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Stat-7‘4?! it... 7 . 152.13 (.I. ...|}1...1x..\1. 2.1.333! 9x31 3. u.....s-IJ.. .13.}!!- . . ‘ a .ml’} 2.. {.1511 —— F7175?!- This is to certify that the thesis entitled A Study of the Extent and Desirability of Guidance Information and Practices in Michigan Summer Camps for Children presented bg John Friedrich has been accepted towards fulfillment of the requirements for Ph.D. Education degree in £‘ §‘ W L. J. Luker Major professor Date July 29’ 19511 A STUDY OF THE EXTENT AND DESIRABILITY OF GUIDANCE INFORMATION AND PRACTICES IN MICHIGAN BUT-HER {Infill-:75 PCT: -":'.'LL!‘H.EN By John A. Friedrich A DISSERTATION SuhMtted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science 1J1 partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY School of Education 19 51+ THESIS ACKNOWLEDGMENTS The writer wishes to express sincere aporeeiation to the Michigan State College Departments of Guidance and Health, Physical Education and Recreation as well as the Michigan Camping Association for assistance in the develop- ment of this study. Greatly appreciated also has been the help given by Dr. Leonard Luker, Chairman of the Guidance committee, as well as that of Dr. C. V. Millard, Dr. R. w. Webster, and Dr. John Fuzak, all members of the Guidance committee. Appreciation is also extended to Dr. Walter Johnson for valuable assistance. The study could not have been made without the fine cooperation of the many camp directors and camp leaders flnwughout the state who assisted in providing the data. To tflie numerous camping authorities throughout the countrjr‘WhO so willingly gave their helpful assistance, um author.;acknowledges with gratitude his apnreciation. 3450.10 I— John August Friedrich candidate for the degree of Doctor of Philosophy Final examination: July 29, 1954, 10:00 A.M. l7 Merrill Hall Dissertation: A Study of the Extent and Desirahility of Guidance Information and Practices in Michigan Summer Camps for Children Outline of Studie s: Major subject: Guidance and Counseling Cognates: School Administration Physical Education Biographical I t em s: Born: November 29, 1923, Grand Rapids, Michiggn Undergraduate Studies: Grand Rauids Junior 0011959, 1941-143, University of Michigan loan, Michigan State College, 1946—47 B.S. Graduate studies: Michigan State College, 191L746) M.A. , Michigan State College l9lJ/9—5LL 3: Junior High School Teacher, 191W; Instruc» Expeggi?cmichigan State College, 19u7._54; Camp Pireetop, Clear Lake Camp, Summers, 1950 and 1951; Head Tennis Coach, Michigan State College, 1952-53; United States Army, 191L245 Member of American and Michigan Associations for Health, Physical Education and Recreation, Phi Epsilon Kappa, American and Michigan Camping Associations, National Recreation Association, Michigan Education Associa- tion A STUDY OF THE EXTENT AND DESIRABILITY OF GUIDANCE INFORMATION AND PRACTICES IN MICHIGAN SUMMER CAMPS FOR CHILDREN BY JOHN A. FRIEDRICH AN ABSTRACT Submitted 1“) the School of Graduate Studies of Michigan State College of Agriculture and Applied. Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY School of Education 19514 JOHN AUGUST FRIEDRICH A STUDY OF THE EXTENT AND DESIRABILITY OF GUIDANCE INFORMATION AND PRACTICES IN MICHIGAN SUMMER CAMPS FOR CHILDREN An Abstract She Problem. The purpose of this study was: (1) To secure a comprehensive picture of the extent of guidance information, practices, and procedures in Michigan summer camps for children; (2) To determine the desirability of these practices as expressed by various camping authorities; and (3) To determine other general information concerning guidance in Michigan summer camps. Methods, Techniques, and Egtg. Data were obtained from 265 (representing about 70 per cent) of Michigan sum— mer camp directors and from 20 authorities in the field of camping, through the use_of questionnaire forms. Question~ naire returns were transferred to IBM cards, tabulated, and analyzed. Various other non—tabulated data were interpreted and analyzedJ Furthermore, comparisons were made between éwtual practices and desirability of practices as indicated by authoritie S . FindiJan and Conclusions. A great deal of informa— M "—u m———-——-— tion concernirug the general nature and type of summer camps in vi Michigan'was revealed in this study. Various other information concerning guidance practices in camps was disclosed. It is assumed that the claims made by the various camps in this respect are reasonably valid. Results of this phase of the survey are as follows: 1. In general, the extent of guidance information con— cerning campers actually in the possession of summer camps is rather limited. All of the information Was indicated as being in the possession of some of the camps. The most infor‘ mation available was found to be in the areas of health and personal characteristics, whereas the least was indicated in the area of home background. The most common items of infor= mation concerned health, skills, abilities, hobbies, and interests, while the least common were record of school grades and record of intelligence. 2. Sources for obtaining information were very limited. and the amount of information obtained from various sources was quite small. Most information was obtained from camp files, whereas the least Was secured from schools and other camps. 3. Proportionately, more private camps possessed more of the ~various types of information than was the case With organiznational camps, and the latter in turn indicated hfi"ing more (9f the information than was the case with church camps. vii h. Proportionately, more of the small camps possessed more extensive information on campers than medium-sized camps, whereas medium-sized had more than the large camps. 5. A greater percentage of long-term camps possessed guidance information concerning campers than was the case with short-term camps. Camps with three or less periods had proportionately more guidance information than those with four ' or more periods. A greater percentage of camps with low camper-counselor ratios (seven to one and less) possesses a greater extent of guidance information on campers than did ' those with higher ratios (eight to one and more). Boys' camps tended to have more guidance information than girls' camps, ‘ and the latter had more than coeducational camps. ’ 6. The extent to which the various guidance tools, i' techniques, and practices were followed by the camps was ; quite limited. ' 7. In reference to most practices, less than 50 per cent of the camps followed a majority of them to any extent at all, while less than 30 per cent of the camos on an average indicated llsing the practices "much“. The areas in which the greatest extent of practices were indicated included counsel- ing practicxas, personnel selection practices, practices to help counselxxrs, and administrative practices. 8. Th6? areas of guidance practices indicated as being fOIIOWed by ‘th53 fewest camps were tests and inventories, spe- cial technjlzufizs (i.e. case studies), techniques to help "-"- —v 0—. ‘uL..u *'iii campers directly (i.e. guidance classes), and record and report forms. 9. A few camps employed all the practices. However, the majority of camps employed only about half of the prac- tices listed. 10. Private camps followed the guidance practices to the greatest extent, organizational camps indicated less than these, and church camps followed them the least. 11. Both small and large camps indicated that they followed the guidance practices to a slightly greater extent than medium-sized camps. Camp size is evidently of little significance relative to the extent of guidance practices. 12. Camps with four or more camp periods followed the practices slightly more than those with three or less. Camps with lower counselor-camper ratios tended to follow the practices more extensively than those with higher ratios. Proportionately more long-term camps tended to follow the practices than short-term camps. 13. Almost all of the information concerning campers tms considered to be desirable by a majority of the twenty authorities serving as an aooraisal Jury. The only exceptions were informurtion concerning intelligence and information on school grades. 14. bkast of the tools, techniques, and practices con- cerning guidance in camping were considered to be desirable bV camp authorities. Those considered to be undesirable by -I fl—fi- '- ix the nmJority of authorities were: (a) Providing camp courses in guidance; (b) Using audio-"isual aids dealing with guidance; (c) Pro"iding a special work program; (d) Employing directiwe counseling methods; (e) Providing a special place where indi"idual counseling can be done; (f) Providing for the sere "ices of a guidance specialist; (g) Using intelligence and other tests; (h) Using adjustment inventories; and (1) Using sociograms. 15. The extent of information in possession of camps tended to parallel the extent of desirability of this infor= mation. The information considered by the authorities as most desirable was more in eVidence among camps, whereas the less desirable information was less in e"idence. This was also the case in reference to guidance practices. 16. The majority of camp directors felt there was much room for improvement of g“idance practices in their camps. 17. All of the authorities felt there was room for much improvement in the type of came they represented. 18. A.third of the camps indicated that ten per cent or more of their campers came to camp with serious problems. 19. 1A3 indicated by came directors, the main causes for campers being unhap 3y in the came situation were failure to adjust in) the camp group, home maladjustments, and fear 01‘ new experience . x 20. The main handicaps to promoting effective guidance in sumner camps were lack of a trained staff, insufficient time, and lack of finances. 21. Some of the best features of camps relative to guidance as indicated by some directors are a well trained, cooperative staff, individual counseling, and a permissive flexible program. 22. The primary means suggested by camp directors by which the Michigan Camping Association and Michigan colleres and universities can help to improve guidance in camps are by providing more guidance literature and materials and by assisting camps in selecting, recruiting, and training couna selors. 23. According to camp authorities, the most important things camps can do to promote and foster more effective guidance of campers are to train and provide better sta‘f members and to put more stress on guidance in the camp pro- gram. 2h. The main attitude toward guidance in camoing seemed to be tfluat it is a good thing and that it needs to be more thoroughly interpreted and immemented in T-Iichigan camps. TABLE OF CONTENTS CHAPTER I. II. THE PROBLEM: ITS NATURE AND IMPORTANCE Introduction . . . . . . . Statement of the Problem Need for the Study . . . . . . . Need for Guidance in Camping Value of Guidance in Camping Definition of Terms . Plan of the Study . . . . . . Limitations of the Study Basic Assumptions of the Study Summary . . . . . . . . . BACKGROUND OF THE STUDY AND REVIEW 0? LITERATURE . . . Introduction . . . . . . . . . . Development of Organized Camping The Recreational Stage . . . . .The Educational Stage . . . . . The Stage of Social Orientation Goals of Camping . . . . . . . . . Goals of Guidance . . . . . . THE Implications of Guidance in the Canning Program . PAGE U) \JJ H :p .c 10 lb 1U 15 16 C HAPTER P AGE Review of Research . . . . . . . . . . . . . . . 39 Review of School Camping Studies Conc’rncd With Guidance . . . . . . . . . . . . . . . to Review of Summer Camping Studies Concerned With Guidance . . . . . . . . . . . . . . . 45 Review of Guidance Studies . . . . . . . . . . 52 Summary . . . . . . . . . . . . . . . . . . . . 59 III. THE METHODS AND SCOPE OF THE STUDY . . . . . . . . 61 Methods . . . . . . . . . . . . . . . . . . . . 61 Introduction . . . . . . . . . . . . . . . . 61 Initial Activities . . . . . . . . . . . . . . 61 Procedures in the DeveIOpment of the Questionnaire . . . . . . . . . . . . . . . 63 Survey Procedures . . . . . . . . . . . . . . 66 Treatment of Data . . . . . . . . . . . . . . 68 Scope of the Study . . . . . 69 Camps Included . . . . . . . . . . . . . . . . 69 IResponses Received from Private, Church, and Organizational Camps . . . . . . . . . . . . 69 General Data Concerning Private, Church, and Organizational Camps . . . . . . . . . . . . 71 Responses Received from Camps Grouped by Size 71+ General Data Concerning Camps Grouped by Size 714 General.Ikata Concerning All Camps in Study . . 77 summary 0 0 ' ' ° . ° ’ ' 0 " ' 0 0 I o o o u 0 8L; -'-*. E“ un- *-— CHAPTER IV. EXTENT OF INFORMATION CONCERNING CAMPERS Introduction . . . . . . . Information on Campers“ Home Background Scope of Area . . . . . . . Marital Status of CampersI Parents . . . . Number and Ages of Brothers and Sisters Information on Parents‘ Occupation . . . Unusual Experiences of Campers . . . . Group Contacts Around Home . . . . . Summary on Campers' Home Background . . . . Information on Campers“ Personal Qualities Scope of Area . . . . . . . . . . . . . . . Information on Special Fears and Weaknesses Information on Problems and Frustrations Information on Personal Ambitions and plans Information on Skills, Abilities, and Talents . . . . . . . . . . . . . . . . . Information on Hobbies, Interests, Likes and Dislikes . . . . Information on Social Adjurtment . . . . Information on Intelligence Information on School Grades . . . . . . . Summary of Information on Personal Qualities Information on CampersI Health and Physical Status .. . . .. . . .. . . .. . . .. 10h 10h 105 106 107 107 108 110 .-'m'-—' C xiv C HAPTER P A GE Scope of Area . . . . . . . . . . . . . . . . 110 Current Medical Examinations . . . . . . . . . 111 Report of Examination on Arrival . . . . . . . 114 Daily Health Report . . . . . . . . . . . . . 115 Summary of Health Information . . . . . . . . 115 Data Concerning Sources of Information . . . . . _ll6 Scope of Area . . . . . . . . . . . . . . . . 116 Information from Schools . . . . . . . . . . . 117 Information from Agencies and Organizations 117 Information from other Camps . . . . . . . . . 120 Camp Files . . . . . . . . . . . . . . . . . . 121 Summary of Sources of Information . . . . . . 121 Summary . . . . . . . . . . . . . . . . . . . . 123 v. EXTENT OF GUIDANCE TOOLS, TECHNIQUES, AND PRACTICES . . . . . . . . . . . . . . . . . . . 127 Introduction . . . . . . . . . . . . . . . . . . 127 Practices to Help the Camper Directly . . . . . 130 Scope of Area . . . . . . . . . . . . . . . . 130 Special Camp Courses and Activities Cone cerning Guidance . . . . . . . . . . . . . . 131 Special Library of Guidance Information . . . 13h Use of Audio-visual Aids . . . . . . . . . . . 135 Providing a Special Work Program . . . . . . . 136 Summary of Practices to Help the Camper Directly .... . . . .. . . . .. . . . .. 136 CHAPTER Practices Directly Concerned With Helping Counselors in the Guidance of Campers Scope of Area . . . . . . . . Pre—camp Guidance Training In-service Training During the Season Counselors" Library of Guidance Materials Special Guidance Services for Counselors Location of Records and Information Summary of Practices to Helo Counselors Counseling Practices Used . . . . Scope of Area . . . . . . . . . Directive Counseling . . . . Non—directive Counseling . . . Individual Counseling . . . . . Special Counseling Place Conferring with Parents . . . Use of Religion in Guidance . . fi‘f.’ ‘ [ Guidance . . . . . . . . . . . Scope of Area . . . . . . . . . o Spontaneous or Informal Counseling Activity Program as a Guidance Tool Summary of Counseling Practices Used Administrative Practices Dealing with Group Counseling and Group Work Techniques PAGE 137 137 139 1&2 1kg lb} 144 lbs 146 159 162 xv 1 CHAPTER PAGE Cumulative Record Filo . . . . . . . . . . . 163 Master Cumulative Record Card . . . . . . . . 168 Formal Guidance Program . . . . . . . . . . . 169 Sending Information to Schools . . . . . . J69 Sending Information to Parents . . . . . . . 170 Emphasizing Group Experiences Through the Camp Program . . . . . . . . . . . . . . . 171 Camper-Counselor Program Planning . . . . . . 172 Contacting Campers During the Year . . . . . 173 Camp Atmosphere Free From Tension . . . . . 174 Staff Meetings Three Times Weekly . . . . . 175 Summary of Administrative Practices Dealing With Guidance . . . . . . . . . . . 176 Personnel Selection Practices Dealing With Guidance . . . . . . . . . . . . . . . . 178 Scope of Area . . . . . . . . . . . . . . . . 178 Services of Guidance Specialist . . . . . . . 180 Investigating References . . . . . . . . . . 184 College Trained Counselors . . . . . . . . . 184 Previous Camp Counseling Experience . . . . . 185 Counselor-in-Training Program . . . . . . . . 186 Counselors Trained in Guidance, Group Work, or Psychology . . . . . . . . . . . . 187 Summary of Personnel Selection Practices . . 188 1 CHAPTER PAGE ‘ Record and Report Forms Dealing With Guifiance 190 Scope of Area . . . . . . . . . . . . . . . . 193 Personal Data Questionnaire Sent to Parents 19? Camper Beha"ior Rating Forms . . . . . . . . 197 Rating of Counselors . . . . . . . . . . . . 198 Parent Reaction Forms . . . . . . . . . . . . 199 Forms for Counselor E"aluation of Camp . . . 200 Forms for Camper Evaluation of Camp . . . . . 201 Counselor Selection Forms . . . . . . . . . . 201 Summary of Record and Renort Forms Used . . . 202 Techniques for Obtaining Information Dirrctly From Campers . . . . . . . . . . . . . . . . 20b Scope of Area . . . . . . . . . . . . . . . 20b Use of Intelligence Tests . . . . . . . . . . 205 Use of Aptitude and Other Tests . . . . . . . 208 Adjustment Inventories and Problem Check Lists . . . . . . . . . . . . . . . . . . . 209 Use of Socicgrams . . . . . . . . . . . . . . 209 Summary of Techniques Used ”or Obtaining Information Directly From Campers . . . . . 210 Special Techniques and Practices . . . . . . . 211 Scope of Area . . . . . . . . . . . . . . . . 211 Case Studies and Case Histories . . . . . . . 212 Case Conferences . . . . . . . . . . . . . . 215 CHAPTER PAGE Camper Referral . . . . . . . . . . . . . . . 216 Sociodramas . . . . . . . . . . . . . . . . . 216 Summary of Special Techniques and Practices 21? Summary . . . . . . . . . . . . . . . . . . . . 218 VI. DESIRABILITY OF GUIDANCE INFORMATION AND PRAC- TICES AS INDICATED BY A JURY OF AUTHORITIES, AND AS COMPARED WITH EXTENT . . . . . . . . . . 22b Procedure for Presenting Data . . . . . . . . . 227 Desirability of Information Concerning Campers 228 Desirability of Information on Camper's Home Background . . . . . . . . . . . . . . 229 Desirability of Information on Camper's Personal Qualities and Characteristics . . 230 Desirability of Information on Camper's Health and Physical Status . . . . . . . . 232 - Desirability of Various Sources of Information . . . . . . . . . . . . . . . . 233 Comparison of Coefficients of Extent of In- . formation With Desirability Coefficients 23h Summary of Dcsirability of Information and Sources of Information . . . . . . . . 236 Desirability of Guidance Tools, Techniques, and Practices . . . . . . . . . . . . . . . . 237 Desirability of Practices to Help Campers Directly . . . . . . . . . . . . . 238 xix CHAPTER PAGE Dcsirability Of Practices Directly Con- cerned With Helping Counselors . . . . . . 2&0 Desirability of Counseling Practices . . . . 2&1 Desirability of Administrative Practices . . 2H3 Desirability of Personnel Selection Practices . . . . . . . . . . . . . . . . 2H5 Desirability of Record and Resort Forms Used . . . . . . . . . . . . . . . . . . . 2A7 Desirability of Technicues for Obtaining Information Directly From Camoers . . . . . 2L9 Desirability of Special Techniques and Practices . . . . . . . . . . . . . . . . . 2A9 Summary of Desirability of Guidance Practices . . . . . . . . . . . . . . . . . 250 Comparison of Desirability Coefficients of Guidance Practices With Coefficients of Extent . . . . . . . . . . . . . . . . (‘0 kn N Summary . . . . . . . . . . . . . . . . . . . . 255 VII- ADDITIONAL CONCEPTS OF CAMP DIRECTORS AND CAMP AUTHORITIES CONCERNING GUIDANCE IN CAMPING . . 358 Introduction . . . . . . . . . . . . . . . . . 258 Reasons for Unhapuiness in Campers . . . . . . 259 Proportion of Campers Who Come to Camps With Problems . . . . . . . . . . . . . . . . 262 CHAPTER PAGE Handicaps to Promoting Effecti"e Guidance in Camps . . . . . . . . . . . . . . . . . . 266 Good Features of Guidance Among Camps . . . . . 268 Room for Improvement of Guidance Practices . . 271 How the Midhigan Camping Association and Michigan Colleges and Universities Can Help Camps Improve Their Guidance Practices 27b Improvements Needed Relative to Guidance in Camping . . . . . . . . . . . . . . . . . 276 Concepts and Attitudes Toward Guidance in Camping . . . . . . . . . . . . . . . . . . . 278 Summary . . . . . . . . . . . . . . . . . . . 281 VIII. SUMMARY, CONCLJSIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH . . . . . . . . . . . . . . . 285 Summary of Findings . . . . . . . . . . . . . 286 Conclusions . . . . . . . . . . . . . . . . . . 299 Recommendations for the Impronement of Guidance in Michigan Summer Camps . . . . . . 302 Implications and Recommendations for Further Research . . . . . . . . . . . . . . 305 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 307 APPENDIX A . . . . . . . . . . . . . . . . . . . . . . 31 APPENDIX B . . . . . . . . . . . . . . . . . . . . . . 324 LIST OF TABLES TABLE PAGE I. Questionnaire Returns and Number of Camps Involved in Study Grouped According to Type (Private, Church, Organizational) . . . 70 II. Summary of General Data Concerning Private, Church, and Organizational Camps in Study. . 73 III. Questionnaire Returns and Number of Camps Involved in Study Grouped According to Size of Camp (Small, Medium, Large) . . . . 7h IV. Summary of General Data on Camps in Study Grouped According to Size . . . . . . . . . 76 V. Breakdown Showing Enrollment for All Camps in Study . . . . . . . . . . . . . . . 78 VI. Breakdown Showing Camper-Counselor Ratio for All Camps in Study . . . . . . . . . . . 79 VII. Breakdown Showing Number of Camp Periods for All Camps in Study . . . . . . . . . . . 80 VIII. Length of Camp Periods of All Camps in Study . . . . . . . . . . . . . . . . . . 82 IX. Class of All Camps in Study According to Sex 83 )L Extent of Information on Campers' Home Background According to Camp Type . . . . . 91 TABLE XI. XII. XIII. XIV. XVI. , HHI. XVIII. Extent of Information on Campers' Home Background According to Camp Size (Small: 0-50; Medium: Sl-IOO; Large: 101 Plus) . Extent of Information on Camoers' Personal Qualities and Characteristics According to Camp Type . . . . . . . . . . . . . . . Extent of Information on Campers' Personal Qualities and Characteristics According to Camp Size (Small: 0-50; Medium: 51-100; Large: 101 Plus) . . . . . . . . Extent of Information on Campers" Health and Physical Status According to Camp Type . . Extent of Information on Campers' Health and Physical Status According to Camp Size (Small: 0—50; Medium: 51-100; Large: 101 Plus) . . . . .. . . . Extent of Information Received From Various Sources According to Camp Type . Extent of Information Received From Various Sources According to Camp Size (Small: 0-50; Medium: 51-100; Large: 101 Plus) . Summary of Extent of All Information From All Camps . . . . . . . . . . . . . . . . 92 100 102 112 113 118 119 12M xxiii PAGE XIX. Extent of Techniques and Practices to Help Campers Directly According to Camp Type . . 132 XX. Extent of Technicues and Practices to Help Campers Directly According to Camp Size (Small: 0-50; Medium: 51—100; Large: 101 Plus) . . . . . . . . . . . . . . . 133 XXI. Extent of Practices Directly Concerned With Helping Counselors in Guidance of Campers According to Camp Type . . . . . . . . . . . 1&0 XXII. Extent of Practices Directly Concerned With Helping Counselors in Guidance of Campers According to Camp Size (Small: 0-50; Me- dium: 51-100; Large: 101 Plus) . . . . . . . 141 EHII. Extent of Counseling Practices Used Accord- ing to Camp Type . . . . . . . . . . . . . . 1A9 ; XXIV. Extent of Counseling Practices Used Accord- ing to Camp Size (Small: 0‘50; Medium: 51- 100; Large: 101 Plus) . . . . . . . . . . . 151 . XXV. Extent of Administrative Practices Dealing With Guidance According to Camp Type . . . . 16h XXVI. Extent of Administrative Practices Dealing With Guidance According to Camp Size (Small: 0-50; Medium: 51—100; Large: 101 Plus) 0 I O O O C O I C O O I I O O O O 166 TABUB XXVII. XXVIII. XXIX. XXX. XXXI. XXXTI. XDHII. XDUN. XXML Extent of Personnel Selection Practices According to Camp Type . . . . . . . . . Extent of Personnel Selection Practices According to Camp Size (Small: 0-50; Me— dium: 51-100; Large: 101 Plus) . . . . . Extent of Use of Record and Report Forms According to Camp Type . . . . Extent of Use of Record and Report Forms According to Camp Size (Small: O~50; Medium: 51-100; Large: 101 Plus) . Extent of Techniques Used for Obtaining Infor- mation Directly From Campers According ' to Camp Type . . . . . . . . . . . . . . . . Extent of Techniques Used for Obtaining Infor» mation Directly From Campers According to Camp Size (Small: 0-50; Medium: 51-100; Large: 101 Plus) . . . . . . . . . . . . Extent of Use of Special Techniques and Practices According to Camp Type Extent of Use of Special Techniques and Practices Accord ng to Camp Size (Small: 0-50; Medium: 51-100; Large: 101 Plus) Summary of Extent (Per Cents and Coefficients) and Prac- Of Guidance Tools, Techniques, tices as Indicated by All Camps Involved . . XXI? 181 182 193 195 206 214 220 Desirability of Information on Campers“ Home Background . . . . . . . . . . . . . . 229 XXXVII. Desirability of Information on Campers' Personal Qualities and Characteristics . . . 231 XXXVIII. Desirability of Information on Campers' Health and Physical Status . . . . . . . . . 232 mmlx. Desirability of Various Sources of Information . . . . . . . . . . . . . . . . 233 XL. A Summary Comparison of Coefficients of In~ formation With Desirability Coefficients . . 235 XLI. Desirability of Techniques and Practices to Help Camper Directly . . . . . . . . . . 239 XLII. Desirability of Practices Directly Concerned With Helping Counselors in Guidance of Campers . . . . . . . . . . . . . . . . . . 2b0 XLIIL Desirability of Couns-ling Practices Used . . 2&2 XHW Desirability of Administrati"e Practices Dealing With Guidance . . . . . . . . . . . 2&4 XLV- Desirability of Personnel Selection Practices . . . . . . . . . . . . . . . . . 246 MNI. Desirability of Record and Report Forms . . . 2&7 “”11. Desirability of Techniques Used for Obtain— ing Information Directly From Campers . . . 2&8 XLVIII. Desirability of Special Techniques and Practices 0 I o o o o o o o o o I I o Q o I 249 TABUE XLIX. LI. LII. LIII. LIV. LV. LVI. Summary Comparison of Coefficients of Extent of Practices With Desirability Coeffi- cients . . . . . . . . . . . . . . Causes of Unhappiness Among Campers . . . . Percentage of Campers Who Come to Camp With Problems According to Came Type . . . . . Percentage of Campers Who Come to Camp With Problems According to Camp Size (Small: 0-50; Medium: 51-100; Large: 101 Plus) Handicaps to Promoting Effective Guidance as Indicated by Camp Directors . . . . . . Best Guidance Features of Camps . . . . . . Extent of Room for Improvement of Guidance Practices in Camps as Expressed by Camp Directors and Jury Authorities . . . . . . Suggested Methods by Which Michigan Camoing Association and Michigan Colleges and Universities Can Help Camps to Impro"e Their Guidance Practices . . . . . . . . . XXVI PAGE 253 . 261 . 264 265 . 267 . 269 272 . 275 * CHAPTER I THE PROBLEM: ITS NATURE AND IMPORTANCE Introductggg. In recent years guidance has become of much more concern to educators. It occupies a significantly prominent place in the total educational program. An interest in the guidance of youth manifests itself throughout the country in all phases of education; and, accordingly, the function of guidance has become broad and inclusive. According to Skinner: Child psychology, the increasing knowledge of indi- Vidual differences, and the conception of education as continuous growth in ability to meet the demands of life in a changing society support the View that the function of guidance is as broad as education itself. Camping is basically an educational endeavor, concerned Primarily with the total growth and development of chil- dren. Dimock states that: The most salient characteristic of the camp is that it is a community, conceived, contrive , and controlled as educational in purpose and process. This educational nature of camping carries with it many implications in relation to guidance. The careful ~_ 1Charles E. Skinner, Educgtiqgal Psychology (New Y0“: Prentice-Hall, Inc., 1W5), p. 604. 2Hedley S. Dimock, Administration Q: 3112 flngQQ 93132 (New York: Association Press, 194%, p. 29. rfi—fifi‘ 2 guidance of campers is today one of the major concerns of camp- ing. Each individual in camp required individual study and individualized treatment.3 The physical, social, and psycho- logical implications of the summer camp experience as it affects the camper are tremendous.“ Opportunities for guidance to function in the camp setting are innumerable. The potential for effective assistance to campers in the multiplicity of social adjustments necessary in the camp environment is great indeed.5 In years past, camping was a luxury for the favored few Today, it is considered by some people to be a necessity in the all around educational program, and should become a part of the educational system. Educators should provide all children With an Opportunity for a camping experience.6 Dimock ex- Dressed the fact a number of years ago that camping as a part Of the total educational experience of the Arnerican child aind youth may not be far beyond the horizon.7 In view of 3 vLouis H. Blumenthal, Group Work in Camping (New York: Association Press, l937),p. ‘17. .. "— u c. Towle, ”what About Summer Camps,"" Arnericgg Childhood, 314:11, April, 191+9. 5 H. Ross, 'How The camp Can Help The School," Progressive Education, 14:602, December, 1937 6 American Camping Association, “The Role of Camping in Education," waging Magazine, 18:26, February, 191+8. 7 Hedley 8. Dimock, ”Summer Camp Today and Tomorrow,“ Survey, 80:1b6, May, 1941+. .- W 3 this evident trend towards camping for all children, it be- comes more and more apparent that guidance in the total camping picture will assume an ever increasing prominence. Statement of the §_rgblem. The study was undertaken: (1) To determine what information concerning campers is in the possession of Michigan Summer Camps for Children; (2) To determine the extent of this information; (3) To determine what types of guidance techniques and practices are followed by these camps; (4) To determine the extent of these techniques and practices; (5) To determine the desirability of this information and these techniques and practices; (6) To compare the status of guidance information and practices of Michigan Summer Camps with their desirability as indicated by authori- ties in the field of camping; (7) To secure other pertinent facts relative to the status of guidance in Michigan Summer Gaulps for Children; and (8) To attempt to determine what must be done to improve the status and function of guidance in camps. M £95 §£E§l° Charles W. Elliot, former president Of Harvard University, claimed that 'the organized summer camp 18 the most significant contribution to education that America: has given the world”. His statement is well borne out by the rMt that organized camping has spread throughout the world into almost every country.8 In America, particularly, it has ‘- 8 C. A. Bowen, Campers Around The World (New York: Abingdon--Cokesbury Press, 530), p. 9. Ii shown phenomenal growth. In the United States today there are more than 12,600 summer camps serving over u,000,000 campers. flue compares with 100 camps serving less than 5,000 campers in 1905.9 In view of this tremendous growth in camping, there is a great need for continuous gathering of information about the purposes, goals, function, and value of guidance have bemmexpressed by many authors. Although most of this liter= amne has been directed toward the schools, much of it is qurueapplicable to the camping situation. According to Jones, guidance itself is not something new, since he states: Guidance has always been given, but the recognition of its fundamental importance in the teaching process and in the learning process is comparatively recent. Whenever education as a conspicuous process began in the life of the human race, then Guidance began. When- ever and wherever three conditions existed, there was guidance. These conditions are: (l) The need for M 2 Bu 3.Hcdley S. Dimock, et a1, Character Education In The &.Camp (New York: Association Press, 1935), p. 26. 30 choosing'between.courses of action; (2) The inability of the individual to choose wisely without help; and (3) The possibility of help being given.2“ Organized guidance is the individualizing and articu- lating element in the school system. Because of the impersonal and factory methods existing within the school structure, guidance is needed to restore personal responsibility and individual planning. Guidance must not merely function to serve problem children, but all children, particularly the ablest persons.25 Guidance should anticipate problems and discover and prevent difficulties, as well as seek to make readjustments. The approach to guidance should be on an educational rather than a psychiatric level in order to mnfld.the existing possibilities of the damaging effects oftumkilled probing of the deeper emotional life of chil- dren.26 Erickson and Smith set forth four basic concepts expressing some basic purposes of the guidance program. These are: l. The guidance program should be organized so that 2“ Arthur J. Jones, Principles 9; Guidance (New Yawn McGraw-Hill Book Company, 19fifi), p. #23. G 25 Richard D. Allen, Or anization and Supervision g; uflkmce in Public Education New York: Ivor Publishing amnpemy, 193E), p. xiii. B 26 Villard C. Olson, "The Diagnosis and Treatment of agha‘fiop Disorders of Children," National Sociejn: for the JEZQE fiducation, 3hth Yearbook, 1935, p. 350. 31 it makes the maximum contribution to the entire school program. It should contribute to the improvement of almost every activity represented in the school's total educational program. 2. It should be organized to provide ample time for competent individual counseling. 3. It should assist in coordination of school, home and community resources which contribute to the devel- opment of boys and girls. h. It should be organized to provide those needed services which include placement, follow—up, testing, provision for occupational and training information, and many other related fields.27 Guidance has an important place and function in the total educational picture. Many concepts have been expressed in relation to the role of guidance and the guidance process. Some of the basic concepts relative to the guidance process have'been summed up by Hamrin and Erickson in the following: I 1. Human values are of the greatest importance. ; 2. Guidance is interested in the "whole" individual. 3. The guidance process must take into considera- tion the whole situation, including the home, school church, and community. h. Guidance work frequently needs to effect changes in the individual rather than fit the individual into his present circumstances. 5. Guidance is for all students and not just "problem" children or special cases. 6. Guidance is a continuous process. 7. The guidance program performs a unitary function since all aspects of the student's development are interrelated. 8. The function of guidance is to prevent rather than cure, and it should work with the student toward the goal of self-direction. 9. All teachers should be guidance workers. It cannot be carried on exclusively by a few. KN t1 27 Clifford E. Erickson and Glen E. Smith, Organiza- -Qland.égministration'gf Guidance Services (New York: OGrai'VT-‘Hill Book Company, 19M). pp. 21-22. K'— 12 z 10. The guidance process muét be carried on in con— formance with a definite plan.2 One of the primary goals of guidance is to prevent undesirable situations from developing. This is sometimes known as “preventive guidance”. Witner and Kotinsky29 refer to this as "anticipatory guidance". They emphasize the value of anticipating the childfls development and needs in imple= menting desirable personality development. Guidance aims toward assisting individuals in develop~ ing effectively. This process must be in keeping with the humamental laws of nature. In his most personal esperiences as well as in the sequence of his growing pattern, the child follows inner laws of development. He needs most of all love, encouragement, and guidance. Basically, the guidance program is concerned with the indbddual, and the objective of the guidance program is to he113the individual to learn to help himself.30 Menninger3l exDresses fundamental values of guidance, in terms of the individual, as helping a person in: (1) Improving relations N..-..~.——— i 28 Shirley A. Hamrin and Clifford E. Erickson, Guidance #1E%§ Secondary Sghggl (New York: D. Appleton-CenturyT—l939), 29 Witner and Kotinsky, 23. cit., p. 265. WOrk 3 Clifford E. Erickson, §_Basic ngt for Guidance Nets (New York: Prentice-Hall, Inc., 19W)“, “pi—To 31 Menninger, 22. cit., pp. uu-us. ¥ 33 with other people; (2) Establishing a code of behavior; (3) Finding and developing sources of satisfaction; (U) Obtain- ing security; and (5) Developing values and attaching them to life goals. Guidance like camping is broad and allsinclusive. It deals with the whole individual. It concerns his interactions within the structure of his total environment, and it is 3 aimed more at prevention than at treatment. Implications of Guidance in the Camping Program ,m-a-r ' In spite of the fundamental need for effective guid- ance in the camping program, present day knowledge is considerably limited relative to the form that this guidance Should take. Many guidance practices have been found to be successful. Many have yet to be tried and developed in con“ Junction with the camp program. The numerous guidance techniques and practices effective in the schools will not necessarily be applicable to the camping situation. However, theextent to which this may be the case has yet to estab- liflmd. The variance in size, type, purpose, and function Of'um many different camps is even greater than that in theschools. Guidance in the summer camp is perhaps more closely asmmiated with that type of guidance done in the elementary r s afinr than the secondary schools. From this point of view, ‘~— 314 the two important facts inmg-ivc-d are the child": rt-‘ctirrn to ‘.A other human beings and. his acceptance of himself. Vocational adjustment, Job placement, and occupational-educational infor— mation are much less significant in the elementary school as well as in the camp. At this level in the developmental pattern of children, a distinctive approach to the problem of childhood education. and guidance is necessary.32 It should be pointed out, that inasmuch as the age range of campers in summer camps is primarily between nine and four- teen years, the majority of which are boys, there invariably tends to be an overlapping of the essential elements of the guidance process of the elementary and seconday school levels.33 There is no definite pattern of guidance within the structure of the camp program. What works in one camp may not work in another. A great deal of research and investi- gation is still necessary in this entire field. Camp leaders I'ecognize the need for guidance in camping; they know what it can do; they realize its purposes and values; and they consider it an essential process inherent in the camp pro» gram. Nevertheless, there is still a great deal of uncer- tainty relative to the role and function of guidance in the carnping Program. N Cl 32 California. Elementary School Principals Association, 0 ‘0, p. 7. £8 33 McBride, _p. cit., p- 13 ~ 35 The guidance of a child‘s development in the summer camp is the counselor's primary function. According to Bcott,3u "Guidance of youth as a philosophy has come to be miintegral part of camping“. Guidance in the summer camp flmmld deal with the whole child. Every situation has possibilities for growth and is therefore in the field of guidance. The activities in the camp program which give Ides to these situations should be considered merely as tools which aid in the total guidance process.35 Children bring their various troubles to camp. If the camp is to assist the individual child in making an orderly development and bring him into a proper working relationship with the world about him, then it must realize that he has conflicts which he is continually trying to resolve and that these must be evaluated in the light of his behavior.36 The foregoing implies the necessity for encouraging anddeveloping good mental health in campers. The applica- timmof the fundamental principles of mental health will go a m 3“ Cecil Winfield Scott, "Guidance in the Modern Sum= WPCamp," Camping_Magazine, 10:26, March, 1938- C 35 James L. Hymes Jr., "Training for Guidance,“I ~§Hflflfi Magazine, 10:7-9, January, 1938. 36 He '3 a Emotional D 19“ ROSS. What C n The Camp Contribute To The March, 1938evelopment of the Child," Camping Magazing, 10:1,», IIIIIIIIII-n..i___ 36 long way toward producing happy campers. Good mental health is characterized by ability to get along with others, physical well—being, freedom to express feelings, and a nmtivation to develop one“s capacities to the utmost. This (mu best be fostered by helping children to gain a sense of personal worth, win recognition, and participate as an accepted member of the group.37 By so doing, a sense of security can 1w developed.' This, according to Josselyn,38 is the biggest thing a camping experience can give a child. Guidance in camps is not something done to the campers, but rather a process (though not of a clinical caliber) of focusing the potentialities of camp life upon the particular needs of individual campers so that each child develops to the greatest extent. The basic elements of guidance in the cmmp are: (1) An individualized approach; (2) An understand- ing and receptive attitude toward people; and (3) A consist= cut, but inconspicuous application of the principles and techniques of psychology and group work.39 In order to or'Sanize camping so that effective guidance can take place ‘ 37 National Education Association, Mental Health for Children ( .__~____ Washington: National Education Association,‘193fl. . 38 Irene M° Josselyn, "Psychological Needs of Over- qleged Children," Camping Magazine, 2U:33, June, 1952. 9 ' u Cmni 3 Robert Jesness, "Improving Camp Mental Hygiene: wflagazine, 22:20, January, 1950. Fri ¥ 37 Jesness suggests the following prerequisites: l. Sufficient mature, self-disciplined adult leader- ship using a child-centered anproach. 2. Acceptance of the guidance approach on the part of the staff. 3. Educating parents concerning guidance work and mutually exchanging information with them. h. Keeping records and information on campers. 5. Supervision of guidance. “0 6. Follow-up with parents and schools. Sharman suggests making a complete study of the individual differences of children in camp and then adapting the pro- grwntm'meet the needs, abilities, and interests of each.“1 The implications of guidance in the camping program are perhaps best and most completely expressed in standards set by the American Camping Association in 19u1. These have been outlined as follows:#2 A. Individual differences should be recognized and taken into account in the program of the camp: 1. By providing opportunities for the camper to choose the activities in which he wishes to participate. 2. By helping the camper to select activities that will best meet his needs. 3. By helping each camper to gain a sense of achievement that is relative to his own experience, ability, and personality rather than relative to fixed standards. B. Objectives for each camper should be set in the light of the following: 1. Information obtained from parents either by #0 #1 Jackson R. Sharman, ”Individual Differences of Campers," Mping “magazine, 8:3‘T5, February, 1936’ #2 American Camping Association, _p. cit., pp. 28-29o Ibid., p. 21. ¥ 38 interview or prepared blank. 2. Information from schools or other agencies. 3. Physical and medical examinations. . Observations of behavior 5. Interviews with camper at camp and when possible before camp opens. C. The resources of the camp should make possible the intelligent individualizing of the program. 1. There should be an adequate number of counselors, and their time should be so arranged as to permit individual guidance of campers. 2. All counselors Should be chosen for educational and personality insight and emotional maturity, as well as skill in camp activities. 3. Building layout and size should be conducive to an individualized plan. a. Layout of buildings should be decentralized. b. No more than 4-6 campers should live in the same room or tent. c. No more than 6-8 campers and a counselor should sit at one table in a dining room. 4. There should be a person or persons in camp qualified to advise counselors and staff and to counsel with campers about personality problems. 5. Personal records should be kept for each camper. Guidance in the camping program should incorporate the foregoing policies and standards. Guidance should (fluent the camper to camp, to himself, and to others. It flumld provide camp leaders with sufficient factual material cmumrning the campers. It should provide for the counseling Ofcmmpers, and it should provide for followcup in order to beMmr coordinate the camp with the school, the home, and thecommunity relative to the camper. In order to success- fully implement these functions and. services, suitable and effiumive guidance tools, techniques, and practices should b e emploYed, and guidance supervision should be maintained. . 39 It must be remembered that the average camp counselor is ordinarily younger, less experienced, and less well trained than the average school teacher. Many have had no college training, much less guidance training, and are thus not qualified to do intensive guidance work. The degree to which effective and adequate guidance can be maintained is primarily dependent upon the quality of the camp staff. To attempt some types of guidance with an unqualified staff can often do more harm than good. Capable, mature leadership, trained and oriented to the guidance approach is highly desirable. Inasmuch as camp periods in most camps are relatively short (three weeks or less), and since numerous camps often have four or more different periods involving a complete turn= over in camp personnel, the possibilities for fostering effective guidance procedures are considerably limited. Although guidance is not at all new in camping, its Proper place and function in this program must be much more ’ adequately explored and inveStigated. With adequate study Of the problems a great deal more can be accomplished than has been done in the past. Review of Research Numerous studies have been devoted to the area of camping. Some have been concerned with the camp program, Others with administration, and still others with personnel ¥ 1+0 selection. Investigations have also been made in the field of camper adjustment and behavior, the status of camping, school camping, and the like. Although many of these projects are concerned with or related to guidance practices in summer camps, none have been devoted exclusively to this specific area, as is the purpose of this study. In reviewing the research in the field, emphasis will be given to those investigations which are mostpertinent to the purposes of this study. Several studies of school camps which pertain to guidance will be considered. These will be followed by a review of numerous investigations in summer camping. ‘_ . Finally, a review of similar and related guidance studies Will be presented. .......Revi...ew 9.: machool sen-mas amiss mam inch Elli-@3133. One of the first extensive studies of school camping programs was made in 19L+3 by Moore.“3 It is impor~ tant because it included. the first objective appraisal of a school camping program. In presenting a detailed account 01“ the Camp Experiment conducted during the summer from 1939‘19’42, Moore studied: (1) The mental level of the campers; (2) Growths resulting from camp attendance; (3) Effectiveness of camps in correcting personal habits; and ~.~"“"‘-—-----‘..... Cams eighteentsa 21:3thisshattered“ °f ystcms of th e City of New York" (unpublished Doctor's thesis, Teachers 89. Celumbia University, New York, 1918). p. 177- ~ ,7 41 (h) The environmental status of the campers. The average I.Q. of the group was 103.8, which approx- imates closely the average found in any normal population. Growth of campers was measured in accordance with the Cardinal Objectives of Education as set forth by the Educational Policies Commission. These were indicated by statements from thecmmper, the counselors, parents, school agencies, and mnflal workers. All statements used were documented and checked with the individual cumulative records of the camper.“+ One-third of the growths were in the category of skithaand knowleges, the most frequent being homemaking, games, camp living, woods lore, and arts and crafts. It was of note that growth was indicated in some areas which are not provided by the ordinary classroom. These were BWimming, knowledge of nature, interest in hiking, skill in cooking, health, behavior and social relationships.”5 A measure of changes in desirable habits was attempted, resulting in the following conclusions: I. On the average, campers showed corrections of three undesirable habits. The three main areas in which correction of habits were indicated were mental health, physical health, and social adjustment. 2. Most corrections were noted in the category of mental hygiene, including such things as over-timidity \m 44 Ibid., p. 72. “5 Ibid., p. 120. .' u. #2 and over—dependence. 3. Many changes relating to the health of the campers were noted including improved eating habits and better personal hygiene. h. Corrections in social relationships as indicated by better cooperation was another noticeable area showing change. 5. No significant negative changes were in evidence.46 The Board of Education of New York City”? in con» Junction with the Life Camps, Inc. sponsored a study to determine the effect of camping in school camps on the person= ality of children. Although not a study of guidance practices, it did involve many such techniques, and the conclusions are of significance here. Two control groups were matched according to sex, age, and I.Q., one being sent to camp, the other not. The Pintner General Ability test was used for determining I.Q.'s. The following types of tests were admin- 1stered before and after camp: Achievement Tests (Arithmetic, Science, Health Education, Vocabulary, Nature Study), Interest Inventories, and Adjustment Tests. Other types of information used were weight records, records of letters written and Pictures drawn, records of sociograms before and after, information obtained from ”guess who" types of tests, coune Belor observations, psychologist observations, interviews, f0llow-ups, and parents" reactions. At the end of the camp \‘fi. “5 Ibid., p. 120. 47 New York City Board of Education, Extendin Educa- tio . fifihmu h Cam in (New York. Life Camps, Inc., 19 8):... H‘-_,_._ “3 period it was found that the experimental group exceeded the control group in achievement. Certain other factors, however, such as adjustment and social development were not signifi~ cantly greater. Some of the more important clinical findings were indicated by observations of campers as found in this study are: 1. Cumulative individual record files serve as help- ful semi-objective data which tend to indicate the counselors' understanding of problems and which serve as a point of departure for implementing remedial and developmental programs in molding campersn personal social competence. ' 2. Living in small groups with campers enables edu» cators to analyze needs more fully. 3. It is probable that analysis of children and their problems in the camping situation is a valuable method of recommending adjustments for children in their city environment. a. The majority of campers are in need of extended opportunities to adjust to group situations and to participate in group endeavors. 5. Decentralized campingugith emphasis on unit planning is to be preferred. In 1952 an investigation was made by Smith,49 the Pattern of which is similar to the study herein undertaken. This work includes the extent and desirability of personnel Practices and concepts of program organization in school camps throughout the country. Along with a survey of camps, she used a jury of authorities to appraise the various M.- “8 EE$§°' p. #8-52. Practic:: 223°§§o§£a§m3§23niiitigXeifiigifiiifi gihggisgggging," cmipublished Doctor's dissertation, University of Southern a ifornia, Los Angeles, 1952); pp- 193-194. nu practices. Although not all of these practices are directly related to guidance, many of them are worthy of mention. The following practices, ranked according to frequency of report are rated as highly desirable: 1. Director participates in the development of admin- istrative policies for the total camp program of the school system. 2. Director builds local good will by invitation to camp. 3. Counselors participate in the development of camp personnel practices. u. Director guides the development of personnel practices for the camp staff. 5. Director directs the in-service training program. 6. Staff meetings are attended by all Camp staff. 7. Director directs the development of administra- . tive policies for the camp. ' 8. In-service training is provided by director for i all counselors. : 9. In-service training is given in staff meetings. ! 10. Director guides the evaluative program. 11. Pre-camp orientation is arranged for all coun— selors. 12. ”Camping Magazine" is received at camp for counselors. 13. Director sends findings regarding campers to the school. 1“. Classroom teacher receives orientation prior to camp. 15. Health examinations are required of all staff members. 16- Camp nurse keeps illness and accident records. 17. Classroom teacher advises camp staff with respect to guidance problems. 18. Camp staff members are active in the local unit of the American Camping Association. 19. Director builds local good will by keeping campers away from private property. 20. Classroom teacher accompanies his pupils to camp. 21- Counselors have weekly time off. seig. ”Nature Magazine" is received at camp for counc rs. 23- Camp nurse works under standing orders of the ¥ “/5 camp physician.50 Review 23 Summer_Camping_§tgdigs Concerned with ggigf 232g. In 1935 the Chicago Camping Association under the auspices of George Williams College conducted a study among 107 camps for the purpose of determining standards for camping. Some of the major findings of this survey relative to guidance follow: 1. Seventy-nine of the 107 camps had the services of a consulting psychologist in the city before camp opened. (9 camps had psychologists visit them), (6 had a guidance person on the staff). 2. Fifty-six per cent of the camps had staff meetings daily. 3. Seventy-four per cent had private living quarters for the staff. b. Eighty per cent kept health and physical records, 66 per cent kept records of activity progress, 58 per cent kept records of observed behavior, 52 per cent maintained group logs, 38 per cent kept counselor recogds, and 2“ per cent kept social histories of camp- ers. Theabove results would tend to indicate that as early as 1-935 certain basic guidance practices were being employed hlnumerous camps. Inasmuch as the camps in this study Were a selected group, the results must be interpreted acmndingly, and no extensive generalizations can be justly aPplied. M‘ 5° Ibid., p. 19a. 51 Chicago Camping Association, Putting Standards inmathe Summer Cam (New York: Association Press 1933? Err-er ._ i ’ ’ 46 The Michigan State Department of Social Welfare52 has been the only group to make any studies of all summer camps in Michigan, and these have been undertaken primarily to determine information necessary for assisting camps by the department and the licensing of camps. In l9b8 this department conducted a study of camping practices in Mich— igan Summer Camps which included 69 per cent of all licensed camps. Some of the findings of this survey relating to guidance are: 1. Individual counseling was done in 81 per cent of all the camps. . Age was the basis for grouping of campers in 7b per cent of the camps. 3. Health inspections were made by 8b per cent of - the gampe (77 per cent upon arrival, 56 per cent during ! camp . h. Pre-camp physical exams were required by 84 per cent of all camps. 5. Seventy—five per cent of recruitment was done through personal contact. 6. Ninety-five per cent of camps require personal interviews, 62 per cent require application forms, and 76 per cent request references. 7. Seventy-five per cent of camps stated they had a pre-camp training period, which in most cases lasted from three days to a week. ‘ 8. Almost all camps reported having staff meetings during the camp period, ranging mainly from daily to Weekly meetings. 9. Seventy-three per cent of the camps required reports to be filled out by counselors. 10. The majority of camps had counselors sleeping in the room or cabin with the children. 1. The average camper counselor ratio was one M m 52 Michigan State Department of Social Welfare, Sum- §%l9532% for Children in Michigan (Michigan State Depart- B°cia Welfare, 1948): p. I. 14.7 counselor to six campers. 12. The staff members of 72 per cent of the camps were of college level or higher in their education. 13. More staff members were trained in education or religion than any other area. 14. Slightly more than 50 per cent of all staff mem= here had previous camping experience. 15. Sixty-four per cent of the staff had no previous experienge such as teaching and counseling outside of camping.« Osborn5u in reporting his study of four years camp“ ing experience in a YMCA camp, concluded that emphasis should be placed on spontaneous and integrated counseling. He further suggests that interest should be at the center of the camp guidance program and that lack of interest and failure to get along with others were the two main causes of camper problems. He also recommends the use of non- directive methods, the employment of a special personnel director, the use of camp projects, the employment of case Studies and follow-up procedures, and the utilization of "cruiser counselors” whose duty it was to attempt to help any campers in need of help. Finally he recommends that more be done in decentralizing camps and developing separate prOgrams for age groups, in employing group work techniques, inmaintaining contacts with the school, home, and community. Hisstudy was primarily concerned with one particular camp, andalthough fruitful in suggestions is rather limited in 53 Ibid., pp. u—iu. 54 Osborne, 22. cit., p. 230. l7 #8 application. One of the older studies was made by Lieberman55 in mnflunction with the pioneer youth movement from 192h to 1929. This study was a report, in narrative form, of an experiment in creative camping and progressive education conducted over a six year period in the National Experimental Camp of the Pioneer Youth Movement. Approximately 115 camps ers of all races, color, and creed, both male and female were placed together in the camp environment. No awards, cere- monials, or forms of competition were employed. The purpose of the project was to study those factors in child camping that would contribute most to personality development and Social mindedness.56 His conclusions were in the form of statements of camping techniques which are in need of development. These are techniques for: 1. Allowing children to be free and at the same time Providing that measure of guidance which is necessary for health and development. 2. Developing interesting activities without a Planned program or continuous adult suggestion. 3. Obtaining a sufficient degree of participation Of tmild up of skill without competitive stimuli, awazds, and prizes. #u Obtaining discipline and preventing destructive bahavior without adult domination. 