Develop A Bag Of Tricks
To be inclusive of those developing differently
By Courtney Willegal
Camp is a magical place. From the crackling of the fire while roasting the perfect s’mores, the dew glistening off the grass in the early morning, the crickets chirping outside a cabin or tent, the flying dodge ball at the gaga pit, spending time outside, perfecting camp crafts, or laughing with friends, there is no better place to be.
For some children, however, camp life can be overwhelming with sensory overload, resulting in tremendous anxiety. The heat of the fire causes their temperature to soar. The dew on the grass feels slimy and cold against their feet. Group games or sports seem to escalate their behavior and energy. They may prefer to sit alone or not sit at all, and then join in on group games and fun times with friends. Perfecting their camp crafts can lead to stress, and anything that happens unscheduled can escalate their behaviors and make them uncomfortable.
As a longtime camper and youth-program professional for more than 20 years, I believe all kids should experience the benefits of camp. For the last few summers, my 11-year-old son Gregory has experienced the joys of going to resident camp to explore the world of nature, build his self-confidence, develop friendships, and make wonderful memories. He can’t wait to go back every summer.
My youngest son Sean, 8, gets excited each summer as he watches his older brother go off to camp. He would love nothing more than to have the same type of adventures he hears his brother talk about. Every summer, he asks me if it is his turn to go to camp. Every summer, he and I excitedly research fun camps he can go to and talk about all of the great adventures.
Unfortunately, his excitement for camp is short-lived. On the last few times I have signed him up, I received concerned calls from the camp director before the program even began, telling me the staff members weren’t prepared to handle his behaviors and that their facility might not be the best place for him. In the times he has been allowed to camp, I received a call from the camp director soon after camp started that I needed to spend the day with my son or pick him up. He has even been asked not to return to two different day camps. The look of despair in my son’s eyes after these experiences still breaks my heart.
This year was different. The smile on his face during drop-off was as bright as a vivid August afternoon. But it took a lot of preparation to get to that point. Prior to camp, I received a familiar phone call from the camp director. Upon reading Sean’s health history, she was not sure he would be able to handle the 90-minute camp. I set aside my frustration and spent the next hour earnestly educating her as to “why” she and her team most certainly could accommodate my child. I am happy to report he had the best time, couldn’t wait to go back every day, and according to the camp counselor, was one of the most involved and inquisitive children there.
Developing Differently
You may be wondering why a young child would not be allowed at camp or asked to leave. Sean is the cutest kid with the wildest imagination. He loves to learn new things and explore the world around him. He looks just like the average camper on the outside. What makes him special is he happens to be developing differently than his peers. He lives every day struggling to cope and thrive with four diagnosed mental-health disorders.
Seventeen-million children (one in five kids) in the world are affected by one or more mental-health disorders. From ADHD, Sensory Processing Disorder, and anxiety to Autism Spectrum Disorder and depression, their mental health plays a significant role in their ability to cope with the world around them.
Really Not That Different
Sean and the millions of other kids like him are no different than their peers. They love to explore, make new friends, test their boundaries, and go on adventures. Their parents, just like me, want their child to benefit from being at camp: to grow more independent, be accepted, and take risks in a safe environment.
Anyone who has worked at camp is passionate about it and wants to make sure all kids have the opportunity to experience camp. We can all think back to times, though, when we or our staff members weren’t sure how to handle a situation, or an interaction with a camper that needed a different solution, This may be especially true in working with campers who are developing differently than their peers.
Working with campers like my son Sean and the millions of kids like him is not really different than working with campers who are neuro-typical. I think that children like Sean are similar to Samsung phones in a world full of iPhones. They are not better or worse than their peers; they just have a different operating manual!
Building Resources
You may not know how to handle various situations or assist a particular camper, but there are resources and steps you can take to provide the best camp experience for all involved. Not every resource or method may be right for your camp, but it takes a little patience, a lot of creativity, and a willingness to learn about these campers. The following steps can help you and your staff members feel more comfortable in the camp’s ability to interact with campers like Sean and be inclusive:
1. Use person-first language. Children who may be developing differently are first and foremost children. Refer to them by their name. Do not refer to them by their diagnosis.
2. Involve the family. Parents and caregivers are happy to talk about their child and help you learn about their camper. Involve them prior to camp.
3. Learn about the individual child’s needs. Get to know each camper’s likes and dislikes. Remember that each is a child first and wants to be treated like the rest of the campers.
4. Learn about mental-health disorders in children. Understanding the various disorders and how each one manifests behaviorally will help staff members recognize potential triggers and help the staff to provide the best experience for that camper. It is not to be used to diagnose a child but to provide insight into that child’s potential behaviors.
5. Gain skills in mental-health first aid and de-escalation techniques. Train staff members in what mental-health first aid is, and how to help a camper who needs extra support.
6. Develop a “chill zone” at camp. Designate an area that is away from all the noise and sensory stimulation of camp. Paint the walls soothing colors, turn the temperature down, and fill the area with various sensory tools. The “chill zone” can help reduce anxiety and calm a child who is overstimulated.
7. Create a sensory toolbox/book bag. Have fidgets and other calming tools available for all campers to use if they need help regulating or focusing. These tools can also help staff members stay focused and help relieve stress and anxiety.
8. Develop an inclusive camp environment. Make sure your camp is open to all types of campers and ensure that everyone will feel welcome.
9. Plan ahead. Develop a plan as to how the camp can be more inclusive and what the procedures will be for different situations.
10. Let kids be kids. Kids just want to have fun, but all kids (no matter their ability) can have good days and bad days. Sometimes, children may need some extra support. Let them be kids and help them as needed.
All children, no matter their abilities or diagnoses, deserve to go to camp. By following these basic steps, you can empower staff members to be capable and comfortable in the camp’s ability to provide these special children with memorable camp experiences. Just think of all the happy campers you will impact!
References:
“Responding to the Invisible Child,” Courtney Willegal, May 2019.
“How to support your child’s mental health,” www.BelievePlatform.com.
“Inclusion Handbook: Focus on ability,” Girl Scouts of Western Washington.
Courtney Willegal has a bachelor’s degree in Psychology and a master’s degree in Clinical Professional Counseling. To learn more, visit www.respondingtotheinvisiblechild.com, or contact her at courtney@respondingtotheinvisiblechild.com.