Cabin Counselor Manual 2013 Final - Interlochen Center for the Arts

CAMP LIFE STAFF 2013
Cabin Counselor Manual - Interlochen Arts Camp
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Interlochen Arts Camp
Cabin Counselor Manual
2013
Table of Contents
Interlochen Center for the Arts ................................................................................................................................. 3
Statement of Philosophy
History of Interlochen
Philosophy of Founder - Dr. Joseph E. Maddy
Camp Life Personnel ................................................................................................................................................ 4
Divisional Structure
Administrative Structure
Other Key People
Camp Life General Information ................................................................................................................................ 6
Camp Life Mission
Staff Training
Student Handbook
General Behavior
Personal Grooming
Alcohol Policy
Illegal Substances
Smoking Policy
Confidentiality
Time Off
Appliances
Fire Safety
Cell Phone and Computer Use (staff)
Health Care
Laundry
Visitors
Mail
Participation in Lessons/Ensembles
Pets
Practicing
Worship Services
Vehicle/Parking Policy
Division Guidelines and Policies .............................................................................................................................. 8
Division Coverage
Division Duties
Roving
Evening Accounting for Campers
Outings
Recreation
Waterfront
Understanding Your Role ......................................................................................................................................... 9
Defining the Role of the Cabin Counselor
Defining the Style of the Cabin Counselor
The Ideal Cabin Counselor
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Understanding Your Campers .................................................................................................................................. 11
The 8 Year Old
The 9 Year Old
The 10 Year Old
The 11 Year Old
The 12-14 Year Old
The 15-16 Year Old
The 17-18 Year Old
Taking Care of Campers .......................................................................................................................................... 14
Behavior Management Policy
Definitions
Discipline vs. Punishment
Teaching Appropriate Behavior
Positive Reinforcement through Effective Praise
Corrective Teaching
Assist Campers in Regaining What Has Been Lost
Psychological and Emotional Health ........................................................................................................................ 18
Caring and Helping: What Can Be Done
Camper Psychological and Emotional Concern Protocol
Communication ........................................................................................................................................................ 19
Para-verbal Communication
Basic Principles of Good Communication with Children
Basic Principles of Good Communication with Parents
Emergencies and First Aid ....................................................................................................................................... 21
Calling For Help
Emergency Response
Emergency Procedures Check List
Lightening Safety
First Aid Response
Lockdown
Fire
Lost Swimmer Procedure
Swimmer’s Itch
Counselor’s List of What to Bring ............................................................................................................................. 23
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Interlochen Center for the Arts
STATEMENT OF PHILOSOPHY
Interlochen’s major education programs nurture students through an arts intensive curriculum practiced within a
framework of healthy competition and intensive curriculum practiced within a framework of healthy competition and
public presentation. Under the guidance of an exemplary faculty of artists and educators, Interlochen provides an
environment in which students may achieve the highest possible artistic, academic, intellectual and ethical standards
as individuals and as responsible members of a diverse society.
Interlochen through its major outreach programs, express its high goals and standards to the community and offer
students, faculty, and staff opportunities for frequent public presentation in a structured and supportive environment.
Patrons and listeners are provided a broad range of high-quality programs that are enriching, stimulating,
entertaining and worthy of support.
Approved by the Board of Trustees
July 25, 1998, Amended October 14, 2000
HISTORY OF INTERLOCHEN
In 1928, Dr. Joseph E. Maddy’s dream of a permanent training ground for young artists was realized in the formation
of the National High School Orchestra Camp at Interlochen. Today, the Interlochen Center for the Arts continues as
the country’s premier site for young musicians, dancers, actors, visual artists, writers and motion picture artists.
The Interlochen Center for the Arts is composed of the Interlochen Arts Camp, the Interlochen Arts Academy —
which, founded in 1964, has the distinction of providing more Presidential Scholars in the Arts than any other high
school in the United States — Interlochen Public Radio, one of the best subscribed public radio stations in the
country, Interlochen Presents which presents more than 750 concerts and exhibits a year, and the Interlochen
College of Creative Arts.
Interlochen’s alumni comprise more than 10% of the members of the nation’s major symphony orchestras. Among
the 80,000 alumni are actors Meredith Baxter, Richard Brooks, Linda Hunt, Bruno Campos; dancers Peter Sparling
and Janet Eilber; musicians Peter Yarrow, Jesseye Norman, Peter Erskine, Lorin Maazel, Nora Jones, Josh Groban
and Jewel; writers Pamela White Hadas and Cathy Guisewite; broadcaster Mike Wallace and visual artists Wendy
Midener and Keane Paradiso.
PHILOSOPHY OF FOUNDER - DR. JOSEPH E. MADDY
“’To leave the world a little better for having lived in it,’ is the motto of the National High School Orchestra; to develop
character and leadership through music is the aim of the camp.” - 1929
“… there should be some haven of peace and joy where selfishness surrenders to universal kindness and
cooperative enterprise, where beauty conquers worldly ills. Let us make Interlochen that place, forgetting our
worries...drinking in the beauties of nature and music, and living our ideals.” - 1934
“…(Interlochen), established for the purpose of testing and developing talent (in the arts) provides an ideal
environment wherein the arts becomes the principal theme in a life situation created to stimulate artistic endeavor
and growth in personality. Mild competition in every camp activity, unsurpassed opportunities for talent-finding and
talent-testing, association with hundreds of other talented and ambitious students from all parts of the country, and
daily contact with leaders of outstanding attainments, combine to stimulate artistic progress. Growth in citizenship
and personality accrues from wholesome living with youth of high aspirations and in close association with nature.” -
1946
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Camp Life Personnel
Divisional Structure
Each division is structured the same way; however, the number of youth development professionals in each position
varies.
Cabin Counselors
Counselors live in cabins with the campers, supervise their everyday activities, deal with their problems, and become
involved in their lives and ambitions. Counselors are responsible for the physical, emotional and overall well-being of
their campers. In addition, counselors instruct students in various areas of recreation; land sports, water sports and
camp crafts, as well as supervise groups of campers at concerts, plays and various social events.
Lifeguards
Lifeguards are staff members certified in Lifeguard Training (LT) or as Water Safety Instructors (WSI). They
guard swimming and canoeing for all divisions as well as guarding at off-campus beach trips. Lifeguards’
primary role is first as a cabin counselor in the division and secondarily at the waterfront.
Unit Leaders
Each Unit Leader is responsible for the cabins and the counselors in their unit including oversight of daily
inspections, and various divisional duties. Unit Leaders have contact with their counselors several times a day, at
headcount at night, during inspections, and serve as a first source of assistance to counselors in resolving issues.
Waterfront Director
The Waterfront Director must hold a current ARC certification in Lifeguard Training. S/he is also responsible for
overseeing the divisional waterfront. This includes guarding and teaching, as well as supervising off-campus
recreational excursions. The Waterfront Director also provides administrative coverage in the division.
