by employees when off duty.
Specifically:






Volunteer or staff use of blogs or social networking sites during work hours shall be limited to
business purposes only. As with all other communications, volunteers or staff shall conduct
themselves in a professional manner when using such forums.
Public criticism of the council, its employees, volunteers, and members, whether by name or
implication, or dissemination of material contrary to the council’s interests, is not permitted.
Disclosure of proprietary or confidential information is prohibited.
Public expression of opinion in conflict with the council’s formal equal employment policy may be
conducive to a hostile work environment, and is thus prohibited.
Day and Resident Camp Staff should not post pictures of girl members or other employees on any
Web site.
Volunteers and staff must not friend campers on any Social Media platform, including but not limited
to FaceBook and Twitter.
Girl Scouts of Central Maryland may, at its option, monitor internal and external sources to identify inappropriate use.
Volunteers or staff responsible for posting disparaging material or for other misuse will be subject to discipline, up to
and including termination of volunteer status or employment if in a paid staff or volunteer position. Girl Scouts of
Central Maryland reserves the right to take legal action if necessary.
General Camp Rules for Girls (and adults too!)
1.
2.
3.
4.
5.
6.
7.
Treat others as you would want to be treated. Kind words and actions should be used at all times.
No running except during running activities.
Closed toe shoes at all times unless showering or in the pool.
Girls should always stay a buddy.
Girls should stay with their unit unless otherwise instructed by their leader or Day Camp Director.
Keep camp clean, put trash in garbage cans and recyclables in recycling bins.
No one is allowed in a pool, creek, or pond without permission and a lifeguard on duty.
Buddy System
The buddy system is a safety practice in which girls of equal ability are paired to help and to keep track of each other.
Buddies are a way for girls to look out for each other. When moving about camp, girls should be with their buddy.
Likewise, when with volunteers or staff, campers should always have a buddy. No camper should be with volunteers
or staff alone. If girls comes to camp with buddies that is terrific, if not girls are paired up with another girl for the
week to be her buddy.
Showers and Camper Hygiene – Typically applies to Resident
Camp
12
If swimming is part of the camp activity showers are done after swimming. Counselors should also monitor that
campers are showering thoroughly and in a timely manner, as well as brushing their teeth and hair regularly and
washing hands frequently. REMEMBER TO KEEP GIRLS WITH BUDDIES, counselors should never be alone with one
girl in the showers or bathrooms.
Lost and Found
Select a location for “Lost and found” items, typically these are kept with the nurse’s station. Ensure you have a
designated and labeled location. Campers can check this location throughout the week and on closing day, items are
presented to the entire camp on Friday’s during lunch in attempt to return the lost items to their owner. After camp
ends, all items will be sent to the GSCM office (or other designated location if Day Camp is not held on one of our
properties) and then be donated to a local charity organization.
A Short Guide to Child Development – By Erin Hayes
Learning about old dead men may not be your idea of excitement, but the three theories and age norms we will look at
next will provide you with an excellent idea of how children development in a variety of ways. These theories often
overlap because a child does not develop in each area in a vacuum; rather all development is intertwined and
dependent on the physical development of the brain. Use the ideas
presented here as a way to understand behavior of children at different
ages and how to effectively work with them. These theories and age
generalizations are not necessarily true for all campers. Many factors
effect a child’s development. Also, keep in mind that the age ranges
presented are generalizations and may not be true for all campers.
Erikson’s Psychosocial Stages
Eric Erikson identified several stages that children go through in
development of their identity. In each stage, a child faces a crisis about
their own identity, which is based on the aspect of their environment they
are focused. In the initiative vs. guilt stage, campers are focused on
them and are quite egocentric. Campers in the industry vs. inferiority
stage are focused on how they fit into society and what is expected of
them. Campers in the identity vs. role confusion stage are again more focused on themselves but with an acute
awareness of how society sees them.
In a camp setting this theory is useful to understand how a camper is interacting with the social world around them.
Campers in the initiative vs. guilt stage may mimic the roles of the adults around them and will be looking for clear
boundaries within which to assert their own behavior. Good activities for campers of this age would be to play make
believe or to act out stories or skits. Be aware that at this age in particular children will be closely watching your
behavior and will mimic what they see.
13
Campers in the industry vs. inferiority stage are becoming increasing aware of the expectations society has for them
and are beginning to form self-esteem. Campers of this age insist on rules being followed and will benefit from clear
guidelines. Campers in the older range of this group would also benefit from participating in the establishment of the
rules. Give kids this age challenges at which they can be successful and focus on the process rather than the outcome
Adolescent age campers in the identity vs. role confusion stage are working on figuring out exactly who they are,
where they came from, where they want to go in life, and how to define themselves through their beliefs and values.
Campers at this age can be very self-conscious so be careful not to single these campers out, especially in front of
friends. Allow for conversations that let campers explore their morals and values.
One last point of Erikson’s theory to keep in mind is that he thought that if a child did not resolve a conflict before
moving onto the next one, that all subsequent stages would be difficult. For example, if a child did not establish
industry and instead developed inferiority and then moved onto the next stage, establishing a solid identity would be
difficult. Be conscious of where a particular camper is and address their specific needs through appropriate
interaction and coaching.
Piaget’s Cognitive Operations
Jean Piaget, through years of observation, identified
four stages of cognitive processing ability. When
observing children he noted not only what the child was
unable to do, but also how they were unable to do it.
This shows that while children are actively thinking,
processing, and interacting with their environment,
their cognitive ability limits how they do this.
When working with children it is important to
understand where they are at in their cognitive ability as
it affects how they perceive the world around them and
how they interact with counselors and other campers.
Children may be unable to think about something that
is beyond their current cognitive stage. When planning
activities take into consideration the ability of the age
of campers and challenge them at that stage. For
example, campers in the concrete operations stage
would be challenged by exploration of trees and how to classify them into a wider variety of categories than a camper
at the preoperational stage. Also, keep in mind that these ages are not steadfast boundaries, but rather
generalizations. A camper that is 12 may not yet be out of the concrete operational stage. In fact, Piaget thought
that many people never completely reached the formal operational stage.
Keep Piaget’s theory in mind when planning activities. Campers in the preoperational stage would benefit from
hands on activities such as hands on interaction with nature. Tie activities back to the camper’s life as much as
possible by having them talk about their own experiences and teach words to describe their experiences. Campers in
the Concrete operational stage would also benefit from lots of hands on experience and to tie activities back to their
own lives. Good activities might be to classify aspects of the world around them, have scavenger hunts or
14
orienteering activities in which campers must follow a series of steps or solve puzzles. Finally, for campers at the
formal operations stage use activities and discussions that focus more on ideas. Explore hypothetical situations and
allow the campers to take a role in planning and allow campers to explore how to relate what they learn at camp to
the real world. Counselor in Training programs are often excellent at appropriately engaging older campers in these
ways.
Piaget’s theory is especially important to consider when dealing with behavior management. Younger campers will be
less able to understand the effects of their actions, while the oldest campers should be able to engage in
conversation about why specific behavior is inappropriate. Campers in the middle should be expected to take
another point of view to understand how their behavior affects others.
Kohlberg’s Moral Development
Lawrence Kohlberg built of Piaget’s theory by focusing primarily on development of morality. In establishing his
stages, Kohlberg presented a hypothetical situation to children and adults and he assessed their level of morality
based on their reasoning of the situation. At different stages morality is based on different motivations ranging from
selfish to societal order. Kohlberg’s theory included two
more stages after the conventional stage, but
hypothesized that about 25% of the population reached
these stages and only in adulthood, so we do not include
them here.
Kohlberg’s theory is important to understand in terms of
behavior management with campers. Campers in stage
one will be primarily concerned with the consequences of
their actions. A rewards system at this age will be most
effective for managing behavior. Make sure campers are
aware of the rules and what the consequences for
breaking them will be. Campers will be especially
concerned with their peers following rules, which
motivates high levels of tattling. Talk to the campers
about the difference of “tattling” and “telling.” Tattling is
when you are trying to get someone in trouble whereas
telling is letting adults know when someone is hurting
himself or herself or someone else. It’s also important to discuss what would be considered harmful, such as fighting
and bullying. These same conversations can be had with campers at stage two, while still focused on outcome these
campers can now understand intent behind behavior and conversations should stimulate thought on the why of the
camper’s behavior. Understand that these campers will primarily engage in behaviors that are beneficial to them.
Campers at this stage will wheel and deal with you and their peers. But this can be used to your advantage. When a
camper refuses to fallow a request, or wants to do something you don’t want them to do give them a choice with one
option that is close to what you want them to do and one that is exactly what you want them to do. For example, if a
camper won’t go to bed tell them they can go to bed now or in 5 minutes. The camper will think she is winning since
she will get to stay up later, but you are getting her to comply by going to bed.
15
As campers move into the conventional stages, the focus changes from them to what others expect. These campers
will conform to what the group expects of them. In stage three, campers will primarily be concerned with their peer
group and will become more concerned with society as a whole as they move into stage four. Campers in stage three
will be seeking approval from their peers and from you so be clear when you are pleased with their behavior. Have
campers create their own rules as a group and expect that they will hold each other accountable by pointing out when
rules are not being followed.
Kohlberg thought that the democratic process is important for furthering moral development. Having your campers
participate in creating the rules will accomplish a sense of democracy. Help younger campers explore how others are
affected by their actions and help older campers explore why rules exist and how they benefit society.
Age Norms
Now that we have an idea for the theories behind child development, we’ll sum it up with typical age norms. Many of
these norms are repetitious of the theories since both the theories and the norms are based on observations of youth
behavior. Use these lists as a quick reference and to generate ideas when faced with a challenging camper situation.
Characteristics for ages 6-8 (Brownies)
 Growth is slow and steady
 Large muscles are more developed than
small, fine motor skills awkward
 Short attentions span – keep activities 5-15
minutes in length
 Hyperactive but tire easily
 Don’t always know what is right and wrong
 Strong attachment to home and family homesickness
 Teasing, boasting, and tattling are common
 Easily motivated and eager to try new things
 Wants attention and affection from adults











