A Love That Never Ends Outdoor Ministries Curriculum, 2014 Lutheran Outdoor Ministries

Contents

Howtousethisresource

Introduction3

Organizingyourprogram4

Weekataglance:“Alovethatneverends”5

Making useof thiscurriculum6

Nonviolence inthecampcommunity11

Back-homeactivities13

Specialneedscampersinthecommunity15

“Alovethatneverends”evaluation21

Clip art22

Alovethatneverends

Introductiontothetheme26

Biblicalinterpretation29

Worship

Largegroupworship34

Smallgroupdevotions65

Biblestudies

Preschool77

Lower elementary/Daycamp104

Upperelementary131

Juniorhigh151

Seniorhigh173

Adult196

Theme-relatedactivities

Challengecourseactivities217

Crafts223

Environmentalactivities235

Games244

Introduction

How to use this resource

WelcometotheexcitingworldofChristiancamping!Asthedirectororprogramdirectorofasummercampingprogram,youalreadyareengagedinministrywithchildren,youth,andadults.Thisresource,“Alovethatneverends,”isintendedtobecomprehensiveincontent,yetflexibleinformat.Thematerialisadaptabletoavarietyofsituations.Asthepersonresponsibleforprogrammingatyourcamporforyourdaycampprogram,youwillhavethefreedomtodecidewhichactivitiesfromthisresourcearemostappropriateandusefulforyourparticularcamperpopulation,site, andstaffthissummer.

Taketimetoread“Introductiontothetheme”(pages26-28)andreviewtheothersectionsofthisresource.Theresourcehasbeendesignedtoincludethefollowing:

activitiesfortheseage-levelgroupings:preschool,daycamp(lowerelementary),upperelementary,juniorhigh,seniorhigh,adult,andintergenerational.

commonthemesandBibletextsforeachoffivedays.

aweekbasedonatotaloffivedaysofprogramminginacamporcongregation.

one“Biblicalinterpretation”sectionfortheresource.

dailyBiblestudiesforpreschool,daycamp(lowerelementary),upperelementary,juniorhigh,seniorhigh,andadultcampers.

environmentaleducationactivitiesthatrelatetothetheme.

gamesfordifferentagegroups.

initiativeactivities(including“Challengecourseactivities”)relatedtothetheme.

separatelargegroupandsmallgroupworshipexperiencestoassiststaffandcampersinplanningworship.

craftactivitiesforallagelevels.

“Back-homeactivities”sectionforparentsorcaregiversofcampers.

clipart.

Technicalsupport

Ifyouhavetechnicalquestionsaboutthiscurriculum,pleasecallLutheranOutdoorMinistries(LOM)at614-315-2340.

Organizing your program

Readthroughthisresourceinitsentiretybeforedecidingwhichcomponentsandactivitiesyouwilluse.Askothermembersofyourleadershipteamandtheprogramcommitteeofyourcampboardtoassistyouinthistask.Keepinmindthatthiscurriculumshouldbeviewedasabasicframeworkorfoundationforyoursummercampprogram.Youwill,ofcourse,wanttosupplementthismaterialwithsomeideasofyourowntohelpyoumeettheneedsofyourparticularcamperpopulation.

Afterreviewingthiscurriculumresource,decidewhichpagesyouwillneedtoreproduce.Thenprintthenecessarypages,makingenoughcopiesforeachstaffmember.Additionalpagescanalwaysbeaddedatalaterdate.Finally,assemblethepagesinastandardloose-leafnotebookforeachmemberofyourprogramstaff.

Setasideampletimeduringyourstafftrainingscheduletointroducethecurriculumtostaff,takingspecialcaretocoverthebiblicalandtheologicalintroductiontothetheme.YoumightfindithelpfultousetheadultBiblestudytohelpwithstafftraining.ForhelpsummarizingthedailythemesandBibletexts,seethe“Weekataglance”chartonpage5.Alsoreferto“Stafftraining,”pages8-10,formoredetailedsuggestionsaboutteachingthematerialtostaffduringstafftraining.Youalsomightfindithelpfultousepages6-10,“Makinguseofthiscurriculum.”Itisasummaryofsuggestionstoeffectivelyusethecurriculum.

Daycamp

Oneofthemajordifferencesbetweenresidentialcampanddaycampistheenvironmentinwhichtheprogramtakesplace.Residentialcampis,inmanyways,averycontrolledandunfamiliarenvironmentforcampers.Thedaycampenvironmentdiffersbecauseitgenerallyoccursonthe“hometurf”ofthecamper.Theretendtobe,therefore,moredistractionsandlesscontrolovertheprogramenvironment.Daycampstaffmembershavetoworkespeciallyhardatkeepingcampers’interestfocusedonprogramactivities.Thekeytoasuccessfuldaycampiscarefulplanning.Workingwithalocalsitecommitteewillhelpyouandyourstafftoidentifyprogramgoals,safetyandhealthconcerns,andaplanforpromotingthedaycampinthecommunity.

TheBiblestudiesincludedfordaycampers(K-3)areorganizedaroundthesamefivedailythemesastherestofthecurriculum.Additionalideasfordaycampersareincludedin“Largegroupworship,”“Smallgroupdevotions,”“Challengecourseactivities,”“Crafts,”“Environmentalactivities,”and“Games.”

Age-levelconsiderations

Duringthecourseofyourstaff-trainingweek,helpstaffmemberstounderstandthedifferencesbetweencampersatvariousagelevelsandthedifferentwaysinwhichtheylearnandinteract.Therearesixareasofgrowthtoconsider:physical,emotional,social,intellectual,moral,andfaithdevelopment.Whiledevelopmentaltheoriesshouldnotbethoughtofaspredictorsofbehavior,theyarehelpfulinsensitizingstafftotheneedsofindividualcampers.Theintroductiontoeachagelevel’sBiblestudyincludeshelpfulage-levelinformation.

Age-levelcoding

Anage-leveldesignationappearswithactivitiesinthefollowingsections:“Smallgroupdevotions,”“Crafts”“Environmentalactivities,”and“Games.”Tofindoutwhichactivitiesarebestsuitedtoyourcampers,usethefollowingguide:

P=Preschool

L=Lowerelementary

U=Upperelementary

J=Juniorhigh

S=Seniorhigh

A=Adult

I=Intergenerational

Notethatsomeactivitiesarerecommendedforuseatmorethanoneagelevel.Feelfreetoadaptanyactivityforusewithparticulargroupsofcampers.

YoushalllovetheLord yourGodwithallyourheart,andwithallyoursoul,

andwithallyourmight.Deuteronomy6:5

Day

Title

DailyBibletext

Catechismconnection

Focuspoints

AdditionalBiblereferences

Abraham

Genesis17:1-8

(CovenantwithAbraham)

TheFirstCommandment

Godchoosesus.

Weareinvitedtolove God,others,andourselves.