Recreation Director
The Recreation Director plans and organizes all recreational activities and co-recs, oversees the running of the Rec
hut, and coordinates recreational classes, tournaments and special activities. The Recreation Director also provides
administrative coverage in the division.
Assistant Director(s)
Assistant Director(s) live in headquarters or their own cabin and are responsible for organizing and supervising
counselor schedules and for aiding unit leaders and cabin counselors. They adjudicate camper infractions and work
with the director in coordinating divisional activities, duties, and policies. They work with unit leaders and
administrative staff to solve concerns throughout the division. Assistant Directors act as the director in his/her
absence and assist with counselor evaluations.
Director
The Director is responsible for coordinating the activities and policies of the division. S/he serves as a liaison
between the division and the Camp administration. The Director is the primary contact in addressing issues involving
parents and camper-parent problems. S/he serves as a guiding force, a final authority and a model for campers.
The Director works closely with divisional staff and completes counselor evaluations.
Administrative Structure – These positions all serve Interlochen on a year-round basis.
President - Jeff Kimpton
The president serves as the chief operating officer of all 5 facets of Interlochen Center for the Arts.
Vice President, Education Programs – Ted Farraday
The Vice President oversees the artistic and academic program of the Academy and Camp.
Vice President, Student Affairs - Tim Wade
The Vice President oversees the out-of-classroom activities and services for the Academy and Camp.
Dean of Students (2) – Jennifer Wesling (All Divisions) and TBA (TBA)
The Deans serve as the primary campus-wide administrators for all Camp and Academy residence life issues. They
oversee all operational, staff and camper issues that might arise.
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Other Key People
Coordinator of Leisure Arts – Lisa Melnyk
The Coordinator of Leisure Arts oversees the recreation and waterfront programs for the entire camp. This person
has a staff of 3 to oversee waterfronts, recreation and the ropes course. This position serves Interlochen on a yearround
basis.
Director of Health and Wellness Services – Nancy Giffels
The Director of Health and Wellness oversees the operations of the three infirmaries, and all nurses and doctors.
This position serves Interlochen on a year-round basis.
Professional Counselor – Tracy Mallwitz and School Psychologist – Colette Simone
The Personal Counselor and School Psychologist are available for assisting staff with camper issues and
intervention. These people provide counseling intervention for both groups and individual students and also serve to
assist with counselor training and development. These positions serve Interlochen on a year-round basis.
Coordinator of Camp Life – Tim Baase
The Coordinator of Camp Life assists the dean in providing support to the division directors and camp life operations.
Director of Food Service – Roger Strait
The Director of Food Service is responsible for all food related services on the Interlochen campus including the
three dining halls and the Melody Freeze.
Director of Campus Safety and Transportation – Joe McCarthy
The Director of Campus Safety and Transportation manages all aspects of campus security including lock and unlock
of all buildings, alarms, drills, traffic and parking, the crosswalk and a team of 24/7 security officers. The Director
also oversees the transportation and student travel departments.
Student Travel Coordinators – Ernie Abel and Tom Ronayne
The Student Travel Coordinators manage all of the arrivals and departures of campers throughout the summer. All
passports and tickets are managed through this office.
Arts Directors
Kedrik Merwin – Director of Music
Cameron Basden – Director of Dance
William Church – Director of Theatre
Mindy Zacher – Director of Visual Arts
Mike Mittelstaedt – Director of Motion Picture Arts
Rosie Forrest – Interim Director of Creative Writing
Camp Life Division Directors
Ellen West – Institutes
Michelle Hartwig – High School Girls
Andy Jensen – High School Boys
Allegra Smith - Intermediate Girls Lakeside (lower grades)
Beth Lewis - Intermediate Girls Meadows (upper grades)
Annette Puleo - Intermediate Boys
Allie Jannette – Junior Girls
Daniel Von Holten – Junior Boys
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Camp Life General Information
Camp Life Mission - Our goal in Camp Life is to provide students with age-appropriate freedoms and structures
which afford opportunities to establish diverse and life-long friendships, develop life skills and foster independence.
In a safe, organized and clean environment, Camp Life provides creative social and recreational activities that
enhance and complement the intense artistic program.
Staff Training – Prior to arrival, each Camp Life staff member is expected to complete an on-line Pre-Arrival
Orientation. Information about this program is sent via email to all staff who have signed and returned their contract.
Verification of completion is collected upon arrival at Interlochen. Just prior to camper arrival, all Camp Life staff
arrive at Interlochen for a week-long intensive training program. State licensing requirements prohibit any Camp Life
staff member from assuming their full responsibilities prior to completing the prescribed training program.
Student Handbook – In addition to this manual, all camp life staff must be familiar with the Camp Student
Handbook. A copy is mailed home to all campers and parents in May and campers are expected to read this with
their families. A copy should always be posted in every cabin.
General Behavior - Interlochen Arts Camp counselors are expected to conduct themselves in a manner that
represents Interlochen positively and serves as a positive role model to campers. When in Camp uniform,
counselors are expected to maintain standards consistent with the responsibility of the position.
Personal Grooming - Personal appearance of the staff and faculty at the Interlochen Arts Camp is an important
ingredient in the overall program of Interlochen as viewed by parents, visitors and guests. It is essential for
counselors to maintain their personal appearance in a neat, clean, well-groomed manner, keeping in mind that they
are always setting an example for the students and are constantly representing Interlochen to the public. All
Interlochen employees are expected to wear the Interlochen uniform at all times when on Main Camp or at other
locations as directed by your supervisor. The uniform is always worn perfectly – shirt tucked in, socks, shoes,
appropriate length shorts, etc.
Alcohol Policy - Interlochen Arts Camp does not permit counselors to consume or store alcoholic beverages of any
kind on campus. Staff is expected to refrain from drinking or purchasing any alcoholic beverage when in Camp
uniform. All staff and faculty are expected to abide by this policy. The legal drinking age in Michigan is 21.
Interlochen cooperates with authorities regarding underage use of alcohol, up to and including prosecution, if
necessary.
Illegal Substances - Possessing, dispensing or engaging in the unauthorized use of illegal drugs and other
substances or the misuse of legal substances while under contract with Interlochen Arts Camp is prohibited. Any
violation of this policy can result in immediate dismissal and forfeiture of any further salary. Drug possession is also
illegal in the State of Michigan and IAC will take measures to prosecute if necessary.
The foregoing policies are necessary both to maintain discipline within each Camp division and to lead by example in
modeling the pledge that must be signed by all campers. You should be aware of this pledge, and it reads as
follows: “I agree not to possess or use tobacco or alcoholic beverages, or to possess or engage in the unauthorized
use of drugs while a member of the Camp. Camp authorities reserve the right to dismiss students for a violation of
the above pledge without returning any part of the fees paid.”
Smoking Policy - In the interest of providing a safe and healthy environment for employees, students and visitors,
and in accordance with the Michigan Clean Indoor Air Act, P.A. 198 of 1986, the following policy was adopted
effective May 4, 1987: Smoking is prohibited entirely, throughout all Interlochen Center for the Arts campus or
grounds. Additionally, staff members should not smoke while in uniform, even when off campus.