Use hands on and physical learning
Give clear and specific instructions
Avoid competition
Allow campers to share with group about
themselves
Encourage free play
Want to please adults and
do well
Will argue over rules and
fairness
Loses interest is discouraged
or pressured
Sensitive to criticism
Use consistent routines and
avoid disruptions
Gender differentiation
important
Characteristics of ages 9-11 (Juniors)
 Growth spurts common
 Secondary sex
characteristics
developing
 Very curious –
help by asking what they think, explore ideas
as group
 Will admire and imitate older campers
 Better coordination but unequal growth can
create awkwardness
Enthusiastic
Likes group activities
Interests will change rapidly
Need guidance to stay on task – but avoid
nagging
 Focused on immediate gratification rather
than working toward a future goal
 Needs recognition and praise
 Have campers participate in parts of
planning




16
 Use hands on and physical activities
 Use activities where campers achieve and
have an end product
 Give clear and reasonable boundaries
 No favorites – treat all fairly
 Do activities with mature older campers
 Encourage Free play
 Be visible for group but not the primary focus
– stay in background
 Strong attachment to home and family –
homesickness
 Likes to make and collect things
 Same gender friend
Characteristics of ages 11-13 (Cadettes)
 Rapid weight gain with large appetites
 Primary and secondary sex characteristics
developing
 Emotional changes common and frequent
 May act like “know it alls”
 Want to be accepted by peers
 Wanting independence – give it to them
within established boundaries and provide
lots of guidance
 Increased attention span and self-discipline
 Influenced by pop culture, popular adults,
and older campers
 Involve in planning activities and
establishing rules of group
 Can work toward short term goals
 Cliques may form – mix up groups often
 More competitive
 May be daring and mischievous
 Concerned about
physical appearance
 Provide
appropriate ways
to spend time with
campers of
opposite gender
 Beginning to
think of future
 Concentrate on
developing individual skills
 Encourage experiences to understand self
 Avoid signaling campers out in front of peers
 Strong desire for group conformity
 Tend to cover weaknesses by finding fault in
others
Characteristics of ages 13-17 (Seniors/Ambassadors)












