Day Camp Operations

DAY CAMP OPERATIONS

Training section for Day Camp Volunteers - Please read carefully and complete the form at the end of the section.

This training section will cover a variety of topics to help prepare leaders for their responsibilities in leading a unit, including:

Basic rules at camp
Camper's rights
Volunteer roles
Role of Aides at Camp
Adult/Girl/Aide planning for camp
Day Camp Philosophies of Discipline
Ages and Stages - Behavior & Characteristics

Section 1: DAY CAMP RULES

RESPECT: Everyone needs to respect each other at Day Camp —regardless of your role at camp, no one is above or below anyone else, we are all part of a community working together to provide a quality experience for our campers, our aides and our adult volunteers. When we work together as team, we build a sense of equality that fosters cooperation and respect.

NO RUNNING: Most injuries at camp occur while running, this includes the grassy areas, which have a lot of gopher holes and other trip hazards. Skipping, however, is a fine way to get around and it's a fun way to burn off energy too!

BUDDY UP: Campers MUST use the buddy system where they go....be to the bathroom, to Headquarters, to an activity, to go on a hike or to flag ceremony. We must remember that Stafford Lake Camp is operates on public park land, and while we have reserved private use of Areas 1 & 2, the local park is quite active, It is important to communicate clear boundaries to all campers and aides, and to ensure unit staff is aware of camper locations at all times. Use the buddy system as an opportunity for campers to make new friends by switching up the buddies each day and use different methods to determine buddies (matching buttons, stickers, playing cards, colored beads, etc. More on this later...).

BEWARE OF BUGS: Stafford Lake Park is nicely developed, but is prone to insects! Bug spray is provided to each unit (in your unit box) but camper MUST apply to themselves (GS Council rules) under leader/aide supervision. Please talk campers through proper application - especially younger girls! We see campers who may not know how much to apply on their face, for example, and we cannot assume that girls know best practices for applying.

Be on the look out for:
Ticks (we recommend that campers, and adults, wear socks to avoid these pests). If a tick is discovered, it must be removed by the Nurse at Headquarters.
Yellowjackets & Bees are primarily found in the cooking area and around drinking fountains. While yellow jackets can sting, they generally will not do so unless provoked. Please remind campers not to swat yellow jackets or bees - this will only make them more like to attack. The best method is to gently wave them away and/or walk calmly from the area.
Mosquitoes are less of a concern, but can be a nuisance during cooler summers.

POISONOUS PLANTS
Poison Oak is very common at Stafford Lake Park and is one of the reasons we ask that everyone walk only on paths or the main grassy areas. Please stay on trails when hiking. Show the girls poison oak on the first day of camp and teach them the "leaves of three...let it be" rhyme. If a camper is exposed to poison oak please bring them to the nurse right away.
Stinging nettle is also very common at camp and can be found in shady depressions on the fields as well as off trails. As the name implies, those who brush against stinging nettle will experience intense stinging pain. If exposed, please bring your camper to the nurse right away for treatment.

INJURIES AND/OR ILLNESS
Any and all injuries and illnesses must be seen by the nurse. No first aide or medical care can be given by any other camp volunteer. If there is an accident/injury, all unit leaders should complete an incident report, even if it is a minor incident- forms can be obtained at headquarters and should be given to the Camp Director, Administrator or Nurse.

The most common ailment at camp is dehydration! Please remind campers and aides to drink lots of the water - have a drink "break" every hour, even if it isn't "hot" at camp. Each camper (including adults) should bring a reusable water bottle to camp each day. Signs and symptoms of dehydration include headache, flushed skin, "cranky" behavior and tiredness. Dehydration can become serious and any camper showing signs must be seen by the nurse for treatment (shady rest and hydration for about a half hour).

FOOTWEAR
Everyone needs to wear sturdy CLOSED TOE shoes! No sandals allowed at camp. If a camper comes with open-toed shoes, please bring them to headquarters. We will contact their parents to bring them alternative footwear. If no parent is available, we will wrap their shoes (and toes) in gaffer's tape for protection.

Note: Long pants are recommended, but shorts with socks are OK on a hot day.

