BRACEBRIDGE CULTURE AND RECREATION DEPARTMENT
SUMMER DAY CAMP
POLICIES AND PROCEDURES
|
•
|
Stimulate Personal Growth |
|
•
|
Improve Self-Esteem |
|
•
|
Develop Skills |
|
•
|
Develop Relations |
|
•
|
Fun |
PHILOSOPHY ON SPECIAL NEEDS PARTICIPANTS
The philosophy of this Department is to encourage participation by all individuals who wish to partake. It is realized that there are individuals who have some physical and/or mental challenges to overcome. It is the desire of this Department to help these individuals become involved and make their time with us enjoyable.
|
•
|
Assist in the interviewing and hiring of leaders
|
|
|
•
|
Recruit volunteers and orientation
|
|
|
•
|
Train all staff
|
|
|
•
|
Set staff schedules
|
|
|
•
|
Supervise camp leaders, volunteers and participants
|
|
|
•
|
Organize program on weekly basis (special events, trips,
visitors, etc.)
|
|
|
•
|
Produce weekly newsletters
|
|
|
•
|
Deal with day to day occurrences and problems
|
|
|
•
|
Advertise camp programs
|
|
|
•
|
Organize program equipment and supplies
|
|
|
•
|
Order supplies | |
|
•
|
Order bussing as needed | |
|
•
|
Ensure a safe and ejoyable program for participants | |
|
•
|
Evaluate camp staff (mid-summer and end of summer) | |
|
•
|
Provide regular interaction with parents dealing with discipline | |
|
•
|
Act as a resource person to leaders | |
|
•
|
Provide a detailed report and evaluation of program at the end of the summer | |
|
•
|
Report directly to the Aquatic Manager | |
|
•
|
Be qualified in Standard First Aid/C.P.R. | |
|
•
|
Have experience with day camp programs | |
|
•
|
Provide 10 weeks of employment based on 40 hours per week - Monday to Friday | |
|
•
|
Preference to local individuals | |
|
•
|
wage $8.25 per hour |
|
•
|
Responsible for childrens' well being and safety. | |
|
•
|
Organize activities (games, crafts, outing, etc.) on a daily basis | |
|
•
|
Must have weekly schedules ready and available Thursday for next week so that parents will be informed of upcoming weeks activities | |
|
•
|
Deal with dail occurrences (first aid, discipline, etc.) | |
|
•
|
Provide regular interaction with parent (regarding discipline and postive feedback) | |
|
•
|
Required to maintain appropriate behaviour at all times while on camp time | |
|
•
|
No swearing or inappropriate behaviour | |
|
•
|
Report to Camp Coordinator/Aquatic Manager | |
|
•
|
Be qualified in Standard First Aid | |
|
•
|
Available 40 hours a week Monday to Friday, occasional overnight programs will occur. | |
|
•
|
Follow all staff policies |
|
•
|
Paid by cheque every two weeks in accordance with current staff pay schedule | |
|
•
|
Pay sheets must be filled out the week previous to a pay period, meaning that when a cheque is received, it does not inlcude the week just worked | |
|
•
|
Canada Pension Plan and unemployment insurance will be deducted each pay and 4% vacation pay will be paid out |
|
•
|
Canada Day | |
|
•
|
Civic Holiday |
Staff are asked to notify the Camp Coordinator when unable to work due to illness. Employees will not be paid for time off due to illness.
Only in exceptional circumstances will time off be granted for appointments not related to work. These appointments should be made outside of working hours.
Should an employee require emergency leave due to personal or family circumstances, he/she must immediately notify the Camp Coordinator. Employees will not be paid for sick leaves.
Summer staff may be terminated under one of the following conditions.
|
1.
|
Poor performance. Before dismissal there will be the process of one verbal warning and one written warning. | |
|
2.
|
Gross Misconduct: Immediate dismissal will occur (ie, for drinking). | |
|
3.
|
Resignation: A minimum of one week's notice must be given. |
No smoking or alcohol is permitted while staff member is on duty.
It is the staff member's responsibility to obtain transportation to and from camp. Parking is available for those who have their own vehicle.
Bracebridge Culture and Recreation is not responsible for any items lost or stolen.
