JUNIOR RECREATION COUNSELOR IN TRAINING PROGRAM
Sabrina Marie Salow- Bernardo
B.A., California State University, Sacramento, 2006
PROJECT
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SCIENCE
in
RECREATION ADMINISTRATION
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL
2010
JUNIOR RECREATION COUNSELOR IN TRAINING PROGRAM
A Project
by
Sabrina Marie Salow- Bernardo
Approved by:
__________________________________, Committee Chair
Katherine Pinch, Ph.D.
__________________________________, Second Reader
Greg C. Shaw, Ph.D.
Date
ii
Student: Sabrina Marie Salow- Bernardo
I certify that this student has met the requirements for format contained in the University
format manual, and that this project is suitable for shelving in the Library and credit is to
be awarded for the project.
, Graduate Coordinator
Greg C. Shaw, Ph.D.
Date
Department of Recreation, Parks and Tourism Administration
iii
Abstract
of
JUNIOR RECREATION COUNSELOR IN TRAINING PROGRAM
by
Sabrina Marie Salow- Bernardo
Statement of Problem
In a time when work experience is pivotal in order to gain even an entry level
position, Cosumnes Community Services District (CSD, 2010a) offers minimal work
experience programs for youth, 14 to 15 years of age. The creation of such a program was
imperative to allow Cosumnes CSD the opportunity to exploit their already stable
programs, Kid Central and Youth Services, to incorporate a work experience program for
youth.
Sources of Data
Many sources of literature were used for the creation of the Junior Recreation
Counselor in Training Program such as scholarly articles, similar programs elsewhere in
the United States, web sites, and recommendations from Recreation Coordinators at
Cosumnes CSD. A large portion of the Director’s Handbook and Participant’s Workbook
were constantly edited until the end program was completed.
Conclusions Reached
Research indicates it is positively beneficial for Cosumnes Community Services
District to offer such a program as “Junior Recreation Counselors in Training” to the
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youth they serve for a multitude of reasons (Carter & Kotrilik 2008; Ferrari & McNeely
2007; Forsythe et al., 2004; Garst & Johnson, 2005). The compiled information
concludes the final product.
__________________________________, Committee Chair
Katherine Pinch, Ph.D.
____________________________
Date
v
ACKNOWLEDGMENTS
I would like to acknowledge and extend my heartfelt gratitude to the following persons
who have made the completion of this Project possible:
My husband, Adam, for his vital encouragement, support, love, and countless hours
dedicated to helping me finish.
My parents, Joseph and April, for their financial and verbal support to make this project a
reality.
vi
TABLE OF CONTENTS
Page
Acknowledgments.............................................................................................................. vi
Chapter
1. INTRODUCTION ...........................................................................................................1
Need for the Project .................................................................................................3
Purpose of the Project ..............................................................................................4
Project Content.........................................................................................................4
Definition of Key Terms ..........................................................................................5
Limitations ...............................................................................................................6
Delimitations ............................................................................................................6
2. LITERATURE REVIEW ................................................................................................8
CSD Youth Program Offerings ................................................................................8
CITs and Life Skill Development ..........................................................................11
Benefits of Camp on Paid Staff and Campers .......................................................15
CIT Curriculum ......................................................................................................18
3. BACKGROUND ...........................................................................................................21
Timeline/Goals .......................................................................................................21
Meetings .................................................................................................................22
Compilation of Curriculum ....................................................................................23
Compilation of Workbook .....................................................................................23
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Compilation of On-site Exercises ..........................................................................23
Revisions to Program .............................................................................................23
4. JUNIOR RECREATION COUNSELOR IN TRAINING PROGRAM .......................25
5. RECOMMENDATIONS AND FUTURE IMPLICATIONS .......................................26
Recommendations ..................................................................................................26
Future Implications ................................................................................................26
Appendix A. Director’s Handbook ....................................................................................28
Appendix B. Participant Workbook ...................................................................................70
Appendix C. Director’s Handbook Appendix .................................................................125
References ........................................................................................................................168
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1
Chapter 1
INTRODUCTION
According to the American Camp Association (2010) there is an estimated 12,000
camps in the U.S with over eleven million children and adults attending camp each year.
Of those 12,000 camps, 70% report “that over half of their camper population was
comprised of returning campers” (American Camp Association [ACA], 2010, ¶ 4). Not
only do camps house a hefty number of campers, they
employ more than 1,200,000 adults to work as counselors, program/activity
leaders, unit and program directors/ supervisors, and in support services roles
such as maintenance, administration, food service, and health care. 48% of camps
report a staff return of 50% or more. (ACA, 2010, ¶ 4-5)
This is no fluke because attending or working at camp is positively beneficial and is the
reason participants and employees come back year after year.
Camps offer something for everyone. Today, there are camps to meet every
interest, price range, and schedule (ACA, 2010). Name it, and there is a camp for it.
Camps typically fall under four categories: resident, day, specialty, and special needs
camps with multiple subcategories such as: academics, equestrian, grief/ bereavement,
sports, visual and performing arts, weight loss, wilderness, Jewish tradition, Christianity,
gifted and talented, autism, and diabetes, just to name a few. One can be certain to have a
memorable experience no matter which camp he/she chooses.
2
More than offering a fun experience, camps are teaching unique life and work
skill development. Multiple studies have examined the effects camps have on all who
attend, either as participant or staff, and concluded that camps allow for significant life
and work skill development in areas of leadership, teamwork, communication, and
responsibility (Brandt & Arnold, 2006; Carter & Kotrilik, 2008; Ferrari & Digby, 2007;
Ferrari & McNeely, 2007; Forsythed, Matysik, & Nelson, 2004; Garst & Johnson, 2005;
Thurber, Scanlin, Scheuler, & Henderson, 2007).
One district that provides such beneficial opportunities to participants is
Cosumnes Community Services District (CSD). “CSD is a regional leader dedicated to
providing superior fire, emergency medical, and parks and recreation services that enrich
the community and save lives” (CSD, 2010g, ¶ 1). Located in Elk Grove, CA and serving
nearly 169,100 residents. CSD is made up of three departments, fire, parks, and
recreation.
The recreation department houses many separate divisions: aquatics, special
events, kid central, the grove teen center, and leisure classes for all ages. Specific to this
project is Kid Central and Youth Services. “Kid Central is a recreation enrichment
program for children ages 5-12 that includes Kid Central Stations (a before- and afterschool program) and Kid Central Headquarters (a year-round day camp)” (CSD, 2010b, ¶
1). At both Kid Central stations and headquarters staff provide different activities such as,
arts and crafts, games, science, drama, music, sports, small and large group games, and
indoor and outside free time. Youth Services caters to teens 12-18 years of age through
3
the Grove Teen Center, summer adventure camp, teen leadership and teen action
committees.
Of the multiple studies examining the benefits of camp, campers and paid staff, a
separate demographic that plays a crucial role in the make up of the camp rarely gets the
attention it deserves. Counselors in training, frequently abbreviated as CITs and
otherwise known as “Leaders in Training, Leaders in Development, or Counselor
Assistants,” (Cronin, 2005, p. 42) are youth who are “no longer campers and yet not old
enough to be paid staff” (Cronin, 2005, p. 42).
Need for the Project
Currently, Kid Central programs do not utilize counselors in training nor does
Youth Services offer work experience classes or programs for youth nearing the age in
which they enter the workforce. While CSD does an exceptional job offering services and
programs to multiple demographics in specific areas of interest, one area is lacking;
helping the community’s teens gain valuable life and work experience.
Unfortunately, at this time in our economy when a staggering 12.4% of
Californians are unemployed (U.S. Bureau of Labor Statistics, 2010), it is more difficult
than ever for youth to find employment. Many entry-level positions now require
experience, causing a catch twenty-two. Teens cannot get the job because they have no
experience, but they cannot get any experience because they can’t get a job. The
counselor in training program would help fill this gap and enable the teens to gain the
valuable work experience they need.
4
Purpose of the Project
The purpose of this project is to develop a Junior Recreation Counselor in
Training program for Cosumnes Community Services District in collaboration with the
Cosumnes Community Services District’s Youth Services and Kid Central programs for
teens aged 14-15 years.
The program is comprised of a training curriculum, entitled Director’s Handbook,
a Participant Workbook, and On-site Exercises. The program trains youth in leadership,
teamwork, communication, and safety as well as provide hands on experience working
with children 5-12 years old. Lastly, a portion of the program will be dedicated to
ensuring the teens are prepared to apply for a position at CSD or elsewhere in the future,
with trainings geared towards resume building, interviewing, and the application process.
Project Content
The Junior Recreation Counselor in Training program is made up of three
sections: Director’s Handbook, Participant Workbook including training fill in the blanks,
on- site exercises, and daily journals, and lastly, the Appendices.
Director’s Handbook – Training curriculum that outlines the entire Junior Recreation
program, to be followed by CIT’s director or staff designated to run the Junior Recreation
program.
Participant’s Workbook – Allows participants to follow along with the training, filling in
blanks and answering questions pertaining to each day of training.
5
On-site Exercises – Exercises and activities participant complete daily in order to give
participant’s the opportunity to observe, critique, and implement what they are learning in
training.
Journals – Allows CIT’s time to reflect on the day’s occurrences.
Director’s Handbook Appendix – Handouts, worksheets, and activities that are too
lengthy to include in the Director’s Handbook.
Definition of Key Terms
The preceding terms are used throughout the entirety of this project. The
definitions of these terms are specific to this project and may not be the definition others
may choose for everyday use; therefore, it is important to become familiar with the
specified definitions for complete comprehension of the project that follows.
Counselor in Training (CIT) –Teenagers, 14-15 years of age, whom are “no longer
campers and yet not old enough to be paid staff” (Cronin, 2005, p. 42).
Cosumnes Community Services District (CSD) –“The Cosumnes CSD is a regional
leader dedicated to providing superior fire, emergency medical, and parks and
recreation services that enrich the community and save lives” (CSD, 2010g, ¶ 1).
Located in Elk Grove, CA and serving nearly 169,100 residents. CSD is made up
by three departments: fire, parks, and recreation.
The Grove –The Grove is Elk Grove's largest teen recreational facility, offering
unmatched leisure amenities for students enrolled in grades 7-12. “This 2,100 square foot
6
teen center offers a safe location for meeting and making friends as well as the
opportunity to participate in fun programmed activities” (CSD, 2010d, ¶ 2).
Junior Recreation Program – Program that allows CITs the opportunity to develop job
and life skills necessary to succeed in the workplace.
Kid Central – “Kid Central is a recreation enrichment program for children ages 5-12 that
includes Kid Central Stations (a before and after school program) and Kid Central
Headquarters (a year-round day camp)” (CSD, 2010b, ¶ 1).
Youth Services – Encompass teen services such as: The Grove Teen Center, Summer
Adventure Camp, Teen Action Committee, and Teen Leadership Committee.
Limitations
A limitation to this project is the lack of scholarly research in the aspect of
Counselor in Training. Also, it is important to note, the Junior Recreation Program was
primarily modeled after residential and/ or overnight camps that offer Counselor in
Training programs, which may have an effect on this particular program, as it is a day
camp.
Delimitations
Delimitations that were applied to this project were: The Junior Recreation
Counselor in Training program was designed for use at Cosumnes Community Services
District, specifically in conjunction with the Kid Central and Youth Services programs.
Therefore, the director’s handbook and participant’s workbook may need to be altered in
order for other agencies to utilize the program. The handbook and workbook were
7
designed with youth ages 14-15 in mind. If CSD later decides to take younger or older
applicants, modifications may need to be made.
8
Chapter 2
LITERATURE REVIEW
Before developing a Counselor in training program for CSD, it was imperative to
take a comprehensive look into many aspects that would make up the Junior Recreation
program. Aspects to be explored included the following: (1) what CSD is currently doing
for youth, developmentally and professionally, (2) past research to support a CIT
program, and how camps and recreation districts have implemented similar programs, (3)
elements to be included in the curriculum.
This literature review is set up into three sections. Section one examines the role
CSD has taken in regards to programs they currently offer youth. Section two examines
the effects a CIT program will have on the program participant as well as the benefits
camp provide to campers and paid staff. Section three discusses how other camps and
recreation districts are currently training teen camp counselors and implementing a CIT
program and what researchers deem as necessary components of a CIT curriculum/
training.
CSD Youth Program Offerings
Currently, CSD offers minimal job readiness programs for youth in the
community. The only program offered is through the Aquatics section of CSD, Junior
Guard- Basic Training. This program gives teens a combination of “rescue skills,
emergency response, aquatic safety, leadership, teamwork, and a foundation for skill
9
development” (CSD, 2010e, p. 11). While this is a great opportunity, Junior Guards may
be too narrowly focused for the general population of teens looking for work experience.
While CSD offers minimal job readiness programs they do offer many other
recreational and skill based programs and classes either through the district or through
private contractors. Youth Services, run by CSD, offers a variety of programs including
an after school drop in program entitled The Grove Teen Center, Summer Adventure
Camp, Teen Action Committee, and Teen Leadership Committee that youth may access
for free or a marginal fee.
The after-school drop in program is designed for youth grades 7-12. Currently, the
drop in program serves youth from five middle schools and two high schools in the Elk
Grove school district. During the program “youth can enjoy daily activities that include
healthy cooking classes, active outdoor activities, and art classes” (CSD, 2010d, ¶ 3).
Summer Adventure Camp is offered during the summer, and is specifically geared
towards students entering seventh, eighth, and ninth grade. “Campers can experience a
variety of recreational activities that include team building games, arts and crafts, sports,
daily swimming at the Wackford Complex pool, CSD Skate Park usage, and a weekly
field trip” (CSD, 2010f, ¶ 1).
Teen Action Committee (TAC) is a small group of high school students that want
to make a difference, tackling issues pertaining to their age group. Committee members
have the important duty of advising the CSD Parks and Recreation Department staff as to
