LOYALTY
KidzCamp at Heritage Hills Day Camp will have an outstanding reputation that will be built by our staff
and our product. Through your dedication and loyalty, we will achieve this goal. Please feel free to
discuss any strengths and weaknesses at Kidzcamp at Heritage Hills with the camp director and/or
Heritage Hills’ management team. With open communication, we will not only maintain the
excellent standards of this camp, but also help to improve upon our goals and objectives.
CODE OF ETHICS
I shall conduct myself in an exemplary manner, recognizing that I am an adult role model for my campers. I will always try to
demonstrate high moral values with my behavior. I recognize that my conduct, even when I am away from the camp premises,
also reflects on the camp.
I shall always seek to be truthful, honest, and fair in my communication and interactions with campers and all staff.
I accept the challenges of helping my campers increase their awareness of and responsibility to others, helping them gain in selfconfidence and self-concept, and teaching new skills.
I shall refrain from abusive language and any form of corporal punishment or embarrassment in dealing with campers, or other
staff.
I shall be accepting of the diverse racial, national, religious and cultural background of my campers and not seek to impose my
own particular views.
WORK SCHEDULE
Length of Season: Camp is a 10-week season in session from June 15th through August 21st
(Staff orientation and training dates will be announced and attendance is mandatory. The end of season gala/parties are
also mandatory and the dates will be announced.)
WORKING HOURS:
All Camp Counselors: 8:00 am to 4:00 pm (All campers need to have been either picked up by persons authorized by the
campers’ families, placed in the Late Stay program, or have been otherwise advised by management staff.)
Early Drop Off Counselors: Must arrive by 6:45 am each morning Monday thru Friday
Late Stay Counselors: Must remain until 6:45 pm or until all campers have been picked up by persons authorized by the campers
family and camp equipment, etc. has been secured for the day, or otherwise advised by the management staff.
Instructors: 8 hours varying from 6:30 am to 6:45 pm per day
Attendance: Because we only have a 10 week season, there are NO PAID SICK DAYS or VACATION TIME GIVEN
to staff. Counselors will not be paid for any day that they are absent.
Lateness can result in unpaid suspension and termination of employment. You must report to work on time.
Intent: It is our commitment to our campers that they receive maximum and optimum supervision at all times. Excessive
absence undermines this supervision and jeopardizes the safety of our campers, as well as deprives them of the full
camp experience to which they are entitled.
EVERY HEAD COUNSELOR MUST WEAR A WATCH TO ENABLE HER/HIM TO MEET SCHEDULE
REQUIREMENTS
Absolutely NO tobacco, drugs, or alcohol are permitted on the camp premises, in the parking lot, or on any day
or overnight trips. Violation of this regulation will lead to immediate dismissal, as well as prosecution to the fullest
extent of the law.
GENERAL CAMP POLICIES: STAFF RESPONSIBILITIES
 Activities: Your schedule must be followed as assigned, and activity times must be adhered to. You may not switch any
activities without the permission of your director. Also, counselors must organize activities that are not being run by
instructors. (Note: This involves some pre-planning.)
Corporal Punishment: No physical or mental abuse will be tolerated. Immediate dismissal will follow.
 No guests are allowed at any time.
 Instructor-run activities are not downtime for counselors. Instead, the counselor is to act as an active assistant to the
instructor. He/She should act as a motivating force at the activity and assist the instructor in any way possible.
 All campers have a file & camper profile that contains information regarding special problems, such as diets and medical
conditions. This information is confidential and released to counselors when necessary. If you have any questions
regarding a camper’s actions, please discuss them with your director.
 Special events are designed to provide an atmosphere of excitement and spirit above and beyond the regularly scheduled
activities. The cooperation and enthusiasm of all staff is requested to ensure the activities’ success.
 Cell phones are permitted for emergency use only. Beepers, PDAs, Game Boys, and CD and MP3 players (i.e., IPODs),
are NOT permitted.
 Lost and Found: Please try to make sure that your campers take all of their belongings from activity to activity.
NOTE: Counselors do NOT have free time/breaks during camp hours. Counselors are required to be with their groups AT ALL
TIMES, including during lunch and snack. Counselors will be scheduled 40 hours per week. Any overtime desired must be
approved through the director/management prior.