We love asGod lovesus.

God’spromisesareunconditional.

Mark 12:28-31

Deuteronomy6:4-9

Leviticus19:17

Mark14:22-25

Genesis18:19

Psalm 105:8

Israel

Exodus17:1-7

(Waterinthewilderness)

TheFourthPetitionoftheLord’sPrayer

Godprovideswhatwe need—andmore.

Weareinvitedtolive inGod’sabundance.

Godblessesallpeople throughus.

God’s love is forallpeople.

John10:1-10

John6:35-40

Acts4:32-35

Luke11:1-4

Ruth

Ruth1:1-18

(Ruthand Naomi)

TheThirdArticleoftheApostles’CreedGodgivesusfamilyandfriends.

Weareinvitedtoloveothers.

Wearepart of God’sfamily.

Wearecalledtotakecare of ourfriendsandneighbors.

Luke 10:29-37

Leviticus19:33-34

Leviticus19:9-10

Deuteronomy25:5-10

Jonah

Jonah4:1-11

(Jonahand God)

TheFifthPetition oftheLord’sPrayer

Godoffersforgivenesstoallpeople.

Weareinvitedtoforgiveas wehave beenforgiven.

God’s love is forallpeople.

Godwantsall peopletoexperienceGod’sgrace.

Matthew 18:21-35

Luke11:1-4

Proverbs3:5-6

Mark1:16-20

Romans3:22b-24

Jeremiah

Jeremiah1:4-10

(Jeremiah’scall)

TheThirdPetitionoftheLord’sPrayer

Godsendsus out to love.

Weareinvitedtolove Godandlove others.

Godcallsallof us.

People ofallages witnesstoGod’s love.

John15:12-17

1Timothy4:12

1Samuel3:8-10

Exodus4:10-11

Matthew4:18-22

Making use of this curriculum

I’vegotthishugepacket...nowwhat?

Beforesummerbegins

Skimthecurriculum,thenreaditthoroughly.

Wrestlewiththecontentandconcepts.Ifyoudon’tunderstandsomething,askforhelp.

LearntheflowofthethemeandBiblestudies.

Printtheprogrammaterialsandmailthemtothecampstaffpriortostafftraining.

Decidewhatwillbenecessarytocopyforthesummercampstaffandcamppastors.

Briefotherstaff,programcommitteemembers,orvolunteersonthethemeandgoals.

Gatheradditionalresourcesandideas.

Duringstafftraining

Presentanoverviewofthecurriculumthemeandgoalsatthestartoftraining.

WorkthroughoneBiblestudyperdayasastaff.

Brainstormadditionalprogramideasandactivities.

Experienceandsampleactivitiesfromeachsectionofthecurriculum(“Largegroupworship,”“Smallgroupdevotions,”“Challengecourseactivities,”“Crafts,”“Environmentalactivities,”and“Games”).

Duringsummer camp

Workthethemeintothecampdayandweek(meals,worship,games,challengecourseactivities,songs,andcrafts).

Createbannersandarttosupportthetheme.

Trytouseafewnewprogramactivitieseachweek.

Aftersummercamp

Sendanevaluationformanda“Great-to-see-you-at-camp”lettertoeachcamperalongwitha“Back-homeactivities”flyertoparentsorcaregivers.

Evaluatethecampprogramandcurriculumwiththesummercampstaff.

Modifyandusethecurriculumforretreatandlock-inprograms.

Back-homeactivities

The“Back-homeactivities”flyerisonpages13-14.Itprovidesawayforparentsandcaregiverstoreinforcethecampexperiencewhencampersreturnhome.Reproduceenoughcopies(photocopiedbacktoback)fordistributiontoparentsandcaregiversfollowingeachcampweekortosendwithregistrationinformation.

Confirmationcamping

Confirmationcampingbringstogethertheministryofcampingandtheeducationalministryofalocalcongregation.Manycampsprovideweeklongexperiencesforconfirmationleadersandcampers.Leaderswillneedtoadaptandsupplementtheseprogrammaterialsforusewiththeparticularagesofconfirmationcampers.

Reviewthisdefinitionofconfirmation:Confirmationisapastoral(definedas“caring”)andeducationalministryofthechurchthathelpsthebaptizedchildthroughwordandsacramenttoidentifymoredeeplywiththeChristiancommunityandparticipatemorefullyinitsmission.

Thecampsettingisanidealplacetoprovideconfirmationinstructionthatallowsforuniquelearningopportunities.TheactivitiesatcamparedesignedtomeettheneedsandperceptionsofconfirmationyouthandprovideapowerfulsettingfordevelopingChristianidentityandencouragingmission.

Thoughtherearenumerousmodelsforconfirmationcamp,afewimportantdistinctionsdifferentiateconfirmationcampingfromgeneralyouthcamping.Campsarewisetocarefullydefineconfirmationcampingforthosecongregationsthatwanttoparticipate.

Confirmationcampingisdoneincooperationwiththeministryofcongregations.Althoughmanyconfirmationstudentsattendyouthcamps,achurchisinvolvedintheplanningandimplementationofconfirmationcamps.Itisamutualministry.

Confirmationcampinginvolvestheleadershipoflocalcongregationsinactiveteachingandcounselingrolesatcamp.Alongwiththecampcounselorsandothercampstaff,localpastors,catechists,andlayleadersbecomeanimportantpartofthecampcommunity.

Confirmationcampingaffirmstheimportanceofwordandsacramentinthemidstofthosewhogather.

Confirmationcampingisaprocessthatcontinuesthroughouttheyear.Campleadersbecomeawareofcongregationalprogramsandseekwaysofaugmentingandencouragingwhattakesplaceathome.Itinvolvesjointplanningbycampandcongregation.

Modelsforconfirmationcamping

Anumberofmodelsforconfirmationcampshavedevelopedovertheyears.Byfarthemostcommonmodelistheconferencemodel.Churchleadersgatheragroupofconfirmationyouthfromtheirchurchesandattendcamptogether.Atcamp,counselorsjoinchurchleaderstoserveasBiblestudyleaders,workingincooperationwithchurchgroups.AlthoughitiscommonthatindividualchurchesformtheactualBiblestudygroups,campersmixtogetherinawidevarietyofcampactivitiesthroughouttheday.Specialeventsatcampmayincludebothstaffandchurchleaders.

Theresourcemodelisasimplevariationoftheconferencemodel.Herechurchleadersandvolunteersworktogethertoprovideavarietyofworkshopsandlearningopportunitiesatcamp.YouthmayattendBiblestudy,discussionforums,andsmallgroupactivitieswithadultleadersandresourcepersonsfromotherchurches.Together,pastors,layleaders,andcampstaffprovideavarietyofactivitiescenteringonthebasicthemespresentedforeachday.