Rapid weight gain with large appetites
Strong desire for group conformity
Self conscious and inhibited
Intense feelings and emotions with frequent mood
swings
Impatient to grow up and want independence –
treat as young adult
Influenced by pop culture and popular adults
Increased attention span and self-discipline
Give lots of opportunity to make decisions
Use guidance that is kind and unobtrusive
Primarily influenced by peers
Allow lots of participation in planning and
execution of activities
Patterns of interest
 Developing
community
consciousness
 Work on leadership
and teambuilding
skills
 Provide
opportunities to
express own values
and beliefs
 Provide and guide
opportunities for longer term goals
 Provide guidance without being controlling
 Be willing to admit mistakes
Ten Tips for Working with the Campers
These tips can help with the situations that arise whenever a group of girl gets together:
17
1. Focus on the talents and skills for each girl. For example, if a girl is very active, but is very shy about speaking in
front of others, try to give her tasks that use her energy. For a girl who is helpful, have her pass out materials
during projects.
2. Offer help in small doses. Girls often need less help than you think. Ask a girl the best way to do something. She
usually knows. Make full use of the buddy system and rotate buddies so that everyone gets a chance to know one
another in the unit. Younger girls (Brownies) may need some help in sharing and taking turns, If a girl becomes
frustrated at not being able to use the material she desires at the moment, suggest an equally attractive
substitute.
3. Encourage respect for differing religious, racial, ethnic, and cultural backgrounds. Help each girl to express pride
in her own heritage and to value the diversity of others. Be a role model in never using prejudiced words and in
never taking prejudiced actions. Discover ways for girls to find accurate information and have positive
experiences with girls and adults different from themselves. HELLO, LOOK AT THE STAFF AT CAMP!
4. Encourage girls to solve their own problems, to go to each other for support and assistance, and to take turns
being the leader of the group. Intervene only if you are really needed. However, intercede immediately if a child’s
safety is at risk.
5. Girls learn best by doing. Encourage girls to discover things n their own and to try new things, that’s what camp is
all about. Do not expect every girl to want to participate in every activity, but encourage them to test their limits.
6. Girls need to feel positive about themselves. When girls are reaching beyond their family and friends, getting
positive affirmation from other is critical. Accept each girl as she is, with her struggles and weaknesses, so the
she can learn to accept you and your guidance. Remember to use her name when speaking to her. Praise often;
criticize ever. Girls need to understand that certain behaviors are unacceptable without being criticized. They
need to be told clearly, and shown which behaviors are acceptable.
7. Be supportive of and interested in the girls’ ideas and interests, rather than being an entertainer for them.
Rejoice with a girl when she achieves something important to her, no matter how small it may seem. Don’t hold
all girls to a high standard of performance. Vary the amount of help and support given in a situation according to
a girl’s physical, intellectual, and emotional status.
8. Keep directions simple and direct. Be sure the girl understands you. Try to meet the girl at eye level if giving
complicated instructions or if working through a problem. Speak in quiet, pleasant tones. Girls listen better to
someone speaking softly and calmly; Avoid Parent Tones. Phrase direction positively, “Stack you cup on the tray,
please,” rather than “Don’t leave your cup on the table.”
9. Be reasonable about time with the girls. Start projects the girls can finish. Give plenty of warning when an activity
is going to end or begin. Younger girl may become frustrated or confused when rushed or hurried. WATCH FOR
SIGNS OF FATGIUE and WATER INTAKE. Girls easily tire, and limits should be maintained.
18
10. Give girls individual attention. Girls feel singular and unique and when they individualized attention from adults.
The attention helps to build their confidence levels, and build relationship of trust and confidence. However,
avoid playing favorites among all age levels, especially with Brownies.
Prepare for Camper Diversity
The eclectic staff at camp will reflect the diversity of the campers throughout the summer. When planning sessions,
Unit leaders and their assistants should prepare for the wide variety of girls that will form their unit for each session.
You will have girls from different:
 Family Structures: When talking to the girls about their families, try to use inclusive terminology and be
considerate of alternate family structures.
 Socio-Economic Levels: Different cultures come with economic levels. Be alert of vocabulary usage and
cultural sigmas.
 Educational Backgrounds: Some girls may attend private schools verses public schools.
 Age Levels: In one session, you may have girls ranging in three years of age (6-8, 9-11) their interests will
differ at each age.
 Heritages: Girls will have differing beliefs about food, dress, and more; depending on their heritable
background. Avoid stereotyping.
 Races: you may have a multitude of races in you unit, each with their own irks and quirks.
 Religious Beliefs: Educate yourself, talk to your fellow counselors about their differing beliefs in preparation.
Be sensitive when selecting graces, songs and activities.
 Dietary Restrictions: Respect dietary restrictions, and express the importance to food allergies to the rest of
the unit (without naming girls). NO food is allowed in the girls sleeping units. Some allergies can be deadly.
 Physical Capabilities: Recognize physical restrictions of the girls, and know their limitations once they arrive
at camp.
 Variety of Camp Experiences: Some girls have been to camp many times throughout their years in scouting,
and some girls will be coming for their first time. Encourage the girls to test their limits, but don’t force them
beyond their capabilities.
Teen Programs
Teen girl training is a vital part of camp. The teen girls training program consists of CIT's (Counselors in Training), CIT II's. WITs
(Wrangler in Training), WIT II’s (WIT’s only at resident camp.) These girls are at camp to learn what it takes to be a camp
counselor, develop their teaching skills and specialize in a program area.
The teen girls in training contribute to the camp by assisting the staff (once they feel confident) in songs, games, in the dining
room and with basic care of campers. It is very important to remember; these girls are in training, are still campers and need
supervision like all campers. Please follow these guidelines when working with the older girls in training.
Teen Training Guidelines
1. All older girls set an example in following rules and procedures as set down by the camp.
2. Older girls are campers; therefore, they are never left in charge of a unit.
3. Because older girls are campers, they should be involved with program planning and implementation for their
unit.
19
4. Older girls may go to other units when scheduled with their unit leader
5. Girls will have an opportunity to participate in all camp activities as they wish.
Girl Planning
Going to camp is a thrilling adventure. Cookouts, swimming, hiking and outdoor living can be just the activities for a
grand summer. Yet, no matter how much we enjoy camping, we are going to have to allow the campers to do the
camping. Outdoor living skills cannot be taught or learned through demonstration alone. Good camping is learned
and enjoyed through active and continual experiences.
This is where girl planning comes in. Girl planning is working with you campers to help them plan their own camp
experience. You invovlement will depend on the age of the campers, with younger girls needing significanty more
guidance and help than older girls who will be doing most of the planning themselves. You DO have a part in the
process as you gently, but firmly lead campers toward their own learning.
Girl planning is the KEY to Girl Scout Program. With girl planning they learn:




How to express themselves in a group, self-confidence
Decision making, creativity, planning, how to communicate their own ideas
How to listen to each other’s needs
Follow through, giving and taking, evaluating
Girl Planning Process
Get their attention and tell them about the planning process
 The hand signal. Make a game of it! (Down, make noise! Quiet!) Say “Let’s practice,” then do it for real!
 Bandana...Tie a knot in a bandana. Throw it in the air...make noise, when it drops...Quiet!
 Circle of silence. Have the first girl hold the end of a ball of yarn, and pass it on.... as the yarn unravel, each girl
becomes silent as she holds a piece of yarn.
Brainstorm ideas
 Put up a poster board. Ask the girls what they want to do at camp and write their ideas down.
 Divide into patrols and have them make a list of things they would like to do.
 Make a dream box and let each girl write her own suggestions.
Pick an idea
 First, eliminate some choices by discussing possibility. Eliminate those that are impractical.
 Allow discussion and debate of ideas. Make sure to keep control of group and help them avoid personal attacks (“your
idea is stupid”)
 Have girls vote. Start by getting the top three choices with girls having three votes. Then vote again and get the top
choice.
20
Plan the idea
 Have girls think about everything that needs to be done in order to complete the plan
 For example: Supplies needed, how it will work, specific jobs and who will take care of them.
Execute the plan
Remember!!
 It is very empowering for girls to take charge and participate in the planning and execution of camp. Girl planning can
happen in lots of area including cookout, scout’s own, and within the program activities.
 Brownies will need lots of help with this process. They will look to you for direction. Help to lead group discussions.
Oversee and help with planning and execution. It can be a good idea to go into girl planning with several well thought
out ideas that you can help lead the girls towards.
 Juniors can take a much more active role in the girl planning process. Step back some and let them lead the
discussions and planning. Help them to have effective group conversations and to stay focused.
 Older girls (Juniors and Seniors) will need much less help in this process. Participate rather than lead. Encourage the
girls to be independent from the counselors while you keep an eye out to help in case it is needed.
How to be a Great Counselor
Self Care 101
In order to do well at leading campers you have to take care of yourself! This job is hard and you will get worn out and
tired. Here are 10 tips for keeping yourself healthy, enthusiastic and happy throughout the summer.
1.
2.
3.
Get enough sleep! At least 8 hours.
Actually take your time off during the day. Do something relaxing and for yourself.
Normal people need 8 glasses of water per day. Camp staff is not normal people; always drink more than you
think you need. (And keep your campers drinking too!)
4.
If you get sick or hurt take time to get better
5.
Make friends with the kitchen manager, kitchen staff, and health supervisor.
6.
Ask questions if you don’t know or are wondering about something. Some of your best resources for being
successful will be the other staff around you.
7.
Know what is expected of you; talk with your supervisor when in doubt.
8.
Laugh and smile frequently.
9.
Be careful not to bite off more than you can chew.
10. Focus on the things you love (singing, silly kids, tater tots at lunch).
Avoid the Midsummer Boredom Blues – Get Creative!
Any activity can be spiced up with a simple process to add a twist.
21
1.First, think about the activity you would like to changeup a bit.
2.Make a list of how that activity looks when you’re doing it.
3.Now take one or more of the elements on the list that you made and altar it in some way.
4.Now Play!
Here’s an example
1.Soccer
2.Big field, players on each team, soccer ball, running, kicking, one ball, score by kicking past goalie into big net.
3.Change the size of the field, make zones in the field that if players enter they have to move in a different way (hopping,
skipping, etc.), use more than one ball or use a different sized, shaped or weighted ball, add more goals or take away a
goal, score by passing to all teammates without the other team touching it.
The possibilities are endless. You can use this process to add twists to almost anything (hikes, kapers, arts and crafts, pool
time, rainy day activities, games, etc).
22
Tips For Camp Staff
 Use questions to answer problem solving questions: The process of thinking out a situation
is slow at first.
 Be fair as possible: Nothing will upset smooth human relationships as quickly as camper favorites and
pets. No one expects you to like and enjoy each girl equally. Yet, your actions must show equal attention to
all. A negative reaction to a certain camper may be natural. Check with yourself as to the reason; then, find
the positive in the camper.
 Listen: The campers have things to tell you. Sometimes the chatter seems unimportant. However, a child
delights in telling adults about herself. Your attention tells a camper that she is an important person.
 Be professional: Campers come to you with difficulties and personal problems. Keep the leader role by
keeping your personal problems out of the camper’s discussion. Brevity or silence often say more than
lectures.
 Have a sense of humor: Humor often is the key to a tense situation. Campers are children with
problems and not problem children.
 Be observant: Trouble spots between campers may easily be avoided. If you can see friction possibilities
- eliminate them. If two campers do not work and live well together, avoid putting them in similar positions
together.
 Extend your hand: Campers will wait for your cue to become friendly. Adults can be a baffling group of
people in any situation. take the initiative to invite the campers to join you.
 Have enthusiasm: Your attitude and humor will set the atmosphere and mood at any given time and
will determine the camper’s attitudes toward many camp experiences. This will determine camp discipline
and personal respect. campers want to respect you, but they also have expectations of your attitudes.
 Be honest: Children are sometimes painfully honest. The less honest you are, the more painful it will be
for you. Let them know that you, too, are human and do not know everything.
 Have goals: Plan for your objectives. Each child is different. Find the positive traits and appreciate them.
Observe the negative traits and guide toward overcoming them.
Challenges! What to do about…
A quiet group. No one is making suggestions...
 Start the list for them. "Here are some programs we can do. Out of these, what would YOU like to do?"
 Maybe they are shy. Ask them to write down their suggestions - later share with the group.
 Try some mixer games to help them feel comfortable in a group.
The girl who always says, "I can’t” or “I don't know"
 Don't argue with her!
 Listen, maybe she really can't and you can help!
 Then try saying, "But if you could, what would it be like? If she says "I don't know", ask her to imagine as
many could’s, or to draw a picture of a could.
 ALWAYS respond to a girl who always says "I CAN'T" with:
 Your attention - sit down so that you are at eye level.
 ..."and if you could, what would it be like?
 Helping her to see alternatives.
The group of girls who are shy. These could be the gigglers or the "I can't-ers".
 Call her by name when you talk.