CAMPER CHECK OUT:
Each camper MUST be signed out of camp by an AUTHORIZED adult. Authorized adults must be included on the Camper Release and Carpool forms. Please tell your campers that they may not leave with anyone else and that we must have prior parental authorization in order to release them to someone other than an authorized parent. Late changes are accepted when the authorized parent sends a signed and date note to camp designating an additional authorization.

Please note: Do not make assumptions! Some families may have legal reasons why a parent is not authorized to pick up their child! Please make sure that you check your authorization form before releasing a camper - even if the camper identifies the person a parent/grandparent, etc.

LEAVE ONLY FOOTPRINTS, STAY IN BOUNDS:
As Girl Scouts, who pledge to protect and respect the environment, and as good citizen, Stafford Lake Camp encourages campers to maintain zero impact on our parkland. This means taking care to remove all garbage, stay on pathways and within designated camp boundaries, maintain bathroom cleanliness (and frugal use of paper products!) and maintain water conservation efforts.

THE CAMPER'S BILL OF RIGHTS
Every camper attending a camp operated by Girl Scouts of Northern California Council has the right to:

A safe, wholesome, and fun camp experience,
A camp environment in which she is treated with care, respect and fairness,
An atmosphere in which her contributions are valued an in which she is encouraged to express her needs an make decisions in partnership adults,
A staff who is committed to serving as appropriate role models and is willing to put campers needs first,
A community, reflective of the Girl Scout family, to which she feels a sense of belonging and can be accepted without judgement,
A structure that has clear, consistent boundaries and guidance to understand those boundaries,
An opportunity to individually learn new skills, make friends, relate to others and contribute to the camp society,
A supportive environment in which she is accepted as a unique individual able to explore her own creativity and accept new challenges without fear of failure or ridicule,
An opportunity to develop an increased sense of wonder, understanding and respect for the natural environment.

Section 2: WHO DOES WHAT AT DAY CAMP

Staffing patterns and levels in a Girl Scout Day Camp vary depending on the size of the camp, program structure and emphasis, the nature of the site and facilities and the skills of the adult volunteers involved. The following job statements are the general guidelines being utilized by the Novato Girl Scouts Service Unit.

CAMP ADMINISTRATOR:
Takes charge of the year-round planning and administration of day camp. Develops an operations committee, a calendar of work needed for the successful creation of day camp each year, camp promotion and registration, staff recruitment, equipment needs, transportation, etc. The Administrator appoints and supervises the Camp Director. Develops the day camp budget and accounts for all monies collected an spent. Files reports and records required by Girl Scouts of Northern California Council. Assists in the evaluation of camp.

CAMP DIRECTOR:
Takes charge of the operation of the campsite, determines the framework for the program in camp each year. Schedules program activities and provides necessary consultants. Plans all camp activities, delegates responsibilities and provides training, direction and supervision of staff (including adult volunteers and program aides). Designates camp assignments (roles and responsibilities) of all adult volunteers and program aides. Makes suggestions to Unit Leaders for additional unit activities. Ensures completion and distribution of necessary camp materials (T-shirts, patches, program materials, etc.) Conducts staff meetings and handles on site emergencies with the Camp Administrator.

NURSE:
The Day Camp Nurse is responsible for providing all on side health care to volunteers, staff and campers at Stafford Lake Day Camp. The nurse, preferably with training as a level two first aider, but prefer a registered nurse or EMT in this position. The nurse will collect and review all camp health history forms, advise unit leaders of campers with special health needs in their units and will maintain all required camper medications at the nurse's station (located at Camp Headquarters), unless expressly required for medical reasons for medication to remain with a camper. The nurse will maintain a daily incident report and log of all care given and medication dispensed during camp operations. The Nurse will determine when and if outside medical care is required for a camper or volunteer following a medical incident or emergency.

The nurse will maintain close proximity to campers at all times during camp operations and maintain suitable medical supplies as needed for the care of all camp personnel.