5. Bringing about wholesome relations between the Sexes without obvious guidance or chaperonage. K '55 Joshua Lieberman, Creative Camping_(New York: ASSociation Press, 1931), pp. ix-xiii. 56 Ibid., p. X-Xiio 49 6. Cultivating a wholesome sacial mindedness without preaching.J Meyerling58 attempted to discover the major behavior problems among selected campers 9—15 years of age attending the University of Michigan Fresh Air Camp. He further endeavored to show the relationship of these problems to age, intelligence, health, socio-economic status, emotional status, and problem-tendency. Data were obtained from daily narrative records made by counselors over an eight week summer camping period. Records of the Ann Arbor Goy Guid- ance Bureau were used to supplement these data. Also used were the Sims Boole-economic score card, the Woodworth- Matthews personal data sheet, the Haggerty=Olsen-Wiokman behavior rating scale. The total number of undesirable behavior problems that were recorded of 100 boys during a fifty=three=day camping period was 1,370. The range of problems per boy was from none to thirty-eight. The major behavior problems in rank order of fre- mmncy were indifference, defiance of discipline, bullying, unPopularity, infantile behavior, withdrawal behavior, 57 £031., pp. 232—233. '58 Harry R. Meyerling, "Behavior Problems Encountered #1 a Camping Situation," (unpublished Doctor's dissertation, “1"erSity of Michigan, Ann Arbor, 1937). p~ 6« ¥ 50 homesickness, carelessness, temper tantrums, truancy, enuresis, lying, selfishness, tardiness, imaginative lying, and steal= ing.59 This particular study involved a selected group of “problem" campers. Therefore, the results cannot be applied to camps in general. Numerous other studies have been con- ducted in conjunction with the University of Michigan Camp in the areas of sociology, psychology, and educational guide ance. These, however, will not be considered at this time inasmuch as all deal with atypical campers. Meyerling"s study is significant in that it deals with boys in need of guidance and the various techniques and methods (i.e. inte1= ligence tests, case studies, sociograms, and other guidance techniques) which are adaptable to such cases. An investigation of the use of a Behavior Rating Scale'was made by Ivan.60 He had both parents and counselors make out a behavior rating scale on campers both before and after the camp period. The results of these were discussed Vflth.parents in an effort to assist them in the understands iflg'and guidance of their children. He found the scale to 1w useful primarily in long term camps. He concluded that “Nimain values of such a device are for assistance in par- M. 59 Ibid., p. 96. 60 Ivan, 22.13it., p. 16 51 ent counseling, for determining growth in camp, and as a diagnostic tool.61 Warner62 investigated the values of the case study in . the guidance of campers while working with girls at Lake Lure Camp during an eight week summer period. She found that anecdotal records contributed significantly to: (l) Guiding the personality and meeting emotional and social needs of the camper; (2) Developing a rich and valuable program; (3) Influencing behavior changes in campers; and (4) Assisting parents in guidance.63 In studying social adjustment changes in summer camps, Henke and Kuhlenéu' found that it required considerable Iflanning to obtain measurable improvement in adjustment. Alan they found that minority group members tended to show (alpss in adjustment whereas majority group members showed a gain which gave rise to their conclusion that the same cmmaenvironment has different effects on different people.65 61.LQE-.2$£. 62 Edna Arnold Warner, "Contribution of the Case Newmm.to Guidance in a Summer Camp,“ (unpublished Doctor‘s dissertation, Cincinnati University Teachers College, Cincinnati, 1940), pp. 49-6#. 63 1,92. 23;. 6h Milo W. Hanks and Raymond G. Kuhlen, "Changes in $09181 Adjustment in a Summer Camp,“ Journal _g_f_ P_sychology, 5'32. January, 19h3. 65 Loc. cit. —" LE— 1‘ 52 In conjunction with the foregoing, it might be pointed out that Northway66 found in her study that very few spone taneous adjustments changes are to be expected even with normal children in an excellent camp. Burns67 attempted to study various trends in camping throughout the country by visiting numerous camps personally. He found that there is a tendency for camps to revert to the practice of employing general counselors (cabin counselors) instead of specialists, since the average counselor can handle most activities. He also found a greater concern for health and more balanced programs, which tend to get away from Just primitive activities (shelter building, fire 'mulding, and outdoor cookery). Most of the studies listed in the foregoing are some- What limited in their application to the study here under— 1mken. Nevertheless, all offer ideas and suggestions and sum significant in shedding light upon the entire area of Snidance in the summer camp. Review g£_§giga§g§,8tudies. Many studies have been mmflain the area of guidance, mest of which have been con- 66 Mary L. Northway, ”Appraisal of the Social Develop- Hmnt of Children at a Summer Camp.“ University_of Toronto We. Psychglggy Series, Vol. 5, No. 1, 191m?“ 2 67 G. P. Burns. "Trends in Camping.” Camping “agafifllfi: 2=21--.’«32, November, 1950. 53 cerned with schools and school programs. Since consider~=-= able research has been devoted to studies of guidance practices in schools, and inasmuch as no studies of this type have been developed in the area of camping, certain of these studies will be reviewed in the following pages. Although, as before mentioned, guidance practices in schools are not and should not necessarily be the same as those in the summer camp, many similarities exist. Many factors in the method of deve10ping these studies will be applicable to this project. Furthermore, the extent to which various Practices are accepted and followed in the schools may pro- vide a broader perspective as to the place of guidance in camping, since so many school people are concerned with camping. In one of the earlier studies of guidance practices in Connecticut schools sponsored by the Connecticut State Department of Education, the following conclusions were formulated: 1. Guidance practices were very inadequate in their development. 2. Counseling seemed to be relatively subordinated since those who are assigned counseling duties have 1988 than one-fourth of their time for this purpose. 3- Guidance methods, devices, and procedures were seemingly used only in a minority of the schools. . There were clear indications that many schools are aWare of the guidance needs and are attempting to adapt their programs to meet those needs. 5. Guidance minded principals and teachers must 5h furnish the leadership in the development of guidance.68 This summary shows that there is some evidence of recognition of the need for guidance. A study was made by chh69 which revealed information about ninety-one small Michigan high schools of one hundred students or less. Significant among his findings was the fact that although over half of the superintendents had received guidance training, less than 20 per cent of the teachers had such training. He concluded that whatever was twing done in guidance in these schools was largely through the efforts of personnel with little or no guidance train= ing and that guidance in the small schools was correspond- ingly in a state of confusion. Lahr70 found through a survey of guidance practices inimw York that practices lagged far behind theory. Only one hundred eighty-one out of over six hundred schools mumflling less than two hundred students attempted to carry Olitany formalized guidance. Few small schools in New York sane maintained complete and accurate files on pupil attain~ M P 68 Connecticut State Department of Education, Guidance a.I;%_I_cjs_:_tccs 33‘ Connecticut Hi h Schools (Connecticut State epartment of Education, artford, Connecticut, 1940), p. 50. 69 School , u s (u 70 J. M. Lahr, “Guidance Programs in Rural Communitiesf Ybnpublished Doctor's dissertation, New York University, New rk’ 1939), p0 1052f. Harlan C. Koch, "The State of Guidance in the Small chool and Society, 50:95, July 15, 1939. 55 ment, background, health, and other statistical information. The study also revealed that, although a majority of admin= istrators recognized the value of guidance programs, little had been done by them to put these accented principles into practice. Inasmuch as this is a relatively older study, it might well be assumed that much has been done in recent years to improve such conditions. By means of a survey, Chrisholm 71 conducted an investigation of guidance in the state of Washington. The main purpose of this study was to discover the various “stumbling blocks" which prevent schools from providing guid— ance services to their students. He found that over sixty Imr cent of the teachers and principals felt they did not lure time to include guidance in their program. Over half of the teachers were found to be inadequately prepared to cmrry out guidance functions. Teacher turnover, insufficient funds, school size were significant factors in hindering the dvmflopment of a guidance program. Almost thirty per cent of the schools felt that the guidance needs of youth were not sufficiently urgent to warrant organized programs. It is interesting to'note the reluctance to accept guidance on ‘um part of the schools as indicated in this study since this is also very much the case in the camping program. N-“ “it 71 Leslie L. Chisholm, "Major Handicaps Interfering h Guidance,“ School_RevieE, 54:24-31, January, 19b6. 56 A report by the State Department of Public Instruction in North Carolina in 1946-1947 Reveals the following inform nmtion relative to the status of guidance in this state: 1. Cumulative records are kept in 83 per cent of the schools. 2. Standardized tests are used in 5k per cent of the schools. 3. Eighty-one per cent have occupational information files. h. Occupation courses are taught in 32 percent of the high schools. 5. Sixty-nine per cent provide individual counseling services. 6. Placement services are provided in 36 per cent of the schools. 7. Fortyinine per cent of the schools make follow~ up studies. As compared with some of the other studies, this survey would indicate North Carolina to be more progressive in guidance than other states. Furthermore, the extent to which certain Of these practices are used in the schools would imply a Potential value in the camping situation. In 1951, Horn73 made a study of guidance services and Practices in Michigan Public High Schools. Data were gathered unpugh the use of questionnaires sent to Class A, B, C, and DSchools in the state. In his study he found a wide variation \— “mm ti 72 North Carolina State Department of Public Instruc~ WM Guidance Practices in North Carolina High Schools SSRWe Department of Public Instruction, Raleigh, North amgp. 73 Carl Meade Horn, "A Survey of Guidance Services D0ctor5'10tices in Michigan Public Schools," (unpublished Michir a dissertation, Michigan State College, E. Lansing, gan» 1951). pn- 159-155. 57 hithe type of practices used and the extent to which they were used. Some of his significant findings were: 1. Two-thirds of the schools studied used form CA39 although few kept adequate records. 2. Nearly half of the schools reported some kind -of follow-up. 3. Group guidance activities were widely varied among the schools. h. Half of the schools provide some organized orien- tation. _ 5. One-third teach occupations courses. 6. One-third have courses dealing with personal, social, educational, and vocational problems. 7. Career conferences were held in one-third of the schools. 8. Two-thirds of the schools reported field trips to business and industry. 9. Work experience programs for credit were reported by one-third of the schools. 10. Other services were also provided. These include nursing in 70 per cent of the schools, medical services in #0 per cent, visiting teachers in 19 per cent, den~ tal services in 31 per cent, an? psychological services in 12 per cent of the schools.7* This study is important in that it indicates the extent of guidance services carried on in the schools from which many 0f the campers in Michigan Summer Camps come. It serves to emPhasize the fact that guidance practices are definitely lacking in Michigan schools. Since this is true in the 80110016, it may well be assumed to be the case in the camps. Recently Britten75 investigated guidance practices in M 74 Loc. cit. mu: 75 R’ J‘ Britten, ”A Survey and Evalutation of Guid- Mas: Pig’actices in High SChOOlS of Virginia," (unpublished “mger 8 thesis, College of William and Mary, Williamsburg, ’ )» pp. 195-197. 58 the state of Virginia. His study indicated a great deal more twing done than was the case in other studies listed. He found that: l. Organized guidance programs were reported in 29 per cent of the smaller schools (150 or less enrollment), 50 per cent of the medium—sized schools (150-349), and 68 per cent in the larger schools (350 or more). 2. Guidance committees were found in a majority of the schools. 3. Group guidance is found in over 95 per cent of all the schools. h. A majority of the schools have homeroom programs. 5. Career days were provided in approximately 25 per cent of the schools. 6. Field trips were provided in 70 per cent of the schools. 7. Counseling services were reported in approximately 80 per cent of the schools. 8. Standardized tests are used to some extent in the majority of the schools. (Mainly intelligence and achieve- ment tests) A 9. Occupational information files were reported in approximately 80 per cent of the sdhools. 10. Placement serVices are limited, being found in less than 25 per cent of the schools. 11. Follow-up studies are made in 55 per cent of the schools. Most of these are made of college entrants and the least of drop-outs. Ikmn the basis of his findings Britten concludes that: 1. Virginia educators appreciate the value of guid~ ance and accept it. 2. Guidance programs tend to improve as enrollment increases. 3- Improving attitudes of school administrators would greatly improve guidance. . Standardized testing practices are inadequate. 5- There is a need for more teachers trained in guidance . 6- There is too légtle guidance prOVided for pupils not going to college. In‘1ew of Horn's study, which was previously mentioned, it H was seen! to be evident that guidance services in Virginia ~ 59 and Michigan are developing along similar lines, since many of the trends and needs are the same. Many of the above con— clusions might well be applicable to summer camps, especially those expressing the need for more people trained in guidance. figmmgrz. The development of organized camping passed through many stages during the last century. The most sig— nificant among these was the emerging emphasis on educational values in the camping program. The purposes, objectives, values, and concepts of camping have come to be closely identified with those of education in general. The concept of guidance in the field of education is directly applicable to the area of camping with certain modifications. There is need and place for guidance within the structure of the camping program. Much of what is being done in the school guidance programs can be effectively adapted to camping. There is a great need for research in the area of camping. Many significant studies have been made. None, hOWever, have dealt directly with guidance practices in the program of camping. Since numerous studies have been made concerning guidance in the schools, these have necessarily beengiven due consideration relative to their applica- bilrh'to this particular study. Most of these have indicated adefinite lack of effective guidance among the many schools ‘4“ 76 L513. cit. _ iIiIIIIIIIIIIIIIIIIIIIIllll-IIIIL‘r laLal___________________________lll 60 throughout the country. This would tend to imply a potential lack of guidance within the summer camps as well. Educationally, youth must be given that which is rightly theirs: the opportunity to experience those growth processes which will allow them to properly gain and adequately use the most desirable means for working and living together, for growing and succeeding in a democracy. William H. Kile patrick expressed this well when he said: 'Our aim in a democratic society is that our children, as they grow up, shall increase in intelligent self- direction and in the richness of personality, sharing more fully in the group life on the basis of ever more adequate and responsible consideration for all con- cerned. K. HM..---~ 7 7 William H. Kilpatrick, Remakin the Curriculum (New York: Newsome and Company, 19355, p. 55 _fi— CHAPTER III THE METHODS AND SCOPE OF THE STUDY Methods Introduction. In a study such as this, much more valid and complete information could have been obtained if individual visitations had been made to all of the camps involved, instead of gathering data through the medium of a questionnaire. It did not, however, appear justifiable and practical to spend the time and funds necessary to make a survey through personal interview procedures. The question— naire method was therefore chosen since it was judged to be best for studying the guidance services and practices in the many camps involved.1 Lilitial Activities. In order to lay the ground work for this investigation, certain initial activities were luumssary. Personal interviews were conducted with various authorities in the fields of camping and guidance including the Presidents of the American and the Michigan Camping A“Deletions. Contact was made with the research section of the American Camping Association in order to determine the f easibility and advisability of the study, as well as to M 1 Good, Barr, and Scates, 92. cit. p. 287f- 62 find out if other states had attempted such projects. At their recommendation it was decided to limit the study to the state of Michigan rather than to make a sampling survey of the entire country. Various members of the Education, Guidance, Sociology, and Physical Education Departments at Michigan State College were consulted concerning the poten- tialities of the study. All felt that the study would be well worth while and that the findings should be a valuable addition to guidance as well as camping research. Since no ' other studies of this type have been made, information obtained would tend to be valuable to both camps and schools in this state and throughout the country. The study was sponsored by the Michigan State College Departments of Guidance and Physical Education and was con- ducted in conjunction with the Michigan Camping Association. A survey of all similar and related research was undertaken in order to discover whether any similar studies had been made. After an exhaustive search was made of all materials dealing with the area including these, documents, pamphlets, bulletins, monographs, leaflets, periodicals, lectures, textbooks, and reference encyclopedias, it was found that no Btudies of this nature had been conducted. Following this: a study was made of all related literature in both Camping and guidance in order to further the development of this 81: udy. ¥ 6? ate. 99.99122 in its Pgielszpjisni 9.1: at: Basa’iiflrisltg' Developing an effective questionnaire for purposes of a sur— vey must be done very carefully. The selection of the items, the wording of the questionnaire, and the method of obtaining responses are all of prime importance.2 Special precautions were taken in the selection of items for this form to avoid possibilities of bias and opinionated replies. Three choices of responses were provided in order to avoid the difficulties encountered in reacting to a dichotomous presentation of items. In the development of this questionnaire, to be sent to all of the summer camps in Michigan, the following prO‘ cedures were employed: (1) A study was made of all the methods and techniques used in various investigations of guidance practices; (2) Numerous specialists in both camping and guidance were consulted to secure recommendations concerning the survey form; (3) A survey expert was consulted in order to aid in the formulation of an effective questionnaire structure and in the selection of items; (4) A study and analysis were made of over fifteen types of questionnaires, many of which were used for surveys of guidance practices; (5) After developing a tentative form for use, a pilot study hwolving seven different camps Was undertaken in order to M 2 Ibid., p. 288. 6b improve the instrument. Questionnaires were sent to the directors of each camp. Also, a questionnaire evaluation form was included so that the necessary revisions in the form could be more readily indicated. The following camps were included in this study: Riseman Farm Camp, Camp Nissokcne, Camp Echo, Camp Henry, Camp KeeeNee-Wau, Camp Kiwanis, Camp Newago, and Camp Trotter.3 These camps were representative of all different types of camps with which this study was concerned. Data gathered from this study were used to reevaluate and revise the original questionnaire; (6) In conjunction with the pilot study a personal visitation interview was made with the directors of eight other camps, mitmeir camp site, for the purpose of discussing and fur— ther validating the instrument. These camps again were all different types and included the following: Charles Howell Boy Scout Reservation, Camp Davaja, Eastern Michigan Caravan camp, Blaine Lake Fresh Air Camp, Camp House on the Hill, Camp Algonquin, Camp Sherwood, and Camp Huntington “bodes” Information was obtained from these interviews tench was further used in the deveIOpnent of the survey form; '5‘“ 3 Michigan State Department of Social Welfare, 1953 gEEEEEEX 2§_Summer Camps for Childrep_(Lansing: Michigan tgu3DePartment of Social welfare, 1954), p. 23. 4 Ibid. pp. llf‘BO 6% .A and (7) A final questionnaire was developed and printed in pamphlet form (See Appendix B). The completed instrument was designed to reveal the following types of information: (a) Factual data concerning camps; (b) Extent of information concerning campers; (c) Extent of tools, techniques, and practices of guidance used in camps; and (d) General infor- mation concerning guidance in camps. A modified form of the original questionnaire, designed to obtain the opinions of a jury of camp authorities concerning the desirability of guidance information and practices was also used in this study (See Appendix B). The questionnaire designed for the camps was sent to all licensed summer camps in the state of Michigan. For the other phase of the inves= tigation involving the jury appraisal, the modified form adapted to determine desirability was sent to leading camp authorities in the country. The two questionnaires are btiSically the same and involve the same items except for several of the fill-in items on the back page. This infor— mution which was written in will be considered in Chapter VII. The items used in these questionnaires were selected because there appears to be considerable agreement that most 01“ them are important aspects of guidance in the camp program. Some items were included, not because they represented desirable practices, but merely because it was known that they did exist, and it was thought advisable to determine to ~ 66 what extent this was so. Some items were not used since they may have tended to invoke biased responses. An effort was made to eliminate, as much as possible, opinionated items. To simplify the questionnaire, space for only three responses was provided. These were, "Much", "Some", and "Little or None". Items were limited to include only information con— cerning campers and guidance practices used. Items in these categories involved those known to be in effect in various camps. A few of these have not been included but will be discussed later in the study. Survey_Procedures. Each camp director of every licensed summer camp for children in the state of Michigan as indicated by the Directory of the Midnigan State Depart~ ment of Social Welfare was sent a cepy of the final question— naire. In order to lend authority to this form, the follows ing was printed on the top: "Sponsored by the Michigan State College Departments of Guidance and Physical Education, Health and Recreation in the interest of the Michigan Camping Association". 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The extent of this information can be more clearly seen by observing the table directly and comparing the percentages. The extent of information will also be oresented in the final table of this chapter in the form of "coefficients of extent”. Marital Status 23.9222932' Egrgntg. From the fore- going it is eVident that, in relation to the extent of infor- mation on the marital status of campers" parents, all of the camps had "much" or "some" of the information in 6h% of the cases. From Table X it can be seen that private camps had "much" or "some" of this information in 95% of the cases, church camps in 55% 0f the cases, and organizational camps in 60% of the cases. The private camps had considerably more of this type of information. This may well be due to the fact that they usually tend to have more contacts with Parents directly than do other camps. In Table XI it can be observed that small camps had "much" or "some” of this information in 80% of the cases, mediumwsized camps in 60% 0f the cases, and large camps in 42% of the cases. Since Smale camps have fewer campers with which to work, it is exDecrted that they would have more opportunity to obtain this iniformation. Then, too, a slightly greater proportion of prifi’ate camps are small camps in comparison with the ChuPCkl or organizational camps. (See Table II: P. 73)° It 18 noteyworthy that only private camps indicated that they 94 had "much" information in this area, in over 50% of the cases. Mrs 299-. ease. of. assesses, iris ‘thsisrs I n 0‘0 S t I"... ing the item of information concerning number and ages of brothers and sisters, it can be noticed that all of the camps had "much" or "some" of this information in 53% of the cases. It is revealed in Table X that private camps had “much” or "some" of this information in 83% of the cases, church camps in 40% of the cases, and organizational camps in 52% of the cases. As far as size is concerned, it is indicated in Table XI that small camps had "much" or "some" of the infor~ mation in 69% of the cases, mediumwsized camps in 50% of the cases, and large camps in 47% of the cases. Again the pri- vate camps and the small camps had a significantly greater degree of infomation, although only private camps indicated they had "much" of the information in over 50% of the cases. Igformation 93 Parentg"ggggpatigg. All of the camps had "much" or “some" of the information concerning parentsn Occupations in 62% of the cases, whereas percentages in Table X indicate that private camps had such data in 93% of ‘fiua cases, church camps in use, and organizational camps in 60% (If the cases. In regard to the camps grouped according to Size, Table XI shows that the small camps had “much" or "some" of this information in 76% of the cases, medium—sized camps :1n 62% of the cases, and large camps in 52% of the ca. . qu- Private camps and small camps predominate in this \3 \J‘. area. Again, private camps are the only grown indicating "much" information in over 50% of the cases. Risers __i__Ex")eri_.srisss°-. it: greases- Approximntfl-y 63% of all the camps indicated they had "much" or "some” infor= mation concerning the unusual experience of their campers. Among the private camps as shown by Table X, 88% indicated they had such information,whereas the church and organiza~ tionsl camps had 51% and 63% respectively. Private camps again were the only groun indicating ”much" information in over 50% of the cases. Small, medium-sized, and large camps indicated 80%, 59%, and 60% respectively. Q3232,Contact§_Around Home. Information dealing with group contacts of_the camper around his home was indicated in the “much" and “some" categories by 59% of all camps. This same information, as shown by Table X, was in evidence among private camps in 80% of the cases, among church camps in h3%, and among organizational camps in 62% of the cases. In the case of small camps, as disclosed in Table XI, 73% responded "mucn" or ”some” to the item while medium-sized camps indicated 57% and large camps 53%. In this case none 0? the camps indicated having ”much" of the information in aWamcunt over 30% of the cases. Barfly-try on Campers" Home Background. In appraising t he total area of information concerning campersn home back- grOWVL ixt is significant to note that in relation to every 96 item private camps indicated they had the most information, whereas organizational camps had the second most, and church camps the least. As before mentioned, the fact that private camps usually have more direct contacts with the campers" parents may account for this to a certain degree. Also private camps usually operate for longer periods than either of the other types, thus giving them more time to obtain such data. Then, too, private camps are better able financially to procure good staff people. In respect to camp size, it can be pointed out that in the case of every item the smaller camps had the most information, the medium-sized camps had the next most, and the large camps the least. This is eXplainable in view of the fact that small camps have fewer campers and are thus usually able to know them better and know more about them. AlthOngh the "much” and "some" responses indicated were in some cases reasonably high, it should be emphasized that the "much“ responses taken alone were relatively low. The range or "much" responses for all camps was between 19.6% and 32-8% as compared to 53% to 64% for "much” and "some” taken t0g°ther. The range for private camps was 29.3% to 61%, for z:— 31 Church camps €L?’% to la.6%, and for organizational camps 19.. to 314-395. For small camps the range of "much" responses Was 29% to 52.8%, for medium-sized camps 17.6% to 28.2%. andrbp large camps 12.7% to 26.6%. This points well to the fact that actually few comos have much of this type of information'ayailable, although a majority have "much" or “some". The extent of "much" and "some“ responses for each of the items was reasonably consistent in all camps. There was little variation among the items as can be seen when listed in rank order for all camps: (1) Parents' marital status (64%); (2) Unusual experiences (63%); (3) Occupation of parents (62%); (4) Group contacts (59%); and (5) Number and age of siblings (53%). This consistency in extent of information among the items was common to each of the camp groups. Also the rank order of the extent of information among the items within each of the growps corresponded ouite closely with that in all Camps, marital status and occupae tion of parents being the two areas most freduently indicated. There appeared to be no large differences in the extent of information within each group since in no case was there OVeI'a.15% difference between the extent of information, as can be seen by observing the lowest and highest item of 1“formation in respect to the combined "much" and "some” catPgories. In the area of campersa home background it is of SDeCial interest that no camps actually had "much" of the information indicated. Private camps and small camps had the greatest extent of information. The items of infor- mation most preWalent were those concerning the marital status and occupation of the campers" parents, whereas the least prevalent one concerned the number and ages of siblings. Since most private camps are long term camps (four weeks or more) while most church and organizational camps are short term camps (three weeks or less), it can reasonably be assumed that long term camps tend to have more information available in this area than do short term camps. This same relationship will apply throughout this study. Information on Campers" Personal Qualities .§992§.Q£ Aggg. Information concerning the personal qualities and characteristics of campers is essential to the camp leader in attempting to help the camper to the best adVantage. Information concerning the campers" special fears and weaknesses, problems and frustrations, personal ambitions and plans for the future, skills, abilities and talents, hobbies, interests, likes and dislikes, social adJustment and social history, and intelligence and school grades“ all have significance in assisting the camp leader to know and understand. the campers with tingle}: they work. Although not listed herein, other information of this type “fliich might be helpful includes personal relationships, attitudes, friendships, leadership, and personal hygiene and habits. These are implied to a certain extent in the . n I area of 320ia_ adjustment and history. A comprehensive picture of the extent to which infor— mation concerning the personal qualities and characteristics of campers is in the possession of the various camps con— cerned is revealed in Tables XII and XIII. Mansion as @2932}. 22233 2951 witnesses- From Table XII it can be readily seen that in relation to the extent of information on special fears and weaknesses of campers, all of the camps had "much” or "some” of the information in 7h% of the cases. Private camps had “much” or "some” of the information in 95% of the cases, church camps in 60%, and organizational camps in 75%. Although 60% Was indicated by church camps only, 9.3% of these responses were in the category of “much" information. In relation to camp size as disclosed by Table XIII, small camps had ”much“ or ”some" of this information in 84% of the cases, medium‘sized camps in 76%, and large camps in 65%. As in the previous category, private camps and small camps again 1ndicated the greatest response, with private camps indicating "much” responses in over 50% of the cases. ELQL‘IPLQB as. amass-is. an separatism- In relation to the problems and frustrations of campers, it was found that all camps had “much” or ”some" of this information in 66% 01‘ the cases, whereas it is shown in Table XII that ori— ‘”mea church,and organizational camps had 98%, 50%, and 66% lCO m.mm so e.ma om a.em om m.e m ocoz no mappaq magmas» «.mm sea m.sm mm m.sm we e.oe ma osom use mmapaaane .maaaxm e.nm Ho e.nm on o.m o w.we om nos: .mumasmo so soapmsaoeqH o.am ems e.om we m.sm me e.mm OH meoz no mappaq magnum m.en am m.om we e.sn mm e.ae ea meow one now mqsaa can soapansw m.ma an s.ma ma m.m a m.em as has: assesses .mamaaao so choose e.en Hm m.¢m mm 0.0m on e.m a meoz no mappaq s.oe moa ©.He mo. o.oe on o.mn 0H meow mamQBMO so mcoapmapmsam m.mm no o.mm mm e.m s o.mm em nos: was mamanoam Mo eaoomm H.0m mo m.en am o.oe om m.¢ m muoz no mappaq o.me was o.me so o.om on e.em oa msom mamasso so mammmqssms m.am no o.am be e.m s m.os mm nos: was mamas Heavens so euoomm w .02 w .02 w .oz m .02 med me He apnea GoapmaAOMGH mo mama .mp0 noqsno mpm>Ham GoapmaaomcH no pampxm I ~33 2m fl mmwe m2¢o OB ozHQmooo¢ moHamHmmeo¢m¢mo Qz¢ maHBHA¢D® Adzommmm .mmmmzdo zo ZOHamzmomZH mo azmsxm HHN mqmda 101 o.@® HON o.r> odd o.¢® no v.00 mm ocoz ho vappHA e.va on m.na om n.ma OH m.Hm m eaom mocwaw m.m em ©.w NH e.m m ¢.nm OH £052 Hoonom .maemamo mo chooom m.m> mom m.am HmH H.mm we m.am Hm oaoz so mappwq 0.3“ 3 93 mm ma: m s4» ma 38 3.88 .o.HV 883335 m.¢ ma o.e w o o H.bH a £052 .maomsmO do GoapmaaowaH ©.vw QHH o.e¢ on ©.mm we r.m w ofloz no mappaq huopmwm Hmfioom m.wn 00H m.®n mo e.¢m om ¢.®¢ ma 050m cum onapmsnom Hmfloom o.oa we 4.eH Hm v.9 m m.ne ma non: .mamaawo so coupmaaomaH >.em mm «.0m m0 n.®n mm b.m e 0602 no mapuflq moxaamfic can 0.0m wna p.nm ow 0.00 mm H.mm 0H maom mexaa .mpmmsmch .mmanoos v.em no m.mn em p.3H w v.Ho Hm nos: .maeasmo so soapmsaomnH k a .02 e .02 e .02 e .oz non med me He , a . . am HH< .wao noasno oae>aam ngoa so.pssaomsH no a H :oqpmmquGH @o pQMpXfl mmwa @240 OH OZHQmooo¢ moH_wmenBoa «a ®.wa ma m.oH m meow mmpmsw o.s a m.© m m.©a m hos: Hooeom .msmmsso ho eaoomm J.am so m.mw moa s.nm mm meoz so mappaq m.ma ma o.na ad m.sm ma meow Amaoom .m.HV mommeHHopaH m.n a m.m m m.m m nos: .mamasso so soapmssomeH o.nm He n.me em e.©n om meoz so mappaq anopwae Hmaoom 0.9m mm e.He em e.®m om meow sew pemspmsnem asaoom m.aa m n.ma om m.sm ma nos: .mamasso :0 soapssaoqu H.0m nu e.em mm o.nm ma msoz so mappaq moaaamae use H.me mm m.nm os e.se om meow mmsaa .mpmmampea .mmanpoe m.mm ma H.mm mm o.mm ma non: .msmasso so soapsssomeH mm o 0... mm c OZ Mm 0 oz or and mm Hence SOHmeaomcH mo mama mm AMA ESHUOE HHmEm QOfimeHOMCH .HO ”:5me “mama Hoa ”momeq mooa-am "szamz “omuo ”aqesz MNHm azao oa oszmoooa moHamemaoaxemo c,a mmHquapm qxzommmm .mmmaaeo zo 20Haaaas so soapooamea spasms s.¢e ass m.ms baa s.em mm a.me om hose mosses so posses do apogee m.oa pm e.s ca e.ma ma n.s n oeoz so massaq m.ma me a.ea am m.np mm m.a n meow soapssassam o.as was n.0e maa m.ee mm e.mm mm nos: Hsoaeos seepage mo apogee “W .02 W .02 Mn. .02 AR .02 mom mea me aw no Goapmeao mo mm» Ham .mao noadno mpm>Haa am e MGH a soapeaaoqu mo pamuxm mesa asap oa ozHamoooe mpaaam qaonwmm mze maqamm >HN mamas .wmmmz¢o zo ZOHBN mamma .mmmmzmo zo 20HedzmomzH mo Bzmaxm LA...- -‘— 114 tional camps had as much information as private camps. It is revealed in Table XV that small camps have 89%, medium= sized camps 89%, and large camps 90%. It is of note that this is the first item in which all sizes of camps had an equal extent of information. It is also of interest to observe in this item and the next that the "much" responses were considerably higher than in other cases. The fact that between 7% and 19% of the various types of camps do not have current medical reports on campers is of special sig~ nificance here since actually 100% of the camps should have these data according to Michigan law. Repg§£_g§ Examination E293 érrival. Reports of doctors or nursesfl examinations upon campersn arrival were provided “much" or “some” by 80% of all the camps. This information is essential to know in curbing the outbreak of <3pidemics and communicable diseases which the medical exami- nsltion alone often fails to prevent. Private camps, as seen b3? Table XIV, had “much” or ”some” of this information in 71Ji of the cases, church camps in 65%, and organizational Camps in 91%. This is the first item in which organize-a t10nal camps surpassed private camps. Small camps, as shown bd’ Table XV, medium-sized camps, and large camps had "much” 01’ ”some” of this information in 71%, 84%, and 81% of the “1888 respectively. Evidently some of the small camps felt their could dispense with this report due to their size. 115 This is the first item in which both large camps and medium- sized camps surpassed the small camps. 22$$1 §2§$§2 §£22££‘ A daily health report on campers is a very helpful form of information from both an adminis- trative and a guidance point of view. All of the camps had "much” or “some" of this information in 70% of the cases, although "much“ was only indicated in 38%. Table XIV reveals that private camps had such information in 71% of the cases, church camps in “9%, and organizational camps in 81%. Again .it can be noted that organizational camps surpass the private loamps. Small camps, as can be observed in Table XV, had "ranch" or "some” of this information in 82% of the cases, uflnereas medium-sized camps claimed 67% and large camps 82%. Ir: reference to this item the large camps surpass the medium» sized camps and are prOportionally equal to the small camps. Summary of Health lgformatiog, In reference to the tcrtal.area of health and physical status, it is significant thsrt a large majority of all the camps indicated they had Varfiious health information, and in most cases they had it t0 £1 great extent, as shown by the high percentage of ”much” reSpouses. Organizational camps tended to have the most infcunnation in this area with private camps next and church camFHS last. In reference to all the items, large camps had the most, small camps next, and medium-sized camps least. The range of the "much” responses is quite obvious from the 116 J table. It is significantly higher than other areas and emphasizes well the fact that many camps have the informa- tion and that they have it to a great extent, except in the case of daily health reports (38%). The extent of the "much" and ”some” responses was reasonably consistent in all groups, and there was little variation among items within the camp groups although church camps showed a certain amount. The items, in relation to all camps ranked according to fre— quency are: (1) Current medical examination (89%); (2) Inspection on arrival (80%); and (3) Daily health reports (70%). The rank frequency among each of the groups is quite sinular to that of all camps. It is of interest that many i car the camps had much information in this area and that organizational and large camps had most information con-— cerning health. The current health examination was the item most frequently indicated. Data Concerning Sources of Information Sggpg’gfléggg. Although much can be learned about a csunper through observing him and through information from h°"“3. other sources can provide very helpful guidance information as well. The camper's school, the agencies and °rganizations with which he is concerned, other camps he has fittended as well as past records of the same camp, can 313- thirnish valuable information. Talks with the camper"8 Lg. 117 parents and teachers are also excellent sources of infor- nation but will not be considered in this category. In Tables XVI and XVII the extent of information received from certain sources is presented. Information £323 Schools. From these tables it is eVident that relatively little information is obtained from the sources listed. Only 23% of all camps claimed to obtain "much“ or "some” information from schools. The extent of information obtained from the school attended by the camper was revealed in Table XVI as ”much" or "some” in 37% of the private camps. Church camps designated 5% and organizational camps 28%. In no case, however, was the "much" response more than 10%. Among small camps, as disclosed by Tables XVII, 36% indicated that ”much” or "some" information con— cerning campers came from schools, whereas medium-sized camps claimed 21% and large camps 13%. Private camps and. Small camps were again the highest in respect to this item. Schools are evidently rather insignificant as sources of information for camps. Information m Agencies and Organizatigpg. It is interesting to note that considerably more information is received from agencies or organizations closely concerned with camp. All the camps obtained ”much” or "some” infor— mation from 60% of these sources. It can be seen from Table XVI that private camps received such data in 4195 0f 118 s.m mm e.am as m.ae an m.em as maoz no mappaa enemas o.em em s.mm mm m.ae an o.aa o meow ease as seen o>ee on: m.m. ms s.mm as m.aa Ha e.mm mm nos: mamasao so amass memo sons o.am Hem o.am ma n.mm os o.mm an 0:02 as sausaa e.o ma o.e m s.o m s.m a osom assesses m.m e o.m n o o m.s m son: was eases amass segue scam e.mn moa «.mm as m.ma an s.mm am scoz so mappaa demo maaaomeoam m.wn moa o.me so e.sm mm m.em as meow no sea; seesmoaoo aaomoao m.am so s.sm as m.ma ca o.ea 0 nos: meoapasaqswao no moaocomw some o.ss eon m.ae sea s.em as a.no em msoz no mappaq o.ma as e.sa em m.m a m.em Ha meow m.s om e.oa ea 0 o e.m a eons assesses messes maooaom scam w .02 m .02 .m .02 a .02 mom med me aw Hmpoa soapmaaomgH mo mooHSOm Ham .wao noasno opm>aam sowpmsaoth mo pampxm MAME mzdo OB UZHQmooo< mmomDom mDOHmm> 20mm Qm>Hmomm ZOHH¢2momzH mo BszXm H>x mnmma 0g; m.pm mm o.mm um o.an ma nos: mammamo co mmaaw memo aogm m.um pp o.bw vaa ®.om om mcoz go mappaa m.m m o.m ma m.m m macm champpw o o a.m a v.0 _m gas: mag caano mmamo Hmnpo sopm a.oa mm n.0n ma o.ma mm mcoz Ho mappaa aamO wnaaomQOQm m.aa mm a.aa an 0.9m ma meow go spas cmcamoqoo mammoao ®.ra va a.mm mm v.mm va £052 macapmmaqmwao Mo mvaoqmmm Beam a.pm mo a.pu aoa ©.m mm on2 Ho mappaa m.a » a.am mm m.am ma egom wmgqmppm HQQEMO maoogom scam m.w n m.a m ©.aa m nos: WM 0 OZ MN I 02 MN 0 02 mr and mm ampoa :oapmamoqu mo mmomdom m5 Hag ESH U02 Ham Em moawMEhoMnH mo pumpxn Amqu HOH @ZCQ OH mszmooom QZfio "mamaa mooa-am mQHmHDo mmomDom HH>N mflmfia "apaamz mom-o “aaaamv maam msoamc> 20mm mm>amoam moaauamumza mo ezmexm i the cases, church camps in 51%, and organizational camps in 70%. It is quite understandable that organizational camps and also church camps would receive more information from these sources since very often private camps ha"e no agency or organization closely associated with them, whereas the others always do. It is revealed in Table XVII that small camps obtained "much" or ”some” information from this source in 5b% of the cases, medium~sized camps in 63%, and large camps in 59%. This is logical in view of the fact that the :najority of organizational and church camps are mediumvsized or large. In reference to this source of information, it its apparent that in no cases were over 25% of the responses 1r) the “much“ category. This emphasizes the fact that acrtually not too much data is received from these sources. Enformation 222$ chgg gggpg. A very small propor- tior) of information is received from other camps the child has zittended. All camps received "muchM or "some” informa— tiOrl from other camps in only 9% of the cases. Private camI>S. (Table XVI), received "much” or ”some” information fro“! 17%, church camps from 7%, organizational camps from 7%: tunall camps, (Table XVII), 9%, medium—sized camps from 13%: 13nd large camps from 3%. Evidently most camps are not interwasted in other camp experiences enough to obtain such data. It is also questionable if obtaining such information would-‘be worth the time and effort involved. It should .7 also be pointed out that, in many cases, a child attends but one camp and therefore only certain campers would fall into this category. ngp Eilgg, Among the sources of information listed in this area, camp files on campers preViously at camp were indicated the most frequently. This is to be expected in View of the availability of this material. However, it would seem that many camps are considerably lacking in their records, since only in the case of private camps did any of the camp groups indicate they obtained I”much" information :from their files in over 35% of the cases. All camps claimed 'they obtained ”much" or ”some” information from this source ir1 66% of the cases. Private camps, as revealed in Table XVI, indicated 73%, church camps 59%, and organizational camps 68%. Small, medium-sized, and large camps, as shown by' Table XVII, obtained "much” or “some“ information from camp files in 69%, 66%, and 65% of the cases respectively. No Ilarge difference among the groups are obvious; however, PrifiTate camps and samll camps predominate. Summary 2: Sources 3f Information. Concerning the totétl area of sources from which camps obtain information it 143 evident that, in every case except the item concern- ing Ilnformation from agencies associated closely with camps, priviite camps and small camps tended to obtain the most infOr‘mation. In all cases organizational camps obtained 122 more information than church camps, and medium—sized camps obtained more than large camps. Although the combined ”much” and "some“ responses from all camps were over 50% in two of the items, the "much” responses for these items alone was only 26% and 29% respec— tively. All the groups showed similarly low I“much” responses to the items, thus indicating that although information may have been received from certain sources, relatively little was received by the majority of the camps. The extent of "much” and "some“ responses varied among the items, although the responses to the items among ‘the different groups was quite consistently proportionate. EPhe rank order of frequency of information received by all camps from the various sources is as follows: (1) From camp files (66%); (2) From agencies or organizations con- (Herned with camp (60%); (3) From camperfls school (23%); anxi (4) From other camps attended (9%). This rank order Of‘ frequency was comparable to that of the various camp tYnez-s and sizes. Camps evidently do not obtain a great deal of infor= mattion from outside sources. As will be pointed out in the Ibllowing chapter, not too much information is obtained from par”9r1ts of campers in most cases. Even from their own files the information is relatively limited. The be at sources of 1nrk>zrmation appear to be camp files and associated agencies. 123, Summary This chapter has been concerned with the extent to which Michigan summer camps possess information and make use of sources of information concerning campers. Items of information have been abbreviated in Table XVIII for summary purposes. In order to present a more comprehensive picture of this entire area, a “coefficient of extent'I was computed for each item. This was done by assigning the arbitrary values three, two, and one to the responses "much”, ”some”, and "little" respectively. These numbers were multiplied by the corresponding percentages in each item. These products were then added and the sum a ma meaeassp 0.0m me m.em so «.mm ma s.an ma oaom mamasso m>aw op seasons m.s ea e.oa m m.m a m.ma m nos: ape: assumes a weasasoam m.eo sea e.ms moa e.nm oe e.mm em meoz no mapped mpemspmsfiss see s.mm so s.ma mm s.em om s.am ma maom mseanoaa .maoaaso spas meaasms m.m om s.m ma m.aa m s.m a some Ammaapm sass .mampmoa .mma>ozv mpfim HmSmH>uowusm wchD gmmoapmmzooo= can :.macnpo m.sm sea e.mo eoa o.ms em m.me om meoz so mappaa op weapmsmes. =.mammasoa n.mm ms s.mm mm m.em om m.ae ea meow paces seasons. meaeamoeoo m.e ma s.e s m.a a s.m a nose mamasso sod soapmsaomca do humanaa Hmfiomam m wdeH>oam Gowpmaaognfi ammoapmosoo e.se and m.me ms s.me mm s.ms om oeoz so cappaq assoapsasooo so .pemaumsnss m.on as m. a so s.em em n.ew ea oaom assesses spas aaasoaeaomam s.ea ee a.» om o.mm ea a.sa s nos: weaasme sauces apa>apos no memaSOO name Hmaocmm m¢HUH>oam w .02 a $02 a .02 a .02 mom me me He Hence evapomam 0 ca Has .mao houses mps>aam a as weapomam no pcouxm mmwa m2¢o OB OZHQmQOU¢ NqaommHQ mflmz¢o mflmm OB mfl sages a: £8259“ a sea NHN mqmma e.ws mm e.mm pm s.m mm cQoz no mappfiq @Hmflm HsQOHpmoo> m 2H wanHsap m.mm om m.am om ©.mm ma 080m mamaamo m>Hw o» Emawoaa m.fl H ®.m m s.ma a nod: mace Hmwoeam m qupH>oam mesoapmanpm cam o.mo me o.me mm o.m© mm mmoz so mappflq mamanoad .macaame Spa: mafiammp m.mu om m.em m n.0a m meow “masses seam .mampmoa .mma>oav a.m a s.oa ea s.ea w some seam amsmH>-oasss mesa: :mQOHpmmzooo= pqm =.mamgpo a.ms so o.me we m.ms em mesa so assess 0p meapmsnesz =.pammasoa ..q am w.mm an 0.0m ea meow peeps seasons: meaeamoeoo J.H H m.w m m.m m £052 mammamo sop soapsaaomnfi mo mamapfla deflommm m wdfipfi>oam soapmeaoqu HmGOHpm05ue o.mv em m.se mo e.ee om ccoz ao mappflg HmQOHPMQScoo ao .paeapmsnpm o.sn om a. n as e.mn ea meow assesses spas aaamoamaooam m.sa ma m.ma om 0.0m Ha eons meaasse masons asa>apom so mcmMSOo made HmHoogm wqflpfi>oam w .cz v .03 w .02 we Hma mm Hmpoe moflpomam mo mama esasq esfimez flames weaponam p0 pumpam Amnqm Ho "mwueq mooa-am "apHmma M8.0 ”smegma neHm menu as seameouoe easemeHm seesaw same as m1 .m s;. .q a: y x uoH 0.20 QaM QDDCHZWQMH KO &&MHK@ NM mqmde and 54% of the large camps, thus indicating little or no difference at all between the groups. Small camps designated "much" in their responses slightly more often. It would appear that relatively little is actually done in the way of . providing courses of this type. i . §pecial Library 33 Guidance Informatigg, It can be seen from Table XIX that very few of the camps provided 5 I'much" or "something" in the way of a special library of gguidance information. Only 5% of all camps indicated ”much" 1J1 this respect. In Table XIX it is shown that private (Ramps employed this practice ”much“ or ”some" of the time iri 51% of the cases, church camps in 28%, and organizational camps in 30%. In the case of small camps, as is eVident from Table XX, tkLis practice is revealed as ”much“ of ”some“ in 35% of the ca:ses. In medium—sized camps it was also shown to be 35%, thtreas in large camps it was 28%. In no cases was “much” indicated to a significant extent. It would appear that relatively little is done in the way'of providing libraries or guidance information for campers. In view of the DUP- POEMe of camping and the type of organization and program 1n"VDJLved, such a practice is perhaps not too 35V193b19v imalSmuch as library work and activities are at a minimum in the cuimp program structure. Schools on the other hand tend 135 to follow this practice more often.8 They are more adapted to it and tend to use various aids (i.e. Science Research Associates Booklets). H§§.2£.fiflfllET!l§2§l:é$§§' Among all of the camps, only 35% made use of audio~visual aids dealing with guidance I"much” or "some" of the time, and less than 10% indicated “much” alone. From Table XIX it can be observed that private camps follow this practice in bl% of the cases, church camps in u7%, and organizational camps in 27%. It is significant that church camps tend to use audio-visual materials deal- ing with guidance slightly more than the other types of camps. This again may be attributed to the difference 'between the church camp program and programs of other types 0f camps. It is apparent from Table XX that small camps fVJllowed this practice “much” or “some“ in only 31% of the Cflises, whereas medium-sized camps indicated 35% and large ceunps 38%. Although small camps seemed to have the least, theyactually had more than the others in the “much” category. Al‘til‘lough audio-visual materials play an important part in edllcntion today and although a great many films, posters, p1(Btures, and charts are available concerning guidance, e"’1<51ently very little use of these is made in Michigan sum- mep camps . \— v“ __ 8 Horn, 23. cit., p. 160. M 136 Providing A Spegial Egrk grggrgm. Only 32% of all the camps claimed to employ the practice of having a special work prOgram to give campers training in a vocational field, "much" or "some" of the time. Of these, less than 7% indica- ted “much” in their responses. Private camps, as shown by Table XIX indicated ”much" or ”some” in hu% of the cases, church camps in 31%, and organizational camps in 30%. Pri- vate camps are often better equipped to do this since they usually have more staff and better facilities. Nevertheless, 1~elatively little is indicated. It is obvious from Table XX ‘that small camps observe this practice "much“ or "some" in 36% of the cases, medium-sized camps in 31%, and large camps it: 26%. None of the camps indicated that much was being (icuae in relation to this particular guidance technique. I’Iiivate camps with b4% in the combined "much” or l"some” (LB‘tegory were highest, but only 13% of these indicated "much" irl their responses. MIME: 9,: 233353223 13.9. Lela .t_h._e Camp er. Directly. In lOOKing at the total area of practices concerned with help- ins; campers directly, it is noteworthy that organizational caxng)s indicated the most in reference to a library of infor- matlixin. Church camps had the most in special camp courses and! Eiudio-visual aids. Small, medium-sized, and large camps wars? inelati”ely the same in each of the areas, although small camps tended to claim they followed the various practices slightly more. The range of ”much” responses among the items was 5% to 17% for all camps. Private camps ranged from 10% to 17%, church camps 2% to 22%, and organizational camps 5% to 13%. Small camps ranged from h% to 20%, mediumasized camps from 7% to 15%, and large camps 1% to 17%. This serves well to emphasize the fact that very little is done in this entire area by any of the camps. There appears to be little variation in the extent to ‘Which each of the practices was followed by all the camps, since all the items were indicated as being followed “much" 01? "some" from 32% to 35% of all cases. "Much” responses vvexersignificantly higher, however, in relation to special icetmp courses. There were apparently no great differences in tlue extent of employment of these practices among the camp tYDes and camp sizes. In general little is being done in this area. Whether (31‘ riot the camp is the best place in which to employ such YHCFi<3tices cannot be stated at this time. It can, howe"er, be I>ointed out that the possibilities in this area need much further investigation. / PI‘acticee irectly Concerned with Helping Counselors in the Guidance of Campers Scope 2£_§£eg. This particular area of guidance ~1‘ .__ __ _i_—!—‘— _- '2.“— 138 practices is concerned with such things as providing pron camp training which deals with guidance, providing in-service training concerning guidance during the camp season, pro- viding a special library of guidance materials for counselors with problems, and locating records and information on campers so that they are available for efficient use by counselors. Several other factors are worthy of mention in relaton to the above practices. Such procedures as special individual conferences with counselors, epecial training by a visiting ccuisultant, and assistance in doing case work are all con- cexrned with helping the counselor in doing a better Job of glfidance. Many of these techniques have been found to apply favorably to the school situation. Some of these practices have been mentioned by Irwin9 10 stresses the advan— as t>eing used successfully. Lorber taé§698 of such techniques in improving staff relations and thereby the guidance situation. The value of pre-service and. 1n-serVice training for the total camp program and for implec>v1ng the guidance of campers has been given emphasis i~fi_fifi~_~_nfi-fiirv. 9 Irwin, 9_p_. cit., p. 103-1014. C :10 Max Lorber, "How About a Counselor Council", illiPiwn‘i W, 2138. February, 19149. 139 by Stultz.11 In the following tables, the extent to which various practices designed to help counselors in the guidance of campers are used by Michigan Summer Camps is presented. This information is revealed in Table XXI in terms of the type of camp. In Table XXII it is presented in relation to camp size. Analysis will again be made in terms of the combined cate-= gories of "much" and ”some” responses. This will give an indication as to whether or not the practice is employed. The extent to which it is employed can be seen by observing the tables. £33:2amp_Guidance Eggigigg, It can be seen from Table XXI that all the camps had "much" or "some” pre-camp training dealing with guidance practices, tools, and tech- niques in 74% of the cases. Private camps indicated 90%, church camps 53%, and organizational camps 80%. As with the majority of items considered thus far, private camps rank first, organizational camps second, and church camps third in relation to the extent of the practice. It is of note that although private camps seem to have employed this practice extensively, only 42% of them claimed they did it ”much“. Private camps can often afford to have longer pre- fi 11 Richard E. Stultz, "Good Training Means Good Coun- seling,“ Camping Magazine, 23: lh-ls, January, 1951. _‘—- ‘1'“- a“--. __:l— .m m.sm as n.wm on n.so we s.m a @202 so mapsaq mumpams cusps use .i m.»@ om m.em an n.sn mm w.om Ha meow maoammqsoo an mm: pemaoacdo soc o.mm ms m.om we e.m s m.ms om nos: mansaaa>m was seep om mamasso :0 moaneaaoMGH use meaoooa mcwpcooq s.mn mos s.me om m.sm we n.mm ma mcoz no saunas memanoac span p.mm mod b.mm mm 0.0m em ¢.©e ma maom onz maoaomQSOo aom mooa>amm s.om no m.cm oe s.o m m.em oa nos: mosseasm assumes meaea>oum AMaos QSoam one s.wm as e.am an s.am on n.ma m oeoz so assess msmapoaa mcaaecsmv mamaaso a.oe sea m.ee so s.en mm e.em ma msom so someones co mamaampss m.on we n.em am e.m oa m.am an . moss woemamema so sasanaa assumes m macaomndoo sow mcapfl>oam mHHmSUH>HUQH so mwcapooa mmmpm m.oa he e.ma mm o.em ma >.m w maoz so mappaq mQHaSp macammGSOo mafizommav o.am Qua n.®e me 0.00 we c.0n ma oaom common memo wsaazc cosmoasm ca _ H.wn mm n.0m em o.bH ma s.mm mm nos: wsasamap moa>aemnaa wsaca>oam H.9m mo 0.0m on v.0e mm >.m e ecoz ao capuaq mcSquzoep one maooa ecsccasm u o.se mma o.sa os s.me mm ®.me om meow co was one mmoaposaa condense m.sm as o.mn me o.oa m m.ae ea eons ca meanness asso-maa meaeapoam N .02 m .02 w .02 m .02 mom med we aw mac mo poem 0 ea add .mao nonsno opm>aam a a H m M as moauomam mo psopxm vi [ii 'll’, ! E l MAME @240 08 oszmooo¢ mmflmzdo ho moaeoHDu 2H mmoqmmZDoo OZHAAME mBHB szmmozoo NABOHmHQ mMOHHommm mo HZMHNM HNN mqmwa [ v 141 muonama emmpm was e.mm mm m.mm mm m.on ea mgoz so mappaq maoaomsSoo an em: aseflowmmm mom o.mn on m.m. be m.mm m . meow oabeaam>m mam hmgp om mammSao so c.4M Hm a.em mm a we mm 5032 soapmenomga one mcaooea amasseoq o.am am s.mm mm o an em meoz no mappaa msmapona m>ae e.ee mm o.wm Hm m.en ma eEom 0:3 maoaomsdoo sow meoa>aom c.em ma e.am mm m ea a hog: assesses assumes weaea>oam Agnes macaw H.0m mm m.wm mm e.mm ea esoz so oappaq use mamanoam wsaapsmmv maomemo e.aa we m.mn on m.ne an meow co someones so maaanmpss H.mn mm o.mm me p.09 ca cos: ooqoameea mo aaeanaa Hmaommm e maoaomgdoo mom mgaea>oam Amaamscw>flpqa so mwsflpoos weepm m.HH m H.mH mm o.ow Ha esoz so mappflq ngaSU maoaomcaoo wsacommev H.em we @.be ac v.