20 Journal of Park and Recreation Administration Winter 2016
Volume 34, Number 4 pp. 20–35 http://dx.doi.org/10.18666/JPRA-2016-V34-I4-7273
Facilitating Positive Youth Development through Residential Camp: Exploring Perceived Characteristics of Effective Camp Counsellors and Strategies for Youth Engagement Tanya Halsall Kelsey Kendellen Corliss N. Bean Tanya Forneris
EXECUTIVE SUMMARY: Previous research has demonstrated that participation in a residential camp can lead to positive outcomes such as the development of a sense of identity, increased responsibility, enhanced selfHVWHHP DQG LPSURYHG VRFLDO VNLOOV 'HVSLWH WKHVH SURPLVLQJ ¿QGLQJV WKHUH LV PLQLPDO UHVHDUFK WKDW H[DPLQHV WKH VSHFL¿F SURFHVVHV WKDW OHDG WR WKHVH SRVLWLYH RXWFRPHV 5HVHDUFKHUV KDYH LGHQWL¿HG WKDW OHDGHU FKDUDFWHULVWLFV DQG \RXWK HQJDJHPHQW SOD\ DQ LPSRUWDQW UROH LQ LQÀXHQFLQJ RXWFRPHV ZLWKLQ SRVLWLYH\RXWKGHYHORSPHQWSURJUDPV7KHSXUSRVHRIWKLVVWXG\ZDVWRH[SORUH perceived camp counsellor characteristics and strategies for youth engagement WKDWDUHEHOLHYHGWRIDFLOLWDWHSRVLWLYH\RXWKGHYHORSPHQWZLWKLQWKHUHVLGHQWLDO camp setting. This study applied a qualitative exploratory approach to collect data from residential camp counsellors. The research took place at a Canadian UHVLGHQWLDOVXPPHUFDPSWKDWVHUYHVFKLOGUHQDQG\RXWKEHWZHHQWKHDJHVRI DQG SULPDULO\ IURP ORZLQFRPH IDPLOLHV 6HPLVWUXFWXUHG LQWHUYLHZV ZHUH FRQGXFWHGZLWKFDPSFRXQVHOORUVDQGDWKHPDWLFDQDO\VLVZDVXVHGWRLGHQWLI\ WKHPHV 7KH UHVXOWV RXWOLQH WZR PDLQ WKHPHV SHUFHLYHG FKDUDFWHULVWLFV RI DQ HIIHFWLYH FDPS FRXQVHOORU DQG \RXWK HQJDJHPHQW VWUDWHJLHV :LWKLQ WKH ¿UVW theme related to characteristics of being an effective counsellor, four subthemes emerged, including (a) being understanding and compassionate, (b) ability to maintain equanimity, (c) having a sense of humour, and (d) being a positive role model. Within the second theme related to strategies for youth engagement, there ZHUH IRXU WKHPHV LQFOXGLQJ D LQGLYLGXDOL]LQJ WKH DFWLYLWLHV E IDFLOLWDWLQJ initial engagement by making it fun, (c) creating an autonomy-supportive environment, and (d) providing leadership opportunities. Findings are discussed LQUHODWLRQWRFXUUHQWUHVHDUFKDQGUHFRPPHQGDWLRQVDUHSURYLGHGUHJDUGLQJKRZ
21 WRXWLOL]HWKHVH¿QGLQJVLQDQDSSOLHGFRQWH[W7KHVHLQFOXGHUHFRPPHQGDWLRQV related to (a) the utilization of recruitment and training approaches that aim to identify necessary staff characteristics in new recruits and promote these characteristics with new camp counsellors, (b) the provision of programs and services that support stress management for staff while working in the camp context, and (c) the development of capacity building opportunities for staff that includes evidence-based training on how to engage youth and highlights best practices for initially engaging youth as well as how to maintain engagement over time. KEYWORDS: Leadership, positive youth development, program administration, residential camp, staff perceptions, youth engagement, qualitative AUTHORS: Tanya Halsall is with the School of Human Kinetics; University of Ottawa,
[email protected]. Kelsey Kendellen, Corliss Bean, and Tanya Forneris are with the School of Human Kinetics, University of Ottawa.
Introduction 7KH UHVLGHQWLDO VXPPHU FDPS H[SHULHQFH KDV EHHQ LGHQWL¿HG DV DQ LPSRUWDQW OLIH HYHQWIRU\RXWK *DUVW%URZQH %LDOHVFKNL 5HVLGHQWLDOFDPSKDVEHHQGH¿QHGDV “an experience consisting of a minimum of four nights where the camp staff is responsible for the campers 24 hours a day” (American Camping Association [ACA], 1998, n.p.). The Ontario Camp Association (OCA) has a membership of over 400 accredited camps that service thousands of children each year (OCA, 2012). Given the number of youth who experience this context, it is important to best understand how camps can engage youth to foster their development. Previous research has demonstrated that for many youth attending UHVLGHQWLDOFDPSLWLVWKHLU¿UVWWLPHDZD\DQGWKHVHLQGLYLGXDOVFDQH[SHULHQFHDQXPEHU of emotions and challenges, such as homesickness (Kerns, Brumariu & Abraham, 2008). However, despite this, participation in residential camps can lead to a number of positive outcomes for youth, such as enhanced independence, responsibility, hopefulness, positive identity, spirituality, self-esteem, and social skills (Bialeschki, Henderson, & James, 2007; Henderson et al., 2007; Garst & Johnson, 2005; Thurber, Scanlin, Scheuler, & Henderson, 2007). As a result, camp is a context that can be considered under the umbrella of positive youth development (PYD) programming. 7KHSUHGRPLQDQWWKHRU\WKDWLVXVHGZLWKLQWKHODUJHU¿HOGRI3