COOKING MANAGER:
Monitors use of cooking equipment and supplies for each unit at day camp, as well as supplies for Friday all Camp lunch. May shop for food and supplies or delegates to shopper positions as needed or desired. Responsible for all Shopping receipts and maintaining the budget allocation for food. With a team of cooking volunteers, checks equipment in and out and sees that it is kept in good condition. Ensures that proper food safety procedures are being followed and completes food safety training as directed by Northern California Girl Scout Council. Provides clear instructions for unit leaders and campers on food handling, equipment use and proper equipment cleaning procedures. Ensures that camper safety is followed during the use of equipment. Takes inventory of equipment at the beginning and end of camp and makes recommendations for the repair or purchase of equipment as needed.

IS NOT RESPONSIBLE FOR OVERNIGHT MEAL PREPARATION, but does assist with ensuring that adequate equipment is available for all required Overnight meals provided. Overnight food preparation and clean up is under the supervision of the Overnight Coordinator.

UNIT LEADERS:
The unit leader works under the direction of the Camp Director to provide a positive camp experience for the girls in their unit and directly under their care. Unit leaders apply their training, skills and knowledge to all activities carried out by the unit. While unit leaders are directly responsible for the supervision of program aides in their unit, please keep in mind that program aides should also be considered part of the "team." This can sometimes lead to a difficult balance of maintaining a peer vs. supervisor relationship.

UNIT LEADER RESPONSIBILITIES:

Attend mandatory and compulsory trainings to be adequately prepared for your role at day camp. New unit leaders must complete 18 equivalent hours of training for their first two years at camp and 9 hours of training after two years.
Attend staff meetings with Camp Director each morning of camp.
Adhere to all day camp timelines, schedules, deadlines and budgets as they pertain to your unit.
Report immediately to the Camp Director or Camp Administrator any communication from campers related to personal trouble or abuse (we are mandatory reporters). Do not discuss any such communications with anyone other than the Director or Administrator.
Meet with fellow staff members (co-leaders and aides) to plan and implement activities of interest to the girls in your unit, geared to their age/skill level and help teach the girls skills for comfortable outdoor living.
Work with program aides to great campers; handle attendance, sign songs or play games each morning. Equal participation of adults is key to a successful unit!
Responsible for physical and emotional well-being of campers within the unit; if campers are having difficulty and assistance is needed please see the Camp Director immediately! Do not "ride out" a difficult situation.
Implement health and safety procedures within the unit.
Maintain good public relations with campers parents (make contact prior to camp and, if possible, send a general "check in" email or two during camp to let parents know about their camper's the activities and general well-being.
Demonstrate quality communication through professionalism and courtesy in all interactions with camp staff, campers, parents, park rangers and outside volunteers.
Illustrate a willingness to uphold the Girl Scout Promise and Girl Scout Law when representing Stafford Lake Day Camp.
Assist with the orderly closing of unit at the end of camp — organize and distribute camper materials to go home, clear out unit supplies that can be "trashed," organize materials to be re-used (i.e. put sharpies, clothes pins, etc back in their bags) and provide an assessment/evaluation of camp and conduct program aide evaluations to assist with future camp planning.

ESSENTIAL UNIT LEADER QUALIFICATIONS:

Must be flexible and organized.
Experienced working with people, particularly girls, of diverse backgrounds and abilities.
Ability to take direction and work as a team member.
Experience supervising children, demonstrate an ability and willingness to work with children.
Desire to learn about and develop skills utilizing the Girl Scout program.
Demonstrated leadership ability; some leadership training preferred, but not required.
Ability to teach or assist teaching an activity.
Experience as a group leader, camper, teacher or troop leader is helpful.

PROGRAM SPECIALISTS: (WORKSHOPS AND CRAFTS)
Share special skills and knowledge with campers either in a unit setting or in a workshop including crafts, camp skills, dance, drama, music and nature activities, for example. Follows all safety procedures while delivering program and is under the direct supervision of the Camp Director. May be volunteers trained to deliver program workshops or can be outside service provider brought in to deliver program workshop.

PROGRAM AIDES at CAMP

Working under the guidance of an adult leader, a program aide is responsible for leading a program and/or assisting in a day camp unit as determined by the needs of the group and her personal skills.