All staff are required to wear a staff shirt whenever at work for identification purposes to the public, parents and campers. The first shirt will be supplied. A second shirt, hat or sweat shirt may be purchased. No cut-off jeans are allowed.
|
1.
|
Children are not to enter facilities without the permission of the Leader. |
|
2.
|
Establish a "buddy system" with children wishng to go to the washroom facilities or make a group trip to the washroom. Leave washrooms clean. |
|
3.
|
Children should wear suitable clothing and proper footwear when on the playground |
|
4.
|
NO smoking (or playing with matches) |
|
5.
|
Children are not allow to bring foreign objects (eg. pens, knives) on the playground. |
|
6.
|
Swearing or foul language will not be tolerated. |
|
7.
|
Fighting or horseplay is not permitted (3 strikes, you're out.) |
|
8.
|
All children must use play equipment in a proper and safe manner. |
|
9.
|
Children should report all accidents to the Leader who in turn will report to the Camp Coordinator. |
|
10.
|
Equipment must be checked out with the Leaders and returned after use. |
|
11.
|
Children are advised to follow all rules. Failure to do so may be cause for a child to be expelled from the playground for a length of time deemed sufficient according to the Leader. If the unacceptable behaviour continues, it will be reported to the Camp Coordinator and the child's parents, and the problem resolved. |
|
12.
|
All children will show respect to the Leaers by good behviour. |
|
13.
|
There will be no bicycle riding during program hours except for Muscles on the Move. Bicycles can be locked up at the bike racks. |
|
NOTE:
|
An effective method of handling any misbehaviour is to give children three chances, then make a phone call to the parents (unless of course the child is extremely disruptive, and this should be reported to the Camp Coordinator who will handle accordingly). |
BULLY - Actions usually caused by insecurities. Try guiding his energy into useful tasks or being a leader.
SHY - Find something the child can do well and encourage him/her. Give him/her chores and let them run errands.
"I DON'T WANNA!" - Encourage the child to do things he/she likes and does well. Give him/her praise when praise is due and draw them slowly into other activities.
HAND HOLDER - Needs attention and affection. A kind word and a broad smile will work wonders. Remember that everyone needs to respect the rights of others.
Morning attendance is mandatory. Check to see if everyone is present. If not, inform Camp Coordinator that a child is absent or that you have extra children. At this point, the Camp Coordinator will phone home and determine why the child is absent or late.
The following lists three types of behaviour. After reading this section, I hope that you will be able to show assertive behaviour in any situation you encounter this summer on the job.
Agressive Behaviour shows our feelings, opinions or needs in a harsh way that puts down or abuses the needs, opinions or views of other people.
Non-Assertive Behaviour is shown when we do not voice our opinions or needs, even when our rights are threatened. When we behave non-assertively, we may avoid mistakes or feeling embarrassed, but we also lose the chance to share our ideas.
Assertive Behaviour is shown when we express our feelings, opinions and needs in a firm but pleasant way. It also includes listening and paying attention to the feelings, opinions and needs of others.
(adapted from "Live for Life Program", Johnson & Johnson 1983)
CHARACTERISTICS AND CONSEQUENCES FOR THE THREE BEHAVIOUR TYPES
Non-Assertive Assertive Aggressive
Too little too late Enough of the appropriate Too much too soon
Too little never behaviours at the right time Too much too late
EFFECTS EFFECTS EFFECTS
Interpersonal conflicts Solves problems Interpersonal conflicts
Depression Feels good about others Guilt
Helplessness Feels satisfied Frustration
Pool self image Feels good about self Poor self image
Hurts self Is good to self & others Hurts others
Relaxed Loses opportunities
Feels in control of self Feels out of control
Likes self & others Dislikes others
Creates & makes the most of
opportunities
Example
An irate parent calls you at the Day Camp. He/she somehow missed the notice asking parents to arrange to have their kids at the Sports Comples one half hour earlier on Thursday because of a special event, a trip to the zoo.
Parent: "You did not tell me that Johnny should be at the Sports Complex and so you made him miss the trip to the zoo. He was so upset he did not eat all day."
Aggressive Response: All the other kids made it on time. Did you not read the notice ?!?!
Non-Assertive Response: Oh, I am so sorry. I assure you it will not happen again. I will call you the next time we have a special event.