Confidentiality - Faculty and staff have the most direct contact with the campers. This relationship may bring rise to
information: signs of neglect, abuse, or camper use/abuse of substances. In this situation, the staff member may not
promise confidentiality to the camper. It is for the camper’s benefit that a staff member brings these issues to the
attention of the division director, Administrator or Professional Counselor.
Time Off - In general, Interlochen Arts Camp uses the American Camping Association standards regarding time off
for counselors. This allows for a day off during the week as well as one night out. Since the time periods vary within
each division, please refer questions about time off to your director. If it is not a counselor’s day off or night out, it is
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an expectation that, except for an emergency cleared by the Director or Assistant Director, the counselor will be in
his/her own cabin or division, depending the policy of the assigned division after call to quarters.
Appliances - Refrigerators, microwaves, coffee pots, hot pots, toaster ovens, halogen lamps, and televisions are
prohibited from being used in division camper cabins.
Fire Safety - Open flames such as candles and incense are strictly prohibited. Do not disconnect or tamper with fire
safety equipment (smoke detectors, extinguishers, etc.). Tampering with safety equipment is grounds for dismissal.
Staff Cell Phone and Computer Use – Because cell phone and computer use highly restricted for students, staff
are expected to use discretion in their use of these items. Please observe the following guidelines:
- No internet use in the cabins.
- Computer use in the cabin when campers are present is limited to music and business purposes
- Campers are NOT permitted to use staff computers or log-on information at any time
- No computer or cell phone use on Main Camp (the mall area or cafeterias)
- Find an alternative, discreet location such as residence hall lobbies, the library, HQ, staff cabins, the Writing
House, Minnesota Building or the Rotundas
- Other use within the division is at the discretion of the division director
Health Care - On-site health care for Interlochen employees is limited to acute illness and injuries that occur on the
job (deep cuts, sprains, suspected fractures, etc.) In cases where a camp life staff member has become ill as a
result of such close contact with campers, infirmary staff will assist that staff member. Also, if a counselor’s illness is
such that they should not remain in the cabin, the counselor must work with the division director to find an alternative,
temporary housing location. See any infirmary for additional information on health care options both on campus and
off campus.
Laundry - Laundry facilities for staff can be found in the basement of each of the residence halls. Facilities are also
available within the High School divisions. The camp students use these facilities as well. The Intermediate and
Junior divisions do not have laundry facilities. These camp students use a commercial laundry company that collects
laundry weekly.
Visitors - Interlochen is an open campus and your visitors are invited to tour and attend performances of both
students and the Arts Festival guests. The Camp has rooms and lodges available to rent for either a single night or
an extended period of time. The rates may include meals. All income from the rental of these lodges goes to the
Camp’s Scholarship fund. You may make arrangements for your visitors by contacting the desk at the Stone Student
Center. It would be wise to make such reservations in advance. Your personal visitors may not stay in the division
or on the beach. Guests must be escorted at all times and may not remain in division after nights out end.
Many motels in the area (in the village of Interlochen or in Traverse City) make it possible for you to secure offcampus
housing for your guests. Call 1-800-Travers for more information. Camping facilities are available in the
Interlochen State Park which is located adjacent to the Interlochen Arts Camp. Reservations for camping should be
made well in advance through the Director of the Interlochen State Park 231-276-9511.
Guests and visitors not staying on Camp may purchase meals at the Stone Center dining room and there are
numerous restaurants located in the Interlochen-Traverse City area.
Mail - Your mail should be addressed as follows:
Mail
Packages
Name
Name
IAC –(Division STAFF) IAC –(Division STAFF)
PO Box 200
9900 Diamond Park Road
Interlochen, MI 49643 Interlochen, MI 49643
Participation in Lessons/Ensembles - It is sometimes possible for counselors to participate in lessons and other
various ensembles (Pit Orchestra, Festival Choir and Alumni Band) while at the Arts Camp. In all cases, camp life
responsibilities take priority over any other participation. Participation in an ensemble is less feasible for staff
working in younger divisions. Permission for participation must be granted by the Division Director.
Pets - Pets are not allowed in divisional camper cabins.
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Practicing - Practicing in the cabin is prohibited. Practice huts are provided in each division and on main camp.
Worship Service - Each weekend, arrangements are made for worship services including Catholic Mass, a Jewish
Service, etc. See the camp calendar for more information on other services and times.
Vehicle/Parking Policy - Counselors are permitted to have cars at the Camp, but they must be registered with
Security during Pre-Camp. Parking is available on the Camp grounds, but not necessarily within or immediately
adjacent to various divisions. Cars are not to be operated within the divisions.
Division Guidelines and Policies
Division Coverage - One of the most important considerations in scheduling time off is that the division, as a whole
and in its separate units, is given maximum coverage. At a minimum, the Director or Assistant Director will be on call
for the division at any given time and at least one Unit Leader will be on campus. At no time will all Ad Staff within a
division be off campus. The chain of command and responsibility will be maintained at all times. Time off for the
counseling staff is equally divided between the units as well, so appropriate administrative coverage is maintained.
Divisional Duties
Office Duty
The office within the divisions operates daily from 8am until call to quarters. Office duties vary between divisions, but
may include:
• Answering the phone and delivering the messages (This is important to both the campers and their parents)
• Distributing mail to the staff and campers by sorting it into the appropriate mailboxes
• Issuing passes to the appropriate infirmary
• Handling change and selling stamps to campers
• Handling refunds from vending machines in the division (where applicable)
• Handling lost and found within the division
• Signing campers on and off campus
• Greeting visitors and directing them to their camper(s)
• Keeping the office organized
Roving
Each division, because of varying size, customizes the roving process. Rovers walk through the division immediately
after taps until a determined time as outlined by your division director. These persons rove the areas to ensure quiet
and safety in the cabins so that, in limited numbers, cabin counselors may enjoy a couple of hours away from their
cabins. The high school divisions also have rovers on main camp after the dinner hour until call to quarters.
Evening Accounting for Campers
Each evening, divisions follow a strict process for accounting for all campers. This process is different for each
division. Counselors are expected to strictly adhere to the process outlined by each division director as it relates to
accounting for campers. Failure to follow these policies may result in termination.
Outings
There are day trips that are offered to each division throughout the summer. The extent of the trip as well as the
nature varies with each division. The different types may include the following:
• North Bar
• Otter Creek
• Sleeping Bear Sand Dunes
Recreation
Based on cabin counselors’ interests and skills in various sports and activities, the Recreation Director, with the help
of others, will present activity options to camp students. This will be accomplished through a scheduled recreation
class or by utilizing free time. Each division has a recreation hut that is filled with various sports equipment to be
used by campers and staff. It is encouraged that during free time campers become involved in a recreational activity
such as a sports game, ping-pong, or even tossing a frisbee. Videos/movies are not acceptable forms of recreation
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for campers while at camp and are not permitted except when approved by a dean during a change-over weekend.