Help her find a friend.
Give her a special, particular task.
Give her a squeeze around the shoulders.
Say, "I'm glad you're here."
Do special things that include everyone.
The group of girls who say "do it for me."




Put up 3 BIG pieces of paper.
Brainstorm all the things we do for ourselves on one paper.
Brainstorm all the things other people do for us on one paper.
Brainstorm all the things I would like to do for myself on another paper.
The overwhelmer who jumps up and down, waves her hands in front of your nose and
shouts.





She needs adult recognition! She wants our attention! The more you resist, the harder she'll try!
Give her something specific to do before an activity, like holding something for you, etc.
Sit next to her.
When she overwhelms you, ask her to wait, point out that others might have ideas.
Call on someone else, who is acting in an appropriate manner.
The negative group or girls who need choices.
 Ask yourself-- Is this what they want to do?
 Can I give up what I've planned and do something else? Try saying-- “Okay!! I'm willing to do something
else. What will it be? AND “Let's change moods first!"
The cliques or other problems. How to talk about it!






Sit in a circle. Have each girl sit between 2 girls they don't know very well.
Have each girl complete this sentence: "Right now I feel..."
Have each girl complete this sentence: "I can help by..."
Have each girl complete this sentence: "Next time I will..."
Make a unit agreement about the "Next time I will...." sentences. Make sure that there is follow through.
REMEMBER!!!!
 It is important to acknowledge the problem.
 You must participate. You are an important role model.
 Be consistent with their answers.
If you have a problem girl or group, take a moment to ask yourself:
 Are they doing what they want to do or what we want them to do?
 Do they really know what we expect of them?
 Have we planned too much!
Ceremonies and Traditions
Girl Scouts and the Leave No Trace Ethic – it’s a Tradition!
As part of the Girl Scout Law, Girl Scouts have been taught since 1912 to “use resources wisely” and to
leave a place better than they found it. But they don’t have to be in the back country to practice this. The
Leave No Trace ethic is just as relevant to the backyard, the local park and the Girl Scout camp. Leave No
Trace builds awareness, appreciation, and respect for the outdoors. It builds girls’ courage, confidence, and
character, so that they can plan and be prepared for the situations they encounter in the outdoors, enjoy
their recreation experiences, and have minimal impact on the Earth. When Girl Scouts practice Leave No
Trace skills and ethics, they literally make the world a better place.
The seven Leave No Trace Principles are rooted in both science and common sense:
 Plan ahead and prepare - “Know Before You Go”
 Travel and camp on durable surfaces - “Choose the Right Path”
 Dispose of waste properly – “Trash Your Trash”
 Leave what you find – “Leave What You Find”
 Minimize campfire impacts – “Be Careful with Fire”
 Respect wildlife
 Be considerate of other visitors - “Be Kind to Other Visitors”
Flag Ceremonies http://www.girlscouts.org/program/basics/traditions/ceremonies/flag.asp
Color Guard Members
Caller:
Girl Scout who gives commands for the ceremony.
Flag Bearer:
Girl Scouts who carry, raises, and lowers flag. Red sash is over right shoulder and
tied with a square knot under the left arm.
Color Guard:
Girl Scouts who assist the flag bearer. Red sashes are tied around the waist on
the left side. There are generally four color guards but there may be 2, 6 or 8.
Commands for morning flag rising, (evening flag is same except for commands in
parentheses):
 Horseshoe Attention
 Color Guard Attention
 Horseshoe Advance
 Color Guard Advance
 Color Guard Post the Colors (Color Guard Retire the Colors)
 We will now say the Pledge of Allegiance (We will now sing Taps)
 We will now say the Girl Scout Promise (Not said)
 Color Guard dismissed
 Horseshoe Dismissed
What does it look like?
Formation:
The camp proceeds in single file and forms a horseshoe around the flagpole. Color guard
(bearer and guards) then advance to position in front of the flagpole and remains facing the
pole during the entire event.
There is absolute silence from the time the camp moves forward until it returns to the starting
point. The Color Guard is the official guardian of the flag for the entire period-are wearing the
red sashes.
The Flag is held by the Color Guard and folded lengthwise in half; then again length-wise half.
The blue field is folded down underneath toward the outside and is nearest the flagpole. The
flag is then folded in a triangle starting with the last couple (farthest from the pole).
Each member of the Guard takes one step to the side and then turns to face the center.
Color Bearer does an about face and walks down the aisle. The first couple follows her, then
the second, and so on.
Campfires
Campfire program is an important part of camp.
There are six basic parts to a campfire with room to adjust according to the time
and needs of the group:

Approach and assemble - call to the fire circle





Opening ceremony - i.e., fire lighting
Noisy fun - active songs, rounds
Activity time - mixture of songs, games, dramatics, challenges, or stories
Quiet period - a story, inspirational talk, soft melody songs, recognitions
Closing ceremony - quiet exit of campers, fires out
In planning, think about what you are trying to accomplish with the group. Many campfires have themes
around which activities can be built, e.g., friendship, fairy tales, songs, Native American lore. Always plan a
quiet ending. A moment of silent thought or a slow meaningful song is effective. Consider the way
participants arrive and leave the campfire. Setting a mood is important. Try singing as they arrive and
depart. Encourage them to keep flashlights off and enjoy the light of the fire.
Campfire Traditions