Assertive Response: I am sorry to hear that Johnny's upset. I know he was looking forward to the trip. We sent a notice to all the parents about the time change, did you receive it? ... You didn't? Oh, that is too bad. Next time we will try to make sure Johnny puts the notice inside his lunch box.
|
1.
|
Relationship between leader/children - leader may be too intent on being pleasant and accepted by the children, therefore they are not be assertive. A leader does not have to be mean to gain respect from the children. |
|
2.
|
Be direct with the children, e.g. I will not allow you to go swimming until all the equipment is put away. Avoid questioning statements which never get results, e.g. how about the equipment away? As well, accusatory statements only make the child want to get back at the accuser, e.g. you're a slob! |
|
3.
|
Use appropriate body language with your statement. It is not what you say but how you say it, eg, saying "I want you to settle down" with a grin will not get the message across. |
|
4.
|
Give clear specific instructions if you have to say things one step at a time. |
|
5.
|
Give reasons nondefensively. When the children protest instructions, they should be given a respectful explanation why the request is being made. |
|
6.
|
Some children like to manipulate leaders into verbal power struggles. To avoid verbal power struggles, keep repeating what is expected like a broken record, occasionally acknowledging what the child is saying, but not allowing the discussion to be sidetracked. |
|
7.
|
Do not get upset when a child has been penalized. If angry, you are apt to impose inappropriate penalties rather than administer meaningful consequences calmly and firmly. |
|
1.
|
Don't make a threat. You may not be willing to carry it out. |
|
2.
|
To quiet a group, trying talking more softly to those right around you and then to the whole group, try standing up looking at the ground and keeping silent, try softly singing a familiar song. |
|
3.
|
If you are wrong, admit it. Don't apologize more than once for each error. |
|
4.
|
Don't ridicule or be sarcastic with the children. |
|
5.
|
Laugh with, not at the group. Feelings are easily hurt. |
GUIDLINES FOR MAINTAINING GOOD DISCIPLINE
|
1.
|
Earn the children's trust and obedience - keep your promises, show no favouritism. |
|
2.
|
Give few commands and mean them. |
|
3.
|
Do not resort to threats or make a child afraid. |
|
4.
|
Never make disobedience so interesting that the child will be tempted to try it. Avoid the line that was used on you: "if you do that, you'll be sorry." |
|
5.
|
Keep temptation to a minimum. Remember the saying "Out of sight, out of mind." Put away distracting objects. |
|
6.
|
Reward good behaviour. If you do, then chances are that the behaviour will be repeated. Reward, praise, smiles, choice, etc. |
|
7.
|
Avoid becoming enraged in a battle of wills. Avoid power struggles. |
|
8.
|
Plan your activities for the whole group. Don't cater to the whims and wishes of a few. |
|
9.
|
When tensions and tempers rise, change to a quiet activity. |
|
10.
|
Laugh with the children. |
|
11.
|
Participate in the activities with the children. |
|
12.
|
Challenge the children - intellecutally and physically in the activities you plan. |
|
13.
|
Discomfort breed discontent. Be sensitive to the children's need for water, washroom breaks, rest, shade, etc. |
|
14.
|
Do not force a child to play. Lead them into the activity. |
|
15.
|
Don't condescend or talk down to the children. |
|
16.
|
Be interested in the participants lives ... at the program and away from it. |
|
17.
|
Do not confuse empathy with pity. Having respect for a child's feelings does not mean that he needs to be pities or felt sorry for when he fails at a game or makes mistakes for which he should be held responsible. |
|
18.
|
Avoid over-protectiveness. Over-protectiveness may stifle the child's sense of adventure and may make him fearful of trying a difficult task. Be aware however of real danger. |
|
19.
|
Avoid making too many individual requests. It may interfere with the child's developing a sense of worth on the basis of responding to such requests and may interfere with this development of independent thinking, and his discovery of his ability to make an individual contribution. (children in this situation begin to think their worth lies only in their ability to respond to other's requests.) |
|
20.
|
Avoid criticising and humiliating a child, particularly in front of others, or for that matter, in any way. Humiliations erode a child's self-confidence and develop schemes for revenge. |
|
21.
|
Avoid making comparison of the abilities of one child with those of another. It is not important that children achieve on the same level. Undue comparisons may lead to fierce competitions and the feeling that the child has to be the best to be valued. It may also lead to a fear of failture. |
|
22.
|
Avoid entertaining. A child should not be expected to believe that all his experiences should always be "fun". A child who is "bored" should be directed into some interesting and useful activities, and take responsibility for his own learning. |
|
23.