>¢ pm meow common game wqflasc mosmcasw 2H s.an mm m.en we o.mn ma eons meanness moa>amm-ea assessoaa m.ma ea 0.0m ow m.om ea mgoz so mappaq menoaqnomp one mHoou cosmeasw a.me an p.we am m.me am meow co was was mmoapoeaa assesses 0.90 (m m.mn em 0.0m Ha £052 CH wQHQHmAp mamouoam qucH>oam s. .2 a 2 a .2 me an mm Hence evapomam eo mama mused exams: Hamam evapoeam mo pgmpxm AmDAm HOH ”moqu “COHIHm "ADHQMZ Honto "AAaooo hoses mefleasomoooo m.ae oaa n.oo oo o.ma ea n.os om nos: ooeoofisw so Hoop o oo anamoag zpfl>floow menu mQHmD m.mo on m.no ms o.oe on o.om oa oeoz so oaooaq mooo oo coo e.eo ow M._w mo e.om mm e.Ho ma osom mqaaoocsoo Hosofl>aoea moons n.oa Ho e.sH om H.»H ma o.om ma goo: oooao Hoflooom o woaoa>oom o.oH mo m.m em e.ea ea e.m a oeoz so oaooaq “moods ooosoo one o.om mos H.so om o.oo no m.ao Hm osom soaooQSoov saaoooaoaoqa u.on so H.om on o.om ma o.oo ma nos: ooosoo homo meaaoquoo Amaoanoam Q30 afionp m.nH on s.m no e.oa ea o.ea s oeoz oo oaooaa o>aoo oo oaoosoo meaoaomv m.oo was n.eo Hm o.mo on m.om ma osom mooaomeSoo so moohoos e.ou oo o.sm om m.om mm e.mo mm hos: meaaom25oo ooooflousoe mo mop > Aoo oo w.a. no o.vm do m.om oa e.an nH oeoz go oaooaa ooh: oosm mooosoo meaaaoev o.mo mma o.am co s.mo oe o.» mm osom meoaooosoo so mooooos o.oH oe m.« we o.Hm oa o.ea o hos: meHHooQSoo o>aooogao ho om: m -nmms-..w .oz w .oe w .oz no med me He Hmpoa ooflpoeam mo mama HHt . MAO £0,596 mpm>flhfl evaporam ac unopxm nose aaeo oe ozHomooo< camp mmoHaoemm mZHq HHHxx mamme otzmoo mo samexm ' ‘ '\__’—’ 150 Aaonpo some mam: .mQOHmmSOmab e.om mo o.om oe o.am oa o.oH o oooz so oaooaa ozone ewoooeo .oooosoo o.oe Hma o.me so o.mo on o.om ma osom moon op moosoooo moaooqsoo .om oo m.om on o.om om o.me ma hos: oooeev mosofiqoooo egos goose no wswaoquoo ozoaw wsHmD o.mm om o.me oo o.o m m.oe oH oeoz oo oaooaq m.on Ho o.ae mo o.om ma m.om ea osom mooosoo co ooqooasw as ooooo m.mm om e.ma mm o.oo so o.oH o goo: weaoo>aoos o oo coawflaoo seams maomswo m.ma mm o.mH oa o.ma o s.o o oeoz oo oaooaq Hosos>uoqa ooh: wnaaomssoo o.nm oma o.am oo o.mo oe o.on oa osom Hosaooeo no mooooooqooo o.mm eo m.om so o.om oa n.am Hm goes so wqasoooo mooaooqsoo m.om or n.om me o.mo mm o.m a oooz ho oaooaq o.oe was o.oe as o.wo on o.om Ha osom msoaooao .msooaoo messaoo m.em mo a.em on o.o o o.oo om hos: -eoo monoooo spas mcfloooaqoo m .oz a, .oz m .oz K .oz mom med no He Hence ooapomam mo make Add .woo cognac ooo>oso ooHposam mo unopxm moss memo oa ozHomoooe ammo mmoHaoemm oqummZDOJ mo eajaxa r. in... Aooofioooov :5 fig m» Ammonp op .l maoQEmo wcflpooaflc who pmoe .o as o. m we m.sm oa oooz oo oaooao oooosoo Hosoosoooo oaoo oasos o.mo oo o. o so o.mo oa osoo ooaoosoooo ooaos woooosoooooo s.ao no m.me oo o.oo o. ooze ooqooozw mo Hoop o oo aoumoam spfl>flpom memo mGHmD q.ow m o.oo so o.oo oo oooz oo oaoooo oooo mo moo o.oo my s.om on o.sm oH osoo ooaaooosoo Hosoosoooo oooos m.oo oa H.oa om m.oa oH oops oooao Hoooooo o ooHofisooo o.oH w o.om sm o.oa o oooz so oHooHo Aosoao moosoo one o.o. oo m.oo so m.oo mo osom ooaooosoov saaoooosaooa o.om oo m.om so o.om ea ooze moosoo oooo woflaooosoo nmSoHnoam GEO awonp o.oa o m.ma oH m.oa o oooz oo oHooHo osooo oo mooosoo moooaomo o.oo mo m.oo so o.se om osom oooaoooooo so oooooos n.oo so o.oo oo o.oo om ooze oooaooosoo oooooo-ooo mo mop Aoo oo o.oo Hm m.oo oo o.oo so oooz oo ooooao poo: oops mooosoo wofioaoso o.oo oo o.mo oo o.oe om osom mooaoooooo so mooooos o.oa ,H o.oa sH o.om ea oops ooHHooQSoo osoooooao mo mop m .oz a .oz a .oz me am mm Hopoe cospomam we ooze moaoq afiflcoz Hamami ®0H906Anm MO QCOPNW { a “mono Hos Noumea ”coauao "onomz moo-o Homozoo mmom ozoo os ozHomoooo ammo omoHsoooo oeHommzsoo mo Bamako >Hxx mqmoa 152 Aaonpo some mam: .mQOHmmSomHU o.oa oH o.oo oo o.oo o oqoz no oaooao ooooo oosoaoo .oooosoo o.oo so o.oo no m.oo Hm osoo osoo oo moosoooo ooHooqsoo o.Ho so o.om oo m.oo Hm ooze oooosv moooHooooo goo: osooo so mafiaomGSOo macaw mQHmD o.om om a.om so o.so om oooz oo oaoooo o.oo om o.oo oo o.om oa osoo mooosoo oo oooooooo no ooooo o.oo om s.oo oo o.om oa ooze ooooosooos o oo oooooaoo meow: mammawo o.o s o.oH so o.oH o oooz oo oooooo Homeosoooo oooz ooaaoooooo .oo oo o.mo oo o.mo om osoo Hosooooo no ooooooooooo o.oo oo o.oo oo s.oo oa oops no ooHsoooo oooaomoooo o.am so o.so oo m.oa o oooz Ho oaoooo o.em a 0.0m Hm ®.me em osom maoanoam .oaomaoo mawqaoquo o.em oH o.om Ho o.oe mm ooze ooooooo ooae moaooomooo a .oz m .oz m .oz ms and mm Hopoa ooflpooam mo ooze mm Had. 85H 622 .3650 oowpomam so paopxm in Amqu HOH oomoo mooa-ao ”soHomz “oo-o “ooozov mNHo @240 os ozHomoooo ammo omoHsoomm ozHomozpoo he Bamaxw Acmstonov >HNN mqmte 153 Direqtgzgigounseling. Many people are of the opinion that directive counseling should not be employed. Others tend to disagree. Responses to this item merely show to what extent camps do employ this technique and not whether they agree with it or not. The wording of the item “Use of direc» tive counseling methods by counselors, (Telling campers Just what to do)", may perhaps have introduced a certain bias in :responses. All the camps indicated they employed this praou ‘tice "much" or ”some" in 69% of the cases. Private camps, £18 is disclosed by Table XXIII, indicated 68%, church camps 715%. and organizational camps 76%. There seems to be little fiistinction between camp types, although church camps had “Inuch” responses in 21% of the cases as compared to 15% for tile others. According to camp size, as shown in Table XXIV, snnall camps observed the practice “much" or "some“ in 69% of tlie cases, medium-sized camps in 66%, and large camps in 713%. Thus it can be seen that little difference is apparent anuong the different sized camps. It is noteworthy that 25% 01' the small camps designated I”much” as compared to 17% of tkfl: large camps, indicating that the former actually employed a greater extent of directive counseling. ggnfdirective goonselipg. In this item the use of non“'directi're counseling methods was described as "helping camIDGHrs to solve their own problems“. This introduced some- what: of a bias, since many peeple feel that this is more ¥ 154 desirable than telling people what to do. Nonwdirective counseling can be an extremely "aluable technique.15 Eighty~ seven per cent of the camps indicated they observed this practice "much“ or ”some" of the time. This is not a great deal more than the 69% found in relation to directive counsel- ing. Table XXIII indicates that private camps employed non- directive techniques in 83% of the cases, church camps in 86% of the cases, and organizational camps in 92%. Private camps expressed a considerably greater percentage of "much" responses than the others. Among small camps, as is revealed in Table XXIV, "much” or “some” responses were indicated in 8U% of the cases, medium—sized camps in 88%, and large camps in 88%. Little difference between these groups is expressed. Non- directive counseling is evidently employed quite extensively “by Michigan summer camps. It is of interest to observe that Inany camps claimed to employ both directive and non-directive 13echniques. A considerably greater extent of the non— directive was apparent, however. Individual pounseling. The counseling of each camper iridiVidually, in a situation where the counselor is alone ‘Vifith the camper, can often be of great benefit in the total 8“ 15 Milton Hahn and William Kendall, ”Some Comments 14? Defense of Non-Directive Counseling," Journal g; Con- .§Ltlting Psychology, 2:74—81, March-April,_l9n7o ‘ N 155 guidance of that camper. Frequently more can be learned from and about the camper, since he will usually feel more free to express himself concerning personal matters than when he is within the structure of the group.16 All the camps indicated they did "much“ or "some" individual counseling in 81% of the cases. Table XXIII also shows that private camps did so in 98% of the cases, church camps in 82%, and organi- zational camps in 77%. Private camps, since they usually have more staff members proportionately as well as more time should be expected to employ more indiVidual counseling. It can be observed from Table XXIV that little difference was noted among the different sized camps in relation to this item since small, medium-sized, and large camps had 84%, 79%, and 83% respectively. From the foregoing it is apparent tflnat a considerable amount of indiVidual counseling is being Clone to a great extent, as indicated by the fact that only 25% of the camps responded ”much". gaggggl Counseling Elggg. About 52% of all the camps irPdicated they employed such a technique "much" or "some“, bllt only 19% indicated ”much”. Private camps, as shown by TEVble XXIII, claimed "much" or "some" in 61% of the cases, chLurch camps in 55%, and organizational camps in “8%. Table \-_M..,u—’—.—.u , .— n— ( 16 Edmund G. Williamson, How 23 Counsel Students New York: McGraw-Hill Book Company, 19'3'9')‘,' p. ET. 156 XXIV discloses that small camps indicated h5%, medium-sized camps hu%, and large camps 61%. Private camps and large camps have special counseling places more extensively than the others, though none of the camps did a great deal in this respect. §g£$z$£1_Program %§.§ Guidanqg.§ggl. Using the camp program as a tool of guidance can be an effective means of helping campers by directing them into activities which tend to help them the most. All the camps followed this procedure ”much” or ”some” of the time in 79% of the cases. ”Much" was designated in “2% of the cases. It is evident from Table XXIII that private camps did so in 98% of the cases, while church camps exhibited only 57%, and organiza- tional 85%. Church camps were a great deal lower than the others. This may be due to the limited type of program as well as the limited time of operation among church camps. Again little difference was noted among the different sized camps since, as is apparent from Table XXIV, the small, medium-sized, and large camps each had 73%, 79%, and 85% respectively. Except in the case of church camps, consider- able use is made of the program of camp actiVities in the guidance of campers. ggnfegring with Parents. Although conferring with the parents of campers in order to be able to assist the latter more adequately is not specifically a counseling 157 jprocedure, it is very closely related. A great deal of valuable information can be learned in this fashion. Slightly over 72% of all the camps indicated that their counselors did this ”much" or "some“, but only 27% indicated ”much”. As is to be expected in view of the closer relation between private camps and parents, 98% of the private camps,as revealed by Table XXIII,indicated "much" or ”some” of this practice. Only 53% of the church camps and 72% of the organizational camps employed this technique. Small camps, as seen in Table XXIV, followed this practice in 84% of the cases, mediumcsized camps in 63%, and large camps in 78%. Small camps evidently do quite a bit more in this respect than the larger camps. In general only an average amount of conferring with parents is done in Michigan camps. gpontaneous gallgfggggl_§2pnseling, In the camp setting many opportunities exist for spontaneous and infor— mal counseling. Through this method perhaps the greater portion of guidance of campers is effected.17 That most camps realize this is shown by the fact that 88% of all camps followed this practice ”much“ or “some”. Of these 35% indicated "much“. From Table XXIII also it can be seen that private camps used spontaneOus counseling "much“ or 17 Elmer Ott, So I23 Want To 83 g Camp Counselg£_ (New York: Association Press, l9h67] p. 35. 158 “some" in 90% of the cases, church camps in 88%, and organ— izational camps in 87%. Little difference among camo types is evident, though private camps had preportionately more of the "much” responses than the others. Table XXIV indicates small camps, medium-sized camps, and large camps as having 85%, 87%: and 90% respectively. In view of this there appears to be no significant difference among the various sized camps. Informal counseling is practiced quite extensively by all the camps in this study. Use 9; Religion ;£_Guidance. guidance and counseling of campers The use of religion as a Inotivating force in the Wr>u1d naturally be expected to be indicated by practically The fact that three of the church camps All all church camps. inriicated they did not use it is somewhat surprising. tIIE! camps claimed to employ religion in counseling "much" or' "some" in 68% of the cases. It is evident from Table xXIII that private camps indicated 5mg, church camps 96%. arufl organizational camps 57%. It is of interest to note tinai: private camps employed this practice to the extent they ha‘?ee indicated, since most private camps do not emphasize Pelhié;1on, Table XXIV points out that 53% of the small camps, 72% of the medium-=sized camps, and 71% of the large camps emplOythis practice "much" or ”some". This higher incidence may be due to the fact that most of the church camps are either medium-sized or large camps. Except for church camps, ~ 159 this practice is not followed to a great degree by most camps. Group Counsglins and 9223p.fl9rk Technigue . Counsel= ing with campers as a group and attempting to have them help each other through group discussion and interactions plays an important role in the guidance of campers.18 Considerable guidance progress can often be made through such procedures. From Table XXIII it can be readily seen that 74% of all camps, 80% of private camps, 79% of church camps, and 70% of organ— :izational camps employed this practice "much" or "some“. IErivate camps indicated they did this ”much“ in significantly greater percentage of cases than the others. Table XXIV sliows that among small camps this practice was employed ”much” 01? "some" in 76% of the cases, while medium~sized camps iridicated 69%, and large camps 81%. Small camps had a greater IPEircentage of "much” responses, however. About three—fourths (31‘ the camps employed this practice, but only one—fourth employed it "much“ or to a great extent. Summary g: Counseling Practicg§_Used. Counseling practices employed by Michigan summer camps were not as eJCtHensive as might be suspected. Private camps, as can be c)bserved in Table XXIII, indicated that they employed the various practices in a greater percentage of cases than ei”t11er church or organizational camps, except in relation \ 4.. 18 Blumenthal, 22, cit., p. 2. ‘. _ 160 to directive counseling and use of religion, in which case church camps were highest. In all other items church and organizational camps were aporoximately the same. The higher incidence among private camps again is probably due to the smaller camper=counselor ratio and the longer time period (See Table II, p. 73). Among the camps grouped according to size, as shown ‘by Table XXIV, the large and the small camps tended to employ the practices more than the medium-sized camps. Among these camps, there tended to be relatively little variation among the items in reference to the combined "much" and "some” responses, most of which were between 70% and 90%. Although the combined “much” and ”some” responses tvere rather high, it can be seen that only a minority of ‘the camps in all cases indicated "much” responses. The zeange of these was 17% to 42%. For private camps, as is (Evident from Table XXIII, this range was 15% to 73% (all Emit three items were over “0%). For church camps it was 9% tc: 29% except for the 76% indicated in the item on religion, arms for organizational camps it was 15% to uu%. From Table XXIV it can be seen that the range of "much” responses was 18% to LL07; for small camps, 13% to 43%for medium-sized (““3138, and 20% to 39% for large camps. The foregoing well emFflfléisizes the fact that, although counseling practices are emEX1<3yed by a majority of the camps, only a minority employ 161 them ”much“. The extent of "much" and "some“ responses varied some- what among the items within each camp group. There were significant differences noticed between the camp types on various items, but camps grouped according to size were more consistent in the extent of their responses throughout the entire area. The rank order showing the extent to which counseling practices are employed by all the various camps "much“ or "some" is as follows: (1) Camp program as a guidw zance tool; (2) Non-directive counseling; (3) Spontaneous or :informal counseling; (u) Individual counseling; (5) Group <3ounseling; (6) Religion used in counseling; (7) Conferring Pfith parents in counseling; (8) Providing a special counsel~ 1J1g'p1ace, and (9) Using directive counseling techniques. lune rank order of the items within each of the groups was apxproximately the same as this except that church camps Ivariked "religion used in counseling" as first. The greatest (iixrergence among the extent of the individual items was intiicmted in the case of private camps. This ranged from 5“fig 'to 98% in the combined "much" and ”some“ categories. Although these counseling practices are employed con— S5-<3<3.'t‘ably, they are not employed. a great deal by very many Of the camps. 162 Administrative Practices Dealing with Guidance §3923.3§Hé£gg. Much of the effectiveness of guidance in the camping situation is dependent upon the camp adminis= tration and the practices employed by it. Administrative practices dealing with guidance in the camp include the main“ tainance of cumulative records, the use of a ”master" cumulau tive record card, the maintainance of a formal guidance prc~ gram under a designated head, sending guidance information to schools, sending this information to parents, emphasizing group experiences through camp program, counselor-camper planning, follow-up during the year, maintaining a permissive atmosphere, and having staff meetings three times weekly. Numerous other things could have been included in this area such as orientation of campers, use of log books and diaries, conferences with teachers, and sending information to min— :isters and Sunday school teachers. Most of these, however, are indirectly covered in some of the other items. The camp administration exercises control over the éantire camp atmosphere. The attitude of the camp admin- 518trative body will determine whether democratic or autocra- 1310 procedures will prevail. It will influence the extent tC> which the camp program will be of a tense, anxious, com- peisitive nature or of a more permissive nature. This is 163 pointed out well by McClaryl9 who feels there is great need for more of a democratic and permissive atmosphere in the camping situation. In the following data an attempt has been made to pro- vide a clearer concept concerning the Various guidance admin- istrative practices employed by the summer camps of Michigan. Data in Table XXV are presented in terms of camp type, whereas Table XXVI furnishes similar information in reference to the various sizes of camps. The "much" and "some” responses will be combined for purposes of analysis. This will indicate more easily whether or not the various practices are employed by the numerous camps. The extent to which these are employed can more readily be seen by observing the "much” responses in the tables. Cumulative Record Eilg. The maintainance of a special cumulative record file on each camper containing information from past years and the present can be an invaluable aid to the total camp program. Furthermore the information contained in such record files, if it is adequate, can greatly enhance the guidance of the campers.20 According to Sharman,21 such files of records should contain health data, behavior data 19 Howard McClary,"The Counselor's Job: Changing 'I' to 'Wei," Camping Magazine, 21:7-8 February, l9h9. 20 Bedger,'gg. cit., p. 12. 21 Sharman, 3p. cit., p. 4. 161L Apaoama no m.wo pea m.ma moa o.mu em n.mm NH mooz so oHQpHA popped m mo Show QHV oHHno may l.ea oo o.nm on a.mm ea s.an ma osom msaoqoomooocs sooooo ca moooama o.ma m. s.m ma m.o o o.on oa nos: game oo opcoaoo .oooaaoo on soapmaaowna manp wqamcom Macs modmcasm names ca Hoosoo map damn m.am Ham m.mm mma e.eo as m.om on oooz so oaooaq op nooso ca oosoo on hoax: >.m om e.ma ma m.H H o.ea o maom Beam Hoonom op mmoqofiaomxm a.n o a.» m m.a a o.o m nos: one moqoso>oaeoo .aoa>oeon .maeaamo.qo noapmsaownfi wcaccom Commom ammo one mcaasc a.eo aha o.os moa o.oo an o.mm mm ocoz so oaooaa .qomaoa empoqmamoo moo so m.ma mo o.oa om a.oa ma o.am o osom mommaoaoasm one noose .saawoaa s.ea on o.ma om o.aa o e.nm oa eons monooaom assaoo o moacaooeaoz m.ns ooa m.oo mad 0.0m oo m.am Hm oqoz so oaooaa oooaoooa ma soaoosaomoa Has a.ma we o.ma mm o.oa ma o.am ma oaom goaee co oaoo oaooos o>aooassso a.o em e.o ea o.o m a.oa a nos: oaoooasz a so om: amass: paws ma o.oo oma e.mm we o.oo we o.oa o oooz so oaooaq Amaaoa oooo one oaooaso soaav m.om om o.sm as .mm mm m.en ea meow qoaoosaomqa osoosoaaa Ham noses m.am om 0.0a on o.o o m.am am nos: ea sooaso some so mafia oaoooa o>apmasa:o Hmwomam m wnflcflmpcamz MW. 0 02 “M 9 02 R 0 02 R 0 OZ mom mwa me av ampoa moapomam mo mama Add .waoyi aoaono opm>fiam oomuowam mo pampxm MAME m2HB¢mHmH2HEQ< ho Bzmaxm >NN mqm18 165 m. a no m.om oe o.oa ma o.oa m onoz so oaooaa osoaooaa ooemoasm .osoasmo e.ww em m.on em 9.00 mm m.ae ea oaom mmoomac on moms sea mesa» momma m.oe mos o.em mm o.oo an o.on oa nos: ooooa om omeaooos spasm wca>om m.e Ha m.H m 0.0H m e.m H ecoz so mappfiq GHmApm was Goamamp e.Hm em m.nm em e.mm m m.v m mEom opens Scam seam Emawoaa can e.os sod o.oe maa o.oo mo s.mo on son: osonomosom demo a mqaqaooeaoz Amaepuea ascomaoa one moaso a.oo an n.» ma o.om me o.o m oeoz so oaooaa oasomaaeo .ooaoo soosoaamv ». m as a.~. mm o.nm mm a.em ea osom .aoma oz» m:HHSo mamasoo o.s. so e.mm mm o.oa m o.ao mm nos: has: ooaocoo moaaaooqaoz e.o .m e.m m m.am oH e.m a osoz so oaooaq m.mm we a.em on o.om Ho m.om Ha meow sapwood oeo soda dame m.sm moa e.os moa o.mm ma o.oa om nos: osmosao one maoaooesoo mqaoom o.o m m.s m m.mm ea 0 o oeoz no oaooaq anemone demo one m.on so o.em no o.me an e.oa w osom genomes ocosomsnoo Heaoom one H.mm on 3.om om o.mn em o.om ma non: ooqoaaooxo goose manuamondsm m .oz m .oz w .oz a, .oz mom ova me He Hmpoe weapomam Mo mama Hg . who £09230 mpm>fifim mowpomam mo pumpxm MAME misc OH ozHQmOOO¢ mozmmHDG mBHB wZHA¢MQ mmUHBO¢mm m>HB¢mamH2HEQ¢ mo Hzmexm Aomncapqoov >NX mqm¢a 166 3 .Hoa on .3 m.mm ow o.oo em m.ao em osoz no mappaq seeped a so smog sHV adage on» o.an mm m.mH mm 3.0m w meow wmflcqmpmaeoqs amopmo QH mucoamm mflm e e.ma ma b.ea m god: dam: on moneyed .maodamo op soapmsaomcfl was» msaoqu mac: moqmmflsm swamp ma Hoogom one damn o.mm we ®.v® HHH w.aw me esoz so mappflq op aecao Ca mmaoo on mean: m.n m e.» ma e.ma e oaom Scam Hoonom op mmomofiaomxo m.m m m.H m m.m m £052 can mommso>oaoom .aoH>onQ .maogemo do coHmeaowQH wqflocom Gommom dado esp -.mo mm o.ao om m.ao on mqoz so oaooaq quoSo .oomaoo ooooamaooo oeo mo m.oH m m.ma om e.oa m . oaom moama>amm5m map seems .Emawoam o.oa Ha m.ma oa a.am ma nos: moosoasm Hosooo o muaeaaoeaoz e.e> mm e.e> em m.eo em esoz ac mappaq Umcaoooa ma coapmaaomca Ham H.0H ma o.mH em ®.Hm ma meow means no came cacoea 0>Hpmassbo m.oa m ©.e 0H m.oa 0 £052 zaopmmsz a Mo ems wqflxmz pmox ma v.00 0e n.0m so m.oe mm edoz so mappaq Amamom pmmm cam pqoaaoo Soamv o.mm an e.am He w.on ea meow soapmaa09cfl pampaogaw Ham moan: m.om pa m.ma em 0.0m ma nos: SH amasmo zone so eaflm cocoon . o>HpMHSBSo HmHoomm m wcasaspnami a .oz a .oz a .oz We Had mm deuce ooapomsm mo mama eoam SsHumE Hamsm evapomam Mo pumpxm N Among aoa "woman xxmwam ”szcmz mom-o "Addzmv HMHm @240 DE UZHQmOUO¢ mozfiaHDU mHHB UZH4Hemm8mHzHZQ¢ mo BzmHNm H>NN mqmde 167 o.om oa o.om mm 0.0m pa oqoz so mapppp maoapopo oopsoppm .mpoasmo m.mp om m.mm me o.me em osom mosoopo op poo: poo mospp ooppp m.oo an w.mo om o.om om nos: pmooa pa mmoppoos soaps weppom M.H H n.m e e.m m oqoz no mappaq mpmaxsm was GOHQOu n.mm om a.om om 0.0m Ha osom ozone soap oopp sapwood one m.ne om o.oe so o.oe He goes opopamospm demo s wepspopopoz Amsoppma Hmaomama can momma m.oe an m.mm .oo o.mn ma oeoz po opppap mospopapo .mopoo asoepppmv p.om om o.om mm m.om ea osom .pooa opp moppso mamasso m.uq ma o.mm om o.om om pops spas poopqoo mqpqpopsaoz m.o m o.ma ea o.m m oeoz no mappaa . o.mn on o.om co o.om ea osom sapmopa opp seam.oaop >.mm we ®.mm no e.n© mm £032 mamQEmo one maoammGSOO wca>mm m.s o o.m ma o.oa o ocoz so mapppp sopmoaa asoo opp m.oo as o.wm so o.mm ma oaom emsospp peospmsnos popooo one o.nm He o.om we m.om am 3052 mommaammxm macaw wcamflmmzmsfl a .oz a .op a .oz .,ms and mm Hopes evapomam Mo mama we. Hmd. 5.5% T 02 HHdEml evapomam mo pampxm “maps aoa “some; mooa-am "smpamz Momio mmHm ease oa eZHmmoooe mozemHso meHa 02Hqtrmr types of camps. From Table XXVI it can be seen that annall camps responded ”much" or "some” to this item in 60% <3f' the cases, medium-sized camps in 50%, and large camps -1r1 h9%. Though not too great a difference exists, small camps do express the greater extent of this practice. Except fVDI‘ private camps, the use of individual cumulative records 15' leather limited among the camps in this study. Master gumulative 5339 g gggg, Many schools today E“uploy some sort of a ”master" cumulative record card on Which all pertinent information concerning pupils is recorded. AI)parently this is not the case with camps, since only 27‘? or €t11.camps indicated they followed this practice "much" or II SCDTUEE”. It is evident from Table XXV, that private camps ‘__m 169 indicated "much“ or ”some" in 49% of the cases, church camps in 20%, and organizational camps in 25%. Small camps as disclosed by Table XXVI claimed to use "master" cumulative cards in 33% of the cases, medium-sized camps in 26%, and large camps in 25%. Although private and small camps were again slightly higher, even they followed the practice of using "master" cumulative record cards relatively little. Formal guidance Program. Many camps do not feel the need for a formal guidance program. Others recognize the Value of maintaining a formal guidance program under the direction of one designated person. It is interesting to nets that 86 or 33% of all camps claimed to have "much" or " some” in the way of a formal guidance program. Thirty- nine camps or 15% indicated they had "much" in this respect. Private camps as seen in Table XXV tend to do more in this area since they claim to maintain ”much“ or "somewhat“ of a formal guidance program in 16% of the cases while church camps have 32%, and organizational camps 30%. As can be o"DSC’BI‘ved from Table XXVI, small camps have indicated 38%, medium—sized camps 32%, and large camps 30%. Private camps and small camps tend to follow the practice of maintaining a for-mal guidance program more than the others. Sending Information 19 Schools. Information concern- ing many of the things which happen. to the camper while at camp Would be valuable to the teacher and guidance person ¥ 170 in the school. A record of the behavior, the achievements and accomplishments, and the interests shown by the camper while in the camp environment would aid the school personnel greatly in knowing and understanding school children better. With this information a more complete and effective Job of guidance could be done. It was found from Table XVII, (p. in Chapter IV that little information was received by the camps from the schools. Here it is disclosed that in only 213% of all camps is "much“ or "some“ information sent by 13amps to the schools. Only 3% indicated much in this respect. Eurivate camps as is apparent from Table XXV claim to send iriformation to schools in 19% of the cases, church camps in Orily 3%, and organizational camps in 16%. Small camps, as rwevealed by Table XXVI indicate 18%, mediumesized camps 15%, 811d large camps 5%. The extra time and effort necessary 'tC) accomplish this exchange of data is perhaps one of the IndiiJi factors prohibiting the more extensive employment of t1?fi.s practice. Sending_lnformation.tg Parents. The cooperative at3tiitudes of parents, based upon an adequate exchange of infOrmation, are of utmost importance if the values of the 9 cafnibing experience are to be fully P931139d°2~ Sending \—:——o Mm- 9—— 22 John A. Ledlie and Ralph D. Roehm, Handbook g Camp Administration (New York: Association Tress, ,p. o Ignifiij g _ _ 171 information concerning the camper's experiences at camp in the form of a letter or report can often assist parents in a better understanding of their child. Report cards in the schools are extensively used. It is evident that this is not the case among summer camps in Michigan since only 36% claim to send reports to parents I"much" or ”some". According to Table XXV priVate Camps have indicated that they do the most in relation to home reports. Their 71% of “much“ and "some' responses is considerably more than the 28% indicated 'by church camps or the 32% indicated by organizational camps. Ffirom Table XXVI it can be seen that small camps, medium-sized (:amps,and large camps designated 38%, 33%, and 40% respec— Medium-sized camps had more ”much" responses, 1: 1vely. Except in the case of private camps, very little however. irlformation concerning the summer experiences of campers is f<>rwarded to the parents of campers attending Michigan summer Camps . Emphasizing Eggup Experiences Through the gamp grggggm. GI‘Oup experiences, social adjustment, working together, and coOperation can and should be basic to the camp program. T}11.s is well expressed by Baxter and Cassidy,23 who emphasize tIIFIt dynamic democratic processes should govern group experi= \‘r ”3m 23 Bernice Baxter and Rosalind Cassiday, Group §§§¥§£z§ience, The Democratic Way (New York: Harper and Brothers, ’ :3 , 3??"6.' IIIIIIIIIIIIIIIIIIIIIIIIIIIIIK‘n‘ui , ,, 7.,. II 172 ence. It appears that most all camps attempt to adapt their programs in this manner, since 91% indicated "much“ or "some" in reference to this item. Over 55% indicated ”much". Among private camps, as shown by Table XXV, 100% of the camps indicated "much or some” in their responses while church camps and organizational camps claimed 78% and 95% respec~ tively. As seen by Table XXVI, small camps, medium~sized camps, and large camps followed this practice "much" or "some" in 89%, 90%, and 92% of the cases respectively. All camps tended to emphasize this particular phase of guidance czansiderably with private camps indicating the most and cliurch camps the least. Camper—Counselor Program Planning. By allowing Ccaunselors and campers to plan the camp program together, 811 atmosphere conducive to more effective guidance can be diaveloped. According to Drought,2u an expression of the C3amper"s point of view can be more adequately insured through <3alnper participation in program planning. This tends to de\relop more of a feeling of propriety on the part of the cantper towards the camp. When the camper has an opportunity t" zassist in planning a program in which he will later par"ticipate, his ego is bolstered and he tends to develop a deaI?JJiite feeling of responsibility. The seeds of self- \er—w“n‘h— 24Drought, op. cit., p. 93. 173 reliance that are fundamental to the perpetuation of democracy lie in camper participation in program planning.25 All the camps were found to follow this practice "much" or ”some" in 91% of the cases, 51% of the responses being “much“. Private camps, as can be seen from Table XXV, indicated "much” or "some” responses in 98% of the cases, ‘Whereas church camps showed 79% and organizational camps 95%. (Shurch camps had proportionately fewer ”much" responses than ‘the others. Among the different sized camps as shown by {Pabfle XXVI, small camps employed this technique the most with 91H% of the cases indicating "much“ or "some". Medium-sized camps had. 87% and large camps 914%. It is of special interest here to note that private arnd organizational camps employ this technique to a consid~ erably greater extent than church camps, whereas the various Sized camps were less differentiated. The type of program fOuncl in the church camp is often less flexible and in some 0518638 is “set" before camp even begins. ggntacting Campers During £22.!2EE’ Maintaining contact with campers through the year can be a valuable gruiéiéance technique in that it tends to establish better rapport between the camper and camp in that the camper feels the camp is interested in him outside the camp Loc. cit. ”9* 17b environment. In some cases this can be helpful in f0110W*uU work with certain campers. All the camps employed this technique "much“ or “some” in 5#% of the cases. Private camps, as seen in Table XXV, indicated 95%. church camps hhg, and organizational camps h7%. Private camps followed this practic: considerably more than the others. This is probably due to the fact that they depend a great deal upon contacts with their campers during the year in establishing and maintaining a clientele. Small camps, as revealed in Table XXVI, indicated they employed this practice "much“ or “some" in 67% of the cases, whereas medium~sized and large camps indicated 48% and 53% respectively. Both private and small camps followed this practice more than the others. In general, however, the practice is not too extensively em ployed, since only 26% of all camps indicated ”much”, whereas “6% claimed "little or none". 93mg Atmosphere Free From Tension. Maintaining a camp atmosphere and program free from undue tension and anxiety will tend to enhance the efficacy of guidance in the camp environment. Better rapport can be established and fewer problems will result from camp life itself. To provide an atmosphere which tends to be too permissive can prove to be undesirable. This has been expressed by Witner and Kotinsky who state: Youngsters may not always like the rules (and they 175 must have the right to say so and to consider ways of changing them), but they like to know what they are. To be left too free is likely to make young people uneasy and somewhat anxious. . . . It is only within a framework of reasonable a d dependable rules that children are free to grow.22 It is noteworthy that practically all (96%) of the camps claimed to maintain ”much" or "some“ of an atmosphere free from undue tension and anxiety. About 75% of all camps claimed to do this ”much". There were no large differ- ences among camps in this respect since private camps, church camps, and organizational camps were found to follow this procedure “much" or Msome" in 98%, 89%, and 99% of the cases respectively, as shown by Table XXV. It is evident from Table XXVI that small camps did so in 94% of the cases, medium-sized camps in 95%, and large camps in 99%. Eight of the eleven camps stating they did not employ this procedure were church camps. It would appear that most camps attempt to maintain a permissive camp atmosphere to a considerable extent. Staff Meeting§_Three Times Weekly. Holding staff meetings at least three times per week to discuss guidance problems of campers can be a helpful addition to the guidance 27 of campers. It was found that all the camps attempted to .. a 2 6 Witmer and Kotinsky, 3p. cit., p. 281. 27 American Camping Association, op. cit., p. 3. 176 do this "much" or “some“ of the time in 75% of the cases. Private camps, as can be seen in Table XXV, indicated 80% church camps 80%, and organizational camps 73%. It is apparent from Table XXVI that small camps held staff meetings at least three times weekly "much” or "some" of the time in 80% of the cases, medium-sized camps in 75%. and large camps in 76%. It is of interest to note that church camps followed this practice to a greater extent than the others. None of the camps did so to a great extent since only 41% claimed to do it "much“. Summary g£_Administrative_Practices Dealing with lggidange. Among the various administrative practices deal= ing with guidance, there tended to be considerable variance between the items. Some were indicated as being practiced quite extensively while others were found to be employed relatively little.‘ It is shown by Table XXV that in respect to all items, except the one dealing with staff meetings, in which church camps were slightly higher, private camps claimed to employ the practices to a greater extent than either church or organizational camps. Organizational camps tended to do so somewhat more than church camps in nearly all cases. Again the fact that private camps usually have longer camp periods may account somewhat for the greater extent shown. In nearly all the items small camps, as seen in IIII'll-III-I-I-I-I-I-I-I-LEggai 177 Table XXVII, claimed to follow the practices to a greater extent. In six of the ten items large camps showed a slightly greater extent of employment of the practices than msdinnusized camps. Although the combined “much" and "some" responses were quite high ixlsx few cases, in general the "much" responses were rather low. Except for the item concerning camp atmosphere which was 75%, the "much" responses for all camps ranged from 3% to 58%. The range for private camps was considerably higher, whereas the other camp types were much the same as that for all camps. This points to the fact that although six of the ten administrative practices dealing with guidance were employed by over 50% of the camps, the extent to which they were employed was rather limited. The extent of the combined “much" and “some" responses varied a great deal among the items in each camp group. Camps grouped according to type varied in the extent to which each of the practices was followed, whereas camps grouped according to size showed less variance among the items and were quite consistent throughout. The rank order showing the extent to which the various practices were employed by all camps is as follows: (1) Maintaining a camp atmosphere free from tension; (2)'Counselor-camper planning; (3) Emphasizing group experience through program; (4) Staff meetings three times a week; (5) Maintaining 178 contact with campers during the year; {6) Cumulative records maintained; (7) Formal guidance program maintained; (8) Send= ing information to parents; (9) Using "master" cumulative record card; and (10) Sending information to school The rank U] order of the items within each of the camp groups was approxi- mately the same as the above with only minor variations evident. Private camps indicated the greatest divergence in 1 the extent to which practices were followed "much" or “some“. They ranged from 19% for sending information to schools to 100% for emphasizing group experiences through program. The administrative practice most commonly found was that of maintaining a camp atmosphere free from undue tension and anxiety, whereas the one least in evidence was that of sending information to schools. Personnel Selection Practices Dealing With Guidance Scope g£ Area. In order to effectively employ guidance practices in the camping situation, qualified, trained, and experienced counselors are essential. This is 28 well emphasized by the Girl Scouts of America who claim that a good camp and a road canp program depend almost V entirely on a staff of high quality. This is further _ m““" 28 Girl Scouts of America, Good Counselors Make Good Cam a (New York: Personnel Division Girl Scouts of America, I§E§), p. l. .L L— i 179 pointed out by Drought who states: The camp mental health program begins with an aware-= ness of its importance on the pagg of the camp director, and with his selection of staff.‘ The various practices in this area include providing for a guidance specialist, selecting counselors with college training, selecting counselors with previous camp counseling eaxperience, maintaining a counselor~in~training program, {selecting counselors who are trained in guidance, group ivork or psychology. These particular items are closely stssociated with good guidance inasmuch as guidance actually IDegins with the selection of good counselors. Such items as {selecting intelligent counselors who are mature, in good liealth, have good character, good personality, and who like cliildren are certainly desirable qualifications. It is axssumed that most camp directors do attempt to select c<>unselors with such qualities; therefore these were not 0 <3fizsignated among the items. In one study3 of camp direc» tcars, it was found, the three qualities most often looked 1f<31~ in counselors were responsibility, mature Judgment, 81161 emotional stability. This is further emphasized by RLl‘tzherford,31 who maintains that a well-adjusted, secure N 29 Drought, 32. cit., p. U7. 30 Northway, g2. cit., p. 1. St 31 Robert F. Rutherford, "Psychiatric Pointers on Etff Selection," Camping Magazine, 23:22, March, 1951 k 180 counselor is one who is warm and friendly and is of a per= Although these things are all highly This can missive nature. desirable, they are often difficult to ascertain. be done to some extent through various personnel selection practices employed by the camp administrator. The extent to which certain personnel practices are «Dbserved by the various camps is presented in Tables XXVII auad XXVIII. The former refers to camp types, whereas the liatter is concerned with camps grouped according to size. lflie "much" and ”some” responses will be combined for purposes of analysis. Services pg Guidance Specialist. Camps were asked tc> indicate whether or not they provided for the services (31‘ a psychologist, psychiatrist, or guidance worker and also ‘quether they had a person with these qualifications in rese ixience. They were further requested to indicate whether (31* not the camp nurse served this function. Only 50, or 19%, of all the camps indicated they provided for a person 111 this capacity "much" or "some" of the time. Private Céinuos, as shown by Table XXVII, claimed 29%, church camps 17%, and organizational camps 1775; while small camps, as IWP‘rczaled in Table XXVIII, indicated 16%, medium-sized camps 15335,, and large camps 23%. Although private camps claimed to 'pI‘C>‘ride for this service to a greater extent than the others, “(Drleg of the camps followed this practice extensively. L 181 mmoaomoamm no o.mm on e.oo mm o.eH e ocoz so oapoaq so .ssos ozone .oocooaom ea oaa o.oe mo m.oe n m.em ea osom ooeasso ops one mooaomssoo so e.mo we o.am oa m.me om goo: oooaom oo msapasoppm om e.on on m.so no m.ma m oeoz so oapoaq msoaomssoo osoosa ooaosoo w _.oo om 0.09 mm >.Hm ma maom op smawoam wsacwmapuaa om n.3e He m.HH m m.we om £052 aoaomsdoo o wmasampsamz ea s.¢ a o.oa m m.e m osoz so oaooaa oosoasosao OHH 3.0m 4.0 s.ee c) o.mm ma maom msfiaoosfioo memo m30a>oam p04 ).np my a.ee_ow ®.m© FM 3052 Hafiz macaoquoo wdfluooaom on o.ma ma o.em ma m.e m osoz so oaopaa ooa o.mm om m.oe an s.o e osom assesses owoaaoo oma «.me me o.mm ma m.oo mm goo: some meoaomsooo weapooaom on «.ma om o.no mm H.oa o osoz so oHooaq oo m.mm on a.on om n.om Ha osom muonsos cusps wcamoono sea m.oo om o.oo om o.mm em nos: ea moososoMos weapowaemossH mamanoam mosses Hmaoomm «an o.»@ mma o.mm mo s.oe om oeoz so oaooaa meaaosme sod soxsoz oocooaow mm s.m ma o.oa m m.ma m osom so ooaspoaeosmd .omamoaoeosmo o on s.o ma o.o m a.ea a some so mooa>som on» mos moaoasosm .02 m .02 m .02 w .02 Wed me He Hmpoa ooflpomam Mo maze .oao noasno opo>wam weapons; mo pmopxm mama ease ca ozHQmoooe mmoHeommd ZQHRQMQmm amzuommma as .1 .uu - E. a. HHsea mamas 182 mwoaonommm ¢.Hm ea w.mn an p.me w osoz so vappHA so .xaos amoaw .oosmcfiow ma o.me em m.ee no n.mm Hm osom Sesame» was one maoaomsooo w.mm m, b.0m mm m.mm Hm cos: pooHom on wsflpaaoppm m.nm om m.wm om o.me em osoz so oaopaq msoaooqsoo ongoom moao>oo o.oo m m.oo be o.mm ma osom op sosmoss emanaoso-sa m.oe n o.en me o.nm ma some sodomsooo a weasaoosawz a.» n H.o m m.oa o osoz so oaooaq oosoasooao m.mn an e.oe mm e.ue om meow wsaammsooo name mSoH>oam o.sm me m.nm os m.ae mm nos: some msoaomeooo weapooaom n.o m o.ea mm 0.0m Ha osoz so oaopaq o.mm on m.ae mo m.em ma osom measaosp omoaaoo m.oo ea o.oe om m.mo om nos: spas msoaomsSoo msaoooaom m.oa m a.mm om e.mm ea osoz so mapped _ s.sm mm m.mm em e.em ma osom msoosos chops msamooao _ m.om as H.mo mo m.oe em goo: ea moososoeos msaoowapmo>qH mamanoam amaaoo Hmfloogm n.es Ho m.a® eoa o.no oe osoz so oappaa someone: you soasos oosooasm o.wa ma H.e m m.s e meow so pmaapmwmommm .pmfiwoaomommm o M.@ m e.HH ma H.m m moo: Mo moow>aom one How wswofl>oam w .oz w .oz a .oz , or HMH mm m o m mmaoq Efifipoz Hamam H p a capooam go make oofipomam mo psopxm 1 “mega aoa "names xxaram "stmmz Mom-o Haaszmv mmHm mzeo oe qummoooe mmoHeowmm ZQHEqumm uuzt>uxaq a) s a.,.._§ HHsta mamas 183 Though not listed in tabular form it was disclosed that five (12%) of the private camps, four (5%) of the church camps and ten (7%) of the organizational camps claimed to have a psychiatrist, psychologist, or guidance Several camps mentioned their pref= Two ‘worker in residence. erence for a visiting specialist to one in residence. (lgg) small camps, nine (7%) medium-sized camps, and eight (210%) large camps had personnel of this type in residence. Fheequently the camp nurse is in a position to do a great dmaal of guidance work with campers.32 In six (15%) of the private Only nineteen (7%) Of all camps made this claim. Csunps, fourteen (18%) of the church camps, and thirty (20%) 01? the organizational camps the camp nurse serves in the carpacity of a guidance worker. Small, medium—sized, and 'DI‘ivate camps employed a nurse to perform this function in 15%, 19%, and 22% of the cases respectively. to follow this practice Organizational and large camps evidently tend Slightly more often. Among all of the camps, fifty (18%) Cilaaimed to have the nurse do guidance work. Very few camps provided for the services of a guidance Spe cialist, and fewer still have personnel of this type in re sidence. Fifty of the camps associated the work of the \"m 2 3 R. R. Dyer, "Does Johnny Need a Pill,“ gamping M€1E§rlzine, 21:17, May, 1949. ‘ 18h nurse with guidance. lnyestigating.ggfgggnggg. In order to more adequately obtain a knowledge and understanding of prospective counselors and staff members, an investigation of references can often All the camps investigated references In Table XXVII it can prove to be beneficial. ”much" or “some" in 79% of the cases. be seen that private, church, and organizational camps made tsuch.investigations in 83%, 67%, and 85% of the cases Imespectively. Small camps, as is evident from Table XXVIII, (filaimed to do so "much" or "some" in 75% of the cases, nusdium-sized camps in 78%, and large camps in 84%. Organi- zsrtional camps are slightly higher than private camps in Iweference to this practice. Large camps tend to employ this Fueactice to a greater extent than small camps. It is of Sfignificance that only half of all the camps follow this IPI‘actice much of the time. In many cases, however, the €33ctra time and work involved in investigating references Hiiilitates against employing this technique. College Trained Counselors. Individuals with college tl‘éiining (preferably at least two years) are desirable as '2 Céintp counselors.) It is assumed that persons with a back- 8P0und of college work can do a more adequate Job in the gliixiance of campers. A college student is not necessarily \ ——— 33 American Camping Association Standards, 22, _it., 9' 3. ‘_‘_ 3 -_- 185 wellatrained in reference to camp counseling. However, in most cases college trained personnel are better dualified for and more adapted to such training. A well—trained camp counselor knows what his job is and how to do it. He knows how to work with the rest of the camp staff, and he fits happily and securely into his particular niche in camp.3u It was found that all the camps selected college trained staff "much" or "some” in 85% of the cases. "Much” was claimed in #8% of the cases. It is apparent from Table XXVII that private camps indicated this in 95% of the cases, church camps in 75%, and organizational camps in 88%. Private camps indicated a greater degree of “much" responses than the others. Their ability to pay higher wages often allows them to attract college students more readily. Also, they usually provide a full summer's job, whereas other camps in many cases operate for Just two and three weeks. As can be observed in Table XXVIII, small camps, medium- sized camps, and large camps showed less divergence indicating 80%, 82%, and 9U% respectively. It would appear that Michigan summer camps tend to select counselors with college training to a considerable extent. Previggs Camp Counseling_Experience. An individual ~—--‘—""M‘ Catherine T. Hammett, A Camp Director Trains His own Staff (Chicago: American Camping Association, 1gu7fr‘ P- 7- 186 with past experience in camp counseling is usually better equipped to guide and counsel campers.35 The large majority of camps (94%) selected counselors with previous camp counseling experience “much” or “some" of the time. Private camps, as disclosed by Table XXVII, did so in 95% of the cases, church camps in 89%, and organizational camps in 95%. Private camps had a significantly higher percentage of "much” resoonses, however. It is apparent from Table XXVIII that small, medium~sized, and large camps were similar in respect to the extent of "much" and ”some” responses having 89%, 9b%, and 96% respectively. Large camps claimed to observe this practice somewhat more than the smaller camps. In general all the camps indicated to a relatively great extent that they selected counselors with previous experience. ggunselor-in—Training_Egggrgm, A counselor-in= training program involves a process whereby individuals who are too young to be counselors are given special training during the camp season with the expectation that they will become counselors in the future. This can be an especially helpful procedure for developing the type of counselors who Will be capable of effecting good guidance in the camp 36 program. 35 Ott, 93. cit., p. 38. 36 Emily Welch, "Counselor Training Can Be Professional,“ Camping Magazine, 23:16—17, January, 1951. g 187 All the camps indicated that they followed this practice “much“ or l”some” in 66% of the cases. It is revealed in Table XXVII that this program for training future staff members was in evidence among private camps in 80% of the cases, among church camps in u3%, and among organizational camps in 75%. Church camps were significantly lower. Medium~sized camps and large camps, as seen in Table XXVIII, with 70% and 67% respectively, claimed to observe this practice more than small camps which indicated 56%. although the majority of camps claimed to maintain counselor~ in-training programs ”much“ or “some”, only onenthird indi- cated they did so ”much“. ggunselorg Trained i3 Guidance, Group Work, g3 Psychology. It is assumed that counselors who have been trained in guidance, group work, or psychology are better equipped to do guidance work than is the average counselor. To be highly efficient, camp counselors need as thorough a training as do teachers. It was found from the responses to this item, that 75% of all camps attempt to select coune selors with such training "much" or "some". Only 32% indicated “much", however. Private, church, and organizaa tional camps, as disclosed by Table XXVII, indicated 83%, 69%, and 78% respectively. Private camps did significantly M .- ——qn_-- r—n-mm 7 3 Ott, oo. cit., p. 7. *m 188 more in this resoect. It is revealed in Table XXVIII that small, medium~sized, and large camps were almost all alike with 76%, 75%, and 78% respectively. Although this practice is followed by threeefourths of the camps, it is only observed extensively by about onemthird. §flflfl§£i g£ Personnel Selection Practices. Except for the item dealing with the services of a psychologist, all the practices in this area were quite consistent relative to the extent to which they are employed by Michigan summer camps. In all items private camps claimed to follow the practices listed to the greatest extent except in the case of investigating references in which organizational camps were slightly higher. In all cases church camps were the lowest. Since private camps can usually pay better and in many cases can attract more and better counselors, it is understandable that they would tend to be more concerned with personnel selection procedures. Small, medium-sized, and large camps showed little variance in responses among the items. In most cases large camps indicated they employed the practice to a greater The combined "much" and "some" responses were preportionately high except for the first item, which dealt With service of a psychologist. The "much" responses were Just average. The range of "much“ responses for all camps 189 was 32% to 52% (excluding item one). Each of the individual camps had ranges fairly close to this. It is evident that the extent to which these practices were observed was not too great, although they surpassed that of practices in most other areas. The rank order showing the extent to which the various practices were employed by all the camps is as follows: (1) Selecting counselors with previous experience; (2) Selecting college-trained counselors; (3) Investigating references; (h) Maintaining counselor~in~training program; (5) Selecting guidance~trained counselors; and (6) Providing for services of a psychologist or guidance worker. The rank order of the items within each of the camp groups is approxie mately the same as the above. The last mentioned item was indicated considerably less than all the others. They tended to be fairly similar in extent of usage. It was found that few camps have the services of guidance people, and only slightly more associate guidance with the camp nurse 0 The most common practice was that of selecting coun~ selors with previous experience, whereas the least common Was that of providing for services of a psychologist or guidance worker. Personnel practices concerning guidance were employed to only an average extent among Michigan summer camps. 190 Record and Report Forms Dealing With Guidance §£9E§.9£.é£2fl' Experience has shown that records can be a very valuable asset to the summer camp. This is pointed out in the following chapter by the fact that most camp authorities have rated records as very desirable. Information from such records and forms can provide a tangible means of understanding the individual camper.38 There is a great variety in the type and use of these forms. In this area we are concerned primarily with those which are related to guidance. Many forms can prove helpful in im~ proving the over—all guidance in the camp program. The forms listed in this area include personal data forms sent to parents prior to camp, forms for camper obser- vation and rating, forms for directors to rate counselors, parent reaction ferms (sent to parents to obtain their reaction to campers" experience), forms for counselors to evaluate camp and guidance, forms for campers to evaluate camp, and forms for selection of counselors. A great many other forms are known to be in use among the various camps. The above listed ones are representative of most of the different types. Many camps sent along forms which they use in an effort to cooperate in this study. '8 5 Hartwig and Petersen, 22, cit., p. 21. 191 Some of these many forms were counselor aptitude and interest blanks, counselor interest inventory and practical Judgment sheet, camper reaction to other campers, anecdotal reports and comments by campers, report card (A,B,C,etc.), individual camper report, agency record report, group behavior graph, cumulative achievement report, cumulative health report, cumulative individual record, weekly report to parents, camper testimony report, behavior frequency form, camper rating of counselor, summary group record of program, report of incidents and happenings, objective camper rating, self= rating scale for counselors, rating scale for counselors“ in-training, cabin counselorsa report, personality record form, narrative report, form letter to parents, evaluation conference forms, forms for discussion meetings, daily cabin report forms, honor point reports, and behavior charts. Many of these are merely modifications of the items included in this area. Attempting to use too many records and reports can often be more of a bother and hindrance than an aid. In some instances they can do more harm than good if improperly used by unqualified counselors. Attempting to incorporate many records and forms into the camping program without making use of the information included in them is certainly not desirable. If information which might be helpful in advantageously influencing the total growth and development ; of campers is available, it should be used. If it cannot . effectively used, time and effort should not be expended U] 'D to obtain it. Wide divergence in Opinions relative to camp records, reports, and forms exists. Some individuals feel that only a few should be used, whereas others are in favor of using many. Nevertheless, an adequate understanding of campers can be secured only through adequate records.39 The items in this area have been designed primarily to obtain information concerning the extent to which certain guidance forms are employed by the various camps in this study. Several camps indicated they obtained information without the use of forms, whereas others felt that the results obtained through the use of such forms was hardly worth the time and effort involved. In general, however, most of the comments relative to these forms were favorable. Many respondents requested copies of the forms. The extent to which the various listed forms are employed is presented in Tables XXIX and XXX. Again the 'much” and l"'some" categories will be combined for purposes of analysis. “infi——— '- 39 George G. Adler, "The Use of Personnel Records,“ Camping Magazine, 7320. June, 1935- 193 Aoomoflaomxo .maomemo mcficaoomou “.mm sum o.mm ans o.mm as ©.om mm oeoz no mappaq mnemnsa so mmsoammn measampme m.p ma c.o m o.m o v.0 w oaom 0p ampao 2H mac: mQASpoa w.m 0H o.w o o o v.0 w mos: spasms seams moneyed 0p pqmmv meaom soapomma unmade Mo omD m.as gas s.mo mm ©.mm we a.ne om msoz no mappaa n.sa ma m.am mm ©.m a m.am m meow seasonae an whoammqsoo no m.oa m s.ma ma m.m a s.ea a has: assess the non shop so was o.mm mma m.mm we a.ns mm a.oa ma meoz no masses aoa>aemn senses m.wa om a.am mm s.¢a as o.sa s meow so soapm>ammno was so weapon i H.0m ma a.ma mm m.aa m e.em ma nos: scammqsoo non mason no mm: A.opm .mpanmn i.ma ama m.mm so s.eo om m.en as mnoz no mappaa .mssma .mamasmo we manage roam s.om mm m.mm an m.ma ma m.am m meow measampme op mm>asam senses once s.nn mm m.mm mm m.sa ma m.me ma nos: .09 spawned op pummv shoe seams ImowpmoSv mama Hmsomamm mo mmD W .02 m .02 R .02 m .02 mom med me He deuce weapomam mo make Has .aao poncho mpm>anm meflpomam go pampxm mmMH Lido OH QZHQonom mZmom Hmommm Q24 Dmoomm mo mmD mo Bzmexm MHNN mqm¢a 194 empoasomx mafiaomcsoo s.me sea o.ao em e.am as o.mm am meoz no assess sea mmoaesnmaa .mmsspappm s.aa m. e.ma mm 0.0a m m.ma m meow m.noammasoo asapempoa m.sa as m.ma mm o.w e m.am m noes measnmpme op whoammqsoo mqapooaom CH maaom mo mmD 0.0m mam m.ms maa s.ow ms o.am an meoz no maesaq moonposna moqaeaew n.0a as o.ea em e.oa m a.ma m meow eds seasons demo messae>w m.w m m.© m v.m m m.¢ m mos: Op mammamo mom masom mo ems m.ee was e.sm om m.ms mm a.ms an meoz no saunas mowaposha assesses a.mm mo m.mm ma o.am ea e.m a msom and seaweed pass mpszas>m on m.aa on a.aa am s.m a e.aa o nos: whoaomqeoo won mason do mm: a .02 m .02 m .02 aw .oz mom .mea we as Hence weapomam mo mama Has who sundae mps>aam oofipomam mo pdopxm mews dado oe oZHQmoooa mzmoa emommm aza amoomm mo mm: mo azmaxm Assesses x5 Em: 195 Amomowaoaxo .mpmdfiMo mcflmamocoo o.mm as w.om wad ¢.mm be ecoz so mappflq mpmoamm mo ammommoa ocflsaopop a.» b m.¢ o m.oa o maom on ampao QH mac: manages m.m m w.¢ o v.9 m nods ammsmo seams museums Op pammv maaom mowpoMma passed ho om: m.vm Hm e.H> em w.Hw we ocoz so mappfla o.om Hm m.mH ea >.ma e meow Honomaap an maoaomQSOO mo m.w s m.aa ma m.m a hoe: scheme was won anoa no em: o.mo ma 0.0m as m.oe an @202 no saunas soa>eamn sesame o.ma ma o.mm mm m.oa 0 team do soapm>ammpo use no masses o.ma ma e.am mm m.®H OH 2052 scammmaoo mom meaom Mo om: A.opm .mpanmn .2 . . . , demo mm mwmanp zoom 0 a a o as on an an meoz no mappaa madam .mp0 .. n.0w ma w.wm mm M.