Best. Summer. EVER

Best. Summer. EVER.

Welcome to Day Camp!

On behalf of Girl Scouts San Diego, welcome to an exciting and meaningful day camp summer! Whether you are new to Girl Scout day camp or are a seasoned expert, we hope this will be an unforgettable experience for you. The hundreds of girls you will encounter this summer will have the opportunity of a lifetime, because of your com- mitment to camp.

This booklet is your ticket to camp. In it you’ll find information about when and where to arrive, staff training, what to expect. Please read through this information carefully as you will be responsible for its contents.

You will bring your experience, knowledge, skills and passion to our team of commit- ted individuals. Together, we’ll make a difference in the lives of hundreds of girls.

Please don’t hesitate to get in touch if you have any questions. We look forward to working with you this summer!

Sincerely,

The Day Camp Team

Campers and Camp

Who are our campers? . Camp serves girls entering grades K-12 in a variety of different programs. . Most of the campers are already Girl Scouts, but many are brand new to Girl Scouting. . The majority of our campers are from San Diego, but we have a few from around the United States or other countries. . 25-35% of our campers attend more than one camp during the summer. . 15-20% of our campers receive some sort of financial assistance to attend camp.

What kind of programs are offered at camp? A variety of themes and activities—from horseback riding to fashion design— offering something fun for every girl.

Camper-Staff Interactions . Camp is for the camper. Focus primarily on serving campers. When they’re happy engaged and safe, you’ll have more fun, too! . Model mutual respect for each individual as you empathetically listen and sensi- tively respond. Be especially gentle when backgrounds or abilities are different . Camp is to be a safe place, physically and emotionally. Guard your campers in all ways.

3 Day Camp Organization Chart

Program Director Jen Nation (619) 610-0726 Directs all outdoor program and program support, including day and resident camps. Note: Each camp will vary in position availa- bility based on camp Outdoor Manager Gabby Coburn (619) 610-0816 size and needs. Supervises and supports all outdoor program including day and resident camps.

Outdoor Education Specialist Extended Care Supervises & supports all Girl Scout day camps and the volunteers and staff involved. Leaders

Director ______Program Support Plans and implements day camp, including developing a budget, planning program, as well as training and supervising day camp volunteers and staff.

Associate Director ______Business Manager ______Assists the director in planning and organizing camp. Responsible for maintaining the budget and finances of a camp.

Health Supervisor ______Program Director______Manages health and safety through prevention and treatment Responsible for helping to plan and implement general camp program.

Program Leaders Counselors (AKA Unit Leaders) Camper Ratios # of adults # of campers Preschool/Daisys (Grades PS-1) 1 6 Day Camp Aides/ Campers Brownies (Grades 2-3) 1 8 Counselors-in-Training Juniors (Grades 4-5) 1 10 Cadettes (Grades 6-8) 1 10 Seniors (Grades 9-10) 1 12 Ambassador (Grades 11-12) 1 12 ACA HR.9, HR.18 4

Balboa Program Center–Site Map

5 Day Camp Locations

BALBOA PROGRAM CENTER From South Bay: Take I-5 North to Hwy. 163 North Go north on 163 to the Richmond St. exit Take Richmond to Upas St. (Stop sign) and turn left Balboa Campus is the first driveway on the left. From North County: Take Hwy. 163 South Go to the Washington St. East exit and bear right From Washington St., turn right at first exit (Richmond) Go south on Richmond St. to Upas St. and turn right Balboa Campus is the first driveway on the left. From East County: Take I-8 West, go south on Hwy. 163 Follow the North County directions

ESCONDIDO HUMANE SOCIETY, 3450 E. Valley Parkway, Escondido Take 15 to Via Rancho Parkway and go east. Via Rancho Parkway will turn into Bear Valley Road. Stay on Bear Valley Road until the road splits; stay right. Turn right at Valley Parkway. Turn left at dog park; there is a large sign for the Escondido Humane Society. Follow road until you see building.

HEARTLAND RANCH, 12139 Moreno Ave., Lakeside Take I-8 East to CA-67 North, go right on Willow Road, take first left onto Moreno

CROWN COVE AQUATICS CENTER, From the North: Take I-5 to the Coronado Bridge. Make a left on Orange Avenue and travel south on Orange until you reach the Silver Strand State Beach turnoff on the right side of the highway. Orange Avenue becomes Highway 75. You will pass the Hotel Del Coronado, the Naval Amphibious Base, the Navy housing and the beach exit will be directly across from Coronado Bay Road. Park in lot #3 and walk through the pedestrian tunnel to the bay side and you are there.

POWAY LAKE, From I-15 take Rancho Bernardo Road. Continue to Espola Road. Turn left onto Lake Poway Road. Destination is on the left.

6 Day Camp Locations (cont.)

ESCONDIDO PROGRAM CENTER Exit I-15 at Via Rancho Parkway Turn right; turn left at Mary Lane At stop sign turn right First driveway on your right

MUSEUM OF MAKING MUSIC, 5790 Armada Dr., Carlsbad From the south: Take Interstate 5 north to Carlsbad. Exit at Palomar Airport Road and turn east (right). Proceed through the Paseo del Norte intersection; turn left at Armada Drive. From the north: Take Interstate 5 south to Carlsbad. Exit at Palomar Airport Road and turn east (left). Proceed through the Paseo del Norte intersection; turn left at Armada Drive.

CAMP WINACKA From highway 78/79 take PINE HILLS RD. CAMP WHISPERING turnoff 1 mile west of OAKS Julian. Drive 1½ From highway 78/79 miles; bear RIGHT on take PINE HILLS RD. EAGLE PEAK RD. turnoff 1 mile west of Follow EAGLE PEAK Julian. Drive 1½ RD. 1½ miles to the miles; bear RIGHT on junction with BOUL- EAGLE PEAK RD. DER CREEK RD. Go Follow EAGLE PEAK left ¼ mile and bear RD. 1½ miles to the RIGHT on BOULDER junction with BOUL- CREEK RD. when it DER CREEK RD. Go joins PINE HILLS RD. left ¼ mile and bear Continue on BOUL- LEFT on PINE HILLS DER CREEK RD. ½ RD. Continue on mile to the entrance to PINE HILLS RD. ½ Camp Winacka on the mile to the entrance to right. Camp Whispering Oaks on the right.

7 Quick Guide for Day Camp Staff Teammates Name: Phone: E-mail: ______

______

Supervision

As a staff member at day camp, you are responsible for the supervision of a group of campers (large or small). The following do’s and don’ts of supervision apply to all positions working in direct contact with campers.

Do’s Don’ts . Be aware of campers’ whereabouts . Be alone with a camper . Enforce use of buddy system . Excessively talk to other staff . Participate in all program activities . Read, write letters, e-mails or text messages . Listen and respond to campers’ needs (unless part of program) . Resolve conflicts using positive discipline . Leave Day Camp Aides or Counselors-in- techniques Training completely responsible for the unit . Have fun! On Field Trips or Hikes . Review safety rules for the site you are visiting or for hiking. . Keep your unit together. . Walk as a group in a buddy line with adults in both the front and the rear.