|
Try to make each child feel comfortable from the start. Treat each child as an individual. As quickly as possible learn what is special about each child, and what makes them different from the others. |
|
24.
|
Do not get drawn into arguments about an issue. |
|
25.
|
Teach children to be good neighbors, respecting the privacy and property of others nearby. |
|
1.
|
Give the child an opportunity to be helpful instead of destructive. |
|
2.
|
Give the child a choice of things to do other than the activity the child is causing trouble over. Sometimes trouble makers will behave if they feel they chose to do somethig instead of being forced to do it. |
|
3.
|
Express your disapproval strongly. Attack the action not the child, and don't ridicule or embarrass the child in front of other children. |
|
4.
|
Warn the child that he or she will be punished if the behaviour continues. If possible be specific about what the punishment will be. |
|
5.
|
Take action (punish) only if the behaviour persists. |
|
1.
|
Councillor initiates first aid treatment on his/her own. | ||
|
2.
|
If the injury is more serious than a scrape or minor cut the supervisor should be notitifed. The senior staff will determine the necessary action to take which may be: | ||
|
a)
|
continuing first aid and notifiying the parent(s) | ||
|
b)
|
continuing first aid - camp transporting child to hospital - notifying parent(s) | ||
|
c)
|
continuing firs aid - calling for emergency assistance - notification of parent(s) | ||
|
3.
|
If camp supervisor feels injury is of a serious nature,
the Aquatic Manager should be notified as soon as possible.
|
||
|
NOTE:
|
For all injuries an accident report must be filled out properly and completely and given to the supervisor so as follow-up may be done | ||
SEE ATTACHED SHEET FOR MORE INFORMATION ON FIRST AID PROCEDURES
SUMMER PROGRAM POLICY AND PROCEDURE ON CHILD ABUSE
The Department considers child abuse as unacceptable, and will strive to reduce and prevent incidents of abuse and neglect by:
|
*
|
training all personnel working with children, paid or unpaid, to identify and report incidents of suspected child abuse. |
|
*
|
encouraging staff to be role models for all children. |
|
*
|
developing appropriate reporting procedures (in accordance with section 68(3) of the child and family services act - 1985 to ensure an immediate and appropriate response to suspected child abuse. |
|
*
|
complying with the reporting protocol of Family and Children's services and |
|
*
|
acting upon suspicion of child abuse immediately and confidentially |
ACTING UPON SUSPICION OF CHILD ABUSE MUST BE AN IMMEDIATE PRIORITY AND MUST BE TREATED WITH CONFIDENTIALLITY
|
a)
|
Staff member or volunteer notifies his/her co-ordinator and completes Record of Abuse form. |
|
b)
|
Co-ordinator will meet with staff member to verify details of report as soon as possible. |
|
c)
|
Co-ordinator will notify Aquatic Manager immediately |
|
d)
|
A decision will be made to report suspicion or not to report the suspicion. |
If ressonable grounds are established, then the Aquatic Manager will make sure proper documentation is filled out and information contained in these forms are complete and accurate. The appropriate agency is contacted (Muskoka Family and Children's Services). Inquireries may be made without and actual report being filed. If the decision is to make an official report than the worker will be supplied with the appropraite forms and names and phone numbers of staff members that were involved. A final summary of action taken from beginning to end will be prepared and will be kept on file. As well the Recreation Director will be informed of the situation. CHILD ABUSE REPORT FORM ATTACHED
If reasonable grounds are not established, the Aquatic Manager after consultation with other staff members will prepare a written report documenting all aspects of the incident and file will be filed confidentially in her files. The staff members at this point should continue to watch for signs that may make the report more valid.
Programs should be camper oriented not activity centred or staff cantered
Programs should be designed to include one or more of the following:
|
i)
|
Fun |
|
ii)
|
Exercise |
|
iii)
|
Learning |
Gear activities to the age, ability and interests of the group.
The following should also be included:
|
•
|
flexible - develops character |
|
•
|
Fun - creative |
|
•
|
consideration to others - poise |
|
•
|
cooperative projects - leadership |
|
•
|
friendliness - resourcefulness |
|
•
|
enthusiastic - friendly/flexible |
|
•
|
participate in program when possible |
All schedules are to be complete and handed in on the Thursday prior to the following week. Included with this schedule should be the list of equipment and supplies that you will be needing.
