facilitator guide 4-14 - the redwoods · pdf file–tom!peters!!!...

Camp Safety Training:

Building Leadership Skills in Counselors and Staff

FACILITATOR’S GUIDE

Download this guide at RedwoodsGroup.com/cst-‐guide

The Redwoods Group

Facilitator’s Guide | 2

What Now? You’ve hired the staff. They’re preparing for orientation and the countdown to opening day has begun. Follow this guide to enhance your Redwoods Camp Safety Training. The next steps are:

1. Read this Facilitator’s Guide 2. Watch the training video prior to presenting it 3. Incorporate activities and video into your training timeline 4. Prepare and collect required materials for group activities 5. Lead a great staff orientation and training

Using This Guide

To make the most of this training, we recommend you lead short discussions and activities before and after each video module. Activities and role playing will help staff members practice difficult scenarios and prepare for keeping campers safe and cared for this summer. Choose one or two activities per module, depending on the time you have for training. At a minimum, we suggest that you plan two hours for this training. If you have time, it might be helpful to break up the training throughout the day or split the training over several days, see example to right. The following Thought Exercises, Activities and Discussion Questions, are intended to help you facilitate this training. You are not expected to complete each activity and question. Plan your training to fit your camp.

Training Resources

RedwoodsGroup.com/cst

• Watch the full training video online • Request additional hard copy DVD • Download a copy of this guide

SAMPLE TRAINING PLAN

Module Video Post-‐Activity

Day 1

Understanding your Role

4:09 5:00

Becoming a Leader

5:53 10:00

Day 2

Supervising Campers

10:04 10:00

Protecting Campers in the Water

12:05 10:00

Day 3

Preventing Child Sexual Abuse

11:20 10:00

Stopping Bullying & Peer Sex Abuse

10:43 10:00

Keeping “Me” Safe

5:30 5:00

Total 59:44 1:00:00

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Module 1: Understanding Your Role at Camp

“Leaders don’t create followers, they create more leaders.” –Tom Peters

POST-‐VIDEO DISCUSSION ACTIVITIES

Pair up with someone you don’t know very well, and discuss the following questions. As a facilitator, give staff one question at a time. Allow them to speak for about a minute, then move to the next question.

• How are you feeling about the summer? • What are you most excited about? • What makes you nervous?

Walk around the room and listen to what staff are saying. Let them talk to each other, just listen. The goal is to build relationships, and begin thinking about feelings others have about the summer. Now, think about parents. They’re sending their children—their most prized possessions—to be in your care. Discuss the following questions. Use the same technique and ask one question at a time.

• How do parents feel about the summer? • What are parents most excited about for their children? • What makes parents nervous?

The goal here is to broaden our empathy from understanding another counselor to understanding a parent. Debrief the smaller discussions in a large group, ask someone to share what they said. Move the discuss to talk about parents and ask “what makes parents nervous?” Ask for ideas on how to calm those nerves, for example:

• Firm handshake / eye contact • Counselor approaches parent first • Familiarity with the child’s needs • Ask parents, “Is there anything else I need to know?”

Close the activity by practicing some of the ideas (e.g. practice firm handshakes.) Role play the parent interaction—what is the first thing you will say to a parent?

“Parents’ Perspective” Time: 5+ min Materials: N/A Module: Understanding Your Role (Post-‐Video)

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Break into program groups: counselors of young campers, counselors of older campers, aquatic staff, climbing staff, equestrian staff, etc. As a group, discuss the top 10 safety concerns in your area:

• What are the physical safety concerns? (e.g. trip, fall, injury) • What are the emotional safety concerns? (e.g. exclusion, gossip)

The groups will begin to identify potential injuries from physical acts or objects. Guide them to also think about the “unseen” concerns, such as emotional safety. If time permits, do this activity in your program area. Collect all lists and discuss as a group.

• Are there any other risks that small groups did not identify? • Are there common risks that appear in most program areas? • What are some solutions to overcome these risks?

The goal of this activity is to have staff begin thinking about safety and learn the ability to identify safety concerns on their own.

“Find the Risk” Time: 5+ min Materials: Large Paper & Markers Module: Understanding Your Role (Post-‐Video)

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Module 2: Becoming a Leader

“Our family, friends, school and society have told us—by word and example—how to be. But people begin to become leaders at that moment when they decide for themselves how to be.”