. Report to the director and health supervisor when necessary. . Carry a small first aid kit.

ACA HR.14

8 Information to Share with Campers on the First Day

Staff reviews the following with campers on the first day. Campers will follow the staff’s example so be a good role model. Our Camp Community . Introduce the staff and explain roles. . Explain the day’s schedule. . Play name games to learn everyone’s names. . Be sure they know where the bathroom is, and to let you know when they need to use it. . Explain where things are kept in the unit. . Silence signal – we raise our hand for silence. Make sure everyone observes this sign, including staff. You may miss an important announcement. . Campers must keep their unit area neat. Keep belongings together. . Make sure they are aware that you are here for them. Assure them that you will listen to their needs and fears. Above all, make them feel secure and that they are going to have a fun session. Safety Rules . Buddy system means you always take a buddy with you. Explain who a buddy is. . No running along paths – it is safer to walk wherever you go. . Wear sunscreen, even on cloudy days and wear a hat. Swimming suit tops are worn only at the pool. . Hats are encouraged. Hats should be removed at flag ceremonies. . Do not share hats, bandanas, combs or brushes, etc. . Closed toe/heel shoes and socks must be worn at all times. They prevent many minor injuries, blisters and sore feet. . Drink lots of water. Often headaches and stomachaches are the result of not enough water. . No climbing on trees or buildings. . Wash hands before eating and after using the restroom or petting animals. . Go over risk area precautions, such as no campers are allowed near waterfront, horses or playground equipment without a staff member. . Stay with the group. Ask permission from the counselor if you and your buddy need to run an errand. If you should get lost…stay put. You will be found. . Campers stay within the bounds of camp unless accompanied by an adult. . Talk over all emergency procedures such as fire. They need to know about the signal and the importance of coming to the counselor right away.

9 Information to Share with Campers on the First Day (cont.)

Protecting Our Campsite

. Use water wisely. Brainstorm with the campers ways they can conserve water. . Explain they should not pick flowers so they can go to seed for bloom next year. . Caution girls to stay on planned trails and paths. Cutting switchbacks, taking shortcuts or tromping on plants creates erosion. Keep camp beautiful and natural! . Everyone needs to pick up litter and put their trash in the trashcans. . Recycle when possible.

Camp Programs

. Let them know they will have the opportunity for girl planning. Their ideas are important in deciding what the group will do. Review some program options for this session. . Explain that sometimes they will do activities with everyone in the unit; sometimes one or two units will do things together; some activities are done with the whole camp. Once girl planning is done and the schedule set, everyone participates.

Health Services

. Please make sure they know where to locate the first aid station and health supervisor. En- courage them to tell you if they are not feeling well or need a Band-Aid. . Let them know if you have first aid training but if they are sick or it is more than you can han- dle there is a health supervisor to take care of them. They should not go there by themselves but ask a staff member to take them. . Make sure all medicines (including over-the-counter) have been turned in to health supervisor.

Even young campers can collaborate on the creation of a set of camp rules. Their ideas are often touching and enlightened! Make sure key points are included. Mark the rules on a poster board and post it in your area.

10 Internet Communications Guide

What happens when I have a webpage or take part in a social network online? . You are representing yourself and what you stand for . You are representing Girl Scouts with any affiliating videos, photos or comments . You are putting information in a public access area for anyone to see or interpret . You are NOT ANONYMOUS! Campers are curious and they will find you

What is considered inappropriate for public viewing? . Any affiliation with illegal drugs or alcohol use . Any statements which are contradictory to the mission and vision of Girl Scouts . Any defamation and or degradation of camp, Girl Scouts or persons affiliated

What is my responsibility as an employee of Girl Scouts? . Regularly monitor and/or lock your sites (MySpace, Facebook, etc.) . Delete inappropriate comments that others make on your site . Talk to your friends about appropriately representing you on their sites . Keep in mind how parents would feel about their child seeing your site . Gain permission before creating a site representing camp or Girl Scouts

Protecting yourself: . Be careful when accepting campers as “friends” on your social networks/web pages . E-mail demands the same sensitivity as any interaction with a camper; be professional . Do not give out your phone number, screen name, Skype name, etc. These means of one-on-one communication are too personal.

11 Group Management The best technique for working with a group is to keep campers involved and active. Techniques that help campers focus on program, combined with clear instructions, will avoid most problems with a group. Leaders, who can be firm, fair and friendly, are usually the most successful. Safety . Count the number of campers in a group: Use the buddy system and do frequent buddy checks . Keep the group together and in your line of sight . Campers should not be in front of you if you are leading the group . Set boundaries for activities

Focusing Strategies . Teach and use the “hands up” quiet signal (when an adult raises their hand, campers also raise their hands and stop talking). Five fingers = “considerate” in Girl Scout Law. . Give directions that involve everyone in the group (e.g., “Point your toes toward me,” “Clap once if you can hear me,” “put your hands on your knees, head, etc., if you understand”). . Lower your voice - campers will quiet themselves down in order to hear you. . Bandana…tie a knot in a bandana. Throw it in the air…make noise. When it drops…quiet. . A circle of silence…have the first girl hold the end of a ball of yarn, and pass it on…as the yarn unravels, each girl becomes silent as she holds a piece of the yarn. . Acknowledge the campers who are following directions. . Use a “talking stick”...explain that only the person holding it may speak.

Giving Instructions . Position your group so they can easily see and hear you. Get the campers attention before you start leading program. You should have eye contact with everyone in the group. A semi-circle with you at the opening works well. . Be clear and concise . Give no more than three to five instructions at a time . Vary your voice . Model the behavior you want to see in your campers . Check for understanding, with a thumbs up . Have campers repeat the directions back to you . Give the campers a signal to show you that they have completed a task (e.g., “If you are done filling your water bottle please sit at this table.”) . Give positive consequences for instructions being followed or a job well done (e.g., “If everyone is ready for the hike in the next five minutes, we will have time for a game.” Remember to make promises you can keep.)

Other Suggestions . Learn and use the names of campers . Set and explain expectations . Use all of the senses when leading program . Encourage all campers to participate . You face the sun, not the campers . Wait for all campers to catch up or settle in before beginning a program . Allow campers to explore safely . Do program in a variety of locations, don’t stay in the same place . Show concern for the camper’s needs . Acknowledge campers’ input . Vary your voice tone, be animated . Show empathy to wildlife, model conservationism . If you do not know the answer to a question, do not invent an answer . Redirect undesirable behavior to a suitable alternative ACA HR.15

12 Child Abuse Reporting Girl Scout Volunteers Girl Scouts highly encourages volunteers to report suspected child abuse and offers resources to report. Free training is available at www.mandatedreporterca.com. Click on “general training.”

Girl Scout Employees Mandated reporters who are required to report. Failure to report is guilty of a misdemeanor punishable by up to six months in jail and/or up to a $1,000 fine (P.C. 11172[e]). Take the required training at http:// mandatedreporterca.com/training/educators.htm. Note the time you spent and turn in the certificate to the outdoor education specialist.

