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INTRODUCTION

This manual has been i n the making for over three months. It rep­resents the combined efforts of T. C. Flory , Caren Smith and myself.

Much of t he content is original however some material is taken from other publi shed resources and manuals .

In short we feel very proud of this 1st editiono It does not cover everything but it is a start . We hope that it will be a valuable aid to you this swmner .

While reading this finished copy I realize how much the personal camping philosophy of each co- author shows through . I hope that our phil­osophy will rub off on you at least a l i ttle as we work and play together this sununer .

HAVE A NOON-WAY DAY

Skip Vogelsang Camp Director

ACKNOWLEDGEMENTS

We would like to thank Dr. Clifford Knapp and Camp Speers Elijabar YMCA for some of the material used in this manual.

It was T.C. Flory who introduced us to material on outdoor education written by Cliff Knapp . She has worked with Dr. Knapp and his outdoor edu­cation program in Ridgewood New Jersey. After reading his material I can easily understand why she has such great respect for the man and his belifs.

Camp Speers Elijabar YMCA runs a huge program located in the Pocons Mountains of Pennsylvania. I had the pleasure of visiting the facility in September of 1977. We wish to thank them for the use of selected sections of their staff manual .

OUTLINE

J . Camp Philosophy

II. Camv H~scory & Park History

III. Couneelo~vs Role in Camp Program A. Introduction B. Attitudes to Bring

LV. Personal Agreement

V. ~~at to bring to Camp

VI. Health and Safety Proceedures

VII. Medical Proceedures

VIII. Group lniative Activities A. Introduction B. Safety c. Some activity suggestions

L~. Cabin Proceedures A. General Proceedures and Daily Schedule B. First and last day of session

X. Cabjn Activities - Things to do, some ideas.

XI. Campfires

XII. Designated Program Activity areas - Job Descriptions and Flow Chart A. Archery B. Rifelry C. Arte and Crafts D. h.nnAt"ics

En Camp Crafts F. Soccer

XIII. Special Programs A. All camp Activities B. Program Ideas

XlV. Presenting Activities

XV. Stories

XVI . General Proceedures and Comments "· • Meal Pr ocedures B. Equipment Procedures C. Emergency Procedures D. List of Hazards

XVII. Tripping :t·rogram - Inagehi A. Introduction B. Description of trips

XVIII. Awards System A. Brave B. Warrior C. Scout D. Little Chief

YMCA CAMP PIOMINGO

L CAMP PHILOSOPHY

It is our desire to provide campers with a creative and educational ex­perience in democratic living in the out-or-rl~0rs . Staff members are selected for their concern for youth and trained in ways to deliver on that concern. A counselor's relatioft­ship with his camper must be supportive and meaningful in order to further the child's growth and development .

Camp emphasis will be placed on activities that a camper can do best in a camp setting, and on progr.~ no t. P~sily or normally done in his usual back- home en- ~ vironment. Major emphads will be placed on campcraft skills, aquatics~ ancl nature activities. The balance of the •rogram will include ar~hery, riflery, crafts, horse-manship, tennis, and otbar activities. Competition will be kept to a minimum, with attention given "=•' ch~· camper's individual accomplishments. The camp program will be balanced bet:'-~;.-;•1 individual camper participation, cabin group activities, unit programs, and all-c~~~ activities . The counselor will devote his mair energies to developing the campel'J skills, character, and ability to live successfully among his peers .

:r- KEEPING WITH CAMP PHILOSOPHY WE FEEL THE FOLLOWING PRACTICES CAN BE AND USUALLY ARE J.)ETRIMENTAL TO A CAMP PROGRAM.

1. Telling "dirty jokes", making suggestive sexual references or using off-color language in the presence of students or campers .

2. Permitting verbal or non-verbal put-downs of others and yourself.

3 . Playing traditional team sports (basketball, baseball~ etc.) and competitive games .

4 . Giving only a few campers any positive feedback in terms of awards .

5 . Permitting destruction of nature in any form (breaking branches from live trees, picking protected wildflowers and other plants, carving initials in trees, or killing or torturing animals) .

6 . Permitting vandalism of property in any form.

7. Permitting any kind of littering.

8. Engaging in excessive "horseplay" or physical "rough- housing" with students.

9 . Making threats that are unwise to carry out or administering physical punish­ments .