A program aide has personal qualities that enable her to live by the Promise and Law. She has a sincere interest in the welfare of girls with various needs, interests and cultural backgrounds. she is able to put aside her personal desires for group needs. she has demonstrated a willingness and readiness to assume leadership responsibilities. She is interested in working with younger girls and willing to take training in order to develop her skills. She is committed to the adult/girl partnership.

Program Aide Training is a popular option for older girls. It is regarded first a s a program opportunity for older girls, open to any girl wishing to participate who meets the requirements. The service and leadership, which the program aide provide, supplements the skills of the adult staff. Program aides do not take the place of adult staff and legally are considered campers.

A girl who has completed the 7th grade or older and is a registered member of GSUSA may apply to be a program aide after completing the ANT (Aide In Training) program. Girls attending the weeklong program aide training are placed in a specialized unit to complete Council approved curriculum. ANTs will work with campers of all ages to learn how to deliver program and develop leadership skills. They are trained in outdoor cooking skills, including the use of all outdoor cooking equipment to include completing various cooking styles, as well as safe and effective cooking fire skills.

Returning Program Aides will attend pre camp training to enhance their facilitation and communication skills, while empowering them to take a more active leadership role in their unit or workshop assignment.

EVALUATION:
An ANT will participate in an evaluation of her performance at her completion of training and again after serving as a Program Aide. She should be consulted to see if the responsibilities and expectations continue to match her skills and abilities and give her the opportunity to grow. All girls will not achieve the same levels of skill development. Attitudes, willingness to try, and potential for growth should be considered along with mastery of skills.

The Program Aide Bill of Rights

The Program Aide should know which qualified adult is responsible for her, to whom she is accountable, and to whom she can go for counseling.
The rules of the program and the expectations of Program Aides should be presented to the Program Aides before the beginning of the program.
She (or he) should be treated as an individual who, like an adult, expects respect and appreciation for the dedication, care and knowledge she shows (and of course she will do likewise).
The Program Aide participates in the on going program of the event.
She should be given the opportunity to teach, team-teach, or share her particular shills with girls as mutually agreed upon.
She is NOT:
1. an errand girl (but will take her turn helping out,)
2. expected to be solely in charge of campers (an adult should always be nearby),
3. responsible for discipline (but serves as a role model for appropriate behavior).
She has some time to be with other Program Aides (if desired and other Program Aides are present),
She is considered an important part of the leadership team for the event and is informed of development, plans and changes within her camp unit or assignment,
She should be given the chance to help evaluate the program; she has an important viewpoint,
She should be consulted regularly to see if the responsibilities and expectations continue to match her skills and abilities and afford the the opportunity to grow. Regular self-evaluation, as well as joint evaluation, is important.
She should be given an evaluation of her participation and a written record made available of her training and service by the person to whom she accountable (usually the Camp Director).

Section 3: Day Camp Philosophy of Discipline

Camp is a place where everyone should be treated with respect. The motivating forces in Girl Scout camp are the Girl Scout Promise and Law. The Camper Bill of Rights was developed using the Girl Scout Four Program emphases as a guiding model. The Camper Bill of Rights should be used as a reminder of our philosophy toward the experiences we want campers to have in our camp.

Girls should be given the opportunity and the encouragement to make these motivating concepts their own. Camp agreements should be discussed with girls during their session. Camps are encouraged to use formal camper agreements that is signed by campers and staff, if desired. It is important for staff to make sure that girls understand these ideas. One suggestion is to have hem set their own rules as to how they will respect and care for themselves, each other, the camp and their living environment. Girls will accept these rules much more if they have been a part of the decision making to create them.

POSITIVE APPROACH TO BEHAVIOR MODIFICATION
Campers requiring any discipline or behavior modification should be approached in a positive manner. Physical discipline should NEVER be used. If a camp agreement, either verbal or written, has been used or the unit has set its own rules, those agreements should be used as the basis for the first discussion with the camper. Those are agreements she has made and she should be reminded of the importance of taking responsibility for them.