Why Must You Report? Protect the child The primary intent of the reporting law. Also may provide the opportunity to protect other children in the home.

Provide help for the parents Report of abuse may be a catalyst for bringing change in the home environment, which in turn may help to lower the risk of future abuse in the home.

What is Child Abuse? The Penal Code (P.C.) defines child abuse as: any of the following: physical abuse, sexual abuse, emotional abuse, or neglect, when involving anyone under the age of 18.

Child abuse does not include a “mutual affray between minors,” “reasonable and necessary force used by a peace officer” under specified circumstances or spanking that is reasonable and age appropriate and does not expose the child to risk of serious injury. (P.C. 11165.6, Welfare and Institutional Code [W&IC] Section 300).

Refer to the chart, “Indicators of Child Abuse and Neglect” which includes the behavior and the appearance of the child as well as the behavior of the caretaker.

When Do You Report? Child abuse must be reported when a legally mandated reporter “…has knowledge of or observes a child in his or her professional capacity, or within the scope of his or her employment whom he or she knows or reasonably suspects has been the victim of child abuse…” (P.C. 11166[a]).

“Reasonable suspicion” occurs when “it is objectively reasonable for a person to entertain such a suspicion, based upon facts that could a reasonable person in a like position, drawing when appropriate on his or her training and experience, to suspect child abuse.” (P.C. 11166[a]).

Although wordy, the intent of this definition is clear: if you suspect, report. You are not required to prove that abuse has occurred. That will be determined through investigation by the child welfare or law enforcement professionals.

How to Report Child Abuse . If the abuse is in progress, you should call 9-1-1. Reports must be made orally immediately or as soon as possible, followed by a written report within 36 hours. . An oral report is made by calling the child abuse hotline at (619) 560-2191 or (800) 344 -6000. . A written report is made by filling out the state form (SS8572) available from the outdoor education specialist or online at http://ag.ca.gov/childabuse/forms.php and mailing it to P.O. Box 711341, San Diego, CA 92111 or fax (858) 694-5240. . Support and advice is available from Girl Scouts throughout the entire reporting process. Reporters have immunity from civil or criminal liability as long as the report was made in good faith.

term chronic illnesses. chronic term

age, transgression, and condition. and transgression, age, injury. of child’s explanation no etc.). monster, a evil, as bad, caretaker. of the presence acts in sexual

Has history of abuse as a child. a as abuse of Has history child’s to inappropriate discipline Uses harsh or contradictory, unconvincing, illogical, Offers child. about unconcerned Seems him sees child (e.g., misperceives Significantly psychopathic. or Psychotic drugs. other or alcohol Misuses to or protect injury child’s conceal to Attempts drugs. other or alcohol Misuses life. home chaotic Maintains futility. or apathy of evidence Shows intelligence. diminished of or ill Ismentally Has long child. a as neglect of Has history child. of jealous or protective Extremely or in prostitution engage to child Encourages child. as a abused sexually Has been marital difficulties. Is experience drugs. other or alcohol Misuses home. from absent Isfrequently child. belittles or Blames rejecting. and Iscold love. Withholds unequally. siblings Treats problem. child’s about unconcerned Seems

Caretaker’s Behavior Caretaker’s ------responsible. person of identity ------

Wary of physical contact with adults. contact with physical of Wary

treme aggressiveness or withdrawal). or aggressiveness treme perseveration. sexual exhibits or stories in themes sexual bizarre sual or artwork. behavior. infantile parent/caretaker. manding. children) other ‘s parent (e.g., adult propriately con- rocks (e.g., infantile inappropriately or enuretic). is thumb, sucks stantly,

Apprehensive when other children cry. children other when Apprehensive ex- (e.g., in behavior extremes Demonstrates parents. of frightened Seems parents. by injury Reports vandalism, (e.g., acts in delinquent Is engaging food. stealing or Is begging school. attends Rarely or children other to advances sexual Makes unu- exhibits or behaviors provocative Exhibits or in fantasy engage or withdrawn Appears relationships. peer Has poor activities. in physical to participate Is unwilling away. runs or acts in delinquent Is engaging by assaulted sexually been has States he/she disturbances. Sleep unde- and passive, compliant, overly Appears rage- or demanding, aggressive, Is extremely inap- either behaviors, adaptive overly Shows emotional in Lags physical

Child’s Behavior Child’s ------etc.) use, drug prostitution, drinking, ------ful. - -

like burns or doughnut doughnut or like burns

Indicators of Child Abuseand Neglect Indicatorsof Child

ing; on large areas of the torso, back, buttocks, or thighs. In unusual In unusual thighs. or back, buttocks, the torso, of areas ing; large on them; inflict to used the instrument of reflective or clustered, patterns, areas). surface different several on in immersion of indicative genitalia or buttocks the on burns shaped patterned torso; or neck legs, the arms, on burns rope hot liquid; to inflict used etc.) grill, (iron, the item of the shape show that burns them. multiple healing; states of in various fractures bones; leg) (arm and two. of the age child under a in fracture any fractures; genitalia). external breasts. or the and child the of behaviors by indicated can be neglect, and abuse caretaker.

Bruises and welts (on face, lips, or mouth. In various stages of heal- of stages various mouth. In or lips, face, (on welts and Bruises sock or glove burns; cigarette or Burns (cigar long the of fractures spiral fractures); nasal or jaw, (skull, Fractures the to eye; or gums, mouth, lip, the (to abrasions and Lacerations marks Human bite dressed. inappropriately or hungry, unwashed, dirty, Consistently care. medical routine lacks or problems physical Has unattended school. attending from kept or overworked, Is exploited, abandoned. Has been sitting. Has difficulty underclothing. bloody or stained, Has torn, areas. genital the in itching or pain Experience regions, anal or vagina, genitals, in external bleeding or Has bruises disease. Has venereal perineum. or vulva, cervix, red or Has swollen clothing. on or genitals or mouth around Has semen Is pregnant. toileting. to resistance Has unusual odors. offensive or Has unusual child of forms other than tangible less often maltreatment, Emotional

Child’s Child’s Appearance ------

Category Physical Abuse Neglect Sexual Abuse Emotional Maltreatment

14 Emergency Procedures

1. Count to ten and evaluate the overall situation. Do not rush or panic. 2. Take charge, using a calm tone of voice, be firm and clear with your instructions. 3. Provide or delegate someone to provide immediate assistance for the specific emergency. Give priority attention for the needs of the victim. 4. If someone is in charge of the situation, follow directions quickly and quietly. Offer advice only if you are more knowledgeable about the incident, or you are asked. 5. Have someone take care of the bystanders (usually the other campers). Reassure and distract them. 6. Contact the health supervisor and camp director as soon as possible. Provide a clear description of the emergency. Including: . Who is involved? . What happened? . How? . What are the probable causes? . Witness information . When? . Where? 7. Take child to health supervisor or use phone/walkie talkie or send a runner (adult, not a camper) to the camp director, if the child should not be moved. 8. Do not issue any statements to the media. Indicate that you are not authorized to speak for the council and that a spokesperson will be on hand to provide accurate information as soon as

Evacuation Procedures

1. A practice emergency drill shall be held during site-specific training. 2. The day camp administrative staff handles all communication for the camp accordance with the Council Emergency Communication Plan. 3. Signal for all drills and actual emergencies shall be ______(each camp must decide on a signal and fill in the blank). Said signal shall be heard at no other time. 4. Counselors are responsible for the campers and Program Aides. All campers and staff should get in a buddy line quietly. Teach your girls how to make a buddy line quickly and quietly. 5. One designated counselor (runner) reports immediately to day camp headquarters with a count of all people present in the unit. She will be given instructions and report back to unit. If evacuation is necessary, you will receive instructions from your runner. 6. Camp director is responsible to account for all units and staff.