–Warren Bennis

PRE-‐VIDEO PREPARATION ACTIVITIES

Have staff stand shoulder-‐to-‐shoulder in a circle with you in the middle. Explain the activity: I am going to start off in the middle. I am going to say my name and a quality or value that I look for in others. For example:

• “All my friends participate with full enthusiasm” • “All my friends model leadership through service” • “All my friends are committed to creating an emotionally safe camp”

Everyone that agrees with this statement moves to a new chair or spot in the circle. When everyone is settled, there will be one person without a spot in the circle. This person stays in the center and says, “All my friends…” After this activity, debrief what happened:

• What were the popular values that made the most people move? • Were there any values that made no one move? (If no, why?) • What values were missing?

“All My Friends” Time: 8+ min Materials: N/A Module: Becoming a Leader (Pre-‐Video)

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This activity may be done in small groups, on the spot with volunteers or planned ahead of time. Your co-‐counselor for the summer is from another country. The counselor doesn’t know English very well and does not understand the word “leadership.” In a short skit, act out your interaction and explanation of “leadership”.

• How would you explain the word leadership? • What does it mean to “be a leader”? • What values does a leader use? • What is the opposite of leadership?

After the skit, ask the staff to shout out qualities of a good leader. Write these qualities on a large piece of paper that everyone can see:

• What qualities does a good leader have? • What values does a leader use? • What other qualities or values does a leader use that were not demonstrated in the

skit? Spend about a minute and try to collect at least fifteen values and qualities. Narrow the list and group similar values. Ask staff which ones are the most important and keep the top 4 values. Write the value on a piece of paper and tape it to each wall in the room. Have staff choose one value and stand in that corner of the room. As a small group:

• Defend why this value is the most important. • How well and how often do you show this value? • What can we do to better exemplify and follow this value, as a staff?

Have each small group debrief the larger group on their discussion.

“A Leader by Any Other Name” Time: 10+ min Materials: Large paper, markers, tape Module: Becoming a Leader (Pre-‐Video)

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Divide into pairs of two or three and discuss a situation where someone motivated you to do your best. Have each person describe this memory for a minute or two. The person listening should help identify the values and ask questions:

• What did they do? • Why were they effective? • Were they acting on values? • What values did you see and feel?

Push them to identify a time when someone inspired them to be better than they thought that they could be. Next, ask each pair or group to identify a situation where they motivated someone else to do their best. Ask the same questions.

• What did you do? • Why were you effective? • Were you acting on values? • What values did you show?

This can be difficult for some people to identify. Be prepared to help staff think creatively: Do you play sports? Do you have siblings? Debrief the small conversations with the group:

• When do you feel “at your best?” • What values or practices are consistent or similar on both lists? • Was it easy or difficult to think of examples?

“I Think I Can, I Think I Can” Time: 5+ min Materials: N/A Module: Becoming a Leader (Post-‐Video)

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Define your personal values. Rank each value as:

(1) Very Important (2) Important (3) Not So Important.

Have staff do this relatively quickly. The goal is to let your inner self speak to you. Write in other values that are important to you if they are not included in the list. Narrow the list to 5 values that are most important to you. In pairs or small groups, discuss:

• How often you demonstrate these values? • How do these values motivate you or change your actions? • What can you do differently do better live these values?

Value Rank Value Rank Value Rank Value Rank Accountability Creativity Humor Responsibility Ambition Decisiveness Influence Security Assertiveness Determination Imagination Success Autonomy Diversity Independence Tact Beauty Empathy Integrity Wealth Compassion Endurance Initiative Will Competence Fairness Justice Wisdom Commitment Faith Love Candor Flexibility Loyalty Confidence Freedom Patience Coolness Health Power Cooperation Honesty Recognition Courage Humility Respect

“Guiding Values” Time: 5+ min Materials: Printed values list (available below), pens Module: Becoming a Leader (Post-‐Video)

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Module 3: Supervising Campers "And above all, children need our unconditional love—whether they succeed or make mistakes;

when life is easy and when life is tough." –President Barack Obama


Break up intro small groups. Find a fun and creative ways to divide into groups:

• Commonalities: Find a person and three things you have in common. Avoid obvious physical attributes (both male) and general attributes (both staff). Then see if your pair can find three things in common with another pair.

