Resource Library

Your personal brand matters. Wait — before you roll your eyes or flip the page because personal brand sounds cheesy, consider this: What three words would your camp supervisor and peers use to describe you? Do those words match with how you want your best references to describe you? Personal brand isn’t a made-up concept; it is a powerful tool, and it’s easy to use.
 

This Is Relevant for Camp Jobs

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In preparation for the 2010 camp season, the American Camp Association® (ACA) enlisted the expertise of Rachel Simmons and Dr. Michael Thompson, best-selling authors and specialists on the trials, tribulations, and triumphs of childhood. Both professionals offer insight into why camp is so valuable to kids today and how the mentoring nature of the camp counselor-camper relationship can provide the positive role models kids need in building self-awareness and figuring out who they are and who they want to be.

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This may seem like an unusual subject for an article on camp counseling, but as you read on, I think you'll find it actually is a most relevant topic. Consider this: Anyone can perform well when things are going his or her way and circumstances make it easy. It is a rare person, though, who can continue to perform at his or her best, even when things aren't going their way.

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I don't want to play. I hate kickball. — Sophia, age five

Ben doesn't like me. He's always mad at me. — Betrand, age nine

This place stinks. All the activities are stupid. — Asa, age twelve

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Positive Learning
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It's a beautiful July morning at Camp Nevva GoHoma. Let's get out of the office which we know is like Grand Central Station with campers, staffers, specialists, administrative personnel, parents, (and sometimes grandparents) coming and going, USPS, UPS, FedEx drivers arriving and departing, phones constantly ringing, faxes flowing in and out, e-mail messages overf lowing on your computer screen, dogs meandering through the building — and take a Walk About . . . .

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From Peg - May 2010
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At this time of year, the "Letter from Peg" is directed to camp staff and counselors as you prepare to enter the summer season. This year is no different.

During camp training and orientation, you will receive a great deal of content knowledge. This information will be very important to ensure you have a productive summer. But to be successful, it takes more than content knowledge. This is true of everything in our world today. We all need twenty-first century skills to be successful. John Dewey, a twentieth century educator said, "knowledge is no longer an immobile solid."

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Childhood physical inactivity and obesity is a major concern because the current generation of children is one of the most inactive and unhealthy in history (Ogden, et al., 2006). A national study conducted by the Centers for Disease Control and Prevention reported that 62 percent of children aged nine to thirteen years old did not participate in any physical activity during nonschool hours and 23 percent engaged in no daily physical activity (Duke, Huhman, & Heitzler, 2003).

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I have a friend that works on Capitol Hill in Washington, D.C. Though he is now just an intern, he feels that the work that he does there will eventually catapult him into a position that will allow him to change the world. His days are spent cataloguing important documents, memos that change our nation. To my friend, he is assisting in changing the world, and, in a sense, I agree.

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Camp professionals know that camp provides the opportunity to teach life-long skills, such as creative thinking, decision making, and getting along with others. By developing goals for your program and anticipated outcomes for your campers, you can ensure that your camp program will give kids a world of good.

The seven life skills that follow have been identified by the 4-H program as being essential for productive and happy lives. Consider how these life skills might have a place in your camp program.

Creative Thinking

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How often do you see the following examples occur in campers? Kenny, a bright ten-year-old, focuses his attention on the counselor's directions during an activity. He appears attentive, but always needs to ask the counselor or a peer to repeat portions of the directions. Sue, an impressionable thirteen-year-old, likes to participate in sports activities, but finds constant misjudging of distances to catch or hit a ball is embarrassing. She slowly withdraws from these activities. And Bob, a competitive fellow, enjoys playing table games except for the ones that require him to spell.

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