Exit: If it is necessary to immediately evacuate camp, campers will be loaded into every available vehicle and shuttled to a safety zone designated by the camp director. Drivers may need to make more than one round trip. Fire 1. If smoke is smelled, or fire is seen, report it immediately to the day camp director. 2. The director or other directed staff member will immediately call 911 to report the fire. This staff member stays on the telephone to receive further orders from the operator. 3. A staff member immediately sounds the fire alarm and evacuation procedure is carried out. 4. A staff member is sent immediately to notify the facility manager and outdoor education specialist. 5. If the staff member(s) at the scene of the fire determines that it is safe to attempt to try and put the fire out (assuming the campers have been safely evacuated) use an extinguisher or water hose to extinguish the fire. If the fire is electrical in nature, do not put water on it. 6. If it is determined that the fire is too large to put out, the staff member(s) will evacuate immediately.

15 Emergency Procedures (cont.) Earthquake

At the First Sign of an Earthquake . Get to a pre-selected safe position and shout to everyone in the unit, “Earthquake!” (Most girls are well-rehearsed in earthquake “duck & cover” drills.) . If girls are inside, have them move away from windows and seek cover under beds or tables. . If the earthquake catches you outside move away from buildings, trees and utility wires. Seek an open area. . Do not panic. . Remain in your safe position until earth movement has stopped.

What to Do After an Earthquake . Warn campers and staff about possible aftershocks. . Gather any emergency supplies. . Follow evacuation procedures. . The director will check the building for structural damage. She will determine whether or not it is safe to remain inside. Dealing With Intruders

. Discuss with the campers what would be a good thing to do if you saw a stranger around our camp. Don’t merely tell them what to do in these situations. . If the intruder/stranger appears non-threatening, ask “May I help you?” and direct them offsite or to the day camp director. . Staff should not endanger the children or themselves in order to pursue and apprehend an apparent prowler. . Contact the director or facility manager immediately if a prowler is spotted. . In a threatening situation, shelter in place; take cover or hide however possible in your sur- rounding.

Keep in mind when dealing with a child who has been frightened by a prowler – real or imagined: . Never dismiss a child’s concerns or fears concerning strangers. Frightened children need to be allowed to experience their fear, to know that it’s okay to be afraid and to talk about their experience. . If the child remains at the camp after experiencing a significant fear, it is to be expected that she will need more reassurance than other children for a while. Missing Person Procedure

. Determine when and where the camper was last seen. Stay calm. . Discover (if possible) the state of mind of the camper. A camper who does not wish to be found will require a wider and more careful search. . Contact the camp director about the situation. Include: . Name and description of missing camper . When and where camper was last seen . The camp director will organize an extended search. . Do not ignore the remaining campers. Be calm and positive. Acknowledge their fears and move on to some activity.

ACA OM.6, OM.7, OM.10. OM.14, OM.15

16 First Aid Treatment Procedures Camp Director Phone #: ______Health Supervisor Cell Phone #: ______

Remember: Your response to an emergency is of utmost importance to your campers. They need to have trust in your competence in dealing with their injuries and to have faith in you as a warm, compassionate, but firm leader whose goal is their well-being.

Know your campers’ special needs! At the beginning of each session, counselors will review the health supervisor’s notes regarding any special health or emotional problems that have been identified, and discuss your plans to meet these needs with the director/health supervisor.

Know your campers! Observe them carefully so that you will notice if they seem to be having a problem. They are depending upon you but may hesitate to tell you some of their needs. You can usually tell if they are having trouble adjusting to camp, are not eating properly, etc. Try talking to them to find the problem. Always check with the health supervisor if you have questions or the problem does not improve.

Universal precautions! . Wear gloves every time you deal with bodily fluids. . Wash hands before and after every first aid procedure. Use handy wipes if on the trail. . Put all contaminated material in a zip lock bag and give to health supervisor.

Treatments All treatments must be documented in the Health Record Log in ink. Logs will be with the first aid kit on all trips out of camp. All treatments must be conducted within the scope of your practice, otherwise contact the health supervisor for treatment.

1. Insect bites and stings: The stinger from a bee is scraped off the skin, not pulled out. Apply an ice cube in a paper towel, or cold water compress, to the bite. Inform health supervisor immediately if camper shows any signs of developing hives, having breathing difficulty or unusual swelling at the site of the bite or sting. Campers with allergies will be identified during first day health check in – before a problem arises. Some campers have been identified as having severe allergies to stings and have sting kits (Epinephrine pens and/or Benadryl). Staff will be trained in its use and are responsible for having the kit available for use and using it properly. Notify the health supervisor immediately when a sting kit is used.

2. Wood splinters: Remove with tweezers if readily accessible and apply antiseptic and Band-Aid after washing the site. If deeply embedded, apply antiseptic and bring to the health supervisor on your return to camp.

3. Nosebleeds: Keep camper quiet, in sitting position with her head slightly forward to avoid swallow- ing blood. Do not let her blow her nose! Apply firm pressure to septum of nose and ice in a towel or cold-water compress to her upper lip and back of her neck. If you are unable to stop the bleeding using these methods within 10 minutes contact the health supervisor. Preventatively, with a camper known to have nosebleeds ensure adequate water intake.

4. Severe bleeding: Wearing gloves from the first aid kit, use clean gauze to apply direct pressure to the wound and elevate the injured part unless doing so would cause further pain or injury. If bleeding does not stop, maintain direct pressure and use the pressure point for the area. Always send for the health supervisor. Keep injured person calm and lying down. Cover and maintain body warmth to prevent shock.

5. Minor burns: Submerge the burned area in cool water or apply cold water (not ice) until the pain subsides, up to 20/30 minutes depending on size of burn. Bring to health supervisor for evaluation. In case of a small, minor burn, you may call health supervisor for permission to treat from the first aid kit.

6. Cuts and scrapes: Wash with soap and water or antiseptic wipe and apply antibiotic ointment and Band-Aid.

17 First Aid Treatment Procedures (cont.)

7. Stomachaches: May have a variety of sources. Some things to look for include: constipation-question camper about bowel habits; homesickness-you can easily determine this one; tiredness following a hike-let her rest/encourage room temperature fluids. Call health supervisor with questions or unrelieved or increased symptoms (nausea/vomiting).