Inboththeconferenceandresourcemodels,pastorsandcatechistsareactivelyengagedinteachingandlearningwithcampers.Theydonottakeovertheroleofthecounselor,butoftenmakelargegrouppresentations,answerquestions,andengageindialoguewithbothcampersandstaff.Thecounselor’sroleassmallgroupleaderisstillpreserved.Infact,thecounselor’sroleisenhancedasyouthsensethecooperativespiritbetweenleadersandcampstaff.Confirmationleadersalsoparticipateinactivitiesthroughouttheday.

Othermodelsalsoexist.Thesmallgroupdecentralizedmodelisoftenusedbypastorsandchurchleaderswhoseekahighdegreeofcommunitybuildingandtrustdevelopmentamongthecampers.Hereapastor,layleader,orcatechistmightserveasaresourcepersononasmallgroupadventure-basedtripsuchasacanoetrip,biketrek,orbackpackjourney.Usingthismodelrequiresadefinedroleforboththecongregation(throughitsleaders)andthecampstaff(throughitscounselors).Inthismodel,contactwithotherchurchgroupsisminimal,andtheinformalityoftheeventitselflendstoasenseofcommunityamongparticipants.

Theretreatmodelmayalsobeusedbychurchgroups.Herethematerialsinthisresourcecanbeadaptedforconcentrateduseduringaweekendretreatoraseriesofretreatsatyourcamp.Effortshouldbemadetotakeseriouslytheroleofcampstaffwhenusingtheretreatmodel.Theretreatisenhancedthroughactivecampinvolvement,enablingtheconfirmandstobeengagedinactivitiesandlearningeventsthatmaybelimitedinthecongregationalsetting.

Organizingresources

Considerthefollowingelementsasyouorganizeresourcesforconfirmationcamping.

Worship

Developingworshipthemesforeachdayandplanningspecialworshipeventsisimportant.Detailscanbelefttocampstaff,butchurchleadersneedtoknowabouttheworshiplifeofthecampcommunitysotheycanplanlearningactivitiesthataugmentworship.Reviewtheideasinthiscurriculumpacketwithchurchleaders.Askforsuggestionsofresources,includingpeopleandactivities,thatcanbeincluded.ChurchleadersinadvanceofcampshouldcarefullyconsidertheuseoftheLord’sSupper.

Biblestudy

Gatherconfirmationplanninggroupsandshowthemthematerialsinthiscurriculumpacket.Pastorsandlayleaderswillneedtosupplementthiscurriculumwithcatecheticalmaterial.Forsomehelpwiththis,pointout“Catechismconnection,”partofeachday’sjuniorhighBiblestudy.

Spiritualformation

Campisatimewhenmanyyoungpeoplelearnthejoyofdailydevotionandprayerlife.Pastorsandlayleaderscanplayasignificantroleinthelivesofyoungpeopleiftheyareintouchwiththisdevelopmentaltheme.Personalvisitscanbeplannedwitheachcampertodiscusstheimplicationsofdailyprayeranddevotionandtoencourageitspractice.

Environmentalawareness

CampisanimportantplaceinwhichyouthcanconsidertheirroleascaretakerandcreatureofGod’searth.Churchleadersshouldparticipatefreelywithcampersandcounselorsinlearningmoreabouttheenvironment.

Community development

CampandconfirmationleaderswillwanttodevelopnumerouswaystoencouragethedevelopmentofChristiancommunitytogether.ThisisdonenotonlyinBiblestudyandworship,butatcampfires,oncanoeorhikingtrips,duringartsandcrafts,discussiongroups,ropescourses,andsoon.

Skillenhancement

Confirmationleadersandcampstaffcantogetherteachmanyskillsandintereststhatenhancetheself-esteemofconfirmationcampers.Encourageconfirmationleaderstobringtheirhobbiesandintereststocampandserveashelperswhileteachingcampskills.Thiscanresultinapositiverelationshipwithlastingeffect.

Vocationalimagination

Campisalsoatimetoreflectuponone’svisionforlife.Createopportunitiesforcamperstothinkabouttheroleofdiscipleshipinsociety.Throughdiscussiongroups,guestspeakers,andconversations,explorewaysinwhichfaithmakesaconnectiontodailylife.

Confirmationcampingatitsbestprovidesbothyouthandadultswithanadventureinaministryofcaringandeducation.Mostofall,itprovidestheopportunityforyoungpeopletoidentifywithaChristiancommunitythatappearstorepresenttheirinterestsandhopes.Itencouragesthemtoreturnhomereadytoparticipatemorefullyintheministryofthecongregation.

Stafftraining

Askyoungcamperswhattheylikebestaboutyouroutdoorministriesprogramandyouwillmostlikelygetaresponsethatmentionsmakingnewfriends,swimming,orhiking.AskparentsorpastorswhytheysendchildrentocamporwhytheyattendyouroutdoorministriesprogramandyouwillprobablyhearthattheyvaluetheopportunityforfaithdevelopmentandBiblestudy.Canthesetwoaudiencesagreeonwhatisbest?WillcamperseversaythattheylikedlearningabouttheBibleandfelttheygrewinunderstandingofGod?Theymight!Thisisthemainreasonwhyamajorgoalofstafftrainingshouldbetoassiststaffinbeinginspiring,creativeBiblestudyleaders.

PreparingBiblestudyleaders

Asyoudesignstafftraining,selectaformatthatwillenablestaffmemberstogrowintheirownfaithlives.Dailythemesandtheflowofthebiblicalresourcescanbeincorporatedintostafftraining.Provideampletimeforthefaithdevelopmentofstaff,includingBiblestudyandworship.ThebestBiblestudyleadersarethosewithastrongpersonalfaithandcommitmentthatallowsthemtobementorsorfacilitatorsofothers.

NomatterwhichmodelyouchooseforincorporatingBiblestudymaterial(seethefollowingsection,“Biblestudymodels”),therearesomegivensyoushouldconsiderwhenplanning:

TeachtheBiblestudymaterialasyouwantittobetaught.Ifyouprovideonlylecturesonbiblicalcontent,staffmembersmaygrowinbiblicalknowledge,buttheymayalsotendtolecture tocampers.Useanexperiential,hands-onapproachthatallowsstafftousebiblicalthemesandresourcesinavarietyofways.

Offersolidtheologicalbackgroundandgrounding.Youwillmostlikelyhavestaffwithavarietyoftheologicalbackgroundsandunderstanding.Helpthemunderstandhowtousethescriptures.Provideatheologicaloverviewofeachofthedailythemes.AnadequateunderstandingofthebiblicalpassagesusedintheBiblestudymaterialisextremelyimportanttoassiststaffmembersinleadingBiblestudieswithconfidence.Becauseyoungadultsaresometimesexposedtoavarietyofnewwaysofthinkingandareatastageintheirownfaithdevelopmentwheretheyareseekingapersonalunderstandingoftheology,incorporateintotraininganoverviewofbasictheology.ThiswillstrengthentheirabilityasstafftofacilitateBiblestudyandworship.