Have each group create a cheer or chant that uses the word “supervision” in some form. For example:

“Hey, hey, we supervise, everybody open your eyes! Say it again, did we mention, everyone keep your attention!” “Blueberry pies, blueberry pies, we are the ones that supervise. Safety first, safety first, We are prepared for the worst!”

Note: the author of this guide humbly requests that you help us make better cheers! Send us your best and most creative cheers, [email protected]. Have each group present their creative masterpieces to the audience. This activity helps staff to think creatively, practice public speaking and stand in front of a large group. Their job will require these skills.

“Supervision, Supe, Supe-‐ervision” Time: 10+ min Materials: N/A (optional: pom-‐poms, other costumes and props) Module: Supervising Campers (Pre-‐Video)

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We each have different strengths. For some, it’s very easy to manage the behavior of young girls, other have difficulty dealing with young girls but know exactly how to reach older boys. As a group, discuss when is supervision hard for you? Ask staff to shout out their answers and write them down.

• What groups are difficult (e.g. age groups, gender)? • What situations are difficult (e.g., transition times, down time, pool time)?

As a facilitator, take note, this activity may identify other training needs and ideas.

Create scenarios of times when campers don’t want to participate. Role play each in small groups. Ask the groups to think about:

• Why does the camper not want to participate? • Is there more than one way for the camper to participate? • Are there other ways for the camper to participate without playing the game?

Example scenarios:

• Camper says he is allergic to bee stings and is afraid to play soccer because he saw a bumble bee in the grass.

• Camper is afraid of heights and does not want to climb the tower. • Camper wants to sunbathe instead of swim at the pool. • Camper says, “This activity is stupid!” • Or come up with your own

Remind staff that the intent of this activity is to practice the skill, not to play the camper to the extreme. Truly portray how a camper would react, don’t just be difficult.

“Achilles Heel” Time: 5+ min Materials: Large paper & markers Module: Supervising Campers (Post-‐Video)

“What Makes Him Tick” Time: 5+ min Materials: N/A Module: Supervising Campers (Post-‐Video)

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In a small group, write 8 – 10 fun call-‐and-‐response cues that will get a groups attention. Share with the larger group and use the best ones with your campers. The key is to use them consistently.

Use familiar tunes: [Counselor]: clap…clap…clap-‐clap-‐clap…clap-‐clap-‐clap-‐clap [Campers]: “Let’s Go!” [silence] Use songs: [Counselor]: “Freeze! Everybody clap your hands” [Campers]: clap-‐clap-‐clap-‐clap-‐clap-‐clap-‐clap-‐clap [silence] Use TV: [Counselor]: “Who lives in a pineapple under the sea?” [Campers]: “Sponge Bob Square Pants!” [silence] Use phrases: [Counselor]: “Today, we’re going to do a swim test…Check” [Campers]: “Mate” [silence] [Counselor]: “And a hush fell across the room” [Campers]: “shhhhhhhhhhhhhh” [silence]

Make up your own that uses your camp name or your cabin name. Repeat each call twice or more. Campers need time to prepare themselves to be quiet.

“Clap Once If You Hear Me” Time: 5+ min Materials: N/A Module: Supervising Campers (Post-‐Video)

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Module 4: Protecting Campers in the Water

"You are what you do, not what you say you’ll do." –Carl Gustav Jung


Collect at least 15 small objects that you have around camp, for example:

• Rock • Markers and pens • Friendship bracelet • Sunglasses • Shoe or sandal • Toothbrush and toothpaste

Use small objects that can fit on a tray. Nothing larger that your fist. You can collect these in advance or ask staff to bring small objects to training. Break up into groups of eight to ten. Create one tray for each group, and cover it up with a sheet. (If staff bring objects, have them make trays for a different group). Instruct the group to scan the tray when you remove the sheet. Remove the sheet and let them look at the object for about 20 – 30 seconds. Ask them to write down everything they saw. Debrief the exercise as a group:

• Do you remember seeing everything? • Could you have remembered everything by yourself? Was it easier in a group? • How long could you do this? For hours?

Bring this discuss around to lifeguards and scanning. Help staff understand how difficult a lifeguard’s job is and that it’s made easier with their help.