If a new or further formal agreement would be helpful, a Camp Behavior Contract should be used and include:

New expectations clearly stated. Please remember that these tools are part of the learning process for campers.
Use concise and clear expectations to help encourage appropriate behavior without passing judgement.
Behavior contracts should always be used if campers are physically acting out or consistently being verbally abusive toward campers or staff.
Unit leaders should immediately notify the Camp Director and/or Administrator of their situation and work with the leadership to administer and monitor behavior contracts.

If a camper is behaving in an inappropriate manner, it is important to understand what may be making her uncomfortable. Is she at camp for the first time? Is she frightened or apprehensive? Does she understand camp expectations? Is she tired, frustrated, bored or overwhelmed? Could she have an attention deficit disorder, such as ADHD? If so, please work with parents to determine the best methods of approach.

It is also important to understand staff reactions. Could we be contributing to the situation? Are we tired, frustrated, bored or overwhelmed? Are we away from the surrounds that provide us with support? Is our patience level high or low? Are we uncomfortable with the situation? Are we comfortable working with children who may have ADHD? Are we familiar with the signs and symptoms of such a disorder? (If not, please meet with the camp nurse to gain further insight.)

Please remember that a staff member's responsibility is to be a positive caring role model. Staff should always ask questions of campers, and listen to their thoughts and feelings, and attempt to come to a mutual understanding of a proposed plan of action. Keep in mind that by dealing openly and honesty with campers when problems are small, minor situations may be prevented from escalating.

If a staff member feels that a camper's behavior isn't improving after taking the above steps, please do contact the Day Camp Director or Administrator for assistance. Day Camp staff should never feel that they are alone in a situation and we should all remember that by working as team and supporting each other we model good behavior for our campers.

Section 4: Adult/Girl Planning

Adults and girls working in partnership is a special feature of Girl Scouting. It is one of the focuses that sets us apart from other youth service organizations. Girl decision-making is evident in our troop program and government, events and camps. Day camp provides a unique challenge in incorporating this partnership and preserving the importance of girl decisions.

CAMP
In camp, as in troops, girls should be given the opportunity to make decisions that are appropriate to their age and developmental abilities. For younger girls, it is often better to let them make choices among a few options. Older girls should be encouraged to explore more variables. All should feel that their decisions are relevant to their experiences and that they have some control over their own actions.

In day camp, it is often easy for the staff to plan all of the activities for the session. Since the girls are only there for a week or so, we tell ourselves that this planning is necessary to provide them with the best experience. Day camp staff need to make a conscious and committed effort to remember the purpose of girl planning in Girl Scouting. If we expect our girls to increase self-esteem, become more confident and group with their experiences, we must provide active support, encouragement, opportunities and guidances to enhance the decision making and problem solving abilities.

HOW TO MAKE IT HAPPEN
Girls should have the opportunity to make decisions that concern them each day. They can choose menus for snacks, time can be set aside to choose from a few program options (myth busters, songs or games, for example). They can help choose and plan performance ideas. They can select games and songs to sing. Some of these choices will necessitate them learning to work effectively in a group and others may involve only themselves. Day camp staff should be skilled in facilitating the decision making process (see Working With Girls Training Section). They should be guided to feel comfortable with the outcomes of girl planning, especially if careful thought has gone into the decision making structure provided for the girls.

Unit staff should be trained to support the girls when discussions are occurring within the unit either to generate or carry out ideas. Working in partnership with the girls is extremely satisfying for adults as well as for girls. Watching girls mature and gain confidence in sharing responsibilities is an excellent measurement of how well we are meeting the goals to which we ascribe. The achievement of positive life skills is a gift for girls that has far reaching returns for us all!

LEADERSHIP AND THE GIRL/ADULT PARTNERSHIP

A good leader is sensitive to the girls and their needs. There may be girls in the troop or unit you are working with who may have difficulty reaching or speaking, who may have disabilities (visible or otherwise), or who are experiencing a crisis at home. You can help meet the needs of these girls by recognizing the issues, and showing that you care about each girl as an individual. You should be non-judgmental and tolerant of differences. share their skills and talents with others.
Leaders share their skills and talents with others. Adult leaders may benefit from the knowledge and skills a Program Aide has to offer.
A leader needs to be aware of health and safety factors in activities. A leader can allow the girls freedom to explore and try new interests, but should consult Safety Wise or their Day Camp Director to make sure the safety standards are followed. When planning with girls, a leader needs to discuss necessary safety precautions before agreeing to an activity.
Good leaders are flexible.
Most importantly, a leader needs a sense of humor! A leader should encourage fun, spontaneity, and creativity. She should show a positive attitude, relax and enjoy the girls!