8. Chemical in eyes: Usually bug repellents or sunscreen. Irrigate with water for five minutes, keeping the injured eye on the down side while irrigating so that the other eye does not become contaminated as well. Continue irrigating and send for health supervisor if symptoms persist.

9. Foreign bodies in eye: If the object is loose and floating, it may be removed with a cotton swab, or by pull- ing the upper lid down over the lower lid, or flushing with clean warm water. Never attempt to remove an embedded foreign object from the cornea. If pain or foreign body sensation persists, patch both eyes closed and call health supervisor.

10. Headaches: Very common. Some causes are homesickness, fatigue and dehydration. Give camper water and have her rest for 30-60 minutes. If complaints persist, or if there are associated complaints or symptoms (sore throat, cough, fever, etc.), contact health supervisor.

11. Heat cramps: Involve muscular pain and spasm due largely to loss of salt from the body in sweating or too inadequate an intake of salt. Cramps are usually in the legs and abdomen. Exert firm pressure with your hands on the cramped muscles, or gently massage them. Give sips of Gatorade (1/2 glass every 20 minutes) over a one-hour period.

12. Heat exhaustion: Symptoms – skin is pale, cool and clammy with profuse perspiration; victim feels tired, weak, headachy, with possible nausea, dizziness and possible fainting (regains consciousness if head lowered). Have victim lie down in shade with feet elevated 8-12 inches above her heart, with head lowered; loosen clothing; cool her with water or moist cloths. Should regain consciousness quickly when treated. No- tify health supervisor immediately. Note: Children have increased susceptibility to heat emergencies due to reduced skin area.

13. Heat stroke: life threatening emergency. Symptoms – skin is red, hot and dry; pulse rapid and strong. Victim may be unconscious. Cool immediately; undress and repeatedly sponge the bare skin with water or apply cold packs (on neck near pulses, one under each arm and in groin area). Call health supervisor immediately if you suspect heat stroke!

14. Seizures: Keep victim lying down and remove dangerous objects from her path. Keep her from injuring herself. Position on her side and loosen tight clothing. Never put your hand or any object inside her mouth. Soothe and calm her and send for health supervisor. Keep other campers away from the area and reassure them; help them understand what is happening. Try to keep track of the type of movement you see and the length of time of the seizure.

15. Sprains or broken bones: Elevate (if doing so does not cause more pain) and apply ice on a towel over the affected area. Call the health supervisor. With any injury involving a possible broken or sprained back or neck, do not move the victim at all – immobilize the neck and back and call for medical help! Be especially aware of this possibility with accidents involving diving, rock climbing, rope course, horseback riding, etc.

16. Communicable disease: If it is believed that a child has a communicable disease, such as the following, inform the health supervisor immediately. The child will be kept in first aid area and parents will be called to pick her up.

Chicken pox Conjunctivitis German measles (Rubella) Impetigo Mumps Pediculosis (head lice) Pinworms Scarlet fever Sore throat Streptococcal infection Whooping cough

ACA HW.12, HW.13

18 Girl Planning Girl planning has a greater reward than any single event or activity. The planning skills, confidence and enthusiastic independence developed as a Girl Scout will remain with each girl throughout her life. Here are some tips for girl planning within a unit. Camp-wide girl planning may vary from camp to camp, and might include a camper council, where representatives are sent from each unit.

Girl planning doesn’t mean you let go of safety or reason! Often it’s as simple as letting girls decide together where they’ll sit for lunch. Practice by making simple decisions and build toward responsibility and collaboration over time. This is Leadership!

1. Brainstorm – a sudden burst of inspiration. Ask a question and write down all the girls’ answers.

Rules: . No judging during brainstorming; no “killer” phrases . Don’t think about money, cost, time or space . Aim for quantity – lots and lots . Build upon each other’s ideas, combine, add to… . List every idea, repetition is okay, spelling doesn’t matter

After the storm is listed: Sort out ideas (circle together) according to: . Those immediately useable . Those maybe useable . Those not useable; not good or bad

2. Ways of voting – making choices helps girls grow.

. All in favor go to this side of the room. All against go to the other side. (Good to use if the girls don’t like to sit still.) . All in favor raise your hand. All against raise your hand. (This can be done with eyes open or closed.) . All in favor drop a blue square into the box. All against drop a red square. (Or any two items of different colors.) . Use pencil and paper. Write what you want, and drop in the box.

3. Other ways of deciding fairly.

. Surprise Bag: Put the useable ideas in a bag, draw them out . Dream Box: A place to put ideas that didn’t get chosen so you can use them again another time.

4. If your unit has a Day Camp aide or Counselor-in-Training, allow her to lead activities when possible. She can help model girl planning with your support.

19 Girl Planning (cont.)

Let Imaginations Go Wild! If the girls decide they want to fly a hot air balloon to Paris for lunch on Fri- day, can you? Well, no, but you could enjoy an imaginary trip! Make a poster board balloon, an Eiffel Tower of straws and gumdrops, and try mini croissants for a snack. You get the idea!

Helpful Hints . Identify the basic pieces of what needs to be done. . Make a place for each girl and make sure everyone know her part and how she fits into the whole picture. . Use a variety of approaches to planning. . Be aware of the needs of each girl. Both quiet and outgoing girls need the same opportunity to contribute. . Move at a speed that is comfortable to the girls. . Give practical advice about time, money, resources, transportation, equipment, etc. . Guide the planning in small steps so girls can see the parts of a plan working right away. . Make an agreement as to what part adults will do and what part girls will do. . Work with girls to help them develop their part of a plan. . Use visuals to summarize needs and actions and to show a plan growing as you go along. . You must “walk what you talk.” If you are part of a girl/adult leadership team you must work as a team. Girls must be given real leadership opportunities. The girl and the adult must ob- viously share leadership responsibilities.

20 Conflict Resolution 1. It is important to acknowledge the problem 2. You must participate...you are an important role model 3. Be consistent in your responses to the girls’ comments 4. Never yell at campers or use any kind of corporal punishment

Low-Profile Intervention . When conflict arises, try to deal with it as unobtrusively and positively as possible. . Nip behavioral problems in the bud in order to prevent more acute ones from occurring. . Move closer to campers who are starting to wander off-task. . Don’t deal with these problems when angry; avoid loud and public encounters. . Can you adjust the situation or environment to solve the problem? If two girls are squabbling over sharing the glitter, separate the girls, get another shaker, etc.

Assertive Discipline . Calls for higher-profile but non-hostile interventions that effectively communicate a counselor’s wants and needs for better discipline. . When a rule is broken, consistently follow through with consequences. Set limits verbally through requests, hints and reminders; nonverbally through eye contact, proximity, touch and gestures to communicate exactly what is required of whom. . Let the child experience the natural consequences of her behavior (within reason and with safety in mind).