the concerns and interests of youth and teens in the Elk Grove community. Past projects
10
completed by TAC have included the following: strengthening ties within the Elk Grove
community, stress reduction workshops, service learning workshops, pay it forward
week, and participating in community projects including the Elk Grove Giant Pumpkin
Festival and other CSD special events (CSD, 2010f).
Teen Leadership Committee (TLC) is a small group of middle school students
that meet bi-weekly as a task force to discuss and address issues pertaining to their age
group. The TLC offers committee members leadership training that will prepare them as
they become more involved in the community. Past projects have been strengthening ties
within the Elk Grove community, shoe customizing and donation, fundraising, pay it
forward week and participating in community projects including the Elk Grove Giant
Pumpkin Festival and other CSD special events (CSD, 2010f).
Contracted Classes offered for youth through CSD are forever changing but
currently run under four categories: Health, Fitness and Education, Life Skills, Drivers
Education, and Performing Arts.
Health, Fitness, and Education classes include skateboarding clinics, cross
country training, fencing, karate, and tennis. Life skills encompass CPR/AED and first
aid and certified babysitting classes. Drivers education allows students to take class
online or in person. Lastly, under performing arts, youth may take modeling, vocal
techniques, zumba, guitar, piano, and drum lessons.
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CITs and Life Skill Development
An abundance of counselor in training programs are present in the recreation
field. Many of ACA’s (2010) accredited overnight camps, such as 4-H, offer a youth
counselor position for youth 12-17 years of age. May it be for training future generations
of paid staff or for finding an additional way in which to bring in revenue, or both,
counselor in training programs are fairly typical and are regarded as positive and
beneficial programs for both participant and program.
While counselor in training programs have become standard, scientific research is
slightly lacking to determine the effects a CIT, or similar program, has on the teens
serving as camp counselors. 4-H camping programs have conducted the most prevalent
research and have documented the value of working or volunteering as a youth counselor
and have determined if these experiences effect development of life skills on the
participant (Carter & Kotrilik 2008; Ferrari & McNeely 2007; Forsythe et al., 2004; Garst
& Johnson, 2005).
Results concluded teens that participated as 4-H youth camp counselors have
higher gained rates of personal and interpersonal skills, resulting in significant leadership
and life skill development (Ferrari & McNeely, 2007; Forsythe et al., 2004).
“Counselors reported significant life skill development as a result of their 4-H
counseling experience” (Forsythe et al., 2004, p. 9) throughout the state of Wisconsin.
Leadership, people skills and working with youth, communication, patience and
tolerance, responsibility, teamwork, problem solving, and planning and organizing were
12
skills indicated as being developed by camp counselors (Forsythe et al., 2004). Of the
skills indicated, 27% of counselors identified working with children as a skill they will
most likely use in a leadership role in their community (Forsythe et al., 2004), 96% “of
the respondents identified at least one skill they learned that will help them in future
jobs” (Forsythe et al., 2004, p. 9) and many counselors expressed their sincere
appreciation and gratitude. One counselor stated, “A lot of what I learned is hard to put
into words. This experience has helped me improve many of my life skills in general. All
of the knowledge and experience I’ve obtained, I will continue to use” (Forsythe et al.,
2004, p. 8).
A similar study in the state of Ohio “reported a high level of teamwork and social
skills, initiative, identity, and interpersonal relationships” (Ferrari & McNeely, 2007, p.
1). Using the Youth Experience Survey (YES) that incorporated a four point response
scale, ranging from 1 (Not at all) to 4 (Yes, definitely) researchers reported a mean score
of 3.46 in the area of teamwork and social skills, including group process skills,
feedback, leadership and responsibility (Ferrari & McNeely, 2007). Researchers also
reported a mean score of 3.36 in the area of initiative, including goal setting, effort,
problem solving, and time management (Ferrari & McNeely, 2007).
Another study examined the camping experience for teens that serve as youth
counselors across the state of Virginia. Results indicated that camp participation
positively affected teen counselors by helping them develop leadership- related
knowledge, skills, and behaviors (Garst & Johnson, 2005). Participants indicated being a
13
teen counselor at camp helped them to understand, respect, and effectively communicate
with children, building a mentoring type relationship (Garst & Johnson, 2005).
Researchers also found teens learned more about themselves as the teen counselor
program helped them to “become more responsible for themselves and youth under their
supervision, overcome shyness and become more confident talking in front of large
groups, communicate effectively to campers and adults, and how to manage and problem
solve stressful situations” (Garst & Johnson, 2005, p. 4).
In possibly the most recent study regarding CITs, Carter and Kotrlik (2008)
investigated “the developmental experiences of high school aged 4-H youth volunteering
as counselors at Louisiana 4-H summer camps” (p. 50). The investigation examined five
different objectives. One in particular, Objective 3: Youth Experiences, is most prevalent
to the subject matter at hand. Objective 3 used the YES 2.0 survey, following the grand
means score of 1.00-1.49= Not at all, 1.5-2.49= A little, 2.50-3.49= Quite a bit, and 3.504.00= Yes, definitely, to measure both positive and negative youth development
experiences of the counselors (Carter & Kotrlik, 2008). Similar to the other studies, this
investigation found all but one scale, negative experiences, had grand mean scores
between 2.63-3.27 equating to the counselors having quite a bit of experiences in these
specific areas, identity, initiative, basic skills, adult networks and social capital, team
work, and social skills (Carter & Kotrlik, 2008). “Negative experiences had the lowest
means of 1.91 which indicated that counselors perceived they had a little experience in
14
the situations described by the items in the scale” (Carter & Kotrlik, 2008, p. 54), such as:
stress, negative feelings, and inappropriate language and gestures.
As the previous research has indicated, the positive effects and skill development
derived from being a youth camp counselor is plentiful. However, the question some
researchers were left wondering is if this positive experience at a younger age has impact
later in life (Brandt & Arnold, 2006; Ferrari & Digby, 2007). Research examined the
lasting effects of such opportunities as youth counselors in training have grown older and
moved on toward more lucrative careers and building families.
Transferable skills such as leadership, communication, teamwork, organization,
interpersonal interactions, time management, flexibility and adaptability, and
responsibility learned as a camp counselor, are most evident through the minimal
research that has examined the long-term effects (Brandt & Arnold, 2006; Ferrari &
Digby, 2007).
Brandt and Arnold’s (2006) research found participants now aged 24 and older,
developed life skills as a 4-H camp counselor between 3.90 and 4.64 on a scale from one
to five, with one indicating being a camp counselor did not at all help develop life skills
and a five indicating being a camp counselor really helped to develop life skills.
Leadership, teamwork, contribution to a group effort, conflict resolution, citizenship,
decision making, communication, problem solving, character, nurturing relationships,
self esteem, and empathy for others all rounded out with mean scores in the fours.
Similarly, four focus groups with alumni camp counselors “believed they developed
15
skills in leadership, decision making, planning and organizing, communication,
interpersonal interactions, and teamwork” (Ferrari & Digby, 2007, p. 1). The
aforementioned studies reaffirm the positive effects of working as a CIT.
Benefits of Camp on Paid Staff and Campers
While minimal research has been conducted specifically in the CIT genre (Carter
& Kotrlik, 2008; Ferrari & McNeely, 2007; Forsythe et al., 2004), research is slightly
more accessible in two similar fields: camper’s and paid staff’s experiences at camps.
While CIT’s are technically “no longer campers and yet not old enough to be paid staff,”
(Cronin, 2005, p. 42) benefits associated with both, may “pertain to camp counselors,
because they also experience the camp environment” (Ferrari & McNeely, 2007, p. 2) as
well as “play the role of counselors assuming significant responsibilities for planning and
conducting programs for younger campers” (Ferrari & McNeely, 2007, p. 2).
In an unprecedented study, the American Camp Association and Philliber
Research Associates (2005) launched the “first large- scale, longitudinal, national
research on the value of camp for children” (Thurber et al., 2006, p. 242), paving the way
for additional studies, follow ups, and articles on youth development outcomes of the
camp experience.
“The results from this landmark study provide scientific evidence that camp- a
unique educational institution- is a positive force in youth development (American Camp
Association & Philliber Research Associates, 2005, p. 19).
16
Results from over 5,000 families and 80 ACA accredited camps indicated
“growth in ten constructs that [were] conceptualized as fitting into four developmental
domains: Positive Identity, Social Skills, Physical and Thinking Skills, and Positive
Values and Spirituality” (American Camp Association & Philliber Research Associates,
2005, p. 5). Much of the growth was indicated as continuous or maintained six months
after camp had ended (Thurber et al., 2006).
Children and Parents indicated the following:
75% of children and 69% of parents agreed “a lot” with the statement “camp
helped [me/my child] make new friends;” 69% of children and 58% of parents
agreed “a lot” with the statement “Camp helped [me/ my child] get to know kids
who are different than [me/ him/ her];” and 65% of children and 73% of parents
agreed “a lot” with the statement “The people at camp helped [me/ my child] feel
good about [myself/him/ herself].” Some 76% of children indicated that they
learned something new at camp; 71% indicated that they improved their skill in
some area while they were at camp. Some 70% of parents reported that after camp
their children were noticeably more confident and had more self-esteem; 18%
said their children had better social skills. (Thurber et al., 2006)
This statistical information is in line with other research indicating campers leave
camp with increase benefits in overall development such as leadership, teamwork,
communication, responsibility, and increased understanding of self and children (Brandt
17
& Arnold, 2006; Carter & Kotrilik, 2008; Ferrari & Digby, 2007; Ferrari & McNeely,
2007; Forsythed, Matysik, & Nelson, 2004; Garst & Johnson, 2005; Thurber et al., 2007).
Teen counselors also “take on a pseudo- adult role and experience many of the
rights and responsibilities of being an adult” (Brandt & Arnold, 2006, p. 2). Benefits
gained by working as a camp counselor were revealed in DeGraff and Glover’s (2003)
study examining the impacts and benefits gained by previous camp counselors 5-15 plus
years ago and how the experience was and still is affecting their lives.
Regardless of the amount of time away from camp, participants of the study
revealed their lives had been impacted in a variety of ways, including but not limited to:
increase in self confidence, appreciation of nature, spiritual growth, development of life
skills, relationships built, role models the camp experience offered for dealing with
relationships and family, and professional impacts later on in life (DeGraff & Glover,
2003).
One woman tells a story of how, after years of being a counselor, while on a
camping trip with her family she was able to start a fire despite her husband’s doubts. A
man describes how he currently uses the camp philosophy that was once instilled in him
of finding a reason to say yes instead of no to children in the daily life with his two
children (DeGraff & Glover, 2003). Professionally, half of those surveyed entered the
profession of teaching and one third of those have “changed their career goal to education
as a result of their experience at camp” (DeGraff & Glover, 2003, p. 11).
18
With a simple Google search, reasons to be a camp counselor are plentiful and
continue along the trend of why camps are great for children, counselors in training, and
those employed at the camp. Top reasons on multiple websites include: hands on teaching
experience, working with children, building resume, leadership development, learning
patience and flexibility, making friends, getting paid to play.
CIT Curriculum
“Successful CIT programs don’t just happen. In fact, this can be the most
challenging program a camp delivers” (Thompson, 2000, p. 32) and potentially hazardous
if not done properly. A complex and multifaceted program such as counselor in training
is difficult to pull off for two main reasons: the teens are no longer campers, nor are they
staff (Cronin, 2005). Instead, teens are transitioning between being children and being
productive adult members of society (Thompson, 2000). The potentially hazardous part
of a CIT program, which is how camp allows and assists teens to become productive
members of society, is that teens are given “a great deal of responsibility for campers and
their care” (Forsythe et al., 2004, p. 9).
Therefore, for CIT programs to be both successful for both camp and participant
alike, “CIT programs must deliberately focus on supporting teens through their
developmental changes and provide opportunities for them to practice activity skills and
life skills in a safe, controlled environment” (Thompson, 2000, p. 1). If done properly, the
CIT program will significantly impact the camp as CITs inherit the role as counselors
“assuming significant responsibility for planning and conducting programs for younger
19
campers” (Ferrari & McNeely, 2007, p. 2), freeing up paid staff to take on more
responsibilities. The extra set of hands, eyes, and ears is exceptionally helpful when
working on an art project, teaching a new game, or blasting off rockets. The age of the
CITs could also be helpful in relating to the younger children, allowing them to develop a
mentoring type of relationship with them (Garst & Johnson, 2005).
By offering such a valuable program, CSD is investing directly in their future as
well as ensuring that “each link on the staff development chain will be represented”
(Cronin, 2005, p. 43). The ultimate goal is that these CITs will eventually become paid
staff. “Traditionally, camps could rely on their former campers wanting to work as
counselors all through their college years” (Leiken, 2004, p. 46). The same idea is applied
to this program. Having staff that were once CITs would be beneficial because they
would already have an understanding of camp policies and procedures resulting in less
time needing to be spent on the logistics of camp, and allowing additional training time
for more important matters, like making camp bigger and better. Imagine if a new
tradition was made and campers went on to become CITs who went on to be paid staff!
Research has found program curriculum should include the following intangibles:
understanding of camp program and philosophy, job description, caring and mentoring
adults who are able to communicate effectively with teens, opportunity to practice the
meaningful roles they are given in a safe controlled environment without fear of failure,
feedback and evaluation by adult staff through an evaluation tool, opportunity to express
and verbalize their opinions and feelings of the job they are doing and the program itself,
20
and recognition of CITs and the valuable affects they had on the camp program (Cronin,
2005; Ferrari & McNeeely, 2007; Forsythe et al., 2004; Garst & Johnson, 2005; Leiken,
2004; Thompson, 2000).
Intangibles aside, curriculum should include tangible training in order to give
teens an introduction to different aspects of camp counseling and an opportunity to
practice effective methods before implementing them on the campers. Research suggests
these trainings should include: first aid, camper characteristics, dealing with problems
and behaviors and situations, team building, leadership, safety and emergency
procedures, and job readiness skills such as resume writing, interviewing skills, and how
to filling out a job application.
“There is no guarantee in this culture that, left to their own devices, teenagers will
learn the values and skills they’ll need to become responsible adults- or even camp
counselors” (Leiken, 2004, p. 46). That is why it is of utmost importance to give CITs a
concrete foundation to develop their skills as well as themselves. “In the four short years
between the ages of fourteen and eighteen, teens must complete the evolution from being
children to being independent, productive adult members of society” (Thompson, 2000,
p. 32). The CIT program will undoubtedly provide the participants with the tools they
need to become productive members of society, and future camp counselors.
21
Chapter 3
BACKGROUND
Many steps were taken in order to complete this project. The project began with
initial contact with Sarah Bautista and Josh Myer, Kid Central and Youth Services
Recreation Coordinators, with the intent that the program would be implemented in the
summer of 2010.
Timeline/Goals
The following was the tentative goals and timeline for completing the program:

Create a Junior Recreation program for participants 14-15 years old.

Maintain an open line of communication throughout the entire 15 weeks of the
fall 2009 semester with supervisors from CSD, Kid Central, and Youth
Services programs in order to maintain accuracy of the Junior Recreation
program.

Brainstorm and research what a Junior Recreation program could and should
include within two weeks.

Speak with other agencies that currently have Junior Recreation or similar
programs within the community within three weeks to determine possible
opportunities and limitations of the Junior Recreation program.
Create a Director’s Handbook for trainers use in the Junior Recreation program.

Brainstorm and research training materials for curriculum of Junior Recreation
program within five weeks.
22

Compile training material into a comprehensive curriculum within eight weeks.

Present curriculum to CSD; add and make changes as necessary.
Compile a Participant’s workbook to correlate Director’s Handbook.

Compile a neat and organized workbook within 10 weeks.

Present curriculum to CSD; add and make changes as necessary.

Produce on-site exercises to give CITs hands-on and reflective experiences
within 12 weeks.
Organize and present entire program to Recreation Coordinators, Sarah Bautista and Josh
Myer of Kid Central and Teen Services program, and make necessary changes within 13
weeks.
Present entire program to Supervisors, Kathy Katurchuk and Patrick Larkin of Kid
Central and Teen Services program.
Meetings
Since this program impacts two separate programs, Kid Central and Youth
Services, it was important to get coordinators from both programs on board as it would be
their general wants and needs that would impact the construction of the program.
Meetings were held monthly for the duration of the 15 weeks with the Kid Central
and the Youth Services recreation coordinators until the initial completion of the project.
Meetings were reestablished and work began a second time after the CSD Board elected
to go forward and implement the program in the summer of 2010. The intent of the
23
meetings was to touch base with the two programs on progress made and to receive
additional feedback from the coordinators.
Compilation of Curriculum
Many aspects of literature were used in order to compile the curriculum.
Scholarly articles, web sites, and other agencies offering similar CIT programs were used
to gain insight on what aspects of training should be used.
Compilation of Workbook
After curriculum was completed, a training workbook was compiled for
participants to use as hands-on workbook. This is essential as it allows the participants
the ability to follow along and complete and take home what they learned for future use.
Compilation of On-site Exercises
On-site exercises give participants the ability to practice what they learned in
trainings or to gain knowledge and understanding of how to become a successful camp
counselor by modeling and critiquing employed camp counselors.
Revisions to Program
Small modifications to the program were necessary as the scheduling and layout
of the program was changed. Originally, the program was three weeks in length. First
week, four hours a day, was off-site trainings. The following two weeks were on site at
Kid Central hands on working with the children. Due to time and budget constraints, the
schedule and layout was modified to a two-week program. The first day was dedicated to
24
training, while the duration of the time was on-site, with the last hour of each day
reserved for additional training, feedback, and discussion.
25
Chapter 4
JUNIOR RECREATION COUNSELOR IN TRAINING PROGRAM
The Junior Recreation Counselor in Training program is made up of three
sections: Director’s Handbook, Participant Workbook, and Director’s Handbook
Appendix. Director’s Handbook is the training curriculum that outlines the entire Junior
Recreation Counselor in Training program, to be followed by CIT’s director or staff
designated to run the Junior Recreation program. Participant Workbook allows
participants to follow along with the training, filling in blanks and answering questions
pertaining to each day of training as well as encompassing On- site Exercises, exercises
and activities participants complete daily in order to give them the opportunity to
observe, critique, and implement what they are learning in training, and Daily Journal
Entries allowing CIT’s time to reflect on the day’s occurrences. Directors’ Handbook
Appendix includes handouts, worksheets, and activities that are too lengthy to include in
the Director’s Handbook.
Part 1: Director’s Handbook (Appendix A)
Part 2: Participant Workbook (Appendix B)
Part 3: Director’s Handbook Appendix (Appendix C)
26
Chapter 5
RECOMMENDATIONS AND FUTURE IMPLICATIONS
Research has justified the need for CIT programs based on the positive affects it
has on all those involved (Carter & Kotrilik 2008; Ferrari & McNeely 2007; Forsythe et
al., 2004; Garst & Johnson, 2005). End results have participants leaving the program with
a very unique skill set, both personally and professionally, which they can later use in
life.
Recommendations
While the project has everything needed to run the program and has been
designed in order for any person to pick up and lead, it is my recommendation that a
thorough read through and planning time be allotted to become familiarized with the
program. I would also recommend refreshing oneself with subjects that seem to quickly
be brushed over but are of highest importance, such as conflict management, leadership,
and communication.
Future Implications
As for future recommendations, once the program has been piloted and feedback
has been received from participants and staff from the included program evaluation tool,
necessary changes to the program will need to be made to make this program even more
successful.
After changes to the program, I recommend adding to the research in the area of
counselors in training. As previously discussed, little scholarly research has been
27
conducted in the area of CITs. Other aspects that could be explored are: (I) determine if
the same is true about counselors in training that do not attend over night camps but work
in day camps like the one at Kid Central, (II) examine the financial impact a CIT program
has on the agency, and (III) determine the subsequent affects the program has on the
agency at hand.
28
APPENDIX A
Director’s Handbook
29
Junior Recreation Counselor in Training Program
Director’s Handbook
2010
30
Training
Day One
31
Assembly
CITs will begin their first training by watching the morning Kid Central assembly.
Welcome
Welcome participants to the Junior Recreation program.
Games & Ice Breakers
People Bingo (see appendix)
Pass out a People Bingo Sheet to each person. Mingle and ask others if they fit
into any of the boxes; if so have them sign their name. Depending of the number
of players, they may need to sign more than one box.
Treasure Map
Pass out a blank piece of paper to each participant. Explain to CITs they are to
make a treasure map of his/her life, starting from the beginning and ending where
they are now (marked with an “X”). In map, include any significant parts of their
lives, i.e.; graduation, sports, academics, family, awards, life events. Have each
participant share their map with the group.
Workbooks
Pass out and review with participants. The participant’s workbooks encompass three
separate sections: training worksheets, on-site exercises, and journals all used to assist
participants in critically thinking and analyzing their role as counselors in training.
32
Trainings Worksheets
Used in conjunction with daily trainings with the Counselor in Training Site
Director between the times of 12-1pm.
On-site Exercises
Exercises to be completed during camp, 9am-12pm.
Journals
Daily journal entries to reflect upon the day’s events.
Energizer
Pictionary
Supplies: Paper, Pens
Directions: Give one person a word in which he/she will draw. The remaining
participants will guess the word. A point is awarded to each correct answer.
Switch so every person has become the drawer at least twice. Most points win!
Pictionary words: children, camp, park, playground, summer, popsicle,
swimming, tag, duck, duck goose, capture the flag, counselor, field trip, etc.
Program Overview
Junior Recreation Program is a comprehensive counselor in training program for teens
13-14 years of age and is a collaborative effort between Cosumnes Community Services
33
District’s The Grove Teen Center and Kid Central programs. The program itself is
designed to give young adults educational experience to succeed in the workplace as well
as to aid in the development of the whole person. The Junior Recreation program will
assist teens in acquiring leadership, team building, communication, conflict resolution
skills, experience programming and implementing activities for children 5-8 years of age.
The program will also touch on employment skills and the possibility of future job
opportunities at CSD.
Program Days/Hours
The program is two weeks in length, Monday – Friday 9am-1pm. Between the
hours of 9am-12pm participants will gain experience programming and
implementing activities for children 5-8 years of age. During the hour of 12pm1pm CITs will be in training sessions. During training, participants will cover
topics such as leadership, team building, communication, conflict resolution
skills, and employment skills.
Counselor in Training (CIT)
A Counselor in Training (CIT) is a young adult who is too old to participate in day camp
as a camper but too young to be employed as a counselor.
Roles/Responsibilities/ Expectations of CITs
Roles
34

