One of the goals of the Character at Camp initiative is to provide camp professionals with educational resources and content to help support the character work you are already doing at camp. Within the Character Academy content, you will have the opportunity to hear from a diverse group of experts regarding promoting character development within your unique camp. Provided here is some clarifying information about character frameworks and the essential elements of character education. This content was first presented in November 2024 during the ACA Character Academy webinar The Path to Character Development at Camp.

What Is Character?

Character has been a subject of study and debate for many centuries, and the Character Academy educational content is based on two complementary definitions, both rooted in the philosophy of Aristotle. Researchers from the Character Lab define character as “Intentions and actions that benefit both the individual and others.” They further clarify that character includes “strengths of the heart, strengths of the mind, and strengths of the will” (Character Lab, n.d.). This three-part approach to character is supported by character expert Thomas Lickona, who states, “Good character consists of knowing the good, desiring the good, and doing the good — habits of the mind, habits of the heart, and habits of action” (1991).

While Lickona describes habits, and the Character Lab researchers describe strengths, we can think of character development as an umbrella of both the habits and the strengths. Practicing the habits of heart, mind, and action leads to the strengths of heart, mind, and will. As a camp researcher, I asked hundreds of Girl Scout campers about their experiences of growing in their courage, confidence, and character during their time at camp. Each of the three areas of character development described in the following sections includes relevant examples from Girl Scout campers. 

Habits and Strengths of the Heart

Habits and strengths of the heart include the emotional and interpersonal side of character, especially related to our feelings about others. Examples of habits of the heart include developing empathy, self-esteem, and conscience. Strengths of the heart include kindness, purpose, and honesty. Girl Scouts described making friendships with those they couldn’t relate well to, showing kindness, and the realization that they could make a difference in the world. Additionally, two campers described improving their habits related to honesty. “I didn’t lie hardly at all,” a sixth-grade camper wrote. A ninth grader shared, “I talked more truth than before.” Living together 24/7 at camp provides endless opportunities for developing the emotional and interpersonal side of character.

Habits and Strengths of the Mind

Habits and strengths of the mind include the intellectual and thoughtful side of character. Habits include learning about important values, practicing perspective taking, and gaining self-knowledge. Strengths of the mind include good judgment, reflective and wise decision-making, and intellectual humility — or a willingness to recognize the limits of what we know. Girl Scouts described times when they needed to make judgments and values-based decisions, including acting as role models, demonstrating courage in speaking up, setting boundaries, or recognizing when a situation required honesty. “I had courage to speak up,” a tenth-grade camper wrote. At its core, camp provides campers with many daily chances to make independent decisions and practice these important (and difficult) intellectual character habits.

Habits of Action and Strengths of the Will

Habits of action and strengths of the will include the intrapersonal (or within us) side of character. They are especially important in helping us to be consistent with our character strengths of heart and mind. Habits such as competence, consistency, and repetition can lead to strengths of self-control, proactivity, and a growth mindset. Girl Scouts described many opportunities for developing strengths of the will, such as a third grader practicing self-control through “listening to people when they asked me to turn off my flashlight.” As a parent of a third grader myself, I understand that this is no small accomplishment! Additionally, campers described persevering through difficulty and practicing challenging habits such as thinking of others before themselves.

Character development happens over many years, and camp is a place outside of “normal” life where campers test out the boundaries of their own identities. Camp is a context for growth, and camp professionals help promote that growth. As we provide opportunities for character development, we can be looking for both the habits and the strengths in action — and celebrate the process.

What Is Character Education?

The phrase “character education” within the Character Academy refers to the ways in which we provide opportunities and support for character development at camp. Based on Lickona’s framework, three essential elements of character education must be present: environment, role models, and curriculum. These three elements are interconnected, overlapping, and supportive of each other, but none of them happen without intentionality (Lickona, 1991). The following sections describe what the three elements mean and what they may look like at camp. 

Environment

The environment includes the culture you intentionally create, where positive values from your unique mission are continually reinforced, modeled, and encouraged. While every camp has a culture, that culture will not automatically reflect your camp’s mission and values without intentional training. Creating a positive environment or community of character requires that campers get to know each other, which leads to valuing each other. Within an environment of character, campers will respect, affirm, and care about one another. They will also feel a sense of membership in the group. Through the two other elements of character education — role models and curriculum — the positive environment is both built and reinforced.

Role Models

Positive role models lead by example and demonstrate your camp’s character values. You are all familiar with the concept that staff members need to be role models. However, you also know that sometimes staff interpretations of how to be a role model differ from how we would like them to act. Role models need to show caring, demonstrate respect and responsibility in action, and serve as mentors through providing guidance and feedback. As leaders, you can help staff members at all levels to understand what it means to put your camp’s values into action, which helps build the environment or culture of character you are aiming for.

Curriculum

When you think of curriclum, you might envision purchasing a new character training manual that you’ll need to read from to train your staff members. However, we want you to think about how you can infuse character education into the programming you are already delivering. Whether that is during low ropes elements, capture the flag, or simply clearing the tables after dinner, there are numerous opportunities. Curriculum is intentional, values-based teaching that helps campers to make connections between camp activities and broader life. It should prompt campers to think about the deeper meaning behind camp activities and invite reflective conversations. While curriculum does not need to be formal, it does need to be intentional and clear. For effective curriculum delivery, staff must have opportunities to both receive the character education themselves and repeatedly practice delivering it. Staff members may need to specifically practice differences in language to adapt character-based messages to various age groups.

Character at Campfire

As one of the most vivid memories from many people’s camp experiences, campfire is an excellent context to consider how to put the three elements of character education into action. A positive environment can be built through staff members encouraging and promoting positive behavior and actively engaging in the silly or serious aspects of group activities. An important time that values can be role modeled with campers is at the beginning of campfire when individuals and cabin groups arrive. Camp leaders can model inclusion, kindness, and respect by welcoming campers and staff members by name. Opportunities for character curriculum include telling meaningful stories and encouraging reflective discussion about the meaning behind them. As you consider opportunities for promoting and supporting character development at your camp, think about strategies for promoting a positive environment, delivering values-based messages, and training your staff to role model your camp’s values.

References

• Character Lab. (n.d.). Character. characterlab.org: characterlab.org/character/
• Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, NY: Bantam Books.

Amanda Palmer, MS, is a camp researcher, consultant, and doctoral candidate at the University of Idaho, researching youth development within the camp industry. Amanda is a former camper, camp counselor, and mother of four campers of her own. She holds a master’s degree in Recreation, Sport, and Tourism Management. Amanda has designed and conducted on-site research studies for organizations such as 4-H, Girl Scouts, and faith-based camps, with a focus on assisting each camp to align staff practices with their mission-based values.