Communication Techniques . Use “I” in order to communicate wants, needs, desires or wishes. Make expectations clear. . Such I-message assertions are more effective than “you stop…” messages, which focus on confrontations (“you”) and on past infractions (“stop”). . It is important to communicate to your campers this message: . I care about you . I know that you can behave . I want to help you to be a better you

Positive Reinforcement This is the old “catch ‘em being good” idea. Punishment does not change campers’ behaviors (except temporarily), but it can increase the incidence of negative behaviors by calling attention to them. This is easier said than done, but the techniques that follow may help: . Establish positive rules and expectations (i.e., “walking feet” vs. “no running”) . Use lots of praise but it needs to be sincere, personalized, descriptive and focused on campers’ actions not their characters or personalities . Set up positive expectations (i.e., “last time it took three minutes to get ready, let’s see if we can do it in two”) . Reward good behavior through nods, smiles, pats on the back or activity reinforcement.

Inappropriate Techniques . Threatening a child with anything you do not intend to follow through with. . Avoid ultimatums. Act instead of talking! . Purposefully ridiculing or embarrassing a child. . Not giving a child an opportunity to sincerely redeem herself. . Not allowing the child to voice her feelings.

ACA HR.16

21 Conflict Resolution (cont.) . Give her the choice of behaving acceptably or continuing the improper behavior. Clearly describe the misbehavior and the consequence of continued misbehavior. Follow through if necessary. . Ask the girl with the problem to sit next to you. Prior to the discussion, work out with her a signal that she is misbehaving (your hand on her knee, you drop your pencil, whatever works). This technique helps the girl realize which of her behaviors are disruptive. When “Power” is the goal: . Give her options. Both choices should be positive. . Acknowledge what she says to control and end the transaction. Use okay, all right, thank you, fine and good as acknowledgements. . Approach the girl privately and ask her to choose to be in the group and do the activity. . Ask her instead of ordering her to perform a task. . State the rules clearly and be consistent in enforcing them. . Provide a safe climate for her to tell the truth. . When possible, ignore unacceptable behaviors. Withdraw from a power struggle. Divert attention to another topic. . Never explain what she already knows in moments of conflict. Ask, “What is your understanding?” Don’t keep repeating yourself! . Give her jobs of authority such as assisting the counselor or teaching new members. . Do not let your own need for prestige and power influence you in handling a misbehaving girl. When “Revenge” is the goal: . Give the girl the right to self-determine her behaviors concerning her movements, posses- sions and body. . Give her an opportunity to contribute to others, which builds adequacy. . Before taking any action, ask, “Is it important?” . If she has damaged something, let her repair it, clean it or replace it. If she has an accident, do not punish, but ask, “What are you going to do about it?” . Let the child act out her anger and it will disappear quickly; do not interrupt or forbid her to be angry. Anger is a normal feeling; it’s how we act on it that causes problems. Help her find acceptable ways to express her anger. When “Dependency” is the goal: . Give the girl attention by praising her after she performs tasks and not before she does them. Make a written contract for small amounts of work. Point out successes, not failures, and reward her based on the contract. . Adjust the task to insure successful completion. Make the next task slightly more challenging. . Never do for her what she can do for herself. Reduce your expectations if necessary. . Group her with independent girls who can model leadership actions. . Give her some responsible task or position to help her gain status within the group. . Have her choose. Say “You can either do _____ or _____.” Do not lecture or criticize her choice. Responding to Misbehavior When “Attention” is the goal: . Assist the child in making a written contract of desired tasks and reward her when she has completed them. Give verbal praise after completion of each task. . If she is over talkative, ask her if she chooses to be in the group by listening quietly; if not send her outside the group until she can control herself, then she may return. . When one or two people dominate the group discussion, give out tokens to each person. Each must give up a token when she speaks. When an individual’s tokens are gone she may not speak. . Increase your acknowledgement to what she says and does; such as okay, all right, thank you, fine, good. This accepts her as she is. . Verbally praise girls who are behaving appropriately. This will reveal desired behavior. Don’t say, “Susie, you should act like Rachel.” 22 Day Camp Aides and Counselors-in-Training What are Day Camp Aides and Day Camp Counselors-in-Training? Your director may choose to supplement adult day camp staff with DCA/CITs (girls entering grades 7-12) who may help with program, songs, games, flag ceremonies, etc. Please keep the following guidelines in mind with regard to DCA/CITs.

1. Should be trained (7 hours for DCAs; 14 hours for CITs) and know what will be expected of them before coming to camp,. 2. Should work with a specific unit or be assigned to help and assist program leaders in specific activities. 3. Responsible to the day camp director and to a unit counselor, who will make and ar- range assignments. 4. A Health History and Sign In/Out Sheet are required for a girl who is a DCA/CIT. 5. May never be given full responsibility for a group of campers. 6. May never be in charge of parent sign in/out. 7. Should be at least two years older than the girls that they are working with. 8. Counted as girls rather than adults. 9. Experienced CITs may act as assistant counselors and plan programs with girls even though they are not 18, if the overall adult to girl ratio is met. 10. On Tuesday afternoon, the director will distribute a DCA/CIT questionnaire. DCA/CITs will have time to privately complete the form. 11. Evaluation procedures – at the close of camp every DCA/CIT should receive a completed copy of the Self-Evaluation and Empowerment Tool. Counselors must take care to provide constructive feedback in a positive tone. 12. Above all, DCA/CITs are developing leaders. It’s important to help them “grow their leadership muscles” by modeling professionalism, encouraging their best efforts and by giving progressive opportunities to make decisions, plan and lead.

Leadership vs. Community Service

These words are a simple guide to help you decide whether a project or activity is leadership based or service oriented. Basically, leadership puts you in an active role of decision- making. Service is a passive role where you follow through on something which is already in place. Major decisions have been made and you’re following someone else’s directions. (by Carol Lee Spages)

The difference can be critical for DCA/CITs who are trying to accumulate leadership hours for awards. If a DCA/CIT needs time in a leadership position, help her find opportunities when it is safe and appropriate to do so.

23 Hikes Made Fun

1. Make sure the camp director knows where you are going. Take a minimum of two adults. 2. Always take a first aid kit. 3. Walk single file on the left side of the road (unless on a sidewalk). 4. Obey road signs and trespass signs. 5. Be courteous to other living things and other people’s property, don’t pick flowers or bark from trees. 6. On long hikes munch raisins or oranges; not candy. 7. Bring trash and recyclables back to dispose of. 8. Walk slowly – short legs in front; take hills slowly, allowing a two-minute rest for each ten minutes of walking. Stay on trails. 9. Do not drink water found along the trail, unless it has been tested. 10. Girls should not accept or ask for rides, hike without an adult or hike in the heat of the day.