®H OH meow omflaampmp op me>aaam sesame meow n.am mm p.00 0% w.mw em £052 non museums on pgmmv Show means uncapmeod mama Hmsomamm no mm: w .02 w .02 m .02 or Had no fleece mcfipomam mo mama magma agape: Hamam weapomam Mo pmopxm .LI “mean sea "m meg "ooa-am "spHoaz mom-o "aqasmv PMHm mzmu OB UZHQMOUD¢ cmmD winch Hmommm mam mmoomm mo mmb mo Hzmaxm xxx mammB 196 mwcoasoqx wcaaoquoo o.vo Hm m.eo mm e.ee me omoz so mappflq cam mmoflcsnoam .mopopappm o.ma ma m.ea am e.m m meow m.hoaomssoo Heapsmpoa e.mH ma e.ma Hm 0.0m Ad 3032 mafiaaopop op maoaomGSOo mmflpooaom EH maaom mo om: m.ms mo a.ss mos m.sm we meoz no saunas mmoaposna someones w.wH ma w.wa em m.> e oaom cam seaweed memo mumsam>m H.m e m.n m m.m m moss ow maodsmo sow mason go ems a.mm ma m.mo em 0.0m we meoz so assess mmoapomaa someones m.mw om ©.vm an H.@ m meow can Emawoag memo opmsambo op o.va dd 0.0 ma m.oa o £052 maoaomndoo mom masom Ho omD N .02 m .02 N .02 or HnH mm Hmpoe cospomam mo mama owamq ensue: Hamam cospomam mo pnopxm AmDAm HOH ”momma mOOHIHm ”EDHQm2.momto “Addzmv mme mite OB ozHQmooo¢ Qmmb mzmom amommm 92¢ amoomm mo mwb mo Bzmaxm AUmSQHpGoov USDA mqmda 197 weasel. Essa. damages-.132 “:23; ”ran-W2: InI‘orma-b tion received from parents concerning children who are coma ing to camp can prove to be of special value to the camp. A knowledge of the fears, habits, and characteristics of children can provide camp leaders with a much better under« standing of campers and thus enable them to do a more com= plete Job of guidance. Some camps obtain this information through interviews with parents and therefore have little need for these forms. Among all the camps, only 5h% indicated they used personal data forms "much” or "some“ of the time. Private camps as revealed by Table XXIX used them l"'much'” or "some“ in 66% of the cases, church camps in 33%, and organization— al camps in 62%. Small camps as shown by Table XXX indi= cated 62%, medium—sized camps 55%, and large camps h8z. Private camps and small camps evidently used such forms more often, whereas church camps used them relatively little. Only a minority (3b%) of the camps used these forms "much.” It would appear that either most camps do not feel the need for such information or they don't have the time or money necessary to employ such a practice. Camper Behavior Rating Eggmg, A record and rating of the behavior of campers is important since it provides a more objective medium for understanding campers. It can assist camp leaders in desirably influencing the total F‘ \K.‘ 0) growth and development of each child. Often this informs“ tion can prove beneficial to parents and schools, as well as to camps. Dimock and HendryL‘O suggest a behavior fre= quency rating scale which can be used to much advantage. They emphasize the fact that information gathered in this fashion should be used to help the camper. Only no% of all camps used behavior rating forms "much" or "some" whereas only 20% used them "much". It can be seen in Table XXIX that private camps used them most with 5u% indicating “much" or ”some". Church camps were found to use them in only 27% of the cases while organizational camps claimed to use them in M1% of the cases. It is evident from Table XXX that small camps employed behavior rating forms "much“ or "some“ in 29% of the cases, mediumcsized camps in h3g, and large camps in 38%. It is interesting to note that small camps made use of these forms less than the others. This may be due to the fact that, because of their smaller numbers, they feel they know the campers well and thus do not sense such a need for behavior rating forms. Rating 93 Counselors. In many cases staff members are not aware of their abilities or shortcomings in refer- ence to the counseling of campers. An objective rating of 40 Hedley S. Dimock and Charles E. Hendry, Camping 23g gharapt§3[(New York: Association Press, 1929), p. 85. 199 counselors by the director, if wisely used and interpreted, can help considerably to improve the counselors“effective= ness in the guidance of campers. Furthermore, information of this nature can be helpful in determining whether or not a counselor should be asked to return to camp another year. An excellent form which attempts to rate the counselor, physically, mentally, socially, and emotionally is suggested by Ransom.“1 Forms for rating counselors were used relatively little by the camps in this study. Only 11% used them "much” and less than 28% used them "much” or ”some". Among private camps as seen in Table XXIX, these forms were used "much" or "some" in 37% of the cases, in church camps 12%, and in organizational camps 3u%. Small camps, as disclosed by Table XXX, indicated 18%, medium—sized camps 28%, and large camps 35%. Again private camps lead in the extent to which they use this rating form, whereas church camps and small camps use them least. Forms for rating counselors are ob= viously used rather little by Michigan summer camps. Parent Reaction Forms. Forms sent to parents after the season is over to obtain their reactions to the camp experiences of their children can be helpful in evaluating “ —- ”I John E. Ransom, ”Counselor Evaluation," damping Magazine, 24:11—12, January, 1952. the efficacy of the camp program as well as the type of guidance employed. This procedure was followed very little. It is appar~ ent from Table XXIX that the combined "much" and "some" responses were 11% for all camps, 19% for private camps, 8% for church camps, and 10% for organizational camps. Table XXX shows this to be the case in 15% of the small camps, 10% of the medium=sized camps, and 10% of the large camps. The ”much" responses for all camps were less than h%, indicating a very low extent of usage of this particular form. It is noteworthy that as many as 28 of the 265 camps did use these forms. Forms 33$ Counselor Egaluations 33 Camp. The use of a form on which counselors can more objectively evaluate the camp program and guidance practices, can often be ex» tremely helpful in locating weakness and indicating improven ments. Although more camps claimed to use this type of form than the previous one mentioned, still only 35% indicated they used such a form ”much" or l"some", and only 11% indi= cated "much“. It is revealed by Table XXIX, that private camps, church camps, and organizational camps followed this practice "much" or ”some" in 2#%, 27%, and 42% of the cases respectively. Small camps, as seen in Table XXX, made use of these forms in 20% of the cases, medium-sized camps in 201 3ug, and large camps in 47%. Organizational and large camps appeared to make the most use of counselor evaluation forms. Teams f9: gasps; graft-assign 9.: game Emnl oy 1 mg a 1‘ orm designed to allow campers to evaluate the camp program and guidance practices is another method whereby valuable infor- mation, insights, and suggestions can be obtained. Such data can often help to improve guidance practices in the camping program. Very little use was made of this form by all the camps. Combined "much" and "some" responses were given by only 20% of the camps, whereas "much” was indicated by only 5%. Organizational camps, as disclosed by Table XXIX, indicated the most with 24%, private camps were next with 17%, and church camps were least with 13%. Among camps grouped according to size, as shown by Table XXX, medium- sized camps indicated "much" and “some“ use of this form in 23% of the cases while large and small camps indicated 21% and 13% respectively. No significant differences are in evidence among the camps since each group used forms of this type very little. ggpfl§§12§_§§1gp§ig§_Eggmg. In some cases special questions to determine potential counselors' attitudes, prejudices, and counseling knowledge are incorporated in the counselor application form. Other camps have special forms for this purpose. This is a practice in the selection 202 of staff members which can assist in identifying counselors who should be more capable of influencing and guiding campers. Only 32% of all the camps use a form of this type "much" or "some”, with 17% indicating they did so "much". Table XXIX points out that private camps used special forms in counselor selection in Ltl% of the cases, church camps in 19%, and organizational camps in 36%. It can be seen from Table XXX that small camps used this type of form "much” or "’ some" in 214% of the cases, medium-«sized camps in 33%, and large camps in 35%. As has been the case in respect to all the forms mentioned, only a small minority of camps use this particular one to any great extent. §£mfl§£l 9.: Record, and BEPQIE 523.2% 9.939.- None Of the forms listed in this area were indicated as being used GXtensively. Personal data questionnaires sent to parents and behavior rating forms were claimed to be most commonly used. Private camps, as shown by Table XXIX, used the Various forms to a greater extent than either church or organizational camps except in the case of counselor and camper evaluation of camp, in which cases organizational Camps were slightly higher. In all cases church camps used the forms less than the others. From Table XXX it can be readily seen that little variation in reference to the em391’11: of usage of each form was indicated among the differ- ent Sized camps. Medium-sized camps showed. the greatest r) . 1.0;. extent of use of these forms in most cases, whereas large camps tended to use them slightly more than small camps. An indication of the actual extent to which this form was used by the various camps can be better comprehended through observing the range of "much“ responses. In the ca se of all the camps this range was 1% to 36%. Private camps ranged from 5% to 414% in this respect while church camps ranged from 0% to 17%, and organizational camps from ’49; to 39%. Small camps ranged from 6% to 41% in their ”much" responses, medium-sized camps were found to be 5% to 31%, and large camps 3% to 32%. This emphasizes again the fact that these forms, though used on an average by about 30% of the camps, were used extensively or “much” on an 8"erage in only about 15% of the cases. The rank order Showing the extent to which the forms listed were employed by the various camps is as follows: (1) Personal data ques— tionnaire to parents; (2) Camper behavior rating by counselor; (3) Counselor selection forms; (LL) Counselors“ e‘-"--?ll!..l.ation of camp forms; (5) Rating of counselors; (6) campers' evaluation of camp; and (7) ParentsI evaluation and reaction to camp. The rank order of the items within each of the camp groups corresponds rather closely to this. AlthOugh all camps were consistent among the items (in that a r‘91atively small extent of usage of the forms was indi— cated), the use of personal data questionnaires was consider- 201+ ably higher than that of parent reaction forms. Forms relating to guidance as have been included in this area are used by a minority of Michigan summer camps. This use is not at all extensive. Techniques for Obtaining Information Directly from Campers £2139. 2: £§ii° The use of intelligence tests, apt— itude tests, personality tests, adjustment inventories, and sociograms have been fairly commonly found among many schools in recent years. Although it was known that such techniques for obtaining information were used by some summer camps, the extent to which this was the case was not known. This area has therefore been included in the questionnaire. Some of the tests specifically mentioned as being used by certain camps were the California Mental Maturity Test. the SBA Youth Inventory, the Cardall Practical Judgment Test. the Kuder Interest Inventory, the Kuder Personal Scale, Sentence Completion Services, a "Who Is It" rating deVice (Similar to sociograms), Personal Preference Scale (Kraut), a SOcialization scale, and various interest inventories. other techniques suggested for obtaining information directly from campers include personal interviews, autobi- Ogra‘phies, home visits, and self-appraisals. These can all b e Of some value if properly used. M 0 kn In some camps, information which could be gained through the use of the various testing devices listed is furnished by other sources. As was seer in Chapter IV, these sources in most cases do not furnish a great deal of data. Some oz-gahiz"-_‘:.;‘». a... and agency camps have such information in the agency files. A testing program including some of the techniques listed in this area could be helpful in many respects. However, it is rather questionable if the summer camp is the most desirable place for the administration of such tests. Few camps have personnel qualified to give such tests. The lack of sufficient time and money also are considerable hindrances to many forms of testing. Finally, there is the question of whether or not information obtained by these '00 chniques would be worth the time and effort necessary to Obtain such information. As will be seen in Chapter VI, most; authorities do not recommend the use of tests, invena tori-es, and sociograms. Inasmuch as so few camps have indicated the use of these tests and inventories, only a brief analysis will be given this particular area. The extent to which these infoI‘mation obtaining devices are used. is expressed in Tab-LS? XXXI according to camp type and in Table XXXII accord— ing- to camp size. 25.9. 9.1; ”Intellieeese. 228,3, Only 5% of all camps 206 m.oo mom m.oo an o.oo ms o.om on oooz no oaooaq m.o ma a.o ma s.m m s.o a osom . e.m o s.m e m.a a s.o a zoo: msaaeoaoom do om: o.mo men a.no on s.eo as e.oo on oooz to oaooaa m.e ma o.e o m.m a o.e m osom momaa soooo soaooao to a.» o s.m a o o o.o a nose moasoonooua ocosoosnoo do om: a.oo mom o.oo as o.oo ms m.oo so oqoz so oaooaa m.n w o.m n s.a m n.s n osom Aspaamqomoog one o.a o o.m n o.a a e.m a god: ooooaooao momoo nonoo do om: s.eo How o.oo we o.so as m.oo on oooz no oaopaa m.n o m.a m s.m m a.o a osom J n.m o s.m a o o o.a a non: momma monomaaaooqa do mom a .oz m .oz m .oz a .oz mom oea on as Add .wao noadno opm>aam Hence mowpomam Mo oaks mmSUHQQUWE .HO pfimponm . wows mzao oe QZHoxoooe HKNN mqmde 252$ 20% 3.828 zofiséomfi ozbfifimo mom mam: mmbgamurfi .3 255 207 s.mo as e.so eaa o.oo om odoz do oaooda o.o a o.o o e.s e osom n.a a s.o s w.a a soda meadwodoom do om: e.mo ms o.oo oaa e.oo no meoz do oaooda m.m m o.o s m.a a meow momda soooo soaoodo do o.m m o.m e o.a a hog: omadoooooqd odosoosaoa do om: m.oo os s.eo ema e.eo mo oooz do oaoodq m.» m s.m m w.m m osom “modaaeoodod one m.a a o.m m o.a a son: oosododao momoo doooo do own m.so so m.oo oma m.sw we odoz do oaooda o o n.m m m.o o osom o.m m o.a m o.m m nos: mowed monomdaaoosd do own o. .oa M“ .oz “a .oz we and mm Hmpoa ozodqnooa do make xlonqsq sodooz aaosm. ; mozzamaooa do pampxm Amoqo aoa .momaq .ooa-ao "endows mooo ”qqaam o mmdw dead od ogdd ,oooa toad axe aomd dadom; a goddazmoazd ozdzdadmo :od ammo mecHzm me do damage H xxx manna --‘..‘__‘_,.'-—‘- 208 made use of intelligence tests (actually 957311119139ng tests) in "much“ or "some“ of the cases. It can be observed from Table XXXI that this was most common among private camps who claimed to give such tests in 11% of the cases. hurch camps gave tests of this type in only 3% of the camps while organizational camps did so in 14%. Among small camps, as seen in Table XXXII, intelligence tests were given "much" or "some" in 13% of the cases, in medium==sized camps 1%, and in large camps 3%. Although almost no camps follow this practice to any significant extent, private and small camps claim to do so somewhat more than the others. It was found in Chapter IV that very few camps obtained 1.0,. scores from other sources. In this chapter the fact is disclosed that Very few camps attempt to determine intelligence objectively 131'11‘0ug3'1 testing devices. It can be assumed that very few Michigan summer camps have any type of objective indication 0f the intelligence of their campers. It is significant, he"Gr-theless, that fourteen of these camps do claim to give int"Félligence tests. is; 93: Aptitudg agg 9.32322 163333. Aptitude tests, personality tests, and others of this nature were used by thirteen (5%) of the camps. It is revealed in Table XXXI that private camps claimed to use such tests "’much" or "some" in 10% of the cases, church camps in 14%, and organizational camps in u%. Small camps, as disclosed by Table XXXII, 209 indicated the use of such devices in 6% of the cases, medium- sized camps in 5%, and. large camps in 4%. As with intelli-- gence tests these are also very seldom used. Less than 2% of the camps used such instruments Mmuch“. None of the camp groups were outstanding in the use of these instruments. In some camps, information of this type is perhaps not especially valuable, whereas in others this type of information may be obtained through other methods or through organizations or agencies. Adjustment EEFSDLQELEE. and Pr‘oblem Checlg Lists. Guidance specialists often make use of various forms of adJustment inventories and problem check lists in the school situation. In the case of the summer camp very little is 6one in this respect, since only 7% of the camps claim to use such devices ”much” or "some". Private camps, as is Strident from Table XXXI, indicated that they used such tech— niques in 114% of the cases, church camps in 5% (none of which indicated Mmuch"), and organizational camps in 7%. Medium- 51296 and large camps, as can be seen from Table XXXII, Claimed to employ such procedures in 9% and 8% of the cases respe ctively, which is somewhat more than the 14% indicated by Small camps. As with the other items in this area very little use of these techniques for obtaining information d 1Pec‘tly from campers was in evidence. Use 9;; Spoiograms. Sociograms are used among many (‘3 *J 0 types of groups for the :uurpoee of determining the prevail» ing social structure within the group. Sociograms are used in many schools. However, despite their potential for aid- ing in the guidance of campers, relatively little use is made of this technique in Michigan summer camps.LL2 Twenty-senen or 10% of all camps used sociograms “much" or "some". It is apparent from Table XXXI that among private, church, and organizational camps this tech- nique was used in 19%, LL%, and 11% of the cases respectively. Among small, medium-sized, and. large camps, as shown in Table XXXII, it was used in 9%, 13%, and 6% of the cases respec— t1"ely. Private and medium-sized camps tended to follow this practice to a greater extent than the others though in 1'10 group was extensive use indicated. Summary 9;; Techniques Used for Obtaining Information ELIZSZSZQI‘X from Campers. Intelligence, aptitude and person- ality tests, as well as adjustment inventories and sociograms Were the least used techniques of any considered in this Stufiy. Sociograms were indicated as being used slightly more than other devices and tests in this category. Priwate camps again indicated a slightly greater extent of employ" ment of these tests, whereas church camps showed the least. Fri... “‘- Mmm-o :9 1+2 John A. Friedrich, "Sociograms Provide Graphic Picture of Ca " mper Group Relations Camping Magazine 1:17-18 Jan nary. 1953. , ’ ’ 211 Medium-sized camps indicated a greater extent than large cambs or small camps in all but intelligence tests, in which case small camps claimed to use somewhat more. The extent of "much" responses was less than 4% in all cases, em'>hasiz=- ing the very limited degree to which these techniques were practiced. The rank order indicating the extent to which these tests were used by all camps is as follows: (1) Socio— grams; (2) Adjustment inventories; (3) Intelligence tests; and (it) Aptitude and personality tests. The rank order of the items within each of the camp groups was approximately the same as the foregoing. All the camps were relatively consistent in reference to the extent to which each of the 13981:8 was used since no items were very much higher than Others. Quite obviously very little use of tests and inven= 170r'zies is claimed by Michigan summer camps. Special Techniques and Practices mgm. Case studies, case conferences, refer- 1?5118 of campers with serious problems, and sociodramas have been included here as special techniques and practices P‘3‘:L!3'.i:.'t.ng to guidance. All these techniques are used in some school guidance situations, especially in reference to indi‘riduals with serious problems. Many camps do not have the time, money, or personnel nece ssary to make effective use of such practices as these. 212 ()‘thers are of the ooinion that their campers are not beset vaith problems of sufficient intensity to merit such treatment. 'Phis was observed in various comments listed on the question» naire. It will be shown in Chapter VII, however, that 50% of the camps have indicated that five to ten per cent or more of their campers come to camp with definite problems, which would lead to the assumption that more needs to be done in this particular area. Table XXXIII presents more completely the extent to which these special practices are used by private, church, and organizational camps. Table XXXIV portrays this informa» tion in reference to the different sized camps. Case Studies and Case gistories. In some instances an individual can be known and understood more adequately, and thus helped and guided more effectively if a complete .study of his background and behavior is made. This is done x~elatively little by the camps in this study, as indicated tny the fact that only 17% of all camps claimed to use this 'tezchnique “much" or “some". Only 6% stated they used case £3tt1dies “much". From Table XXXIII it can be seen that pri- vate camps followed this practice considerably more than the Others, since they made use of case studies “much" or "some" 131 237% of the cases as compared to u% for church camps and 1955 tror organizational camps. It is evident from Table XXXIV that less distinction was shown between the different 21 “mamanoag pampmaooa: aoppmp o» adamant o.ow eon m.mo sea a.om so a.mo no ocoz so mapoaa more one moaoa essence 9.0a om e.m ea m.aa m m.ma m meow seam msmdsao seas: as mpaam a.a o n.a m o o a.m a has: soasmspam smapoaa mocmeasm as mqapuomv moemaooaoom mo mob AmpmHApmanommd ac o.ss om ».o aaa s.oo we o.ao mm @202 to oasoaa mpmamoaoeosmdv mpmaaaaomom m.aa mm a.ma mm o.oa oa o.aa o meow moeeeasm as mamanoao m.m mm s.oa ma 0. o e.om oa moss senses msoaamm meaaamaom Amaodamo assoa>aocfi m.oo moa a.so ooa o.ao we m.oe.om oeoz so mapoaa do mamanoao mmsomae op a.sm o m.om mo s.oo mm o.om Ha meow momaamaomom mocaeasm use amepm e.m m s.o OH n.m a e.nm oa has: demo mo mmeapoms aaaoodmv moodmamMCOQ mmmo 90 pop Aaoa>mnmn o.am mam o.ao ama o.om ms a.oo om meoz so oasoaa one eqsoamaomo m.amgseo m.aa mm c.ma ma o.e m m.ma m osom , aesoa>aosa as mo modem 9.9 ea e.o ca 0 o a.sa s eon: mpmaosoo a meaaszv moaaoomam mmmo was moaUSpm memo mo ems a .02 s .02 in .02 w .02 mom med me He fleece moapooam go mama HH< .mao soaoao opm>amm mmWB misc OH wzHQmooo< mmoHHodmm Qz< mmDUHzmoma mozmwcnoos mo pampxfl fl HHHNNN mqmda AdHummm mo Mm: mo Hzmexm 214 Amaoanoam psopmaomcs aoopmo ca poaoapm a.ao ma m.om mad a.om me oooz so oaooaa mono one ooaoa camoaoo o.o a m.ma oa a.o m osom seam whoosao soar: ea moaam o o m.H m w.a H nos: moaooopam Emaooam moqmpasw d5 wsaopomv mmemaeoaoom mo mmD AmpmaapmHnoxmd ao m.os so m.os eoa o.ms oe oooz so oaooaq mooamoaooosoov oemaamaooom m.mm ma o.o ma s.ma s osom oosooasm oo msoaooso H.m e m.o m m.ea w hos; aodamo mooaamm moaaaomom “madness HmscH>HUQH o.oo om m.eo so o.ao om oooz ao oaooaa ao maoaooao monomao op o.em ma o.om on o.oo om osom momaaoaooom ooqooaom one amoom a.o a o.o ma s.ma a nose osso do omoaoooa Hoaooomo mmoQoamquo mmmo mo mmD Aaoa>onmn a.sm mo a.am ooa a.os me ocoz no oaooaa one oncoamsooo m.ooosoo n.oa o a.aa ma s.ma s osom Hosoa>aoca so do sooom m.- n o.o o o.oa o eon: opoaosoo o meaaozo moaaoomam ammo one mpapdpm ammo mo ems Mm o on ”W 0 oz “ 0 OZ or Hod mm Hmpoe ooauodam mo maze magma soacoz Hamso mmSCHQSooH Mo pmopxd ]1\ fix Amped aoa Hm memo oa ozaomoooe mmoHaoamo oze maboazmoma qaaomom mo am: mo azmaxm 011 or»... meg Mooa-ao “apHomz momao ”naeamo >50? Emma 215 sized camps. Small camps used case studies "much" or “some“I 1J1 24% of the cases, medium=sized camps in 19%, and large canuos in 13%. Private camps and small camps claimed to :follow this practice more so than other camp types, though in general relatively little use was apparent. Egg; Conferences. Case conferences were found to be used more than any of the other techniques listed in this category. It must be remembered, however, that many camps undoubtedly look upon some of their staff meetings as case conferences, which in many cases is quite Justifiable. Ninety-seven or 36% of all camps made use of case conferences "much" or ”some". Only 9% of these, however, indicated I‘much". Private camps, as seen from Table XXXIII, claimed 51%, church camps 36%, and organizational camps 33%. Among the different sized camps, as revealed in Table XXXIV, small camps made use of case conferences "much" or “some" in 49% of the cases, mediumasized camps in 36%, and large camps in 29%. Private camps employed this practice to a signifi» cantly greater extent than did any of the other camp groups. In no cases was an extensive use indicated since only 23% of the private camps claimed to use case conferences ”much". The longer camping period of private camps is probably an influencing factor in the more extensive use of this prac- tice, whereas in the case of the smaller camps the size factor was undoubtedly of significance. 216 gamper Referral. Some camps attempt to select their campers to the extent that they do not enroll campers with serious personal problems. In the camping situation the :referral of individual campers with serious problems to guidance specialists can relieve the camp of a great respon- sibility and will in most cases result in more desirable outcomes than if unqualified camp personnel attempt to handle the situation. In certain cases campers who fall into this category are sent home or turned over to their parents. Gen/rally camps are seldom faced with this problem and therefore sense relatively little need for referrals. Only 2b% of all camps indicated that they employed referral techniques “much" or "some”. Table XXXIII shows that 39% of private camps, 13% of church camps, and 26% of the organizational camps made referrals. 'Less difference in the extent to which referrals were made was found in the case of the different sized camps, as seen in Table XXXlV. Small camps claimed to refer campers with serious problems to guidance specialists "much" or I"some" ix) 27% of the cases as compared with 20% and 28% respectively for medium= sized and large camps. §ociodrama§. Sociodramas have been used to some extent in the school class room situation. Setting up situations in which individuals play certain roles and thus 217 attempt to better understand their problems can be an effec» tive tool of guidance. Although 12% of all the camps indicated they used this technique "much"I or "some“, only three camps (1%) claimed to use it "much". This appears to be the least extensively followed practice in the entire study since private, church, and organizational camps, as revealed in Table XXXIII, claimed to employ it in 14%, 12%, and 11% of the cases respectively, whereas Table XXXIV discloses that small camps used it in 11% of the cases, medium—sized camps in 14%, and large camps in 9%. It can be concluded that sociodramas play a very insignificant role in the guidance of campers in Michigan summer camps. Summary g; Special Tephniqugg and Practicgs. Case studies, case conferences, camper referrals, and sociodramas are used very little by camps in Michigan. Case conferences were indicated as being used slightly more than the other techniques in this category. Private camps claimed to make use of these practices significantly more than any of the other camps concerned, whereas church camps indicated the least. Small camps were found to employ them slightly more than mediumesized or large camps. The range of “much" responses, which gives some indication relative to the extent to which the various 218 ‘techniques were used, was 1% to 9%. This range among the different camp grOUps was quite similar to this except in true case of private camps in which the range was 2% to 23%. The rank order, according to the degree to which each of the items was indicated by all camps, is as follows: (1) Case conferences; (2) Camper referral; (3) Case studies; and (h) Sociodramas. The lack of time, money, and qualified staff were again probably influential in limiting the prac- tice of these techniques among camps. Furthermore, the fact that some camps do not have need of such tools of guidance 'would tend to militate against their use. Summary This chapter has presented numerous findings relative to the extent to which various guidance tools, techniques, and practices are employed by Michigan summer camps. Com- parisons were expressed between private, church, and organi- zational camps, as well as small, medium=sized and large camps in reference to these guidance practices. In order to summarize the information in this chapter more concisely, "coefficients of extent" have been employed. These were determined by assigning the arbitrary values three, two, and one to the categories "much", ”some", and "little or none" respectively. The per cent of responses in each category were multiplied by the corresponding number 219 value. The sum of these three products was divided by 100, thus giving a coefficient ranging from three to one. Any» thing over two would be in the direction of "much", whereas anything less than two would tend toward "little or none”. Table XXXV summarizes the information in this chapter presenting the extent of the practices in terms of percen- tages as well as coefficients. In order to present this table in summary form, items have been abbreviated consid- erably. The findings as revealed through an analysis of the foregoing data indicate that: l. The extent of guidance practices followed by the majority of Michigan summer camps is considerably limited. 2. Many different guidance practices are used by all camps in varying degrees. 3. In relation to over half the practices listed, more than 50% of the camps claimed to follow them ”much“ or ”some". 4. Over 50% of the camps claimed to follow the listed practices ”much" in relation to only five items. These were all in the areas of administrative and personnel selection practices. 5. The rank order of the areas of practices in refer- ence to the extent to which they were employed is as follows: 220 %SUMMARY OF EXTENT:PWR CFngzflfllCKEmTICIhNTG) OF GUIDANCE TOOLS, TECHNIQUES AID PRACTICLS A8 INJICJTLD BY ALL CAMPS INVOLVED Extent of Practice §%3 Plotted Coeff. Type of Practice Total N - 265 (5) (j) (I? M S L-N CO. M S L-N PRACTICES TO HELP CAMPER DIRECTLY Special camp guidance courses 17 57 47 1.72 Guidance library for campers 5 28 67 1.58 Using audio-visual aids 10 25 65 1.45 Special work program. 6 26 68 1.58 PRACTICES IQ HELP COUNSELORS Pre-camp training in guidance 28 46 26 2.02 In-service training in guidance 5 51 17 2.18 Counselors guidance library 51 40 29 2.02 Guidance services for counselors 21 40 59 1.82 Information on campers available 29 54 57 1.92 _C__O_UNSELING PRACTICES USED Directive counseling methods 17 52 51 1.86 Non-direct counseling methods 57 50 15 2.2 Counseling campers individually 25 56 19 2.06 Place for individual counseling 19 55 48 1.71 Program as a guidance tool 42 57 21 2.21 Conferring with parents 27 45 28 1.99 Informal counseling 56 52 12 2.24 Religion in guidance 55 54 55 2.00 Group counseling 27 47 26 2.01 ADMINISTRATIVE PRACTICES Special cumulative record file 21 5 48 1.75 “Master" cumulative record card 9 18 75 1.56 Fbrmal guidance program 15 18 67 1.48 Information sent to schools 5 10 87 1.16 Information sent to parents 12 25 65 1.49 Group experience through program 55 55 10 2.45 Counselor-camper planning 58 55 9 2.49 Contacts during the year 26 28 46 1.80 AtmOSphere free from tension 74 22 4 2.70 Staff meetings 5 times weekly 41 54 25 2.16 *Items on table are listed in abbreviated form. Code: M-Much; S—Some; L-N-Little or None; Co.-Coefficient 221 TABLE XXXV (continued) SUMMARY OF EXTENT'TWR CE‘TS.AND COEFFICIENTS) OF GUIDANCE TOOLS, TECHngUES AND PRACTICES AS INDICATED BY ALL CAMPS INVOLVED Extent of Practice (%)Plotted Cooff. Type of Practice Total N - 265 5) (2) (l) M S L-N CO. M S L-N PERSONNEL SELECTION PRACTICES Services of a guidance worker 10 9 81 1.29 Investigating references 55 26 21 2.52 Counselors with college training 48 57 15 2.55 Counselors with experience 52 41 7 2.45 Counselor in-training program 54 52 54 2.00 Counselors trained in guidance 52 44 24 2.08 RECORD AND REPORT FORMS USED Personal data questionnaire 54 21 45 1.89 Counselor rating of camper 21 19 60 1.61 Counselor rating by director 11 17 72 1.69 Parent reaction forms 4 7 89 1.15 (Counselors evaluation form 11 24 65 1.46 Campers evaluation form 5 15 80 1.25 Ifierms for selecting counselors l7 15 68 1.49 Eli—STE AND INVENTORIES Ilitelligence tests 2 5 95 1.07 I Crther tests 2 5 95 1.07 Adjustment inventories 5 5 92 1.11 { Sociograms 5 7 901.15 QECIAL TECHNIQUES AND PRACTICES Case studies 6 11 85 1.25 Case conferences 9 27 64 1.45 Eamper referral 9 15 76 1.30 oOC—‘iodramas 1 ll 88 1.12 1‘.) N N (1) Counseling practices; (2) Personnel selection practices; (3) Practices directly concerned with helping counselors; (4) Administrative practices; (5) Record and report forms used; (6) Practices to help campers directly; (7) Special techniques and practices; and (8) Techniques to obtain infor« mation directly from campers. 6. The areas of administrative practices, personnel selection practices, and use of forms tended to indicate more of a variance in the extent to which the practices were used. The other areas were more consistent in this respect. 7. In all areas private camps tended to follow the various practices to a greater extent than either church or organizational camps. Organizational camps in all areas except that of helping campers directly indicated using the techniques and practices more than church camps. 8. Among camps grouped according to size, small and large camps tended to follow the various practices more than medium-sized camps; however, little divergence in the extent to which each observed these practices was indicated. 9. Large camps indicated the greatest extent in the areas of helping counselors, counseling practices, personnel selection practices, and use of forms. Small camps showed the most in relation to helping campers, administrative practices. tests and inventories, and special techniques. 223 10. Camps with lower camperecounselor ratios tended to use most of the practices more extensively than those with higher ratios. 11. Long-term camps followed the practices to a greater extent than short-term camps. 12. No significant differences were found among boys, girls, and coeducational camps in relation to the extent of practices used, although coeducational camps indicated slight- 1y less than the others. 13. As indicated by the coefficients of extent given in Table XXXV, only 18 of the items showed a coefficient of over 2.0, and only one showed more than 2.5. This emphasizes that although all of the practices are revealed as being employed by one or another of the camps, the extent to which they are employed is rather low except in relation to a few items. CHAPTER VI DESIRABILITY OF GUIDANCE INFORMATION AND PRACTICES AS INDICATED BY A JURY APPRAISAL OF AUTHORITIES, AND, AS COMPARED WITH EXTENT Even in the well established guidance programs of many schools and educational institutions, a certain amount of disagreement is in evidence relative to the desirability of the numerous guidance tools, techniques, and practices in existence.1 This is especially true concerning the area of camping where guidance is not nearly as extensively developed and established. A great deal more needs to be done to determine what practices are the most acceptable and desirable for the various types of camps. The information presented herein is a step in this direction. The original questionnaire sent out to all the licensed summer camps in Michigan was designed to determine the extent and kind of guidance information and practices in existence among the various camps. This included nearly all the known practices as indicated by the initial literature surveys and procedures of this study. These were not necessarily all desirable procedures, but rather merely existing practices. 1 Clifford P. Froelich, Evaluating Guidance Procedures, a Review of Literature (Washington: Federal Security Agency, 'Office of'Education,*I949), p. 21. 225 It was the opinion of the writer that even though a certain type of information or a certain guidance practice may not be desirable, there is nevertheless, a certain value in determining the extent to which it is in evidence among the various camps. In order to determine the desirability of the various types of information and practices concerning guidance in camping, the assistance of various camping authorities in the United States was enlisted. These authorities, (See Appendix A) were selected on the basis of their experience in the field, their knowledge of the area, and the out- standing work they have done in camping. They are repre~ sentative of the three main types of camp; namely, private camps, church camps, and organizational camps. These authorities were recommended through the Michigan Camping Association and the American Camping Association. Special assistance in making selections was given by Dr. Rey Carlson, of Indiana University, former president of the American Camping Association and Miss Catherine T. Hammett, present president of the Association. Authorities were presented a questionnaire (See Appendix B) including the same items as were on the origi— nal questionnaire sent to all the camps. Instead of being asked to indicate the extent of the information as was the case in the camp study, they were requested to rate the 226 desirability of the various items (very desirable, of average desirability, or not desirable). Certain items of information in the form of open-ended questions were also included. These will be presented in Chapter VII. The various types of items concerning information on campers and guidance tools, techniques, and practices have been more comprehensively elaborated upon in previous chapters. Therefore no extensive consideration of these will be given at this time. It was well known at the onset of this study that certain types of information and certain practices were considered to be desirable. It was not known, however, to what extent this was the case and whether or not this desirability varied among different types of camps. Nor was it known, in respect to certain items, whether they were desirable or not. This phase of the present study is therefore of special significance since it serves to indi- cate which of the items are considered to be especially desirable, and it allows for a means of comparing the status of guidance in camping as indicated in the study of camps with the concepts of authorities as to what should be expected. Although the responses from a great many authorities would no doubt give more reliable and valid results, a Jury of twenty authorities rating the items should be expected to provide substantial indications of desirability. Inasmuch as it was relatively impossible to obtain a truly represen- 227 tative sample, the method of selection as previously stated was used.2 or the twenty authorities represented eight were associated with organizational camps, seven with private camps, and five with church camps. Procedure for Presenting Data. In tabulating the results of this Jury.appraisal, it was discovered that in most cases there was relatively little disagreement in rating the items among the authorities representing the three camp types. In view of this fact the data presented were analyzed in reference to the total number (20) of the jury participants. Those particular items in which discrepencies between the representative of the different camp types were in evidence were given special consideration. Since only twenty respondents were involved, data in terms of percentages only were included. Instead, the actual number of authorities rating the items as "very desirable“, of "average desirability", and "not desirable", were tabu- lated. These ratings were converted into "desirability coefficients" through a procedure similar to that described in Chapter V. The arbitrary values three, two, and one were assigned the three rating categories "very desirable", "average desirability", and “not desirable" respectively. 2 Leo P. Crespie, "Opinion Attitude Methodology and the Polls - - A Rejoiner,“ PsycholOgical Bulletin, 6:68—71, November, 1946. 228 The total number of responses in eaeh category were multiplied by the corresponding value. Next the sum of these three products was divided hy twenty thus giving a quotient {coeffia cient) ranging from one to three. Any items showing a coefficient of more than two tended in the direction of ”very desirable: whereas those below two tended toward "not desirable“. This process allowed for a more adequate and rapid analysis of the responses indicated by the appraisal Jury. All items which were rated as “not desirable“ by a majority of the authorities (eleven or more) were considered as undesirable. The two main areas of "guidance information" and "guidance tools, techniques, and practices" were considered in separate sections. Only the outstanding findings were emphasized. Desirability of Information Concerning Campers The findings in this category are presented in tab- ular form for each of the areas of information concerning campers. Those few items in which the various representa- tives of the different camp types were not in agreement with each other will be pointed out, although a tabulation of the various camp types is not given. The type of infor- mation which has been indicated as "very desirable“ by some and "not desirable" by a similar number, will be given 229 special consideration in relation to the disagreement involved. Those types or sources of information considered as “not desirable" by a maJority of the Jury of authorities will be of particular concern in analyzing the given data. TABLE XXXVI DESIRAEILITY OF INFORMATION ON CAMPERS' HOME BACKGROUND Desirability of Infor- Type of Information mation (Frequency) N - 20 V.D. A.D. N.D. Co. Marital status of campers' 17 2 1 2.8 ,arents Number and ages of 13 5 1 2 6 brothers and sisters . Occupation of parents 7 10 3 2.2 Unusual experiences of 11 8 1 2.5 campers Group contacts of camper 14 5 1 2,4 around home “-fi V.D. - Very Desirable A.D. ~ Average Desirability N.D. - Not Desirable Co. - Desirability Coefficient Desirability 9: Information 9g Campers' Background. From Table XXXVI, it can be seen that all of the informa- tion in this area was considered desirable by the large maJority of the Jury of authorities. Some discrepancy exists in relation to the item on occupation of parents since three of the group rated it as not desirable. It may be that 230 these authorities were of the opinion that such information would be of little significance in understanding end know- ing campers better. All the three cmmn) types represented were in agreement in reference to the items in this category. As can be seen by the coefficients, the extent of desira- bility of most all information items was reasonably high. Desirability 2: Information 93 Campers' Personal Qualities and Characteristipg, The information in this category was indicated in Table XXXVII by the maJority of the authorities as being desirable in all cases except information on campers' intelligence and information on campers' school grades. Although this information is con- sidered valuable in schools, many camp authorities evidently think it is not desirable in the camping program. It is significant that nine of the twenty indicated they felt intelligence tests were of "average desirability" and that eight considered a record of school grades as being also of "average desirability". It is noteworthy that a few thought that such information was "very desirable". Six of the seven private camp authorities claimed that a record of school grades was desirable, although the maJority of church and organizational representatives were not in agreement. Private camps which usually last for a longer period than either church or organizational camps perhaps have more use for such information. This was the only item in which there TABLE XXXVII DESIRABILITY OF INFORMATION ON CAMPERS' PERSONAL QUALITIES AND CHARACTERISTICS ——— —-—..-—_. Type of Information Desirability of Infor- mation (Frequency) N - 2O V.D. A.D. N.D ____“ggg Rscord of special fears and weaknesses of campers 14 6 O 2'6 Record of problems and frus— trations of campers 14 5 1 2'65 Record of campers' personal ambition and plans for the 5 15 2 2.25 future Information on campers' skills . abilities, and talents 11 9 O 2‘55 Information on campers' hobbies, interests, likes ll 9 O 2.55 and dislikes Information on campers' social adjustment and 12 8 O 2.6 social history Information on campers' intelligence (I.Q. Score) 3 9 8 1’75 Record of campers' school V.D. - Very Desirable A.D. - Average Desirability N.D. - Not Desirable Co. — Desirability Coefficient was lack of agreement among types of camps. Except for the items mentioned the extent of desirability as seen by the coefficients was quite high. Desirability of Information 9g Campers“ Health and Physical Status. Information concerning the health and physical status of campers as seen in Table XXXVIII was con- sidered as being "very desirable“ by the large majority of authorities. Daily health reports were indicated less as being desirable than were medical examinations and health inspections upon arrival at camp. All three camp types were in accord relative to these items, and as can be readily observed, the coefficients were reasonable high. TABLE XXXVIII DESIRABILITY OF INFORMATION ON CAMPERS' HEALTH AND PHYSICAL STATUS ‘- “--———- Desirability of Infor- mation (Frequency) N - 20 V.D. A.D. N.D. CgA Type of Information Report of current 18 2 O 2.0 medical examination Report of doctor or nurse's health inspection on I? 5 O 2.75 arrival at camp Daily health report on 11 8 1 2.5 campers V.D. - Very Desirable A.D. - Average Desirability N.D. - Not Desirable Co. - Desirability Coefficient 233 Desirability 2; Various Sources 9; Information, The various sources of information concerning campers as shown by Table XXXIX were indicated as being desirable by the majority of Jury members in all cases except in relation to the school attended in which case Opinions were split. It TABLE XXXIX DESIRABILITY OF VARIOUS SOURCES OF INFORMATION Desirability of Infor- Type of Information mation (Frequency) N - 2O _ V.D. A.D. N.D. Go. From schools camper attended 5 5 10 1.75 From agencies or organic zations closely con— 10 4 5 2.2 cerned with or sponsoring camp From other camps child 5 10 5 2.0 has attended From camp files on campers who have been 13 7 O 2.65 at camp before V.D. - Very Desirable A.D. — Average Desirability N.D. — Not Desirable Co. - Desirability Coefficient may be that the problems involved in obtaining such infor- mation would tend to make this source undesirable. There tended to be some discrepency in relation to sponsoring organizations and agencies as sources of information. Author- 234 ities representing church and organizational camps indicated such sources as "very desirable". However, most of the priv;te camp authorities thought they were not desirable. This is underst ndable since private camps in most cases are not associated with a sponsoring organization or agency as are the others. No significant differences among the camp types was indicated in any of the other items in this group. The extent of desirability in this area was not as great as in others. Comparison 9: Coefficients 2£_§§tent 2: Information With Desirability Coefficients. In order to obtain a more comprehensive picture of the extent of information as indicated by various camps in relation to the desirability of this information as expressed by a Jury of authorities, a comparison of the respective coefficients is given. So that a presentation of these data can be made in a more concise manner, the various items are listed in an abbre- viated form. No extensive analysis has been attempted. instead, a summary treatment of the total area is given. The degree to which the factors of extent and desirability of information are in accord with each other is shown by Table XL. It may be observed from Table XL that in no case does the extent of the information found to be in possession or summer camps closely approach the extent of desirability TAELL IL ”4 SUAER ‘V CCAP {IZOE CF ”OZFFICIU\TS OF EXTLNT OF IAFL.AAIIUI VIJ'H D32121211I CCZFEICIF"I; ' " Coef11c10fnts FIOtted Con:n risons Items of Information Extert Dcsir. (E) Z3 )_-: i52— V.U. A.D A.D. HOME BACKCHOUND Parents mlrital status 1.59 3.50 \ Broth r 32d sister data 1.70 3.50 \\ Parents occupation 1.95 2.2 ‘V Unusual experiences 1.84 .30 { Group cor Itacts 1.79 2.40 \ PERSO'AL’ QUALITIES Special fears and weaknesses 2.05 2.50 Problems and frustrations 1.90 2.55 Personal ambitions 1.60 .2.35 Skills, abilities and talents 3. 523.515 Hobbies, interests and likes 2.01 2.55 Social adjustment 1.72 2. 60 Intelligence 1.36 1.75 fiSChOOl grades 1.50 1.50 HEALTH INFORMATION Current medical exam 2.60 2.90 InSpection at camp 2.44 ‘ 75 Daily health report 2.07 ..5C SOURCES OF INFOEMATION Schools 1.50 1.75 ,,” Sponsoring agencicc 1.80 2.20 (1 Other camps 1.10 2.0C /° Camp files 1.95 3.65 r’/ sItems on table are all listed in abbreviated form. #Indicated as "not desirable" by majority of jury members. Code: M - Much; s .. Same; L-N - Little or Very Desirable; A.D. - Average Desire Not Desirable Coeff. of extent Coeff. of desir. None; V. D. - bility; D -J. - of this information. The few cases in which information was not considered to be desirable were correspondingly low in extent of possession by camps. It is interesting to observe that thr curves of the two types of coefficients tend to parallel each other in many respects. In other words, items of information considered to be very desirable were also found to be more in evidence among camps, whereas the less desirable types of information were less in evidence. This may be indicative of the fact that camp leaders do reCOgnize the more desirable types of information as being desirable, since they tend to have these types more extensively. Summary 2: Desirability of Information and Informar 3123 Sources. Most of the information concerning campers list d in the foregoing was considered to be desirable by the jury of authorities. Information on intelligence was the only item indicated by the majority of authorities as undesirable. Opinions on school grades and the school as a source of information were split in reference to desir- ability. Private, church, and organizational camp author- ities were in agreement concerning the desirability of all information except school grades which were considered as average in desirability by private camp leaders but undesir- able by church and organizational authorities. All camp types were in agreement in relation to sources of informa— 247 tion except in the case of information from sscnszrinf agencies. In reference to this item, church and organiza- tional authorities indicated it was desirable, whereas pri- vate camp leaders felt it was undesirable. In reference to several items there appeared to be considerable divergence in opinion, since some experts rated the practice as ”very desirable", while others indicated "not desirable". Sig- nificant disagreements were disclosed in relation to the following information: (1) Intelligence; (2) School grades; (5) School as source of information; (4) Agency as source; and (5) Other camps as sources. In light of the variance in opinion concerning these items, it would appear that some are rather controversial. In comparing the extent of information with the desirability of information it was apparent that in no cases did the extent of information indicated as being in possession of the camps approach the extent of desirability. In view of this it can be concluded that Michigan summer camps are considerably lacking in the amount of information they have concerning campers. Desirability of Guidance Tools, Techniques, and Practices Each of the categories of this area is here pre~ sented in a separate table. The number of jury members responding to each item is listed along with the coeffi~ fi‘ 238 cient of desirability. The practices in which a discrepancy among all the authorities was in evidence is pointed out, as are these practices in which authorities representing the various camp types were not in agreement. The practices and techniques not considered as being desirable by the majority of the jury are given special consideration. Desirability g; Practices tg,HelpCampgr Qigggtly. As shown by Table XLI, the majority of authorities indicated that they considered the employment of guidance courses, guidance audio-visual aids, and special work programs as ”not desirable" in the camping program, whereas they were almost evenly divided in judgment concerning the maintainance of a guidance library. A number of these jury members stated, however, that such practices would be somewhat more acceptable and desirable with older campers. In reference to the prac- tice of providing a guidance library, all but one of the church camp authorities felt it was desirable, while the majority of both private and organizational leaders indicated "not desirable“. The same was also true in reference to the practice of employing audio-visual aids for guidance purposes. In general, practices to help campers directly as listed here are not considered desirable by most camp authorities in this study although in every case a few thought they were ”very desirable”, thus indicating some disagreement relative to practices of this type. 239 TABLE XLI DESIRABILITY OF TECHNIQUES AND PRACTICES TO HELP CAMPER DIRECTLY m- “w _ - -: m Type of Practice VID. — y———v ‘— Providing special camp activity groups dealing specifically with per- 4 sonal adjustment, or occupational educational information, etc. Providing special library of information for campers concerning "knowing about 5 yourself", "adjusting to others", occupations, etc. Using audio-visual aids (movies, posters, film strips) dealing with 4 cumpers' problems and adjustments Providing a special work program to give campers 2 trainin in a vocation- al fiel Desiribility of_Infor-..¢ mation (Frequency) N - 20 EU. ‘wm. ij 1.6 1.8 1.65 1.4 V.D. - Very Desirable N. D. - Not Desirable Co. A.D. r— - Average Desirability — Desirability Coefficient TABLE XLII DESIRABILITY OF PRACTICES DIRECTLY CONCERNED WITH HELPING COUNSELORS IN GUIDANCE OF CAMPERS — w Desirability of Prac— Type of Practice tice §FPGSSRUCY) VII?” 'A.Il. N.D. '63.“ W Providing pre-camp training in guidance practices and use of guidance tools and 17 3 O 2‘85 techniques Providing in-service train- ing guidance during camp 17 1 2 2.75 season Providing for counselors a special library of refer- ence materials on guid- l? 2 l 2.80 ance of campers (handling problems, group work, etc.) Providing special guidance services for counselors l4 4 2 2.60 who have problems Locating records and infor- mation on campers so they are available for effi— 16 4 O 2.80 cient use by counselors and staff members .D. - Very Desirable A.D. - Average Desirability .D. - Wot Desirable Co. - Desirability Coefficient z<:| Desirability g: Practices Directly Concerned with Helping Counselggg. All the practices in this area as shown by Table XLII were considered as ”very desirable" by the large majority of the jury of authorities. There appeared to be little discrepancy among the items in relation to the 2u1 extent of desirability. Furthermore, it was revealed that no disagreements between the representatives of the different camp types were in evidence. Apparently the foregoing prac- tices for helping counselors in the guidance of campers are quite acceptable. Desirability 9: Counseling Practices. From Table XLIII, which follows, it is evident that all the counseling practices listed in this area except "the use of directive counseling" and "providing a special place for individual counseling" were rated as “very desirable“ by the majority of authorities. Since directive counseling methods as expressed in the questionnaire are generally considered undesirable, it is to be eXpected that the jury appraisal ‘would indicate this. It is significant that the majority of authorities felt that a special place for the individual counseling of campers was not necessary. However, in the item concerning “individual counseling" all but two indicated :its desirability. The concept of maintaining a special ' 3ilace for counseling purposes, as is frequently done in school guidance programs, is evidently not too highly Inegarded by most camp authorities. In reference to the 1188 of religion as a motivating force in guidance, it should toe pointed out that all church camp representatives were <1f the opinion that such a practice was “very desirable”, tfhereas most organizational and private camp leaders thought 242 TABLE XLIII ESIhaBILITY OF COUNCELIHG PRACTICES USED Desirability of Practice (Freouency) Type of Practice __ N - 20 V.D. A.D. N.D. CO. Use of directive counseling methods by counselors (Telling campers just 0 5 15 1.25 what to do) Use of non-direct counseling methods by counselors (Helping campers to 18 2 0 2.90 SOIVe their own problems) Counseling each camper individually (Counselor and camper alone) ll 7 2 2.45 Providing a Special place where individual counseling can be done 0 7 15 1.35 'Using camp activity program as a tool of guidance (Determining which activities would help individual 15 4 l 2.70 campers most and directing campers to those) Conferring with parents concerning campers' problems 14 6 0 2.70 Counselors carrying on spontaneous or informal counseling with 17 2 l 2.80 individual campers 'Using religion as a motivating force in guidance of campers 9 6 5 2.20 'Using group counseling or group ‘work techniques (Where counselor l2 7 l 3.55 attempts to have campers, through group discussions, help each other) V.D. - Very Desirable; A.D. — Average Desirability; N.D. - Not Desirable; Co. - Desirability Coefficient 2M3 This it only of "average desirability" or "not desirable“. is to be expected in view of the emphasis on religion in the No other items in this area manifested The church camp program. discrepancies in relation to the three camp types. extent of desirability as indicated by the coefficients was reasonably high except in the item concerning religion. Desirability pi fidministrative Practices. Table XLIV disclosed that all the administrative practices dealing with guidance were considered to be desirable by the majority of the Jury members. “Very desirable" was indicated by a majority of the authorities in only five of the ten prac- tices. Nine of the authorities, however, indicated the maintainance of an organized guidance program as being undesirable. Eight authorities claimed staff meetings at least three times per week for the purpose of discussing guidance problems as being undesirable. As many as six leaders were of the opinion that sending guidance informs-a tion to schools was not desirable. Evidently there is some question as to the desirability of these three practices inasmuch as such a Variance of opinion was expressed. It is of interest that all church camp leaders indicated that the practice of having meetings three times weekly was lesirable, whereas most all private camp authorities con- sidered this as undesirable, and organizational camps were evenly split on the issue. This may be due to the fact that TABLE XL IV DESIRABILITY OF ADMIL'I’JTRxTIVE PRACTICE": D EALII'JG 'VITF '"rUID .1732; Desirability of PIaCClCC (Frequency) Type of Practice N - 20 - T.D. deb. nope CU. Maintaining a Special cumulative record file on eacn camper in which all important information 7 ll 2 3.35 (From current and past years) is kept Making use of a "’master“ cumulative record card on which all information 8 9 5 2.2 is recorded Maintaining a formal guidance program, under the supervision of one desig— 4 7 9 1.75 nated person, during the camp season Sending information on campers' behavior, achievements, and experiences to school from which he 5 9 6 1.95 comes in order to help the school in their guidance work Sending this information to campers' parents to help parents in better ll 5 4 L...» understanding the child. (In form of a letter or report) Emphasizing group experience and social adjustment through the 19 l 0 2.95 camp program Having counselors and campers help plan the program 20 O 0 5.0;) Maintaining contact with campers during the year. (Birthday cards, 16 4 O 2.80 Christmas cards and Personal letters) Maintaining a camp atmosphere and program free from undue tension 20 O O 3.00 and anxie ty Having; staff meetings at least three 6 6 8 l.9u times per week V.D. - Very Desirable; A.D. - Average Desirability; N.D. -- Not Desirable; Co. - Desirability CoeffiCient 245 church camps usually have came periods of only one or two weeks' duration as compared to the eight week period of many private camps. Frequent meetings may not be as neces» sary to the longer period (private) camps since they tend to have more time throughout the summer for meetings. In no other items besides the one concerned with meetings was any disagreement among representatives of the three camp types revealed. The extent of desirability of administrative guidance practices was reasonably high except for the three items mentioned, thus indicating reasonable agreement among the Jury. Desirability 9: Personnel Selection Practices. ,As indicated by Table XLV all the personnel selection practices listed were considered as "very desirable" by the Jury of anithorities except "providing for the services of a psychol- cngist, psychiatrist, or guidance worker". In this case a nuajority of camp leaders indicated they thought such a pnnactice was “not desirable". The fact that four authorities Ivrted this item as very desirable, while five rated it as of’:wverage desirability points to the fact that a certain anmnint of controversy exists. There appeared to be no sig- nificant disagreements among the representatives of the vaxflious camp types in relation to the items in this cate- gory. The extent of desiranility of the practices given was res. sonably high . TADLE XLV DESIRABILITY OF PERSONNEL SELECTION PRACTICES Desirability of Prac— Type of Practice tice éFreggency) V.D. A.D. N.D. Co. ‘— Providing for the services of a psychologist, psychi— atrist, or guidance worker 4 5 ll 1.65 for handling special camp- er problems Investigating references in choosing staff mem- 18 2 O 2.9 bers Selecting counselors with college training 17 2 1 2’8 Selecting counselors with previous camp counseling 16 4 O 2.8 experience Maintaining a counselor in- ‘training program to devel- 19 l O 2.95 op future counselors Attempting to select coun- selors who are trained in 12 7 l 2.55 guidance, group work, or psychology V.I). - Very Desirable A.D. - Average Desirability leD. m Not desirable Co. - Desirability Coefficient zen-7 TABLE XLVI DESIRABILITY OF RECORD AND REPORT FORMS w- Desirability of‘FraE: Type of Practice tice £Freggency) V.D. A.D. N.D. Co; * Use of forms for counselor rating of and observation 11 5 4 2.4 of camper behavior Use of form for the rating 12 4 of counselors by director vb (0 45 Use of forms for counselors to evaluate camp program 11 9 O 2.55 and guidance practices Use of forms for campers to evaluate camp program and 6 11 3 2.15 guidance practices Use of forms in selecting counselors to determine potential counselors' atti- 13 4 5 2.5 tudes, prejudices and counseling knowledge V.D. - Very Desirable A.D. - Average Desirability N.D. - Not Desirable Co. - Desirability Coefficient Desirability 9: Record and Report Forms Used. All the record and report forms related to guidacne which are Zlieted in Table XLVI were considered as desirable by the nuijority of camp authorities. The extent of this desira- 'bility was, however, not too great. In all cases but one, between one and five Jury members indicated the forms as tneing undesirable. This tends to emphasize the fact that, 248 although the numerous practices were considered desirable by the majority, the Opinion is not at all unanimous. No great discrepancies were apparent among the representatives of the different types of camps. TABLE XLVII DESIRABILITY OF TECHNIQUES USED FOR OBTAINING INFORMATION DIRECTLY FROM CAMPERS “’ Desirability of Tegh— niques Frequency Type of Technique N _ 20 ~— .