07.3 Selecting a Camp: Character

CHARACTER
 
When evaluating a camp, you should ask: What is the background, tradition, and philosophy of the camp?  Here are the specific “Character” questions to know: 
   
What is the camp’s background?

• Reputation.  A few camps in the country have been around since the turn of the century.  Others began a few years ago.  Older camps are not necessarily better, but they are easier to evaluate because they have a long performance record.  When did the camp start, and what has its reputation evolved over the years?
• Recent changes.  Specialty camps and special needs camps often change a lot from year to year.  Has the director, the staff, the sports star, the location, or the sponsor of the camp changed recently?  Have there been major facility changes?  Why have those changes taken place, and how will they affect the camp?
• The Director.  The background of the director is important because he or she must be the guiding force of the entire camp.  Men and women with a prior background in camping, teaching, coaching, or child care tend to be more skilled and compassionate camp directors than those with a background in an unrelated field. Some camp directors have completed the ACA’s Camp Director’s Institute or its Basic Camp Director’s Course; others simply have a wealth of field experience.  Does the camp director have a strong background, a good reputation, and a lot of experience working with kids?
• Publicity.  Publicity, for either good or bad reasons, can shape the reputation of a camp.  Don’t believe everything you read in the papers or see on television.  Some “famous” camps are just a name.  Some great camps may have been rocked by a recent scandal or accident, generating a temporary “bad” reputation.  Look beyond any newspaper or television publicity to see what sort of camp is truly behind what one lone reporter or producer says.

   
What are the camp’s traditions? 

• Traditions.  Every camp has traditions.  Thoughtful traditions, such as vespers services, create a positive atmosphere and make campers feel part of something important.  If there are religious or spiritual traditions, be sure you and your child are comfortable with them.  (You may wish to turn back to the discussion of religious and spiritual traditions in Chapter 5.)  If there are Native American traditions, find out whether these are authentic and respectful.
• Clientele.  An unofficial tradition that most camps have is a certain ethnic or socioeconomic clientele.  Some camps have mostly rich, European-American children; other camps have mostly middle-income children of minority ethnicity.  Still other camps have a diverse mix of kids from different backgrounds and ethnicities.  Fortunately, more and more camps offer scholarships to children from low-income families. There is no single cultural, economic, or ethnic “formula” that is best.  Certain mixes of kids suit certain camps, and different families have different preferences.  Does the camp you and your child are considering have a tradition of attracting the mix of kids you seek?
• Manners.  All camps have a traditional level of manners.  Some camps tolerate swearing; other camps strictly forbid profanity.  Some camps obey table manners and offer a blessing before each meal.  At other camps, mealtime looks more like a food-fight and cabin leaders don’t even sit with their campers.  Do the manners at the camp meet your standards?

What are the camp’s philosophies?
   
Note:  A camp’s philosophies are difficult to glean from its own promotional materials.  To answer these abstract questions, your best resources are: the camp director, parents of kids who have attended the camp, and veteran campers.

• Mission.  One good way to learn about the camp’s philosophy is to read the mission statement some camps publish.  As we discussed in Chapter 2, mission statements all sound good, but it’s hard to know whether a camp’s mission is ever accomplished.  Ask your sources questions such as, “Do you feel the mission statement or motto was a mere slogan or a way of life?” and “How exactly is the camp’s mission statement or motto put into practice?”
• Values.  The camp’s values rub off on its campers.  What does each camp value?  Some camps value competition over participation.  There may be lots of team activities, but less skilled children rarely get to play.  Other camps value skill development over fun.  Each child improves her skill in certain areas, but she may not have a chance to do other fun activities.  Some camps emphasize “new games,” which have no winners or losers.  Other camps think winning and losing are valuable life lessons that shape a child’s self-esteem.                              Which values are best is a personal and sometimes controversial topic.  It’s up to you and your child to decide that.  Ask your sources questions such as, “How competitive is the camp?” “Do kids have to fit a certain stereotype to be accepted?” “What do cabin leaders do to make the kids feel part of the group?” “How, if at all, do kids change during their camp stay?” and “In the camp schedule, what is the balance among activities that promote spiritual, mental, and physical growth?”
• Discipline Philosophy.  A camp’s discipline philosophy shapes camper behavior.  At one end of the spectrum are camps run in a strict, military fashion; at the other end are camps so permissive that campers’ behavior spins out of control.  Most camps are somewhere between these two extremes.  Children feel safest when adult caregivers set clear limits and demonstrate examples of good behavior.  High quality camps have experienced staff whose behavior sets a good example for the campers to follow.  High quality camps also have staff who know how to handle behavioral problems in a responsible and even-tempered manner.  Ask your sources questions such as, “How do the cabin leaders provide fair, effective discipline?” and “What do the cabin leaders do to help all campers feel comfortable and secure?”
• Social Support.  The camp staff should know how to handle homesickness and other, normal emotional struggles that kids may encounter at camp.  Staff at camps for children without special needs should be skilled at managing the normal range of emotional problems.  At a camp for children with special behavioral or emotional needs, you should expect even more expertise and professional training.  Ask your sources questions such as, “How is the staff trained to support my child and meet his needs away from home?”  and “What do the cabin leaders and instructors know about dealing with my child’s special needs?”

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