Page:Day Camping for the Trainable and Severely Mentally Retarded (1970).djvu/20

 to which he will respond with confidence and loyalty. Work schedules for volunteers will vary among camps. Ideally, volunteers work every day the camp is in session; however, a plan of alternate workdays can be developed to give continuity to the camp program as well as desired free time to the volunteers. Precise work schedules for volunteers are necessary to continuous, adequate staffing.

Orientation and training can make or break the camp. In any camping program -- especially in one planned for the retarded -- it is important that the staff get acquainted not only with each other but with the equipment and facilities. An orientation period of two days to one week, depending upon the knowledge of the staff and the number of volunteers, will insure a successful day camp.

Background information on retardation and the problems it will bring to the camp should be one aspect of the training. It should be presented in a manner that will stimulate and motivate the staff to learn more and to become involved in the program immediately. Lectures are often not the best approach since the professional jargon of lecturers may be over the heads of many staff members or too basic for the ones already acquainted with the field. Movies or slides of a previous camp or a training setting for the retarded could be used to present this background. Such a presentation can be most meaningful when narrated by a person knowledgeable in retardation and recreation. A retarded child could be invited to the orientation workshop to assist in some simple demonstrations. Many young volunteers have had little contact with the retarded. The demonstrations give them an opportunity to observe a retarded child and can serve as a springboard into a question-and-answer session.

Staff members must be skilled in the simple camping skills and crafts which make camp a happy time. Knowledge of wood gathering, simple rules of fire building, nature lore useful on nature hikes, simple leaf identification, and crafts using raw materials found in the natural setting will be necessary to counselors directing camp activities.

Physical activity is another important element in the camp program. Adaptations of familiar group songs and games, the use of relays in developing motor skills and coordination, and the importance of singing in the camp program should be included in a comprehensive orientation. Singing camp songs is fun, and many a difficult moment can be surmounted when the right song is introduced at the right time. Counselors should know several suitable songs, and the training period is an excellent time for counselors to share old and new songs.

The orientation session could take the form of one or two typical program days at camp, with the counselor trainees taking roles of campers. Two typical camp days will illustrate most camp situations. Counselors and volunteers function better if they know the "why" as well as the "what" of the program. Ideally, every activity to be used at camp should be experienced by the staff during training.