__.. V.D. A.D. N.D. Co. Use of intelligence tests 1 2 17 1.2 Use of other tests (aptitude, -personality, etc.) 2 1 17 1.25 Use of adjustment inventories or problem check lists 2 4 14 1.4 4 4 12 1.6 A.D. - Average Desirability - V.D . - Very Desirable N.D. - Not Desirable Co. m Desirability Coefficient Use of sociograms Desirability 9: Techniques for Obtaining Information Directly frgm Campers. The majority of the jury of author- 1t1 es, as can be observed in Table XLVII, are of the opinion that tests, inventories, and sociograms are not desirable in the camping program. It is of interest to note that in eve r'y case, however, a few authorities felt that the prac- tices were "very desirable" or of "average desirabilitY", thus indicating some variance in opinion concerning these 21:9 practices. No significant differences among representatives of the three camp types were in evidence in the foregoing. TABLE XLVIII DESIRABILITY OF SPECIAL TECHNIQUES AND PRACTICES Desirability of Tech- Types of Technique niquesN(Frgguency) V.D. A.D. N.D. Co. Use of case studies and case histories (making a complete study of an indi- 6 4 10 1.85 vidual camper's back- ground and behavior) Use of case conferences (spe- cial meetings of camp staff and guidance specialists lO 4 6 2.2 to discuss problems of individual campers Referring serious camper problems to guidance spe- 8 6 6 2.1 cialists (psychologists or psychiatrists) Use of sociodramas (setting up guidance problem sit- uation Skits in which 8 5 7 2.05 campers play certain roles and thus attempt to better understand problems V.D. - Very Desirable A.D. - Average Desirability N.D. - Not Desirable Co. - Desirability Coefficient Desirability QQ Special Techniqugg and ggactices. Table XLVIII gives evidence of the fact that a slight major- ity of jury authorities rated all the practices in this area as desirable, except the use of case studies and case histories 250 in reference to which Opinion was evenly divided. In no case was any great extent of desirability revealed emphasizing the existing disagreement and controversy in this area. It is of interest to note that organizational camp authorities indicated case studies and histories as being more desirable than was revealed by either church or private camp experts. The fact that many organizational camps tend to sense more of a need for this practice may account somewhat for the higher rating. Church camp authorities expressed the use of case conferences and referral of campers as being less desirable than was disclosed by organizational and private camps. Summary g: Desirability 9: Guidance Practices. In the foregoing presentation of data it was discovered that a number of guidance practices were considered to be unde- sirable by a majority of the jury of authorities. These practices in rank order of coefficients from highest to lowest are as follows: (1) Use of audio—visual aids; (2) Services of guidance worker; (3) Special camp courses; (4) Sociograms; (5) Special work program; (6) Adjustment inven- tories; (7) Special place for counseling; (8) Directive counseling; (9) Other tests, and (10) Intelligence tests. Evidently the administration of tests is considered to be the least desirable guidance practice listed. 2251 In relation to only one practice were Opinions of authorities evenly divided between desirable and undesirable ratings. This involved the practice of using case studies and case histories. Several practices though indicated as “very desirable" or of "average desirability" by a majority of jury members did not appear to be desirable to a very great extent, inasmuch as their coefficients were less than two. These practices in order of most to least desirable are: (1) Sending guidance information to schools; (2) Holding staff meetings three times weekly; (3) Providing a library Of materials for campers; and (4) Having a formal guidance program. In reference to some of the techniques and practices presented, there appeared to be considerable divergence in opinions among authorities, since some rated a practice as “very desirable" while others rated it as "not desirable”. Significant agreements were indicated in relation to the following practices: (1) Special camp courses; (2) Guidance library for campers; (5) Audio-visual aids; (4) Religion as a motivating force in guidance; (5) Formal guidance pro- gram; and (6) Sending of guidance information tO schools. In view of this variance of Opinion revealed among authorities, it might be assumed that the desirability Of certain items listed in this study is somewhat controver- 252 sial and implies a need for further study and consideration. In general, few disagreements between authorities representing different camp types were in evidence among the numerous practices listed. The few instances in which discrepancies were noted are: (1) Church camp authorities rated special guidance libraries and audio—visual aids as being more desirable than did private and organizational camps; (2) Church and organizational camp leaders felt that guidance through religion was desirable to a greater extent than was indicated by private camp authorities; (3) Church and organizational camp authorities were more in favor of staff meetings three times weekly than were private camp experts; (4) Private and organizational camp representatives rated case conferences and camper referrals as being more desirable than was indicated by church authorities. Comparison 9: Desirability Coefficients g: Qgiggngg Practices with the Coefficients g: Extept. A clearer pic- ture of the relationship of the extent of guidance practice as indicated by Michigan camps to the desirability of such practices as rated by a jury of camp authorities can be Obtained through a comparison of the respective coefficients. In the following table summarizing the various practices, items have been somewhat abbreviated in order to save space. Coefficients of extent are compared to coeffi= cients of desirability. However, no extensive analysis Trfl-E F XL"): *SUMMARY COMPARISON OF COEFFICIENTS OF EXTENT OF PRACTICES WITH DESIRABILITY COEFFICIENTS Coefficients Plotted Comparisons (3) (2) 7T1) Practices Extent Desir. M’ S L-N V.D. A.D. I.D. PRACTICES TO HELP CAMPER #Special camp guidance courses 1.72 1.60 Campers guidance library 1.58 1.80 ( #Using audio-visual aids 1.45 1.65 \ #Special work program 1.58 1.40 \ PRACTICES TO HELP COUNSELORS Pre-camp training in guidance 2.02 2.85 i In-service training in ‘ guidance 2.18 2.75 } Counselors guidance library 2.02 2.80 ( Guidance services for \ counselors 1.82 2.60 i Information on campers ’ available 1.92 2.80 J COUNSELING PRACTICES USED #Directive counseling methods 1.86 1.25 Non-direct counseling methods 2.24 2.90 Counseling campers individually 2.06 2.45 #Place for individual counseling 1.71 1.55 Program as a guidance tool 2.21 2.70 Conferring with parents 1.99 2.70 Informal counseling 2.24 2.80 Religion in guidance 2.00 2.20 Group counseling 2.01 2.55 ADMINISTRATIVE PRACTICES Special cumulative record file1s75 2.25 7 "Master" cumulative record ‘ card 1.56 2.25 K Formal guidance program 1.48 1.75 ‘v Information sent to schools 1.16 1.95 /1 Information sent to parents 1.49 2.55 ./ Group experience through program. 2.45 2.95 7 Counselor-camper planning 2.49 5.00 ( Contacts during the year 1.80 2.80 > AtmOSphere free from tension 2.70 5.00 «1 Staff meetings 3 times weekly 2.16 1.90 ‘W« {Eli (continued) *SUMMARY COMPARISON OF COEFFICIENTS OF EXTENT OF PRACTICES WITH DESIRaBILITY COEFFICIENTS _ _ “—3 —Coefficients Plotted Comparisons Practices IIS) (8) (I) Extent Desir. M S L-N V.D. JXODO N.D. PERSONNEL SELECTION PRACTICES #Services of a guidance worker 1.29 1.65 ,,/j;:/~‘ Investigating references 2.52 2.90 I’II ”' Counselors with college \ training 2.55 2.80 ? Counselors with experience 2.45 2.80 ) Counselor-in-training program 2.00 2.95 ( Counselors trained in \ guidance 2.08 2.55 \ RECORD AND REPORT FORMS USED Personal data questionnaire 1.89 2.65 . K Counselor rating of camper 1.61 2.40 i 7 Counselor rating by director 1.69 2.40 K (\\ Parent reaction forms 1.15 2.10 ,3 Counselors evaluation form 1.46 2.55 < Camper 5 evaluation form 1 . 25 2 . 15 ‘ )- g Forms for selecting counsahnwsl.49 2.50 (I TESTS AND INVENTORIES #Intelligence tests 1.07 1.29 q #Other tests 1.07 1.25 ) #Adjustment inventories 1.11 1.40 / #Sociograms 1.15 1.60 ‘ SPECIAL TECHNIQ ES AND PRACTICES Case studies 1.25 1.80 .x Case conferences 1.45 2.20 K’/ <: Camper referral 1.50 2.10 \ Sociodramas 1.12 2.05 t ‘ *Items on table are all listed in abbreviated form. Code: M'- Much; S - Some; L-N - Little or None; V.D. - Very Desirable; A.D. - Average Desirability; N.D. - Not Desirable. #Indicated as "not desirable" by majority of jury members. Coefficient of extent. Coefficient of desirability - - — - 255 is attempted, since most relationships should be obvious. In reference to the foregoing table, certain factors are of special note. 1. In nearly all areas the desirability of the various practices tends to parallel closely the extent of the prac- tices. The fact that in nearly all cases the more frequently mentioned practices are indicated as more desirable is of Special significance. 2. In reference to several of the items considered undesirable, the coefficient of extent was greater than the coefficient of desirability. These items were: (1) Spe— cial camp guidance courses; (2) Use of directive counseling methods; and (5) Providing a place for individual counsel- ing. 5. In practically all cases the extent of the various practices was considerably less than the desira- bility. 4. Less difference was shown to exist between extent of practices and extent of desirability in the areas of "tests and inventories", and "practices to help Camper directly" than in the other areas. Summary of Desirability Twenty specially selected camp authorities partici- pated in making a Jury appraisal of the various types of 256 1idance practices and information associated with this tudy. Eight of the experts involved represented organi- itional camps; five were from church camps; and seven spoke 3r private camps. Of special significance are the follow- ng: 1. In general, most of the information on guidance as considered to be desirable by a maJority of the Jury embers. (Only school grades were considered undesirable.) 2. Nearly all authorities were in agreement on the aJority of items of information, except in the cases of ntelligence and school grades. 5. Few discrepancies between representatives of ifferent camp types were in evidence. 4. Information from sources is desirable except n the case of schools. 5. The desirability of information concerning ampere parallels the extent of the information as expressed y the camps involved in the study. 6. All guidance practices were considered to be esirable by the maJority of Jury members except special amp guidance courses, use of audio-visual aids for guid- nce, a special work program, use of directive counseling, moviding a place for individual counseling, providing for mrvices of a guidance worker, use of intelligence tests, we of other tests, use of inventories, and use of socio- 257 trams. 7. The areas of practices indicating least desira— ilitymmre those of special practices to help the campers irectly, and tests and inventories. 8. The areas of practices most desirable were prac- Lces‘k>help campers, personnel selection practices, and w=of record and report forms. 9. The extent of practices in general was not nearly great as the desirability. However, the two coefficients ided to parallel each other throughout. CHAPTER VII )ITIONAL CONCEPTS 0F CAMP DIRECTORS AND CAMP LUmHORITIES CONCERNING GUIDANCE IN CAMPING EDEEESEEEEBB: In order to obtain a more comprehen— 3ture of concepts and ideas concerning guidance in among the directors of the various camps involved as among the authorities, both groups were asked .y certain general types of information. Most of a in the form of written responses and thus did not 3elf well to tabulation. )ne of the questions asked both the directors of the lvolved and the authorities concerned was to give the iSOflS why some campers are unhappy. Directors of are asked to indicate the extent to which campers their camp with definite problems. They were fur- :ed to list some of the handicaps to promoting. re guidance in their camp as well as the best a of their camp relative to guidance and counseling. ~mine to what extent camp directors and authorities are was room for improvement of guidance in camps, :ion of this type Was requested. This also tended ' certain existing attitudes concerning guidance Lng. Camp directors only were asked to state what Jught could be done by the Michigan Camping Asso- 259 andifiphigan colleges and universities in order to bethn~guidance in Michigan camps. Authorities, therimnd, were asked to indicate what things they mwfld be done to improve guidance in the type of filthey1respresented. Finally, both camp directors ndties*were asked for general comments concerning n From these comments and responses a great deal fle information was revealed concerning certain and ideas related to guidance in camping. seeps far. Pebemissee. is. 93.9mm.- A s t a t 9- me n t estionnaire read as follows: "In any camp there 5 some unhappy campers. Please list briefly what ier to be the three main causes for this.” The >se of this item was to determine the reasons why ’e unhappy in camp as expressed by the various and authorities. Basically, the purpose of s in) help individuals.1 In general it is the mpers who are most in need of guidance. Therefore e cxf why certain campers are unhappy is of special ee. Some of these have been listed by Drought2 rsixnsl health, excessive fatigue, too strenuous Ld 51 camp program, too much emphasis on competition, '1cflcson and Smith, 22' cit., p. 7. “—M caugflit, pp, cit., p. 60. 260 'imirweds, and ridicule. Some of the main causes rphunm in camp as given by camp directors are listed L. ‘tcmn be readily seen from this table that home muu.and social problems are considered to be the sescfi‘unhapuiness among campers. Undoubtedly many a somewhat reluctant to assume the blame for unhap— aong campers. However, the causes usually come to with the campers as Benson and Goldberg point out 'say: e child brings to camp with him all the assets and lities which are part of his personality. Behavior ems which become evident in camp may be primarily o emotional conflicts and patterns that are evident 8 home environment.3 veral other causes were mentioned, though less fre— Ln relation to the foregoing. Some of the more of these were: (1) Coming to camp alone; (2) pzassume responsibility; (3) Too long a camp period cunnpers; (a) "Letting loose at camp" by campers stnfiicted at home; (5) Lack of skills among campers; CLUB insecurity; (7) Lack of free time; and (8) .AlJ. these are directly or indirectly associated irenz main causes given. In general, there was no —-—-—-"_ niscni and Goldberg, 2p. cit., p. 37. ”fl 261 Y J . .J—J L) ‘74 ll. . -DH' (muses OF UNHaPPINESS "GONG CaMPERS Handicap Freduency of Mention ’INESS DUE TO HOME CONDITIONS esickness 87 e malad justment 47 k of discipline and training 33 rdndulged children 29 (en homes 27 :20f home preparation for camp 16 ecurity 15 action and disinterest 13 e to go to dang) __j; Total 276 L AND SOCIAL ADJUSTMENT ure to adjust to group 119 of new experience 84 anal insecurity 25 physical health 12 of recognition and failure to achieve ll :urity ll .SHness 9 est lacking 9 iority'feelings 9 ome 6 dence on.comics __§ Total 236 BSEEIJUE TC CAMP CONDITIONS an inadequate and inflexible Zl niatma and inferior staff supervision BO 'eeable meals ll mate facilities ' 8 Total 60 262 distinction among cause of unhappiness indicated by ific 0mm) types (private, church, and organizational) sizes (small, medium-sized, and large). zuses of unhappiness among campers as listed by the mmp authorities were essentially the same as the 5 with home problems and social adjustment most y mentioned. Several other items not specifically in the previous list are also noteworthy. These Parental disillusionment of campers relative to Failure of staff to meet campers“ needs; and (3) f selection. assume that a great many campers are unhappy in :uation is fallacious indeed. To recognize that some unhappy campers, that there are usually )r this unhappiness, and that the camp can and ;empt to alleviate such conditions is, and should nction of guidance in the camping program. portion 9! Campers The some 329 games E3331 hapless. irectors were asked to indicate the aporoximate of‘ campers who come to camp with definite problems, stnnent, personality, and others). This was not ‘ itinorities. The purpose of this item was to l ? concept as to the extent to which camps claim to -s vvith problems, who in turn would be in need of It [must again be emphasized, however, that it is 263 m Hump campers with obvious problems, but all campers in need of guidance. It;h3sometimes hazardous to speak of campers as cmmxns inasmuch as predetermined concepts are often iih.such a manner. This has been eXpressed by 1, who says: iampers'being singled out either in staff meetings .n informal groups and discussed as "problems" .d their camp personalities on such a basis. Counm »rs' meetings must avoid dwindling to a level of onalities, and counselors must develop both essional outlook and professional reticence. t is recognized that an estimate by camp directors ercentage of campers with problems tends to be some- sed and is therefore not too valid. The following asents this information in reference to all the well as the different camp types. L the majority of camps, eVidently, 10% or less of re coming to camp have definite problems. This is (Hated since most camps are not, and should not be, cliJrics, specifically adapted to ”problem" chil- igflrtly more of the private camps tended to indicate arws‘with problems. This is perhaps due to the truxy often know their campers better, as was 11 (Haapter IV. It is significant that there were —-"- orthway, 92. git” p. 17. 264 as 25 or 9% of all the camps which indicate that 20% of their campers came with special problems. TABLE LI BNTAGE 0F CAMPERS WHO COME TO CAI-1P WITH PROBLEMS ACCORDING TO CAMP TYPE “ma HI“ '— -- ""mr-‘-o—I—-c -"-'— "I..- 'H “mF-fi .- -w WW... -.__. __ - -fl_-~C --‘ I-- -—_—---—-——_w-Nn—-‘u_ Extent of Problem Campers -”-*-' '--—-' fir--- “-u- "“-" "."— {tags s :tfiH—T Pr 1315539: Church:__“ Org. ...._.. All Iéisinm vhlw "u'.IET .i.--lPQ.u::l_l?i5"H— _"“”li-a.-._------}rg_-___l.3:....__l_3:i__--1:13:: ss 18 u3.9 u2 56.0 73 #9.0 133 50.2 6 1u.6 13 17.1 34 22.8 53 20.1 m 6 14.6 11 iu.5 18 12.0 35 13.2 5 4 9.7 3 4.3 7 “.7 lb 5.3 are 5 12.“ ’4 5.5 16 10.7 25 9.14 13s 2 b.8 2 2.6 l .8 5 1.8 ‘mm .I—H f-‘b fl!”- ‘m“--‘n .- ---.-‘__--—"‘--v-.- .1-._- '- - _-— -m P-..“- [P relationship between problems of campers and camp ‘be seen in Table LII. It would appear that smaller 67 to have indicated that more of their campers have ffhis corresponds with the higher rate indicated 3 canmmn It is usually the case that the leaders saunas know their campers better and recognize more among them. ice'rnost long term camps are private camps, it is lei; long term camps would tend to have more problems tflqari short term camps. It was also found that 265 ional camps tended to designate more campers as roblems than did boys' camps; and boys' camps in turn d more than girls" camps. TABLE LII NTAGE OF CAMPERS WHO COME TO CAMP WITH DEFINITE iOBLEMS ACCORDING TO CAMP SIZE (SMALL: 0-50, MEDIUM: 51—100, AND LARGE: 101 PLUS) ‘gtfiient of Campers with Problems sages gmalggflr" Medium Large All T l: l 1 26 “a N55 95 N_.3 «r. N 79 a N 5 «z :5 2a #3.8 64 49.0 A5 57.1 133 50.2 7 12.7 30 22.9 16 20.3 53 20.1 : 11 20.0 18 13.7 6 7.6 35 13.2 2 3.5 8 6.1 u 5.1 in 5.3 re 10 18.1 8 6.1 7 8.9 ,25 9.4 se 1 1.9 3 2.2 l 1.0 5 1.8 mm the foregoing it cannot be concluded that private, educational, and long term camps actually have more Lth problems, but rather that these camps, having more, are perhaps more aware of the problems that 1 are the others. The fact that so many camps have such an extent of problems among campers emphasizes rueed for more effective guidance in the camp pro- 266 fimflicqps t9 Promoting Effecti"e Guidance i3 ngpg. twicmm exist which tend to inhibit the efficacy of e wiflun the camp program. Camp directors were asked sudihandicaps. These have been grouped into several tegories and are listed in Table LIII along with cy of mention. was table furnishes some enlightening information a to the reasons why guidance is difficult to pro- the camping program. The fact that camps are so 'ied in type, size, and program, as well as purpose, f the main inhibiting influences. The lack of cc of guidance by many people and the lack of knowl- cerning the place and function of guidance in the program are also important reasons why its develop— the camp program is inhibited and handicapped. The 1f insufficient time and finances, and inadeouate, 1 staff are the primary reasons indicated in this - this lack of guidance. In almost any type of project, or endeavor in the field of education, e obstacles seem to be present. Nevertheless, they ernoome. If camping is to rightfully assume its 111 the educational picture, such handicaps must be y snid intelligently met and surmounted. rerual other factors were expressed in this category, 3 t traditions are against it 5 > is too large 5 ral administration problem 6 Total 261 ANDICAPS f lacks guidance training 70 alified and incompetent 25 fficient staff 24 f‘luas wrong attitude 12 f is immature 9 E‘ hard to obtain 9 ? turnover is great 5 E‘ is voluntary ____§3_ Total 159 268 e: (1) Ages of campers differ; (2) Public opinion st;nfldance; (3) Campers lack discipline; (M) Home are not made; (5) Religion is lacking; (6) Campers fTerent; (7) Staff do not know campers before camp Net enough study is made of campers. These are all or indirectly related to those items listed in LIII. 1 general there were no notable distinctions among >us types and sizes of camps relative to the factors r the development of guidance in camping. D §@_Fenturee 0” Guidance Among Camp . Camp directors H fi-"I War..- On —-— -—.---— .— rd to indicate what they felt were the three best relative to guidance and counseling situations in .ps. One of the areas of emphasis in this respect of 1i"ing together. Belonging, brotherhood, mutual "ing, democratic associations, and dynamic group have long been considered basic to any camp pro- hese concepts of guidance have been grouped in Staff, Administration, and Program. the following listing, the more important good zas indicated by camp directors, concerning guid- M? various camps in this study are presented. >n1'fab1e LIV it can be observed that most of the :tcnes responding were ‘f the opinion that a cooper- -___-..“ 'acflc Winans, "To Learn to Live Together," 9392325. 24:16—17, May, 1952- 269 TABLi LIV BEST GUIDANCE}. mamas OF Cal/1.313 Feature Frequency of Mention LTIC'N TO STRIP )erative 3 .rienced 50 . trained - 26 .relationship with campers l8 rstand and meet campers' needs 15 re 9 ance person is in residence 9 f are carefully selected 5 f connected With camp year round ‘_;Q Total 149 TION TO ADMINISTRATION vidual counseling and attention given 30 is small 25 3r is followed up through the year 20 ar-counselor ratio is low 17 isive information concerning camper 3 maintained 1? selors know campers well 14 director 12 .ar staff meetings held 11 ,ities and environment are good 8 ting of’c mpers is good 6 parent cooperation 6 emnp contacts with camper 6 rce people come in 5 Sponsor c00perative __z_i_ Total 142 ION TO PROGRAM ior1 is emphasized 37 ssive, family atmOSphere maintained 27 7s Irelp in planning (democratic) 17 >le varied program 17 axrtivity is stressed ll 1n1 is directed to guidance 8 un fie-emphasized 8 an de-centralized ___§_ Total |....I (‘0 ()3 27o unuenced, well trained staff which attempted to 'hhmd counseling was essential to the promotion Udance practices within the camp. This corresponds =flm fact pre"iously pointed out, that one of the reps to promoting effective guidance in camps is m‘adequate, qualified, trained staff members. The ligious emphasis was listed by church camp directors all cases and therefore should not be considered ce to other camps. is of interest to note some of the other items ently listed. Counselors who understand and meet Beds, who are mature, and who maintain effective [Us with campers are, and should be, considered as ~es relative to guidance in the camp program. lat indiVidual counseling was frequently mentioned :he awareness by many directors of the need for .Vidualized program. :as notable that having adequate information on operating more with parents, and knowing campers rnentioned considerably. This again emphasizes amwi a more indi"idualized concept of camping. e (If a good director and a good sponsor, as well HHLKB of frequent staff meetings,are of special a, .in that the exert a tremendous influence on of‘ the total program. A dewemphasized, decen— 271 , fhnflble, permissive, and democratic program would bermne conduci"c to effective guidance. It is of tormme the relative frequency of such responses. Prtahiother responses were gi"en, though not too gm Some of the more important of the items less g'umntioned are: (l) Emphasis on real camping; tmtion of program to all campers; (3) Use of voca— unseling; (b) Emphasis on guidance through skills; yment of a dean of boys and girls; and (6) Emphasis iasm. Most of these are closely related to the tors listed in the table; nevertheless, they are interest here. 're appeared to be no particular distinction among ypes or the various sized camps in relation to epts of good features of ghidance. ;n_§or_1mp£3;§m:nt q: Guidangg Practices. In order arui'better the attitudes of camp directors and mities concerning improvement of guidance practices ) program, the following item was presented: ”To ; Ck) you feel there is room for improvement of 'actices in your camp?" Camp authorities were ij%ESS this in reference to the type of camp they . {the opinions relative to this item are expressed 272. TABLE LV EXTENT OF ROOM FOR IMPRO‘IEP\IENT OF GUIDANCE PRACTICES IN(MMPS AS EXPRESSED BY CAMP DIRECTORS AND CAMP AUTHORITIES ~~umwamw y -c—u-c ‘l——MMO_m---’“-~-"- 'n..-'W r-u—‘u‘ m-w*q hm- ' -__—'~-“-l—I—H'- -o---- no- a-H ”----0-‘I-- .-—--r. u- o O '-' ------——--~ 'oup Total No . in Very TIGER-p" om ""'"‘I‘."‘t"‘1e goonding - weach m." _ N fimm N ---,-.-.T_,..-.. N % te Camps LL1 10 24.3 28 68.3 3 7.3 te Camp orities 7 6 85.4 1 1U.6 0 0.0 1 Camps 75 28 37.1» M4 58.6 3 tho 1 Camp ,rities 5 5 100.0 0 0.0 0 0.0 zational 179 56 38.6 78 52.u in 9.4 amp cities 8 5 6205 3 37.5 0 0.0 . Camps 265 95 36.1 150 56.4 20 7.5 Authorities 20 16 80.0 4 20.0 0 0.0 '. a—. -‘ 7‘ T- '- m‘- H“- — m-_‘I- -"- —-- "I_—'—.-- In almost all cases the camp authorities felt there 1y much" room for improvement, whereas a greater if the camp directors felt that there was "some"I room o'rement. The many obstacles and difficulties faced amp director undoubtedly cause him to recognize the )ne in this area. The position of the camp author- ever, allows him to see the possibilities in the a. It is especially significant that the great in this survey (92%) felt that there was "very much" 27’4 or "some“ room for improvement and also that all the author- ities felt there was "very much" or "some". It should be pointed out that each of the camp direc- tors was responding in terms of his own camp and was perhaps more reluctant to indicate ”very much“ in his response, whereas the authorities were answering in terms of the specific camp type which they represented and would there- fore feel more free to respond. Church and organizational camps indicated to a slightly greater extent that they felt there was room for improvement in guidance practices. Since it was revealed in Chapters IV and V that less was being done in camps of these types, it is of importance to note that such camps :recognize a need for improvement. It was found that in relation to this item all the cunnps, grouped according to size as well as length of period ant! sex of campers, felt there was "some" or "very much” rcnnn for improvement of guidance practices. The fact that there was room for improvement implies zazneeui for improvement. This is substantiated by responses of suithorities to the specific question, ”Do you feel there is siznced for more effective guidance practices and pro- cedures in the type of camp you represent?" In all but two cases the response was ”very much”, indicating further the faxrt tfliat authorities in the field do recognize and sense a stinct need in this area. How the Mi higagn, gagging Association and Michigan I. I—v-n- . -,—FI’ -_.- ~.fi.. fl-_v-_- Llpges and Rn}.'£€3.§._$.1-,§i_i§.ecan Help Cagpfis. to Impro're gu'i’d: _. All camp directors were asked to respond to the stion: ”In what ways can the Michigan Camping Associaa 1 and Michigan colleges and universities be of help to in improving guidance practices in your camp?" The ; frequently mentioned factors have been grouped into ral areas and are listed in Table LVI. From the listing in this table it is quite apparent camp directors are of the opinion that the best ways can be assisted by the organizations mentioned is through in obtaining more materials and information in this as well as through help in preparing and securing more ti're and capable staff members who can do a good Job Ldance. Very little is being done in this respect at 11: although the various camving associations attempt Wide their members with as much information as possible. Besides the items more frequently mentioned above L others of significance were indicated. These are: guire all prospective teachers to spend one summer in 2)- Encourage more guidance and psychology students amp work; (3) Encourage more religious emphasis in {4) Encourage more research and, studies in this :3) Provide suggestions on basic camp problems such 275 TABLE LVI ZSTED METHODS BY WHICH MICHIGAN CAMPING ASSOCIATION MD MICHIGAN COLLEGES AND UNIVERSITIES CAN HELP CAMPS TO IMPROVE THEIR GUIDANCE PBACTI ES Improvement Suggestions Frequengy ofgflgntion INFORMATION AND MATERIALS ide camp guidance literature and illetins on good materials Sounselor training materials) 55 ide forms necessary for guidance 24 [de a counselor training outline ll Lde information concerning practices 1 other camps 9 .de results of this study 8 .de a model guidance program 8 .de a bibliography of guidance .terials __1 Total 100 IMPROVING STAFF college students credit for unseling experience 20 1e guidance seminars and rkshops for camp people 1? camp counseling courses in Llege 17 1e placement service for uiselors 13 1e consultants in guidance ll ; camps in getting good leaders _g Total 90 976 as homesickness; and (6) cooperate more with camps. Although most of these are related to those given in the table, they are neverthless of importance. There was no notable variance in the response to this item among the camp types and sizes except that the church and organizational camps tended to indicate a need for more assistance than did the private camps. This is understand- able in that most private camps are able to pay staff members more and can usually afford more capable people. Michigan summer camps definitely do need and want help in improving their camps as a whole as well as the guidance practices in their camps. A greater recognition of this need on the part of the Michigan Camping Association and the various Michigan colleges and universities is imperative. Inasmuch as camping is becoming more and more an integral part of education, these organizations must be prepared to assume more responsibility in its behalf. In the years ahead they must be ready and able to take the necessary constructive measures to enhance the total program of camping in this state. Imaeaets Madge Belatl're £9. Gum ence is. gametes- Camp authorities were asked to express their opinions con— cerning the improvements needed relative to guidance in camping, by responding to the following item: "What do you consider to be the three most important things a camp 277 of the type you represent can do to promote and foster more effective guidance of campers?” The more pertinent of these resnonses are given beIOW. These have been classified according to improvements in the areas of administration, staff, and program. All the camp types have been grouped together inasmuch as no significant differences were noted between the groups, except that church camp authorities emphasized that more religion was needed. IEEEQIEEEQEE in 322 §£E§.2£ éflfllfllfifififlilgl 1. More orientation of staff and campers before camp. 2. More pre-camp information on campers. 3. More parent education and cooperation. . More stress on the guidance approach and needs of campers. 5 Development of a definite guidance program under the supervision of a definite guidance counselor. . More adequate relation of camp to agency program. 7. Better and regular camp evaluation methods. 8. More follow—up of camper during the year. 9. More integration of sexes, races, and faiths. 0. More adequate facilities. 1. More money. 12. Longer camp periods. Staff Improvements 1. Better staff selection. 2. Longer and better staff preparation and training. 3. A more adequate staff. . More continuity among staff. 5. Better examples set by counselors. Program Improvements l. A more democratic program. 2. A more permissive atmosphere. 3. A more individualized program. . More emphasis toward guidance in program. 5. More emphasis on personal adjustment through program. 6. A more constructive program. 7. More religious emphasis. 8. Organization of program as a means, not an end. Among the above listed suggestions relative to the improvement of the guidance of campers the most frequently mentioned were those concerning better staff training and selection and a more democratic, individualized, guidance: oriented program. It would appear that the suggestions given by various authorities relative to guidance improvee ment are very closely related to some of the previous items mentioned concerning handicaps to guidance, good features of guidance, and methods by which the Michigan Camping Association and Midhigan colleges and universities can help improve the status of guidance in camps. It is especially significant to note that authorities recognize and are aware of some of the improvements neces- sary in this area. It is interesting also to observe that nearly all the areas with which this study is concerned have been mentioned by them. It has been expressed numerous times that impro"e= ment of guidance practices is essential for the betterment of camping. Some of the possible means of meeting this need have been herewith suggested. “Wm—w Both camp directors and authorities were asked for any special comments relative to this study. Although it would 279 not be feasible to present all th so comments at this time, it is of significance to present some of the main concepts ’1) :1: CO I... and attitudes expre . In general there was no particular distinction between the comments of the camp directors and the camp authorities or between those of representatives of the various types and sizes of camps. Each had both good and bad responses. Some of the camp people seemed to agree with Burnham's6 concept of education. He claims that the two rules of prime importance in relation to the education of children are to let them alone and set them a good example. It was noticeable, however, that organizational camp people tended to be more favorable in their responses toward guidance in camping than either private or church camp representatives. This may be due to the fact that the purposes of private camps and church camps are somewhat different from those of organizational camps, since church camps are essentially "religious-centered” while private camps are basically “profit camps". Representative of some of the attitudes and concepts are the following comments: 1. Guidance in camping depends in great measure upon the quality of the camp staff. 7 6 William H. Burnham, The Normal_fl£gg (New York: D. Appleton-Century Company, Inc., l9h3), p. 6&9. (‘3 CD CD 2. A poor staff can do more harm than good in attempting to employ various guidance practices. 3. More guidance is and can be dene in clubs and organizations associatsd with camps during the year. h. Camps should not go overboard with guidance. 5. Camp is not a behavior clinic. 6. Too much record keeping is not good. 7. Obtaining information and keeping records with- out using them is poor practice. 8. Social group behavior is the only purpose of guidance. 9. Children have different problems in varying degrees at different states of development. 10. Daily prayer meetings will solve most problems. 11. Guidance is good, but there is not time or money enough to do a good Job of it in camp. Comm£§§§.For: 1. Guidance needs to be stressed more, but problems should not be overemphasized. (Avoid the "guinea pig concept".) 2. Guidance is definitely needed, but it should be more informal and should use a "fun" approach. 3. Better guidance can help the whole program. a. Results of this study will help to improve guidance practices in camps. 99mmentg'Against: l. Questionnaire is too superficial and does not really get to the main things. 2. A good religious environment is all the guidance a camper needs. 3. Short term camps do not have time for guidance. 4. Staff members are not qualified or capable to do guidance work. 5. Camp is not the place for guidance since it is too remote from the rest of a camper's life. 6. Guidance is not necessary in small camps. 7. Guidance should not be stressed since it makes many campers think they are "problems.” The foregoing comments provide some indication as to what certain camp directors feel about guidance in camp- 1ng. It is noteworthy that church camps, which have been 281 found to do the least in the way of guidance, also are much opposed to it in some cases. They express the attitude that camping is primarily for religion and Christian living. This is, however, the opinion expressed by only a few church camps. Somewhat of a defensive attitude toward guidance was implied through certain comments. In other words the responses tended to give the impression, "I don't do much in the way of guidance because I don"t see any sense in it". Most comments indicated that camp directors felt that information on campers and effective use of guidance tools, techniques, and practices were needed and could be helpful to them. All the authorities and over 90% of the camps participating in the study requested c0pies of the results. This would tend to indicate that there is a definite interest in this par- ticular phase of camping. Summary. Considerable revealing information concern- ing guidance in camping was made available through the responses to numerous Open—ended items in the questionnaires. Although this information does not lend itself to adequate tabulation, the fact that responses were free responses is of significance. Some of the primary points of information drawn from this chapter are as follows: 1. The main reasons given by camp directors and camp authorities for unhappiness among campers were: (a) 282 Failure to adjust to the group; (b) Homerickness; (c) Home maladjustment and broken homes; (d) Lack of discipline and training; (e) Fear of new experiences and personal insecurity; and (f) Inadequate program and staff. 2. These reasons fall into three main categories and rank as follows: (a) Unhapniness due to home conditions; (b) Unhappiness due to personal and social adjustment; and (c) Unhappiness due to camp conditions. 3. In nearly all camps 10% or less of the campers come to camp with problems as indicated by camp directors. Private and small camps have indicated slightly more problems among their campers, which is probably due to the fact that they know them better. 4. The main handicaps to the promotion and fostering of effective guidance as indicated by camp directors are: (a) Lack of trained staff; (b) Insufficient time; (0) Too short camp periods; (d) Lack of finances; (e) Lack of infor- mation and records on campers; (f) Unqualified and incom- petent staff members; and (g) Insufficient staff members. 5. These handicaps fall into two main groups; namely, (a) Administrative handicaps; and (b) Staff handicaps. (The former was more frequently mentioned.) 6. The best features of guidance in Michigan summer camps as indicated by camp directors were found to be (a) Cooperative, experienced, well—trained staff members; (b) 283 Individual counseling and attention giVen campers; (c) Low camper-counselor ratio; Cd)Permissi"e, democratic atmosphere; (e) Small camps; (f) Followwup of campers; (g) Fleyible program directed toward guidance; and (h) Extensive infor- mation and knowledge concerning campers. 7. These features were classified in three cate— gories and rank as follows: (a) Best features in relation to staff; (b) Best features in relation to administration; (0) Best features in relation to program. 8. Most camps and authorities felt there was "very much" or “some" room for improvement of guidance practices in camp. Almost all authorities (all but four) felt there was "very much"' room for improvement; however, only 3h% of the camps were of this opinion, the majority (57%) indicating that they felt "some" improvement possible. 9. All but two of the camp authorities felt that there was "very much" need for improuement of guidance in all camps. 10. Camp directors indicated that the most important ways in which the Michigan Camping Association and Michigan colleges and universities could help them would be to: (a) PrOVide more camp guidance literature and materials; (b) Provide guidance forms; (0) Give college students credit for camp counseling; (d) PrOVide guidance seminars and work- shops; (e) Give more assistance in the selection and place- 284 ment of camp staff; and (f) Provide information concerning other camps and research in the area. 11. Camp authorities felt that the main ways in which guidance could be improwed were: (a) Training and prOViding better staff; (b) Securing more prencamp information and prOViding orientation for campers and staff; and (c) Placing more stress noon superVision and management of guidance. 12. Most of the comments on guidance in camping were favorable, though numerous camp people felt that camp was not the place for guidance, and that guidance should be mainly spontaneous. Some respondents claimed that camp staff members were not oualified to do guidance, and that there was no time for it. In opposition to this, it was pointed out that more and better guidance was needed in camps, and that this could be accomplished through a higher caliber staff and a program more oriented to guidance. CHAPTER VIII SUMMARY, CONCLUSIONS, AND RECOMRENDATIONS FOR FURTHER RESEARCH Presented in this final chapter is a summary of the research with findings and conclusions which were drawn from the data collected as well as various implications and recommendations for further research. This study, conducted in the summer of 1953, was designed to determine the extent to which guidance infor- mation was obtained and guidance practices were being used by Michigan summer camps for children. An attempt was further made to determine the desirability of this infor- mation and these practices as indicated by a jury of twenty camping authorities. Other general information concerning camps and guidance in camps was obtained and utilized in this inWestigation. This study should be of significance since no studies of this nature have been prayiously attempted. The findings presented should prove beneficial to schools, colleges, and camps in the state of Michigan and throughout the country. It should be especially helpful to the Michigan Camping Association in the furtherance of their work with camps in this state. Data were obtained from 265 of the licensed summer l I .lulnl'I'IIl..lnrl 286 camps in Michigan and from twenty of the leading camping authorities in the country through the use of questionnaire forms especially designed for this purpose. Most all of the information from the completed survey was compiled on IBM cards, tabulated, analyzed, and reported in this study. Summary_2£_Finding_. The following points of infore mation concerning the type and nature of Michigan summer camps were revealed in the results of this study: 1. Among the 265 summer camps in this study, which represent approximately 70% of all the camps in Michigan, 56% of the camps were organizational camps, 28% were church camps, and 16% private camps. Nineteen of the camps were for the underprivileged, fourteen were ”day camps" and nine were for the handicapped. 2. Among these camps h9% were mediumesized (enroll- ment: 51 to 100). About 30% of the camps were large-sized (enrollment: 101 plus), and 21% were smallesized (enrollment: 50 or less). ' 3. The largest group of camps with reference to the sex of campers were the coeducational type camps. Boys' camps were the next most prevalent, and girls" camps the lleast. Organizational camps indicated a higher percentage tof boys“ camps than either girls" or coeducational camps, vflnereas church and private camps indicated more coeducational cannas than they did boysl or girls' camps. There tended to . —- '.——.—' —""' 1.1;" a1fihfifi'1'1'ah—Du-g—q. 287 be a greater percentage of girls" camps among smaller camps. Other than this no significant differences because of the sex of campers were indicated among the different sized camps. Church camps claimed to have more coeducational camps than either organizational or private camps. h. The large majority of private camps were long- .term camps (four weeks or more), whereas the large maJority of church and organizational camps were of short~term dura= tion (three weeks or less). Of all the camps, 83% were short-term camps. There tended to be little difference among the various sized camps relative to the length of camp periods. 5. A slightly greater percentage of the small camps were private camps, whereas large camps tended to include _pr0portionately more church and organizational camps. 6. Private camps in general had comparatively lower camper-counselor ratios than organizational camps, and the latter in turn had lower ratios than church camps. Small camps tended to have lower camper-counselor ratios than medium-sized camps, whereas medium~sized camps had lower ratios than large camps. 7. This study revealed that the average enrollment of all camps in the study was 73. The average number of camp periods was four. Approximately uuz of the camps 288 indicated less than three periods. About 39% claimed to have four to six periods, whereas 18% stated they had seven or more different periods. The majority of the camps having four or more different periods were short-term camps. The average camper-counselor ratio was seven to one. Over h3% of the camps claimed to have ratios of six, seven, or eight to one. Less than 30% indicated ratios of five to one or less and 26% had ratios of nine to one or more. The age range of the majority of campers was between eleven and fourteen years. The following data concerning the extent of informa= tion in possession of Michigan summer camps and the extent to which certain sources of information were used was revealed through this study: 1. In general a majority of Michigan camps had the different types of information listed, although the per» centage claiming to have “much" of this information was rather low, averaging about 30% of all camps for all the information areas. A few camps indicated having "much” information concerning all the items. A greater number ciiselosed that they had ”little or none” of the information. 2. Items of information indicated the least were those concerning intelligence of campers and school grades of campers. The sources of information indicated least werwa schools and other camps. 289 3. Information indicated as being possessed by the greater percentage of camps included health information and information concerning special fears of campers. Also included was information on skills, abilities, and talents as well as hobbies, interests, likes and dislikes. u. Other types of information which were present to an average extent in over 50% of all camps included marital status of parents, occupation of parents, unusual experiences, group contacts around home, and social adjustment. 5. The rank order of extent of information according to the different areas was: (a) Health information; (b) Information on personal qualities; and (c) Home background information. The area of health information was indicated significantly more than the latter two between which less variance was evident. The area dealing with Mpersonal qualities” showed more variance among the items, whereas the items related to “home backgroundM showed little. 6. In all items, private camps indicated having a greater percentage of information and using sources more extensively than organizational camps, and organizational camps in turn indicated more than church camps. A greater divergence existed between private and organizational camps, than between organizational and church camps. Private camps indicated much less reliance on sponsoring organizations as sources of information. , 29o 7. In the area of health, large camps indicated the greatest percentage of camps as haVing extensive information on campers. In the areas of home background and personal qualities, as well as in relation to sources of information, small camps had the greater proportion. Medium-sized camps were next, and large camps claimed the least. 8. Camps baring four or more periods had less infor- mation than camps with fewer periods. 9. A greater percentage of camps with lower camper~ counselor ratios tended to possess information on campers. 10. Long term camps were found to possess more data than short term camps. 11. Although no significant differences were apparent, it was revealed that boys0 camps had slightly more informa~ tion than girls' camps, and the latter had more than coeducational camps. 12. In no items were coefficients of extent of more than 2.5 indicated, and in only six cases was this more than 2.0, emphasizing the low extent of this information. 13. Private camps, small camps, long term camps, camps with few periods, camps with low camper-counselor ratios all tended to be highest in reference to the extent of information they possessed. In reference to the various guidance tools, techniques, and practices with which this study is concerned, the follow- i _ ing data were revealed: 1. Over 50% of the camps in Michigan claimed to follow slightly more than half of the practices listed. In reference to the large maJority of items, however, only a small minority claimed to follow the various practices "much“, the average of the “much" responses being about 25%. A few camps indicated following all or almost all the practices “much”, but these were exceptions. 2. The types of practices indicated the least included providing a special guidance library for campers, using audio-visual aids for guidance, providing a special work program for campers, using a "master" cumulative record card, maintaining a formal guidance program, sending guidance information to schools, prOViding for services of a guidance ‘worker, use of parent-reaction forms, use of forms for counselors to evaluate camp, use of forms for campers to evaluate camp, and use of forms for selecting counselors. ()ther special practices which were found to be used even iless than the foregoing included use of intelligence tests, aptitude and personality tests, adjustment inventories, suociograms, case studies, case conferences, camper referrals, and sociodramas. 3. The few practices used to any reasonable extent at all by a majority of the camps included non-directive cuwunseling methods, using the camp program as a tool of 292 guidance, carrying on informal counseling, emphasizing group experience through the camp program, counselor-camper plan- ning, providing an atmosphere free from undue tension, investigating references in choosing staff, selecting counselors with college training, and selecting counselors with previous experience. a. Other practices used to an average extent by over 50% of all the camps included providing special guidance courses, providing pre-camp and in-service guidance train- ing, providing a special guidance library for counselors, providing special guidance services for counselors, making information on campers available, using directive counseling methods, employing individual counseling, providing a special place for counseling, conferring with parents, using religion in guidance, and employing group guidance. Others in this area included using a special cumulative record file, making contacts during the year, holding staff meet— ings three times weekly, maintaining a counselorein-training 'program, selecting counselors trained in guidance, using a ‘personal data form sent to parents, and use of counselor rating of camper forms and director rating of counselor :forms. In reference to almost all the practices Just Inentioned there tended to be more camps indicating ”little or xione" than "much” in responding to the items. 5. The rank order of the extent of the different 29' i J areas of practices was as follows: (a) Counseling practices used; (b) Personnel selection practices; (0) Practices to help counselors in guidance; (d) Administrative practices; (e) Record and report forms; (f) Practices to help camper directly; (g) Special techniques; and (h) Tests and inventOP ries. The last four areas listed were practiced to a considerably less extent than the first four. There tended to be less variance in the extent of the items within the areas of this latter group, whereas the areas showing the greatest extent of the practices correspondingly indicated a greater variance among the items. 6. Private camps indicated a greater percentage of use of the various practices in all the different areas. In reference to all the areas except that of "helping campers directly”, organizational camps showed a greater extent of usage of the various practices than church camps. A greater divergence in the extent to which practices were employed was noticeable between private and organizational camps than between organizational and church camps. 7. According to camp size, it was shown that small camps and large camps tended to follow the various practices to a greater extent than medium-sized camps. In most areas there tended to be little variance among the different sized camps. In the areas dealing with practices to help campers directly, administrative practices, intelligence and other 294 tests, and special techniques small camps indicated the greatest extent of employment of practices. In the areas concerning helping counselors in guidance, counseling prac- tices and personnel selection practices, large camps indicated the greatest extent. 8. Camps with four or more periods followed the prac- tices to a lesser extent than camps with three or less camp periods. 9. A greater percentage of the camps having lower camper-counselor ratios tended to follow the practices more extensively than those with higher ratios. 10. It was revealed that proportionately more of the long—term camps tended to follow the practices to a greater extent than was the case with short-term camps. 11. It was disclosed that boys0 camps tended to fol— low the practices slightly more than girls' camps, and the latter indicated somewhat more than coeducational camps. 12. In only one case (camp atmosphere free from undue tension) was a coefficient of extent of over 2.5 indicated. Only sixteen of the practices showed a coefficient of extent of 2.0 or more, thus emphasizing the relatively low extent to which the various practices were followed. 13. Private camps, long-term camps, camps having few periods, and camps with low camper—counselor ratios all tended to be highest in the extent to which they employed 295 guidance practices. An investigation of the desirability of the various types of guidance information, sources of information, and guidance practices, as indicated by a jury of twenty camp- ing authorities, revealed the following: 1. The types of guidance information considered as undesirable by a majority of the authorities were informa- tion on intelligence and information on school grades. In reference to the latter item authority opinions were evenly split, ten to ten. All other items of information were ranked as very desirable by the majority of authorities except information on parents' occupations and future plans of campers which were ranked as being of average desirability. 