Waterfront
All waterfront regulations concerning the safety and welfare of campers (faculty, staff and students) are under the
jurisdiction of the division waterfront director. These regulations control all swimming, boating, canoeing and sailing
activities. Camp personnel enjoy the facilities of any of the supervised areas and are expected to adhere to the
regulations of that area. No swimming or boating activities are permitted on any waterfront when artificial light is
required. Small craft owned by any staff member are subject to the regulations of the Camp while moored or in
Camp waterfront areas.
Understanding Your Role
Defining the Role of the Cabin Counselor
Defining the role of “Cabin Counselor” is a daunting task; however, several overall factors remain constant in those
that are successful. A successful staff member is one who:
• Gets along well with others by doing one’s own part and supporting others, is a team player and a positive
part of the division and Camp community.
• Presents a “United Front” with other staff both in the division and across campus.
• Is an active part of the division and Camp group through cooperation, being a participant in group decision
making, being supportive of decisions made by others and comparing self-interest in relationship to the best
interests of the camper, division and Camp.
• Is self-sufficient and self-reliant in relating to campers, divisional and Camp staff, programming, and
managing the cabin.
• Is open to experiencing new ideas, exploring, observing and participating in the building of camper, divisional
and camp relationships.
• Participates wholeheartedly in division and camp activities.
• Shows others respect in order to earn respect.
• Reinforces the positive while working with the negative.
• Knows when to take a personal time-out when involved in or managing a difficult situation.
• Serves as a positive role model for self-care (healthy eating, regular exercise, sleep).
• Maintains a good sense of humor.
• Expects the unexpected and is prepared to improvise and maintain a positive attitude.
• Effectively communicates with parents, colleagues, and camp students.
Defining the Style of the Cabin Counselor
Your “style” is the catalyst which creates and stimulates the environment of the cabin. In working with campers of all
age groups you will find that various techniques and methods will be needed to reach all of the campers under your
care; however, a consistent style is the foundation from which to build successful interactions not only in the cabin
but in Main Camp, roving, and in the Dining Hall.
The following “styles” are meant to characterize three methods by which a counselor might respond. Two of the
styles are at opposite ends of the counseling spectrum while the third is a compilation of the two and is the most
effective style from which to work.
The “Laissez-Faire” or “Do What You Want” Style is characterized by:
• the failure to hold campers responsible for their actions.
• a reluctance to seem “uncool” or “un-hip” in the campers’ eyes.
• a thinly veiled disdain for division and Camp policies and procedures.
• feeling uncomfortable establishing one’s authority in the cabin and division in the first weeks of Camp.
• an unwillingness to take the awkward step of confronting or repeatedly confronting individual campers when
circumstances warrant it (especially out of fear of damaging a friendship with a camper).
• campers learning that this counselor turns a “blind eye” to many situations.
• setting the campers up for failure by conditioning them to respond inappropriately when confronted by other
staff members who adhere to policy and give appropriate consequences.
• the fact that counselors who survive this method usually regret choosing this style.
The “Authoritarian” or “Hardball” Style is characterized by:
• intolerance and inflexibility.
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• an exaggerated concern for authority.
• a constant need for order and routine.
• a cynicism about the “bad” campers and their underlying motives.
• a tough, aggressive, punitive and overly rigid adherence to camp rules.
• a willingness to employ “ambush” techniques to capture campers and give punitive action.
The “Firm But Fair” Style is a combination of the previously-mentioned styles and is the one which we expect
counselors to strive for.
The Ideal Cabin Counselor
Cabin counselors come with their own set of skills and personal baggage. It is important to remember that we are
not perfect. We are subject to the same biases and difficulties as everyone else. Our job is to recognize this and
work hard toward the following:
• Cabin counselors strive to be calm, unflappable, and even-tempered.
• Cabin Counselors strive to avoid having biases or prejudices. We recognize the differences in all children
and deal with the individual, caring for each one.
• Cabin Counselors sometimes have to hide their true feelings from campers if it is not productive or healthy
for the children in their care.
• Cabin Counselors must work daily not to have favorites. It’s easy to do and can become very obvious to our
campers.
• Cabin Counselors work daily to provide a living environment that is exciting, stimulating and free, quiet when
needed, safe and orderly.
• Cabin Counselors must strive to be consistent.
• Cabin Counselors are often expected to know all of the answers. Don’t be afraid to say you don’t know but
will find out from someone else.
• Cabin Counselors need to support each other and work hard to present a united front to the campers. If
personal feelings, values or convictions get in the way, discuss them privately with your colleague. Don’t do it
in front of campers.
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Understanding Your Campers
The 8 Year Old
Physical Development
• Ravenously hungry, they will try almost anything.
• Muscles are well coordinated.
• Need to exercise both large and small muscles.
• Usually sleep well.
Mental Development
• They like to argue.
• The always see others’ mistakes and maybe
sometimes their own.
• New awareness of individual differences.
• Boys are often slower than girls.
• Need help caring for possessions.
• Love to collect things.
• Are more eager with enthusiasm than wisdom.
• Greater capacity for self-evaluation.
The 9 Year Old
Physical Development
• They work and play hard and may overdo
physically.
• Appetite may be less than when they were 8.
Prefer plain food.
• Boys tend to be careless in their grooming.
• May have stomachaches when they do not want
to do something.
• Like rough and tumble play.
• Participate in community and group sports.
Mental Development
• Able to work independently part of the time.
• Like to read for information but do not remember
well.
• They often forget to take the materials they need
to school.
• Very busy with their own affairs.
• Worship rules.
• Fight with their brain as well as their body.
• Thinking is ingenious and original.
Emotional Development
• They like hard things and will try anything.
• They have more self-confidence and are less
sensitive unless tired, when they will burst into
tears.
• Wants to be good.
• Often blame others when they are in trouble and
may grumble a great deal.
• They are careless, noisy, and argumentative while
also being alert, friendly and interested in people.
Social Development
• Do not like to play alone.
• Organize short-lived “clubs.”
• Assume the mannerisms of their “club.”
• Always have an alibi.
• Becoming better losers, however, are quick to
blame others as cheaters.
Emotional Development
• They speak more quietly.
• May be impatient and quick-tempered.
• Have few fears but they worry a great deal.
• Not hard to discipline, respond to warnings.
• Accept blame but become upset if accused of
something they have not done.
• They show modesty and inquisitiveness about
sex.
• Becoming self-sufficient, can be trusted.
Social Development
• Want to be liked and love to be chosen for games.
• Like to have one special friend of the same
gender.
• Play endlessly the things they enjoy.
• A lot of criticism for the opposite gender.
• Many secrets.
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The 10 Year Old
Physical Development
• Will have gained weight but not height in this
growth spurt.
• Very active physically; however, boys’ games are
much rougher.
• Individual differences and abilities show up more
dramatically.
• Neatness is not seen as a part of correctness.
• Very critical of both their own and others’ work.
Mental Development
• For the most part, have themselves and their skills
in control.