Section 5: Hints for Handling Common
Behavior Problems

By Dr. John Hannifan, Kentuckiana Girl Scout Council

As a Girl Scout leader, you are continually challenged to provide he girls in your unit with learning and growing experiences. In an effort to provide Girl Scout opportunities to all girls you may have a girl behavioral issues. This section is designed to assist you in providing a knowledge base to work effectively with girls with common behavioral issues.

Leaders are urged to make contact with parents and with resource persons within Day Camp (Director, Administrator, or Nurse). Leaders can benefit from others' experience and also provide a consistent approach. It may also help to spend a few minutes getting acquainted with girls known to have issues. Building a firm, warm, one-to-one tie before trouble escalates can be the strongest "preventive medicine" of all.

15 PREVENTIVE MEASURES
Discipline ideally comes from within a person. The leader's job is to help children develop this. Below are some actions which will enhance the group's discipline.

Make no threats. You may not be willing or able to carry them out.
Play no favorites. Respect the variation in feelings of the children toward you as indicative more of their needs than the nature of your personality. Children must challenge some authorities, including you.
Show a sense of humor often.
Laugh with, not at, the children. Feelings are easily hurt: yours will be when they laugh at you. Don't ridicule or be sarcastic with children.
Watch your language! Not only keep it clean, but keep it at a level everyone can understand.
A few often-repeated words of encouragement when jobs are genuinely done to help children develop morale and self-confidence.
If a controversial issue comes up which you feel the group is not able to handle, say seriously, "Let me talk with you about that later."
The mind can absorb only what the seat can endure. Don't spend all your time sitting - active games restore enthusiasm and keep interest high.
Cut off games when they are still going well, so that they can be enjoyed again. In this way, children leave the game period with a good feeling about the game.
To young people, rules are interesting for their own sake. They are "untouchable." If children decide upon them by themselves, they will see that they are kept.
Jointly make what rules you need early in the unit week, then relax them, as much as you are able. The reverse is difficult to achieve.
To quiet a group try:

>Talking every more softly to those right around you then to the whole group, or
> Stand up, look down at the floor and keep silent as if you are trying to think of something to say, or
> Play a get-quiet game (tie a knot in a handkerchief or bandana, throw it up, have the group yell while in the air and
silence when on the ground. After three throws, catch them in their silence and speak softly).
13. Participation with the children will build rapport—engage rather than just observe.
14. Try to accept our own anger as something you are capable of absorbing and dissolving without resorting to kick back. If you are treated poorly, most children will be on your side, defending you. Do not express your anger inappropriately.

METHODS FOR DISRUPTIVE BEHAVIOR
"Sit and Watch" Technique
If a girl is disrupting group activity. This must be done in a calm, matter of fact way to be fair and effective. Some leaders explain the technique well before using it.

Remove the girl to the Sit and Watch chair or location away from the group activity saying "you need to sit and watch how the other girls __________" e.g. play, work, do the project, etc.
Return to the group activity, but set a timer for no more than 2-4 minutes to return to the Sit and Watch area.
Praise others for appropriate behavior.
After the wait, go to the camper and praise her for waiting calmly; "You've been sitting quietly."
Have the girl name her inappropriate behavior. If she can't, you name it and have her repeat it, then say "right," affirming her response.
Have her name the correct behavior, then say "Good for you, you can rejoin the group." If she is unable to name the correct behavior, supply the information and have her repeat it back to you. Then affirm your belief that she will behave better knowing what the appropriate behavior should be and encourage her to rejoin the group.
Once she is back, watch her to show correct behavior and praise it in a low key way.
Please do not hesitate to bring the situation to the attention of the Day Camp Director or Camp Administrator.