INFRACTIONS WHICH COULD CAUSE DISMISSAL
1. Use of drugs, alcohol or tobacco on camp property at ANY time.
2. Any type of physical contact as punishment for a disciplinary situation.
3. Absences for inappropriate reasons, or excessive lateness and/or absences.
4. Any conduct unbecoming or destructive to the campers, camp, or in direct conflict with Kidz Camp at Heritage Hills’
rules and philosophy, as stated by the directors.
The aforementioned infractions are examples of actions that may result in termination. This list is meant to be a guide.
PERFORMANCE EVALUATION
Directors will evaluate counselors and instructors at a minimum of twice during the 10 week summer session. These evaluations
are kept confidential and are referred to when colleges and potential job employers request references. The owner/director also
refers to the evaluations when rehiring for the following year.
INJURED CAMPER POLICY AND PROCEDURE
In case of a serious injury (real or imagined) DO NOT MOVE THE CHILD. Contact a director immediately and keep the camper
as comfortable as possible.
All minor injuries (bumps, bruises, cuts, scrapes, splinters, etc…) must be brought to a director’s attention, and the incident
MUST be logged in the camp office. A director and/or the on-staff EMT will administer any first aid needed.
First Aid kits must be taken on all trips/activities.
CHANGING ROOM PROCEDURES
1. Counselors must accompany their campers to the changing room and have their group change in a designated area.
2. Counselors need to make sure that all of the campers’ items are accounted for (sneakers, clothes, etc.) before escorting
their campers to the water area.
3. Counselors must accompany campers to and from the water area. No camper should be left alone in the changing rooms
or at any part of Heritage Hills grounds.
4. All counselors must be in clothing that can get wet at the water area (with their own groups) during each and every water
play period. All staff members of each group are responsible to help the in the instruction of the campers.
5. Horseplay in the water play area is forbidden.
6. Water SAFETY is of the UTMOST importance! Counselors’ eyes need to be on the campers in the water play area AT
ALL TIMES.
CHARACTERISTICS OF A SUCCESSFUL COUNSELOR
1. Optimistic, cheerful and outgoing
2. Fair, objective and does not play favorites
3. Friendly, sympathetic and understanding
4. Never sarcastic or threatening
5. Considerate of campers’ needs and feelings
6. Makes a camper feel secure
7. Enthusiastic about camp, campers and activities
BEHAVIORS EXPECTED OF A SUCCESSFUL COUNSELOR
1. Makes all activities interactive and interesting
2. Treats all campers equally and fairly
3. May be skilled at some activities and participates in all
4. Knows when to ask for help
CAMPER-COUNSELOR RELATIONSHIPS
1. Counselors should talk with their campers about appropriate topics
2. Be their friend, as well as their counselor
3. Walk to and from activities with your campers
4. Make sure all campers are part of the group
5. Get to know your campers right away, and become aware of their needs
6. Be mature and professional in your dealings with your campers
7. Get to know as much about your campers as possible
HOW TO HANDLE ACTIVITY: COUNSELOR RESPONSIBILITIES
1. Know activities and when/where they take place
2. Plan the activity ahead of time
3. Arrange for equipment in advance
4. Check area for safety
5. Start the activity promptly
6. Show enthusiasm and motivation
7. Participate with campers
8. Lead by example
9. Know rules--modify them when necessary
10. Stress consideration for others
11. Help campers who may be having difficulty
12. Teach a new skill or technique each session, and use them as building blocks
13. Practice and repetition reinforce skills
COUNSELOR-PARENT RELATIONSHIPS
Counselor-Parent Relationships: No counselor is to call any parent directly. A director should make all contact with parents
outside of the camp facility. If a parent approaches a counselor with a question, problem and/or situation that cannot be properly
addressed, please direct the parent to the camp office where a director will assist.
.
DISCIPLINE IN A CAMP SETTING
1. All staff members should try to establish a friendly, warm, understanding but firm attitude with the campers. A smile and
a sense of humor go a long way to ensuring a pleasant summer.
2. Display enthusiasm and confidence in your job.
3. Set an example by actively leading the activities. Kids follow a good example; your participation will encourage campers
to join in.
4. Be fair to all. Favoritism ruins good relationships.
5. Use appropriate language; profanity is PROHIBITED and will result in termination.
6. Do not discuss personal situations with (or in earshot of) campers.
7. No camper may be deprived of meals or snacks as a means of discipline.
8. THE USE OF CORPORAL PUNISHMENT IS FORBIDDEN! Any staff member striking a camper or other staff
member will be dismissed immediately and subject to arrest and legal action on the part of the parents.