“Scanning” Time: 5+ min Materials: small objects, cafeteria tray, sheet or towel, paper and pens Module: Protecting Campers in the Water (Pre-‐Video)

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Imagine that you are the Camp Director at Travis’s camp. He was pulled from the pool, after being underwater for more than one minute. You need to notify his parents of the incident and explain to them what happened. In small groups, practice informing Travis’s parents of the incident. Think about:

• How will you start the conversation? • What other people this will affect? • What questions will the parents ask? • What other consequences will come from the event—positive or negative?

As a large group, debrief the conversations:

• What did you say? • What positive outcomes did you identify? • Could those outcomes have been identified and implemented prior to Travis getting

in the water?

Have lifeguards leave the group and go to the pool. Ask them to place one or two towels on the bottom of the pool—in the corner, near the edge or somewhere else not obvious. Ask the lifeguards to get in the pool and swim and play. Make sure to have at least one or more lifeguards out of the pool, on-‐duty, to make sure everyone is safe in the water. Bring the rest of the staff to the pool and ask them identify anything they see wrong. Tell them to raise their hand when they see a problem. Wait for several hands to go up and ask what they see. Debrief this exercise at the pool with lifeguards and staff:

• Did everyone see the towel on the bottom? • Did you know it was a towel? How? • What made it difficult to see the towel (glare, ripples, swimmers)?

“The Ripple Effect” Time: 5+ min Materials: N/A Module: Protecting Campers in the Water (Post-‐Video)

“In the Water” Time: 15+ min Materials: Towel, Lifeguards Module: Protecting Campers in the Water (Post-‐Video)

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Module 5: Preventing Child Sexual Abuse “The world will not be destroyed by those who do evil, but by those who watch them without doing

anything.” –Albert Einstein


As a facilitator, you might say something like this: We’re about to discuss a difficult topic. It may be uncomfortable for some of us. Our next training module is Child Sexual Abuse Prevention. There’s a possibility that someone in the group has experienced abuse, or knows someone who has experienced abuse. What’s important is to remember that this may be a difficult topic for some of us to discuss. Please be respectful and mindful of others. Although the topic difficult to discuss, it’s crucially important to the safety of our camp. To exemplify that, this brief activity may help us understand.

• Cross your arms. • Notice which arm is on top—right or left. • Now, cross your arms with the opposite arm on top.

Similarly, you can do this activity by putting your hands together and interlocking your fingers. Then, do it again with the other thumb on top. As a group, discuss how this feels uncomfortable and unnatural.

As a group, discuss your thoughts to the following three questions:

• Identify the problem: How often does sexual abuse happen in the US? • Identify the abuser: What do abusers look like? Describe them visually. • Identify the victim: What do victims look like? Describe them visually.

The video will debunk some of the myths associated with child sexual abuse. As you discuss think about the following:

• Where do these perceptions come from? • Are we protected from this? Could this happen outside of camp, at home?

“Fish Out of Water” Time: 2+ min Materials: N/A Module: Child Sexual Abuse Prevention (Pre-‐Video)

“A Wolf in Sheep’s Clothing” Time: 5+ min Materials: N/A Module: Preventing Child Sexual Abuse (Pre-‐Video)

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As a counselor, you are not an investigator. You are a caregiver. In small groups, role play how you would respond if a campers disclosed sexual abuse to you.

• What—exactly—would you say to that camper? • Who would you tell first? What is your reporting chain?

Example scenarios:

• Camper: “Can I tell you a secret?” • Camper: “My dad makes me do push ups and hits me when I don’t do enough.” • Camper: “Our coach watches us change clothes in the locker room.” • Camper: “My uncle took pictures of me in the shower.” • Camper: “My friend showed me his private parts and asked to see mine.”

After this, role play the other side. You see a counselor breaking the rules:

• What—exactly—would you say to that counselor? • Who would you tell first? What is your reporting chain?

Example scenarios:

• Counselor calls camper “sweetheart” and “princess” all week. You see her sitting on his lap during a break and he has his hand on her thigh.

• Counselor is texting a camper from the previous session. • Counselor takes a camper behind the gym, alone. • When tucking campers in at night, the counselor kisses one camper on the forehead.