Three Chances Plan
If a girl continues to disrupt or break rules, quietly and privately try the Three Chances Plan.

First Offense — leader states the unacceptable behavior and explains why it is unacceptable.
Second Offense — a warning is given and mention of penalty on the next occurrence
Third offense — automatic penalty (should be pre-established, like missing an activity or a call to the parents

Temper Outburst, Aggressive Behavior
In general, tantrums and explosive reactions are fairly predictable and can be reduced with careful management. Keep in mind that girls who are on the excitable and/or hostile side are affected by the atmosphere in their group. You may need to be prepared to move into quieter, calmer activities in order to prevent a build up of tensions. Or you may want to prepare the girl with temper problems before beginning any noisy or active activities.

Use yourself as a model for self control; be capable of both compromising and penalizing. If you find a girl making you angry, try to make a reasonable plan of action before your next encounter.
Try to identify "Triggers" to such behavior. This will help you to reduce or avoid the outburst.
Stop and think "what did the blow up accomplish?" The girl with the behavior problem might be avoiding something, trying to intimidate someone, grossly misunderstand something, arriving already on the edge, being teased directly or in some sneakier way by other campers and may be in temporary need of some "holding action".
Learn to watch for pre-explosive warning signals. Parents or others can probably outline these for you. Try to quietly intervene by distraction, calm airing of a disagreement, separating girls or calling the explosive girl aside or out of the area.
Some girls with high tempers will know a good deal about themselves and be willing to enlist your help. If she can say "I'm a volcano today," try keeping her near you and away from commotion. If she can signal you when her temper is rising and self-control is slipping, praise this privately and intervene when signaled. If she can accept opportunities to run, exercise, and work out negative energy. Some aggression can be channeled into sports, skits, even a "hollering contest."
For cursing or "Talking back," try the Tree Chance Plan and the last point under Disruptive Behavior. Handle this privately without focusing the group's attention on the girl presenting the problem.
Consider building a 2 to 5 minute cooking off period into activities when tempers are rising. Some experienced leaders do this routinely before it is really needed.
In the case of outright fighting or aggressive attacks:

> Send aide for help from Headquarters. Protect yourself and other by doing this.
> Move other girls away with your arms. Less excitable girls may be curious and unaware of danger. Innocent bystanders can get hurt; a truly angry child will strike in all directions.
> In a real crisis, scream! This has a shock effect- teachers are sometimes trained to do it.
9. Consider the aggressive girl's deficiencies in some "nicer" areas. Look for ways to show or teach or praise such skills as self- control, understanding others, negotiation, avoid trouble by asking permission, etc.

Section 6: Know your Campers; Behavior Characteristics by age

BROWNIES Recommended counselor/camper ratio 1:8

CAMPER AGE 6-7

Growth rate is slow and steady
Awkward, large muscles are better developed than small ones
They are eager to learn and please
They have short attention span, restless energy
Very active, yet easily fatigues
Ideas of right and wrong are unclear
Strong attachment to home
Easily upset by changes in environment
Teasing, boasting and tattling are common

CAMPER AGE 8-9
Growth is still fairly slow and steady
Coordination is improved
More enthusiasm that wisdom
Fond of group experiences
Individual differences are becoing distinct
Wants to do well
Arguing over fairness of games, often outspoken
Loses interest if discouraged or pressured
Strong attachement to home
Friendships are ever-changing

CAMPERS AGED 6-9 NEEDS:

To be valued, wanted and approved of
Experiential learning
Encouragement and positive reinforcement
Clear and direct supervision, wise guidance with explanations

JUNIORS Recommended counselor/camper ratio 1:8

Campers ages 9-11

Growth spurts are common
Uneven growth in different parts of the body, secondary sex characteristics begin development wide range of maturity
Loyalty to groups strength
Awkwardness, restlessness, and laziness common due to physical changes happening
Likes to make, do and collect things
Enjoys a variety of games

Needs

To be valued
Experiential learning
Encouragement and positive reinforcement
Skill training without pressure

Day Camp Operations Training Form