9. At times, it may be necessary to reprimand a camper. This does not mean that you should embarrass a child in front of his
or her peers; take them aside and talk to them quietly and bring the incident to the attention of the director.
10. Please take the following steps if you are having trouble with a camper:
A. Try talking to the child in private to get to the root of the problem. It may not be you. A problem at home or with
another camper sometimes causes a child to act up.
B. Seek help from your director. He/she may know more about the problem (confidential information) or have the
experience to deal more successfully with the problem. It is not a sign of weakness to seek help, but rather a sign
of maturity.
1) The disciplinary ladder of referral is: Head Counselor 2) Director
HOW DO I MANAGE A DIFFICULT CHILD?
Characteristics and Strategies of a Successful Counselor
I AM A POSITIVE LEADER:
1. Believe in children. Beliefs are self-fulfilling and are the most important determinant of human behavior. The most
critical belief is that all children want to learn and have the capacity to do so.
2. Act enthusiastically and energetically. Children will quickly pick up and mirror the energy of adults.
3. Model appropriate behavior. Adults should be aware of the powerful influence of their actions on a child or group’s
behavior.
4. Modulate your tone. Soft tones are nurturing; firm tones are directive; uplifting tones are friendly; loud tones are angry.
5. Catch the child being good. Tell the child what behavior pleases you. Respond to positive efforts and reinforce good
behavior. An observing and sensitive adult will find countless opportunities during the day to make such comments as:
“I like the way you listen”; “I appreciate your cooperation”; “You were really patient while I was busy”; “I’m glad you
shared”; “Thank you for telling the truth about what really happened”.
6. Deliberately ignore inappropriate behavior that can be tolerated. This doesn’t mean that you should ignore the child, just
the behavior. The “ignoring” has to be planned and consistent. Even though the behavior may be tolerated, the child
must recognize that it is inappropriate.
7. Ease tension through humor. Kidding the child out of a temper tantrum or outburst offers the child an opportunity to
“save face”. However, it is important to distinguish between face-saving humor and sarcasm or teasing ridicule.
I AM CARING AND CONCERNED:
1. Build a positive self-image. Encourage children to see themselves as valuable people. Notice them. Identify their
strengths; i.e. smile, attitude, experiences, and friendliness.
2. Express interest in the child’s activities. Be enthusiastic. Be nearby to help.
3. Send “I” messages and not “You” messages. Children can sometimes create stressful situations and feelings. It is
important to distinguish between “I” and “you” messages when handling such situations. Example: Rather than say –
“You are making me upset,” say: “I am getting upset”. “I” messages are less likely to provoke anger or place blame.
4. Be ready to show affection. Sometimes all that is needed for an angry child to regain control is a calm, friendly voice, a
casual hug, or some careful show of affection. However, some children with serious emotional problems may have
trouble identifying and accepting affection.
5. Tell the child that you accept his or her angry feelings. Offer other suggestions for expressing them. Teach the child to
put their angry feelings into words, rather than fists, tantrums, or quarrelsome behavior.
I AM A TEACHER:
1. Check for understanding. Many children with behavioral problems also display learning difficulties, especially in the area
of perceptive language skills. Since much of communication is verbal, they easily become frustrated and “turned off.”
Ask the child: “Can you tell me what I just said in your own words?”
2. Explain situations. Help the child examine the circumstances of a stressful situation. We often fail to realize how easily
young children can react (properly) once they understand the cause of their frustration and anxiety.
3. Encourage children to see their strengths as well as their weaknesses. Help them to see that they can reach their goals,
control their tempers, and manage their anxiety.
4. Teach children to express themselves verbally. Talking helps a child to have control and thus, reduces acting-out
behavior. Encourage the child to say to another child, for example: “I don’t like being pushed. Please ask me to
move.”
5. Decode the child’s behavior into feelings. Children experiencing stress do not talk about their feelings. Instead, they act
them out. Our task is to decode words, actions, and body language so they are connected to the child’s feelings and
original source of stress. This is difficult because it involves reading their behavior and reflecting what they are feeling
in a clear and sympathetic way. Be sure to allow time for the child to react to what you are saying between each
statement.