Type of Hike Activities for along the way and at destination

. Choose one or more colors; list all the things seen of these colors. . Listen, identify sounds. Color & . See how many different sounds can be identified in five minutes. Sensory . Photo scavenger hunt. . Pair girls & blindfold one - the other will carefully lead her on prepared trail. Historical or . Hike to historical landmark, learn history of site and discuss. Story Hike . Use a story as basis for hike. . Be sure of story before hike, i.e., Alice in Wonderland, Treasure Island Alphabet or . Find three different nature objects beginning with your first or last initial. Monogram . Make prints. . Measure things, see who found the longest, shortest, etc. . Take sack lunch on hobo stick. Hobo or . Look for four-leaf clover. Mystery . Investigate nature parkers; ants, bees, pack rats. . Group takes two or three different routes; direction hidden at several points, all end up at same point for lunch. . Note different shapes, bark, seeds, leaves, etc. Draw them. Tree & . Make rubbings, spatter or blue prints. Curiosity . Play tree tag. . Play game imagining or deciding what objects look like. . Identify trees, tag if you have permission. . Take crayon or pencil & large sheet of paper for each girl. Sketching . Decide on destination and, on arrival, ask each girl to draw an object seen. . Have an art exhibit back at camp.

24 Leading Songs How to Teach Songs 1. Get the group’s attention and introduce the song briefly. Tell some interesting bit about it or ask the group to listen for something special. For example:

 Who are the people in the story that this song tells?  What kind of place does the song describe?  Guess what country the song comes from.

2. While the girls listen, sing the song through or play a recording, establishing the rhythm. 3. If you have asked questions, give the group time to answer. 4. Next, teach the song one line at a time, asking the group to listen first and then repeat. 5. Then, have girls sing the whole song through with you. If it is a long song, teach one verse at a time. 6. Repeat once or twice if girls are still interested. Otherwise, go on to some other activity and later come back to the song again. 7. Pitch songs for children a little higher than is comfortable for you, unless you have a natural- ly high voice. 8. Many children also tend to sing too loudly. Help them learn the difference between singing and shouting. Helpful Hints . Learn a variety of songs so well that you will not need to refer to a book while you are teaching. . Practice song leading yourself, in front of a mirror if possible. Notes

______

Resources

Books available at the Balboa Resource Center The Book of Kids Songs, Nancy Cassidy, Klutz Press Girl Scout Pocket Songbook, GSUSA

Scouting Web website www.scoutingweb.com Click on “Traditions” then “Songs” Comprehensive site that includes traditional Girl Scout resources for teaching a variety of songs!

25 Teaching and Playing Games How to Teach Games 1. Know how to play the game. Have necessary equipment ready and the playing area defined. 2. Give clear directions with all participants close. Wait for the attention of everyone. 3. Demonstrate the action with a small group of children or another adult. 4. Hold off action until you are ready. 5. Allow for only a few questions about the rules. 6. Vary the way teams are formed and “it” is chosen. 7. Start the game as soon as possible – explanation can continue as the game is played. 8. When group is large, divide, if practical, into smaller groups for maximum participation. 9. Stop when enthusiasm is high – they’ll want to play it again.

How to “Tee Up” a game: use the “NOISE” model to explain all the important points— N—Name O—Object of the game I—Instructions S—Safety considerations E– Example (demonstration)

Helpful Hints . Very active games should be followed with quieter games or activities before girls can be expected to concentrate on anything “heavy.” . Provide opportunities for girls to participate in a variety of games. Alternate old standbys with new ones. . Balance competitive activities with those that encourage cooper- ation. Cooperative activities provide an opportunity for every girl to be a winner, eliminating the feeling of fear and failure. . Break down game’s activity into steps for girls with special needs. Adapt the activity to fit the abilities of the individual girl. Understand a girl’s disabilities and accept her limitations. . Begin with familiar games that are quickly learned, and then move to more complex games. . Avoid games that offend other people’s beliefs or customs. Resources

Books available at the Balboa Resource Center Games for Girl Scouts, GSUSA The New Games Book, Andrew Fluegelman, Doubleday The Cooperative Sports and Games Book, Terry Orlick, Pantheon Books Party Game Central website www.partygamecentral.com Create custom games list based on age of campers, equipment available and type of setting.

Pinterest or party-planning websites

26 Outdoor Flag Ceremony Color Bearer: Red sash is over right shoulder and tied with a square knot under the left arm.

Color Guard: Is made up of one color bearer and two, six or more color guards. Red sashes are tied around the waist on the left side.

Color guard stands at attention – does not take part in the program or flag ceremony – and does not salute with the rest of the participants.

Caller: Stands at one end of the horseshoe, calls the commands and announces the program. Color Bearer

Formation:

Silence: There is absolute silence from the time the Girl Scout Color Guard moves forward until it returns to the starting point. The color guard is the official guardian of the flag for the entire period they are wearing the red sashes.

Honor: The Girl Scouts honor the Colors when the first loop is fastened to the flag rope and the honor is held until the flag reaches the top. At retreat the honor begins when the flag starts down and is held until the second loop is loosened from the flag rope.

Patriotic “Sparklers” - feel free to add a short story, quote or explanation which enriches the flag ceremony. See “Resources” for ideas.

Flag Caller Commands Raising: 1. “Girl Scouts Attention; Color Guard Attention” - Call the group to give full attention to the ceremony. 2. “Color Guard Advance” – Call for the bearer to bring the flag to pole followed by the color guards. 3. “Color Guard, Present Colors” – Bearer hands flag to guard on her right and prepares rope for flag. With the help of guard, she fastens clasps. While guard keeps flag from touching ground, bearer briskly hoists flag. The Girl Scouts salute while the flag reaches the top of the pole. 4. “Color Guard, Honor Your Colors” – The color guard then salutes. 5. “Girl Scouts, The Flag of Your Country, Pledge Allegiance” – Salute the flag and say the Pledge of Allegiance. 6. Any songs (Grand Old Flag), poems, Promise or Law would be appropriate at this time. 7. “Color Guard, Dismissed” – Bearer leaves first, guards follow. 8. Announcements as needed may be given at this point. 9. “Girl Scouts Dismissed”

Lowering: 1. “Girl Scouts Attention; Color Guard Attention” 2. “Color Guard Advance” 3. Any closing songs (Taps) or poems appropriate at this time. 4. “Color Guard, Retire the Colors” – Guard salutes. The bearer steps forward to lower the flag slowly. The scouts salute while the flag is being lowered; putting their hands down at their sides as flag is unclasped from rope. The guard on bearer’s right steps forward to catch flag as it is lowered. While bearer secures rope, guards fold flag. Guard on bearer’s right, hands flag to bearer. 5. “Color Guard, Dismissed” – Bearer leaves first, guards follow. 6. Announcements as needed may be given at this point. 7. “Girl Scouts Dismissed”

27 Outdoor Flag Ceremony (cont.) Folding the Flag Step 1 To properly fold the flag, begin by holding it waist-high with another person so that its surface is parallel to the ground.

Step 2

Fold the lower half of the stripe section lengthwise over the field of stars, holding the bottom and top edges securely.

Step 3 Fold the flag again lengthwise with the blue field on the outside.

Step 4 Make a triangular fold by bringing the striped corner of the folded edge to meet the open (top) edge of the flag.

Step 5 Turn the outer (end) point inward, parallel to the open edge, to form a second triangle.