Research Mandatory Reporter laws in your area. Review the laws with staff and discuss your reporting procedure.

“All Ears” Time: 7+ min Materials: N/A Module: Preventing Child Sexual Abuse (Post-‐Video)

“The Call of Duty” Time: 5+ min Materials: Research Mandatory Reporter laws Module: Preventing Child Sexual Abuse (Post-‐Video)

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Module 6: Stopping Bullying and Peer Sex Abuse “Because true belonging only happens when we present our authentic, imperfect selves to the world,

our sense of belonging can never be greater than our level of self-‐acceptance.” ―Brené Brown


This activity requires three things from the group: respect, sensitivity and quiet. Ask staff to stand up if they have experienced one of the situations you read. When they stand:

• Be silent, don’t say anything • Think about how it feels to stand and publicly identify with this • Notice who else is standing with you • Notice who else is remaining seated

Take a moment after each prompt to allow staff to feel this. Stand up if:

• You have ever missed home • You miss home now • You were made fun of as a child • You are made fun of as an adult • You were made fun of because of your appearance • You ever lied to fit into a group • You have ever been excluded from a group • You intentionally excluded someone else from your group • You have been bullied • You have ever stood up to a bully • You ever stood up for someone else being bullied • You have been too scared to stand up for someone else being bullied • You have started a rumor • You have had a rumor started about you • Assumptions have been made about you by the color of your hair • Assumptions have been made about you by your gender • You made a wrong judgment based on a first impression • People mispronounce your name • People call you by a nickname you don’t like • You have been the only person of your race/ethnicity in the room

“Stand Up, Sit Down” Time: 7+ min Materials: N/A Module: Stopping Bullying and Peer Sex Abuse (Pre-‐Video) (Adapted from Michelle Cummings. “Cross the Line” www.training-‐wheels.com)

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• You have ever felt unwelcome • You have ever felt alone • You have ever been teased about your accent • You have ever been told you can’t sing • You have given up a hobby because others said you weren’t good at it

Debrief this exercise as a large group:

• How did you feel during this activity? • What was the most difficult part of this activity? • What did you learn about yourself? About other staff? • What do you want to remember about this activity throughout the summer?

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Respect is an important value that we want all campers to understand and show. Respect for you, respect for others, and respect for camp. But does everyone have the same definition of respect? In small groups, discuss the meaning of respect:

• What does respect feel like? • What does disrespect feel like? • What does respect look like? What are respectful behaviors and actions? • What does respect sound like? What are respectful words? • What role does respect play at camp? • How important is respect at camp? • Do you have to like someone to respect them? • How can you teach respect to campers?

Draw a picture of what respect looks like at camp.

Describe an imaginary first-‐time camper to the group. Give him or her a name. Ask each person write down mean or hurtful statements on a piece of paper. Direct the statements at the imaginary camper. It could be, “nobody likes you” or “why are you here?” Next, have each person crumple up the paper. Put it on the ground and stomp on it. Then, pick up the paper and flatten it out. Smooth out the wrinkle. As you smooth the wrinkles, apologize to the camper. As much as you apologize, the wrinkles in the paper remain. The person is still hurt and you can’t take back those statements. This is also a good exercise to use with campers.

“Find Out What It Means to Me” Time: 7+ min Materials: Paper, markers or crayons Module: Stopping Bullying and Peer Sex Abuse (Post-‐Video)

“No Takebacks” Time: 5+ min Materials: Paper and pens Module: Stopping Bullying and Peer Sex Abuse (Post-‐Video)

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Practice empowering the victim. In pairs, role play a discussion with a victim of bullying. How can he stop the bully, and prevent further bullying? Comeback lines are a great way to do this. Important: the comeback is not a return insult. If the bully is violent or challenging, do not use a comeback line. Make sure staff understand how to talk to the victim. The conversation may look like: The bully is trying to hurt you emotionally. By saying this, you show the bully that it doesn’t hurt you emotionally. Practice this discussion and practice delivering and creating comeback lines:

• Is that the best you’ve got? • That’s your opinion. • I heard you and I don’t care. • You again? • How would you feel if someone were doing this to you? • How can you say that with a smile on your face? • Say whatever you want. • I will never feel bad because of you. • Keep talking, I’m not listening • Why does this make you feel good? • Wow. You mean I’m different than you? • Are you going to waste my time like this every day? • I feel sorry for you.