Model positive and enthusiastic camp behavior

Model leadership skills

Help campers feel a sense of belonging to their group

Enforce camp rules

Engage campers and insure their positive experience
Responsibilities

Camper engagement

Assist with camp logistics

Assist counselor

Take initiative

Complete Handbook/ Daily Journals
Expectations

Uphold camp rules/ policies/ procedures

Be a team player

Keep an open mind

Energy and enthusiasm

Positive attitude

Involvement

Confidentiality
35
Why do we have a Junior Recreation Program?
To give young adults educational experience to succeed in the workplace as well as to aid
in the development of the whole person. Also, to give young adults an idea of what to
expect as a paid counselor.
Program & Personnel Policies & Procedures
Review and have participants sign the acknowledgment form and return. (see appendix)
CIT Guidelines
Review and have participants sign the acknowledgement form and return. (see appendix)
Energizer
Giants, Wizards, Elves
Equipment: Cones (to set boundaries and lines)
Directions: Discuss the characters involved with this activity, and how they are
represented or acted out. Giants - formed by raising high on tiptoes, stretching
arms high, curling fingers and growling. Wizards - formed by crouching very
slightly, pointing and wiggling all fingers, as if casting a spell and saying: Bbzzz
as if electricity is coming from fingers, kazaam, abracadabra or whatever magic
word you choose. Elves - squat down, cupped hands (fingers up) beside ears to
represent elf ears and make shrill high-pitched noises or words of your choice (as
long as all players know the words).
36
Divide the class into two equal teams. Each team will huddle at their own safety
zone (opposite end of the playing area, designated by a line or some boundary). In
the huddle, teams will agree on a character to portray during the acting phase. The
teams will now face each other about 5 feet apart at the center of the playing area
(half-court). On the signal, teams will act out the character on which their team
agreed. The winning team will now chase and attempt to tag the players from the
losing team. The losing team will attempt to make it back home to their safety
area without getting tagged. Players, who get tagged, must join with the other
team. After the chase, the process starts again with each team meeting to decide
the character to portray. Remember all players from the team must portray the
same character. If both teams pick the same character, nothing happens and each
team returns to pick another character. The game ends when all players are on the
same team.
Following are which characters win against other characters: Giants beat Elves as they can squish the elves. Elves beat Wizards - as they are very wise and
immune to magic. Wizards beat Giants - as giants are neither wise nor immune
to magic.
Kid Central Overview
Kid Central is a recreational enrichment program for children ages 5-12 that includes Kid
Central Station (a before and after school program) and Kid Central Headquarters (a
year-round day camp). Children must be currently enrolled in Kindergarten – 6th grade.
Each day the staff provides different activities such as arts and crafts, games, science,
37
drama, music, or cooking projects as choices for the children. In addition to these
activities the children have indoor and outdoor free time, and watch a movie once a week.
Weekly field trips are offered periodically and may require a separate fee and
registration.
Problem Solving/ Conflict Management
Children have a limited repertoire of responses when involved in a conflict; the first
solution that comes to mind is often acted upon. This is one reason why young children
often react aggressively, hitting or pushing the other child, when faced with a conflict.
Adults, in comparison, have the ability to consider various responses and weigh the
consequences of each.
Successful interpersonal problem solving results in win-win solutions where all parties
involved in a conflict are satisfied with the resolution. Each positive resolution to a
conflict is a learning experience that lays a foundation for mature and insightful problem
solving in the future.
Steps in Problem Solving

Refrain from action: Children often act impulsively before accurately
assessing the entire situation
38

Assess the situation: Attempt to determine how the other person is
feeling by looking at his/her facial expression and body language.
Since this is only a guess, you should also ask simple questions, such
as "How are you feeling? Or “What happened?

Determine each party’s goal: Determine what each camper desires as
an outcome. What resolution would best satisfy him or her?

Brainstorm solutions: Have each camper think of as many ways to
reach the desired goal as possible. The more ideas, the more
possibilities for resolution. Even if some of the ideas are completely
untenable, they are still accepted as possible solutions. Brainstorming
requires uncritical initial acceptance of all ideas; the ones that are
outlandish can be disposed of during the next step.

Select a course of action: Each of the brainstormed responses has
possible repercussions if acted upon. What are the pros and cons of
each idea? One choice may only increase the severity of the conflict or
result in smoldering bad feelings for one or all parties in the conflict.
Another idea may have a more equitable and positive outcome. The
major objective in this step is to determine what effect(s) the chosen
plan of action will have on the other person in the conflict.

Carry Out the plan: Act upon the plan that will accomplish the desired
major goal and, at the same time, result in minimal stress or further
39
conflict in the relationship. If you are unable to reach a win-win
solution, then repeat step three until a resolution is found.
Program Rules for KC Participants
1. Follow directions of leaders
2. Keep your hands, feet, and other objects to yourself
3. Treat others the way you want to be treated
4. Eat your own food
5. Quiet during carpet time
6. Remain visible to leaders
7. Walk please
8. Stay out of office, supply room, and hallway
9. Use appropriate language
Typical Kid Central Problems/ Behaviors
Give overview of Kid Central problems/ behaviors CITs may face on an everyday
basis.

Inappropriate language

Not listening to leaders

Physical contact between campers

Wandering
40

Not wanting to participate

Arguing

Attitude

Rough housing

Talking and interrupting leaders when giving directions

Cheating or poor sportsmanship
Updates/ Reports
Discuss the various documentation Kid Central uses when dealing with behaviors
and problems. Remind the CIT’s they will NOT write these, counselors will.
Behavior Update: Used as a warning for less serious problems and
behaviors. Signed by parent.
Behavior Reports 1-5: Used for recurring or more severe problems or
behaviors. Behavior report’s 1-3 are signed by parent. Parent signs
behavior report 4 as well as must meet with recreation coordinator and
site director. Behavior report 5 suspends child from program.
Incident Report: Used for incidents or severe behavior. Examples
include: Vicious animal, irate parent or general public, suspicious
marks on child, suspicious public, 911 calls, etc.
41
Accident Report: Used for all injuries of campers (cuts, scraps,
bruises, head bumps).
Activity: Problem Solving Role Play (see appendix)
Pass out and discuss Time Tested Strategies for Dealing with Challenging
Behavior Handout (see appendix).
42
Team Building
There is no “I” in team. In order for Kid Central as well as other work environments and
relationships to operate effectively everyone must work together as a team.
Activity: Magic Carpet
Ask the group to stand on an 8'x8' "magic carpet" (tarp, blanket, or paper). The
entire group must be completely on the tarp. Once everyone is settled, advise the
group that they are going on a magic carpet ride. Tell them that they have rose
100 feet in the air and are ready to go. Unfortunately, the instructions on how to
steer and land the carpet are on the other side of the carpet. So, they must flip the
carpet over while standing on it. Only rule to flipping the carpet over is- NO
player may step off the carpet, not even one foot!
Discussion

What leadership and teamwork skills were used?

What leadership and teamwork skills were missing?

What could have been done to make it better?

Why is teamwork so important in Kid Central, relationships,
and work environments?
43
Activity: Characteristics of a Good Team
Using a large sheet of paper, brainstorm characteristics used during the magic
carpet ride activity and or other characteristics that make up a good team.
Example characteristics list may include:
 Open communication
 Active listening
 Understanding goals and tasks
 All team members have input
 Respect diversity in talents and skills
 Trust
 Mutual respect
 Everyone has an important role
 Support each other
 Celebrate success
Tour
Participants will be led on a tour of the facilities and park.
44
Training
Day Two
45
Icebreaker
Lazer Eyes
Directions: Make a circle. Choose one person to be the caller. Everyone else puts
down his or her head. After caller counts to three everyone lifts their heads and
chooses one person in the circle to stare at. Players must look at someone and may
not change whom they are staring at until the round is over. If two players are
looking at each other they are out. Play until only two remain.
Review On- Site Exercise: Introductions
Understanding the Campers
Understanding characteristics and traits of your campers are important for many reasons.
Age of camper will dictate how you will communicate with them, what you will expect
from them, and what games are ideal for the age group.
Activity- Build a Camper (see appendix)
Discussion

How important do you think it is for counselors to have knowledge
about specific age groups of campers? Why?

Was it easy or difficult to complete your age group puzzle?