Attendance is manditory every morning. Check to see that everyone is present, if not inform the co - ordinator. At this point the co - ordinator will phone the children's home and find out if the child will be attending or not attending . Several head counts must be done throughout the day to ensure you have all your children at all times especially after an outing or while in a water related enviroment.
A.M. extended care will ensure all people dropping of children sign and date and put the time child was dropped off. If the child walks, it will be noted on the attendance sheets.
P.M. extended care will also ensure people picking the children up, also sign and put the time of pick up.
It is noted on registration forms who is to pick the children up. If it is someone different, call the parents to see if it is okay. It is always better to be safe than sorry.
WATERFRONT/POOL MISSING CHILD PROCEDURE
When camp is swimming at the pool, it is necessary for group leaders to be participating in the pool with their group, especially the 5 - 6 age groups as these children are unable to touch.
Each child will be tested by pool staff and a wristband will be put on them to indicate level of swimming ability.
At the beach one leader will be on the beach watching, three leaders will be in the water. These leaders will switch positions on a rotational basis.
Every fifteen to half hour both at the pool and the beach, the whistle will blow.
|
1.
|
All children will get out of the water.
|
|
|
2.
|
A head count will occur.
|
|
|
i)
|
At this point if everyone is present, the staff will rotate and once the staff is in place, the children will resume swimming. | |
|
ii)
|
I a child is missing - a search will begin. Notification to supervisors, parents, and police. Check washrooms and surrounding area. | |
| Beach lifeguards will instruct leaders on how to begin a beach search. | ||
| Pool - check pool if no one in the pool | ||
|
-
|
check washrooms and rest of building (and outside) | |
|
-
|
at this point if the child is still missing, the supervisor, parents and the police must be contacted. | |
|
-
|
someone must be in charge of the remainder of the group. A description of what the child was wearing and how long they have been missing will be required. | |
|
-
|
a full report will be required to be put on file. | |
Leaders will be expected to be in the water with their group at all times.
|
•
|
all children must be tested and be wearing a wrist band. |
|
•
|
no horse play |
|
•
|
no running on the beach or pool deck |
|
•
|
no diving in shallow water |
|
•
|
never leave your group unattended in water |
|
•
|
designated areas are marked off for swimming, these must be followed |
|
•
|
know your kids abilities as well as your own |
|
•
|
be ethusiastic |
|
•
|
be flexible |
|
•
|
be creative |
|
•
|
allow only one child away from the group at a time |
|
•
|
be firm, but pleasant |
If you are having more than your share of behaviour problems, or things are not running smoothly, might the trouble be within yourself? Ask yourself these questions:
Do I lack experience because of my age?
Because this is my first responsible position?
Am I lazy physically or mentally?
In my planning?
Do I lack originality in the presentation of problems?
In solving problems?
In having surprises ready
Do I lack a sence of humour under adverse conditions?
Do I fail to remember my reactions at same age and under similar circumstances?
Do I use commen sense?
Do I treat all children as equals?
Consider both sides of a situation, especially discipline problems?
Remain unbiases and objective?
Look before I leap?
Seek advice and help from proper sources?
Am I resourceful with equipment?
Am I dependable?
In promises?
In decisions?
In carrying out instructions?
In working without close supervision?
With my reports?
Am I punctual?
In opening and closing the playground?
In bringing out supplies for each session?
Do I demand the same of helpers?
Have I perserverance enough?
To see a situation through?
To find the real root of the trouble?
To try just once more?
Have I emotional control?
Am I even tempered?
Does my head or my heart rule?
Do I show no partiality?
Do I count to ten before giving an ultimatum?
Do I prepare my work?
To carry out the regular program?
To deal with emergencies?
Have I ideas in reserve?
Do I search for new ideas?
Do I show appreciation?
To helpers?
To neighbours and parents?
To visiting groups?
Have I best approach to my work?
Cheerfully accepting my share of responsiblity?
Is it money I'm interested in?
Am I selfish?
Can I accept the challenge?
Am I genuinely interested in children?
Am I enthusiastic?
Have I a good grasp of children's need?
Have I high stands of personal conduct?
Asking yourself these questions can help you spot your own weaknesses. That's an important first step. The next step - trying to do somehting about your weaknesses - is even more important.
Evaluation is not something that is done at the end of the summer, it is an ongoing process that starts as soon as the program starts.