A ceremony of lighting the fire
Observance of not crossing the fire circle, but walking all the way around
Kneeling when adding wood to the fire
Closing the program with a friendship circle
Program Ideas





Songs - Start with more lively and progress to more quiet.
Stories - A good storyteller can add a great deal to the evening. Ghost stories are not the
best, but stories of the stars, nature, and Native American lore are a big success. Also,
standard children’s stories (Tajar, Pooh, etc.) are often appropriate.
Skits - Girls love to perform and a unit campfire is an excellent showcase.
Instrumental music - rhythms, and dances can add much to a campfire.
Scouts Own - At a campfire.
Singing and Song Leading
http://www.girlscouts.org/for_adults/volunteering/songleading.asp
Why sing? For fun. For the joy of it. To quiet a rambunctious group. To add to other activities.
To help girls appreciate music. As a quick activity to do when waiting for another activity to
start. Tradition!
How to teach a song





Make sure you know the song really well!
Get the group’s attention and introduce the song. Be enthusiastic!
Give a short explanation of the song; include source, legendary, and any familiar terminology.
If the song is new, sing it through once so campers will know how it sounds.
Do “Repeat after me.” Sing one line at a time and then have the girls repeat the line. Sing with
them especially for songs that are more difficult. After you finish one verse, sing the verse all
together.
 Sing the whole song through all together.
 Repeat if the girls are interested, or move onto a new song.
Other things to think about









Consider selection - use songs from Girl Scout song books whenever possible. Make sure songs
are appropriate for camp.
Be sure all members of the group participate.
Stop when interest is high. This retains interest in singing.
Be sure that everyone can see you.
Speak and sing loudly and clearly.
Give all girls the opportunity to sing and lead songs if they choose.
Think about songs you want to sing ahead of time.
Remember: Older girls have lower voices; younger girls have higher voices.
HAVE FUN!
Girl Scout’s Own
A Girl Scout’s Own is an inspirational, not religious, ceremony, held in camp to give both campers
volunteers and staff an opportunity to take a quiet moment for meditation, appreciation, and evaluation of
themselves and the people and things around them. A Girl Scout’s Own usually has a central idea or theme,
and is held in a quiet atmosphere. It is a program belonging to the girls and is planned by them.
Not every group conducts this program; however, it is important to be aware that some girls may wish to
create a Girl Scout’s Own. If a unit decides to create this, it is important that no religion, including atheism,
is excluded from creation or participation.
Planning



Talk with the girls to help them understand the purpose and meaning of the Girl Scout’s Own.
Talk to the whole unit, give them ideas, tell them about other programs, get their ideas.
Let campers select their own theme; this is a “Girl Scout’s Own.”

In developing the theme, guide them in determining what is appropriate to the subject, the group, the
place and the occasion.
 Have good resource material available to guide the campers: poetry, music, and pictures.
 How will the Girl Scout’s Own be carried out?
 A singing Girl Scout’s Own
 A walk through the woods
 A listening experience
 A quiet discussion
 A dramatization, readings, special ceremonies
Have the campers agree in advance as to:
 Who is to be in charge and who does what
 The order of the program
 The time the program begins and its length.
Guide the campers, but do not plan for them.
 Themes: Nature, Camp, Friendship, Horses, America, Being a Leader
Other Themes:_____________________________________________________________
Health, Safety, Risk Management and Volunteers/Staff
All volunteers or paid camp staff members must undergo the most current background
check process. This includes both a background check and fingerprinting.
All volunteers or paid camp staff members must follow and comply with the most current
process for tracking and reporting incidents and accidents. GSCM will provide the following at training:



Process for tracking and reporting all incidents and accidents.
The current form for reporting all incidents and accidents.
o Any/all incidents, accidents and/or medical treatment must be processed on
the form provided and submitted to the Camp Health Director/Nurse daily.
These are to be compiled and forwarded to GSCM to the attention of the Vice
President, Strategy within 48 hours of the incident if not severe, if this is an
emergency contact the Vice President, Strategy at 410.358.9711, ext. 232 or
via cell at 410.961.1644.
The Health Director/Nurse tracks all incidents via a daily log which is to be submitted
to GSCM at the close of camp.
It is volunteer and staff responsibility to assure the wellness of all campers. In addition to monitoring
camper hygiene, also be observant of health. Make sure campers drink plenty of water. Observe them for
unusual behavior or other signs of sickness such as overeating, under eating, crankiness, visible sores or
rashes, a change in temperament, or frequent coughing or sneezing. Verbally check in with campers to see
how they’re doing. Bring anything unusual to the attention of the Health Director or other administrator.
The child going to see the Health Director/Nurse should always have a buddy. If there is the possibility that
the child may be held there by the Health Director/Nurse, then there should be three campers, so that there
will be buddies returning to the unit activity. It is not necessary that a counselor accompany the child
unless it is felt the Nurse needs an adult describing the situation.
Helpful Links
Maryland Health and Mental Hygienc:
http://dhmh.maryland.gov/SitePages/diseaseawareness.aspx - this link has
useful and current information related to: Reportable Diseases and Conditions, H1N1 Influenza Virus, Lyme
Disease, West Nile Virus and Rabies.
Poison Ivy - http://www.poison-ivy.org/
Snake 101 Tips - http://www.childhealthguide.com/topic/snake-bite
Spider 101 Tips http://www.medicinenet.com/spider_bites_black_widow_and_brown_recluse/page3.htm
Kapers
Kapers are jobs that everyone at camp shares such as cleaning the bathrooms or chores within the unit
such as cleaning the latrines. Kapers are an important part of keeping camp clean and running smoothly.
Rather than counselors supervising campers during kapers, campers and counselors should work
together to finish the chore and find ways to make kapers efficient and fun. Sing songs, create a
game of it (let’s see who can tidy their tent the quickest!), smile, and keep a positive helping
attitude.
Unit Kapers
Unit counselors are responsible for keeping units clean by assigning Kapers. Unit kapers should be done
daily during unit time. After daily kapers, staff should walk through cabins, tents, latrines, and unit area to
see that they are presentable. Units should develop reward systems to encourage girls to keep their tents or
cabins clean. The Health Supervisor will be checking units daily to ensure for cleanliness.
Sample Unit Kaper Chart
CHORES
MONDAY
Trash/ Water
Trough
Patrol Acorn
TUESDAY
Patrol Banana
WEDNESDAY
Patrol Cool
THURSDAY
Patrol Dinosaur
FRIDAY
Patrol Acorn
Latrines
Patrol Banana
Patrol Cool
Patrol Dinosaur
Patrol Acorn
Patrol Banana
Fire circle
Patrol Cool
Patrol Dinosaur
Patrol Acorn
Patrol Banana
Patrol Cool
Unit Shelter
Patrol Dinosaur
Patrol Acorn
Patrol Banana
Patrol Cool
Patrol Dinosaur
Kaper Chart
Kapers are usually done in patrols (small groups of campers) and the jobs are rotated so everyone takes a
turn to do all the jobs. A kaper chart is the Girl Scout way of dividing kapers, efficiently and fairly. Discuss
with your girls the steps in making a Kaper Chart.
Creating a Kaper chart:





List the jobs to be done
Consider the number of people to do the job.
Decide how the work will be divided: individually, patrols, committees, or buddies.
List what each job entails: when, what, how.
Make your chart, allowing for rotation of jobs, so that each girl or group can do some- thing new
each day, if possible. Allow enough time for a discussion with the girls to correct any
injustices in the division of the tasks.
Cookouts
Cookouts sometimes happen during Day Camp. Units prepare and
cook lunch, over a fire. This is a great time to have the campers learn
some outdoor skills as well as cooking skills. Campers should be the
primary players in the activity with volunteers or staff helping as
needed based on the age of the campers.
Cookouts also use kapers to divide up jobs, for example:
 Fire-builders, and tenders - build type of fire needed. Dishwater on. Get safety equipment. Place
extra wood at least 10’ from fire. Replenish wood as needed.
 Cooks - Read menu; decide time to start preparation. Prepare and cook food, dividing jobs
between cooks. Put extra foodstuff away, lids on or wrapped.
 Clean-up - Set up dishwashing area, scrape, wash, rinse, sanitize. Soap all cooking utensils, and
tables. Return equipment.
 Hostesses - Set table, make centerpiece and invite guests. Lead Grace. Serve food.
Safety Common Sense
Understanding the Hazards: You must be able to anticipate the dangers involved in the numerous activities
and provide the necessary protection for the participants. Specific target areas include the
pond/creek/pool, archery, horseback, and ropes/challenge courses.
1. Compensating for the Hazards: You must be observant and you must realize that some areas in the
camp have hazards that cannot be removed. Make compensation for these hazards by excluding
dangerous areas from play, establishing ground rules and provide close supervision of campers.
2. Removing Unnecessary Hazards: We must eliminate the types of obstacles that cause accident and
injuries. For example: removing a protruding nail, broken furniture, picking up broken glass or large
stones, and avoiding holes or deep divots along paths and fields.
3. Avoiding the Creation Of Unnecessary Hazards: Make mature judgments in leading/supervising
campers. Always make sure you and your campers have appropriate clothing/shoes and you are
enforcing camp safety guidelines. Sufficient supervision of campers must be in place at all times.
Don’t put your campers at risk.
Welcoming Campers to Camp
Most of your campers will be excited to be at camp, especially if they are a returning camper. However,
some, especially younger or new campers, will be nervous and unsure about being at camp. Here are some
ways to welcome all campers to camp and particularly to help nervous campers feel comfortable:
 Get to know their names as quickly as possible and use them often.
 Help campers to get to know each other and building friendships.
 Take time to talk to all your campers and welcome them to camp. Ask them questions that they





have to answer more than yes or no to so you can get to know them better.
Answer questions to the best of your ability. But don’t make things up; if you don’t know say so.
Tell them what the schedule is for the day so they know what to expect.
Give campers a camp tour. Show them where they will sleep, use the bathroom, and eat. Taking
away the uncertainties can help campers feel more sure of their new surroundings.
Make sure they are comfortable, (food, water, and clothing).
SMILE!
Make sure you give your campers the information they will need to know in order to be successful at camp.
This includes:









No running
Closed toe shoes at all times unless showering or in a pool.
Buddy system
Stay with unit unless counselor is told
Recycling/environmental concerns
Kaper system for unit and all-camp kapers
Location of Health Care Provider/Nurse
Lost and found
Meal times and program schedule
Verification of Absentees
 After check-in, Camp Director makes a list per unit of those campers who did not check in. This
information is kept with camp records to ensure that it is clear of who checked in and/or left the site on
any given day.
Release of Campers
 Early release of a camper must be approved by Camp Director with reason for early leaving.
 Each adult will check campers out with Camp Director or authorized camp management before
leaving campsite.
 Camp Director completes Release of Camper form and parent/guardian signs it.
What to do on the Last Day
The last day is a time for the campers to say goodbye to all of their new friends and their volunteers or staff
counselors. It is also the time when they pack up their belongings, hopefully collect any lost items, and
clean up the units. Remember that Girl Scouts leave a place better than how they found it. Ensure that if any
badges were earned that the girls receive them prior to leaving.
Check-out Procedures
Check-out is very similar to check-in. Campers must be signed out by their parents or designated check-out
person, either at camp or when departing from the bus. All of the same duties as check-in are assigned
accept for the Health Check. However, different people than check-in day assignments may fill these duties.
Girl Scouts of Central Maryland Day Camp
Staff Manual Contract
I, ___________________, have received a copy of the Day Camp Manual. I have read and understood
the material, including all policies and procedures, as well as my volunteer position. I understand that I am
responsible for the information contained within the Manual as part of my volunteer position, and will keep
the manual for the duration of the summer for reference and review.
________________________
____________________________
_________________________
Printed name
Camp Name/Location
Dates of Camp
I AGREE THAT I WILL:
 take the responsibility that I have accepted of caring for children seriously;
 be mindful of each child’s need for respect and acceptance;
 be mindful of every child’s need for clear limits and self-control;
 be mindful of every child’s need for clear boundaries and privacy;
 ask for help if I feel at risk of being impulsive or over-stimulating with children (and that I will
ask the right person);
 allow myself to talk about camp matters in a serious way;
 be respectful of my fellow counselors regarding their boundaries and privacy;
 listen—truly listen when others are sharing;
 support my fellow volunteers/counselors by applauding, listening, spotting, encouraging,
pitching in, confronting or doing what seems helpful at the time in order to maintain a safe
environment at camp;
 have fun in ways that are safe to myself, camp, and others;
 do what I need to do in order to maintain an envelope of physical and emotional safety at
camp;
 adhere to the standards and practices of Girl Scouts of the U.S.A., Volunteer Essentials and
Safety-Wise Checkpoints, Girl Scouts of Central Maryland, standards of the American Camping
Association, and follow the DHMH Youth Camp Regulations.
________________________
_________________________
____________________
Signature
Printed name
Date
Day Camp Information Sheet
Day Camp Name:
______________________________________________________________
Day Camp Theme:
______________________________________________________________
Dates of Camp: Starts (date and times): ____________________________________
____________________________________
Day Camp Director:
______________________________________________________________
Contact Information:
Address:
_____________________________________________________________
City:
_________________________
________________
Telephone Number:
State: ___________ Zip Code:
_____________________________ Cell #: ______________________
Email Address: _____________________________
Assistant Day Camp Director: _____________________________________________________
Contact Information:
Address:
_____________________________________________________________
City:
_________________________
________________
Telephone Number:
State: ___________ Zip Code:
_____________________________ Cell #: ______________________
Email Address: _____________________________
Target Number of Girls:
______________
Target Number of New Girls:
Target Number of Volunteers:
______________
______________
GIRL SCOUTS OF CENTRAL MARYLAND
DAY CAMP FINAL REPORT
Please return this report and all supporting materials no later than 30 days after your
day camp ends.
Girl Scouts of Central Maryland
4806 Seton Drive
Baltimore, MD 21215
Day Camp
Theme ___________________________________
Dates ____________________________
__________________________________
Location
# of campers ______ # of PAs ______ # of Tags ______ # of adults ______
Number of (include PAs/LITs)
______Daisy _______ Brownie ______Junior ______Cadette _____Senior Amb.
Name of Event Director(s):
1.
___________________________________
Telephone: _____________________
Email: ___________________________________
2.
___________________________________
Telephone: _____________________
Email: ___________________________________
Briefly describe your Day Camp program or attach a program outline, include any web links that speak about or
promote your camp program.
What service activities were participants involved in?
What were the goals and expectations of the day camp?
Were the goals and expectations met? _____ Yes _____ No
If so, how? _______________________________________________________________
_________________________________________________________________________
If not, why not?
________________________________________________________________________
________________________________________________________________________
Was your day camp designed to include multicultural programming? ____Yes ____ No
Did this event promote multicultural interaction? ______ Yes _____ No
If so, how? _______________________________________________________________
_________________________________________________________________________
If not, why not?
________________________________________________________________________
________________________________________________________________________
Are there any implications or recommendations for future day camp program? Please state them below.
Attendance Report: Please fill in the number of attendees, breaking the total down into racial/ethnic categories, as
indicated below: (We place racial/ethnic as optional on the registration packet and not everyone marks it down.
This is what we had this year in writing.)
White
Black
Hispanic
Asian/Pacific
Native
Other
Islander
American/Alaskan
Native
GIRLS
ADULTS
Disability – Total number of girl registering for event with each disability
1. Mental
4. Physical
2. Hearing
5. Visual
3. Learning
6. Other
Budget: Please complete the attached budget form and submit copy of latest bank statement from day camp account
Signatures: The following persons involved should sign, verifying that to the best of their knowledge, the
aforementioned information is correct.
Day Camp Director: ______________________________________________________
Date: _________________________
Outdoor Program Specialist: _________________________ Date: _________________
Copy:
Camp Director
Outdoor Program Specialist
Chief Financial Officer
GSCM Day Camp Final Report – Financial Information
Individual who maintains account and finances: _________________________________
Position: _____________________________________________________________________
Name of Bank ________________________________________________________________
Branch ______________________________________________________________________
Name that appears on account _________________________________________________
Account Number ______________________________________________________________
Report covers period from ___________________________ to ________________________
INCOME
Balance of Last Years Report
Camper Fees
T-shirt Sales
Food Sales
Misc. Sales
Donations
TOTAL INCOME
EXPENDITURES
Independent Consultant Fees
Food/Beverage
Administrative Costs/Office Supplies
Program Supplies
Medical Supplies
Auto Allowance
Costs of leasing vehicles
Rental of Non-Council Property
Telephone Costs/Reimbursements
Tokens of Appreciation/Honorariums
TOTAL EXPENDITURES
Estimated future expenditures for season (detailed)
_____________________________________________________________________________________
_____________________________________________________________________________________
____________
Balance per attached bank statement: _______________________________________________________
Less Outstanding Checks: ___________________
___________________
Other ___________________
Adjusted bank balance: ______________________ (must agree with balance remaining)
Inventory of items that are valued individually at $50.00 or more
Item
Amount
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
_______________________________________
________________________
Day Camp Director Signature: ______________________________________________
Date: __________________________
GIRL SCOUTS OF CENTRAL MARYLAND
DAY CAMP CHECK LIST
Please return this report and all supporting materials no later than 30 days after your
day camp ends.
Girl Scouts of Central Maryland
4806 Seton Drive
Baltimore, MD 21215

Complete Final report and submit to GSCM by (date) as well as a copy of your closing
bank statement after all camp expenses have been paid

Summary Report of Evaluations from campers
o If you do not have a summary report, submit the hard copies of the evaluations to
be captured and reported; GSCM will return a copy of the report to you.

Copies of medical forms/Health History for filing with CFO.
Day Camp Director Signature: ______________________________________________
Date: __________________________