How will your knowledge about the characteristics of the different age
groups impact the activities that are planned for camp?
46
Pass out Developmental Traits of Children Handouts (see appendix)
Journals
47
Training
Day Three
48
Ice Breaker
Human Knot
Directions: Have each group standing, facing towards each other, in a circle. Each
person should be standing shoulder to shoulder. First, instruct everyone to lift
their left hand and reach across to take the hand of someone standing across the
circle. Next, have everyone lift their right and reach across to take the hand of
another person standing across the circle. Make sure that no one is holding hands
with someone standing directly beside the person.
To play, the groups must communicate and figure out how to untangle the knot
(forming a circle of people) without ever letting go of any hands. If you wish, this
icebreaker can be played competitively, in which the facilitator says “Ready…
Set.…Go!” and has all the groups race to become the first group to finish. If any
group member lets go of a hand (breaks the chain), then the group must start
from the beginning, or you could impose a penalty/punishment for that person
(e.g. wear a blindfold).
Review On- Site Exercise: Get to Know your Campers
49
Personality Profiling
Activity- DISC (Found in Training Workbook)
Start with empty circle, draw horizontal line thought the center, ask CITs to place
a mark in the top if they consider themselves outgoing and in the bottom of they
consider themselves reserved. Draw a line vertically through the center of the
circle, ask CITs to place a mark in the right if they are more concerned with
people or in the left if they are more concerned with tasks and getting things done.
Label the quadrants D I S C as below and explain that everyone has a dominant
quadrant.
D: Dominant, Driving, Demanding, Determined, Decisive, Do-er, Discipline…
50
I: Inspirational, Influencing, Inductive, Impressive, Interactive, Interesting,
Inviting, Inclusive, Imaginative, Interdependent…
S: Supportive, Submissive, Stable, Steady, Sentimental, Shy, Status-quo,
Specialist, Sensitive…
C: Cautious, Competent, Calculating, Concerned, Careful, Contemplating,
Centered, Concise, Conservative, Consumed…
Discussion
Journals

What is your dominant quadrant?

How will being aware of your dominant quadrant assist you?

How will being aware of others dominant quadrants be beneficial?
51
Training
Day Four
52
Ice Breaker
Cooperation Squares (see appendix)
Review On-Site Exercise: Counselor Engagement
Communication
Communication Methods
According to research, in a conversation WORDS are 7% effective, TONE OF
VOICE is 38% effective, and NON VERBAL CLUES are 55% effective. In other
words, WHAT you say is not nearly as important as HOW you say it!
Non-verbal clues include:

Body language (e.g., arms crossed, standing, sitting, relaxed, tense),

Emotion of the sender and receiver (e.g., yelling, speaking
provocatively, enthusiastic)

Other connections between the people (e.g., friends, enemies,
professional similarities or differences, personal similarities or
differences, age similarities or differences, philosophical similarities or
differences, attitudes, expectations).
Listening Skills
53
Listening is not the same as hearing. HEARING is using the ears to acknowledge
the sound of something. LISTENING means understanding from the perspective
of the speaker.
Activity: Listening Skills (see appendix)
By practicing your listening skills, you will also develop better speaking
skills. If you listen to where people misinterpret what you say, you will
find ways to make it clearer. Your frustration at being misunderstood will
disappear and you will assume less about what you hear because you have
confirmed it with the speaker.
Discussion

How do communication methods differ between teenagers
and adults? Teenagers and younger children?

How will you effectively communicate with the children at
Kid Central?
Activity- Listening Skills Drawing
Have CIT’s pair up. Give each set up partners a marker and piece of paper.
Have pair decide who will be person “A” and who will be person “B”.
Give person “A” the piece of paper and marker. Whisper in person
54
“B’s” ear an object to draw (Sun, dog, stick figure person). On go, person
“B” must describe what to draw without saying what the object is and
without saying objects to draw (circle, star, square). First team to have it
drawn wins. Switch roles, play again.
Discussion

Why was this exercise difficult?

What ways did you communicate to get the exercise done?

How do communication methods differ between teenagers
and adults? Teenagers and younger children?

How will you effectively communicate with the children at
Kid Central?
Pass out Talking to Children handout (see appendix)
Journals
55
Training
Day Five
56
Review On-site Exercise: Counselor Problem Solving and Conflict Management
Leadership Style
Activity: Leadership Style Test (see appendix)
Discussion

Why is it important to know our leadership styles?

In which ways is it important to know others leadership styles?

In which ways would you use the different leadership styles?

How will this assist you with working with children at Kid
Central?
Review of First Week
Discuss the first week of the CIT program. Ask participants how they think they are
doing and what they think they should focus on the following week. Give feedback on
what you are noticing as a director.
Use any extra time for catch up.
Journals
57
Training
Day Six
58
Review On-site Exercise: Camper’s Behavior
Leading Activities
Steps for a successful game leading process:
1. Get Organized

Know the game and all of the rules

Have all the supplies needed for the game ready

Know where you are going to play and the boundaries
2. Get the attention of the kids. Do not attempt to start explaining a game
if you do not have the full attention of the children.

Ask the kid’s questions & allow kid’s to ask questions

Talk loud and in a vocabulary that the kids will understand

Don’t use big words

Use clear instruction
3. Show an example of what you expect

If the kids need to act like tentacles on an octopus, show them
what you mean.
4. Be sure everyone understands how to play before beginning
5. Clean up after
Helpful Hints
59

Choose games that include everybody

Choose games geared toward all athletic abilities

Participate in the game to show the kids that it is fun

Know what age group you are working with

Give kids choices
Activity: Planning and Facilitation (Found in Training Workbook)
Journals
60
Training
Day Seven
61
Review On-Site Exercise: Facilitation Evaluation
Safety
S- stands for sense… The kind of safety-sense you must exercise at all times on
your job or everyday life in order to stay alive.
A- stands for aptitude… Your safety aptitude. Make sure you are familiar with all
safety rules and regulations on the job. Be safe, know it all.
F- stands for first… Safety first. DO NOT take chances you will regret later.
E- stands for example… The safe example you should set for your campers.
T- stands for think… Think always. It only takes a second for an accident to
occur.
Y- Stands for you… Your safety is in your hands. Obey all safety rules. Follow
safe procedures, dress for the job, and avoid dangerous horseplay. Make
sure you are doing the safest job possible.
Emergency Response Plan
Review Emergency Response plan (see appendix). Emphasis should be on missing child
and fire procedures.
Journals
62
Training
Day Eight
63
Review On- Site Exercise: Kid Central Site Observation
Employment 101
At the completion of this program you will be able to use your experience here as
experience towards employment. You will be able to specifically use this experience as
part of your resume.
Resume

A resume is an easy and organized way to present yourself to an
employer.

It tells the employer how to contact you, what prior jobs you have had,
what special skills you have, volunteer and work experiences you’ve
had and about your education.
Why have a resume?

To look professional!

A tool for you! When you are filling out applications for jobs, often
you will need to have the full title of your former jobs, dates of
employments, and names of former supervisors. If you bring a resume
when you are searching for a job, it will make it much easier to fill out
an application.