Inyourstafftrainingdesign,provideopportunitiesforstafftobeleaderssotheygainacomfortlevelinusingBiblestudymaterials.Learningtoteachisdifferentfromsimplylearningcontent.Experienceinconductingactivitiesanddiscussionsallowsstafftogrowinconfidence.Feedbackfromexperiencedleadersandtheologianscanassiststaffinsuccessfullypresentingmaterials.

AnimportantpartofleadingBiblestudiesisunderstandingtheparticipants.Offerstaffmembersinputandinsightintothecampersyouserve.Thismayincludeage-leveldifferences,personalandsocialdifferences,andlevelsoffaithdevelopment.Youmaycovertheseareasingeneral,butbesuretolinkthemtosuggestionsforteaching.Acommonsayingineducationisthatweteachpeople,notcontent,andthismeanstakingintoaccountthevarietyofpeopleweserve.

PerhapsthemostimportantaspectofhelpingstafftobeeffectiveBiblestudyleadersistohelpthemcapturethepositivenatureofdelvingintotheBible.Ifyoususpectthattheyhaveafeelingof“oh,no,it’stimeforBiblestudy”duringstafftraining,youcanbetthatyouroutdoorministriesprogramwillbehauntedbythatfeelingallsummer!However,ifBiblestudyisappealing,staffwillinfusetheircamperswithapositiveresponsetoBiblestudy.Leadersduringstafftrainingneedtobeenthusiastic,andactivitiesneedtodrawpeopleinwithelementsofexcitement.Theactivitiespresentedinthiscurriculumprovideampleresourcesforthis,includingopportunitiesforpersonalreflection,sharingwithothers,creativeexpression,andusingtheoutdoorsetting.

Biblestudymodels

SeveralmodelsforlearningandteachingBiblestudymaterialsareofferedhere.Mixandmatchideasthatbestsuityourstaff-trainingschedule.Considerallofthevariablesinyouroutdoorministriesprograminadaptingormodifyingthesemodels:thesizeofyourstaff,theageofcampersyouworkwith,yourprogramstyle,andyoursite.

Model1

UseoneBiblestudyeachdayduringstafftraining.EstablishthepatternthatBiblestudyisanelementduringeachdayofcamp.Usetrainedleaderstofacilitateit.Role-playhoweachstudyistobeled,usingthestaffintheroleofcampers.Attheendofeachstudy,askstaffmemberstoleadoneactivityfromthematerialstogivethemexperienceinleadership.Ifyouusethismodel,youmayneedtovarytheagelevelsofstudyeachdayofstafftraining,dependingontheagelevelsyouserve.

Model2

Formteamsofthreeorfourstaffmembersandaskeachteamtochooseonestudyandleaditwiththerestofthestaff.Youmightassigndifferentagelevelstoeachteam.Thismodelwillgiveallstaffmembersanopportunitytobeinaleadershiproleandstillexposethemtoeachofthedailystudies.Akeytothismodelistouseaskilledtheologianwithagoodeducator(oneperson,orpossiblytwo[aspecialistineacharea])tohelpindebriefingandreflectingonstaffleadership.

Model3

Useamixedmodelinwhichsomeofthetrainingisledbyanexperiencedleaderandsomeofitisledbystaff.Atheologianmayfacilitateactivitiesrelatedtobiblicalbackground.Staffmembersmayfacilitateadditionalactivities.

Model4

Usestaffasspecialists.HelpthemgainconfidenceincertainareasoftheBiblestudymaterials.Thiswillworkbestifyourstaffworksinteamswhentheyareconductingactivitieswithcampers.Forexample,staffteamsmayspecializeinworkingwithspecificagegroups.Ortheymayspecializeincertainaspectsofthestudy,suchasenvironmentalactivities,games,Biblestudies,orcrafts.

Theycanpreparetheirareaandthenfacilitateitwiththerestofthestaff.Thismodelmaybemosthelpfulifyourprogramislimitedinstafftrainingtime.Usestaffintheirareaofstrength,suchasseminariansorpastorsleadingtheBiblestudiesandpeoplewithartisticskillsleadingcreativeactivities.

Model5

Anintensivemethodoftrainingistospendasolidchunkoftime—oneortwocompletedays—immersedintheBiblestudy.Facilitatetheme-relatedbiblicalandtheologicalreflection,activities,andage-groupvariations.Dothisearlyinstafftrainingsoallotheractivitiesare groundedinthebiblicalunderstandingsthatwillpermeateyourprogram.Thismethodestablishesatonethatallofthecampexperiencesflowfromthebiblicalthemesyouareusing.

Asyouadaptamodeltoyoursetting,rememberyourgoalsforthisportionofstafftraining.Thiswillhelpyoutoincludeadequatetimeforstafftogainconfidenceasleaders,fortheirownfaithdevelopment,andforsolidtheologicalandbiblicalgrounding.Allowtimeforstaffmemberstobrainstormanddevelopadditionalideas,especiallyonesthatmakegooduseofyourinsightandtheirskills.

YoumightconsiderworkingwithalocalcongregationtogivestaffexperienceintryingtheBiblestudymaterialswithcampers.Thismaymeantravelingtoacongregationorinvitingagroupofchildrenand/oradultstocampforatrialrun.

Ifyouroutdoorministriesprogramlastsmorethanafewweeks,revisittheBiblestudiesmidwaythroughthecampingseason.Encouragecreativityandnewideasthroughouttheseason.Freshtheologicalinsightsormoreadvancedtrainingcanhelpstaffmatureintheirleadershipstyle.Whenthemidseasondoldrumshit,itisrefreshingtohavenewactivitiesandnewideastoenlivenandinvigoratetheBiblestudy.

Nonviolence in the camp community

TheologianRitaNakashimaBrockgivesonedefinitionofsinas“thatdamagedonetous,fromwhichwehavenothealed,thatwedotoothers.”Nowhereisthatself-perpetuatingsinfulnessmoreclearthaninsituationsofviolence,abuse,andbullying.NowheredowehaveaclearercallandgreateropportunitytoaddressthesinofcrueltythaninthevillagethatistheChristiancampcommunity.AsChristians,weknowthatthesinthatseparatesusfromoneanotheralsoseparatesusfromGod.

Thereisanewawarenessofthecausesandeffectsofbullying.Acommonthreadinrecentschoolviolenceisthattheshooterhadbeenavictimofbullyinganddiscriminationandshedthebloodofothersinatwistedattempttoovercomethatlackofacceptance.HowcantheChristiancampcommunitygiveeveryone,especiallyeachindividualchildandyoungadult,thetoolstoavoidbecomingeitherabullyoravictimandbecomeaconstructiveleaderinstead?

