Cabin Counselor Manual 2013 Final - Interlochen Center for the Arts

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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
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
Page 11 and 12: • an exaggerated concern for auth
Page 13 and 14: The 10 Year Old Physical Developmen
Page 15 and 16: Taking Care of Campers Behavior Man
Page 17 and 18: Teaching Appropriate Behavior Plann
Page 19: Counseling Services and Divisional
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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