• Work with great speed and show capacity to
budget time and energy.
• Ready to participate in discussions and enjoy
discussing world affairs and situations.
• Follow leadership and would now rather talk with
an adult than a peer.
• Eager to try the “suggestions” of adults.
• More interested in the here and now than the
future.
Emotional Development
• Generally content and casual.
• Have brief and quickly forgotten bursts of anger.
If they don’t get their own way, bursts will come
more frequently.
• Emotional reactions are “changeable.”
• May become moody and critical at times.
Social Development
• Most are law-abiding citizens who enjoy
democracy.
• Appropriate for them to be part of the rule-making
process.
• Looking for leadership and role models to
emulate.
• Very important for them to be accepted by the rest
of the group.
• Social class differences in attitudes and behaviors
are very strong.
• The female camper who has reached puberty
early may become interested in older males
because those of her own age are not tolerant of
girls.
The 11 Year Old
Physical Development
• Restless and fidgety. Cannot sit still for any length
of time.
• Fatigue easily.
• Awkward and clumsy, need help achieving grace.
• Females’ bodies have begun to mature but,
typically, few boys have begun adolescence.
• Interested in knowing how their bodies function.
Mental Development
• Mentally restless and can’t concentrate as well as
they could previously.
• Definite interest in human reproduction.
• Increased self-reliance and ability.
• Enjoy making decisions; however, can be
impulsive, curious and eager to investigate.
• Growing independence can sometimes bring
trouble.
• They may become so absorbed in “the group” that
other areas may slide.
Emotional Development
• Become self-conscious and insecure about how
they look.
• Have developed a good sense of humor toward
self and others.
• May be rebellious.
• May talk back, love to argue.
• Self-assertive, unaware that they are being
difficult or rude.
• Happy with their peers; grown-ups are thwarters
and irritators.
• Do not respond well to encouragement or
criticism.
• Are often on best or better behavior away from
home.
Social Development
• Like organized games.
• Boys have a low opinion of girls because they
can’t/don’t play as rough.
• Can be taught good manners; they are interested
in doing things right.
• Typically follow a leader, becomes important that
the leader is good.
• Beginning need to share in community projects
and receive community recognition.
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The 12-14 Year Old – Early Adolescence
• Self-consciousness and worries about appearance of developing body.
• General moodiness, increased aggression in boys.
• Acne development due to hormonal changes.
• Starts initiating and asserting independence; no longer just “one of the family.” This may be exhibited by
experimentation with dress, speech, manners, etc., in an attempt to find an identity.
• Rebellious and defiant behavior are the norm; one will observe more rudeness and a demand for more freedom.
• Friends become more important and, in order to identify as closely as possible with friends, having the “right”
clothes, hairstyle, etc., and listening to the same music become important factors.
• Increased need to feel a sense of belonging to a peer group. Boys tend to form “gangs” of friends while girls
tend to have one or two rotating “best friends.”
• Usually have a strong sense of justice. Tend to see right and wrong in a very black-and-white, concrete point of
view.
• Want to be treated “fairly” by their definition of fairness.
• Often intolerant and find it difficult to compromise.
The 15-16 Year Old – Middle Adolescence
• More composed, even-tempered, tolerant; have become less self-absorbed and have a greater ability to
compromise.
• Can accept others’ opinions even if they are different from their own.
• Have learned to think independently and make their own decisions. Tend to be less eager to conform, more
discriminating and less suggestible.
• Experiments continually to find the “right” image. Clothes, hair style, attitudes and opinions may all change
frequently.
• Needs to collect new experiences. Tests boundaries and takes risks, increased likelihood of experimentation
with cigarettes, alcohol, gateway drugs.
• Due to decreased self-consciousness this age tends to be more sociable and less shy.
• Continues building a set of values and developing personal sense of morality. Questioning and setting aside
ideas and values upheld by the family could occur.
• Friendships are more lasting and intimate.
• Begin to accept their own sexuality and form sexual relationships that involve feelings that they may have never
had before.
• Intellectual broadening out, which includes wider interests and greater awareness, curiosity about the world.
• Able to think in abstract terms and deal with hypothetical questions, so they begin to question things previously
taken for granted.
• Tend to want to debate and discuss issues.
• Become socially and physically adventurous.
• Tend to believe that they are invincible or immortal.
• May not follow recommended safety precautions in many situations.
The 17-18 Year Old – Late Adolescence
• Tends to be more idealistic and attempts to find social or political causes to be committed to.
• May turn to religious cults or movements or experience increased rigidity in own religious beliefs.
• Increased involvement with life, work and relationships outside the family.
• Increased focus on setting self on a course to achieve financial or emotional independence. As a result,
anxieties or uncertainty about the future can considerably affect temper, confidence and self-esteem.
• Becomes more able to form stable sexual relationships.
• Tends to feel on equal terms with the family. Is inclined to think they have insights into and experience of the
world that parents may lack.
• This age group is almost ready to become an independent and self-reliant adult.
13

Taking Care of Campers
Behavior Management Policy
The Interlochen Center for the Arts is concerned with the total welfare of all its campers. Every effort is made to
provide a positive environment that fosters the fullest development of each camper’s potential, both socially and
artistically.
It is Interlochen’s expectation that Camp staff will use positive behavior management as a means for prevention of
and intervention with campers’ behavior problems. All employees should understand the importance of treating
campers appropriately and humanely, consulting with Camp authorities in any cases in which they are in doubt as to
the appropriate treatment, and informing their supervisor when a disciplinary incident has occurred.
Camp staff should refer to training manuals and other documents, provided by the Camp and Division Directors, for
information on how to prevent the occurrence of behavior problems and the appropriate methods to employ when
confronting inappropriate behavior.
In accordance with the laws of the State of Michigan, it is the Camp’s policy that a child shall not, under any
circumstances, be deprived of food or sleep; be isolated (placed alone without staff supervision, observation or
interaction); or be subject to ridicule, threat, corporal punishment, excessive or abusive physical exercise (as a
means of punishment or for any other reason), or excessive restraint, either by staff or other campers. In addition,
campers shall not be subjected to hazing or abusive jokes or pranks either by the staff or other campers.
Definitions:
• “Excessive or abusive physical exercise” means exercise without positive behavioral modification value and
so harsh as to be beyond a reasonable person’s comprehension.
• “Corporal punishment” is defined to include spanking.
• “Excessive restraint” means any force used beyond the minimum amount of force necessary to protect the
individual or over a longer period of time than is necessary for the child to regain his/her composure. If the
methodology/procedure used, in and of itself, causes harm to the child, it is defined as excessive.
Campers bring many things with them to Camp including their learned behaviors. When working with campers, keep
the following thoughts in mind:
• Campers, though very talented, are not mini adults. Most are artistically very mature and socially very
young.
• Expect them to test your limits to find where the “true” boundaries are located.
• Be a rubber band and not a brick wall. Understand where your good judgment and flexibility are required.
