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Although time consuming, future studies should continue to use observational method to further understand the complex roles and responsibilities of camp counselors. Studies should examine the training and planning period prior to camp as it may serve as a key precursor to the development of responsibility. Furthermore, adults can better facilitate the development of responsibility if they are able to understand the process as it develops in teens. Implications for practice focus on developing workforce skills in youth through the unique camp setting where adult leaders balance program control and youth ownership. This research documented one context in which youth can become responsible leaders that can serve as a model for other youth organizations.
Abstract: This was a descriptive correlational study of Ohio 4-H camp counselors that used an Internet-based survey to collect data from teenagers throughout the state. The study was designed as a census of the population (n = 2,575) of youth who served as volunteer camp counselors at 4-H residential and day camp programs in 2004. There was a 30.25% response rate of camp counselors (n = 779), which represented 83 out of the 84 4-H Extension units that reported having 4-H teenage camp counselors. Data were collected with two instruments, one developed by the researcher, which described the duration, intensity and breadth (Chaput, Little, & Weiss, 2004) of the camp counseling experience. This instrument was designed to describe the components of the Ohio 4-H camp counseling experience and the teens who participate. The Youth Experiences Survey (YES; Hansen & Larson, 2002), was used to measure the extent to which 4-H camp counselors experienced personal and interpersonal development through their participation in the camp counseling experience, as well as the extent of negative experiences they may have encountered. A final goal of the research was to examine whether duration of participation in the Ohio 4-H camp counseling experience was related to these developmental domains. Three-fourths of the counselors were female with an average age of 15.7 years. Counselors spent a considerable amount of time in training, planning, and preparation and had substantial planning, teaching and supervision responsibilities at camp. High mean scores were found for Teamwork and Social Skills, Initiative, Identity, and Interpersonal Relationships. Scores for Basic Skills and Adult Networks were somewhat lower. Lowest means were obtained for Negative Experiences. There was a significant relationship between the number of years as a camp counselor and the development of Leadership and Responsibility. The 4-H camp counseling experience provides a rich context for positive youth development. These findings should be communicated to stakeholders. Furthermore, the results of this study have implications for counselor training and for camping professionals.
Camp counselors are one of the factors that contribute to a quality camping experience and therefore it is crucial to understand what contributes to their successful performance. Because they work directly with campers 24 hours a day, they are the individuals who have the greatest impact on the learning environment. Ohio 4-H camp counselors need to know how to perform their multi-faceted role, and the 4-H professionals who train them need to be able to evaluate their competencies. By developing a competency model, a set of guidelines would be in place to assist in having a better selection process, counselor training modules, and counselor evaluation. However, no such model currently exists.
Ohio 4-H invests significant resources in its camping program, and a new leadership structure named camping as a priority area. Past research suggests that camp counselors develop life skills, yet the perspective of alumni regarding transfer of learning has not been explored. The goals of this research was to ask 4-H camp counselor alumni about their experiences as a 4-H camp counselor, the life and workforce skills gained through their experience, the impact the camp counselor experience had on their career choice, and the unique aspects of being a 4-H camp counselor as compared to the rest of the 4-H experience. This study used qualitative methods to collect data from adults (ages 18 and over) who had been 4-H camp counselors in Ohio. Focus groups were used to collect data from this sample (n = 30). Eighteen of Ohio's 88 counties were represented. The average age of the participants was 22 and the average number of years the alumni were counselors was 4 years.