JaneKatch,authorofUnderDeadman’sSkin:DiscoveringtheMeaningofChildren’sViolentPlay(BeaconPress,2001),saysthatchildrenneedtodevelopthreeabilitiestobecomenonviolentleaders:empathy,theabilitytocontrolimpulsivebehavior,andtheabilitytoarticulatetheirfeelings.

Empathy

Empathy,thecompassiontounderstandsomeoneelse’ssituationandfeelings,iscentraltoJesus’ministryonearth.EncourageempathyduringBiblestudiesbyaskingquestionsaboutthecharactersinthebiblicalaccounts.Wordthequestionstofitthesituationsyouarestudying.

Howdoyousupposehe/she/theyfeltaboutwhathappened?

Whatmakesyouthinkthat?

Whatdidhe/she/theydoorsayasaresultofhowhe/she/theywerefeeling?

Howmightyoufeelifthathappenedtoyou?

Whatwouldyoudoorsay?

Controllingimpulsivebehavior

Controllingimpulsivebehaviorisbestencouragedbythegoodexamplesfoundincampcounselors,chaperones,andothercampleaders.Campleadersandcamperstogethershouldestablishgroupnormsofbehavioratthebeginningofthecampexperience.Gamesandlanguageshouldbenonviolent.Crueltyinanyformshouldnotbeallowed.

Onewaytohelpcontrolimpulsivebehavior thatishurtfultoothersistopresentascenariopicturingJesusstandingbetweenpeopleyouwanttohurt(physicallyorverbally)andyourself.Inordertofollowupontheimpulses,youmustfirsthurtorgothroughJesus.

Articulating feelings

Thisvitalabilitydoesnotcomenaturallytoeveryone,especiallyveryyoungorshypeopleorpeoplewhoexperiencelanguagedifficulties.Smallchildrenmayhavenoverbaldefinitionofthewordspeaceorconflictresolution,buttheyknowthatviolencehurtsandthatangercanbedestructive.Askingthe“empathy”questions(above)willhelpeveryonelearntoarticulateherorhisownfeelings.Youmayalsowishtoencouragecamperstocreatestickfiguredrawingsofsituationsandfeelingsorrole-playsituations.Therearemanywaystoarticulatefeelingsbesidesverbalexpressions.

Watchcampersforbodylanguagethatindicateshostility,withdrawal,orsadness.

Conflictresolution

Eveningroupscommittedtononviolenceandpeace,disagreementswillarise.

Thefollowingcreationofa“PeaceTable”isadaptedfromtheresourcePeaceinthePreschool:AResourceManualforDirectorsandTeachers.Itisappropriateforallages,includingadults.

Createapermanent“PeaceTable”atcamp.AnythingsettingwithseatingandafocalpointcanserveasaPeaceTable.Designateaspotsuchasatable,arock,oralogtobethePeaceTable.UsethePeaceTableasaplacetoresolveconflictwithinthegroup.EstablishguidelinesfornegotiationsaroundthePeaceTable,suchasthefollowing:

ThoseinvolvedinaconflictcometothePeaceTableandtellwhathappenedfromtheirpointsofview.

Tospeak,eachperson,includingcampleaders,musttouchthePeaceTable.

Thecampleaderactsastheclarifier.

Anyoneinthegroupmayaddtothepresentationoftheproblem.

Aftertheproblemhasbeenstatedfromallpointsofview,thegroupisaskedtogivealternativesonhowtheproblemcouldbesolved.

Theleader/clarifierrestatesthevariousalternativesbutneverdictateswhattodoordeclareswhichoptiontofollow.

Theleader/clarifierneverdirectsanyonetosay heorsheissorryorforcesanyadultsolutions.

Whenadecisionhasbeenreached,thegroupshouldcelebratebeingpeacemakers.

Createanenvironmentforpeace

MakeuseofallfivesensestoexperiencethecampenvironmentaroundyouasanexpressionofGod’swillforpeaceinGod’screation.Becomeacutelyawareofsights,includingotherpeople;smells;thesoundsofbirds,water,voices;thefeeloftheair,dirt,thebarkoftrees;thetasteoffoodandwater.BeingnonviolentincludesanawarenessandconcernforallofGod’screation.Recycle.

Makeuseofmusicthatencouragespeacemakingandavoidsongswithmilitaristicimages.YoumaywishtohaveavailablerecordingssuchasRedGrammer’sTeachingPeacetoplayinthebackgroundduringquietactivities.

Primarily,rememberthatyouarethebestrolemodelforpeaceforcampers.Beloving,patient,andcooperativewiththecampersandwithothercampleaders.Hangontoyoursenseofhumor,especiallywhenyouaretiredandfrustrated.Expressyourownfeelingsappropriately:“IamsoembarrassedthatIspilledthatketchup!”

Bearinmind—andremindcampers—thattheworldisabigandwonderfulplacefullofdiversepeopleandwaysoflife.PraythatGodwilluseusalltobringpeacetoplacesintheworldthatwemayneverseebutwhosepeoplearejustasimportanttoGodasweare.

Back-home activities

Introduction

Campcanbealife-changingexperience.Beingatcampgivesyouthanopportunitytobethemselvesandtonurturegiftsthattheymaynothaveknownthattheyhad.Becauseaweekatcampisintense,therelationshipsformedtherecanbeintenseaswell.Campfriendshavebeenallowedtoseeyourcamperastheyreallyareandtostrugglewiththemastheytalkaboutmattersoffaith.Sharingworshipandserviceexperienceswith thesenewfriendscanmakeitdifficulttoforcamperstogobackhome,butitmayalsogivethemtheconfidencetoletothersseethepersonthattheyreallyare.Theseactivitiesaremeanttogiveyouaglimpseofthekindofthingsthatyourchildmayhaveexperiencedatcampandtoassistyouinhelpingthemconnectthoseexperiencestotheirlifeathome.

Day1:Abraham

Genesis17:1-8(CovenantwithAbraham)

Whoarewetolove?

Intoday’sstory,wehearabouthowthepeopleofGodareexpectedtofollowthecommandtoloveGodandtoloveothers.

TaketurnsreadingGenesis17:1-8andMark12:28-31aloud.Whatdothesepassageshaveincommon?Whatmakesitdifficulttoloveotherpeoplesometimes?WhatgetsinthewayoflovingGod?Whenisitdifficulttoloveourselves?WhydoyouthinkthatJesussaidthatthiswasthegreatestcommandment?

Giveeachfamilymemberapieceofredconstructionpaper.Havethemdrawaheartonthepaperandwritetheirnameinthemiddleoftheheart.Leavetheseheartsinaspecialplace.Overthenextfewdays,takethe timetowritesomethingthatyouloveabouttheotherpeopleinyourfamilyontheirhearts.

Day2:Israel

Exodus17:1-7(Waterinthewilderness)

WhatdoesGodgiveus?

Inthispassage,thepeopleofIsraelarecomplainingaboutnothavingenoughwater.TheyareunhappyandaretakingoutthosefeelingsofunhappinessonMoses.