A resume is helpful to give to people when you ask them to write a
64
recommendation so that they can include accurate details about your
experiences.
Pass out Resume Guidelines Handout (see appendix)
Review sections of Resume Guidelines and allow CIT’s time to fill out the
Resume worksheet in their workbook. At home, CIT’s should complete a resume
and bring in the following day.
Journals
65
Training
Day Nine
66
Review On- Site Exercise: How are we Doing Evaluation
Interview
Once you have completed your application and turned in your resume typically the next
step of landing a job is the interview! The interview will give the employer and YOU the
opportunity to gain insight about each other and the positions in order to
determine if
the position is right for the both of you.
Pass out and review Interview Tips (see appendix)
Review sections of Interview Tips and allow CIT’s time to fill out the prep
Interview Questions in their workbook.
Activity: Interview Role Play
Hold a mock interview and ask the CIT’s the following questions:
1. Please describe your education, training, and experience as it relates to
the Kid Central Site Leader position.
2. Explain a time you had to discipline a child.
3. Please tell us about a time you had a disagreement with a co-worker,
team member, or acquaintance, how did you handle this situation?
4. What is your number one strength?
5. How would you make sure our program, Kid Central, is represented
well?
67
Journals
68
Training
Day Ten
69
Evaluations
Site Director Performance Evaluation (see appendix)
Use the same evaluation form the CIT’s used to complete self-evaluations. Meet
with each CIT individually to go over On-site exercise: Self Evaluation and
discuss their strengths and areas for improvements.
Program Evaluation (see appendix)
Using the Program Evaluation form have each child evaluate the program.
Encourage participants to be honest and expand on what they liked/ disliked.
Wrap Up
Congratulate each participant on a successful week of training. Finish with affirmations
and certificates.
Journals
70
APPENDIX B
Participant Workbook
71
Junior Recreation Counselor in Training Program
Participant Workbook
2010
72
Day One
73
Training
Junior Recreation Program
What is a Junior Recreation Program?
What is a C.I.T.?
Roles:
Responsibilities:
Expectation:
Why do we offer such a program?
Kid Central
What type of program is Kid Central?
74
What age children does Kid Central serve?
What type of activities does Kid Central staff provide for Kid Central participants?
Problem Solving/ Conflict Management
Steps in Problem Solving
1.
2.
3.
4.
5.
6.
Describe the various types of documentation used at Kid Central
Behavior Update:
Behavior Report:
75
Incident Report:
Accident Report:
Team Building
What characteristics make up a good team?
76
Day Two
77
On-site Exercise
Introductions
Introduce yourself to each Kid Central staff. Choose two to ask the following questions:
Staff #1
Name:
Length of employment:
Position:
Why did you choose to work at Kid Central?
What is the most difficult and most rewarding part of working at Kid Central?
What are some typical behaviors I will encounter during my time at Kid Central?
What advice can you give me regarding working with children?
78
Staff #2
Name:
Length of employment:
Position:
Why did you choose to work at Kid Central?
What is the most difficult and most rewarding part of working at Kid Central?
What are some typical behaviors I will encounter during my time at Kid Central?
What advice can you give me regarding working with children?
79
Training
Understanding Campers
After activity, Build a Camper, list 4 developmental traits and/or characteristics for each
age group.
5- 7 years
1.
2.
3.
4.
7- 10 years
1.
2.
3.
4.
10-12 years
1.
80
2.
3.
4.
Journal
81
Day Three
82
On- Site Exercise
Get to know your Campers
Get to know the children in your group. After, write their first name and one adjective
that best describes that child. Additionally, answer the questions that follow.
Name
Adjective
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
7. _________________________________
8. _________________________________
9. _________________________________
10. _________________________________
What is one adjective that describes this entire group of children?
Do you believe this group gets along collectively? Why or why not?
83
How have you or how will you help create cohesion?
Training
Personality Profiling
D:
I:
84
S:
C:
What is your dominant quadrant?
How will knowing your dominant quadrant assist you?
How will knowing others dominant quadrant assist the group?
85
Journal
86
Day Four
87
On-Site Exercise
Counselor Engagement
Observe two counselors’ engagement with the children. Then critique them on their
engagement with the children. What did they do well? Not so well? What did you learn
from this exercise?
Staff # 1 Critique
Staff # 2 Critique
88
Training
Communication and Listening
According to research, in a conversation…
…WORDS are
…TONE OF VOICE is
…NON-VERBAL CLUES are
% effective.
% effective.
% effective.
89
Non-verbal clues include
Listening is not the same as hearing…
Hearing is
Listening is
How will communication come into play while working with the children at Kid Central?
90
Journal
91
Day Five
92
On-site Exercise
Counselor Problem Solving and Conflict Management
Observe two counselors problem solving and conflict management techniques. After,
critique them answering the following questions. What was the problem, behavior, or
situation? How was it handled? Did the staff take the proper problem solving/ conflict
management steps? What did they do well? Not so well? What did you learn from this
exercise? What would you have done differently?
Staff # 1 Critique
Staff # 2 Critique
93
Training
Leadership Style
After taking the leadership styles test answer the following questions.
I possess traits of a (an)
leader.
Some characteristics of this leadership style are:
Why is it important to know our leadership styles and in which ways is it important to
know others leadership styles?
94
How will knowing your leadership style assist you in working with children at Kid
Central?
Journal
95
Day Six
96
On-site Exercise
Camper’s Behavior
Choose one child who seems to be having problems in the group and spend the day with
him/her. After, write a couple of paragraphs answering the following questions; Initially,
what was this child’s behavioral issue? Do you have a better understanding of this child
and his/ her behavior? Did behavior seem to change with the attention and or engagement
you were giving him/her?
97
Training
Leading Activities
List the steps of a successful game leading process.
1.
2.
3.
4.
5.
6.
Activity Planning and Facilitation
Research and find an activity online or in a book and fill in the following planning guide.
Be prepared to facilitate the activity tomorrow in program.
Activity
Objective
Materials needed
Type of Activity (active, cooperation)
98
Space needed
Instructions
How could this activity be changed for an older audience? For a younger audience, child
with a disability?
99
Journal
100
Day Seven
101
On-site Exercise
Facilitation Evaluation
After you have facilitated the activity you outlined yesterday. Answer the following
questions.
Did the activity go as planned? Why? Why Not? Did you need to change your approach
once you began?
How did the children react to your facilitation?
102
Do you feel as if you did a sufficient job facilitating this activity? Why? Why not?
What would you do differently next time?
Training
Safety
S stands for
A stands for
F stands for
E stands for
T stands for
Y stands for
Emergency Response
103
In case of an emergency or disaster situation dial…
Or (
)
In case of fire execute the following 9 steps…
1.
a.
b.
c.
2.
3.
4.
5.
6.
7.
8.
9.
-
from a cell phone.
104
Journal
105
Day Eight
106
On-site Exercise
Kid Central High Site Observation
Using a “Kid Central High 5” form evaluate the staff, facilities, and overall program.
After, answer the following questions that follow.
107
108
In what areas was staff doing well?
In what areas could staff or facility be approved on?
109
Training
Resume Writing
What is a resume?
Why have a resume?
Resume Worksheet
Using Resume Guidelines handout as reference, fill in the following resume worksheet.
After completion of this worksheet, transfer information into a resume, many word
programs have resume templates.
Header (Personal Information)
Name:
Address:
Home and Cell Phone:
Email:
110
Objective
Position applying for:
Education
School:
Location:
Years attended:
Area of study:
Degree earned:
Acquired Skills
Awards and Certificates
Work Experience
Employer:
Job Title:
Location:
Phone Number:
111
Dates of employment:
Responsibilities:
Employer:
Job Title:
Location:
Phone Number:
Dates of employment:
Responsibilities:
Employer:
Job Title:
Location:
Phone Number:
Dates of employment:
Responsibilities:
112
Journal
113
Day Nine
114
On-site Exercise
How are we doing?
Using a “How are we Doing” evaluation distribute to children in your group. After
reviewing evaluations answer the following questions.
How are we Doing?
Fill in your answer below:
Game I like the most this week was:
Craft I like the most this week was:
Activity I liked the most this week was:
This week
was
AWESOME
FUN
OK
BORING
NO FUN
AWESOME
FUN
OK
BORING
NO FUN
My leader
was…
What were the most liked games?
115
What were the most liked crafts?
What were the most liked activities?
What was the average rating for how much children liked staff?
Why do you think children gave this rating?
What was the average rating for how much children like this week?
116
Why do you think children gave this rating?
Training
Interview Prep Questions
Answer the following to prepare yourself for the oral part of the interview process.
1. Please describe your education, training and experience as it relates to the Kid
Central Site Leader I position.
2. What would your past/present employer say about you and why?
3. What did you do to prepare for this interview?
117
4. Do you consider yourself a self-starter, leader or get-it-done kind of person?
Please give us an example.
5. Explain a time you had to discipline a child?
118
6. You are assisting a child when, a father comes into the building and is very upset.
He starts yelling at you because another child supposedly kicked his child the
previous day. How do you handle this situation?
7. You are on site and see your co- worker rough housing with the children, which is
unacceptable, what do you do?
8. Please tell about time you had a disagreement with a co-worker, team member, or
acquaintance and how you handled the situation.
119
9. Johnny, a six year old, fell and scraped his knee? How would you handle this
situation?
10. Do you have any conflicts that would interfere with your ability to meet the
requirements of this position - either daily work hours or length of assignment?
Journal
120
Day Ten
121
On-site Exercise
Self Evaluation
Using a Cosumnes Community Services District Department of Parks and Recreation
Performance Evaluation evaluate yourself on your performance as a Counselor in
Training. When finished answer the questions that follow.
122
123
In what areas did you determine you met as above average or satisfactory? Why?
In what areas did you determine was unsatisfactory or needs improvement? Why?
124
Journal
125
APPENDIX C
Director’s Handbook Appendix
126
People Bingo
Has been to
Summer
Camp
Likes science
Has a dog
Was born
outside of
California
Is a senior in
high school
Has a shoe
size 10 or
larger
Wants to go to
college
Is an only
child
Knows how to
snowboard
Has their
driver’s
license
Has been
out of the
country
Likes country
music
Attends Teen
Center
Has broken
more then 3
bones
Likes Hot
Cheeto’s
Owns a Jonas
Brother’s CD
FREE
SPACE
Has 20/20
vision
Likes
American Idol
Likes coffee
Has never
been camping
Plays
baseball/
softball
Has been to Owns an Adam
a
Sandler movie
professional
football
game
Has worked
as a
babysitter
127
Parent Participation Handbook
Counselor in Training (CIT)
The Counselor in Training program is a comprehensive program for teens between the
age of 14-15. The program is designed to give teen’s educational experience to succeed
in the workplace as well as to aid in the development of the whole person. The CIT
program will assist teens in acquiring leadership skills, team building, communication,
conflict resolution skills, and experience programming and implementing activities for
children 5-12 years of age. The program will also touch on employment skills and the
possibility of future job opportunities at CSD. As a CIT you have voluntarily decided to
participate in the CIT Program and do not receive any compensation. Training sessions
and on-site experience at the Kid Central program is merely a learning experience that
may assist you in the future.
CIT Program Schedule
The CIT Program is 2 weeks long and meets Monday - Friday between the time of 9am
and 1pm. 9am-12pm CIT will be in group with children and a Kid Central staff. 12pm1pm CIT will be in training with the other CIT’s and CIT Director.
Location
CIT program meets at Kid Central headquarters.
Youth Center: 9922 Elk Grove-Florin Rd.
Expected Behavior
All CIT’s are required to act in a professional manner while training at the Kid Central.
CIT’s are required to abide by all Kid Central Rules and Teen Programs expectations and
they will be held to an even higher standard seeing that they are being looked at as role
models to all Kid Central participants. All CIT’s will be evaluated throughout their
session on their work ethic, helpfulness, professionalism and even including having a
positive attitude. The CIT director will be working with each CIT throughout their
session to help them improve upon these aspects. If there is a CIT that becomes
disruptive to Kid Central a parent conference will be called between the recreation
coordinator, CIT Director, and parent to discuss the CIT’s behavior and their standing in
the CIT program. If the CIT continues to be a disruption to Kid Central that CIT will be
removed from the CIT program and a refund will not be granted. In addition, the
following behaviors warrant an automatic suspension from the CIT program: acting out
physically towards another individual, the use of profanity or derogatory remarks towards
another individual or in front of a Kid Central participant, stealing, vandalism, and refusal
to follow program instructions or rules. Cosumnes CSD has a zero tolerance policy to any
kind of physical action taken with another individual.
128
Attire
All CIT’s are required to wear their CIT shirt everyday to Kid Central. Shirts must be
kept clean and in good repair. CIT’s must wear comfortable clothing and closed-toe
shoes. Flip flops and sandals are not permitted, since participants have a hard time
playing active games in them, and for safety reasons. Pants must fit properly and be in
good repair. Sweatpants and cut-offs and are not allowed. No holes may be visible in
pants, shirts or other attire. Shorts may be worn, but MAY NOT be higher than midthigh. Skirts are not allowed. Baseball hats may be worn with the bill flipped down in the
front. Any slogans on the hat must be appropriate for children. Jewelry must be minimal
and simple for safety purposes. CIT’s may not alter CIT apparel in any way. The CIT
Director reserves the right of approval for CIT attire and may deem attire inappropriate if
necessary.
What to bring
It is recommended that RA’s bring a snack and water bottle everyday as food is not
provided.
Eating While on Duty
CIT’s are welcome to bring a snack from home to eat at the same time the children may
be eating. CIT’s are not allowed to eat in front of the children at any other time other than
snack time or lunchtime. CIT’s may not share their food with the children. CIT’s are not
allowed to use the kitchen, accept for the microwave, at a facility to prepare a meal.
Valuables
Cosumnes CSD is not responsible for any lost or stolen items while attending the CIT
Program. Electronic items such as cell phones, iPods, and mp3 players are not allowed at
the CIT program. If a CIT must bring a cell phone to camp in order to reach their parents
they may do so, but must keep it off and in their bag during the CIT program. No
exceptions.
Medication Policy
No medication (prescription or non-prescription) will be dispensed to any
participant without the appropriate form being completed and on file at the
Cosumnes CSD Parks and Recreation Administration Office. If necessary, please
complete the “Administration of Medication by Cosumnes CSD Personnel” form.
This form must be completed by the parent and physician and is available at the
Parks and Recreation Administration Office, and online at www.yourcsd.com. The
Authorization for Administration of Medication form must be submitted no later
than 72 hours prior to the start of a teen program.
129
Mandated Reporting of Child Abuse
CIT’s who suspect a child is being abused or neglected must call the RA Director or
Recreation Coordinator immediately. The RA Director or Recreation Coordinator will
give you specific instructions to guide you through the situation.
Duty to Report: Section 11166(a) of the Penal Code requires any mandated reporter of
child abuse who has knowledge of or observes a child in his or her professional capacity
or within the scope of his or her employment whom he or she knows or reasonably
suspects has been the victim of child abuse or neglect to report the known or suspected
instance of child abuse or neglect to any police department, sheriffs department, county
probation department if designated by the county to receive mandated reports, or the
county welfare department immediately or as soon as practically possible by telephone
and to prepare and send a written report thereof within 36 hours of receiving the
information concerning the incident.
Child Abuse or Neglect Defined: “Child abuse” means a physical injury that is inflicted
by other than accidental means on a child by another person. The term “child abuse or
neglect” includes sexual abuse; “neglect” means the negligent treatment or the
maltreatment of a child by a person responsible for the child’s welfare under
circumstances indicating harm or threatened harm to the child’s health or welfare. The
term includes both acts and omissions on the part of the responsible person. “Willful
cruelty” or “unjustifiable punishment” is defined as a situation where any person willfully
causes or permits any child to suffer, or inflicts thereon, unjustifiable physical pain or
mental suffering, or having the care or custody of any child, willfully causes or permits
the person or health of the child to be placed in a situation such that his or her person or
health is endangered.
Important Phone Numbers
Recreation Coordinator/ RA Director
Sabrina Bernardo
405-5624
Teen Services Coordinator
Josh Myer
405-5655
Recreation Coordinator, Kid Central
Sarah Bautista
405-5308
Kid Central Stations
Elk Grove Youth Center
685-1084
Registration Locations
130
Wackford Community Aquatic Complex
Laguna Town Hall
Cosumnes CSD Main Office
405-5600
684-7550
405-5300
131
Counselor in Training
Guidelines 2010
1. Maintain the safety of the children at all times.
2. Do not violate the site rules you are enforcing with the children.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Follow directions of leaders
Keep your hands, feet, and other objects to yourself.
Treat others the way you want to be treated.
Eat your own food.
Quiet during carpet time.
Remain visible to leaders.
Walk please.
Stay out of office, supply room, and hallways.
Use appropriate language.
3. Report ready and prepared to the CIT program in proper attire and with a positive
attitude.
4. Respect and follow the direction of your Kid Central staff.
5. Follow all guideline and policies set forth in Parent & Participant Handbook.
I understand and agree to adhere to these guidelines and understand that failure to
comply with these guidelines may result in my loss of privileges or permanent
expulsion from the Counselor in Training program.
CIT Name (please print):
CIT Signature:
Date:
132
Problem Solving/ Conflict Resolution
Role Playing
Pair up participants, giving them each a scenario. Person 1 role-plays the problem.
Person 2 role-plays the counselor.
 Johnny has cheated, again, and other children are beginning to
become upset he is not getting out.
 Madeline is crying because someone called her “stupid.”
 Jacob is yelling at Katie for not catching the ball when it was kicked
in the air, causing the other team to score two runs.
 Shannon is talking while you are explaining rules to the next game.
 Kelli just shoved Jenny.
 The foosball table is getting out of control, children are yelling at each
other and becoming upset.
 Kent is repeatedly telling on other children.
 Mike does not want to participate in the arts and crafts.
 Nick is running inside.
133
Time- Tested Strategies for Dealing with
Challenging Behavior
 Be the kind of person you want the kids to be.
 Get to know the kids, learn things about them, and build relationships.
 “One pat on the back is worth two slaps in the face.” Praise good
qualities and actions as they occur.
 Use your sense of humor as often as possible.
 Don’t take misbehavior personally. It is a choice a child is making.
 Try t understand a child’s perspective of a situation.
 Distract, distract, distract! One of the best methods to control behavior
is to keep the kids busy!
 Being physically close when you notice a potential problem can keep
it from actually occurring.
 Enlist other kids to be role- models and leaders.
 Use group/ class meetings to discuss and solve problems.
134
Build a Camper
Set the Stage
Ask the counselors to brainstorm what they already know about the children in their
assigned age range. Be sure to have them keep in mind that while there are general
characteristics, children develop at their own pace.
Learning Activity
Distribute sets of characteristic slips to each small group. You may want to add different
characteristics.
Tell counselors that each of the slips contains information about children in certain age
ranges (5-7/ 7-10/ 10-12). Their task is to take 10 minutes to place the characteristics
under the correct age category. At the end of the time frame, give them the answer keys,
“Developmental Traits of Children” handout, and have them compare their answers.
With the “Developmental Traits of Children” handouts have each small group draw a
picture of a typical camper for an assigned group. Ask them to include words or pictures
that describe/show the type of activities and actions counselors should consider when
planning camp for children in that age group.
Have each small group teach the rest of the counselors about their age group. Have them
focus on what counselors need to consider in order to meet the needs of that group of
campers.
Characteristics Strips (5-12 years old)
Cut out the following developmental traits for Build a Camper Activity
Strong attachment to home and family
 Short attention span
 An awareness mainly of themselves and their own desires
135
A preference for imaginative, make believe play
Curiosity, a desire to explore their expanding world
A desire for repetition of enjoyable experiences
Being easily upset by changes in routine or environment
Boys and girls play together readily
Depending on adults to meet physical and emotional needs
A need for patient understanding and close supervision
Are ready for a live-away experience
Have a longer attention span
Are aware of others and are willing to share
Desire acceptance from their peers
136
 Need close friendship with playmate
Are able to express themselves freely in art forms and play
Desire better skills performance
Are interested in group games and activities
Want everyone to obey stated rules and regulations
Strong identity with own sex and age group
Have a strong desire for a live-away experience
Want to be together in groups and teams
Have the patience to work toward short-term goals
Form cliques and friendships with own sex and age group
137
Seek status through excellence in skills and knowledge of
grown-up things
Are fairly competitive in teams and individual activities
Have a growing concern with their physical size and
appearance
Boys and girls can work and socialize in programs where
they share planning responsibilities
Like to make, do, and collect things
 Enjoy being mischievous and daring
138
A few typical:
Developmental Traits of Children
5 to 7 years
 Strong attachment to home and family
 Short attention span
 An awareness mainly of themselves and their own desires
 A preference for imaginative, make believe play
 Curiosity, a desire to explore their expanding world
 A desire for repetition of enjoyable experiences
 Being easily upset by changes in routine or environment
 Boys and girls play together readily
 Depending on adults to meet physical and emotional needs
 A need for patient understanding and close supervision
139
A few typical:
Developmental Traits of Children
7 to 10 years
 Are ready for a live-away experience
 Have a longer attention span
 Are aware of others and are willing to share
 Desire acceptance from their peers
 Need close friendship with playmate
 Are able to express themselves freely in art forms and play
 Desire better skills performance
 Are interested in group games and activities
 Want everyone to obey stated rules and regulations
 Strong identity with own sex and age group
140
A few typical:
Developmental Traits of Children
10 to 12 years
 Have a strong desire for a live-away experience
 Want to be together in groups and teams
 Have the patience to work toward short term goals
 Form cliques and friendships with own sex and age group
 Seek status through excellence in skills and knowledge of grownup things
 Are fairly competitive in teams and individual activities
 Have a growing concern with their physical size and appearance
 Boys and girls can work and socialize in programs where they
share planning responsibilities
 Like to make, do, and collect things
 Enjoy being mischievous and daring
Cooperation Squares
141
142
143
144
145
146
147
148
149
Listening Exercise
Objective: To become aware of our listening skills.
Directions:
1. Pair up participants. Decide who will be person 1 and who will be person 2.
2. Person 1- Start talking about any subject for 4 or 5 sentences
3. Person 2- When the first person stops talking, repeat back to them what you
thought you heard, starting with phrases like:

“I want to be sure I understand what you are saying. It sounds like …

“Is part of what you are saying...?”

“What I hear you saying, if I understand you correctly is …

“I want to make sure I am hearing what you are saying …

“What I heard was …
4. Then, reverse the roles and the second person speaks for 4 or 5 sentences, then the
first person asks perception-checking questions.
By practicing such techniques, you are giving respect to the person speaking and showing
that you understand what they are saying. If you misunderstand what they are trying to
say, you can both work to clarify the message.
150
Talking to Children
It is very easy to fall into the habit of saying “don’t” to children. But the word “don’t is
very limiting. Children are learning about the world and how to make the world work for
them. Changing a “don’t” sentence into a “do” sentence helps children learn what is
appropriate. “Do” focuses on positive behavior.
Don’t
Don’t run
Don’t hit him/her
Don’t be dumb
Don’t cry
Don’t yell
Do
Walk
Be Gentle
Think about that
It’s OKAY to be upset
You’re angry, can I help?
Children need us to help them give them names for their feelings, and know that it is OK
for them to feel their feelings. We also want to be encouraging in the language that we
use with them.
Discouraging
You’re too young
Let me do it for you
Let me show you the right way
I know you can’t do it
Look at how well another child can do it
You could have done better
I’ve told you a thousand times
Using language of encouragement to help children is a slow process, which happens over
time. It requires patience and persistence. It recognizes improvement, not perfection. It
recognizes the good parts of an activity, even when the whole was not successful. It
conveys trust, belief, and respect.
Encouraging words
Knowing you, I’m sure you’ll do fine
I have faith in you
You’re improving in…
It looks like you worked really hard on that
I like the way you did that
You do a good job of…
Thanks, that helped a lot
I appreciate what you did
151
Leadership Style Test
152
153
Emergency Response Plan
In case of emergency or disaster situations initiate the following guidelines.
Abduction/ Attempted Abduction

Get the following information:
o Name of victim
o Physical description and age of victim
o Time of abduction/attempt
o Location of abduction/attempt
o Vehicle description of abductor
o Physical features of abductor

Call 9-1-1 (714-5111 from a cell phone)

Bring participants/staff indoors

Notify supervisor or ERT member

Wait for directions from ERT
154
Bomb Threat/ Suspicious Package

Evacuate participants and take:
o sign in/out sheet
o class roster
o emergency form binder

Participants/Staff take backpacks, purses with them

Pull fire alarm

Call 9-1-1 (714-5111 from a cell phone)
DO NOT USE ANY ELECTRICAL
SIGNAL TRANSMISSION DEVICE. (i.e cellular phones, cordless phones,
radios or walkie-talkies.)

Notify supervisor

Take attendance

Remain in evacuation mode until otherwise instructed by the ERT
Earthquake

Duck and cover

Assess for injuries when safe to do so

Assess immediate area. Evacuate to safe area and/or shelter in place with injured
participants/staff

Call 9-1-1 (714-5111 from a cell phone)

Apply first aide as necessary
155

Notify supervisor of ERT

Take attendance

Pull the medical emergency forms of injured participants/staff

Tune radio to KFBK- 1530 AM

Wait for further instructions from the ERT
Explosion- Indoor

Evacuate participants and take:
o
sign in-out sheet
o class roster
o emergency form binder.

Pull the fire alarm

Assess for injuries

Call 9-1-1 (714-5111 from a cell phone)

Apply first aide as necessary

Notify supervisor of ERT

Take attendance

Pull medical emergency forms of injured staff/participants

Remain in evacuation mode until otherwise instructed by the ERT
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Explosion- Out of Room

Duck and cover away from windows

Stay away from windows

Call 9-1-1 (714-5111 from a cell phone)

Shelter in place

Notify supervisor

Wait for further instructions from ERT
Fire

Evacuate participants and take:
o sign in-out sheet
o class roster
o emergency form binder.

Pull fire alarm

Assess for injuries

Call 9-1-1 (714-5111 from a cell phone)

Apply first aide as necessary

Notify supervisor of ERT

Take attendance

Pull medical emergency forms of injured staff/participants

Remain in evacuation mode until otherwise instructed by the ERT
157
Gas Leak/ Suspicious Odor

Evacuate participants and take:
o sign in-out sheet
o class roster
o emergency form binder.