It’s also important to understand that these lines are for the next time bullying happens. The camper should not seek out the bully and should not provoke the bully (at that point the victim becomes the bully.) Remember, bringing the victim and bully together “work it out” is not an appropriate solution. There is an imbalance of power and the bully lacks empathy. This exercise is practicing how to empower the victim for the next bullying episode.

“I Have the Power” Time: 5+ min Materials: N/A Module: Stopping Bullying and Peer Sex Abuse (Post-‐Video)

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Module 7: Keeping “Me” Safe “Nourishing yourself in a way that helps you blossom in the direction you want to go is attainable,

and you are worth the effort.” –Deborah Day

PLANNED TIME Pre-‐Video Activity: 5:00 Video Module: 5:30 Post-‐Video Activity: 10:00 PRE-‐VIDEO PREPARATION ACTIVITIES

Have staff stand up in two lines, shoulder-‐to-‐shoulder, facing each other, arm’s length apart. Each person puts their arms in the middle, waving them up and down. One person runs down the line, through the waving arms. When he reaches the end, he joins the line, and the next person runs down. As the person runs down the line, everyone yells positive encouragement to them. They bombard the person with affirmation:

• You’re awesome • You rock • You’re going to make a great counselor • Kids are going to love you • You are so creative

Debrief this activity.

• How did it make you feel? • How can we keep that feeling through the summer?

“Affirmation Line” Time: 7+ min Materials: N/A Module: Keeping “Me” Safe (Pre-‐Video)

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Have everyone stand up in a group. Ask one person to announce one activity they enjoy. It could be running, reading, eating pizza…anything that they do to relax. Someone else in the group that also enjoys that links arms with the first person. Then, that person announces something that they do to relax. This continues until everyone is linked together. At the end, find a commonality between the first and last person to make the line a circle. As a group, debrief this exercise:

• What activities were common? • What activities can we do at camp? • How can we support each other during personal time and breaks?

This is a good activity for any size group in an open space. Pair up. One person keeps their eyes closed, or is blindfolded. The other person directs them where to walk, without touching them. Try to walk around the room without bumping into anyone else. After this activity, debrief the experience as a group:

• What was it like to depend on someone else? • What was it like to have someone completely depend on you? • How hard is that for you? • Was communication difficult? Did you touch or physically move the other person? • How can we support one another at camp?

“Take a Break” Time: 5+ min Materials: N/A Module: Keeping “Me” Safe (Pre-‐Video)

“Blind Train” Time: 7+ min Materials: N/A Module: Keeping “Me” Safe (Pre-‐Video)

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In the video, Dan talks about “engaged supervision.” He says, as a counselor you should not influence the outcome of the game. If you do, you are playing too much. So where’s the balance? How much do you play? How much do you supervise? As a discussion starter, are these activities appropriate and safe:

• Staff-‐only basketball game • Staff wearing cleats to play capture the flag • Playing dodgeball with campers • Watching campers play soccer from the sidelines

In small groups, brainstorm activities that will help lift camp staff throughout the summer.

• How can we continue to support each other? • How can we keep each other going? • How can we create a positive environment among staff?

Here are a few ideas to start:

1. Superstar Board: Create a bulletin board in the staff area with everyone’s name on it. Staff can write a short note and pin it to the board next to someone’s name.

2. Shout Outs: In staff meetings, reserve time for “shout outs.” This is when staff can congratulate or thank other staff for small favors or important acts.

3. The “You” Rock: Find several small rocks, about the size of your fist. Paint the word “YOU” on each rock (it is the “You Rock”). The rock is a type of trophy. In a meeting, one staff stands up and announces that he or she would like to give the You Rock to someone else for some reason. The following week, the last recipient of the rock passes it on to someone else. It’s best to have several You Rocks going at once.

“Ball’s In Your Court” Time: 5+ min Materials: N/A Module: Keeping “Me” Safe (Post-‐Video)

“Shout Outs and Superstars” Time: 5+ min Materials: N/A Module: Keeping “Me” Safe (Post-‐Video)

facilitator guide 4-14 - the redwoods · pdf file–tom!peters!!!...

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