2. Opinions of the jury were again split relative to schools as a source of information. Camp files were con- sidered to be the most desirable sources, whereas Sponsoring agencies and other camps were considered as average. 3. Private, church, and organizational camp author= ities were in agreement concerning the desirability of all the items of information except in the case of school grades. Further divergence in opinion was found among these camp types in relation to sponsoring agencies as sources of information. h. The desirability and the extent of information and sources of information tended to parallel each other. 296 The more desirable items of information were correspondingly more in evidence among the camps, whereas the less desirable information was less frequently indicated. In no case did the extent of information approach the desirability of this information. 5. The types of guidance practices considered as undesirable by the majority of jury members included: (a) Providing special camp courses dealing with guidance; (b) Using audio-visual aids dealing with guidance; (c) Providing a special work program; (d) Making use of directive counsel- ing techniques; (e) Providing a special place for indiVidual counseling; (f) Providing for the services of a guidance specialist; (g) Using intelligence and other types of tests; (h) Using adjustment inventories; and (1) Using sociograms. All the other practices were considered to be desirable by the jury. 6. Few disagreements relative to the desirability of the various items among the private, church, and organ- izational camp authorities were in evidence. 7. The desirability and the extent of the various practices tended to parallel each other throughout the area of practices. The more desirable practices were corres- pondingly more in evidence among the camps, whereas the less desirable practices were in most cases less frequently mentioned. A greater difference was manifested between the 207 / more desirable practices and the extent to which they were followed, than was the case with less desirable practices. In four of the less desirable practices, the extent to which the practice was in evidence among camps exceeded the degree to which it was considered desirable. These practices included special guidance courses, use of directive counsel- ing, providing a special place for guidance, and holding meetings three times or more weekly. 8. The areas in which practices were considered to be the most desirable were: (a) Practices to help coun~ selors in the guidance of campers; (b) Personnel selection practices; (0) Record and report forms; (d) Administrative practices; and (9) Counseling practices. 9. The two areas in which practices were found to be least desirable were tests and inventories, and special practices to help campers directly. Special fillein responses on the questionnaire forms used in this study provided the following points of infor- mation relative to guidance in camping: 1. The main reasons why campers are unhappy at camp as indicated by camp directors and camp authorities were: (a) Failure to adjust to the camp group; (b) Homesickness; (0) Home maladjustment and broken homes; (d) Lack of dis- cipline; (e) Fear of new experiences; and (f) Lack of good camp staff and program. 298 2. In about 70¢ of the camps, 10% or less of the campers come to camp with definite problems. Private camps and small camps indicated that a greater percentage of campers come to camp with problems than was indicated by other camp types. 3. The main handicaps to the furtherance of guidance in the camping program were: (a) Lack of trained staff; (b) Insufficient time; (0) Too short camp periods; and (d) Lack of finances. 4. The best features relative to guidance claimed by Michigan camps were: (a) Employment of a cooperative, experienced, and well-trained staff; (b) Giving of individual attention and counseling; (c) Administration of a flexible program, directed toward guidance; and (f) Ready availability of extensive information on campers. 5. Nearly all camp directors and authorities were of the opinion that there was need and room for improvement of guidance practices in summer camps. Jury members were more extreme in this feeling than camp directors. 6. Some of the primary methods by which Michigan colleges and universities and the Michigan Camping Associa- tion could help camps improve guidance were: (a) Providing guidance literature and material; (b) Giving college credits for camp counseling experience; (c) Providing camp guidance seminars and workshops; (d) Assisting more in the selection 299 and placement of staff; and (e) Providing information on other camps. 7. According to camp authorities, the chief means by which guidance could be improved in summer camps were training and providing better staff, placing greater stress upon guidance, and supervising guidance more adequately. 8. Most camp directors and authorities were in favor of giving guidance more emphasis in camping. A few disagreed with this concept. Conclusigng, The following conclusions may be drawn from the results of the findings of this study: 1. The largest group of camps according to type are organizational camps. According to size the largest group are medium-sized (51-100 enrollment). 2. Guidance information, practices, and services in Michigan summer camps for children are rather limited. 3. A majority of camps have practically all the necessary types of information, but only a minority have this information to any great extent. a. Summer camps in Michigan should attempt to make much.more effective use of sources and techniques for obtaina ing information from and about campers. This is substan= tiated by the fact that a relatively small percentage of camps make use of sources and techniques which were rated as desirable by authorities. 300 5. Summer camps in this state employ guidance tools, techniques, and practices to a rather limited extent. 6. Most practices are followed by a majority of camps, but only a small minority follow them extensively. 7. Guidance practices should be much more extensively and effectively used and emphasized since only a small per- centage of camps follow desirable practices to a great extent. 8. Camp authorities agree that most guidance infor- mation and practices in this study are desirable. 9. Numerous undesirable types of information and practices are in evidence among camps. Only a small per- centage of camps indicated these, however. 10. Private camps in Michigan do the most in the way of guidance, whereas church camps do the least. This is partially due to the fact that private camps have longer periods, more finances, smaller camper-counselor ratios, and somewhat smaller enrollment than church camps. ll. Small camps tend to have more information con— cerning campers, but size is not too significant in relation to the extent of guidance practices. 12. Long-term camps do more in the way of guidance than short-term camps. l3. Camps with low camper-counselor ratios do more than camps with high ratios. 301 14. The sex of campers is not too significant relative extent of guidance practices employed. 15. There is a need for more and better guidance es among Michigan summer camps, and there is a great room for such improvement to take place. 16. Most camp directors and camp authorities are E this need. 17. This need can be most adequately met by pro- nore adequately selected, qualified, trained staff . It can be further met through better parent 3n and COOperation, as well as by providing for a rmissive, democratic guidance-oriented program and g more time and money to the area of guidance. L8. Most camps have some unhappy campers who come with problems. The main causes of this are home stments and personal and social adjustment failures L9. Promotion of guidance in camping is handicapped Lack of the time (short periods), lack of finances, information on campers and a lack of trained staff 20. Colleges and universities as well as the Mich- nping Association should do more to help camps in mg guidance practices. 31 Camp directors need and want assistance in 302 g the status of guidance in their camps. !. Supplying literature and materials, help with .ection, recruitment, training, and placement are .red. s. There is need for a better understanding and .on of the place and function of guidance in Michigan >. More cooperation is needed between Michigan sum~ :, schools, homes, and communities in relation to L11 guidance of campers. 5. More evaluation, study, and research, as well as erature are needed in this particular field. iggmmendations for the Imprgyement of guidancg_i§. Summer 92222: The following suggestions are offered »le means by which guidance in Michigan summer camps Lproved and fostered: More definite standards should be established by ,gan Camping Association relative to guidance in Michigan summer camps should attempt to obtain rmation concerning campers through the use of techniques for this purpose and through better on with home, school, and community. Better and naive cumulative records should be employed by aluable information concerning a camper should be 303 to 131s camper"s home, school, and community if such nation will be helpful in the year round guidance of ren. :3. More emphasis should be given to the use of guid- rnnactices and techniques which tend to help counselors Lidance of campers especially in reference to pre-camp nr-service training of counselors. 4. Improvement in the types of counseling practices ywed by Michigan summer camps is definitely needed. More vidual as well as group counseling is needed. More ntage should be taken of the opportunities offered for taneous and informal counseling. 5. Administrative practices dealing with guidance [Id be improved. Guidance in the camps of Michigan should supervised and coordinated to a greater extent. The camp gram should be directed more toward the guidance of pers. More counselor-camper planning should be encour— d,eum.more follow-up of campers should be made during year. 6. Better selection should be made of camp person- .. (kmnselors with college training, preferably in 'chology, group work, and guidance are recommended. Spe- fl.fmmm should be used in selecting staff members. More phasis should be given to the deveIOpment of a counselor- -4mahflhg program. There should be more cOOperation 304 between Michigenqrnmmsand Michigan colleges and universities in reference to training, selecting, and recruiting camp counselors. This also applies to the Michigan Camping Association. An attempt should be made to reduce the camper4 counselor ratio to eight to one or less. 7. Better use of effective guidance forms should be nade. Such forms as personal data questionnaires sent to parents, counselor rating forms, and forms for evaluating 3amp are especially recomnended. 8. Somewhat more use could be made of such techniques is case studies, case conferences, camper referrals, and sociodramas. 9. Michigan summer camps should reevaluate their xrograms in terms of what they do toward improving the total growth and develOpment of each individual camper. Camps uni guidance in camps should be continually evaluated. 10. Where possible, longer camp periods should be HMIVided. Instead of many short periods, one to three longer >eriods would be advisable. 11. In some cases, camps would do well to reduce their arrollment or increase the number of counselors. 12. Camp directors and camp leaders in the state of Lidhigan should attempt to deve10p a guidance consciousness 11 their counselors and staff members. 13. More literature and materials concerning guidance - —- II—n— —mm—-—"—'— ___... '7 F—w 7 7777777 305 (wild be made available to camps, and they in turn should lee more of an attempt to obtain and use such materials. 14. More research dealing with guidance in camping would be encouraged and developed. mwfiisae are: desegregatirms .. .1: E. ether. Reassess- l the field of camping sufficient attention has not been .ven to research. Much more study can and should be made 1 the area of guidance as it relates to the summer camp rogram. A few of the many possibilities worthy of further ivestigation are included in the following: 1. The place and function of guidance in summer camps s difficult to determine. Nevertheless, there is a need or a better understanding as to how guidance should function nd how it should be integrated within the structure of the amp program. A better understanding of the philosOphy and bjectives of camping as they relate to the overall concept f guidance in camping is essential. 2. The entire area of camp personnel as it relates o the guidance of campers needs much further study. Camp taff recruitment, selection, and training must all be more horoughly investigated since all are essential to guidance ,n camping. 3. Another area which would lend itself well to lumher research would be an analysis of the camp program 306 s it relates to the guidance of campers. A better under- tnnding of how the camp program can most effectively help nd be of value to campers is necessary. The entire curricu- um of camp activities should be appraised and evaluated in eference to what it actually does to campers. 4. Many types of guidance practices were included n this study. Some are applicable and desirable in certain ypes of camps, while others are not. An investigation which ould assist in determining the various guidance tools, echniques and practices most adaptable and applicable to .pecific types of camps would be of significant value. 5. Relatively little cooperation and coordination aetween camp, school, home, and community was evidenced in :his study. Further study concerning the needs and possi- >ilities in this area would appear to be desirable. 6. The need for a more complete understanding of 10w guidance can be adapted to camping was implied in this .nvestigation. Research dealing with methods and techniques 3f providing guidance would prove very beneficial. BIBLIOGRAPHY BIBLIOGRAPHY A. Books .merican Camping Association, Standardg o§_§he_A,C.A. Chicago: American Camoing Association, 1950. 6 pp. .merican Camping Association, Marks of Good Campins. +-. New York: Association Pressj'i94lTMHB pr. .axter, Bernice and Rosalind Cassidy, §£gup_ggperience Egg Democratic Way. New York: Harper and Brothers, q‘" "Cq 1943 . ‘210 “pp. xenson, Reuel A. and Jacob S. Goldberg, The gagp_gognselor. New York: McGraw Hill Book Company, 1951. 335 pp. lumenthal, Louis H., Grou, Wprk_ig Campiqg. New York: Association Press, E937T' 120 pp. owen, C. A., Campers Around the World. New York: Abingdon "-‘m 2‘ -1II.-—-. Cokesbury Pr6357“19551”"th pp. urnham, Wm. H., The Nprmal Migd. New York: D. Appleton Century, 1943. ZBBFpp. uros, O. K., The 1940 Mental Measurements Yearbggk. New Brunswick, New-Jersey: Rfilgers University Press, 1941. 527 pp. usch, Henry M.,ngadership_in Group Work. New York: Asso- ciation Press, T934fi "220 pp. alifornia Elementary School Principals' Association, Guidance in_thg_§lgmggtggx School. Oakland, Cali— fornia:5Elementary School Principals' Association, 1938. 143 pp. arr, L. J., Mildred Valentine, and Levy Marshall, Lntg~ gratiqg.§hg_0amp, th§_Community and Social Wprk. New Ybrk: Association Bress, 1939. 220 pp. hicago Camping Association, Egtting Standards into the Summer 93mg, New York: AssociatiEh‘Fress, 1953— 120 pp. oildren's Welfare Federation of New York City, gimping Aimg and Guides. New York: Children's Welfare Feder- ation of New York City, 1942. 42 pp. 309 arley, John G., Testing_and Cou.selipg in the dish School —-"--.——- .V “I? 1"" w“ ""'“'L." IF! .§E$§§B£9.PrQE£§E3 Chicago: SniEnce Research Associates, 1943. 222 pp. imock, Hedley 8., Administration of the Modern Camp. New F-“ — York: Association Frees, 195?."’§64”EBZ”' imock, Hedley S., et. al., ghflragtg§_§§g§9§}g§_gg the Sum: £92.9flflfln New York: Association Press, 1935. 122 pp. imock, Hedley S. and Charles E. Hendry, Camping and Char: acter. New York: Association Press, 1929. 270 pp. imock, Hedley S. and Taylor Statten, Talk£_to_gpupselpr§, New York: Association Press, 1947. 92’pp. *ouglass, Harl R. and Hubert M. Mills, Teaching in High School. New York: The Ronald Press, 194?. 327 pp. oherty, J. Kenneth, Solving ggmp.Beha:ior Prgbgfps. New York: Association Press, 1944. 6?”pp. rought, R. Alice, A Campin Manual, New York: A. S. Barnes and Company, 1943. 67 pp. rickson, Clifford E., A_Basic Text for Guidance Egrkprs. New York: Prentice_HalT, Inc., 194?. 549 pp. rickson, Clifford E. and Marian C. Happ, Guidance Practiwps ‘O--'-‘ .- at Work. New York: McGraw~Hill sooE”tafiSEfiyT“inc., T955. 280 pp. rickson, Clifford E. and Glenn E. Smith, Organization and m PM I."- Administration of Guidance Services. New York: McGraw-Hill Book Company,'Inc., 1937. 276 pp. roehlich, Clifford P., gyaluatins Guidance Procedures, A Review of Literature. Washington: Federal Security Agency,_5ffice of Education, 1949. 26 pp. ardner, Ella, Short Tim§_0amp§3 Washington: U. S. Govern— ment Printing Office, 1939. 90 pp. irl Scouts National Organization, Establishgd SEER Book. New York: Girl Scouts National Organization, 1945. 306 pp- ~irl Scouts of America, Good Counselors Ma ke Good Cde;“ New York: Camp Reuis try Service Personnel Division Girl Scouts, 194 . 18 p3. #ood, Ca.rter V., A. S. Barr, and Douaf.las E. Scates, The Methodolorv_ of Educational Resear£h_. New York: A>ple- ton Cent12ry Company, 1941. 8B2 pp. Iammett, Catherine T., A Camp Director Trains His Own gggff, Chicago: American CampinE; Association, M57 32 pp. lamrin, Shirley A. and Clifford E. Erickson, Guidance in the -u—r--..- - nwfi Seconggry Sch091.New York: D. Appleton Century Cm moany, m9 465 pp land, Harold 0., Guidance in the Small High Schpglp. Wash— ington, D. C. —'Nationa.l Education Association, Department of Rural Education, 1934. 80 pp. [artwig, Marie and Florence Petersen, C39 003333193'233337 ing Mpgkbgpk. Minnesota: Burgess uFlishing Company, 1950. 120 pp. International Council of Religious Education, Going Camping . Chicago: Inter—Council of Religious Education, 1°55. 30 pt)- international Council of Religious Education, when_Jun i _3. Go Camping. Chicago: International Council of Religious Education, 1947.40 pp. Irwin, Frank L., The Theogx of Campins. New York: A. S. Barnes and Company, ”1950. 226 pp. rones, Arthur J. Principles of GrAdance. New York: McGraw- Hill Book Company, Inc., 1 9E5. 592 pp. Vosselyn, Irene M., Ps 032393331 Development of Children. New York: Fami y Service Association of America, "1948. 134 pp. [ilpatrick, William H., Remaking the Curriculum. New York: rfiflfiw- i-fi Newsome and Company, M93gm12c pp. Craines S. H. and E. S. Thetford, Managing Your M}p§_. New York: The Macmillan Company, 1943““ 374 pp. Ledlie, John A. and Francis W. Holbein, The Camp Coxznsel2£__ Manual. New York: Association Press, 196.12? p. 311 adlie, John A. and Ralph D. Roehm, EFB§P99522§ 3333333, Camp Admipigtration. New York: Association Press, T§E9- 235 pp. .eberman, Joshua, ggeatgfg_0ampipg3 New York: Association Press, 1931. 2§l pp. ison, Bernard 8., Camping and Education. New York: The r—a—c- .b-Q—oo— McCall Company,fil9§CT'_19C-pp. zBride, Robert E., Camping 33 the Mid Centu3y, Chicago: American Camping Association, 1933. 1 pp. 3Kinney, Fred, The Psychplpgy_9£_P§333331.Ad3ustmen£, New York: John Wiley and Sons, Inc., 19b5. 335 pp. 9nninger, William C., ghgersggndine Youggelf. Chicago: Science Research Associates, 1958. 52 pp. ,chigan State Department of Social Welfare, 1953.23333395y. of Summer Cam 8 for Children. Lansing: State Depart— Rant" '0?“ ‘S'ocia 311% ‘1'? 55317932 34 pp . .tchell, A. Viola and Ida B. Crawford, Camp Counsgggpg, Philadelphia; W. B. Saunders Company, 1950. 388 pp. ‘w Yerk Board of Education, Extending Edugation Through Cagping, New York: Life Camps, Inc., 1938. .120 pp. 39 York Section, American Camping Association, The Place of the Organized Camp in the Field of Education. 'Kfin Arbor, MiothEEEEAEErTEan—Cgfifii g KEsociation, 1936. 10 pp. Jethway, Mary L., Charting Egg Coupsglggfs Course. New York: Longmans GFeen and CSmpany, f9ho. 'TSO pp. {morne, Ernest G., Camping and Guidance. New York: Asson man-I ciation Press, 1937. 'ZEOEEETM. ‘t, Elmer E., §g,ggujflgnt to be g Camp Counsglor. New York: Association Press, 19b6. 112 pp. zrter, Mildred, B., Surjeys, 3911s, and Samples. New York: Harper and Brothers, 1950. #10 pp. gpers, Carl R., Counseling and Psychotherapy” New York: Houghton Mifi n Cgmpany, 9ECTMHESC pp. 312 ubin, Robert, The Bpok o£_q§mpings New York: Association Press, 19h§1 :13? po. anders, J. Edward, Safety and Health in Organized Camps. New York: Casualty and Sibtz Underwriters, 1931. 133 DD- harp, Lloyd B., Education and Egg squSE.QaEE- New York: Columbia University firess, 1930. 113 pp. kinner, Charles E., Educational Esychology. New York: inc-1".” Prentice Ha11,HInc., I§E§. 6§§ipp. trang, Ruth, Behavior and Background 3; gtudents in 9311050 and Secondarz_§ghool. New York: Harper and Brothers, 15577""315 pp- raxler, Arthur E., Techniques 33 Guidance. New York: Harper and Brothers, I955. 394 pp. ’. S. Department of Health, Education,and Welfare, Your Child from §i§.tg ggelve. Washington: Children'smBureEu Puincation, Number 324, 19b9. 141 pp. 're, Roland w°:.E}ft-.Q%£§§ for 9ame.§eseeslezen New York: Association ress, 19537. 96 pp. illiamson, E. G. and J. G. Darley, Student Personnel Work. McCraw-Hill Book Company, Inc., 1937. 313 pp. '11 son. Eo Bright Jr. » A9. Inizoeee‘éioe 12.9. easniifiie 39.39.32.132..- New York: McGraw-Hill Book Company, Inc., 1952. 390 pp. itmer, Helen L., and Ruth Kotinsky, Egrggnality in the Making. New York: Harper and Brothers, 193?} 582 pp. B. PERIODICAL ARTICLES merican Camping Association, "The Role of Camping in Educa- tion," Camping Magazine, 19:26, February, 19U8. dler, George G., "The Use of Personnel Records," Campimg NagazingJ 7:20, June, 1935. eaumont, Henry, "The Evaluation of Academic Counseling,“l Journal of Higher Education, 10:79-82, November, 1939. w- “-H .fi- m. 313 Bedger, Jean E., "ng Much do you Know About Your Campqgs," C ‘ r-“i Camping Magazine, 24:12~13, February, 196?. Blocksma, D. D. and R. Boozer, "pr Canning H°¥2§.§fllfi ghilf dren," fliphigg2_ggpcatign_§§prnalfi'597538~60, April, 1952. Burns, G. P., ”Trends in Camping,” Camping Magazine, 22:21w22, November, 1950. 1hase, Wilton P., "Measurement’of Attitudes Toward Counseling,“ Educational see. Zflfislseicel Measufiesni. 6:407—473. Winter,‘1955. Drespie, Leo P., "Opinion-Attitude Methodology and the Polls» a Rejoiner,“ Ps cholggggal_Bulletin, XLIII 6:68—71, November, 19u5. )imock, Hedley 8., "Summer Camp Today and Tomorrow," Survey, 80:146-lh9. )oherty, J. Kenneth, "Counselor Rating Scale," Camping Magazine, 22:10-11, February, 1950. nnought, Neal, "Character Building in Camp," Camping MagaziggJ 8:3—U, March, 1936. )yer R. R., "Does Johnny Need a Pill " Camping Magazine ' 21:17, May, 19u9. ' '“"'"”“ ”"*””*“J ‘oley, L. E., "What Makes Camping Worthwhile?" JOUZQEL.2£ Education, 131:152-15b, May, 19uR. firiedrich, John A., "Sociograms Provide Graphic Picture of Camper Group Relations," Camping Magazine, 1:17-18, January, 1953. ' ”II“ "Understanding the Camp Group " Camping Marayine ___,.«.: _. v m.‘ .HJ;-;111 2u:21—23, April, 1952. “A ’ libson, H. W. "The History of Organized Camping," Qamphyg Magazine, 8:Chapter 1, January, 1936. (unpagedir almi, Milton and William Kendall, "Some Comments in Defense of Non-Directive Counseling”, gpurnal 93.92nsultigg Psychology, 2:74-81, March-April, 1937. sunns, Ernest, "The Changing Pattern of the American Chil- dren's Camp,“ §ghool and Society, 71:97-90, February 18, 1950. 31b lends, Milo W. and Raymond G. Kuhlen, "Changes in Social Adjustment in a Summer Camp,“ Jogrgal 93.22XQQQLQEX» 15:1-6, January, 1943. Iymes, James L. Jr., ”Training for Guidance," Camong_Magazine, 10:7-9, January, 1938. Ivan, John J., "Rating Camper Behavior,“ 9.331113ng Magazine, 23:16-17, February, 1951. esness, Robert, "Improving Camp Mental Hygiene," Camping Magazine, 22:20;21, January, 1950. osselyn, Irene M., "Psychological Needs of Over—Privileged Children," Camoina Magggigg, 2u233-3u, June, 1952. 0y, Barbara Ellen, "The Role of Real Camping," Qampimg Magazine, 19:15a16, May, 1947. ilpatrick, William Heard, "The Role of Camping in Education Today," Camping_Magazine, 1a:1u, February, 19b2. och, Harlan 0., "The State of Guidance in the Samll School," School and Society, 50:95, July, 1939. wfi'fl Ht.".—. mrber, Max, "How About a Counselors' Council," Camping_ Magazing, 21:8, February, 19u9. ink, Robert E., "What Makes a Counselor Tick," Campwicng Magazine, 23:11-12, January, 1951. 10k, J. M., "Camp Values for All Children," Bublio 5.93.112}- Nursing, 38:269—270, June, 19U6. 1111, Marjorie W., "Working with Groups in Camp,M Qampigg Magazine, 2u:25, June, 1952. allary, Howard, "The Counselor“s Job, Changing II» to «wea,v QEEREDE.E§EQ£EQE: 21:7—8, February, 1949. H :Clnzsky, Howard Y., "Camping Comes of Age,” gagging.Mggagi§§J 19:13-15, November, 1947. 3Nenuxr, Quinn, "Opinion-Attitude Methodology," Psychologi- cal, Bull__e:t_i_._n_, XLIII, N0. 1+, July, 19%, pn. 'Za"9"-"j"?7.. >reru3, J. L., ”Sociometry and the Cultural Order,” Bocio- metry, 6:299-3uu, 19u3. “"“ ‘13 ...J \J\ mrse,'William C., "Some Problems of Theranutic Camping," ‘Ehe Ngrlggs ghild, 6:211-22u, April, 1947. bser, W. E., "Ewaluation of a Guidance Program by Means of 9 Student Checklist," gflflfflfll.93.§fi9£fl§$2§§3.5§fi£fi§9§3 b2:609-617, April, 19U9. ational Education Association, I‘Mental Health For Children," (pamphlet) Washington: National Education Association, 1953. 9199. orthway, Mary L., ”Appraisal of the Social Deve10pment of Children at a Summer Camp," Uniygggigy 2: Toronto Studies, Psychology Series, 5:22L50, January, 19E0. lson, Willard C., “The Diagnosis and Treatment of BehaVior Disorders of Children," National Society of the Study 9:.Educatigg, 34th Yearbook, I935, pp. 350-355. alumbo, Adelaide 2., "Social Casework and the Child Camper," The ghllgn Washington D. C.: U. S. Children's Bureau, Department, 1953. ansom, John E., "Counselor Evaluation," QEDEERE.E§E§E$QEJ 2b:1l-12, January, 1952. edl, Fritz, "The Role of Camping in Education,” ggmpigg Magazing, 1U:42-e3, February, 1942. 3mie, Stephen, “Criteria for a Better Questionnaire," Journal of Educatiggal'ggseargh, u2:69—71, September, 1913'." ""' W ' )ss, H., "Guidance: How the Camp can Help the School," Progressi"e Educqgigg, 1h:602-60u, December, 1937. Hr..- >ss, Helen, "What Can the Camp Contribute to the Emotional Development of the Child,” QEEPABE.E§SaZ¥QS: 10:3—5, 28—29, March, 1938. [therford, Robert F., "Psychiatric Pointers on Staff Selection,” Q§§2125.M§5§E$R23 23:22, March, 1951. watt, Cecil Winfield, "Guidance in the Modern Summer Camp," £1,312,125. ESSEELUB, 10:26'27: marCh: 1938- wnnnan, Jackson R., “Individual Differences of Campers," pameies aaaaaerie. 8=3~5. February, 1936. 316 Sobel, L. H. "Plan to Integrate Summer Camping and Vocational Guidance, " Vocational Guidance, 1:3l7wl9, April, 1933. WT-’-- —M'—-. Statten, Taylor, "Appraising the Results of a Summer Camp,”I Religious Education, 2b:565=71, June, 1929 H a. 9A "1"... -—.--r--—.— "Good Training Means Good Counseling," Stultz, Richard E., January, 1951. Camping Magazine, 23:19-15, L, "Use a Camper Interest Inventory," Ca_pine MaLazine, “25: 22— 23 ,February, 19 53. Super, Donald E., "Group Techniques in the Guidance Program,“ Educational and Psychological Measurggpnt, Vol. 9: N'O'T'f,"3p.m456:510,19n9. "Camping As A Socializing Experience," 8:5~6, May, 1936. Amer_ican Childhood, ?‘.-"C"“’ Phom, Douglas A., Camping Magazing, C., "What About Summer Camps?", 3h:11, April, 19u9. 'an Til, William, "Democracy Begins in Your Camp," Camping Ma.gazine, 19:11, June, 1997. ”Counselor Training can be Professional," 23:16-17, January, 1951. 'owle, elch, Emily, 9a ml) 1 ms. Massage: essel Louis, "Camp Life and Purposeful Planning," Camcigg Magazine, 7:14-15, December, 1935. inans, Jack, ”To Learn to Live Together," Camping Magazine, 24: 16- -17, May, 1952. "“‘"“‘ "3““ 001, S. Theodore, ”Techniques in Guiding Camper Conduct," Camping Magazine, 18:20-21, February, 19h8. _Fred P. Frutchey, and Irving Robbins, and Survey Studies," Re"iew of rightstone, J. Wayne, 1953, “Evaluation, Trend, Educational Research, XVIII, No. 5, DecemBEr, pp. .jfifi;355§.._1_-_1 under, C. F., ”A Study of the BehaVior of Boy Campers,“ American Association for Health, Physical Education and Recreation, Research Quarterly, 9:128-135, May, 1938. 377 C. UNPUBLISHED MATERIALS Britten, R. J., "A Survey and Evaluation of Guidance Practices in High Schools of Virginia." Unpublished Doctor"s dissertation, College of William and Mary, Williams— burg, 1949. 192 pp. Connecticut State Department of Education, gLidance Practiceé in Connecticut High Schools. Connecticut State Depart- ment mof Educe -tion, Hartford, Connecticut, 1990. 50 pp. Dewitt, R. T., "An Experiement in Camping Education." Une published Doctor"s dissertation, George Peabody College, NashVille, Tennessee, 1950. 218 pp. Frick, Donald Leo, "Evaluation of Guidance Services in Selected Colorado Schools." Unpublished Doctor's dissertation, The University of Colorado, Boulder, 1950. 265 pp. Horn, Carl Meade, ”A Survey of Guidance SerVices and Practices in Michigan Public Schools.” Unpublished Doctor's dissertation, Michigan State College, East Lansing, 1951. 190 pp. Lohn, J. M., "Guidance Programs in Rural Communities." Unpublished Doctor“s dissertation, New York Univer= sity, New York, 1939. 1052 pp. Luker, Arno Henry, "A Survey of Guidance Practices of the High Schools of Michigan." Unpublished Master's thesis, Michigan State College, East Lansing, l9h2. 58 pp- McBride, Robert E., "A Guide for the Preparation of Camping Personnel in an Undergraduate Teacher Education Institution.” Unpublished Doctor" 5 dissertation, Columbia University, New York, 1951. 2&0 pp. Meyerling, Harry R., "Beha"ior Problems Encountered in a Camping Situation.” Unpublished Doctoru s disserta— tion, The University of Michigan, Ann Arbor, 193". 188 pp. Michigan Program of Occupational Information and Guidance, Bulletin No. 26“, The State Board of Control for Vocational Education, Lansing, l9hO. 8 pp. 318 Michigan State Department of Social Welfare, "Summer Camps for Children in Michigan,“ (mimeographed report) Michigan Social Welfare Department, Lansing, Michigan, 19GE. 12 pp. North Carolina State Department of Public Instruction, "Guidance Practices in North Carolina High Schools, 1946h1947," Raleigh, North Carolina: State Departw ment of Public Instruction, 1947. 8 pp. Smith, Lenore 0., "An Investigation of Personnel Practices and Program Organization in Public School Camping." Unpublished Doctor's dissertation, University of Eguthern California, Los Angeles, California, 1952. ’ 0 on. Sorrells, Daniel J., "Guidance Practices in Selected Small Schools.“ Unpublished Doctor's dissertation, Michigan State College, East Lansing, 1951. 180 pp. Waian, Elian L. "Guidance Practices in the Elementary School." Unpublished Doctor's dissertation, Oregon State University, Corvallis, Oregon, 1952. 212 pa. Warner, Edna Arnold, "Contribution of the Case Method to Guidance in a Summer Camp.“ Unpublished Doctor‘s dissertation, Cincinnati University Teachers College, Cincinnati, Ohio. 19h2. 2&8 pp. Watkins, Randall D., "An Evaluation of Camp Leadership Training Courses." Unpublished Doctor“s dissertation, The University of Southern California, Los Angeles, California, 19h9. 284 pp. Section 1: Section 2: APPENDIX A: PARTICIPANTS Names and Addresses of Camps Participating in the Study Names and Addresses of Authorities Partici- pating in the Study Section 1 I952 DIRECTORY OF SUMMER CAMPS FOR CHILDREN MICHIGAN STATE DEPARTMENT OF SOCIAL WELFARE LANSING, MICHIGAN STATE OF MICHIGAN DEPARTMENT OF SOCIAL WELFARE LANSING 4 .OCIAL WELFARE COMMISSION - W. J. MAXEY L. c. cummAu. N.D., CHAIRMAN numeral! c. H. RUNCIMAN. VIc: CHAIRMAN Inc. A. A. aAmca. JR. clonal: I. FITZGERALD HARRY J. mutton FOREWORD The State Department of Social Welfare under authority of Act No. 47, P.A. 1944, First Extra Session, (Sections 722.101 to 722.108 inclusive of the Compiled Laws of 1948) is the licensing agency for children's camps in Michigan. As part of the licensing program, the Department of Social Welfare annually prepares this directory. A license is not required for camps operated by governmental agen- cies and these camps are indicated in the directory by an asterisk (*). 'The Department’s program for the protection of children in camps is carried on in cooperation with the active efforts of other state and local departments whose programs bring them into touch with the camps also, namely, the State Health Department, the county and district health departments, the State Depart- ment of Conservation, the State Department of Public Instruction, the Fire Bureau of the Michigan State Police,tuuithe Bureau of Dairying of the Department of Agriculture. This directory is published primarily for the use of the employ- ees of these departments and of the Department of Social Welfare and it is for this reason that the classifications are by type of ownership and by county of location. Other persons using the directory not familiar with the location of Michigan counties may find it convenient to use the reference map of the State of Michigan at the end of the directory. As with all licensing agencies, the first concern of the State Department is the determination that licensees operate in accordance with rules and regulations which reflect minimum standards. In order to work effectively toward the im- provement of all camps, with certain maximum standards as goals, the Department engages in a continuous cooperative relationship with the Michigan Camping Association, a voluntary group to which either the organizations or the proprie- tors owning the better camps in Michigan belong, with a few exceptions. In 1952, 375 camps were licensed. Of these, provisional licenses were issued to 48. some of which were new camps in the process of developing facilities which would meet minimum standards and which had prospects of reaching those standards within a year or two, while others were short-term camps not previously observed in operation. Director : ; March 1, 1953 The facilities listed are available for year around use. Ernest V. Blohm. Group Camp Supervisor GROUP CAMP FACILITIES NAINTA'NED'BY MICHIGAN DEPARTMENT OF OONSERVATION DIVISION OF PARKS AND RECREATION Arthur E. Elmer. Chief For use of camps in the summer, june 15 to Labor Thy} snake application to the Division of Parks and Recreation, Michigan Department of Cbnservation: 4OOIBauch Building, Lansing 23, Michigan; to resident park manager for fall, winter and spring use. wood, where available, is free for cooking and heating. Down .Rates: Based upon not less than the rated.minimum scanner capacity; children $1.50 per camper per week. adults $3.50 per camper per week, according to number of campers, no charge for damp help or Staff. for children.is $1.75 per camper per week and for adults $4.00 per camper per week. 'must be-obtained if rated maximumhcapacity or camper-staff ratio is to be exceeded. equipped with cooking ranges, have electricity. sinks, cupboards, ,At camps where dishes and silverware are provided, the rate tables and benches. (*\ Asterisk indicates facilities accommodating mixed sexes. Special permission All facilities are All facilities except Burns Lodge CAPACITY C SLEEPING IO=Ecing kgg?l:$¢ STAFF TOTAL ACCOMMO- DESCR.pT.0N CAMPERS AND CAPA- DATIONS ._A HELP CITY PROVIDED I. 3'! City Group Camp No minimum (*) Large, modern, frame residential Bay City State Park requirements Cots building with electricity Recently 5 miles north of Maximum 25 S 30 acquired by the State and was form Bey City on I-47 erly used by local groups of chil dren. Now available to all groups. Reconditioned and refurnished. There is an excellent beach and a nature museum. 2. Bloomer Group Camp Minimum 20 5 25 Cots and Rustic lodge, kitchen... dining room. Ortonville Recreation Area Maximum 28 6 34 mattresses dorm rooms, fireplace, secluded lo« 1 mile north of cation in 3,000 acre Ortonville (”t9"Ville Off M'15 Recreation area. No immediate water . front. 3. . - Bruin Lake Camp Minimum 16 4 20 Cots and T shaped building. kitchen and dining P’inckney Recreation Area Maximum 20 S 25 mattresses room; electricity. Tents may be 2 miles southwest of used supplemental to building accom~ Village of Pinckney modations. 4. 3"'11-3 Lodge Minimum 16 4 2O (*) Remodeled farm residence. secluded ‘hterloo Recreation Area Maximum 20 5 25 Cots and location in 14,000 acre tract llfiJes west of Chelsea mattresses Swimming nearby, dorm rooms. dining room, outdoor latrines. Popular all seasons of the year, 5. (Eda: Lake Chmp 72 18 90 (‘) Insulated and winterized for yea: l'IlterlootRecreation Area Cots and around use. Kitchen utensils. mattresses dishes and silver provided. Mess hall, central latrine, office, help quarters, craft building. 3 units of sleeping cabins and unit latrines private water front. 6. (fidef Noonday Lake Camp 96 24 120 (‘) Kitchen utensils, dishes and silver Yankee Springs Cots and provided. Mess hall. central latrine. Recreation Area . mattresses staff quarters, help quarters. in- lZnfiles west of Hastings firmary. craft shop, office. 4 units ‘ of cabins and unit lodges, private beach, unit latrines. 7. Have: Group Camp Minimum 16 4 20 Cots and Advantageous location, secluded. in l J. Hayes State Park Maximum 20 5 2S mattresses 700 acre park, dining room, kitchen; 9 miles west of Clinton on 08-112 staff rooms and loft. Some water lavatory, dishes provided. sports in park. Swimming. CAPACITY E ST AF TOTAL stigma? MAN AND LOCATION A M 0F cmp FACILITY CAMPERS AND CAPA— OATIONS ”53mm” HELP CITY PROVIDED 8 Island Lake Group Camp Minimum 72 18 90 (’) Secluded location on Huron River Island Lake Recreation Area Maximum 110 30 140 Cots Unit type camp, 4 units, 20 sleeping 6 miles southeast of mattresses cabins central latrine mess hll Brighton off U S 16 kitchen utensils, dishes and silver provided help quarters swimin nearby Unlimited possibilities for ' outdoor recreation in the 2 300 acres conprising the area 9 Long Lake Camp 96 24 120 (0) Similar to Chief Noondsy Lake Cw Yankee Springs Cots and but has no unit lodges. Kitchen 1_ Recreation Area mattresses utensils dishes and silver provided; 1 000 acres to utilize for a diverse outdoor program- 10 Ludington Group Camp Minimum 40 7 47 (s) Rustic mess hall latrine and Ludington State Park Maximum 50 Cots and laundry buildings one barracks- 8% miles north of Note. Permit may be obtainersi' to accommodate mattresses Utensils dishes and silver provided. Ludington on M 116 20- 30 additional persons by use of Private location and” or front. tents 3 100 acres of unexcelled natural beauty. 11 Mill Lake Camp Minimum 96 24 120 (‘) Similar to Cedar Lake Camp and Waterloo Recreation Area Maximum 112 30 142 Cots and addition has administration building. mattresses 4 units of cabins and 4 unit ls- trines and infirmary. Insulated and winterized for year around use. Kitchen utensils; dishes and silver provided 12 Muskegon Group Camp Minimum 60 12 72 (‘) Mess hall kitchen utensils, dishes Muskegon State Park Maximum 80 20 100 Cots and and silver provided 2 barracks: 7 miles northwest of mattresses staff quarters, help quarters; ad" Muskegon off M 20 ministration building central 1s- trine Swimming hiking etc- -, in 1,350 acre park Attractive con- verted CCC c mp 13 Ocqueoc Lake Camp Minimum 50 8 58 (‘) Converted (11: Camp mess hall 3 hr- Black Lake State Forest Maximum 110 30 140 Cots and racks for dorms 1 for recreation Ind 16 miles northwest of mattresses craft infirmsry, help quarters, staff Rogers City on US 23 quarters, administration buildin latrines and showers private water front . 14 Pi:kerel Lake Group Camp Minimum 16 4 20 (*) Construction completed February. 1951 Highland Recreation Area Maximum 20 s 25 Cots and Large dining room used also for on“ one mile east of Highland mattresses work sleeping in connected dorm refill: Adjoining modern kitchen Some dish" provided Showers Cook s quarters Outdoor recreation opportunities in 5 000 acre Highland Recreation Area 15 Sleeper Group Camp Minimum 72 18 90 (*) Unit plan camp 16 sleeping cabins Sleeper State Park Maximum 96 24 120 Cots and central latrine mess hall kitchen 5 miles northeast of mattresses utensils dishes and silver provided. Caseville off US 25 help quarters administration build— ing Excellent beach on Lake Hurdl- 16 Warren Dunes Group Camp Minimum 16 4 20 (t) T shaped building with partitioned south of Bridgman on US—12 Maximum 20 5 25 Double deck sleeping rooms at either end of II" 14 miles south of beds and all Connecting kitchen with bot- Brno .IHa bo mattresses tled gas range Electricity 01!- door latrines 17 Wells Group Camp Minimum 30 5 36 (t) Kitchen utensils dishes and silver J W Wells State Park Maximum 5 12 72 Cots and provided Mess hall and outdoor 25 miles ‘I‘ofl’fh 0 Note Permzt may be obtained to accommodate mattresses grill is in an enClosed screened Menominee on M 35 camping additional 20 40 persons for tent veranda modern latrine. shower and laundry building 4 sleeping cabins ‘ Separate qua': tens for staff and help 4 Private water front 1‘ mi les on G'el'l l y I CAMPS OWNED AND CAMP fesver Lodge o-Family Farm Harlevoix lying Eagle reenwoods anitou ichigama orthstar et-O—Se-Ga hncta Maria Ihuwoo brebo 'scation Valley arsity (Day) Eh-Yam rbutus 3an-Ik-Cam Lodge hippewa Trails kystalaire filinor ‘our Way Lod e louse on the Hill hntingdon ndian Beach bhahna .ake of the Woods anes “Chlgama Hill v'hirlaway Ranch bod! md ahavo hippewa Lodge Hndy Sue Pttonwood Farm Ountry (Day Goldberg' 5 (Day) amp 4-Fun laPP)’ Day fillandale Iilltop 1mm Cbuntry Club (Day) ongw krrilln Palmer lorristow Hills Iahelu VMara *TB-Nne'-Tb Etterson lnebrook D3 2-lou1 ' ( ’) leEll Life Da hd Am ( Y) INDEX OF CAMPS OPERATED BY PRIVATE INDIVIDUALS AND PRIVATE OPERATED BY FOR BOYS William DuBow Herbert Thining Stephen Baumann T. C. Wuerfel Mrs Viggo Bovbjerg Kenneth W. Smith Mr. and Mrs. M. F. Eder Carl Erickson Mrs. F. Greenberg Dr. Louis Harley Joseph Gembis Edward Aath and David Seibold W. D. Ga ile Leelanau Schools Verne Handley Ray D. Nicholson Herman and Milton Fishman Mrs. David Aptekar and Philip Nichamin H. J. Templin Thomas Chawke E. V. Tomlinson Todd School for Boys, Woodstock, Ill. Harold E. Sweeny Irvin Wisniewski Herman Mayhew Daniel Noeker FOR GIRLS Mr. and Mrs. Paul Hunsicker John P. Hussey Marion Simpler F. E. Putt Mrs. M. F. Eder Florence Noeker E. V. Tomlinson Mr. and Mrs. Morris Shaw Mrs. Maude B. Turner Mrs. F. Greenberg Mrs. R. H. Alter Herman & Milton Fishman Mrs. Wm. Roo W. L. Gunnerson Dr. and Mrs. H. W. Tatter Mr. and Mrs. Allen Borger Sisters of St. Joseph, Villa St. Mrs. Goldie DeBow Anthony FOR BOYS AND GIRLS- Elwin Pennington Mrs. Kathleen L. Link Mrs. Walter Mast George Weiswasser W. A. Goldberg. Ph.D. Elizabeth B. Andrews Rev. W. C. Standridge Mr. and Mrs. Cleve Bradshaw Mrs. A. M. Wauters Kent Country Club Mr. and Mrs. P. H. Leiderman Merrill—Palmer School Mr. and Mrs. Ralph Stow Mr. and Mrs. Stanley Michaels Mrs. Julia Johnson Mr. and Mrs. E. 0. Thorpe Mrs. Irene Patterson . Mrs. Lafeton Whitney Mrs. Edythe Cugell James Fraser June Miljevich SCHOOLS COUNTY Berrien Cheboygan St. Joseph Cheboygan Montcalm Charlevoix Livingston Antrim Kalkaska Oscoda Grand Traverse Washtenaw Jackson Leelanau Benzie Cheboygan Ogemaw Schoolcraft Otsego Charlevoix Manistee Leelanau Livingston Grand Traverse Grand Traverse Cheboygan Antrim Benzie Berrien Antrim Livingston Charlevoix Leelanau Leelanau Van Buren Jackson Ogemaw Washtenaw Charlevoix Berrien Hillsdale Kalamazoo Berrien Isabella St. Joseph. Washtenaw Oakland Livingston Oakland Charlevoix Kent Cass Lapeer Benzie Oakland Sanilac Oceana Wa ayn e Muskegon Charlevoi.x Wayne Manistee CAMPS OWNED AND OPERATED BY PRIVATE INDIVIDUALS AND PRIVATE SCHOOLS (Cont'd) CAMP Riseman Farm Stonycroft Inc Summerset (Day) Twin Springs Victory CAMPS Adas Albright Au Sable Baptist Bible Camp Barakel Barakel Bayshore Bay State Park Bethel Park Bird 5 Nest and Holiday House Blessed Hope Bible Conference Blue Wate Board of jewish Education Catholic Girls Chirkagami Chief Noonday Christian Life Christian Youth Training Church of the Brethren Clear Lake Covenant Point Bible Crystal Beach Christian Assembly Crystal Springs Youth Y O for Boys C Y O for Girls Detroit Baptist lk Sales Diocese of Northern .ichigan Conference Cent hr Las ern ‘aichigan caravan Echo Grove Fa do Lo Fa Ho Lo Christian Life Faith Wing Forest Haven Bible Fortune Lake Bible Fortune Lake Bible Friedenswald Free methodist Churcn C Y C Free Methodist Church Geneva Gitch‘ Eilee Bible Good News Jray 3 eat Lakes Youth Greek Orthodox Grindle Happy Tf.c Bible Henry Holiday house uopkins Holiness doughteling « Cams jock ardr jil‘ P “'1 Judson Collins memorirl Lake Huron Methodist Lake Louise Baptist Like Louise Methodist Lakeside Park Lake Superior Bible Lincoln Lake Bible Little Eden Lutheran Man-kiwa Manton OPERATED BY F0} a0”$ AND GIRLS (Cont’d) meta Riseman Stonycroft Camp Inc wrs Joanne Fox Hrs Esther Hecht Bess .arie Elliott UNDER THE AUSPICES 0F RELIGIOUS GROUPS Adas Bnei Israel Albright Park Camp Meeting \ssociatio -dichigan Conference of Seventh Day Adventists First Baptist Church of Sault Ste Marie Central .nicnigan Christian Camping Association Central .uichigan Christian Camping Association icnigan Conference of the Evangelical United Brethren Church Jefferson 1venue Baptist Church Detroit German Branch of the Assembli: s of God Girls Friendly Society. Episcopal Diocese Hiawatha Land Independent Baptist Missions Reorganized Church of Jesus Christ of Latter Day Saints Board of Jewish Education. Chicago, Ill Grand Rapids Diocesan Council of Catholic domen Episcopal Diocese of Michigan nethodist Church Board of Education Christian Life Camp Committee (Baptist Churches) Rural Bible Mission Inc Michigan District Qiurch of the Brethren Fort St Presbyterian Church, Detroit Great Lakes Conference of Evangelical Mission Covenant Churches ”ichigan Christian r'issionary Society Lalamazoo District Methodist Church Catholic Youth Organization Catholic Youth Organization Detroit 'Zaptist )issionary Society Oblates of St Francis de Sales Diocese of Northern Michigan of the Protestant Episcopal Church Eastern micnigan District Church School Board of the Nazarene Cnurch The Salvation Army .ichigan District Council of the .‘ssemblies of God Fu do Lo Christian Life Camp. Inc Cass Community Church Au Sable Bible Camp Association Assembly of God Superior Conference of the Augustana Lutheran Church Central and Middle District Conference of the General Conference wennonite Church Lustern nichigan Conference C Y.C. Free Methodist Church Port Huron District Free Hethodist Churc Camp Geneva of the ‘eformed Church in America Lake Superior Bible Conference Association Deckerville Bib!» Church r‘resbytery of Jnicago Illinois Wolverine Association of Free Will Baptists St Nicholas Hellenic Orthodox Church. Detroit Presbytery of Detroit Michigan Conference United Missionary Church Grand Rapids Westminster Presbyterian Church Girls Friendly Society Episcopal Diocese of Chicago HOPKINS Holiness Camp meeting Association Grace Church Oak Park Illinois Eastern District Conservative Baptist Association ;ack n6 Jill Bible CRUJ Camp, Inc Detroit Conference of the .dethodist Church Iktroit Conference of the .Wethodist Church Michigan i-‘i ntion .nethodist Church of . ichigar Det troit n-strict of the Evangelical United Brethren Churches First Baptist Church Ironwood Lincoln Lake Bible Conference Little Eden Camp Ground Ass' n. (The mennouitp Church) Michigan Synod of the United Lutheran Church in America American Sunday School Union Northern Michigan Conference of the Free methodist Church COUNTY Berrien Presque Isle Huron Y Berrien Oakland Chippewa Sanilac Muskegon Presque Isle Barry thhtenau Kalamaz Mecosta Oakland Iron Benzie Chss Sanilac Sanilac Lapeer Jackson Marquette Livingston Oakland Keweenaw Huron Allegan Washtenav fiscodw thhtenaw Lenawee St Clair Charlevoix Charlevoix Livingston Gogebic Kent Manistee Barry Manistee Wexford _ ' .." ' ' "EEEEEEEiiiiiIIIII CAMPS UNDER THE AUSPICES OF RELIGIOUS GROUPS (Cont'd) CAMP lennonite Youth afimdist nntermediate hchiwana IlChigamme Methodist Institute .fichigan Synod nduvoix- Park of the Pines Vesbit Lake I" First Giur IorthMichiganc United Brethren Iotre Dm y’onecostal Church of 60d fiatt Lake gilgrim Haven ilagens r‘leasant Hill Lutheran Bible Portage Lake Bible Presbytery Point Rainbow Lake Bible REgular Baptist :idge Road Youth ocklmke Christian Assembly Rothfuss Assembly Salvation Army Sebewa Selaha Conference 31PEPE!" Group n°n Lake Lutheran Bible >Weezey Lake hlah Tower Hill hwn Line Lake krauuan Catho li 1c éppern Peninsula Bible Westminster “stafagoma (Dung Peo 1 'Outh Have P" e' s Bible PUIh Island CAMPS Axum ALI-en Park Scout 13¢" Lake Scout tflnrl “Mess-ac Howell Scout Reservation gnaw“ 1518 Council “mm 3. Be” v’nerber Scoutz Sheilick I-Hllbbard Woods Mesatake I‘lroliex iiz°nL Lake Again“ 50011 t Service [hmeyau VNEIkirk “Nay“ 1 ¥ OPERATED BY Mennonite Board of Missions and Charities. Elkhart, Ind. Detroit Cbnference of the Methodist Church Camp Michawana. Inc. Marquette District of the Methodist Church Dresbyterian Synod of Michigan Reorganized Church of Jesus Christ of Latter Day Saints Nazarene Churches of Michigan Independent Assemblies 0 Michigan Conference Luther League of Suomi Synod Northland Gospel Missions of Upper Michigan Upper Peninsula Circuit of the National Lutheran Church First Congregational Church. Chicago. Illinois North Michigan United Brethren Camp Association Brothers of Holy Cross, Notre Dame. Indiana Ohio, Indiana and Michigan District Pentecostal Church of God The Salvation Army Michigan Congregational Christian Conference Upper Peninsula Laymen's Retreat Association Pleasant Hill Lutheran Chmp, Inc. Lower Michigan Covenant Churches Presbytery of Lake Superior Evangelical Free Churches Regular Baptist Church of Michigan Ridge Road Bible Assembly Rock Lake Christian Assembly Association United Brethren Church Salvation Army United Brethren in Christ Camp Selah Conference Conservative Baptist Association of Michigan Stony Lake Lutheran Bible Camp corporation First Baptist Church of Jackson Evangelical and Reformed Church (3 :ichigan- Indiana Synod) and the Congregational Association of Detr Chicago Congregational Union Free nethodist Church of Lakeview Ukrainian Catholic Church of Hamtramck Upper Peninsula Bible Camp, Inc. Berrien County Council of Churches Westminster Presbyterian Church of Ibtroit Kalamazoo District of Evangelical United Brethren Church American Sunday School Uni ion Greater Muskegon Youth for Christ Detroit Presbytery UNDER THE AUSPICES 0F ORGANIZATIONS BOY SCOUT COUNCILS Clinton Valley (Pontiac) Detroit .Area Summer Trails (Bay City) Battle Creek Area Aurora (Illinois) Area Portage Trails (Ann Arbor) St. Joseph Valley (South Bend. Indiana) Detroit Area Blue Water (Port Huron) Detroit Pokagon Trails (Hammond, Indiana) Timber Trail (Muskegon) Scenic Trails (Traverse City) Detroit Area Wolverine (Monroe) Grand Valley (Grandn Rapids) Chief Okemos (Lans g) Grand Valley (Grand nRapids) Detroit Area Detroit Area Southwestern Michigan (St. Joseph) Hiawathaland (Marquette) Portage Trails (Ann Arbor) Paul Bunyan (Midland) COUNTY Washtenaw Barry Mariuette Kent Charlevoix halamazoo ron Iron Iron Iron Berrien Montcalm an Buren Hillsdale Manistee Marquette Montcalm Benzie Shiawassee Montcalm Hillsdale Kent Ionia Hillsdale Huron Oceana Jackson Livingston Berrien Montcalm Oakland Marquette Berrien Crawford Berrien Menominee Auskegon Jakland Oakland Otsego Kalkaska Kalamazoo Livingston Sanilac -_. 1;:7f Berrien Iuskegon Grand Traverse Huron Lenawee Ottawa Jackson Kent Oscoda Mackinac Berrien Marquette Wasntenaw Clare CAMP Ottawa Owasippe Scout Rota—Kiwan Rotary Scout Lodge Shawondossee Silver Trails Ta-Pi-Cb Wabaningo Alma Girl Scout Anna Behrens Bay State Park Cedar Lake Lodge Deer Trails Fort Hill Holly Lone Tree Long Lake Long Lake Madron Merrie Woode Manistee Muskegon Girl Scout Narrin Neyati O’Fair Winds O’The Hills Ottawa Playfair Rose Lake Saginaw Girl Scout Sherwood Sleeper Group Timber Trail Wacousta Wah—Wah—Tay‘—See Keewano-Wohelo Kil-Lo-Qua Kitanniwa Natsihi Tannedoonah Tawanka Wathana Wikweia Allen Outpost Aharah Algonquin Arthur Birkett Channing Clair R. Black Cbunty C0pneconic Douglass CAMPS UNDER THE AUSPICED OF ORGANIZATIONS (Cont'd) OPERATED BY BOY SCOUT COUNCILS (Cont'd) Grand Valley (Grand Rapids) Chicago (Illinois) Tall Pine (Flint) Hiawathaland (Marquette) Fruit Belt (Kalamazoo) Valley Trails (Saginaw) Summer Trails (Bay City) Grand Valley (Grand Rapids) Blue Water (Port Huron) Tall Pines (Flint) Grand Valley (Grand Rapids) Land O Lakes (Jackson) Evanston (Illinois) GIRL SCOJT COJnCILS Alma Kent County McCann School (Wyandotte) Washtenaw Cbunty Lansing Lone Tree Area, Oak Park. Illinois Portland Van Buren Berrien Counties Area Niles Kalamazoo Cbunty South Cook County“ Illinois Detroit Hazel Park Muskegon County Southern Oakland Midland Genesee Cbunty Jackson Grand Haven and Newaygo Cbunty Pbrt Huron Marysville Osceola County Saginaw Northern Oakland Bay County and Huron Cbunty Timber Trail Lansing Greenville CAMP FIRE GIRLS Grand Rapids Mishawaka, Indiana Battle Creek Saginaw South Bend Indiana Monroe Detroit Sault Ste. Marie Y.M.C.A. CAMPS Kalama! Kalamazo> Barry Cbunty Chicago, Illinois Ann Arbor Chicago. Illinois Port Huron Flint Oak Park, Illinois COUNTY Newaygo Muskegon Genesee Alger Kalamazoo Clare Bay Muskegon St. Clair Kalkaska legan Jackson Muskegon Gratiot Ottawa Bay Washtenal Lapeer Washtenaw Oceana Oakland Clare Lapeer Jackson Newaygo Sanilac Osceola Clare Clinton Montcalm Lenawee Oakland Schoolcraft Kalamazoo Oceana Washtenaw Allegan Sanilac Genesee Juskegofl CAMPS "K" Eberhart Echo "1 Kayo-Went- l-[a Iroquois .-.; Ilhn-Go.TahT See 1m Man-I-Tou-Lin i1 Martin Johnson Mystic Lake Spikehorn Storer Wakeshm E Allen outpost Camp In The Woods F(Smell ~ “95': Beach Camp , 10}!!! G. . Maqua Emery, Jr. , Nettamiga NEWaygo / owtlissa ' Takona Tyrone Cadillac School lea; Lake maths“ . of II. Fresh Air- A.FL . .. and C.I.0- 211:"! Boys' Club (D337) ‘8. a On Omega (D83) 3 try County 4-H CIUb Bay Cliff g .y Court # g1: Silver 3, lgdgett icago Commo ginstmas SearlIs Clyde Pines Center afigk Lake (Day) w t Cril: er Lake 4-H CIUb y 3:889tt . M a{born Bo ’ xl.’ ltuglas Snail; CIUb W'F' 0t Fitch Fb d ' g urband un ation (Day) iii *3 Club ,1 EUR-C10 é flnklin Settlement .IIl-___, UNDER THE AUSPICES OF'ORGANIZATIONS (Cont'd) OPERATED BY Y.H.C. A. CAMPS (Cont 'd) South Bend. Indiana Evanston. Illinois Michigan State Bay City Oakland Grand Rapids Chicago, Illinois Lansing Detroit Chicago, Illinois GIicago, Illinois Grand Rapids Toledo. Ohio St. Joseph County Y.N.C.A. CAMPS Kalamazoo Saginaw Detroit Chicago Muskegon Bay City Lansing Grand Rapids Owosso Ann Arbor Flint GOVERNMENTAL AGENC I ES Board of Education of Cadillac Battle Creek Biblic Schools Dearborn Recreation Department Detroit Parks and Recreation Department Iron County Board of Education Detroit Parks and Recreation Department University of Michigan Speech Clinic University of Michigan OTHER ORGANIZATIONS A.F.L. and C.I.O. Unions Alpena Boys' Club Lambda Lambda Giapter, Alpha Chi Omega Barry County Extension Office Northern Michigan Children’s Clinic Detroit District Nursing Society Boys.’ Club of Toledo Board of Directors of Blodgett Children's Home Chicago Commons Association, Illinois Detroit Tuberculosis Sanatorium Circle Pines Center Consumer‘s Power Employees Club Bay-Isabella 4-H Association Michigan Society for Epileptic Children Camp Daggett Board of Directors Dearborn Boys' Club Winnetka Community House (Winnetka, Illinois) E. Root Fitch Foundation Jewish National Workers Alliance Muskegon County 4—H Clubs U.A.W.-C.I.O. Recreation Department Franklin Settlement COUNTY St. Joseph Newaygo Antrim Iosco Iosco Jackson St . Joseph Kalamazoo Oscoda Sanilac Ber ri en Muske gon Jackson Livingston Wexford Barry Oakland Livingston Iron Wayne Leelanau Livingston Muskegon Montmorency Kent Barry Marquette Oakland Washtenaw Barry Jackson Isabella Washtenaw Charlevoix Jackson Mason Cass Washtenaw Muskegon St. Clair Oakland CAMPS UNDER THE AUSPICES 0F ORGANIZATIONS (Cont'd) CAMP Free Press Fresh Air Fresh Air Friendly Gogebic Extension Grace Bentley Green Pastures Guardian Angel Summer Home Hamtramck-Tau Beta Hardy Hartley Nature Jacxson County 4-H Jackson Memorial Jeanette Kaleva Summer Kee-Nee-Wau Kidwell Kinderland Kinneret Kirby Lake Kiwanis Kiwanis Health Knight of the Pines Lady of the Lake Local #12 Summer Lu-Lay-Lea Manikiwa Michigan United Conservation Club Midland Home Town (D y) Miniwanca Minneyata Missaukee Mott Boys‘ National Music Nesbit Lake Nesbit Lake Neyati Neyati Northland Co-op Federation Odd Fellow and Rebekah Ogemaw 4-H O”Malley Ozanam Palmach Polish Falcon Pottawatomie Pretty Lake Vacation Rankin Roger Saginaw Crippled Children St, Joseph Glenbrook Stu Mary St. Vincent de Paul St. Vincent’s Villa Shomria Skae Sleeper Group Somerset Lodge Southeastern Michigan 4-H_Club Stapleton Trotter Val-Cres Van Buren County Youth VFW Children’s Camp Vinin Waldenwoods OPERATED BY OTHER ORGANIZATIONS (Cont'd) Detroit Free Press Fresh Air Society Friendly Center Community House, Toledo, Ohio Gogebic County 4~H Club s Michigan League for Crippled Children Detroit Urban League Guardian Angel Home, Detroit Tau Beta Community House Lawrence Hall, Inc., Chicago, Illinois Hartley Nature Camp Corporation jackson County 4—H Clubs Jackson Memorial Camp, Inc) Good Samaritans of Michigan Upper Peninsula Ladies and Knights of Kaleva Newaygo County Youth Camp Committee Allegan County 4 H Clubs Workmen 5 Circle Colony, Chicago Habonim Labor- Zionist Youth Union City men’ s Club Volunteers of America Flint Kiwanis Club and Genesee County Tuberculosis Ass’n. Methodist Children’s Home Society Toledo Catholic Charities, Ohio Local #12 U. A. W C I. 0 ,Toledo, Ohio Saginaw Valley Zone of Lutheran Laymen' 5 League Manistee Kiwanis Cu Michigan United Conservation Clubs Midland Community Center American Youth Foundation. St. Louis, Missouri Holy Family Home King s Daughters and Sons Mott Foundation National Music Camp, Inc. Holy Redeemer Boys‘ Club Houghton Cbunty 4-H Clubs Midland Community Cbnter Midland 4 H Club Northland Cooperative Federation, Odd Fellow and Rebekah Camp Board Ogemaw 4~H Club Camp Committee Grand Rapids Youth Commonwealth St‘ Vincent de Paul Society? Detroit Hechalutz Hatzair Organization Polish Falcons—District #13 Pottawatomie Camp Committee Kalamazoo Kiwanis and Service Clubs Highland Park Community Center Christian Youth Camp Association Saginaw County Society for Crippled Children St Francis Home Polish Activities League St Vincent de Paul Society. Grand Rapids St Vincent's Orphan Home Hashomer Hatzair, Zionist Youth Organization Davison Police Precinct, Detroit Inter~County 4-H Camp Committee Luella Cummings Home, Toledo, Ohio Inter County 4-H Club Camp Cbmmittee Society of St. Vincent de Paul, Detroit Veterans of Foreign Wars Valentine Community Center Van Buren County Youth Camp Committee Veterans of Foreign Wars Bostwick Lake Camp Corporation Crouse Estate Oakland Marquette Missaukee La eer Marquette Lake Ogemaw Bay Wishtenlw Macomb Barry Saginaw Van Buren Lapeer Huron Hillsdale Livingston Washtenn! Kent Livingston P Grand Traverse ABBREVIATIONS (Auspices) B.S. ........................................30y Scouts C.C. ........................................ Child Caring Agencies C.F. ........................................ Camp Fire Girls Ch. ................................... . ..... Churches F. ........................................ Foundations 4-H ........................................ 4-H Clubs G.A. ........................................ Government Agencies G.S. ........................................ Girl Scouts P. ........................................ Private Individuals P.O. ............... , ........................ Philanthropic Organizations S. ..........a.......~............e,., ..... Settlements S.A. ........................................ Social Agencies S.C. ........................................ Service Clubs Sch. ........................................ Schools Y.M. ...................................... 4..Y.M.C.An Y W ........................................ Y.W.C A (*) Camps operated by governmental agencies SUMI'IER CAMPS _EQR CHILDREN Licensed in 1952 Michigan Social Welfare Commission COUNTY-MARE or cup 'cmcm BODY '0': WATER CAMP ADDRESS OPERATED BY TYPE. SEX 31 ASE RATE Freelethodist Church OJrran Eastern Mich. Conference CYC Ch. 30 Boys or $1.50 per day 01001111) Free Methodist Church Girls (hooked Lake Rev. E. W. McDonald Ages 12- 14 ' 314 Mary St. , 'Yale Cap Red Buck Munising Hiawathaland Council-Boy Scouts 3.8 80 Boys $12.50 per week Red Jack Lake 303 Nestor Block, Marquette Ages 11-16 Donald Teisberg Timber Trail Camp Munising Timber Trails Camp Assoc. 