6. Pair your intervention with situational values and standards. Take the time to explain the reasons for dealing with a
child’s behavior. Children need to understand the value behind appropriate behavior. Every child has the right to have
personal space, to be in a cared-for physical environment, to learn without serious distraction, and to be protected from
physical and psychological harm. Behaviors that interfere with these rights, must be confronted by counselors, and
understood by children.
7. Interpret consequences as poor decision-making. When a child is confronted by the consequence of their behavior, they
often feel that the adult did this to them. They react as a victim--often blaming others. Your role is to help the child
understand that whatever happens to them in the situation is a result of their behavior and thus, their decision. This is
something they control, not us.
I AM ACTIVE AND INTERVENE WHEN REQUIRED:
1. Say “NO!” or “STOP!” Limits should be clearly explained and enforced. Children should be free to function within
those limits.
2. Appeal directly to the child. Tell him/her how you feel and ask for consideration. In situations where the child is
oppositional or defiant, ask: “Is there something I can do to help you?” Or, “Am I doing something to cause you to act
this way?” Or, “Is there something bothering you?”
3. Deliberately position yourself. (Proximity control) Move physically closer to the child to curb his/her nervousness, overactivity or angry impulses. Having an adult nearby often calms young children.
4. Use consequences cautiously. There is a fine line between hostile punishment and consequence that is educational. In any
case, don’t be reactive. Let the child know that they have crossed the line and that you will be considering the
consequences of their action. Explain the consequence when the child has calmed. Do not assign consequences when
you are angry. Inform your director if a child’s behavior is interfering with the overall dynamics of the group.
6. Time out. Anticipate the impact of stress on the situation. If the activity is overly stimulating or promoting disruption,
take a break. If a specific child is overly stimulated or disruptive, have the child take a break for a few minutes (go take
a drink, wash hands/face, etc.) The intent is to protect the child and/or group. It is not to punish either of the two.
WHAT YOU CAN EXPECT
Often 5-7 Year Olds…
o Are improving their eye-hand coordination and may be frustrated by complex projects or tedious tasks
o Have a short attention span and may like to change activities every 15-30 minutes, but also enjoy a routine
o Want to become self-sufficient, so give them time to do things for themselves
o Are not always sure of “right” & “left” (give clear directions, one step at a time)
o Are mastering group cooperation and sharing, but expect some selfishness and resistance to taking turns
o Like to follow rules; are developing a sense of fair play
o Are upset by sudden changes in routine and are quick to “tattle”
o Vary greatly in reading and number skills; Enjoy rhythmic activities and songs
o Like to talk and tell stories; can be very imaginative at play
o Girls and boys have similar physical skills and strengths
Often 8-10 Year Olds…
o Girls may be starting their growth spurt, while boys are maturing more slowly
o Are quick, eager, energetic and enthusiastic, so plan a busy schedule with lots of variety
o Girls and boys may become rivals if leaders don’t help all participate equally
o Are self-conscious and afraid to fail (use lots of praise and very little criticism)
o May be easily discouraged and then lose interest
o Like to belong to a special group, so they may want a special name or code
o Want to take responsibility (encourage them to do so within limits that you set)
o Have a longer attention span if they are involved in an exciting project
o Have “best friends” who may interfere with participation in group activities; so, plan some activities for pairs and
some for the whole group
o Have diverse interests in hobbies, play, etc, so use their knowledge and experiences to enrich your program
Often 11-13 Year Olds…
o Boys are entering their growth spurt
o Are peer-oriented
o Switch friends easily/quickly, a.k.a. the “best friend” syndrome
o Are self-conscious about their bodies
o Need diversification of activities
o Need good role models
o Need motivation – you must be creative quickly
o Like sports and activities
GAMES
Counselors are encouraged to have a list of games to teach their group. Many different games and activities can be found in
books and on the Internet. By doing some research, you can always find something to do with the group. If you need suggestions
on activities for your group, see your director.
PROPER ATTIRE
All staff must come ready for work in appropriate attire that enables them to interact and participate with their campers in ALL
activities. No cut off shirts or suggestive clothing or bikinis are allowed. Staff will be issued STAFF SHIRTS which MUST be
worn at times designated by the camp director.
FINAL NOTE
Your director is here to guide you and help you with any problems that might arise. He/she is available for ideas and suggestions
that will enable you to do the best job possible. If you have any questions, please don’t hesitate to ask!