Behavior issues may surface for many reasons. If you can identify the reason behind the behavior, you will know
better how to successfully handle it.
• A desire for recognition or attention: It may be better to be infamous than unknown.
• Frustration: Unsatisfied needs or desires can cause campers to lash out.
• Homesickness: Being scared and nervous can often cause frustrations that are outwardly expressed.
• Illness/exhaustion: No one is at one’s best when one is sick, tired and away from home.
• Conflict: Whether with another camper or a staff member, conflict can cause behavior issues.
• Outside conflicts: You never know what issues campers are bringing along with the rest of their supplies.
• Established behavior patterns: Campers bring themselves to camp.
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Discipline vs. Punishment
Stopping problems before they begin is likely to occur when the following is in place:
Discipline Promotes
A focus on improving behavior and growth
Problem solving between child and adult
Undamaged or improved self-esteem
A child’s sense of responsibility
Undamaged/improved relationship between adult & child
Punishment Promotes
A negative focus on character
Control over child by adult
Guilt and fear in child
Child learning to avoid punishment
Lingering bad feelings between adult and child
Discipline
Punishment
Purpose
To train for correction and maturity; selfdiscipline
To inflict pain or penalty for an offense
Focus Future correct deeds, long-term Past misdeeds, short-term
Attitude Love and concern on the part of the adult Hostility and frustration on the part of the adult
Resulting
Emotions in Child
Stability
Fear, guilt, poor self-image, etc.
Establish discipline with the following elements:
Expectations and limits which are mutually defined and clearly stated. (Cabin Contract)
Logical consequences which will follow and fit misbehaviors and positively impact the community
Collaborative problem solving when problems arise.
Reinforce positive behavior through effective praise.
4-Step Process
1. Specifically describe the positive behavior.
2. Give a reason why the behavior was effective.
3. Request acknowledgement.
4. Relate positive consequences for action.
Problem-Solving Steps
1. Assess the situation.
2. Determine each camper’s goals.
3. Brainstorm solutions.
4. Analyze the list for best possible solution.
5. Select a course of action.
6. Carry out the plan.
Experiential Learning Cycle
• What happened?: The story or factual account from one person’s view.
• So What?: What was learned through the situation?
• Now What?: What will you do with the new-found knowledge?
It is important to explain intervention techniques to campers before they can be used effectively. Suggested methods of
intervention could include:
A Time-Out Space: A place inside or directly outside the cabin where a camper can go for a reasonable amount
of time to compose him– or herself.
A Non-Verbal Signal: An appropriate hand signal to indicate quiet, look at watch to remind of pre-arranged time.
A Verbal Signal: An appropriate “I-message”; “When you (student action taken), I feel (feeling), because
(rationale).”
Role-plays: Have campers reverse roles within a particular problematic situation and identify how it feels to see
the situation from another perspective.
Unfinished Sentences: Use appropriate phrases which students can complete to give you feedback about how
they see their problems and how they might propose handling them.
15

Teaching Appropriate Behavior
Planned teaching sequence:
1. Introduce skill to be learned.
2. Describe appropriate behavior.
3. Give rationale.
• “It’s important to follow instructions because you may have more time to do what you choose to do.”
• “When you get the counselor’s attention appropriately, you’re more likely to get the help you need
quickly.”
4. Request acknowledgement.
5. Practice.
6. Provide feedback.
7. Provide positive reinforcement or consequence for learning.
8. Establish future follow-up practice.
Positive Reinforcement through Effective Praise
Praise is contingent on appropriate behavior.
Should be given in a timely manner, i.e., as soon as appropriate behavior has occurred.
Specific description of appropriate behavior. Explain to them what they did correctly so they may do it again.
Make your statement credible.
Praise small steps toward a goal.
4:1 ratio of praise to correction.
Be aware of your proximity to the camper when praising.
Be aware of your body language as you are praising.
Use variety.
Praising is not offering a reward for doing something correct; it is acknowledging that a correct choice was made.
Corrective Teaching
Corrective teaching is your response to campers’ problem behaviors and involves teaching and practicing an appropriate
replacement behavior.
Corrective teaching is best used when campers are doing something you have asked them not to do, not doing something
that you have asked them to do, or doing something that could harm themselves or others.
Corrective teaching is a structured and predictable way to handle misbehavior while also providing a plan and
replacement behavior for the future.
Hints for Using Corrective Teaching
Remain calm.
Stick to one issue at a time.
Give your campers the chance to earn something back (earn back up to half of what they have lost).
Be consistent with expectations and consequences.
Handle the feelings first (yours and theirs) and the teaching second.
Corrective Teaching Steps
1. Stop the problem behavior.
Get their attention.
Specifically and calmly describe their behavior.
Give short, clear instructions.
2. Deliver Consequences
Be consistent.
Relate the consequences to the behavior.
3. Teach Alternative Behaviors
Teach a new behavior or skill.
4. Practice Alternative Behaviors
Have them show you how to correctly respond.
Praise their efforts.
16

Assist Campers in Regaining What Has Been Lost
Remain calm; know when to give yourself a time-out before dealing with an issue.
Be cautious of voice tone and volume and cadence.
Make directions short and specific.
Avoid threats.
Avoid power struggles.
Maintain appropriate proximity control (know where your body is in relationship to the situation and the camper).
Avoid rushing the process, give appropriate “wait time” for students to process and respond.
Avoid escalating the situation.
Use specific praise:
o “Thank you for making your bunk.”
o “Great job getting quiet after taps.”
Use empathy:
o “I understand you…”
o “It sounds like what you’re saying is…”
o “I see you need some help with…”
Psychological and Emotional Health
Caring and Helping: What Can Be Done
• Listen: A person in mental crisis needs someone to listen to what s/he is saying.
• Evaluate the seriousness of the youngster’s thoughts and feelings.
• Evaluate the intensity or severity of the emotional disturbance. It may be possible that the camper may be extremely
upset without being suicidal. Often, if a person has been depressed, and then becomes agitated and restless, it can
be cause for alarm.
• Take seriously every complaint and feeling that a camper has. Do not dismiss or undervalue what the camper is
telling you.
• Do not be afraid to ask directly if the camper has entertained thoughts of hurting his or her self. The camper may not
openly mention this during a crisis time, however if questioned appropriately at an appropriate time the opportunity to
discuss it may arise.
• Do not be misled by the camper’s comments that s/he is past the crisis point. Follow-up is crucial.
• Be affirmative, but supportive. Strong, stable guideposts are essential in the life of a distressed camper. Provide
emotional strength by giving the impression that you know what you are doing and that everything possible will be
done to assist him/her.
• Evaluate available resources. Friends, family, connection to Divisional Staff, availability of Health Services and
Professional Counselor.
• Act specifically. Do something tangible, give the camper something definite to hang on to, such as contacting another
helping person, arranging for them to see you at a later time. Allow them to feel that they have gained something
from the conversation.
• Obtain appropriate assistance and consultation.