ReadExodus17:1-7andJohn6:35-40.WhatdothesepassagessayaboutwhatGodgivesus?Doesiteverfeellikeitisn’tenough?

GoonahunttofindthingsthatGodhasprovidedforyourfamily.StartwiththeletterAandfindorthinkofsomethingthatbeginswiththatletter.Continuethroughthealphabet,allthewaytoZ.Asyoudidthis,didyoufindanythingthatsomeoneelsemightneedmorethanyoudo?Collectthesethingsanddonatethemtoanorganizationthatdistributesitemstopeopleinneed.

Day3:Ruth

Ruth1:1-18(RuthandNaomi)

WhodoesGodgiveustohelpcareforus?

Inthesepassages,wehearabouthowGodcaresforusthroughothersandhowwecanhelpourneighbor.

ReadRuth1:1-18andLuke10:29-37.Whatdothesepassageshaveincommon?WhatissurprisingaboutthestoryofNaomiandRuth?DoyouthinkyouwouldhavedonewhatRuthdidinthatsituation?WhataboutthepeopleinthestoryofthegoodSamaritan?Howdoyouthinkyouwouldhaveacted?Whatweretheyafraidof?

Takealargepieceofpaperandmakeafamilytree.Itdoesn’thavetobefancy.Youcansimplywritenamesanddrawlinesbetweenthem,orusepictures.Howmanygenerationsbackcanyougo?Asyouworkonthisfamilytreetogether,talkaboutwhatyouknowaboutthesepeopleinyourfamily.Howdidtheycareforyouorothers?Whatcanwelearnfromthemaboutlovingourneighbor?

Day4:Jonah

Jonah4:1-11 (JonahandGod)

WhodoesGodforgive?

ReadJonah4:1-11andMatthew18:21-35.Whatdoyouthinkofwhenyouhearthesestories?WhydidJonahthinkthepeopleofNinevehshouldn’tbeforgiven?Whydidn’ttheslaveshowmercytoothers?Whyisitdifficulttoforgive?Aresomethingsmoredifficulttoforgivethanothers?Aresomepeoplemoredifficulttoforgivethanothers? Goonawalkandlookforrocks.Haveeachpersonchoosearockandbringithome.Ifyouareinterested,takesometimeandpaintyourrockstogether.Thinkofsomeonewhoyoushouldforgive.Thisisnotsomethingthathastobeshared.Encourageotherstosharethisonlyiftheyarecomfortable.CarrythisrockinyourpocketforadayasareminderofGod’sforgiveness.Attheendoftheday,shareaprayer,thankingGodforforgivingusandaskingforhelpinforgivingothers.

Day5:Jeremiah

Jeremiah1:4-10(Jeremiah’scall)

HowcanwetellothersaboutGodthroughourlove?

ReadJeremiah1:4-10andJohn15:12-17.Whatsurprisedyouaboutthesepassages?WhatdoyouthinkJeremiahisafraidof?Howcanweloveothers?

Togetherasafamily,thinkofawaythatyoucanshowGod’slovetosomeoneelse.Thiscouldconsistofmakingamealforafamilywhohassomeoneinthehospital,babysittingtohelpasinglemom,ordoingyardworkforanelderlyneighbor.HelpingothersisonewaythatwecanshowGod’slovetoothers.

Special needs campers in the community

Throughoutyourtimeatcampyouarelikelytoencountercamperswhohavecognitive,physical,ordevelopmentaldisabilities.Consideryourselfblessedtobeabletoworkwiththeseindividuals!Campcanhaveanincredibleimpactonthosewithspecialneeds,andcanalsobetransformativeforothercampersinthecabin.Youmayevenbesurprisedhowmuchofanimpactthosewithspecialneedswillhaveonyouaswell!

Whenworkingwithcamperswithspecialneeds,adaptiveministryandinclusionneedstobemadeanutmostprioritythroughouttheweek.

Campstaffmayneedtorallytogethertosharecaregivingresponsibilitiessotheweekendsupbeingapositive,faithformativeexperienceforallwhoareinthecommunity.Campcounselorswillneedtopaycloseattentiontotheneedsofthecamperwithspecialneeds,inadditiontotheneedsoftherestofthecabin.Sometimesitcanbeachallengetofindabalancebetweenattendingtotheneedsofallcampers;thuswhenworkingwithacamperwithspecialneeds,youshouldbehonestwithyourselfandwillingtoaccepthelpfromotherleadersinthecommunity.Noonesaysitallfallsonyou!

Thoughcamperswithspecialneedsmayhavesomecognitiveorintellectualdelays,theyarejustasmuchchildrenofGodaseachoftheothercampersonsite.Asacampstaffperson,itwillbeuptoyoutomodelandguidecampersinrespectfulinteractionsthatarenotbelittlingtothecamperwithspecialneeds.Alongwiththathowever,youmayalsoneedtoguidethosewithspecialneedsonhowtohaverespectfulinteractionswiththeotherkidsinthecabin.Careandrespectneedtobemutualinorderforthecommunitytofunctionsmoothly.

Herearesometipsandtrickstoimplementthroughouttheweektocreateanadaptiveandinclusiveenvironmentforcamperswhohavespecialneeds.

Allagegroups

Gatherinformation.Ifyouknowbeforethecampsessionstartsthatyouwillbeworkingwithacamperwithspecialneeds,dowhatyoucantogatherasmuchinformationasyoucan,asearlyasyoucan.Feelfreetousethecamperinformationforminthissectionasaguideforconversationswithparents.Someparentsmaybeapprehensiveaboutsendingachildwithspecialneedstocamp,soanyconversationthathappensbeforecampcanbebeneficialtocampstaff,parents,andcampers.Thisisanopportunityforyoutoeasetheworriesofparentsandcampersbytellingthemalittlebitaboutwhattoexpect,whilealsogatheringinformationabouthowtomakecampgosmoothlyfortheindividualwithspecialneeds.Asyouaregatheringinformationabouthowroutinesandbehaviorsaremanagedathome,workwithparentstoestablishsomewaysthosesamebehaviormanagementtoolscanbeusedatcamp.

Establishascheduleandroutine.Mostcampersthriveoffofscheduleandroutine;however,somecamperswithspecialneeds,particularlythoseontheautismspectrum,willneedtoknowthescheduleandroutine.Thishelpsreduceanxietyovernotknowingwhat’scomingnextorwhattoexpect;thiscanmakeabigdifferenceinhow smoothlyacampdaygoes.Itisagoodpracticetoprovideawrittenorpictorialscheduleforthecamperwithspecialneedstocarrywiththem, anditisimportanttosticktothatscheduleasmuchaspossible.Sincemanythingsinthecampcommunitycannotbepredicted,alwaysbesuretopreparethecamperwithspecialneedsforthepossibilitythatthingscouldchange.Ifthereisindeedanunexpectedchangeinschedule,workwiththecampertostaycalmandfigureoutanewplan.