Step 6 The triangular folding is continued until the entire length of the flag is folded in this manner.

Step 7 When the flag is completely folded, only a triangular blue field of stars should be visible.

Resources Books at the Balboa resource center Patriotic Songs of America, John Hancock Mutual Life Insurance Co. Ceremonies in Girl Scouting, GSUSA

Scouting Web website www.scoutingweb.com Click on “Traditions” then “Patriotic” or “Ceremonies” Comprehensive site that includes traditional Girl Scout resources for conducting creative ceremonies of all types. 28 Waterfront Safety

General Waterfront Supervision . All day camp staff around the waterfront become watchers. . As a watcher you are on duty to assist the lifeguards in maintaining safe supervision of campers. . Don’t: read, sunbathe, have conversations, text or other activities that distract from camper supervision. . One watcher per 10 girls. . Campers and staff must follow all safety rules as posted at waterfront area. Staff accompanying campers is expected to assist in enforcing rules. . Buddy system is always in use at the waterfront areas. . Staff may not swim or use any watercraft unless a certified lifeguard is on duty. Pool 1. A certified adult lifeguard must always be present when swimming occurs. 2. Each girl must be tested to swim in the deep end. 3. Use “oral supervision” when girls are in the changing room: stand outside the door, talking to them, keeping them focused, and listening for horseplay or inappropriate behavior. It is inappropriate to help girls change unless special needs require it. 4. Have the campers ready to enter the pool at the scheduled time. Line up outside the gate in a buddy line until previous group leaves the pool area. 5. Upon entering the pool area, rinse off in the shower, and sit on designated deck area. 6. Two whistle blasts means all swimmers must go immediately to the side of the pool, find their buddy, and wait for instructions. 7. Pool rules to go over on the first day: . No running or horseplay . Long hair must be in braids or ponytails . No gum or Band-Aids . Don’t touch the rope between deep and shallow ends . No back dives or flips . Swim with a buddy and swim at the same end . No diving unless pool indicates appropriate diving areas . No breakable beverage containers (e.g., glass) are allowed in pool area Beaches, Lakes or Water Parks . Remind the campers that they are in public and are expected to behave in a manner that re- flects well on Girl Scouting. . An adult watcher must always be present on the shore of lake or beach. . Staff accompanying the group must check in with the beach/water park lifeguards or lake manager to receive orientation in water and weather conditions, identification of hazards and rules for beach, lake or water park use. . Buddy system must be used while at the beach, lake, or water park. . At the water park, an adult watcher must always remain with group/unit. Units must decide as a whole on what ride/slide they will go on. Watercraft Safety Rules . Must wear PFD . Water shoes or non-slip shoes must be worn at all times while in watercraft . No horseplay . No standing in the watercraft . Paddle on opposite sides in a canoe . An adult watcher must always be present on the shore

ACA PA.4, PA.5, PA.13, PA.16, PA.24, PA.26 29 Glossary of Day Camp Terms ACA (American Camp Association) is a national, professional membership organization that accredits camps. All Girl Scouts, San Diego-Imperial Council day and resident camps are accredited.

Administrative Staff is core staff that includes director, assistant director, program staff, health supervisor, and business manager.

All-Camp Programs are activities where all the campers participate at the same time. These require a lot of staff support and help to be successful. These could be talent shows, sock hops, carnivals, or whatever.

Buddy is a friend, old or new – don’t go anywhere without one!

Buddy Check is a safety system used to make sure that everybody has a buddy. Lifeguards also call Buddy Check during swim.

Buddy Line is how staff ensures the count of their unit. Buddies line up, two by two and count off. It’s a safety system to be sure everyone is there, and allows the group to travel in an orderly fashion.

Camp Name is a Girl Scout tradition of coming up with a nickname that you will be called during camp. You need to really like this name because you will be called it at camp, out of camp, and you may even get mail addressed to you with that name. It goes back to the days when adults were formally addressed as “Miss Jones.” That was too formal for camp yet using first names was socially unacceptable, so the camp name was born!

Camper Council are campers representing each unit that help decide on and carry out plans for the all-camp event or special meals.

Campers – They are what camp is all about!!! They are the reason we are at camp and are the most enjoya- ble part of camp!!! They can be scared, lovable, confusing, challenging, happy, excited, and even shy and you get to help each child grow and have a wonderful experience at camp.

Cookouts are the opportunity for campers to cook their own meal in a unit. Please remember to let the campers plan and do the cookout.

Counselors are adults, 18 years or older, who oversee and maintain the campers and Program Aides in their unit.

Flag raising and lowering is a Girl Scout tradition related to the Promise. It’s an all-camp kaper, all units attend, girls get to take responsibility. Housekeeping announcements are often made at this time.

Girl Planning is an important aspect of camp. This is when the girls tell you what they came to camp to do. Listen to their ideas, don’t make judgments, and always think creatively when listening to campers. Even an idea such as visiting Hawaii, going on a cruise, or having a night watch could happen at camp.

Headquarters is the central area of camp where the camp director, health supervisor, and camp information are located. This is a very busy area during the day.

Kapers are camp jobs either in the unit or “all camp.” Kapers are important because they teach responsibility and teamwork

Program Aides are Girl Scouts, grades 7-12, volunteering to help as needed in a day camp unit.

Site-Specific Training is required training that is specific to the day camp site and program.

Quiet Sign is given by raising one hand in the air. This is a signal to stop talking and pay attention.

Rotations are scheduled blocks of program time.

Singing Tree is a lively place where campers go at check in or after meals to sing their favorite camp songs and learn new ones.

Staff Uniform includes a day camp T-shirt that all camp staff should wear each day.

Unit Time is time for units to plan, play games, or just rest.

Units are a group of 10-12 campers, one or two counselors, and one or two Program Aides.

30 Forms, Forms, Forms Form Name What is this form?

I-9 This form is proof of your eligibility to work in the U.S. Please bring proper identification with you.

Vehicle Authorization for Camp If you are bringing a car to camp, please fill out this form and bring a copy PGO-0507 of your Insurance. (All staff who drive a vehicle to camp property are required to complete this form.) Adult Health History This lets our health care supervisor know if you have any health concerns. PGO-0063CW (A health exam is not required.)

Employee Handbook Handbook of GSSD Policies & Procedures for your records and review.

IIPP (Injury and Illness Preven- Handbook of GSSD Injury and Prevention Plan for your records and re- tion Program) view.

Pay Schedule List of all pay dates during the camp season.

Things to Bring to Staff Training

Mail documentation to the Human Resources Dept. by May 23, 2014:  Forms sent to you by HR (will be provided no later than 4/28/14) Bring on first day of work:  Copy of Driver’s License  Copy of Auto Insurance  Copy of documentation for I-9 verification (see list on next page). Documents must be current, unexpired, original documents.  Copies of Current Certifications  First Aid  CPR  Lifeguard Bring to training:  Copy of your Child Abuse Training Certificate  This manual  “Camp” clothes: tennis shoes, t-shirt, shorts, watch

31 32 33