Camper Psychological and Emotional Concern Protocol - There are rare occasions with a camper’s behavior is
inappropriate and unacceptable in terms of their response to stress or strong emotions. Each situation listed will include
consultation among the Personal Counselor, Health Services, Divisional Staff and Camp Administration. Parent/Guardian
will be notified in all cases.
Although efforts will be made to normalize the situation as often as possible, it may be determined that a camper be
removed from divisional activities and require other assessment or support. In an extreme case, the camper may spend
the night in the infirmary with a Camp counselor in attendance. The presence of a counselor with a student serves to
protect the safety of the student as well as afford him/her the attention that he/she may need while unstable.
Level One - Emotional Upset - Camper is distressed or emotionally upset to the extent that extra support is necessary.
Cabin Counselor will bring concern to the Division Director.
Division Director will meet with the Camper and assess the need for further support.
One of the Deans, Professional Counselor and Parent(s) may be contacted and involved in the decision-making as
appropriate.
If camper is to be temporarily removed from the cabin, one of the Deans is notified. If incident occurs after hours,
camper will be seen by a Professional Counselor the following day.
It may be appropriate for a student to stay overnight in Health Services for LEVEL ONE emotional concerns.
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Counseling Services and Divisional Staff will determine whether the student needs his/her Cabin Counselor in
attendance.
Level Two - Self Harm May Be Indicated - This includes but is not limited to:
Verbalization or written expression of intent or desire to harm self
Cabin Counselor must report ideation to the Division Director.
Division Director will contact one of the Deans who will make the judgment regarding the best course of action to
stabilize and protect the camper.
Parent(s) and Professional Counselor will be notified by Division Director or one of the Deans and be involved in the
assessment and care plan.
If it is determined that the camper will stay in the infirmary overnight for his/her safety, a Cabin Counselor will be
required to stay with the camper at all times.
18

Communication
Para-Verbal Communication
Para-verbal communication refers to the messages that we transmit through the tone, pitch, and pacing of our voices. It is
how we say something, not what we say. How you say something is often more important than what you say.
Tone: Attempt to avoid inflections of impatience, condescension, inattention and anger.
Volume: Keep the volume appropriate for the distance and the situation.
Cadence: Deliver message at an even cadence or rhythm.
You can escalate or de-escalate a situation by the manner in which you approach it with your para-verbal communication
skills.
• Listening is an attitude, not only a skill; choose to be attentive and aware.
• Give yourself plenty of time and space before a transition into asking questions.
• When asking questions, frame them to promote a response other than yes or no.
Attempt to never use the word “why” when questioning. No matter the tone and inflection, the question will always
become a judgment. The notion of “why” is an abstract rationalization as to reason. Replace why with other clarification
words (who, what, when, where, how).
Basic Principles of Good Communication with Children
Let the camper know that you are interested and involved and that you will help when needed.
Provide the camper your full attention when s/he wants to have a conversation with you.
Unless other people are specifically meant to be included, hold the conversation in privacy. The best communication
between you and the camper will occur when other campers are not around.
Don’t tower over the camper; physically be at the same level to talk.
• If you are angry about an incident or a behavior, don’t attempt to communicate until you have regained your cool,
because you cannot be objective until then.
• It is better to stop, settle down, and talk to the child later.
• If you are very tired, you will have to make an extra effort to be an active listener. Genuine active listening is hard
work and is very difficult when your mind and body are already tired.
• Listen carefully and politely. Don’t interrupt the camper when s/he is trying to tell his/her story.
• Be as courteous to the child as you would like him/her to be to you.
• Don’t unravel all of the minor threads of the story, not allowing the child’s own theme to develop.
• Don’t use put-down words or statements.
• Assist the camper in planning specific steps and solutions.
• Give the camper positive reinforcement for keeping the lines of communication open.
Basic Principles of Good Communication with Parents
On occasion it becomes necessary to communicate to parents that a child’s behavior is of concern. In rare situations, a
child’s behavior may lead to either their dismissal from Interlochen or their not being asked to return for the following year.
In either case, it is imperative to have established clear communication home to parents. Telephone calls offer an
effective means of interacting with parents and allowing for their immediate awareness and input into the situation. It is
important to document the phone calls a staff member might have with parents.
Things to remember when calling parents:
1. Work with a member of ad staff when making a call to parents.
2. Call sooner than you think is necessary. Staff members should not hesitate to phone parents. It’s not unusual for
a parent to indicate to staff that “we’ve struggled with these same issues in the past.”
3. You don’t have to have all of the answers.
19

4. Explain your need for their input, advice and ideas.
5. Limit the concerns you present to 2 or 3. It can seem quite overwhelming to parents if there is a laundry list of
issues. Some parents may perceive that you are “picking on” their child if too many things are presented at once.
6. Plan to have at least one positive comment to include in your conversation.
7. If a child has broken a rule that requires him/her to tell his/her parents, the child should be the first to talk and
explain the situation.
8. Offer that the parents may contact you anytime and that you will be back in contact with them if your concerns
continue.
9. Work on a plan on how best to explain to the child that s/he needs to reevaluate her/his behavior.
Anytime a staff member initiates a call to a family or a call comes from a family in which behaviors of concern will be
addressed, they are asked to complete a Communication Record Sheet.
Suggested Language for the First Call
This is calling from Interlochen. is ok. I am his/her
and I just want to speak with you about how things are going for him/her. We’ve seen some concerns and I would
like to share them with you in hopes that we can ward off any further problems.
seems to be struggling in the cabin/division. It’s often difficult for him/her to:
Get along with cabinmates (teasing, picking fights, borrowing, etc.)
Follow the direction of staff members
Manage his/her emotions (outbursts, crying, swearing, hitting)
Adjust to Camp (homesick, on the phone, visiting the infirmary)
Get up in the morning/Get ready for bed in the evening
Keep his/her belongings picked up
Get to class or get to class on time
I am concerned that if these behaviors continue, will not have as successful a summer as possible.
I’m interested in knowing if you have seen these behaviors in the past and, if so, what types of things have
worked to help through these issues.
Suggested Language for the Second Call – serious concerns. Ad Staff should be involved or making the call.
This is calling from Interlochen. is ok. I want to let you know how things are going since
we last spoke. We continue to have significant concerns with behavior. I am worried that if we
don’t see a change in attitude/behavior it will be difficult for me to support continued enrollment or
return.
Anytime a staff member initiates a call to a family or a call comes from a family in which behaviors of concern will be
addressed, they are asked to complete a Communication Record Sheet.
End of Session Grade Reports
At the end of the student’s session at Interlochen, camp life staff prepare a short report that is sent home to parents.
There is a listing of activities the student may have participated in and can be checked as appropriate. There is also a
section for brief comments. Comments should be kept positive and may generally allude to some difficulties. Significant
behavior issues should only be mentioned if there has been previous telephone communication with the family. We view
this as an opportunity to wish a child well for the coming school year.
20

Emergencies and First Aid
Interlochen’s emergency number 911.
Dial 911 on any campus phone in the event of an emergency to be connected with local 911
dispatch for Grand Traverse County.