Writethemodifiedscheduledownsotheycanseeandunderstandthatthingswilllookdifferent,butcampwillstillgoon.

Clearlycommunicateexpectations.Thoughadaptationsmayneedtobemadetothecampprogramforcamperswithspecialneeds,theyshouldbeencouragedtoliveuptothesameexpectationsastheirpeers.Sometimesrelationalissuescancomeupinthecampsettingbecauseacamperwithspecialneedsdoesnotquiteknowhowtoreacttoasituation.Usethoseinstancesforfirm,yetlovingteachingopportunitiestoletthatcamperknowhowtheyareexpectedtoreactinthefuture.Iftheymadearudeorhurtfulcomment,it’simportantforthemtoknowthat;however,itisjustasimportanttoleaveroomforgraceandforgiveness.Also,whengivingdirections,giveone-stepinstructionsoinformationdoesn’tgetforgotten.

Beintentionalaboutusingfirst/thenstatements.(Firstyou’llneedtotieyourshoes,thenwecangotocanteen.)

Creativelyadaptforinclusionandsuccess.Ifthereisanactivitythatthecamperwithspecialneedsissimplynotabletoparticipateinbecause ofphysical,emotional,orspiritualsafetyconcerns,findawayforthemtobeincludedindifferentways.Ifyouaredoingachallengeactivityorplayingagame,givethecamperwithspecialneedsajobtoperformthatkeepstheminvolvedwiththerestofthegroup.Whenprocessingthatactivity,besuretoincludetheirroleintheconversation.

Whendeterminingifanadaptationneedstobemade,alwaysconsideriftheactivitywillsetuptheentiregroupforsuccess.Howcanyouadapttheactivitysothateveryonecanfeelproudofwhattheyjustaccomplishedtogether?

Constantlybeawareofyoursetting.CamperswithADHDandthoseontheautismspectrum canbehyperorhyposensitivetodifferentstimuli.Becauseofthat,theymayexhibitdisruptivebehaviorsasaresponsetothosestimuli.Whengatheringinformationaboutthecamper,besure toaskwhatsomeofthosetriggerscouldbe.Ifyouwerenotabletogatherinformationbeforecampandyounoticeacamperisparticularlyanxiousoragitated,youmayjustwanttoaskthecamperifacertainnoise,temperature,lightingissue,orfeelingofsomethingtouchinghimorherisbothersome.Ifnecessary,allowthecampertotakeabreakfromthatenvironmenttocalmdown.Neverunderestimatehowanindividualwithspecialneedsmayexperiencestimuli.

Beconsciousofyourlanguageandhowyouenforcerules.Manycamperswithspecialneedstendtobeveryliteralthinkerswhoaredependentonrules.Theirunderstandingoftherulesingamesandotheractivitiesshapestheirunderstandingofreality.Whentherearedeviationsfromtherules,thisoffsetstheirunderstandingofhowtheworldshouldbeandcancauseanxiety.Inaddition,ifthereisextensiveuseoffiguresofspeechorsarcasmcomingfromthosewhoareinteractingwiththem,theyarelikelytogetconfused.Becauseofthis,itisveryimportantforcampstafftobeplayingalongsidecamperswithspecialneedsduringgametimesandmanyunstructured times.

Preschoolandlowerelementary

Pictorialschedule.Provideaschedulethatconsistsofmostlypicturesfortheseyoungcampers.Givethemtheopportunitytoseethepictureslaidoutinorder,thenaseachactivityfinishes,let themphysicallytakethepictureofwhattheydidandputitaway.Thisschedulecouldbecreatedbyusingpicturesandbetapedonawallforeveryonetosee,oritcouldbecreatedjustforthecamperusingafilefolderandsometapeorVelcro.Ifyouuseafilefolder,onesideofthefoldershouldhavetheschedulingpictureslaidoutinorder.Thenaseachactivityiscompleted,itgetsmovedovertotheothersideofthefoldertoshowthecamper thatactivityisdone.

Sensorybreaks.Haveasetoftoysavailableforthosewhoareontheautismspectrumandneedabreakfromactivity.Environmentsinwhichthereisalotofactionhappeningwithmanypeoplecanbeoverwhelming.Thesetoysorobjectsshouldhaveavarietyoftextures,beeasytosqueezeorstretch,andhavemultiplecolors.Theyshouldbeavailableforcamperstousetotakeabreakfromalltheactivity.Youmayalsowanttodesignateaquietspacewithdimlightingforthecampertoretreattoiftheygetoverwhelmed.Sensorybreaksshouldbetakenwithsomeadultthecamperiscomfortablebeingaround,andmayevenbenecessaryforinstancesotherthansensoryoverload.

Rememberthatbreakscanbehelpfulforall:thecamperwithspecialneeds,thestaffworkingwithhimorher,andtherestofthecampersinthecabin.

Upperelementary

Colorscale.Sometimesitcanbehardforindividualswithspecialneedstovocalizehowtheyarefeeling,especiallythoseintheelementaryage.

Considerdevelopingacolorscaletobeusedbetweenthecamperandstafftofigureouthowacamperisfeeling.Assignafeelingtoeachcolor,andwriteitonapieceofpaper(Forexample:Blue=Ifeelgreatrightnow;Green=I’malittleannoyedbutstillincontrol;Yellow=Iamstartingtofeelnervousorangry;Orange=I’mgoingtoneedabreaksoon;Red=GetmeoutofhereNOW!)Talkthisscalethroughwiththecamperatthebeginningoftheweek,thenuseittocheckinwiththecamperatmultiplepointsthroughoutthedaybyhavingthempointtothecolortheyarefeeling.Haveaplaninplaceforwhatwillhappenifthecamperpointstoorange,yellow,orred,thenbesuretofollowthroughwiththeplanforthatcamper.

Behaviorscale.Oftentimescamperswithspecialneedsrespondwelltofeedbackontheirownbehavior.Createavisualsystemforcampcounselorstoletcampersknowhowtheyaredoing.Thiscouldbeassimpleascarryingapieceofpaperwithasadface,aneutralface,andasmileyfaceonit,orcarryingapieceofpaperwitha1,2,and3onitforthecounselortopointtoandtalkaboutwiththecamper.Besuretosetclearrulesforwhatconstituteseachrating.Ifthereisroomforimprovement,talkwiththecamperaboutwhatexactlyisneededfromthem.

Juniorhigh

Writtenschedule.Provideatypedscheduleforjuniorhighcamperswhohavespecialneeds,sotheyknowwhattoexpectintheday.Makesuretheyarecarryingtheirschedulewiththematalltimes,thenencouragethemtocrossthingsoffthescheduleonceactivitiesarefinished.Makethiscampertheofficialtimekeeperfortheweek,andletothercampersknowtheycangotothisindividualforallschedulingquestions.