6.8 73 Girls $15 - 325 MM: Lake Mrs. Carl Superko ‘ Ages 10-17 per week 633. N. \S‘th Street, Ishp'eming HAW“ Cup Gunning Pullman Division St Y. I C. A Y.M 80 Boys $30 a period Upper Scott Lake 1621 W. Division. Chicago 22, Ill. Ages 7-15 “ Gene Wierzbicki ‘ ' CHIPGI'By Saugatuck Presbytery of Chicago Ch. 120 Girls or Subsidized hkgflichigan 8 S. Dearborn, Chicago 3. Ill. Boys 'Frank Torell - Ages 2-14 Also mothers with children. Holiday House Fennville Girls’ Friendly Society Ch. 65 Girls 513 - $20 Lake Michigan Diocese of Chicago Ages 7-21 per week Mrs. John Harding 7424 S. Phillips Ave. , Chicago 49 Ihpkins Holiness Camp Hopkins Hopkins Holiness Canp Meeting Assn. Ch. 20 Boys 8' $1 for 10 days Lake Ellinger Rev. T. M. Fast 40 Girls 4391 - 3rd St. ,1 Ecorse Ages 12-20 ClflpKidwell Allegan Allegan Co. 4- -H Clubs 4-H 45 Boys 85 Varies E9818 Lake Court House, Allegan 45 Girls William J MacLean Ages 10~20 CHIP Kinderland RFD£2 Workmen's Circle Colony P.O. 60 Boys 85 $30 per week Lake Michigan South Haven 3200. W. Ogden Ave. , Chicago, Ill. 65 Girls A. Gurwitz Ages 7-14 Canp Sears Pullman Sears Roebuck Y M. C. A. Y.M 90 Boys $30 for two WP” Scott Lake 3210 W. ArthingtOn St. , Chicago 24, Ill. Ages 8-15 weeks Donald Tompkins Canp Taylor Fennville Grand Valley Council- -Boy Scouts 3.3 18 Boys No charge 300 Assn. of Commerce Bldg. . Grand Rapids Ages 11-17 Herman Brandmiller “TRIM “We Trail Camp Rapid City Miss Marian Simpler P. 110 Girls $400 for 8 weeks Elk Lake 6400 Whi tmore Lake Rd. Ages 6-18 .Whi tmore Lake, Michigan 0MP.Fairwood Bellaire M. F. Eder P. 110 Boys 5390 for 8 weeks 70rd) Lake 5699 Belmont Ave. Ages 7-17 Cincinnati 24, Ohio Four Way Lodge Central Lake Mrs. 14. .F- Eder P. 150 Girls 3445 for 8 weeks Torch Lake 5599 Belmont Ave. Ages 7-17 Cincinnati 24. Ohio CmPHaYO- Went- Ha Central Lake State Y. M. C. A. Cosmittee Y.M 160 Boys $125 - 4 weeks Torch Lake 2111 Woodward Ave. . Detroit Ages 8-17 $240 - 8 weeks Cliff M. Drury BARN Kale“ Summer Camp Michigamme Upper Peninsula Ladies 8r. Knights P.O. 30 Boys &. SIO per week 141159 George of Kaleva 40 Girls 402 East Case St., Negaunee Ages 10-17 WY can1’4‘180m11fin RFD#2 _Barry County Y.M.C.A. Y.M. 32 Boys or $14 per week “fimquin Lake Hastings Hastings 32 Girls 'Robe‘rt'lC. King Ages 8-15 -11.. COUNTY-NAME 0F ACAMP CAPACITY BODY OF WATER CAMP ADDRESS OPERATED BY TYPE SEX & AGE RATE BARRY (Cont'd.) Barry Co. 4-H Club Camp RFDflZ Barry County Extension Office 4-H 40 Boys & $5.75per Algonquin Lake Hastings Hastin 40 Girls period Edwardg Schlutt Cb. 4-H Club Agent Ages 10-20 Qmp Chief Noonday Middleville Methodist Church Board of Education 'Ch. 48 Boys & $12.50 per Noonday Lake Heath F. Goodwin 48 Girls week 620 E- Cass, Albion Ages 10-18 Circle Pines Center Cloverdale Circle Pines Center P.O. 30 Boys & Varies Stewart Lake Cloverdale 30 Girls Jane Reed Ages 7?18 l'Clear Lake Chap Dowling Battle Creek Public Schools G.A. 40 Boys & $23 perluk Clear Lake Battle Creek 40 Girls Leslie Clark, Bowling, Mich. Ages 8-13 amp Kitanniwa RFDAI Batt tle Creek Area Camp Fire Girls C.F. 144 Girls $16.50- HLW Morris Lake Hastings 404 Capital Bldg , Battle Creek Ages 7-16 per week Dorothy West long Lake Camp Middleville Portland Girl Scout Council G.S. 104 Girls $15.50per Long Lake Portland Ages 8-16 week Van Buren ~ Berrien Cbunties 0.8: 96 Girls 314 pm nek Area Council of Girl Scouts Ages 10-15 131 E. Main Street., Benton Harbor Helen Jones Lutheran Summer Camp RFDfll Michigan Synod of the United Ch. 40 Boys & $17.50?er Gun Lake Shelbyville Lutheran Church in finer 40 Girls week .Mr Glen Moerdyk Ages 9-18 1218 Portland; N.E , Grand Rapids Camp Manitou-Lin Middleville Grand Rapids Y_M.C.A. Y.M 100 Boys 836 hr Barlow Lake 33 Library St . N.E., Grand Rapids 2 Ages 9-15 12 day: James W_ Lyttleton Camp Merrie Woode Doster Kalamazoo Co. Council of Girl Scouts G.S 80 Girls 816- S” W! Warner Lake 225 Pratt Building. Kalamazoo 4 Ages 7-17 Harriet McDowell Camp Michawana Middleville C:mp Michawana. Inc. Ch. 96 Boys $16 pH Wflk Long Lake H. hymond Bayne or Girls 21122 Indian. Rd. Detroit 19 Ages 9-18 St. Vincent de Paul Middleville St Vincent de Paul Society F.0. 96 Boys or varies Free Camp Rev Paul Kersjes 96 Girls Noonday Lake 267 Sheldon Ave.. S E., Grand Rapids Ages 9-14 BAY Bay City Group camp Bay City Jefferson Avenue Baptist Church Ch. 15 Girls knits 13337 E Jefferson Ave . Detroit 15 Ages 8-12 Rev Joel Anderson McCann School Girl Scouts 0.5. 21 Girls $12 per week c/o Mrs Leonard Nelson Ages 10-14 14700 Cochrane, Wyandotte Saginaw Crippled Linwood Saginaw County Society for P.O. 16 Boys No dnrfl Children's Camp Crippled Children or Girls Saginaw Bay Martha L Myers Ages 5'16 437 S Franklin, Saginaw . Scout Lodge RFD#5 Summer Trails Council — Boy Scouts 8.5. 100 Boys No char" Kawkawlin River Bay City 920 N, Water Stv, Bay City Ages 11-16 George F Landane BENZIE Crystalaire Camp Frankfort Dr. and Mrs. Fenimore E. Putt P. 75 Girls $400 ‘0? Crystal Lake ~ Frankfort Ages 8-18 8 WGEkS Crystal Beach Frankfort Michigan Christian Missionary Society Ch. 60 Boys & $1150 Christian Assembly 2 9 S Holmes St , Lansing 12 60 Girls per week Crystal Lake Rev S. V. Mattson Ages 12-21 Camp Lookout Elberta Verne R Ha nedl P. 60 Boys 5280 for 6 Lower Herring Lake 11454 Murray Hill Detroit 27 Ages 7-13 weeks Morristow Hills Frankfort Mr an nd Ralph St P. 15 Boys & $175 “I 5 Crystal Lake 515 LindenS St East Lansing J “5"9 weeks Ages a .0 Regular Baptist Lake Ann Regular Baptist Church of Mich. Ch. 96 Boys a :10 P" '9“ Camp of Michigan Rev H A. Keithley 94 Girls Lake View 1601 Coit Ave . N E., Grand Rapids Ages 9-18 BERRIEN Camp Achim Watervliet William DuBow P. Boys 3400 for’ 5359 N. Bernard St. Ages 7-14 "9'“ Paw Paw Lake Chicago, Illinois COUNTY-NAME 0F CAMP - - CAPACITY BODY OF WATER CAMP ADDRESS OPERATED BY TYPE SEX 6: AGE RATE BERRIEN (Cont’d.) Camp Adas Union Pier Adas Elei Israel Ch. 32 Boys 51 $30 per week Lake MiChigan 3513 Douglas Blvd.. Chicago. 21 Girls Isadore Kaplan Ages 8-12 Camp Arthur Dowagiac Wabash Avenue V. II. C. A. Y.M 90 Boys or $28 per Rowe Lake 3763 S‘. Wabash Ave. , Gricsgo. Ill. 90 Girls session 0. 0. Morris Ages 8-18 Bethel Park Bridgman German Branch of the Assemblies of God Ch. 30 Boys & $12.50 for Rev. vin Spreche 35 Girls 11 da s 15674 Rossini Drive. Detroit Ages 8-14 Camp Blackhawk Buchanan Aurora Ares Council - Boy Scouts B. S. 140 Boys $22 for St Joseph River 37 S River St. .Aurora, Ages 11-18 10 days Roy R. Hitler Board of Jewish Richanan Board of Jewish Education Ch. 90 Boys $250 for 8 Education Camps 72 E 11th Street, Chicago 5. 111- Ages 131-1981 wee s Clear Lake Victor Perlmutter 39 Girls Ages 16-20 Chicago Commons Farm RFDIZ Chicago Comons AsIOCiation S.A. 43 Boys A; Varies New Buffalo 955 W. Grand Ave. . Chicago 22, Ill. 43 Girls Gulien River William B. Brueckner Ages 8— 15 and mothers with small children. Camp Ellinor Watervliet EllaF P. 50 Girls $300 for 8 Paw Paw Lake 1105 W0 xGarfield Blvd. Ages 6-16 weeks Giicago 21. Ill Forest Beach Camp New Riffalo Y.W.C.A. of Chicago Y.W. 140 Girls $38.50 for Lake Michigan 59 E. Monroe, Chicago 3, Ill. Ages 10-17 2 weeks Alice Kramer Camp 4-l‘hn Watervliet Elizabeth B. Andrews P. 40 Boys 85 $450 for 8 Paw Paw Lake The Day School Girls wee s 800 Buena Ave. , Chicago 13 Ill. Ages 6-17 Camp Frank S. Bet: Berrien Springs Pokagon Trails Council- -Boy Scouts 3.5. 160 Boys $25 for 12 Lake Chapin 521711 HoAhman ve. , Hamond. Ind. Ages 11-17 ..J Donovan Camp Madron Buchanan Southwestern Mich. Council-Boy Scouts 3.5. 125 Boys $11.50 per Lake Madron 505 Pleasant St. , St Ages 11—18 wee C. A. Klapp Niles Council of Girl Scouts 6.8. 125 Girls $14 Per week Museum Annex, Ni es Ages 7-16 Mrs. Ted Pollock New First Church Camp Bridgman First Congregational Church of Chicago Ch. 200 Boys or Varies Lake Michigan 1613 Washington Blvd., ' . Girls G. B. Mc Nai Ages 8—18 T0"! Hill Camp Sawyer Chicago Congregational Union Ch. 200 Boys & $20 per week ke Michigan 19 S. La 53 lle ic cage 3, Ill. Gir 3 Ernest Schroeder. Manager Ages 9-21 Three Oaks. Michigan Tvln Springs Canp Berrien Springs Mrs. Esther M. Hecht P. 50 Boys & $375 for 8 St Joseph River 7313 S. Bennett Avenue Girls weeks Chicago 49, Illinois Ages 5 12 Cup Warren Benton Harbor Berrien County Council of Churches Ch. 90 Boys & $10 -$14 per like Michigan Reverend Walter Price Girls Week Colours, Mich Ages 9-16 Cup Watervliet Watervliet Dr. and Mrs. H. W. Tatter P. 90 Girls $190 - 4 wks. Luke Sherwood Watervlie‘t Ages 5-17 3350 - 8 wks. CAM) Wista fagoma BJchanan Kalamazoo District of Evangelical Ch. 200‘ Boys $13 per week 81:. Joseph River United Brethren Church & Girls Rev A. Sp afford Ages 6-18 1324 Lane Blvd. .Xalamasoo Clap Zahavo Coloma Mrs. William DuBow r. so Girls 3350 for 3 Paw Paw Lake 5359 N. Bernard St. Ages 7-13 weeks - Chicago, Illinois BRANCH Kirby Lake Camp Sherwood Union City Men's Club P.O. 25 Boys $10 per week Knby Lake Arthur Hagerman Ages 11-14 Tekonsha, Michigan CASS C‘TP Bryan Cassopolis St. Joseph Valley Council- Boy 8.5 160 Boys $13.50 - $16 thtle Fish Lake 111 N. Lafayette Blvd. , South Bend, aInd. Ages 11-18 PET week 5. D. Warner _13., COUWTY-NAME or cmp ' . . , CAPACITY BODY OF WATER CAMP ADDRESS, OPERATED BY TYPE SEX‘fi’ AGE‘ RATE CASS (Cont”d. ) Crystal Springs W4 Kalamazoo District of the Methodist Ch. 75nEys a $15 per week Youth Dowagiac Gru’ h Girls Rev. R. D. Wenar Ages 12-18 915 Lay Blvd. , Kalamazoo 25 E. Root Fitch Foundation Dowagiac E. Root Fitch Foundation 1". 50 Boys & 15¢ P" day Day Camp 301 Green Street. Dowagisc 50 Girls Cable Lake Paul W. Bakeman Ages 7-14 Camp Friedenswald Cassopoli's Central 1!. Middle District Conference Ch. 27 Boys & 814 per week Shavehead Lake of the General cConference 45 Girls Mennonite Gmur Ages 10- 18 Esko Loe‘wen, Topeka. Indiana Camp Kil-Lo-Qia Vandalia Mishawaka Council Camp Fire Girls C. F. 80 Girls $12.75 per Birch Lake 312 Lincoln Way West Ages 7-14 week Mishawaka, Indiana Joan Tash Long Win Camp White Pigeon Mr. and Mrs. P. H. Leiderman P. 54 Girls a 5350 {0:8 Long and Baldwin Lakes 1055 Granville Ave. 45 Boys '9 Glicago 40. Illinois Ages 6-14 Mennonite Youth Camp White Pigeon Mennonite Board of Missions & Charities Ch. 18 Boys a: $1 per child Mirror Lake 1711 Prairie St.. Elkhart,“ Indiana 18 Girls Paul Bender Age! 9-18 ‘ Camp Tannadoonah Vandali‘a South Bend Council Camp Fire Girls F. 114 Girls 516 75‘ ‘ BitCh L k 207 Christman Building, South Bend. Ind. Ages 7- 18 S21 75 P" Dorothy Denton week CHARLEVOIX Camp Charlevoix. Quarlevoix, Kenneth W. Smith P. 120 BOYI “45 {“8 Lake Charlevoix 1922 Beaufait Rd.. Ages 7-17 week! Grosse Pointe Woods Camp D-sxett Petoskey Camp Daggett Board of Directors F. 60 Boys or $52. 50 50' Walloon Lake Walt ter J’. MacM Millan 60 Girls 2'90“ 523 State Street. Petoskey Ages 9-16 Camp Hilltop. Boyne City Mrs. A. M. Wauters P. 35 Boys & $350' {“5 Walloon Lake 528 Covington 38 Girls Birmingham Ages 6~l2 Camp Huntingdon Boyne City E. V. Tomlinson P. 145 Girls 8375 “'3 Walloon Lake 16174 Glastonbury Road Ages 7-17 I" ' Detroit 19 Lake Louise Baptist Boyne Falls Michigan Baptist Convention Ch. 90 Boys or 323 f" 10 Camp 213 West Main St. , Lansing Girls dl!‘ Lake Louise Rev. O. V. Robinson Ages 9-15 ‘ Lake Louise Methodist Boyne Falls The- Me_thodist Church of Michigan 01. 175 Boys 8 312 P" week Camp 1205 Kale: Bldg . Detroit 26 it Lake Louise John H. Schuring, Manager Ages3 10- 20 ‘ 1103 Perry St. _. Albion Camp Michivoix Boyne City Reorganized Clutch of Ch. 100 Boys & $15 {“3 Park of the Pines Jesus Christ of Latter Day Saints Girls d3" ‘ Lake Charlevoix Harry Doty Ages 15-18 1 220 W. Ninth St., Traverse City ' Camp Q-Gull Charlevoix Mrs. Edythe Oagell P. 35 Boys 5475 tors Lake Omarlevoix 4300 Cortland Ages 4- 10 week! Detroit 35. Girls Ages 4-14 Camp Sherwood Boyne City E. V. Tomlinson P. 100 Boys 3375 {01‘s Walloon Lake 16174 Glastonbury Rd. Ages 7-16 "e1" Detroit 19 Camp Ta-Wa“-Ma-Na Quarlevoix W. L Gunnerson P. 60 Girls 5395 {0'8 1 Lake Charlevoix 9980 W. Outer Drive Ages 7-15 week! ‘ Detroit 23 ‘ CHEYBOYGAN , . . 3425 for 5 Camp Al-GomQuan Burt Lake Herbert H. Tw1ning P. 150 Boys ks ‘ Burt Lake 1601 Cambridge Rd. Ages 6617 V” 1 Ann Arbor 8 Camp Beaver Lodge Brutus T. C. Wuerfel P. 30 Boys 3450 for nntL Lek 3255 Beredith Pl. Ages 9-12 "9‘" . Cincinnati 13, Ohio 8 Can-Ik-Cazn Lodge Indian River John P. Hussey P. 30 Girls 8 3352 for Burt Lake 14239 Sorrento 6 Boys "e 3 Detroit 27 Ages 7-17 Q COUNTY-NAME 0F CAMP CAPACITY BODY OF WATER CAMP ADDRESS OPERATED BY TYPE SEX & AGE RATE HEBOYGAN Camp Knight of the Pines Cheboygan Methodist Oiildren's Home Society C.C. 48 Boys 5. No charge Douglas Lake 26645 West Six Mile Rd.. Detroit Girls William I. Lacy Ages 8'15 Camp Manitou Levering Ray D. Nicholson P. 35 Boys $280 for 6 Douglas Lake 224 Charles St. Ages 11-15 WBGkS Ann Arbor CHIPPEWA Baptist Bible Camp Strongs First Baptist Church 01. 50 Boys & $1 per day Piatt Lake Sault Ste. Marie 50 Girls Rev. Elmer Wamhoff , Ages 10-18 Blessed Hope Bible Strongs Hiawatha Land Independent Baptist Ch. 60 Boys & Varies Conference Missions 70 Girls Piatt Lake Reverend Arthur A. Glen Ages 6-16 1910 S. First Ave.. Escanaba Piatt Lake Camp Strongs Salvation Army Ch. 35 Boys & $7 per week Piatt Lake 132 W- Spruce St., Sault Ste. Marie 45 Girls Capt. William Kish Ages 9-18 CLARE Camp Deer Trails Harrison Lansing Girl Scout Council GS. 65 Girls $16.50 - Long Lake 210 W. Lapeer. Lansing Ages 10~17 $18.50 per Shirley Brehm week MyStiC Lake Camp Lake Lansing Y.M.C.A. Y.M. 90 Boys $39.50 for Mystic Lake 301 W. Lenawee. Lansing Ages 8-15 12 days Wayne Perry Camp Neyati Lake Midland Community Center S.A. 70 Boys $15 per week Crooked Lake 127 Townsend St.. Midland Ages 8-12 David Russell Midland County 4-H Clubs 4-l-l 90 Boys & $7.35 for William Kirkpatrick. 4-H Club Agent Girls 5 days Post Office Bldg.. Midland Ages 10-20 Midland Girl Scout Council 6.5. 60 Girls $11 for S 204 Matney Bldg. , Midland Ages 8-16 dBYS Ruth Rankin Paul Bunyan Council-Boy Scouts 8.5. 75 Boys $13 per week 128 Rodd St.. Midland Ages 11-16 Thomas B. Beggs Camp Rotary Clare Valley Trails Council-Boy Scouts 13.8. 168 Boys 813 - $14 Beebe Lake 118 N .Washington Ave., Saginaw Ages 11- 18 per week William C. Morgan S‘Einaw Girl Scout Camp Harrison Saginaw Girl Scout Council 6.8. 50 Girls $17.50 per Lake McWatty 118 N. Washington, Saginaw Ages 7-17 week M. Clare McCann CLINTON Cam}; Wacousta Wacousta Lansing Girl Scout Council 6.8. 16 Girls Overnight Looking Glass River 210 W. Lapeer, Lansing (overnight $1 75 night Lee Parkhurst camp Day Camp- 96 Girls $2 85 per (day camp) session Ages 8-18 CRAWFORD C'W AUS Grayling Michigan Conference of Ch. 200 Boys 516 per week sl’lellenberger Lake Seventh Day Adventists or Girls 31.900 Lansing Ages 9 18 Fred M Beavon cuff!) Westminster Roscommon Westminster Presbyterian Church Ch. 108 Boys 526 per week- Hlggins Lake 9851 Hamilton Ave. , Detroit 2 or Girls G1urch members William Worthington Ages 7-16 $31 - Others “ET c3191) Ped-O-Se-Ga Petoskey H. J. Templin P. 85 Boys $400 for 8 Plckerel Lake RFDiZ Ages 8- 18 weeks Petoskey mast: c"‘"P C°Pneconic RFD“ Flint y. M. c. A. . v.11. 90 Boys 533 - :43 Lake Copneconic Fenton 218 E. Kearsley St. . Flint Ages 8-15 for 2 weeks Ralph Tippett xiWanis Health Camp W6 Flint Kiwanis Club &. Genesee Co. S.C. 25 Boys & No charge Flint T.B. Association 25 Girls A P Engelhart Ages 8-12 2730 N. Saginaw St. , Flint COUNTY-NAME 0F CAMP CAPAClTY BODY OF WATER CAMP ADDRESS OPERATED BY TYPE SEX & AGE RATE GENESEE (Cbnt’d.) - Pine Lake Camp Linden Tall Pine Council - Boy Scouts 3.8. 80 Boys $17.50 for 6 Pine Lake 200 E. Kears‘ley St., Flint Ages 11-18 days Colonel E. Gillespie GOGEBIC Gogebic Extension Camp Ironwood Gogebic Co. 4-H Clubs 4-11 50 Boys & $10 per "Bk Lake Superior Federal Bldg., Ironwood Girls ‘ A. F. Bednar Ages 10-20 Lake Superior Bible Camp Saxon. Wis. First Baptist Church Ch. 88 Boys & $8.50 _- 39350: Lake Superior S..'Ma_nsfield St. , Ironwood Girls per week Rev. Wm. Hendricks A!" 9’19 Camp Plagens Watersmeet Upper. Peninsula Laymen's Retreat Assn. Ch. 120 Boys or $2 per day Moon Lake Box 538. Marquette Girls Rev. David P. Splegatti Ages 8-17 GRAND TRAVERSE Camp Arbutus Mayfield Mr. and Mrs. Paul Hunsicker P. 95 Girls $385 for 8 Arbutus Lake 12933 Asbury Park Ages 7-17 weeks Detroit 27 Camp Greilick Traverse City Scenic Trails Council - Boy Scouts 8.8. 125 Boys 310.94%” Bass 8: Rennie Lakes 148 State St., Traverse City Ages 8- 18 perish Donald E. Berg Camp 3828 Witka Hayfield Joseph G. Gembis P. 42 Boys $250 1' 5 Lake Arbutus 16545 Huntington Rd. . Detroit 19 Ages 8-15 weeks ‘ National Music Camp Interlochen National. Music Camp, Inc. Sch. 550 Boys & Varies with Lake's. Wahbekaness a. 303 S. State St. , Ann Arbor 700 Girls ago no“? Wahbekanetta Dr. J. E. Maddy Ages 6-25 Camp Weh-Yam Mayfi-eld Herman Mayhew P. 50 Boys 3325 £033 Spider Lake 2236 W. 113th Street Ages 7-14 Imeks Chicago 43. Ill. GRATIOT Alma Girl Scout Camp Alma Alma Girl Scout Council 0.8. 30 Girls 31 pet d" Pine River Mrs. Benton Ewer Ages 7.10 750 Argyle Rd.. Alma HILLSDALE 0. C. Kimball Camp Reading Hillsdale County Y.M.C.A. Y.M. 80 Boys or $16 '322 Long Lake City Hall, Hillsdale Girls per '0“ John D. Wolf Ages 9-14 Pentecostal Church Camden Ohio, Indiana and Michigan District Ch. 140 Boys & $10 per week of God Camp of the Pentecostal Church of God Girls Berniece Matejcek Ages 8-18 . 3725 Davison Rd.. Flint 6 Rothfuss Assembly Camp Hi llsdale United Brethren Church Ch. 120 Boys a $7.00 f0f3 Bawbees Lake Rev. F. F. DeGroff 140 Girls days RFDI2, Stryker, Ohio Ages 8-15 Camp Selah Conference Reading camp Selah Conference Ch. 36 Boys & $7,0013rlb Long Lake Mr. Elmer Anderson 36 Girls Quincy, Mich. Ages 8-20 Somerset Lodge Jerome Luella Cummings Home for Girls C.C. 36 Girls lw>chn18 Gray Goose Lake 123 - 22nd St.. Toledo. Ohio Ages 9-18 Ora Cartwright Whirlaway Ranch Addison Mr. and Mrs. Allen P. Borger P. 20 Girls 882 D” 2 1889 Superior Rd. Ages 10-14 weeks Ypsilanti, Michigan HURON Bayshore Camp SebeWaing Michigan Conference of Ch. 60 Boys 8; 513.50 9" Saginaw Bay ENangelical United Brethren Church 60 Girls week Rev. Bernard Hearl A868 9-18 Capac Good News Camp Port Hope Deckerville Bible Church Ch. 40 Bob’s a. 510 P“ week Lake Huron Reverend Joseph Lathrop 40 Girls Deckerville Ages 9-18 Camp Hubbard woods RFD Detroit Area Council ~ Boy Scouts as 40 Boys 51-50 P" 'k' Lake Huron Grindstone City 51 West Warren, Detroit Ages 11-18 R. V. Molby. Jr. Sleeper GrOUp Camp Caseville Bay County and Huron County Girl Scouts 6.8 96 Girls $15 P“ "ck Carolyn Mosely Ages 10-18 205 Davis-Hill Arcade. Bay City comm-um: or cm? CAP'itffi'Y -17_- BODY OF HATER CAMP ADDRESS OPERATED RY SEX A AGE HURON (Cont'd.) Sleeper Group Camp Caseville Conservative Baptist Assn. of Michigan Ch. 96 Boys to. $10 per week East Central Assn. Girls Rev. A. J. Graham Ages 9-18 2409 Gibson, Flint Inter-County 4~H Camp Committee 4-H 96 Boys & Varies George C. MacQJeen, Tuscola Co. 4-H Agent Girls Caro Ages 10-21 IINIAH h Mettamiga Haslett Lansing Y. W. C.A. Y. W. 75 Girls $3.75 for 2 Lake Lansing 217 Townsend St. , Lansing 23 Ages 10-15 weeks Mary C. Putnam ‘IONIA Cam Sebewa Sunfield Michigan Conference of the Ch. 52 Boys at $7.50 per wk. Sebesa_ Creek United Brethren in Christ 68 Chris Rev. Charles E. Baun Ages 9-15 ' 2202 E. Main. Kalamasoo Iosco Cup Iroquois McIvor Bay City Y.M.C. A. Y.M 99 Boys $40 - 345 Sand Lake 600 Washington Ave. , Bay City Ages 8-17 for 2 weeks Ronald E. Fischer Camp Mahn—Go-Tah- See Hale Oakland County Y.M.C.A. Y.M. 98 Boys 530 per week Loon Lake 717 Community National Bank Bldg. Ages 8-15 Pontiac 14 S.N. Geal Camp Maqua Hale Bay City Y. me. A. y.w 80 Girls 340 - $47 Loon Lake 314 Fourth St. , Bay City Ages 8- 18 for 2 weeks Blanche Knowles Camp Nissokone Oscoda Detroit Y.M.C. A. YJA. 160 Boys $45 per week Van Etten Lake 2020 Witherell, Detroit 26 Ages 7-16 John L. Stone IRON Covenant Point Bible Iron River Great Lakes Conference of Ch. 115 Boys or $8 — $11 Carp Mission Covenant Churches Girls per week Hafleman Lake Rev. Sigfrid Carlson Ages 10-17 708 Brown St. . Norway Fortune Lake Bible Camp Crystal Falls The Superior Conference of the Ch. 100 Boys A; $11 per week Fortune Lake Augustana Lutheran Church 100 Girls Rev. G. A. Herbert Ages 10° 18 435 Oak St. , Manistique Assembly of God Ch. 100 Boys 85 $7 per week Rev. H. L. Moody 100 Girls Iron River Ages 8-18 'Iron County Youth Camp Crystal Falls Iron County Board of Education G.A. 55 Boys & Varies Indian Lake Crystal Falls ‘ 60 Girls Kenneth W. Schulze A833 9‘14 Nesbit Lake Forest Camp Sidnaw Holy Redeemer Boys' Club R0. 95 Boys No charge Rev. Joseph A. Fischer Ages 6'16 4717 N. 38th St., Milwaukee, Wise. Houghton Co. 4-H Club 4-H 48 Boys at $5.50 for 4 Coumunity Bldg. , Houg‘hton 48 Girls days Wallace Keskitalo Ages 10-18 Independent Assemblies of God Ch. 44 Boys 8r. $8 per week Rev. 0. E. Bakken 45 Girls 1228 Presque Isle Ave.. Marquette Ages 9- 19 Michigan Conference Luther League Ch. 100 Boys & $11 per week of Suomi Synod Girls Rev. Onni Koski Ages 9-20 505 Reservation St. , Hancock Northland Gospel Missions of Upper Mich. Ch. 96 Boys 8' $9.50 per Rev. 0. C. Chapin Girls week 1125 River Avenue, Iron River Ages 9- 18 Upper Peninsula Circuit Ch. 40 Boys & $10.50 per of. the National Lutheran Church 50 Girls week Rev. W. Arnold Ranta Ages 8-14 Wakefield Camp "Q91? Kenton Bess Marie Elliott P. 25 Boys 8: Varies ‘k° "thank: Kenton ' Girls Ages 6-18 COUNTY-NAME 0F CAMP , CAPACITY BODY OF WATER . CAMP ADDRESS OPERATED BY TYPE SEXA AGE RATE ISABELLA Chippewa Ranch Weidman Elwin Pennington P. 65 Boys & S485 hr W Chippewa River RFDfll, Weidman 54 Girls weeks Ages 7-15 Coldwater Lake 4—H Neidman 3ay~lsabella 1~H Assn. 4-H 35 Boys & Viries Club Camp F20 S. Arnold Blvd., At. Pleasant 35 Girls Coldwater Lake Elroy Nusbaum Ages 10'19 JACKSON Clark Lake Day Camp Clark Lake Cbnsumers Power Employees' Club P.O» 40 Boys & $6 perwuk ClarkL Mk Room 329, Consumers Power Bldg., Jackson Girls R. R Hopkins Ages 5—12 Camp De Sales Brooklyn Oblate Fathers of St. Francis de Sales Ch. 200 Boys $40 pernd Vineyard Lake 1116 Iroquois Ave , Detroit Ages 7-14 Rev William Sta 1 Camp Fa-Ho-Lo Grass Lake Michigan District Council Ch. 175 Boys or 312.” W1 Timms Lake of the Assemblies of God rls week 209 N. Vallace Blvd.. Ypsilanti Ages 10-14 D. 6. Camp Friendly RFD#7 Friendly Center Community House S. 60 Boys or 315' ”0 Olcott Lake Jackson 1336 Superior St., Toledo 11, Ohio iris for2wefl8 Warner C. Silver Ages 8-13 Green Pastures Camp Grass Lake Detroit Urban League S.A 60 Boys & sm &E“' Little Pleasant Lake 208 “sex Avenue, Iktroit 1 60 Girls tratmnlu John C. Dancy Ages 10-14 Jackson County 4-H Club Clark Lake Jackson County 4-H Clubs 4-H 20 Boys & $659?" Camp County Bldg, Jackson 20 Girls sesswn Crispell Lake I” E: Jump Ages 10 21 Jackson Memorial Camp Rfll Jackson Memorial Camp for Children. Inc. P.O 26 Boys & Nochflfge for Children Clark Lake George M. Carter 24 Girls Crispell Lake RM, Clark Lake Ages 5-12 Camp Ki-Ro-Li-Ex RFD#3 Chief Okemos Council — Boy Scouts #271 B.S. 150 Boys 33_59reflr Clear Lake Grass Lake 601 N Capitol Ave , Lansing Ages 11-18 tratim Re C A. plus food cost Camp Lakewood RFD#3 w, D. Gailey P. 84 Boys 3295 for8 Clear Lake Grass Lake 6400 Gates Hills Blvd. Ages 7-15 W99 5 Mayfield Heights, Ohio Camp Lanes End Hanover Mrs. R. H. Alter P. 8 Girls 8100 “'3 Farwell Lake 1805 Kiboy Road Ages 8~10 W695 Jackson Camp O’The Hills RFD#2 Jackson Council of Girl Scouts G.S. 122 Girls $1&50- Sfl Wamplers Lake Brooklyn 125 Courtland, Jackson Ages 8-18 Pfifwuk Miss Dorotha Snyder Polish Falcon Camp Michigan Center Polish Falcons- District #13 P.0. 20 Boys & $15-50?er Round Lake Mr Louis Zabinsk 20 Girls WEB 610 Lake St , Jackson Ages 8-18 Camp Storer Napoleon Toledo Y. M C A. Y.M. 160 Boys $1150?" Stoney Lake 1110 Jefferson. Toledo, Ohio Ages 8~18 we& 1 D miller Summerset Day Camp Jackson Mrs. Joanne Fox P. 12 Boys or 37 P“ seek Browns Lake 145 W. Mason Girls , Jackson Ages 5-12 Sweezey Lake Camp Norvell First Baptist Church Ch» 20 Boys or varies Sweezey Lake 201 S. Jackson. Jackson Girls Paul R. Vissing Ages 7-12 ’ Camp Takona RFD“ Ann Arbor Y w C,A. y.w. 55 Girls :20 P" '9‘ Clear Lake Grass Lake 343 Fourth St , Ann Arbor Ages 9—14 nathleen L Sim ms Camp Tee- Ton— Kah RFD#7 Land U"Lak 5 Council - Boy Scouts B.S. 200 Boys Virie‘ Wolf Lak Jackson 403 Security Building, Jackson Ages 11-18 Donald D. Hull KALAMAZOO Allen Outpost Kalamazoo Board of Directors of Y.W. 60 Boys or Vhrles Balch Creek Kalamazoo Y.W C A. and Y.M C.A. Y.M. 60 Girls Basil Mumma, Kalamazoo Y.M.C A. Kalamazoo d Camp Ben Johnston RFD#1 Battle Creek Area Council - Boy Scouts B.S 100 Boys 514 per'9 Sherman Lake Augusta Box 213, Battle Creek Ages 11-16 Jess Foster 1 \ { J 4 COUNTY-NAME 0F CAR CAPAC I TY 71197 BODY OF HATER CAMP ADDRESS OPERATED BY TYPE SEX & AGE RATE ZOO (Cont'd.) istian Youth Training Augusta Rural Bible Mission, Inc. Ch. 40 Boys & $12.50 per 326 W. Kalamazoo Ave. , Kalamazoo 11 40 Girls week 0011 Lake Rev. B. F. Hitchcock Ages 9-20 Nazarene Vicksburg Mich. District Church of the Nazarene Ch. 200 Boys or $12 per week Indian Lake Rev. H. T. Stanley Girls . 915 W. Genesee, Saginaw Ages 9-16 jrstty Lake Vacation Mattawan Kalamazoo Kiwanis and Service Clubs S. C. 50 Boys 8;. Varies ‘ Anne Finlayson 50 Girls Pretty Lake Central High School, Kalamazoo Ages 7-12 I Rota-Kiwan W7 Fruit. Belt Council-Boy Scouts B.S. 100 Boys $15 per week Jfils Lake Kalamazoo 610 S. mrdiek, Kalamazoo Ages 11-18 John F. Ritter thploodland Comstock Sisters of St. Joseph Sch. 75 Girls $150 for S Kalamazoo River Villa St. Anthony. Comstock Ages 5-16 weeks Sister M. Rosella ALMA Bur Lake Scout Camp Grayling Sumner Trails Council-Boy Scouts B.S 100 Boys No charge Bear Lake 920 N. Water St. , Bay City Ages 11-16 George F. Landane Flying Eagle Camp Kalkaska Carl Erickson P. 20 BOYS $175 - $200 Crooked Lake 1155 Audubon Ages 7-15 for 6 weeks Grosse Pte. Park 30 Cup Ta-Pi-Co Kalkaska Ta-ll Pines Council-Boy Scouts B.S 90 Boys Varies Grass Lake 200 East Kearsley, Flint Ages 11-18 Colonel E. Gillespie at A19118 Chi Omega Day Camp Grand Rapids Lambda Lambda Chapter R0 25 Boys 8:. No charge for Cerebral Palsied of Alpha Chi Omega Girls Children Mrs. Craig D. Pitcher Ages 3-16 1213 Mayfield, N.E.. Grand Rapids Jack and Jill Bible RFDIH Jack and Jill Bible Club Camp, Inc. Ch. 30 Boys 8; $10 per week Club Camp Cedar Springs James VerLee 25 Girls Pine Lake 1847 Lafayette Ave., S.E. , Grand Rapids ges 7'14 Kent Country Club Grand Rapids Kent Country Club P. 60 Boys 8n $7 per week DAY Camp Mrs. Daniel Tinkham Girls 954 Breton Rd.. S.E. , Grand Rapids Ages 3~8 Lincoln Lake Bible Camp Gowen Lincoln Lake Bible Conference Ch. 85 Boys or $10.50 - Lincoln Lake Rev. Carl Weir Girls $13.50 per Belmont, Michigan Ages 9-.14 week Cu}? Lion RFDfll Grand Valley Council-Boy Scouts B.S 75 Boys No charge Mill Creek Comstock 300 Assn. of Commerce Bldg. Ages 11 17 Grand Rapids 2 Herman Brandmiller Michigan Synod Camp Gowen Presbyterian Synod of Michigan Ch. 105 Boys & $16 per week (Presbyterian Church) 1105 Kales Bldg. , Detroit Girls Roodbeck Lake R. M. Augustine, Camp Manager Ages 12- 18 Gowen, Mich. cu"l’O‘Malley RFDII Grand Rapids Youth Commonwealth, Inc. P.O. 96 Boys or No charge ornapple River Caledonia Police Headquarters, Grand Rapids Girls Inspector William J. Dangl Ages 8-16 Pleasant Hill Lutheran Gowen Pleasant, Hill Lutheran Camp, Inc. Ch. 80 Boys or $17.50 per Bible Camp Rev. Leo Andersen Girls week Bass Lake 523 W. Cass. Greenville Ages 9-17 CAMP Roger Rockford Christian Youth Camp Association P.O. 36 Boys 85 $17 per week Little Bostwick Lake Philip Lucasse 48 Girls 1240 Penn Ave. , N.E. , Grand Rapids Ages 10-15 sfiltration Army Camp RFDflB Salvation Army 01. 90 Boys or No charge Little Pine Island Lake Sparta 227 Pearl St. . N. W. , Grand Rapids Girls Lt. Colonel and Mrs. Alex S. Thomas Ages 6-17 . Also mothers with children C‘mP SPikehorn Grand Rapids Grand Rapids Y.M.C.A. Y.M. Overnight- $7 for 2 wks. Buc“ Creek 33 Library St. , N.E. . Grand Rapids 2 15 Boys George Brening Day Camp- 50 Boys Ages 9-13 Camp Vining Rockford Bostwick Lake Camp Corporation P.0. 32 Boys & $4 for 3 days StWiCk Lake 3rd floor. Courthouse, Grand Rapids 32 Girls Einer Olstrom Ages 10- 20 J COUNTY—NAME 0F CAMP TYPE CAPACITY RATE ‘ BODY OF WATER CAMP ADDRESS OPERATED BY SEX& AGE ‘ *1 KEHEENAW Gitche Gumee Bible Camp Eagle River Lake Superior Bible Conference Assn. Ch. 36 Boys 8 $10 per! Rev. Charles B. Hart 36 Girls 1318 Rockland St., Calumet LAKE Camp Martin Johnson Irons Hyde Park Y MC Y.M. 116 Boys or $125for4 Big Bass Lake 1400 E. 53rd St. AChicago 15.111. 116 Girls weeks Tom Chrtin Ages 9-16 Odd Fellow & Rebekah Camp Baldwin Odd Fellow 8v. Rebekah Camp Board P.O. 150 Boys or $12.50 per Big Star Lake Mrs. Myrtie Page Girls week 544 Baker St., Lansing Ages 8-15 \ LAPEER . 1 Detroit Area Council Metamora Detroit Area Council Boy Scouts B.S. 324 Boys 51 per week Boy Scout Camp 51 West Warren. Detroit Ages 11-18 Flint River R.V. Molby. Jr. Detroit Baptist Camp Lapeer Detroit Baptist Missionary Society Ch. 120 Boys & $18.BSP¢1 Skinner Lake 828 Farwell Bldg., Detroit Girls week Rev. Wilbur W Bloom Ages 9-18 Hamtramck-Tau Beta Camp Columbiaville Tau Beta Community House P.0. 70 Boys & SIGPGY‘Ed Artificial Lake 3056 Hanley Avenue, Hamtramck Girls Charles Liddell Ages 8'13 Happy Time Bible Camp Brown City Michigan Conference of 0']. 40 Boys & $10 per Eel United Missionary Church 40 Girls Rev. George Murphy Ages 9-11 131 Prospect St., Pontiac Merrill-Palmer Farm Camp RFDfll Merrill Palmer School Scb- 34 Boys & $160f014 Brooks Lake Dryden 1 E. Ferry Ave.. Detroit 2 32 Girls wee ekl F. F. Boothb Ages 7-12 Chmp Metamora Metamora Detroit Girl Scouts 6.5. 209 Girls $40for2 I Artificial Lake 153 E. Elizabeth, Detroit 1 Ages 10-18 leek! Frances Ash Mott Boys' Camp RFDIC3 Mott Foundation F. 128 Boys No charle ‘ Pero Lake Lapeer Oak Grove Campus, Flint 3 Ages 10-15 ‘ Lester B. Ehrbright Camp O‘Fair Winds Columbiaville Genesee Co. Girl Scouts 6.5. 95 Girls $16 PH '9" McKean Lake 200 E. Kearsley, Flint Ages 9-16 Margaret Stewart Riseman Farm Camp RFD#2 Mrs. Meta Riseman P. 38 Boys & $350 hrB Artificial Private Lake Dryden RFDfl2, Dryden 38 Girls weeks Ages 5-12 Campi Sherwood Lapeer Northern Oakland Girl Scouts 6.5. 100 Girls $1550|lrl Dav sLa ke 310 National Bank Bldg., Pontiac Ages 7-17 week Edith Rlabunde Camp Skae Columbiaville Boy Scout Troop #311 P-O. 60 Boys $2250 “I; Flint River Davison Police Station, Detroit 12 Ages 11-18 2 week: Leon W. EnEarl Camp Vai-Cres Columbiaville Valentine Community Center S.A. 60 Boys & 330' ssn' Artificial Lake 19248 DeQuindre, Detroit 34 Girls for 2'5“ 1 Charles Cacace Ages 6-18 LEELANAU Indian Beach Camp Northport Mr. and Mrs. Morris Shaw P. 35 Girls 3195 '21: Grand Traverse Bay Lena. Ill. Ages 7-17 $385“ Camp Kohahna Maple City Mrs. Maude Beals Turner P. 140 Girls $395f0” Lake Michigan Maple City Ages 7-17 weeks Camp Leelanau for Boys Glen Arbor The Leelanau eSchools Sch. 121 Boys $390f°I1 Lake Michigan Arthur S. Hu Ages 6-18 weekS. Glen Arbor ‘Shady Trails Camp Northport University Speech Clinic G. A. 90 Boys 5450 for. Grand Traverse Bay University of Michigan, Ann Arbor Ages 8-24 weel J. N. Clancy Vacation Valley Maple City Harold E. Sweeny P. 20 Boys‘ $325 “’6 Lake Michigan Rmz Ages 5- 16 ml" Maple City LENAWEE JUdson Cbllins Memorial Onsted Detroit Conference of the Methodist Church Ch. 170 Boys & $15 ”in"I Camp 1205 Kales Bldg... 75 w. Adams. Detroit Girls wamPlers Lake Edwin L. LeButt, Manager Ages 9-18 Onsted 7 MTV-IAN! or cup CAPACITY RATE CAMP- ADDRESS OPERATED BY ' TYPE m OF WATER SEX& AGE IAWEE (Cont’d.) Kanestake Brooklyn Wolverine Council-Boy Scouts B.S 100 Boys Varies Ihington Lake 320 E. Front St., Monroe Ages 11'18 Alvin E. Jones ocal #12 Sunset Camp Onsted Local {12, U. A. W.-C.I.O. P.O. 225 Boys or Varies Sand Lake' - 42S Winthrop St., Toledo, Ohio 225 Girls Earl Norman Ages 8-14 in Tawanka Brooklyn Monroe Council Camp Fire Girls C. F. 96 Girls $15.50 per Washington Lake 320.E. Front St., Monroe Ages 9-15 week Mrs. Margaret Snell .IVIIGSTOI Charles Howell Boy Brighton Detroit Area Council-Boy Scouts B.S 600 Boys $41 for 13 Scout Reservation 51 W. Warren. Detroit Ages “‘13 d3)” ‘Brighton Lake R. V. Molby. Jr. Cmp' Davaja Brighton Mr. and Mrs. Daniel Noeker P. 80 Boys 3175 for 4 3WD" Lake Brighton Ages 5-15 weeks Detroit Recreation Camp Brighton Department of Parks ,& Recreation G.A. 150 Boys & $35 f9! 2 Euler Lake 1214 Griswold St., Detroit 25 150 Girls weeks Karl Lindgren Ages 7-14 Eastern Mich. Caravan Brighton Eastern Mich. District Church School Ch. 185 Boys or $12 per week P Board of the Nazarene Church 185 Girls School Lake K.A. Hutchinson Ages 9-16 ' 3042 Burdette Ave. , Ferndale .Fresh Air Canp Brighton Fresh Air Society S.A. 160 Boys & $75 for 3 Blaine Lake 8904 Woodward Ave. , Detroit 115 Girls weeks Irwin Shaw Ages 7-15 HIPPY- Day Camp Pinckney Happy Day Camp, Inc. P. 44 Boys 8'- 315 per week Rev. W. C. Standridge 44 Girls Pinckney Ages 7-14 HOUse on the Hill Brighton Miss Florence Noeker P. 50 Girls $175 for 4 Bryan Lake 8530 Hamburg Road Ages 7-15 weeks Brighton Island Lake Camp Brighton Eastern District Ch. 100 Boys 85 $11 per week Huron River Conservative Baptist Assoc. Girls Rev. David Mortensen Ages 8-16 78 W. Beverly, Pontiac Camp Lakeside Park Brighton Detroit District Camp Meeting Assn. of Ch. 175 Boys or $18 for 10 School Lake Evangelical United Brethren Churches Girls days 17200 Plainview Rd. , Detroit ‘19 Ages 9-14 Rev. W. H. Watson ‘ Southeastern Michigan Brighton Inter-County 4-8 Club Cup Comittee 4-H 110 Boys 8- $12.50 per 4'5 Club.Camp 8th floor, County Bldg. , Mt. Clemens Girls week Huron River William Rupp Ages 10~20 cu!) Telahi Howell Evangelical & Reformed Church Ch. 50 Boys 8:. $19 per week Lune Lake Michigan-Indiana Synod and the 50 Girls Congregational Assn. of Detroit Ages 9—20 Rev. E. A. Britton 35122 Main St. , Wayne Camp Tyrone Fenton Flint Y..W.-C.A. v.w 72 Girls $16.50 - Lake Horsington 201 E. First St. , Flint 3 Ages 8~l7 $18.50 per ‘ Marie Watters week 0 ' . . . . lii""‘3|‘310t)r"tii' Michigan Pinckney University of Michigan G.A. 112 Boys $50 for 4 ‘ gab A" Camp Dr. William C. Morse Ages 7-14 weeks 3 Otter-son Lake 5041) Elementary School . University of Michigan Ann Arbor ‘ v33“? Day Camp Pinckney Irvin Wisniewski P. 26 Boys $145 for 8 ' “”93! Lake 197 Hillsdale St. Ages 6-12 weeks Hi‘llsdale "adenwoods Hartland Crouse Estate, Waldenwoods P.O. 120 Boys or $6. 11 per ldefllake Box 66, Hartland Girls day Gerald Brian Any age Mme "gun“ Island Mackinac Island Detroit Area Council-Boy Scouts B.S 33 Boys $17.50 per cm“ se'l'vice Camp 51 West Warren Ave. . Detroit Ages 11' 18 unit 3 _. R. V. Molby, Jr. \Ma 9 . Elihu." Memphis Polish Activities League S.A. 60 Boys or $25 for 2 19 River 3314 Junction, Detroit 60 Girls weeks Clara Swieczkowska Ages 6-12 #21? COUNTY-NAME 0F CAMP CAPACITY BODY OF WATER CAMP ADDRESS OPERATED BY TYPE SEXllAGE MANISTEE Little Eden Camp Onekama Little Eden Canp Ground Assn. Inc. Ch. 100 Boys & 812 ~ 518 PONEEE Lake Harley Nofziger Girls per week Archbold, Ohio Ages 9-15 Camp Manikiwa Brethren Hanistee Kiwanis Club S.C. . 150 Boys Varies Lake Eleanor 1018 Vine St. , Manistee 8r Girls Howard Fiedelman Any age American Sunday School Union Ch. 150 Boys $7.25 - $8 nick Wint ter 85 Girls for Sdays 930 Hall St., S. E., Grand Rapids Ages 9‘24 Portage Lake Covenant Onekama Lower Michigan Covenant Youth Conference Ch. 140 Boys $13 ’ 317 Bible Camp 2029 Houseman. N.E. . Grand Rapids or Girls per week Portage Lake Daniel W. Anderson Ages 9'18 Camp Red Arrow Wellston Camp Red Arrow, Inc. P. 32 BOyS 85 545 P" '99 Pine Creek June rvliljevich Girls 21441 Sloan Drive. Detroit 24 Ages 5-15 Camp Tosebo Manistee Todd School for Boys Sch. 65 Boys $325 f0r7 Portage Lake Woodstock, Ill Ages 7-14 weeks Mrs Carol Hill Fawcett MARQUETTE Bay Cliff Health Camp Big Bay Northern Michigan Children's Clinic F. 165 Boys 9'- SUbSidii’d Marquette Girls Elba L. Morse Ages 6-15 Diocese of Northern Mich. Forsyth Diocese of Northern Michigan of the Ch. 20 Boys a. 516 991'" Conference Centre Protestant Episcopal Church 30 Girls Little Lake $01 E. Arch St., Marquette Ages 15-24 Rt. Rev. Herman R. Page. Bishop Michigamme Methodist Michigau'me Marquette District of the Ch. 100 Boys & 39-50412- Institute Methodist Church 200 Girls P" week Lake Michigamme Rev. John Meredith Ages 9-20 300 E Hewitt Ave., Marquette Camp Minneyata Ishpeming Hiawathaland Council - Boy Scouts BS- 80 Boys $12-50 P" Ross Lake 303 Nestor Block, Marquette Ages 11'16 week Donald Teisberg noly Family Home C.C. 44 Boys 6'- No charge marquette 26 Girls Rev. Wilbur Gibbs Ages 8-14 Northland Cooperative Forsyth Northland Cooperative Federation, Inc. P.0. 24 Boys & Varies Federation Camp Rock, Mic h 24 Girls Farmers Lake Eugene Peltonen Ages 8-18 Presbytery Point Camp Michigamme Presbytery of Lake Superior Ch. 85 Boys $13.50 P9r ‘ Lake Michigamme Richard Nelson or Girls week michigamme Ages 10- 18 Upper Peninsula Bible Forsyth Upper Peninsula Bible Camp. Inc. Ch. 50 Boys or $10 per Icel‘ amp Cameron MacArthur 50 Girls Farmers Lake Forsyt Ages 9-15 MASOh ‘ Camp Douglas Smith Ludington Winnetka Community House S.A. 72 Boys 01' 347-25 P" Upper Hamlin Lake ' 620 Lincoln Ave.. Winnetka, Ill. 72 Girls week George W. Miner Ages 9-15 Mich. United Conservation Ludington Michigan United Conservation Clubs S.C. 50 Boys 320 P" we! Club Camp 22 Sheldon Ave. . ME. . Grand Rapids Ages 13-17 Hamlin Lake George Akerley MECOSTA ‘ Church of the Brethren Rodney michigan District of the Ch. 50 Boys 8; 513 P" new Camp Church of the Brethren Girls \ Jehnsen Lake Mrs. Carl Welch Ages 12-15 Lake Odessa MENOMINEE k e Young People's Bible Camp Cedar River American Sunday School Union Ch. 20 Boys av, $5 per" Rev. Donald S. Summers 35 Girls PO. Box 5. Cornell Ages 9-18 MIDLAND Midland Home Town Midland Midland Community Center S.A. 60 Boys flu 31.50;“ Day camp Midland 50 Girls 1 m Jane Hatton Ages 6—14 .22.. ‘ COUNTY-NAME or cm? “5.15.; RATE BODY OF WATER CAHP ADDRESS OPERATED 8‘! TYPE SEX & AGE lDSAUKEE hip-hissaukee Lake City MichiganBranch of the International EC). 58 Girls $40 for 2 Lake Missaukee Order of King’s Daughters and Sons Ages 7-17 weeks Mrs. Clair Pershing ‘ 209 W. South St., Jackson ROE -Lady of the Lake Erie Toledo Catholic Charities C.C. 100 Boys & $22.50 - $25 Jake Erie 618 Michigan, Toledo. Ohio 100 Girls per week Rev. M. J. Doyle Ages 3-16 LN ‘ - amily Farm Camp Greenville Mrs. Viggo Bovbjerg P. 37 Boys $325 for 8 County Dam Lake 2532 Asbury Ave. Ages 7-13 weeks Evanston, Ill. North Michigan, United Carson City North Michigan Uni ted Brethren Ch'. 70 Boys $3.50 - Jrs. Brethren Camp. Camp Assn. , North Star & Girls $5.00 - Srs- Rev. William T. Bryde Ages 9-18 per week Rainbow Lake Bible Camp Trufant Evangelical Free Churches Ch. 125 Boys or $10 per week Rainbow Lake George Hedberg Girls 7719 S. Wabash Ave., Chicago 19, Ill. Ages 8-17 Rock Lake Christian Vestaburg Rock Lake Christian Assembly Assn. Ch. 90 Boys an $22.50 for Assembly Rev. 0. A. Trinkle 90 Girls 15 days Rock Lake Vestaburg A898 9'20 \romlioe Lake Camp Lakeview Free Methodist Church Ch. 35 Boys av. 54 per week Tomline Lake Box 166, Lakeview 35 Girls Rev. Lester Tice Ages 6-16 Coup Wah-Wah-Tay’-See Greenville Greenville Girl Scout Council 6.8 26 Girls $15.50 - $18 | Baldwin Lake Mrs. Elmer Nielsen Ages 7'14 per week 311 Myrtle St., Greenville “WREWCY AlFem! Boys' Club Camp Hillman Alpena Boys’ Club, Inc. R0 120 Boys or $10 - $20 Lona Lake Memorial Hall. Alpena 120 Girls per week Fred C. Wixson Ages 6-14 HUSKESON A.F.L. & C.I.O. Day Camp Muskegon A.F.L. & C-I.0. Labor Organizations 13.0. 125 Boys 85 No charge Lake Michigan 490 W. Western Ave. , Muskegon 125 Girls Milton Anderson Ages 8-12 Camp Barakel Muskegon Central Michigan Christian Ch. 45 Boys & $12.50 per Lake Michigan Camping Association 45 Girls week Rev. Holman Johnson Ages 8- 18 Okemos, Mich. Catholic Girls’ Camp Muskegon Grand Rapids Diocesan Council of C11. 90 Girls $15 per week Lake Michigan Catholic Women Ages 7-18 Mrs. Raymond Flynn 229 Montgomery, S.E. , Grand Rapids Camp Douglass Twin Lake Oak Park v.11. c.A. Y.M. 108 Boys $22.50 per West Lake 156 N. Oak Park Ave., Oak Park, Ill. Ages 8-16 week Harold R. Ward F“H°'LO Christian Life Muskegon Fa-Ho-Lo Christian Life Camp. Inc. Ch. 80 Boys as $1.50 per Cw Rev. Jack Wennell Girls day Lake Michigan 201 Michigan Ave. . Owosso Ages 9-18 4-H Club Camp Muskegon Muskegon County 4-H Clubs 4-1-1 100 Boys & Under $10 '0” Lake Courthouse, Muskegon 100 Girls for 5 days Eugene F. Dice Ages 10-21 Gerber Scout Reservation RFD Timber Trail Council-Boy Scouts B.S 100 Boys $11 ‘ $15 Britten Lake Twin Lake 893 First St. , Muskegon Ages 11-15 per week 0. A. Lindgren, Jr. c“? Hardy Twin Lake Lawrence Hall, Inc. . S.A. 100 Boys Varies Little Blue Lake 4833 N. Francisco Ave.. Chicago 25, Ill. Ages 6-18 . Rev. D. J. Curzon (2:9 HOughteling Twin Lake Grace EpisCOpal Church 0'). 65 Boys $40 for 2 9" Lake 924 Lake St., Oak Park. 111. Ages 9-17 weeks Fr. Dvaine W. Filkins 131" G. Emery Jr., Camp Holton Muskegon Y.W. c. A. y.w so Girls $27.50 for 18 Blue Lake 322 W. Clay Ave. , Muskegon Ages 7-17 10 days Kittie Bunting 0'9"?” Scout Camps RFD #1 Chicago Council - Boy Scouts B.S 1100 Boys Varies :Blue and.0wasippe Holton 9 W. Washington, Chicago 2, Ill. (in 6 camps) ’3 Jack F. Conley Ages 11-18 -23- comm-um: 0F cmp cancm ' BODY OF WATER CA“? ADDRESS OPERATED BY TYPE SEX& AGE RATE HUSKEGON (Cont'd) 1 Camp Pendalouan RFDfl Muskegon Y.M.C.A. Y.M. 75 Boys $27 for 10 Big Blue Lake Holton Muskegon Ages 8" 16 days C. L. Horsley Pinebrook Day Camp Montague Mrs. Lafe ton Whitney P. 35 Boys & $30 per mo. Evion tague Gi rl s Ages 6-16 15 Boys & Girls . Ages 3-5 Camp Pinewood Twin Lake 111th St. , Y.M.C.A. Y.M. 146 Boys or $57.50 for McDonald Lake 4 E. 111th St. , Chicago 28. Ill. 146 Girls 2 weeks Mel Johnson Ages 8-15 Camp Shawondossee Michillinda Grand Valley Council - Boy Scouts B.S. 250 Boys $15 per week Duck Lake 300 Assn. of Commerce Bldg. Ages ll~17 Grand Rapids 2 Herman Brandmiller Camp Wabaningo Michillinda Evanston Council - ioy Scouts B.S. 200 Boys $50 per Duck Lake 614 Davis St., Evanston, Ill. Ages 11-16 period D. M. Boulton Youth Haven Camp Muskegon Greater Muskegon Youth for Christ Ch. 160 Boys 8- $17.50 per Wolf Lake Maurice A. Carlson Girls week P.O. Box 17';v Muskegon Ages 9-18 NEHAYGO Camp Echo Fremont Evanston Y.-vx.C. A. , Y.M. 100 Boys or $22.50 - 324 Long Lake 1000 Grove St. . Evanston, Ill. 100 Girls per week ‘ Clifford Maxwell Ages 9-15 \ Camp Henry Newaygo Westminster Presbyterian Cnurch Ch. 54 Boys or $26 per Rd Kimball Lake 56 LaGrave Ave... 82‘. , Grand Rapids 54 Girls Reed Waterman Ages 8-15 Camp Kee—Nee-Wau Newaygo Newaygo County Youth Camp Committee RC. 70 Boys or Varies Hess Lake Fremont Girls Clare Musgrove Ages 10-20 Camp Kiwanis Grant Volunteers of America S.A. 40 Boys 8; No chtlrge Sand Lake 232 Bond Ave. , N. W., Grand Rapids Girls Lt. Col, Belle dubbell Also mothers with children Camp Newaygo Newaygo Grand Rapids Y. WC A. Y. W. 90 Girls $18 ~ 325 Pickerel Lake 25 Sheldon Ave. ., S. E. , Grand Rapids Ages 10- 18 per week Ruth Van Graafriland Camp Ottawa Newaygo Grand Valley Council — Boy Scouts B.S. 125 Boys $15 per "‘1‘ Lake Pettit 300 Assn. of Commerce Bldg., Grand Rapids Ages 11-17 Herman Brandmiller Grand Haven 8; Newaygo Co. Girl Scouts G..S. 80 Girls $13 Per Ink Mrs. Peter S Ferguson Ages 7-14 Newaygo Camp Trotter Newaygo Department of Michigan P.O. 40 Boys or $13 per "Ck Bills Lake Veterans of Foreign Wars 40 Girls 924 N. Washington Ave., Lansing Ages 9-13 I F. Atwood OAKLAND Camp Agawam Lake Orion Clinton Valley Council — Boy Scouts 8.8. 110 Boys $15.50 per Tommys Lake 319 National Sldg. , Pontiac Ages 11-17 week L. D. MCMillin Bay Court Camp Waterford District Nursing Society of Detroit 8. A. 54 Boys 9'- $7.50 - 512 Green Lake mrs. Katherine P. Wiles 42 Girls per week 5071 W. Outer Drive, Detroit Ages 5-13 Bird's Nest Holiday RFDIS Girls’ Friendly Society Ch. 40 Girls $18 ’ 522 House Pontiac 63 E. Hancock, Detroit 42 Girls per week Pine Lake Myrtle Armstrong Ages 6-17 k Clear Lake Camp Oxford Fort St. Presbyterian Church Ch. 65 Boys 01' 316 per wee Clear Lake 631 W. Fort St., Detroit 26 65 Girls Charles S. Daggett Ages 8-18 Country Day Camp Wixom Country Day Camp. Inc. P. 50 Boys 8: 551 f“ 3 Walled Lake 18629 Pinehurst, Detroit 21 Girls weeks George Weiswasser Ages 3- 13 k *Camp Dearborn Milford City of Dearborn G.A. 100 Boys 8% 57 per wee Huron River Department of Recreation Girls Municipal Bldg.. Dearborn Ages 7-14 Henry D. Schubert (day camp) 40 Boys or -24- 4O Gi r1 8 (overni eh!) Town - am: or. camp CAPACITY MJWD (Cont’d) ; harborn‘Boys" Club Clarkaton Dearborn Boys” Club . . 13.9. 60 Boys Varies imp ' Roulo, and Dix A-ve., Dearborn , Ages 7-16 Walters Lake Mrs. Beaulah C Lute I I ; tr. Goldberg's Day Camp Farmington W. A., Goldberg. 1311.1). P. ' 70 Bay: a. . $100 - 4% wins. 1484 Glynn Court 70 Girls 3180 - 9 wks. Detroit 6 ‘ Ages 3-14 ' (da -‘ camp) 40 3 Ages 8-14 . . (overnight) MMJGrove Camp Leonard The Salvation Army *Ch. 200 Mothers No charge Lflmville.Lake 601 Eagley Ave.n Detroit 26 & Children ' Lt. Col -and‘MrIs. T. M Larsen , to 12 years amp Faith Wing Drayton Plains ' Cass Community Church ‘ Ch. 24 Boys & $5 per week Pontiac Lake .. ' Cass and Selden Sts. L. Detroit Girls . Rev. B. Ray NOrton Ages 10-18 Franklin. Settlement Camp Lake Orion Franklin Settlement . S. 35 Boys & Varies 1008' Lake 3360 Charlevoix. Detroit 7 35 Girls Joseph A. Beattie Ages 7-14 heefkess.Fresh Air, Pontiac Iktroit Free Press P.O. 125 Boys & No charge imp - . 321 W. Lafayette, Detroit 31 100 Girls Sylvan Lake ~ Gertrude Bombenek.‘ Ages 8- l2 hfluflan Angel Summer Holly Guardian Angel Home . C.C. 130 Girls No charge flgfi . 4232 St. Aubing Detroit Ages 2°16 e Elliott Sister Mary Cantiu5~ fiaslfillindale Holly Mr. and Mrs. Cleve Bradshaw P. 16 Boys & $50 per week blelly Lake Box 23 16 Girls Holly Ages 5-1'6 6 Children under 5 yrs. camWHOIly Holly' DEtroiot Girl Scouts, Inc.’ -G.S 140 Girls $6 per night RataleeLake 153 East Elizabeth Detroit 1 Ages 10‘ 18 per troop Frances Ash . =- . (summer) 70 Girls Ages 10°18 I I . (winter) CmmlJeanette Wateri«.- Good Samaritans of Michigan.' P.O. 98 Boys No charge Lester Lake 1321 Twelfth St... Detroit 16 - Ages 8- 14 CAAP~Naherlu 01-2.... 1 Mr. and Mrs. ‘ Stanley Michaels p. 90 Boys 3. $485 for 3 LflurPerry 17765 Manderson Rd.. Detroit 3 - 85 Girls weeks ' ' ' Ages 6-16 & 25 Children under 6 yrs. CBIpJIWar-rin Ortonville Southern Oakland Girl Scouts. G.S 86 Girls $18 per week Narrin Lake 500 S Washington Bldg Ages 7-17 - Jeanette Beaver calF’O‘hiyesa Holly Detroit Y M C A Y.M. 207 Boys $45 for 2 Fish Lake 2020 Witherell. Detroit ‘26 7 Ages 9-15 weeks Walter Van Hine Cup Owaissa Oxford Owosso Y.,W.C.A. Y.W 72 Girls $27 for 8 Ole!" Lake Owosso I Ages 8~17 days Minnie Mchrmick cmm’Phl.m8Ch Highland Hechalutz Hatzair OrganizatioInI P.O. 10 Boys & Varies ickerel Lake ' 2716 Burlingame 10 Girls Ietroit 6 . Ages 12416 Jack Brightman Ukrainian Catholic Camp Pontiac . Ukraingan Catholic Church Ch. 30 BOYS or $10 1381’ week Mland Lake ' Rev. Joseph Schfltpndiuk ' 30 Girls ' 2311 Grayling Ave. , Hamtramck Ages 8-16 Gimp "Ethana Holly Detroit Council Camp Fire Girls. CF 134 Girls $33IPer it“? Wildmere 51 West Warren Ave. , Detroit 1 Ages 7- 18 Peflod " ‘ Elma L. SItuCkman '. You'th Island Camp Milford Youth 1; land Camp Committee Ch- 59 BOYS 8; Varies ite Lake ‘ Detroit §Presbytery Girls 1105 Kales Bldg,. Detroit Ages 10-18 . Rev. Robert R. vIpn Oeyen 90W“ _ ' firp’aharah Whlkerville Kalamazoo Y. M. C. A. - ‘ Y.M. 63 Boys $35 for 2 “‘Bflw-Ma Lake 341. W. Michigan. Kalamazoo Ages 8- 18 weeks Frank In gham -_ 25 -. COUN - . Bay's'fifiag" cue ADDRESS mum at m: 331%; am: OCEANA (Cbnt’d) I Camp Manistee RFD 2 Girl Scouts of South Cook County G. S. 92 Girls 332 - 336 White River Montague 15408 Center Avenue. lirvey. 111. Ages 7-17 for 2 weeks Florence Ann Schlott Camp Miniwanca RFD #2 American Youth Poundstion 1". 160 Boys 6 ' $185 for! Lake Michigan 8 Shelby 3930'Lindell Blvd.. St. Louis. In. 245 Girls 1303! Stony Lake P.G. Orwig Ages 11-16 Muskegon Girl Scout Camp Ws'lkerville Muskegon (bunty Girl Scouts " 6.8. 20 Girls $7.50 a day School Section Lake 411 Men Bldg. . Ilnkegon Ages 10-17 per troop Esther Bogert plusfoed I Camp O-Ta-Nne'-To RFD 2 Ir. and Mrs. E. 0. Thorpe .P. SO-Boys $300 for 8 Campbell Lake Walke'rville 11401 Loraine Ave. . Ages 7-17 weeks Cleveland 1!. duo . Stonycroft Camp RFD 2 Stonycroft Camps. Inc. P. 60 Boys & 840 per seat Campbell Lake Shelby BID 2, Shelby 60 Girls . Ages 7-16 Stony Lake Lutheran New Era Stony Lake Lutheran Bible Camp Corp. Ch. 42 Boys & $12.50 per Bible Camp Rev. DIVid Lovass 60 Girls week Stony Lake New Era Ages 13-18 OGEMAH Camp Lu-Lay-Lea Selkirk Saginaw Valley Zone of P.0. 60 Boys or $19 - $24 Henderson Lake Lutheran Laymen’s League 60 Girls per week I Paul Schroeder Ages 8-13 ! 204 N. Chilson. Bay City ‘ Camp Michigama RFD ‘1 Milton & Herman Fishman P. 104 Boys $475 for 8 Peach Lake West Branch 18679 Roselawn Ages 6- 16 weeks Detroit 21 Camp Michigama Hill West Branch Milton & Herman Fishman P. 64 Girls 3500 for 8 Peach Lake 18679 Roselawn Ages 6-16 weeks Detroit 21 1 Ogemaw 4-H Club Camp West Branch Ogelnaw 4-H Club Camp Comittee 4-H 45 Boys & $4 - $5 per Hardwood Lake R. B. Coulter 45 Girls session Court House. West Branch Ages 10-20 OSCEOLA . Camp Albright Hersey Albright Park Camp Meeting Assn. Ch. 108 Boys 8; $14 for 11 Hersey River Rev. H. A. Brennan Girls' days Hersey Ages 9-14 Camp Rose Lake LeRoy Osceole County Girl Scout Comittee 0.8 30 Girls $7.50 per Rose Lake Mrs. Emory L. Fuller Ages 7- 16 week-scout! Marion. lich. $11.50 ' nonoscouts OSCODA Greek Orthodox Summer Mio St. Nicholas Hellenic Orthodox Giurch Ch. 60 Boys a $25 per '9‘“ mp 17400 Second Blvd.. Detroit Girls Billhead Lake Rev. Nicholas G. Harbatis Ages 8-15 Camp Hiawatha Comins C!” Hiawatha. Inc. P. 110 Eys $450 for 3 Island Lake Dr. Louis Harley Ages 5-15 week! 17325 l‘airfield. Detroit 21 Camp In The Woods Mio Saginaw Y. W. C. A'. Y.W 60 Girls 328 for 10 Bullhead Lake 215 '8. Jefferson. Saginaw Ages 8- 16 dl!‘ Mrs. Naomi Myers Loon Lake Camp Hie Detroit Area Council B.S 50 Boys 815 P“ "‘3 Loon Lake by Scouts Ages 11-18 9" unit 51 West Warren. Detroit R. V. blby. Jr. I CampNatsihi Mio Saginaw Council Camp Fire Girls C. F. 70 Girls 333 ' $35k Mack Lake 118 N. Washington, Saginaw Ages 6- 18 for 3 ”e ' Elisabeth Bennett Camp O-Ge-Maw-Ke Mio Saginaw Y-I. C. A. Y.M. 85 Boys 336 ' 333‘? Wagner Lake 220 N. Iichigsn. Saginaw Ages 9- 15 for 2 '“ John R. Fisher OTSEGO Allen Park Boy Scout Johannesburg .Allen Park Boy Scouts B. S. 30 Boys VITA” Camp Robert A. Lsrabell Ages 11-16 Ell Lake 1.4814. Qismpaign. Allen Park COM) -s‘“°t‘ ““13 G‘ylord. mousse Oiawke p, 100 Boys 330 per reek Martin Lake 1724 Ford Bldg. . Detroit moose Bean, Csnp Director 316 West Lincoln. Royal Oak 0 2. 6 . Ages 9' l7 WAWMEFOF 'CW- ' CAMP morass, QPERATED- BY- CAPAC I‘TY mm . MJnntehrens RFD (4 ' Kent County Girl Scout Council G. S. 75 Girls $18 per week IL'ekelichigan .Holland 55‘9,‘Housemsn Bldg” Grand Rapids .Ages 7-17 ' ‘ Mary Jane Nelson CampBlodgett West Olive Board of Directors of C.C. 100‘ Boys or No charge .Lske Michigan .D.A.‘ Bl'odgett Home for Children Girls' Grand Rapids .Ages 9- 13 1 Raymond Boozer ‘ -. . 243*Diamond Aves. S.E.,- Grand Rapids . fi'Gfieza Hall—and- QWAmGQAlG'VA of the Reformedd-xurch Ch. 3201303” or $171.50 per e.“ c igan in‘ or ca it s “ wee :31 Jeiifersorr, S.E., Grand Rapids Ages 1’0-18 . . , . Wierenga ‘ mixeswahoplohelo' Ottawa. Beach ‘Gunflisnids. Camp. Fire, Girls C.F. 160 Girls $22 - $26 ‘ms Michigan 399. Scrap. of Commerce Bldg. Ages 7-16 per week ran 5 apids - Mrs. Ruth D. deWindt Clapdirk Holland Grand Valley Council - Boy Scouts B.S. 20 Boy’s No charge IlakeMichigan 300 Aug. fidmClcfmme,r_ce Bldg... Grand Rapids Ages 11-17 Herman. ran 1 ler ' Clap Pottawstomie ‘ Grand Haven Pottamtomi e, Camp Connittee P.O. 20 Boys a. Varies Lske'Pottawatomie ' RFD ‘2. Grand Haven 20 Girls - Clarence Reenders A898 10'20 WE ISLE cecal)..Barakel Ocqueoc Central. Mich. Christian Camping Assn. Ch. 55 Boys & $12.50 per queoc Lake Box 107 , Okemos 55 Girls week - . _ Rev. Holman Johnson Ages 8- 18 CAAP'Chickagami Presque Isle binomial, Diocese of Michigan Ch. 54 Boys $21 per week Lske‘Esau 63 E. Hancock, Detroit Ages 9-14 I David B. Williams Forest Haven Bible Camp. Ocqueoc Au Sable Bible Camp Assn. Ch. 55 ”Boys & $6.50 - Jrs. Ocqueoc Lake Rev. Perry D‘eyarmond 55 Girls $9.50 - Srs. Kingsley Ages 9-18 ‘AGIIAU Hulls)! Nature Camp St. Charles Hartley Nature Camp Corporation P.O. 48 Boys or $12 per week Howard Conford Girls County. School Commissioner, Saginaw Ages 10-12 St. Vincent’s Villa Saginaw. W.S. . Sisters of Qiarity of St. Vincent de Paul C.C. 60 Boys & Varies LakeCavanaugh 800 Howard St. , Saginaw 50 Girls Sister Irmina Ages 5-16 (from this n° agency) .. cum FIR-Clo Camp Port Huron U.A.W.aC.I.O. Recreation Dept. P.O. 80 Boys :3. $17.50 per LakeHuron and Michigan C.I.O. Council 80 Girls week 8000 E. Jefferson. Detroit Ages 8-14 Olga Madar Camp Grace Bentley Jeddp Michigan League for Crippled Children R0. 110 Boys & $15 for 2 Like-Huron Mrs. Walter Kramer Girls weeks . 5759 Yorkshire. Detroit 24 Ages 6- 16 2:" Huron Methodist Jeddo Detroit Conference of the Methodist Ch. 65 Boys do 520 per week Lek I Church. 1205 Kales Bldg... 65 Girls °‘ Huron 76 W. Adams, Detroit Ages 9- 18 James Ragland caipsllyer' Trails Jeddo Blue Water Council-Boy Scouts B.S 100 Boys Varies ‘°“-R1ver 930 Sixth St., Port Huron Ages 8-18 Clifford J. Richards 3';an Farm Camp RED; #1 Stephen S. Baumann P- 60 Boys 5450 for 8 ' Joseph Riv" 140,114” 1157 E, 54th St. Ages 7- 16 weeks Chicago 15. Ill. Cindy Sue Ca i ' ' ml) ThreeRivers Kathleen Fern Link P. 6 Boys & No fee RFD #1. Three Rivers 6 Girls Ages 6-15 cm” Eberhart Th R' - Bo 1 o 2 fey Lek ree 1vers South Bend Y.M.C.A. Y.M. 162 ys or S 8.5 - $ 6 e 228 S..Ma1n St. , South Bend. Girls per week G. A. Cooper Ages 8-17 -27- COUNTY-NAHE 0F CAMP CAPACJTY BODY OF WATER CAMP. ADDRESS OPERATED BY TYPE SEX & AGE RATE ST. JOSEPH Camp Fort Hill Sturgis Tris-County Area Girl Scouts G. S. 72' Girls 315 per week Middle Lake Mrs. W. V. Boaz Ages 7-18 RFD ‘1. White Pigeon Lone Tree Camp ThreeRivers Lone Tree Area Council -Girl Scouts G.S 150 Girls 338- for 2 Long Lake 115 N. Marion, Oak Park, Ages 10-18 weeks Esther H. Schmahl Camp Wakeshma Three Rivers St. Joseph County Y.M.C.A. Y.M. 75 Boys or $14 - $16 Corey Lake Three Rivers Girls per week Edmund W. Blank Ages 8° 18 SANILAC . Blue Water Camp Lexington Reorganized Church of Jesus Garist Ch. 50 Boys & $16 per week Lake Huron of Latter Day Saints 50 Girls Rev. L. Wayne Updike Ages 15-18 359 Louise Ave., Highland Park Camp Cavell Croswell Detroit Y.W.C.A. Y.W. 168 Girls $46 for 2 Lake Huron 22.30 Witherell, Detroit 1 Ages 9-16 weeks Annetta B. Eldridge Camp.Chick.-A-Gami Croswell Blue Water Council - Boy Scouts B.S. 64 Boys No charge Black River 930 Sixth St., Port Huron Ages 11"18 Clifford J. Richards Claire R. ‘Black County Port. Huron Port Huron Y.M.C.A. Y.M. 56 Boys or $20 for 10 Camp 933 Sixth St., Port Huron 56 Girls days Lake Huron William Ullenbruch Ages 8-14 CYO Camp for Boys Carsonville Catholic Youth Organization Ch. 128 ‘Boys 340 for 2 Lake Huron 305 Michigan Ave., Detroit 26 Ages 10°14 weeks Edward V. Crowe CYO Camp for Girls Carsonville Catholic Youth Organization (J1. 128 Girls $40 for 2 Lake Huron 305 Michigan Ave., Detroit 26 Ages 8°14 weeks Edward V. Crowe Free Methodist Church Sandusky Port Huron District Free Methodist Ch. 30 Boys 8: $6 regiso Camp Church 30 Girls tration fee Rev. E. W. McDonald A893 “'14 . Yale, Mich. Camp O’Mara Port Sanilac Mrs. Julia Johnson P. 12 Boys 8: $27 per week Lake Huron 15701 St. Mary’s Ave. 20 Girls Detroit 27 Ages 6-12 Camp Ozanam Carsonville Society of St. Vincent de Paul C.C 225 Boys No charge Lake Huron of Detroit Ages 12-16 611MqDougall. Detroit 7 W. C. Rohrkemper Camp Playfair Croswell Por.t Huron~Marysville Girl Scout G.S 48 Girls $14 - 816 Lake Huron Council. Inc. Ages 814 per week 957 Sixth St., Port Huron Elizabeth Shafer Camp Rankin RFD 1 Highland Park Community, Center S. 56 Boys 8: $29 per week Lake Huron Croswell 45 LaBelle Ave., Highland Park 3 32 Girls - Dwyer C. Sump Ages 6'- 12 Camp Stapleton Croswell Society. of St. Vincent de Paul C.C 144 Girls No char!e Lake Huron of Detroit A833 9" 14 611 McDougall Ave., Detroit 7 W. C. Rohrkemper SCHOOLCRAFT Camp Northstar Steuben Mrs. David Aptekar P. 50 Boys & $485 for 8 Lake Bosworth 18610 Wisconsin, Detroit 21 50 Girls weeks Philip Nichamin Ages 6" 16 18630 Mendota, Detroit Camp Wikweia Shingleton Sault Ste. Marie Camp Fire Girls C.F 56 Girls $12 per "ck Clear Lake 401 Central Savings Bank Bldg. Ages 10? 15 Sault Ste. Marie Mildred N. Lehmann SHIAWASSEE Ridge Road Youth Camp Elsie Ridge Road Bible Assembly Ch. 25 Boys $12 per m“ Rev. George Somers Ages 9"14 El sie. Mich- COUNTY-NAME ‘OF ‘CAMP CAPACITY WMIDUREI Camp Lakeof the Woods Decatur Mrs. Florence P. Greenberg P. 115 Girls & $450 for 8 Greenwood: Camp 1350 Lake Shore Dr. 75 Boys weeks Lake of the Woods Chicago, Ill. Ages 6_- 16 Carp Notre' Dame Lawton Brothers of Holy Cross Ch. 137 Boys $30 per week Bankson Lake Notre Dame, Ind. Ages 93- 15 Brother Pedro. C.S.C. . Pilgrim Haven South Haven Mich. Congregational- Christian Conference Ch. 205 Boys 1!. $18 - $21 Lake Michigan 415 W. Grand, Rive r._. East Lansing Girls per week Rev. Wfilliam T. Matters Ages 12-19 Clap Shomria R #2 Hashomer Hatzair Zionist Youth P.0_. 30 Boys & $80 for 3 ' Bangor Organization 30 Girls weeks Arthur J. Schwartz Ages 11-16 4045 Sturtevant. Detroit 4 Van Elton Co. Youth Camp Bloomingdale Van Buren Co. Youth Camp Committee RC. 96 Boys or $11 - $16 Big Bear Lake Kermit Washburn. Asst. Co. Agr’l. Agent Girls per week Post Office Bldg. , Paw Paw Ages 8- 18 HASHTEIAM Camp BigSilver Pinckney Boys Club of Toledo R0. 76 Boys $5 for 10 Big Silver Lake 618 Superior St. , Toledo 4. Ohio Ages 9-16 days Homer Hanham CampBirkett Pinckney Ann Arbor Y.M.C. A. Y.M. 75 Boys $39 for 2 Big Silver Lake 110 N. Fourth Ave. , Ann Arbor Ages 7-15 weeks . W. R. Lyons .Bruin Lake. Camp Gregory Portage, Trails Council - Boy Scouts B.S. -65 Boys $13 - $15 Bruin Lake 206 S. Main St. , Ann Arbor Ages 11°18 per week ‘ Paul Yambert Cedar Lake Lodge Chelsea Cedar Lake Area Girl Scout G.S 78 Girls Varies Cedar Lake Camp Comittee Ages 9=16 Fern Brown 330 S. State St., Ann Arbor Christian Life Camp Chelsea Oiristian Life Camp Committee 01. 55 Boys 8: $9 per week Mill Lake Rev. 0. H. Williams 55 Girls 95 E. Great Lakes, River Rouge Ages 9-17 Guistmas Seal Camp Gregory Detroit Tuberculosis Sanatorium S.A. 225 Boys or No charge North Lake 1800 Tuxedo, Detroit 6 Girls Delmar Pardonnet Ages 10-14 Gulonwood Farm Camp Dexter Mrs- Walter Mast P. 10 Boys or $25 per week RED 2 10 Girls Dexter Ages 7-16 Chmp Crile Gregory Michigan Society for Epileptic Children P.O. 18 Boys or $15 per week Mrs. George Henderson ' 18 Girls 3283 Fullerton Ave., Detroit Ages 6-16 Farband Camp Chelsea Jewish National Workers Alliance P.O. 75 Boys 5. $344 » $364 Long Lake 13971 Littlefield. Detroit 35 75 Girls for 3 weeks Norman Drachler Ages 5'14 ‘ . (heat Lakes Youth Camp Chelsea Welverine Assn. of Free Will Baptists Ch. 56 Boys & $10 per week Milllake - 242 Victor, Highland Park 56 Girls Rev. Raymond Riggs Ages 7-18 Gum Grindley Grego-y Detroit Presbytery Ch. 32 Boys & $18 for 10 Jbslin Lake .1105 Kales Bldg., Detroit 26 32 Girls days Rev. Lester Nickless Ages 6-14 Hupn Day Camp Ann Arbor Edward J. Aamodt ‘ P. 25 Bogs $8 per week lhuon River 929 S. Division, Ann Arbor Ages 6-12 David H. Seibold 505 N. Division, Ann Arbor (imp Kinneret Chelsea Habonim Labor Zionist Youth P.0. 40 Boys & $30 per week long Lake 7727 Mack Ave., Detroit 40 Girls Jerry Katz Ages 13-18 “cthodist Intermediate Chelsea Board of Christian Education Ch. 112 Boys & $20 per week Detroit Conference of the Methodist Girls Hill Lake Church. 1205 Kales Bldg. , Ages 12-15 76 W. Adams, Detroit 26 Harold E. Bremer MMJ Lake Camp Chelsea Hazel Park Girl Scouts G.S 112 Girls $8 per week Mill Lake idrs. Guy Holloway Ages 10r16 413 E. Meyers,-Hazel Park Nuddrk Boy Scout Camp Dexter Portage Trails Council-Boy Scouts B.S 60 Boys 25¢ per night lhuon River 206 S. Main, Ann Arbor Ages 8-17 Paul Yambert COUHTY-NANE- 0F CAMP CAPACITY BODY OF HATER CAMP; ADDRESS OPERATED BY TYPE SEX A AGE RATE .. WASHTENAH , Rood's Day Camp Ann Arbor Mrs; William Rood P. 20 Girls $15 for s 2433 'Whitmore Lake Rd. Ages 6-9 days Ann Arbor St. Joseph Glenbrook Clinton .St. Francis Home for Boys C_. C_. 