Cabin Counselor Manual 2013 Final - Interlochen Center for the Arts

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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
Page 1 and 2: CAMP LIFE STAFF 2013 Cabin Counselo
Page 3 and 4: Understanding Your Campers ........
Page 5 and 6: Camp Life Personnel Divisional Stru
Page 7 and 8: Camp Life General Information Camp
Page 9 and 10: Practicing - Practicing in the cabi
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Page 13 and 14: The 10 Year Old Physical Developmen
Page 15: Taking Care of Campers Behavior Man
Page 19 and 20: Counseling Services and Divisional
Page 21 and 22: 4. Explain your need for their inpu
Page 23 and 24: Fire In the event that fire occurs

Cabin Counselor Manual 2013 Final - Interlochen Center for the Arts

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