Numberscale.Thisisthesameconceptasthecolorscalereferencedabove,justadaptedforanolderage.Sampleratingscouldincludethefollowing:1=I’mdoinggreat!2=I’mstillincontrolbutgettingabitfrustrated;3=I’mfrustratedbutcanstillmanagemyfeelings;4=I’mfrustratedandgettingupset;5=I’mshuttingdown.

Highschool

Socialacceptance.Bythetimespecialneedscampershavegottentohighschool,theyhaveoftentimesmasteredmostlifeskillsandarefullycapableofmeetingalmostallcampandcabinexpectations.Thebiggestthingcampcanofferthemisaplacetobeacceptedandloved.Workalongsidestaffandotherhighschoolcamperstocreateasafespacethatwillallowcamperswithspecialneedstoopenlysharetheirthoughtsandfeelingswithoutfearofbeingridiculedbyothers.Unfortunatelyhighschoolspecialneedscampersmayhaveexperiencedbullyingatschoolbecauseoftheirdelays.Inmostcases,individualsarealreadyawareoftheirdelaysandsimplywanttobearoundpeoplewhowilllistentothemwithoutrespondingwithsarcasmorruderemarks.Makelisteningandaffirmationawayoflifeamongyourhighschoolcampers.

AdditionalideasforadaptationstrategiesThestrategieslistedonthenextpagearemerelyafewstrategiestohelpyougetstartedinyourworkwithcamperswithspecialneeds.Ultimatelyitwillbeimportanttocaterwhateveradaptationsyoumaketotheindividualcamperandtherestofthecabingroup.Also,itisimportanttounderstandthatifyouhaveeverworkedwithapersonwithspecialneeds,youhaveworkedwithonepersonwithspecialneeds.Eachindividualwillcomewithauniquesetofchallenges,butwillalsohaveauniquesetofgiftstogowiththosechallenges.Enjoyyourtimewiththesegiftedcampers,andneverunderestimatehowtheHolySpiritwillworkwithinthemandthroughthemduringtheirtimeatcamp.

Physicalandchallengecourseactivities

Adjusttherulestofittheabilitiesofallcampers.

Assigncampertobetheobserver,andgivethemsomethingspecifictowatchfor.

Assignthecampertobetheencouragerfortherestofthepeopleintheactivity.

Assignthecampertobethescorekeeper.

Highschoolcampers:Havethecabindiscusswaystheycanadaptandofferupideasonhowtomaketheactivitysuccessfulforeveryone.

Playaroundofgamesinslowmotion.

Askthecamperwhichgameoractivityhe/shewouldliketoplay.

Smallgroupanddiscussiontimes

Implementtheuseofatalkingsticktoprovideavisualcueforwhoseturnitistotalk.

HavecampersworktogethertodrawpicturesofwhatishappeninginaBiblestoryasitisbeingreadasawayofprovidingavisualrepresentation.

Limittheamountoftimeacampercantalkabouthis/herspecialinterests.

Beintentionalaboutaskingthecamper,“Whatdoyouthink?”toencourageparticipationindiscussion.

Planonhavingadditionalstaffpresentatsmallgroupanddiscussiontimes.

Dailyroutine

Providethecamperwithawatchifhe/shedoesnotalreadyhaveone.

Youngcampers:Providevisualcuestomarktime(“...whenthelonghandisontheeight”etc.).

Createawrittenorderforshowersandbathroomusage.

Offerminimalincentivesasamotivationaltool.(“I’llgiveyoutensuper-highhighfivesifyou....”)

Discreetlymakesurethecamperisfirstorsecondinlinetodothingstoallowenoughtimeforactivitycompletion.

Affirmandthankallcampersforfollowingthroughwithroutinetoavoidoveremphasizingtheworkofjustone.

Whentimesgettough...

Haveaspecialplacewithlowlightingandcontrolledtemperatureifabreakisneeded.

Usecountdowns.(“Wearegoingtowalktothecabinwhenwegettoten.Pleasecountwithme.”)

Ifthecamperisbeyondwords,askmanyquestionstofigureoutwhatisgoingon.

Useanyspecialinterestsorskillstoredirectfocus.

Offersometimetocolorordraw—thisprovidesanoutlettoreleasepressureandtensionthroughpushingdownonpaper.

Provideopportunitiesforallcamperstoopenlysharewithoneanotherwhattheyarefeeling.

Camperinformationform

Forcamperswithspecialneeds

Campername:

Congregation:

Age:

Grade:

Weekattending:

Program:

Knowndiagnosis:

Parentname(s):

Today’sdate:

Whataresomeofthiscamper’sinterests,gifts,andskills?

Whatkindsofthingsbringnervousnessoranxiety?

Whatdonervousness,anxiety,ormeltdownslooklike?

Whatstrategiesareusedathometohelpreducenervousness,anxiety,andmeltdowns?

Ifameltdownoccurs,how shouldcampstaffrespondto help thecamperde-escalate?

What kindofbehaviormanagementtoolsareusedat home?(For example: stickercharts,countingto three,timewarnings,etc.)

Whatkindsofpositivereinforcementstrategiesareusedathome?

Whatkindsofbuildingorgroundsaccommodationsmightneedtobemade?

Doesthiscamper haveanyspecialdietaryneeds?

Othernotesfromtheconversation:

Doesthiscamperrequirebathroomassistance?NoYes

Whogeneratesmorepositiveresponsesfromthecamper? Females Males Doesnotmatter

Mightthiscamperbenefitfromcarryingaschedulewithhimorher?

Ifyes:Pictorial Written Combination

“A love that never ends” evaluation

Tohelpinthedevelopmentofnewcurriculum,pleaseprovideanevaluationofyourexperiencewiththisresource.Photocopythisformforthoseinyoursettingwhomightprovidehelpfulsuggestions.Addadditionalcommentsandsuggestionsonaseparatepage.Thankyou!

Mailcompletedevaluationto:

LutheranOutdoorMinistries(LOM)

1218WestAddisonStreet

Chicago,IL60613

U.S.A.

Checkallsectionsusedinyoursetting:

Biblicalinterpretation/Introduction to the theme

PreschoolBiblestudies

Lowerelementary/DaycampBiblestudies

UpperelementaryBiblestudies

JuniorhighBiblestudies

Juniorhightake-along

SeniorhighBiblestudies

Seniorhightake-along

AdultBiblestudies

Environmentalactivities

Games

Challengecourseactivities

Largegroupworship

Smallgroupdevotions

Crafts

Back-homeactivitiesflyer

Clip art

Whatwasmosthelpfulaboutthiscurriculum?

Whatwouldmakethisresourcemoreeffectiveforuseinyoursetting?

Pleasesendmewriterinformation.Iaminterestedinparticipatingasacontributingwriterforfuture curriculum.

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