40 Boys No charge Iron Mill Creek 2701 Fenkell, Detroit 21 Ages 6-14 ' Sister M. Celestine VFW Children’ s Camp Dexter, Mich. Dept of Veterans of Foreign Wars P.O_. 48 Boys or $13 per week Lake Nordham ' 924 N. Washington Ave. , Lansing 48 Girls Raymond E. Harms Ages 9-13 WAYNE I"Joe Prance Day Camp Rouge Park City of Detroit Department of G.A. 500 Boys 25¢ trans- Detroit Parks and Récreation & Girls portatlel} ' ' 1942 Grand River Ave. , Detroit Ages 9-12 James P Schultheia Patterson Camp RFD £1 Irene K. Patterson P. 60 Boys 8'. $25 per week Lake Erie Rockwood RFD #1 Girls ' Rockwood Ages 4-11 Real Life Day Camp Dearborn James Fraser P. .40 Boys & $15 per week A 26300 Ford Rd. 40 Girls Dearborn Ages 6-14 HEXFORD 1"Cadillac School.Camp. Cadillac Board of Education of Cadillac G.A. 49 Boys or $7 - $10 Lake Mitchell B. C. Shankland 49 Girls per week Cadillac Ages 9-16 Manton Chmp Manton. North Mich. Conference of the Ch. 200 Boys & $3.50 per Manton Lake Free Methodist Church Girls week Rev. Seth Davey Ages 8-13 313 E. Ann St., Belding fitt##*** -30- LOCATION OF OOUNTIES 0N MAP AND 'NUNBER 0F CAMPS IN EACH COUNTY . LOGA- NO. OF LOCA- -NO. OF -counn .TION CAMPS commr TION CAMPS aAlcona D-5 1 Lake E74 2 Alger” *B-3 2 Lapeer F-6 12 Allegan «F33 8, Leela??? D74 5 Alpena D;s O Lenawee G75 4 Astrim 13:4 4 Livingston F-5 15 Arenae 3:5 0 Luce 8:4 0 Baraga =sz, '1 Mackinac B74 1 entry F-4. 13 Macomb Ff6 1 Bay E-S ' 4 Manistee -D-3 6 Benzie D93 .5 Marquette 'B-2 8 Berrien_ Go3, 20 Mason ~E-3 2 Branch G-4 1 Mecosta E-4 1 Calhoun G-4 0 Menominee C-2 1 Cass ’ G73 .8 Midland E-s 1 Charlevoix C-4 10 Missaukee D-4 1 Cheboygan Co5 7 Monroe G-6 1 Chippewa ‘B-4 3 Montcalm E-4 6 Clare E94 8 Montmorency D-S 2 Clinton F-S 1 Muskegon E-3 17 Crawford Des 2, Newaygo E~4 8 Delta B=3 0 Oakland F-6 24' Dickinson. B°2_ 0 Oceana E~3 7 Enton F04. 0‘ Ogemaw D85 4 Emmet C~4 1 Ontonagon Bel 0 Genesee. F=5 3 Osceola E-4 2 Gladwin E05 0 Oscoda D—S 6 Gogebic Bolt .3 Otsego D-S 2 GrandeTraverSe D04‘ 5 Ottawa F-3 6 Gratiot E55 1 Presque Isle C:5 3 Hillsgglg Ges 6 Roscommon DéS 0 Houghton 'A?1. 0 Saginaw E-S 2 Huron} Ee6, 6 St. Clair F-6 4 Ingham F=5 1 St. Joseph G74 6 Ionia F~4 1 Sanilac E76 12 I°§¢0 D75 4 Schoolcraft B-3 2 IFOQ Bfl 11 Shiawassee F;5 1 ISQhella E74; 2 Tuscola. E-6 0 Jackson 6:5 17 Van Buren Gf3 5 Kalamazop GT4 7 Washtenaw 6:5 19 Kalkaska De4 3 Wayne G-6 3 Kent F;4 12 Wexford D-4 2 Keweenaw Aa2 1 N015; The apove code refers to map on inside of back cover. . 311 321 Section 2 NAMES AND ADDRESSES OF CAM? AUTHORITIES PARTICIPATING IN STUDY Authorities Espressntlgg Prljgtg Cnmgs ‘I’ . Mr. Jack Cheley, (Cheley Camps) 601 Steele Street Denver 6, Colorado Mary V. Farnum, (Holiday Camps) 1508 Oak Avenue Evanston, Illinois Mrs. Carol Hulbcrt, (Aloha, Vermont) 497 Boylston Street Brookline, Massachusetts Barbara Joy, (Joy Camp) 109 Sturgeon Eddy Road Wausau, Wisconsin Joseph Kupcinet (Interlakes of the Pines) 3150 Ainslie Street Chicago 25, Illinois Max J. Lorber, (Camp Nebagmon) 91 Arundel St. Louis 5, Missouri Stanley Michaels (Camp Nahalu) 7765 Msnderson Road Detroit 3, Michigan Authorities_§£prcsentinp Church Camps " - ‘ fl w‘g _ _ Rev. Maurice Bone Division of Education in the Churches, Youth Work Board of Christian Education Presbyterian Church in the United States of America 1100 Witherspoon Building Philadelphia 7, Pennsyl"nnia Re". William T. Matters Michigan Congregational Christian Conference 415 West Grand River East Lansing,Michigan 322 ReV. Glen D. Moerdyk Division of Camping Michigan Synod, United Lutheran Church 1238 Portland N. E. Grand Rapids, Michigan Edward L. Schlingman, Director Department of Camps and Conferences Board of Christian Education and Publication Evangelical and Reformed Church 1505 Race Street Philadelphia 2, Pennsylvania Paul M. Weaver, Jr. Hi and Camping Director Christian Education Commission General Brotherhood Board Church of the Brethern 22 South State Street Elgin, Illinois Authorities Representing Qrgagiaational Camps T. R. Alexander YMCA 304 Wood Street Pittsburgh, Pennsylvania Mrs. Richard Beckhard Director Camping Department Girl Scouts 155 - East Anth Street New York, New York Norman Cook Chicago Boys' Club, Inc. 123 West Madison Street Chicago 3, Illinois Miss Marjorie Cooper, (Camp Teyalake) Chicago Area Council of Camp Fire Girls 203 North Wabash Avenue Chicago, Illinois Eddie Edwards, (Camp Carson) Evansville YMCA Evansville, Indiana Henry B. Ollendorff Neighborhood Settlement Association 3754 Woodland A"enue Cleveland 15, Ohio Mr. Jack Perz Indianapolis Council Boy Scouts of America English Building Indianapolis, Indiana MarVin Rife, Director Camping New York Herald Tribune, Fresh Air Fund 230 West ulst Street New York, New York Section Section Section Section Section Section Section Section SectionlO: APPENDIX E? Copy of STUDY MATERIALS Cover Letter Accompanying Survey Ques- tionnaire Sent to Camps Copy of Note Enclosed by the President of the Michigan Camping Association Copy of Cooy of Copy of Copy of Copy of COpy of Cooy of the Survey Questionnaire First Follow-up Request Second Follow-up Request Cover Letter Sent Authorities Survey Questionnaire SBnt Authorities Follow—up Request to Authorities Cover Letter Accompanying Reoort of Survey Copy of Report of Results of Survey Sent to all Cooperating Camps and Authorities Section 1 325 MICHIGAN STATE COLLEGE EAST LANSING DEPARTMENT OF PHYSICAL EDUCATION HEALTH AND RECREATION FOR MEN JENISON GYMNASIUM AND FIELD HOUSE August 1, 1953 You can help considerably to improve camping in the state of Michigan by cecperating in a study being made of "Guidance Practices in Michigan Summer Camps for Children". This study is being Sponsored by t e Michigan State College Departments of Guidance and Physical Education, Health & Recreation in the interest of the Michigan Camping Association. We are sure you will agree that helping the camper is the primary function of the camp, and that the guidance of campers is one of the most important phases of Camping. We think of Guidance as that process which helps each camper to understand his personality, interests, and abilities, to develop them and enhance their growth as much as possible, and to relate them to life goals. In order to determine how Guidance Practices in Camps may best be improved, we are asking for some information from you concerning the guidance of your campers. All information obtained will be con- fidential. Your name and the name of your camp will not be associated with the evaluation and summarization of this study, therefore you may feel free to reSpond frankly. A summary of the results of this study will be sent to you if you so desire. We realize full well how busy y u are at this time of the season, however we would appreciate very much your kind cooperation in returning this form as soon as possible. It is urgent that we receive these re- turns by Friday, August 21. Very truly yours, I" f . .~ ' 4 .I , ‘ ‘ I I ' . I I . - 1 K., ’I _ ‘ ‘ J ‘ / .~’ , - r» g ,n" ’ ‘ "I . . , Ii. 1 .'.- -.V./ I / I . . 1" v . , _ I . , , I / ”0’4 II _. -.. . ' / John A. Friedrich // Department of Physical Education Health & Recreation Michigan State College East Lansing, Michigan I a 1‘ I) 71., Section 2 COPY OF NOTE ENCLOSED BY THE PRESIDENT OF THE MICHIGAN CAMPING ASSOCIATION Dear Camp Director: I should like to encourage you to give your whole- hearted support to the development of this study of "Guidance Practices in Michigan Summer Camps for Chil- dren". Very truly yours, Kenneth w. Smith, President Michigan Camping Association Section 3 327 Name of Camp Report made by Sponsored by \ Position (Your name and the name of your camp and sponsor will be clipped off before evaluating and summarizing this study) Check here if you would like a copy of the results of this study. A STUDY OF GUIDANCE PRACTICES IN MICHIGAN SUMMER CAMPS FOR CHILDREN Sponsored by the Michigan State College Departments of Guidance and Physical Education, Health & Recreation in the interest of the Michigan Camping Association I. DATA ON CAMP In the following, please circle the number of the item of information which most nearly corresponds to the status of your camp. 1. AGE RANGE: (1) 7 years or less (2) 8 years (3) 9 years (4) 10 years (5) 11 years (circle lowest and highest ages) (6) 12 years (7) 13 years (8) 14 years (9) 15 years orrmore 2. APPROXIMATE ENROLLMENT PER PERIOD: (1) 25 or less (2) 26-50 (3) 51-75 (4) 76-100 (5) 101-125 (6) 126-150 (7) 151-175 (8) 176-200 (9) over 200 3. CAMPER-COUNSELOR RATIO: (1) 4-1 (2) 5—1 (3) 6-1 (4) 7-1 (5) 8-1 (6) 9-1 (7) 10—1 (8) 11-1 (9) 12-1 4. NUMBER OF CAMP PERIODS: 1 2 3 4 5 6 7 8 9 5. LENGTH OF PERIODS: (1) Short term (1 - 3 week periods) (2) Long Term (4 weeks or more) (3) Check here if yours is a day camp 6. CLASS OF CAMP: (1) Boys (2) Girls (3) Boys and Girls (Coed) (4) Boys and girls at different periods 7. TYPE OF CAMP: (1) Private (2) Religious (3) Organizational (4) Check here if your camp is specifically for the handicapped (5) Check here if your camp is specifically for the underprivileged (6) Check here if you serve primarily any other special group. Specify which—_— 8. ORGANIZATIONAL CAMPS: ___If your camp is neither a private or a church camp circle which of the following organizations it represents: (1) Boy Scouts (2) Girl Scouts (3) Camp Fire Girls (4) YMCA (5) YWCA (6) Government Agency (7) Other Organizations (4-H, CIO, etc.) NOTE: Types of information on campers, and types of guidance practices used, vary considerably from camp to camp. Those listed in this questionnaire do not necessarily constitute accepted procedures, but rather are designed to help as deter- mine just what is or is not being done. ll. INFORMATION CONCERNING CAMPERS Behind the items of information below, please make a check in the column which best indicates the extent of informa- tion concerning the majority of your campers, that, you actually have available at camp. Much—means that you have much or a great deal of information. (As much as it would be possible to obtain) Some—means that you have some or an average amount Little or None—means that you have little or none of this information A. Information on Campers Home Background. EXTENT OF INFORMATION Little or Much Some None 9. Marital status of campers parents ........................................................................................ 10. Number and ages of brothers and sisters ...................................................................... 11. Occupation of parents ....................................................................................... 12. Unusual experiences of camper .................................................................................. 13. Group contacts of camper around home (Clubs, Organizations, etc.) ............................ B. Information on Campers Personal Qualities and Characteristics. 14. Record of special fears and weaknesses of campers . ............................... 16. Record of problems and frustrations of campers ................................................................ 16. Record of campers personal ambitions, and plans for the future .................................. EXTENT OF INFORMATION Little or Much Some New: 17. Information on campers skills, abilities and talents. __ 18. Information on campers hobbies, interests, likes and dislikes .......... 19. Information on campers social adjustment and social history ............... 20. Information on campers Intelligence (I Q Score) .............................................................. 21. Record of campers school grades ........ C. Information on Campers Health (7 Physical Status. 22. Report of current medical exam 23. Report of Doctor or nurses health inspection on arrival at camp ..... 24. Daily health report on campers D. Sources of Information on Campers. Do you receive any information on campers directly from the following? 25. From the school he attended? .................................................................................................. 26. From agencies or organizations which sponsor or are closely concerned with your camp, who have contact with him outside of camp period ................................................ 27. From other camps, child has attended .................................................................................. 28. From camp files on campers who have been at your camp before ................................ Ill. GUIDANCE TOOLS TECHNIQUES AND PRACTICES. Please make a check behind the various guidance tools, techniques and practices listed below, which best indicates the extent to which each is used or followed in your camp. Much—means that you always or to the greatest extent possible follow this practice. Some—means that you follow this practice part of the time or an average amount. Little or None—means that it is very little or never used. EXTENT OF PRACTICE A. Techniques and Practices to Help Camper Directly. Li‘tle or Much Some None 29. Providing special camp courses, or activity groups dealing specifically with per- sonal adjustment, or occupational and educational information etc ............................. 30. Providing a special library of information for campers concerning “knowing about yourself”, “adjusting to other,” occupations, etc ................................................................. 31. Using audio-visual aids (Movies, Posters, Film Strips) dealing with campers problems and adjustments ........................................................................................................ 32. Providing a special work program to give campers training in a vocational field... B. Practices Directly Concerned with Helping Counselors in Guidance of Campers. 33. Providing pre-camp training in guidance practices and use of guidance tools ‘and techniques .................................................................................................................. - ................... 34. Providing in-service training in guidance during camp season. (Teaching coun— selors during staff meetings or individually) ...................................................................... 35. Providing for counselors a special library of reference materials on guidance Of campers (handling problems, group work, etc.) .................................................................. 36. Providing special guidance services for counselors who have problems ........................ 37. Locating records and information on campers so they are available for efficient use by counselors and staff members .................................................................................... C. Counseling Practices Used. 38. Use of directive counseling methods by counselors (Telling campers just what to do) 39. Use of non-direct counseling methods by counselors (Helping campers to solve their own problems) .................................................................................................................... 40. Counseling each camper individually (counselor and camper alone) ............................ 41. Providing a special place where individual counseling can be done ................................ 42. Using camp activity program as a tool of guidance (Determining which activities would help 1nd1v1dua1 campers most and directing campers to those) .......................... 43. Confering with parents concerning campers problems ...................................................... 44. Counselors carrying on spontaneous or informal counseling with individual campers 45. Using religion as a motivating force in guidance of campers .......................................... 46. Using group counseling or group work techniques (Where counselor attempts to have campers, through group discussions, help each other) ............................................ 47. 48. 49. 50. 51." 52. 53. 54. 55. 56. 57. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. Administrative Practices. Maintaining a special cumulative record file on each camper in which all important information (from current and past years) is kept .......................................................... Making use of a “master” cumulative record card on which all information is recorded ..................................................... Maintaining a formal guidance program, under the supervision of one designated person, during the camp season ---------------------------------------------------------------- Sending information on campers behavior, achievements and experiences to school from which he comes in order to help the school in their guidance work .................... Sending this information to campers parents to help parents in better under stand- ing the child. (in form of a letter or report) ................. Emphasizing group experience and social adjustment through the camp program.... Having counselors and campers help plan the program .................................................... Maintaining contact with campers during the year. (Birthday cards, Christmas cards, Personal letters, etc.) .................................................................................................... Maintaining a camp atmosphere and program free from undue tension and anxiety Having staff meetings at least three times per week to discuss campers guidance problems ...................................................................................................... Personnel Selection Practices. Providing for the services of a psychologist, psychiatrist or guidance worker for handling special camper problems .......................................................................................... If you have one of the above in residence, check here—_— If camp nurse serves this function, check here—_— . Investigating references in choosing staff members ........................................................ . Selecting counselors with college training ............................................................................ Selecting counselors with previous camp counseling experience .................................... . Maintaining a counselor in-training program to develop future counselors ................ . Attempting to select counselors who are trained in guidance, group work, or psychology .................................................................................................................................... .Record 6'7 Report Forms Used (Dealing with Guidance) Use of Personal Data questionnaire form (sent to parents before camper arrives to determine such things as campers fears, hablts, etc.) ................................................ Use of forms for counselor rating of and observation of camper behavior ................ Use of form for the rating of counselors by director ........................................................ Use of parent reaction forms (sent to parents afte1 camper returns home in or de1 to determine response of parents concerning campers experience) .............................. Use of forms for counselors to evaluate camp program and guidance practices ........ Use of forms for campers to evaluate camp program and guidance practices ........ Use of forms in selecting counselors to determine potential counselors attitudes, prejudices, and counseling knowledge .......................... . ......................................................... Techniques used in Camp for Obtaining Information Directiy from Campers. (Tests, Inventories, etc.) Use of Intelligence tests ............................................................................................................ Use of other tests (Aptitude, Personality, etc.) If used, specify which are used ........ Use of adjustment inventories or problem check lists ........................................................ Use of sociograms—(Devices for finding out which campers are liked or disliked) Special Techniques and Practices. Use of Case Studies and Case Histories (making a complete study of an individual camper’s background and behavior) ........................................................................................ Use of Case Conferences (Special meetings of camp staff and guidance specialists to discuss problems of individual campers) .......................................................................... Referring serious camper problems to guidance specialists (Psychologists or psychiatrists) .................... - ................................... Use of sociodramas (Setting up guidance problem situation skits in which campers play certain roles and thus attempt to better understand problems) ............................ Much EXTENT OF PRACTICE Same Little or N one 1v. GENERAL PLEASE ANSWER THE FOLLOWING As INDICATED: To what extent do you feel there is room for improvement of guidance practices at your camp . Very Much What percentage of your campers come to camp with definite problems (home adjust- ment, personality, eta , 5 or Less% 5 - l0% lO- IS% 15 - 20% Over 20% In any camp, there are always some unhappy campers. Please list briefly below what you consider to be the three main causes for this. (a) (b) (e) What are the 3 main handicaps to promoting effective guidance in your camp? (a) (b) (e) What are the 3 best features of your camp relative to guidance and counseling situafions? (a) (b) (e) In what ways can the Michigan Camping Association and Michigan Colleges and Universities be of help to you in im- proving guidance practices at your camp? Additional Comments (Practices you use, not covered above): 0 PleaSe send any unique forms, inventmies, etc. which you find helpful in the guidance and counseling of your camp- er: so that other camps may benefit by your program. ‘ Return To: Michigan State College _._.._... __._. _.__. Department of Physical Education l 78 79 80 East. Lansmg, Michigan j Section 4 f 328' MICHIGAN’STATE COLLEGE sasr LANSING — DEPARTMENT OF PHYSICAL EDUCATION HEALTH AND RECREATION FOR MEN JBNISON GYMNASIUM AND FIELD HOUSE 1.: Friday,.&uguet 1“. 1953 Dear Camp Director: Recently you were sent a questionaire from the Michigan State College Department of Guidance and Physical Education, Health and Recreation dealing with "Guidance Practices in Camping”. We would appreciate it very much if you could fill out and return this questionaire to us by Friday, Aug, 21. 1953. If yours has already been returned. please dis- regard this notice. Very truly yours. r’r77 .» //j7 “7:? ‘ I ‘ fl ‘ t l . fl ’ . . . . . ( ‘ ) ,1/ _ l’ -‘ / -. [II ’ I ," I. -' 1. ~-"- t- ( --’ -. N 4//”’ C -L- ‘. .1‘” 1 ' ‘6” 'L/ ,3" John A. Friedrich Michigan State College Department of Physical Education, Health & Recreation for Men E. Lansing, Michigan 329 Section 5 MICHIGAN’STATE COLLEGE EAST LANSING DEPARTMENT OF PHYSICAL EDUCATION HEALTH AND RECREATION FOR MEN JENISON GYMNASIUM AND FIELD HOUSE August 31, 1953 Dear Camp Director: Some time ago you were sent a.questionaire from the Michigan State College Departments of Guidance and Physical Education Health and Recreation. dealing with "Guidance Practices in Michigan Summer Camps for Children". The purpose of this study is to determine just what is ‘being done in Michigan Summer Camps relative to the guidance of campers. ‘All information obtained will be confidential. No names of persons or camps will be associated with the evaluation and summarization of this study. Since you may perhaps have misplaced the original questionaire sent you, we are sending another copy along with a self- addressed, stamped envelope. We would.appreciate it very much if you could take the few minutes necessary to fill out and return this form to us by Friday Sept. 18, 1953. Very truly yours, J’- (’7' . ‘ “/3, f ‘ 4/ “:5; «L _ix', :15, ,/ '{-""{:"/’Z« ‘ -// _h/hf—j'r/ _,o / .a . V \, l .- (“y'- ./ 1/ [n// John A. Friedrich L“ Department of Physical Education Health and Recreation Michigan State College Enclosure JAE/vm Section 6 April 10, 1954 Mr. Edward V. Crowe, Dir. C.Y.O. Camps 305 Michigan Avenue Detroit 26, Michigan Dear Mr. Crowe: The Michigan State College Departments of Guidance and Physical Education, Health and Recreation are sponsoring a study of ”Guidance Practices in Michigan Summer Camps for Children.“ As one of the leading authorities on church camping in the country today, we are asking your cooperation in certain phases of this study. A sample copy of a questionnaire previously sent out to all Michigan Summer Camps is enclosed for you to look over and keep if you so desire. This form was devised in an attempt to determine Just what is being done in Michigan Camps relative to the guidance of campers. The other form is one we would like you to fill out and return to us in the enclosed self-addressed stamped enve— lope. It has been designed primarily to determine the desirability of these practices as indicated by authorities in three primary areas of camping, namely private camps, church camps, and organizational camps. When responding to the various items would you please do so from the point of View of the church camp. Although we would naturally expect to list your name as one of the authorities contributing to this study, your name will not be in any way associated with the analysis and summation of results, therefore you may feel free to resnond frankly. We realize how busy you undoubtedly are at this time of the year, nevertheless we know that it is because of the help and assistance of busy people such as you that camping has been able to grow and flourish in America today. It would be greatly appreciated if you could return the enclosed form by Friday, April 29. Very truly yours, ," I John A."§;1easich —HI=tTFEEmefifT*—___—____—flw_————_—__—__——_—____—___—_‘___———-**“.—CESEETherefifyou ‘would like a copy of Camp Type . the' results of this 331 Section 7 study. DESIRABLE GUIDANCE PRACTICES IN SUMMER CAMPS In responding to this questionnaire, please answer in terms of how desirable you feel the various types of information and practices are in camps in general. Although an item might be desirable or undesirable for camps in general, in a few cases this might not be true when considered in relation to such aspects as sex of campers, age of campers and size of camps. If you think such a variance in desirability is in evidence, please indicate by placing in front of the numbered item a‘TD (for very desirable), AD (for average desirability), or ND (for not desirable) followed by one of the follow— ing words. Young (less than 12) - if item varies in desirability for young campers. Older (12 or more) - if item varies in desirability for older campers. Boys - if item varies in desirability for boys camp. Girls if item varies in desirability for girls camp.. Coed if item varies in desirability for coed camp. Large (over 50) if item varies in desirability for large camps; Small (50 or less) if item varies in desirability for small camps; mm D am it P a ti .A,D, Older 1. Providing vocational training for campers. x V.D. A.D. NOD. (The response to the above item as given would indicate that it would be considered as not desirable for camps, in general, but would be of average desirability for older campers). Note: If, in the following, you feel there are some items which can be answered in more than one way, please treat them as shown in the sample above. INFORMATION CONCERNING CAMPERS In order to effectively and adequately meet the needs and interests of campers, it is necessary for camp leaders to have and use certain information about them. Please consider camps in general when.ghggging in one of the three columns. Very Desirable - means you feel such information on campers would be very helpful and valuable to camps. Average Desirability - means you feel information would be of average help and value to camps. Not Desirable - means you feel information is not necessary or desirable. Vary Av. Not Desirable Desir. Desirable 9. Marital status of campers parents ........................................................................................ 10. Number and ages of brothers and sisters .............................................................................. 11. Occupation of parents ................................................................................................................ 12. Unusual experiences of camper ..... .. .................................................. 13. Group contacts of camper around home (Clubs, Organizations, etc.) ............................ B. Information on Campers Personal Qualities and Characteristics. 14. Record of special fears and weaknesses of campers .......................................................... 15. Record of problems and frustrations of campers ................................................................ 16. Record of campers personal ambitions, and plans for the future .................................. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 38. 39. 40. 41. 42. 43. 44. 45. 46. l! I: l ._ 'IH“ Desirable Desir. Desirable. Information on campers skills, abilities and talents .. ..... Information on campers hobbies, interests, likes and dislikes ...... _m Information on campers social adjustment and social history ........................................ Information on campers Intelligence (I Q Score) .................................... Record of campers school grades ................................ Information on Campers Health 5' Physical Status. Report of current medical exam ....... Report of Doctor or nurses health inspection on arrival at camp ...... Daily health report on campers. Sources of Information on Campers. Do you receive any information on campers directly from the following? From the school he attended? .................................................................................................. From agencies or organizations which sponsor or are closely concerned with your camp, who have contact w1th hlm outs1de of camp period ............................... - ................ From other camps, child has attended .................................................................................. From camp files on campers who have been at your camp before ................................ GUIDANCE TOOLS TECHNIQUES AND PRACTICES. Please consider camps in general when checking one of the three columns as to desirability of the practice mentioned. Very Desirable - means you feel such practices would be very valuable Average Desirability - means you feel such practices would be of average value Not Desirable - means you feel practices are not necessary or valuable Techniques and Practices to Help Camper Directly. Very " Av. HOP D . Providing special camp courses, or activity groups dealing specifically with I eairable 1398‘th .Dgeirsble‘ sonal adjustment, or occupational and educational information etc ............................. g. - ' Providing a special library of information for campers concerning “knowing about yourself”, “adjusting to other,” occupations, etc ................................................................. Using audio-visual aids (Movies, Posters, Film Strips) dealing with campers problems and adjustments ........................................................................................................ Providing a special work program to give campers training in a vocational field... Practices Directly Concerned with Helping Counselors in Guidance of Campers. Providing pre-camp training in guidance practices and use of guidance tools and techmques ................................................................................................. - .................................... Providing in-service training in guidance during camp season. (Teaching coun- selors during staff meetings or indiVIdually) ...................................................................... Providing for counselors a special library of reference materials on guidance of campers (handling problems, group work, etc.) .................................................................. Providing special guidance services for counselors who have problems ........................ Locating records and information on campers so they are available for efficient use by counselors and staff members .................................................................................... Counseling Practices Used. Use of directive counseling methods by counselors (Telling campers just what to do) Use of non-direct counseling methods by counselors (Helping campers to solve their own problems) .................................................................................................................... Counseling each camper individually (counselor and camper alone) ............................ Providing a special place where individual counseling can be done ................................ Using camp activity program as a tool of guidance (Determining which activities would help 1nd1v1dual campers most and directing campers to those) .......................... Confering with parents concerning campers problems .................................. , ................... Counselors carrying on spontaneous or informal counseling with individual campers Using religion as a motivating force in guidance of campers .......................................... _1 Using group counseling or group work techniques (Where counselor attempts to have campers, through group discussions, help each other) ............................................ \\ \\\\ D. Administrative Practices. 47. Maintaining a special cumulative record file on each camper in which all important 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 59. 60. or" 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. information (from current and past years) is kept. Very Desirable Desirable Desirable Making use of a “master” cumulative record card on which all information is recorded ............................................... Maintaining a formal guidance program, under the supervision of one designated person, during the camp season . ....... Sending information on campers behavior, achievements and experiences to school from which he comes in order to help the school in their guidance work .................... Sending this information to campers parents to help parents in better understand- ing the child. (in form of a letter or report) .. ................................... Emphasizing group experience and social adjustment through the camp program--.. Having counselors and campers help plan the program .................................................... Maintaining contact with campers during the year. (Birthday cards, Christmas cards, Personal letters, etc.) .................................................................................................... Maintaining a camp atmosphere and program free from undue tension and anxiety Having staff meetings at least three times per week to discuss campers guidance problems .............................................................................................. Personnel Selection Practices. Providing for the services of a psychologist, psychiatrist or guidance worker for handling special camper problems .......................................................................................... If you have one of the above in residence, check here—_— If camp nurse serves this function, check here_____ Investigating references in choosmg staff members ............... Selecting counselors with college training ............................................................................ Selecting counselors with previous camp counseling experience .................................... Maintaining a counselor in-training program to develop future counselors ................ Attempting to select counselors who are trained in guidance, group work, or psychology .................................................................................................................................... Record Gr Report Forms Used (Dealing with Guidance) Use of Personal Data questionnaire form (sent to parents before camper arrives to determine such things as campers fears, habits, etc.) ................................................ Use of forms for counselor rating of and observation of camper behavior ................ Use of form for the rating of counselors by director ........................................................ Use of parent reaction forms (sent to parents after camper returns home in order to determine response of parents concerning campers experience) .............................. Use of forms for counselors to evaluate camp program and guidance practices...-.... Use of forms for campers to evaluate camp program and guidance practices.-.-.... Use of forms in selecting counselors to determine potential counselors attitudes, prejudices, and counseling knowledge .................................................................................... Techniques used in Camp for Obtaining Information Directly from Campers. (Tests, Inventories, etc.) Use of Intelligence tests ............................................................................................................ Use of other tests (Aptitude, Personality, etc.) If used, specify which are used ........ Use of adjustment inventories or problem check lists ........................................................ Use of sociograms—_(Devices for finding out which campers are liked or disliked) Special Techniques and Practices. Use of Case Studies and Case Histories (making a complete study of an individual camper’s background and behavior) ........................................................................................ Use.of Case Conferences (Special meetings of camp staff and guidance specialists to discuss problems of individual campers) .......................................................................... Referring serious camper problems to guidance specialists (Psychologists or psychiatrists) - .................. Use of sociodramas (Setting up guidance problem situation skits in which campers play certain roles and thus attempt to better understand problems) ............................ PLEASE ANSWER THE FOLLOWING AS INDIGAI‘E: 1. Do you feel there are other items at information concerning compare in a camp that would be desirable. but have not been mentioned. in the foregoing? (If so. please list). 2. Do you feel there are other guidance practices that would be desirable in camp that have not been mentioned: (If so. please list). I I 3. In any camp there are always some unhappy campers. Please list briefly what you consider to be the three main causes for this. (a) (b) (c) 1+. To what extent do you feel there is room for improvement of guidance practices in _ camps. Very much Some Little _____, 5. What do you consider to be the three most important things a camp can do to promote and faster more effective guidance of campers'F. (a) (b) (c) 6. Do you feel there is a need for more effective guidance practices and procedures in camps. Very much Somewhat Little __ Other Comments: . Return to: John A, ,Friedrifl Dept. of Pimsiaa mention. Health a. Recre'alt’ioin for “on Michigan State college -‘ Es Lanai-380 Michiflm m a Section 8 May 22. 195“ Dear Recently you were sent a questionnaire dealing with ”Desirable Guidance Practices in Camping." We realize full well what a busy time of the year this is for you and understand your delay in responding, never- theless it would be greatly appreciated if you could take the few minutes necessary to fill out and return this ques- tionnaire as soon as possible. Very truly yours, _ _._A -- " 7 I ' . r'u. John A. Friedrich Department of Physical Education, Health and Recreation, Michigan State College East Lansing, Michigan I.‘ 333 Section 9 July 26, 1954 TO: All Camp Directors and Camping Authorities Participating in this Study. Subject: Summary Report of Guidance Practices in Michigan Summer Camps for Children Attached you will find a summary of the findings revealed by the results of a Study of Guidance Practices in Michigan Summer Camps made in August, 1953 through the Departments of Guidance and Physical Education, Health and Recreation of Michigan State College in the interest of the Michigan Camping Association. Your cooperation, time, and effort in the development of this project has been deeply appreciated. It is hoped that this summary will be of value to you in improving the functions of guidance with- in your camp. A complete report of this study is available in the Michigan State College library. Again many thanks for your assistance without which this study would not have been possible. May you and your camp have continued success now and in the years ahead. Sincerely yours, John A. Friedrich Department of Physical Education, Health, and Recreation Michigan State College East Lansing, Michigan JF:bc Attach. Section 10 SUMMARY OF STUDY OF GUIDANCE PRACTICES IN MICHIGAN CAMPS Introduction The purpose of this study was: (1) lb secure a comprehensive picture of the extent of guidance information, practices and procedures in Michigan summer camps; 3EV+ (2) 1b determine the desirability of these practices as expressed by various camping .authorities; and (3) To determine other general information concerning guidance in Michigan summer camps . Data were obtained from 265 (70%) of the licensed summer camps in Michigan and twenty authorities in the field of camping, through questionnaire forms. Information received was transferred to IBM cards, tabulated, and analyzed. General Camp Data Some of the pertinent information concerning the nature and type of Michigan summer camps is presented in Table I. TABLE I SUMMARY OF GENERAL DATA CONCERNING CAMPS IN STUDY «MIWWWWWWWW Data Item Campflgypg _ Private Church Org. A11 Total Al 75 149 265 No. % No. % No. % No. % Ehrollment_per period Small(50 or less) 19 h6.h ll 1h.5 25 15.7 55 20.7 Medium (51 to 100) 11 26.8 no 53.h 80 53.7 31 h8.h Large (101 plus) 11 26.8 2h 32.0 at 29.7 79 29.8 Camper-Counselor Ratio 5-1 or less 2h 58.6 13 17.1 hh 29.7 81 30.6 6-7 or 8-1 1h 3h.2 30 30.0 70 h7.0 11h h3.0 9-1 or more A 9.7 31 h1.3 35 23.h 70 26.h Number of Camp Periods l - 3 32 78.2 39 51.9 hh 29.7 115 h3.5 h - 6 2 h.9 22 30.7 78 52.h 102 38.5 7 - 9 7 17.1 in 18.h 27 18.0 #8 h8.0 Length of Camp Periods Short Term.(3 wks or less) 9 1h.6 7h 98.6 135 90.7 218 82.3 Long term.(h wks or more) 32 78.2 1 1.3 1h 9.h #7 17.7 Class of Camp Boys 15 36.6 3 h.0 A9 33.0 67 25.3 Girls 7 17.1 1 1.3 ho 26.9 #8 18.1 Coed 19 h6.h 62 h1.6 39 26.2 120 h5.3 o 17 1 1u.8 BOYS & Girls at Diff. Periods O 13 22 35 13.2 I E E E E -2- Extent and Desirability of Information The extent to which information concerning campers was in the possession of the various camps as well as the extent to which certain sources of information are used is shown in Table II. The desirability of the various items as Judged.by camp sauna- ities is indicated in the left hand margin. The only item of information considered to be undesirable by 50% or more of the authorities was that concerning school grades. The only undesirable source of information was schools. (In both items authorities were split 10-10 in their opinions.) These items will not be listed in the table although they were indicated by a number of camps. as... I: SUMMARY OF EXTENT.AND DESIRABILITY OF VARIOUS TYPES AND SOURCES OF GUIDANCE INFOMATION __ w- Extent of Information (Percent) Type of Information Camp type Private Church Organ. All No. in group hi 75 1&9 265 HOME RMNQHKKmDIIMWNDMJTON % % % % *VD Marital status of campers' #M 61 13 23 26 parents S 3h #2 37 38 I.or N 5 h5 to -36 VD Number and ages of brothers and sisters M 5h 12 28 29 S 29 28 2h 26 L or N 17 60 MB #5 AD Occupation of parents M 61 15 35 33 " ‘ w ' S 32 33 25 29 ' L or N . 7 52 no 38 - VI) Unusual.experiences of M . 51 7 19 2O campers S 37 hh hh #3 L or N 12 #9 37 37 AD Group contacts of camper around home M 2 9 7 2h 20 S 51 36 38 ho L or N 20 57 38 1+0 PERSONAL QUALITIES INFORMATION VD Record of special fears M 71 9 32 31 and weaknesses of campers S 21+ 51 1&3 1+3 L or N 5 1&0 25 26 * VD - Very Desirable, AV - Average Desirability # M - Much, S - Some, L or N - Little or None ft (.4" -3- TABLE II (continued)_ SUMMARY OF EXTENT.AND DESIRABILITY OF VARIOUS TYPES AND SOURCES OF GUIDANCE INFORMATION A ._ Extent of Infermation (Percent) A Type of Information Camp type - Private Church Organ. All No.1n group - Al 75 1&9 265 PERSONAL QUALITIES INFORMATION (cont.) 96 5% 93 . ‘VD Record of problems and M. 59 9 23 25 frustrations of campers S 39 1L0 112 1+1 L or N 2 51 35 3h .AD Record of campers' per- sonal ambition and plans , for the future M 3% 5 13 14 s 112 38 31 31+ L or N 2h 57 56 52 VD Information on campers' M A9 8 23 23 skills, abilities and S A6 57 57 55 talents L or N 5 35 2O 22 VD Information on campers' M 51 11 23 25 hobbies, interests, likes S 39 51 5h 50 and dislikes L or N 10 38 23 25 VD Information on campers' M an 7 1h 17 social adjustment and S A6 35 39 39 social history L or N 10 58 #7 Ah AD Information on campers' M 17 0 h 5 Intelligence S 32 l2 l5 l7 (I.Q. Score) L or N 51 88 81 78 HEALTH INFORMATION ‘VD Report of Current M 86 A7 79 71 Medical Enam S 7 33 1h 19 L or N 7 2O 7 10 ‘VD Report of doctor or M 65 37 79 65 nurse‘s health inspec- S 9 28 ll 16 tion on arrival L or N 26 35 10 19 ‘VD Daily health report on M A7 1h #8 38 campers 3 2h 36 33 32 L or N 29 50 l9 30 SOURCES OF INFORMATION AD From agencies of orga- M 15 l3 27 22 nizations sponsoring S 27 38 A3 39 camp I.or N 58 A9 30 39 VD From camp files on M 57 15 30 30 campers who have been at S 16 AA 39 37 camp before L or N 27 #1 31 33 AD From other camps child M 7 0 2 2 has attended S 10 7 6 7 L or N 83 93 92 91 -h- Extent and Desirability of Guidance Practices The extent to which the various guidance practices were followed by'MIChigan camps is presented in Table III. The desirability of these practices is again indicated in the left hand margin. Guidance practices considered generally undeSirable by'a majority Of authorities were: (1) Providing special guidance courses; (2) Providing a guidance.library'for campers; (3) Using guidance visual aids; (A) Providing a work program; (5) Using‘di- rective counseling: (6) Providing a special place for counseling; (7) Providing for services of a psychologist or guidance worker; (8) Use of intelligence and other tests and (9) Use of adjustment inventories and sociograms. These practices will not be listed in Table III although they were mentioned by a number of camps. TABLE III SUMMARY OF EXTENT AND DESIRABILITY OF GUIDANCE PRACTICES 4‘“ M _5 Extent of Practice (Percent) Type of Practice Camp Type - Private Church Organ. Alli No.in group A1 75 1A9" ‘ 265 PRACTICES TO HELP COUNSELOR 7!. 7 ' ‘fl ' s VD Providing pre-camp training in M - A1 10 .33 -28 guidance practices and use of S A9 A3 A7 A6 guidance tools. L or N 10 “A7. 20 26 VD Providing in-service training in .M 5A ‘ 16‘ 36 33 guidance during camp season S ' 36 6O 38 51 L or N 10 , ;2A 16 16 VD Providing (for counselors) a M 51 13 3A 31 special library of reference mater- S 37 35 AA A0 ial on guidance of campers L or N 12 52- 21 29 VD Providing special guidance services M 2A _ -7 27 20 for counselors who have problems 8 A7 36 A0 A0 L or N 29 57 _ 33 AO_ VD Locating records and information M 63 10 30 29. on campers so they are available 8' 27 33 36 3A for efficient use L or N 10 57 3h 37 -5- TABLE III‘ SUMMARY OF EXTENT AND DESIRABILITY OF GUIDANCE PRACTICES (continued) WMMWW Extent of Practice (Percent) Type Of Practice Camp Type ~ Private Church. Organ. All No. in group -vAl 75 1A9 265 COUNSELING PRACTICES %. «5 at 75 ‘VD USe of non-direct counseling M 5A 29 37 37 methods by counselors S 29 52 5A 50 L or N 17 19 9 13 'VD Counseling each camper individ- M A6 2A 20 25 ually (counselor and camper S 51 58 57 56 along) 7 L or N 3 18 23 19 ‘VD USing camp activity program.as a M 73‘ 18 AA A2 tool of guidance S 2A 39 A1 37 L or N 3 A3 15 21 VD Conferring with parents concern- M 71 9 2A 27 ing campers' problems S 27 A8 A8 A5 L or N 2 A3 28 28 VD Counselors carrying on spontaneous M 51 25 36 35 or informal counseling with S 39 63 51 53 individual L or N 10 12 13 12 AD ‘Using religion as a motivating M 20 76 15 33 force in guidance of campers 8 3A 20 A2 3A L or N A6 A A3 33 'VD Using group counseling or group M AA 26 25 28 work techniques S 36 52 A5 A6 I.or N 20 21 30 26 ADMINISTRATIVE PRACTICES IXD Maintaining a special cumulative M 51 7 20 21 record file on each camper in S 3A 33 28 30 which all important information L or N 15 59 52 A9 (from current and past years) is kept AD Making use of a "master" cumula- M 17 5 10 9 tive record card on which all S 32 15 15 18 information is recorded L or N 51 80 75 73 AD Maintaining a formal guidance M 23 12 13 15 program, under the supervision S 22 l8 16 18 of one designated person . L or N 5A 68 70 67 -6... SUMMARY OF EXTENT AND DPSIRABILITY 0F . GUIDANCE PRACTICES (continued) . WWW Extent of Practice (Percent) Type of Practice Camp type - Private Church Organ. .All ; . NO. in group - Al , 75 1A9 265 ADMINISTRATIVE PRACTICES (cont.) $ % 'fi 5 AD 'Sending information on campers' M 5 2 3 3 behavior, achievements and 3 S 15 l 13 10 experiences to schools L or N 80 97 8A ' 87 VD Sending this information to M 39 6 9 12 campers' parents S 32 22 , 23 2A L or N 29 72 68 ' 6A VD Emphasizing group experience and M 81 33 60 55 social adjustment through the S 19 AA 35 35 camp program. L or N 0 23 5 , 10 VD Having counselors and campers M 71 . 2A 70 58 help plan the program. S 27 53 25 33 L or N 2 21 5 9 VD Maintaining contact with campers M 61 ll 23 26 during the year 8 3A 32 2A 28 ' L or N ' g5 56 53 A6 VD Maintaining a camp atmosphere and M 93 60 76 7A program free from.undue tension 8 5 29 23 22 and anxiety L or N 2 ll 1 A AD Having staff meetings at least M 39 A9 37 A1 three times per week to discuss S Al 28 36 35 campers' guidance problems L or N 20 23 27 2A STAFF SELECTION PRACTICES VD Investigating references in M 60 3A 60 53 choosing staff members S 27 32 22 25 . L or N 13 3A 16 22 VD Selecting counselors with college M 86 26 A8 A8 training 3 10 A8 A0 37 L or N A 26 l2 15 VD Selecting counselors with M 66 . AA 52 52 previous camp counseling 8 29 AA A3 A1 experience L or N 5 12 5 7 VD Maintaining a counselor in- M. A9 , 13 A1 3A training program to develop 8 31 g 29 3A 32 future counselors L or N 20 58 25 3A -7- TABLE III SUMMARY OF EXTENT AND DESIRABILITY 0F GUIDANCE PRACTICES (continued) . W” ' 1.-- ‘“~‘_"1i.‘~ “‘ ‘ v “v' m Extent of Practice (Percent) Type Of Practice Camp type - Private Church Organ. A11 .1111. ‘_mww&m ”gm“ No. in group - Al 75 1A9 265 STAEE'SELECION PRACTICES (con.) i s T ' % VD Attempting to select counselors M. A9 22 32 32 who are trained in guidance, group S 3A A6 A6 AA work, or psychology L or N 17 32 22 25 RECORD AND REPORT FORMS VD Use of Personal Data questionnaire M AA 17 39 3A form (sent to parents and returned 8 22 16 23 21 before camper arrives at camp) L or N 3A 67 38 A5 VD Use of forms for counselor rating M 37 12 2O 20 Of and observation of camper S 17 15 21 18 behavior L or N A6 73 59 60 VD Use of form for the rating of M 15 6 , 13 ll counselors by director S 30 6 22 17 L or N 65 88 65 72 AD Use Of parent reaction forms M 11 0 5 A (sent to parents after camper S 8 8 7 7 returns home) L or N 81 92 88 89 VD Use of forms for counselors to M 15 A 1A 11 evaluate camp program and S 10 22 28 2A guidance practices L or N 75 7A 58 _ 65 .AD Use of forms for campers to M ‘ 5 2 6 5 evaluate camp program and S 12 11 18 15 guidance practices L or N 83 87 76 80 'VD Use of forms in selecting coun— M 22 . 9 2O 17 selors to determine potential S 20 10 16 15 counselor's attitudes, etc. L or N 58 81 A 68 SPECIAL TECHNIQUES .AD Use of Case Studies and Case M 17 0 7 6 Histories S 20 A 12 ll ‘ ‘ L or N 63 96 81 83 AD Use of Case Conferences (Special M 2A 5 7 9 meetings of camp staff and guidance 8 27 31 26 27 specialists to discuss problems L or N 29 6A 67 6A -8- TABLE III SUMMARY OF EXTENT.AND DESIRABILITY 0F GUIDANCE PRACTICES (Continued) Extent of Practice(Percent)_ . . Type of Practice Camp type- 'Piivate_ICEurch Organ. .All _-. No. in up - Al 75 .1h9 265 . SPECIKL7TECENICUE§ (cont.) ' ,5 D .5 c 5i AD Referring serious camper prOblems M. .2A 0 10 _$_ 9; to guidance specialists (Psy- S 15 _ 13 , l6 -' 15. chologists or psychiatrists) L or N 61 87 ,.7A ‘ 76; AD Use of sociodramas (Setting up M. 2 O 2 _. l 11 guidance problem situation 8 12 12 9 ll‘ skits) L or N 86 88 89 88. - _ From.the foregoing tables it can readily'be seen that Michigan summer campSAare lacking in the extent of information they possess concerning campers, and in the extent of guidance practices they employ. Private camps indicated having more in-' formation and following various practices more extensively than organizational camps; and the latter indicated more than church camps. . Besides the information presented in the foregoing tables, the following data as indicated by reaponses from.camps, were revealed concerning guidance information and practices: 1. Small camps had more guidance information than medium sized camps, and medium— sized camps had more than large camps. Size of camps, however, was not too significant relative to the extent of camp practices. - 2. Private camps, camps with smaller camper-counselor ratios, combo with fewer periods (3 or less), and camps with longer lasting periods (A weeks or more) all tended to have more extensive guidance information and followed guidance practices to a greater degree. Boys' camps indicated slightly more than girls' camps and girls' camps more than coed camps in most areas of information and practices. “ 3. Camp authorities representing different camp types were in agreement rela- tive to the desirability of most all guidance information and practices. " A. .Among the undesirable items, none of the information or guidance practices ‘were rated as undesirable by all authorities, indicating that some controversy exists relative to the desirability of certain guidance information and practices. (It should be pointed out that some types of things are desirable for some camps and not for others. Information of this nature,however, was not determined through this study.) General Guidance Information. Considerable information concerning guidance in camping was made available through the responses to numerous fill-in items in the questionnaires. The more important items are presented in the following: -9- l. The main reasons given by camp directors and camp‘authorities for unhappiness among campers were: (a) Failure to adjust to the group; (b) Homesickness; (c) Home maladjustment and broken homes; (d) Lack of discipline and training; (e) Fear of new experience and personal insecurity; and (f) Inadequate program and staff. (Rank order) 2. In one-third of all camps, 10% or more of the campers came to camp with definite problems (personality, home, etc.). Private and small camps have indicated slightly'more problems among their campers. 3. The main handicaps to the promotion of fostering of effective guidance as indicated by camp directors are: (a) Lack of trained staff; (b) Insufficient time; (c) Too short camp periods; (d) Lack of finances, (e) Lack of information and records on campers; and (f) Unqualified and incompetent staff members. (Rank order) h. The best features of guidance in Michigan summer camps as indicated by camp directors were found to be: (a) COOperative, experienced, well-trained staff members; (b) Individual counseling and attention given campers (low camper-counselor ratio); (c) Permissive democratic atmosphere; (d) Small camps; (e) Follow-up of campers; (f) Flexible program directed towards guidance; and (g) Extensive information and knowl- edge concerning campers. (Rank order) 5. Most all camps and authorities were of the Opinion that there was much room for improvement of guidance practices in camps. 6. Camp directors indicated that the most important ways in which the Michigan Camping.Association and Michigan Colleges and Universities could help them.would be to: (a) Provide more camp guidance literature and materials; (b) Provide guidance forms; (c) Give college students credit for camp counseling; (d) Provide guidance seminars and workshops; (e) Assist more in the selection and placement of camp staff; and (f) Provide information concerning other camps and research in the area. (Rank order 7. Camp authorities felt that the main ways in which guidance could be improved are: (a) Training and providing better staff; (b) Providing more pre—camp information and orientation for campers and staff; and (c) Providing for more supervision of guidance. Some Concepts of Guidance in Camping. Certain concepts concerning guidance in camping have emerged through this study. Some of the most important of these are listed in the following: 1. Guidance in the summer camp should tend to improve the camper's relations with others and also his acceptance of himself. Leaders should not think in terms of "problem campers", but rather in terms of "campers with problems". Guidance should be for all campers, not Just those with problems. 2. Guidance in the summer camp should deal with the whole child. Every camp situation has possibilities for growth and is therefore in the field of guidance. The activities in the camp program which give rise to these situations should.be considered merely as tools which aid in the total guidance process. 3. In the camp program, guidance is not something done to the campers, but rather a process of focusing the potentialities of camp life upon the particular needs of individual campers so that each child deveIOps to his maximum. Guidance to help campers solve their own problems is the most effective. Guidance of the type which allows campers to know and understand themselves is the most ef- fective. Campers should not be treated as "cases", "problems", or "guinea pigs", but rather as normal growing, developing children who are in need of adult guidance. -10.. 5. .There is no definite established pattern of guidance in summer camps todayf What works in one camp may not work in another. There is still a great deal of uncertainty relative to the role and function of guidance in camping, and much more research and investigation is necessary. 6. The degree to which effective and adequate guidance can be maintained is primarily dependent upon the camp staff. To attempt some types of guidance with an unqualified staff can often do more harm than good. The average camp counselor is ordinarily younger, less mature, less experienced and less trained than the average school teacher. Many have had no college training, much less guidance training, and are thus not qualified to do extensive guidance work. . ‘Guidance Recommendations for Michigan Summer Camps. In order to improve guidance .in Michigan summer camps, the following are recommended: I 1. Leadership should be improved: Adequate, mature, trained, self—disciplined, guidance-oriented, adult staff members are needed, as well as better recruitment, selection, and placement of camp counselors. 2. Parents should be educated: Parents must be helped to understand and accept the guidance approach and must be encouraged to mutually exchange information with camps. 3. Guidance must be accepted: Camp administration, camp staff, and camperS' must accept the guidance approach. Camp directors should attempt to develop a ' "guidance consciousness." h. Programs should be improved: Camp programs should be more individualized, and more oriented and adapted to guidance. S.’ Camper information should be increased: More and better guidance information concerning campers Should be obtained and used. More effective forms and devices for obtaining such guidance information should be employed. 6. Counseling should be improved: More individual counseling and personal attention should be given campers. ' 7. More follow-up and coordipgtion is needed: More cooperation between camp, home, school, and community should be maintained. A more effective, mutual exchange of information should be developed. 8. Guidance should be supervise : Some type of supervision and coordination of camp guidance should be maintained. 9. More guidance materials and literature are needed: Materials dealing with guidance should be provided for camps and more of an attempt should be made on the part of camps to procure and use this information. 10. Guidance practices should be improved: More effective guidance tools, techniques and practices should be intelligently employed by summer camps. ll. Concept of the "whole child" should be emphasized: Individual differences should be recognized and objectives should be set for each camper. Programs should be evaluated in terms of what they do to campers instead of what they offer campers. \“m’ 4 -.4 4 ROOM USE ONLY