Camp Staff continued from page 35 Presenting Health and Safety During Staff Orientation Once staff arrive at camp, training can take a more “hands-on” approach. Orientation sessions about health and safety are often presented by various people: The camp nurse talks about health center stuff; someone gives a talk about camper developmental stages; and various activity leaders orient staff to safety practices at that activity. Some of this may be necessary, but consider making this critical learning time more effective. Challenge the “talking heads” to deliver their message in a more learner-interactive way. For example: • Run a simulation about communicable disease by “infecting” areas around camp with a fluorescing powder, and then use a black light to determine who is infected, who is potentially contaminated, and who is “clear.” Skills associated with disease control — things like hand washing and sneezing/coughing in one’s sleeve — get kicked up a notch! • Track staff injuries and illnesses starting when staff arrive at camp. Post the 36 CAMPING magazine • March/April 2014 number of days without a staff injury or illness. Talk about this at staff meetings; consider building incentives into the process (e.g., ice cream party after two weeks without staff illness/injury or pizza at staff meeting after a month incident free). • Direct supervisory staff to catch staff “doing it right” (e.g., wearing protective gear, stopping to correct an unsafe situation) by giving verbal feedback about that good practice and then writing a note that goes in the employee’s personnel file. • Have staff draft health and safety rules for their cabin and/or activities. Then, using a tool such as the Haddon Phase- Factor Matrix (Robertson, 2007), have them figure out how to eliminate the need for some rules by changing something in the way things are done (e.g., counselor checks footwear before playing soccer; counselors change their supervision behavior to prevent camper injuries during free time; new pot holders are purchased for the enameling kiln). • Set up scenarios around camp using situations based on the behavior grid in Coutellier’s Camp Is for the Camper (2007). Have counselors rotate from place to place and resolve the situation but also identify what could have been done to prevent the problem from arising in the first place. • Getting key health and safety messages to “stick” in the minds of camp staff occurs when they are actively engaged (immersed) in their learning. If they can problem-solve with one another, refer to supervising staff when coaching is needed, and have a hands-on experience, they are much more likely to remember the message and express it through behavior. Training During the Camp Season Recall that orientation simply points people in the right direction. It’s not an exhaustive process of education, nor will people remember everything. That’s what the in-service process is for. Do not neglect this reinforcing tool! A well-designed in-service helps staff not only recall but also build their safety-mindedness and commitment to health. Strategies to accomplish this range from routinely reviewing incidents that caused injury or illness to celebrating successes like playing “capture the flag” without incident. In-service ideas include: • Have a camper’s parent come in and talk with staff about their expectations surrounding child care. • Take the list of camper developmental needs — perhaps by cabin groups so the list is germane to a specific group of kids — and examine the camp schedule and activity list for ways those youth developmental needs are supported and ways the needs are frustrated or thwarted. Then discuss how to address problem areas and capitalize on the strong points. • Give each staff member a daily camp timeline, perhaps in fifteen-minute increments, and have them write down their daily schedule, plotting the “must do” things first. Then look at the schedule to identify personal downtime and time available for other things. • Have someone explain how staff might use camp for career development. Discuss skills being developed at camp and an explanation of artifacts (sample items) staff might use to illustrate those skills to future employers. • Revisit health and safety with midlevel managers, especially the need for them to notice and acknowledge staff who do what they should be doing. We’re quick to comment when problems arise; how much better to also reinforce appropriate behavior! The wisdom lies in recognizing the times when intentional action, especially on the part of staff, makes a difference.
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