Emergency Response
Every emergency is unique but in general you should keep in mind the following information in responding to an
emergency.
Stay Calm
Take care of students and others
Alert others, call for help
Respond to instructions
Remember the following items you should know for all your work locations:
• Evacuation path and shelter
• Important phone numbers, 911
• First Aid location
• Fire pull station
• Fire extinguisher location
• Site Emergency Plan location
Emergency Procedures Check List
Inside every cabin is a listing of where that area should report in an emergency. Counselors should be sure there is a
posting in each cabin and that campers are informed of the procedures.
Lightning Safety
It is critical that campers be warned and educated on lightning safety. It is the most common weather emergency we face
in northern Michigan. A safety poster should be hung in each cabin and reviewed with campers at the opening of each
session.
First Aid Response
Treat life-threatening conditions before minor injuries. Life-threatening conditions are usually treated in the following
order:
• Stopped breathing and/or lack of pulse
• Heavy bleeding
• Poisoning
• Shock
Know your limits. Do only what you are qualified to do. For instance don’t try to give CPR unless you’ve been properly
trained.
Red-Head/Pale-Tail
If someone’s face or head is red, raise the head. Have the person sit up.
If someone’s face or head is pale, raise the tail. Have the person lie down and raise their legs.
Lockdown
1. When you hear LOCKDOWN, immediately seek shelter and secure the room.
2. Get and keep everyone inside (classroom, cabin, office, stage, studio, restroom, closet, dorm room etc.).
3. Close and lock all doors; close and lock windows; close blinds; turn off lights.
4. When Room/Cabin Is Secure:
• Move to an area of the room that is out of the line of sight; get under cover.
• Stay low and silent.
• Take attendance.
5. To keep emergency channels open, limit the use of cell phones.
6. If possible, communicate any unusual activity by phone to the Security Office: 231-276-7575.
7. Remain in place until your door is unlocked from the outside or a uniformed security or police officer releases you.
21

Fire
In the event that fire occurs while campers are in the cabins, campers should locate their shoes and exit the cabin. If
there are two staff members present, one should lead the campers and the other is last to exit. In the event that there are
not two staff members available, a camper who understands the exit routine should lead the campers out. The staff
member in the rear is responsible for taking a head count and turning off the lights upon exiting. Each division has a
specific meeting place where all cabins will meet and account for all campers.
If a fire occurs:
1. Don’t Panic
2. Dial 911
3. Report exact location and nature of fire, e.g., “brush fire behind Cabin 16, High School Boys.”
4. Switchboard will notify Security (depending on time of day) and it will be handled from there.
Camp Directors’ and Counselors’ Responsibilities
1. Orient all campers to Fire Prevention Measures.
2. Locate electric switch box in cabins and be sure campers know how to turn off the switch in case of fire.
3. Locate all exits, cabins or shelters, and explain Evacuation Plans.
4. Locate fire extinguishers at each cabin and make sure they are filled. Assign responsibilities and explain use in
case of fire in cabin or wooded areas nearby.
5. Instruct all campers on reporting a fire.
6. Conduct Fire Drills.
In the event of a fire, all counselors should locate all of their campers as soon as possible.
Lost Swimmer Procedure
Interlochen administers one to two planned drills per year. All procedures should be considered real and that a life is at
risk. In the event that a lost swimmer is suspected the following procedure will take place:
• The air horn is sounded with three repeated blasts and the water is cleared – however, everyone (campers and
staff) will remain on the beach.
• Phone calls will be placed to:
o 911
o Stone waterfront – 5320
o Headquarters
o Divisional Director
• Runners are sent throughout the division to gather remaining campers and staff
• Everyone who reports to help with the LSP, and those who are already on the waterfront, must have their ID to
participate.
The waterfront director organizes shallow and deep-water searches – possibly asking people from the waterfront to help.
Swimmer’s Itch
Not unlike many inland lakes, Green Lake and Duck Lake sometimes cause a condition known as Swimmer’s Itch. This is
not unlike a mosquito bite and does not affect all individuals all of the time. Be sure to read the Camper Student
Handbook on this topic.
22

Counselor’s List of What to Bring to Interlochen 2013
Optional Clothing You May Rent From Interlochen ($10 per item))
o 1 pair of corduroy knickers (women)
o 1 pair of corduroy pants (men)
Required Uniform Items You Supply
Many of these items are all available through the Scholarshop at www.interlochen.org or you can get items on your own.
o 5-6 light blue polo-style shirts – these must be long enough to tuck in, no exceptions
o 1 white polo-style shirt – again, long enough to tuck in
o Navy blue tailored ankle or Capri length pants - not required but strongly recommended
o 2-3 pairs navy blue walking shorts (no shorter than fingertip length)
o For shorts, capris, pants:
o Belt loops (required for men, optional for women).
o No denim or “workout” material
o No stripes or embellishments of any kind
o Dark blue knee socks (must be worn with knickers) and/or white and/or dark blue ankle socks (women)
o Dark blue or white socks (men)
o Combined sock total of 8-10 pairs
Clothing
o 1-3 sweaters/sweatshirts (red is a popular
Interlochen color)
o raincoat/poncho/lightweight jacket
o underwear
o pajamas (1 pair flannel/heavy or sweat suit)
o sandals or beach shoes
o 1-2 pairs of sturdy shoes
o jeans/pants
o casual tops to wear at mixers
o athletic shoes
o bathing suits
o lots of play clothes (shirts/shorts)
o sweat or sports socks
o sweatpants
o casual clothes for your Days Off / some groups
need 1 dress outfit for Staff Dinner/Days Off
Bedding/Linens
o One or Two sets inexpensive sheets for twinsize
bed
o pillow
o pillow cases
o 3-4 washcloths
o 2 warm blankets (not electric). We suggest one
blanket and a sleeping bag. Everyone must
sleep in linens. Long-term sleeping bag use is
not permitted.
o 2-3 bath towels
o 1 beach towel
Miscellaneous Items
o Laundry bag or basket
o Laundry detergent
o Spare prescription glasses and/or contacts
(strongly recommended)
o Padlock for lockers (Lockable lockers are not
available in all cabins)
o Toilet articles/small tote for toilet articles
o Soap/soap dish/container
o Plastic drinking glass, cup
o Plastic water bottle
o Belt (not white)
o Pens, pencils, stationary, postage stamps
o Flashlight and extra batteries
o Inexpensive watch
o Umbrella
o Backpack or tote
o
o
o
o
o
o
o
o
o
o
o
Camera and accessories
Books (both personal & to read to younger
campers)
Sunscreen and bug spray
Personal fan. If you’re driving and have extra
room, you may consider a larger fan.
Alarm clock
Art supplies ie crayons, markers, stickers,
coloring books. (You’ll make a lot of signs.)
Phone card if needed
Radio
IPod/CD’s – Recordings with “Parent Advisory”
labels are not permitted for public broadcasting
in any location or activity
Playing Cards
Small desk light
23