Pull fire alarm

Assess for injuries

Call 9-1-1 (714-5111 from a cell phone)

Apply first aide as necessary

Notify supervisor of ERT

Take attendance

Pull medical emergency forms of injured staff/participants

Remain in evacuation mode until otherwise instructed by the ERT
Gunfire/ Violent Event- Indoor

Duck and cover

If able to exit the facility SAFELY, call 9-1-1 (714-5111 from a cell phone)

If unable to exit the facility, lockdown in nearby room/ closet. Call 9-1-1 if safe to
do.

Notify supervisor or ERT.
158

If unable to exit the room where the captor is, dial 9-1-1 ONLY IF SAFE TO DO
SO.

If law enforcement attempts a rescue, duck and cover. Follow instructions from
law enforcement
Gunfire/ Violent Event- Outdoor

Duck and cover

Call 9-1-1 (714-5111 from a cell phone)

Assess for injuries when safe to do so

Apply first aide as necessary

Notify supervisor or ERT

Pull medical emergency forms of injured staff/participants

Wait for further instructions from the ERT
Hazardous Material Spill

Shelter in place. Bring participants indoors. Close doors and windows. Turn off
air conditioners and heaters.

Assess participants/staff for illness

Call 9-1-1 (714-5111 from a cell phone)

Notify supervisor or ERT

Tune radio to KFBK – 1530 AM
159

Pull the medical emergency forms of the ill participants/staff

Remain in shelter in place mode until otherwise instructed by the ERT
Missing Child- Program Participant

Enlist other staff in search

Notify supervisor/main office

If the child is not found on site, the supervisor will notify the parents

If the parents do not know where their child is, the supervisor will call 9-1-1 (7145111 from a cell phone)

Pull child’s emergency form and photo (if available). Get description of what the
child was wearing.
Missing Child- Accompanied by an Adult

Get details from parent/adult accompanying child; description of child, clothes
wearing, where last seen, and how long missing

Enlist staff in search

Notify supervisor

Provide parent/adult access to a phone if needed.
160
Severe Storms

Bring participants indoors. Close doors and windows. (tornadoes – windows
should be open a crack)

Tune to KFBK 1530 AM

Assess safety of room. Evacuate to safer room if necessary

Direct activities to area away from windows

Use flashlights and lantern lights in disaster kits

Wait for further instructions from ERT
Threatening Individual with Weapon

Inform other leaders/staff. Bring all participants indoors

Lock doors and close drapes/window blinds

Call 9-1-1 (714-5111 from cell phone)

Remain in lockdown mode until otherwise instructed by the ERT
Utilities- Power, Heat, and AC Outages

Tune radio to KFBK 1530 AM

Notify supervisor. (Cordless phones will not work if the power is out)

Use battery operated lantern lights and flashlights in disaster kits

Wait for further instructions from supervisor
161
Utilities- Contaminated Water/ Water Shut-off

Check restrooms/rooms to see if water is off throughout entire facility

Notify supervisor

Use baby wipes in disaster kit for hand washing

Use water in disaster kit for drinking

If water in a facility is contaminated, do not use water for any reason and cover
water accesses
Vicious- Rabid Animal

Inform other leaders/staff. Bring all participants indoors

Lock doors and close drapes/window blinds

Call 9-1-1 (714-5111 from cell phone)

Remain in lockdown mode until otherwise instructed by ERT
162
Resume Guidelines
The following are guidelines, basics, and action words that will assist you in preparing
your resume.
Guidelines:
The following are guidelines that must be followed when preparing your resume:
1. Use the computer - A computer word processing program will allow you to store
your resume on disc and easily make changes to it as necessary!
2. Update frequently- Continually update your resume while the dates/ information
is fresh in your mind.
3. It must be one page only- A prospective employer should be able to easily scan
it in 20 seconds.
4. Spelling, punctuation, and grammar must be perfect- Errors would must likely
result in your resume being thrown away.
Basics:
The following are the most basic parts of the resume..
1. Heading- Name, address, home and cell phone numbers, and email address (Your
message on your voice mail and email should be professional).
2. Objective- Clearly state the position you are seeking. Be specific and brief.
Update this portion of your resume for each position you are applying for.
3. Education- List schools in reverse chronological order. Include name of
institution, city & state, years attended, area of study, and any degrees earned.
4. Acquired skills- List all skills that enhance your ability to do your job, ie; word,
power point, excel
5. Awards and Certificates- Include school or job related certificates, registrations,
licenses, and awards.
163
6. Experience- List in reverse chronological order your experience. Include job title,
name of employer, dates of employment, city, state, and phone number. Then list
all responsibilities and duties performed in that position.
7. References- At the end of your resume put References available upon request.
Action Words:
Each job involves using data, interacting with people, or handling money- and some jobs
require all three. Use action words to tell prospective employers what you have done (in
Work Experience section of resume).
When using
data I have:
Interacting with
people I have:
Dealing with
things I have:
administered
coordinated
adjusted
analyzed
counseled
altered
compared
directed
assembled
computed
encouraged
balanced
compiled
entertained
budgeted
coordinated
evaluated
built
designed
instructed
lifted
developed
led
made
figured
managed
mixed
implemented
motivated
moved
164
When using
data I have:
Interacting with
people I have:
Dealing with
things I have:
organized
organized
operated
planned
protected
repaired
recorded
served
Set up
written
trained
tested
165
Interview Tips
Interviewing Skills:
Being prepared and knowing what to expect in an interview can help alleviate any fears
you may have. Review the following and be prepared for your interview and come
prepared for your mock interview during our last training session.
1. Know yourself and your resume- Know everything that makes you well
qualified for the position to which you are applying. Have four or five reasons
why you should be the one they choose to hire.
2. Know the position to which you are applying- Find out everything you can
about the position- duties, responsibilities, location, history, etc.
3. Know the organization to which you are applying- Find out everything you can
about the organization or office you are applying to. Many organizations have
websites!
4. Practice your interviewing skills- Practice make perfect. The more you do
something the better you get at it. Have your friends, relatives, or classmates
practice interviewing with you.
Interviewing Rules:
To be successful follow these interviewing rules:
1. Come alone to the interview- Do not bring your parents, friends, or significant
others.
2. Be friendly to the office staff- be courteous to everyone! The interviewer is not
the only one whose opinion will be solicited about you!
3. Arrive on time- Arrive a little early. Do not appear rushed.
4. Bring extra copies of everything
5. Make sure your appearance is appropriate for the position in which you
applying.
166
Interview Delivery:
Proper technique will assure that you interview correctly and effectively.
1. Project your voice
2. Sit up straight
3. Practice god eye contact
4. use gestures when appropriate
5. use correct grammar
Interview Answers:
There is no right or wrong answer in an interview. There are, however, better ways than
others to deliver these answers.
1. Be formal but friendly- Answer all question in a professional manner.
2. Be direct and specific- Answer all questions directly. Have specific example that
relate to the question.
3. Be positive- Answer each question in a positive manner. Even negative
information can be phrases positively.
4. See yourself- Make the answer to each question demonstrate your qualifications.
Use every opportunity to discuss reasons why you should be hired.
5. Never lie.
6. Discuss only issues that relate to the job- Do not talk about your family, friends,
problems, or anything else that does not relate specifically to the job.
167
Junior Recreation Counselor in Training Program Evaluation
Please honestly critique the program you have currently been enrolled in for the last two
weeks. CSD will use your input to make necessary changes.
Name:
Age:
Session Week Enrolled: (Circle one):
Session 1
Session 2
Session 3
Session 4
Session 5
1. Why did you choose to participate in the Junior Recreation Counselor in Training
Program?
2. What skills will you take with you that you learned by participating in such a
program?
3. Has this program prepared you for your future employment wise? In what ways?
Why not?
4. What would you change/ recommend for this program?
5. Was the workbook and on site exercises helpful? Why or why not?
168
REFERENCES
American Camp Association (ACA). (2010). Home page. Retrieved from
http://www.acacamps.org/
American Camp Association & Philliber Research Associates. (2005). Youth
development outcomes of the camp experience. Martinsville, IN: Authors.
Brandt, J., & Arnold, M. E. (2006). Looking back, the impact of the 4-H camp counselor
experience on youth development: A survey of counselor alumni. Journal of
Extension, 44(6), 1-8.
Carter, D. N., & Kotrlik, J. W. (2008). Factor related to the developmental experiences of
youth serving as 4-H camp counselors. Journal of Agricultural Education, 49(2),
50-63.
Cosumnes Community Services District. (2010a). Home page. Retrieved from
http://www.yourcsd.com/
Cosumnes Community Services District. (2010b). Kids central. Retrieved from
http://www.yourcsd.com/rec/kidcentral.asp#station
Cosumnes Community Services District. (2010c). The Grove summer adventure camp.
Retrieved from http://www.yourcsd.com/rec/teen_camp.asp
Cosumnes Community Services District. (2010d). The Grove teen center. Retrieved from
http://www.yourcsd.com/rec/teen_center.asp
Cosumnes Community Services District. (2010e, Summer). Junior guards-basic training.
CSD Parks and Recreation Summer 2010 Activity Guide, 1-54.
169
Cosumnes Community Services District. (2010f). Teen action committee. Retrieved from
http://www.yourcsd.com/rec/teens_committee.asp
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http://www.yourcsd.com/about/who.asp
Cronin, G. (2005, March 1). Are CIT programs worth the risk? How can they meet your
expectations? Camping Magazine, 78(2), 42-46.
DeGraaf, D., & Glover, J. (2003). Long-term impacts of working at and organized Camp
for seasonal staff. Journal of Parks and Recreation, 21(1), 1-20.
Ferrari, T. M., & Digby, J. K. (2007, November). The value of working at camp on the
lives of young camp staff. Camping Magazine, 1-4.
Ferrari, T. M., & McNeely, N. N. (2007). Positive youth development: What's camp
counseling got to do with it? Findings from a study of Ohio 4-H camp counselors.
Journal of Extension, 45(2), 1-10.
Forsythe, K., Matysik, R., & Nelson, K. (2004). Impact of the 4-H camp counselor
experience. Madison: University of Wisconsin, Department of Youth
Development.
Garst, B., & Johnson, J. (2005). Adolescents’ leadership skill development through
residential 4-H camp counseling. Journal of Extension, 43(5), 1-6.
Henderson, K. A., Bialeschki, D. M., Scanlin, M. M., & Thurber, C., Whitaker, L. S., &
Marsh, P. E. (2006-2007). Components of camp experiences for positive youth
development. Journal of Youth Adolescent, 1(3), 1-11.
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Leiken, J. (2004, March 1). Transitioning teens into responsible young adults. Camping
Magazine, 77(2), 46-50.
Thompson, V. (2000, July 1). CIT's are campers in transition: Building a successful CIT
program. Camping Magazine, 73(4), 32-34.
Thurber, C. A., Scanlin, M. M., Scheuler, L., & Henderson, K. A. (2007). Youth
development outcomes of the camp experience: Evidence of multidimensional
growth. Journal of Youth Adolescent, 36, 241-254.
U.S. Bureau of Labor Statistics. (2010). Local area of labor statistics. Retrieved from
http://www.bls.gov/lau/