10 . Being intoxicated or under the influence of any other drugs .

11. Allowing radios, TV's, or tape recorders to be played when they can detract from the program or natural setting*

- - .2 . Permitting inconsiderate noise and disturbance in the cabins after "lights out".

13. Drinking soda, eating candy, or have any special privileges in front of the students when they are not allowed to have them.

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14. Giving special treats in the form of privileges or food ualess everybody is inc.ludedo

J...:>. Allowing or encouraging "raids" on other cabins or letting the students leave the cabins after "lights-out".

16. Knowingly leaving the students unsupervised or allowing dangerous activities to occur .

17. Ignoring table manners, wasting food or allowing contests with food or drink.

18. Violating the rights of others as persons in any form (searching students' luggage, not respecting their personal privacy, etc. ) .

HISTORY OF CJ~ PIOMINGO

Camp Piomingo since its beginning has always been operated by the YMCA. A group of YMCA laymen and execu~ives were nstrumental in t he selection of the site and in helping with plans for the original Otter Creek Demons~ration Project. The camp, which was first known as Camp Ohio Piomingo opened its f i rst camping period in the spri~ of 1938. The camp is leased from Otter Cr eek Park on a yearly basiso

The camp was originally run by the Central and then ~he Downtown Branch of the Louisville Association YMCA. In 1960 it wa& taken over by the Metropolitan YMCA and operated as the Camp Piomingo Branch. Since 1974 the branch has shared offices and staff with the St. Matthews YMCA in Eastern Jefferson County .

Camp Piomingo was a boys camp unt i l 1967 when a unit of the camp was opened for girls under the title Camp Mingo. Camp Mingo and Piomingo were operated as separate camps with separate staff and program un~il approximately 1971 when the program became coed.

The Horsemanship Program which was s~arted in 1968 first er hasized trail riding overnight horse back trips and barrel maneuveri ng. Cookie R1~~r Winburn, Horsemanship Director, 1972 - 1975, changed the program emphasis to English equitation and show riding where it remains today.

Piomingo has offered many trips over the past 15 years. Most of the initial trips concentrated on a canoeing experiences in Canada, however, a sailing trip in the Bahamas was also offered . An Outpost program at Green River was initiated in the early 70's as well as a Kentucky based canoe trip featuring whitewater ins tead of lake paddling. In 1977 the trip program was redesigned to include several other options ~ rafting , backpacking, etc . and given the title Inagehi which means tt to survive in the Wilde r ness. "

III. A. INTRODUCTION COUNSELOR ROLE

../"' So . . • You want to be a camp counselor. You're ready for a carefree s ~r in the woods. A nice easy summer job. Nothing but good times in the sun. I mean- how hard can it be to keep ten kids happy, or at least quiet?

Does rhis sound familiar? Is it you speaking? If so- you are t~ for a big surprise. Camp counseling can be one of the most exhaustinga hardest, draining, and yet most rewarding experiences you will ever have. Being mother, father, teacher, sister, brother and friend to ten campers is not an easy job. It takes selfless and genuine de­votion.

There are many qualities that are essential to the make-up of a good counselor:

1. In order to work with children successfully you must like them in general.

2. You must be able to deal with them on many different levels; on their own level as their friend and also on an authoritative level, as well as many levels in between. Such a rapport is not easy to attain.

3. You must be able to appreciate and enjoy the out of doors and be able to pass that appreciation and enjoyment on to your campers, without altering the nat­ural environment.

4. Camp is a co-operative effort of administrators, staff and campers. As a staff member you must be willing and able to work closely and co-operate with others.

5. You must have faith and trust in your campers, yet you must always be conscious of their health and safety. The health and safety need is obvious, but the faith a~ ~ l trust is not as easily understood ot" accomplished. The damage that the lack of these two factors can cause is as great as the lack of health and safety factors even though they may not be quite as obvious. If vou have faith in a child that child will find it easier to have faith in hi~/herself. If you trust a child, that child will be more likely to strive for trustworthiness. (This is not to say that every child that you put your trust in will come through according to your plans. This is not the "Wonderful World of Disney" unfortunately ••• )

6. You must understand that group dynamics are unlike individual dynamics. While a child may react well on an individual basis (one to one) that child may feel stiffled (either by others or by his/her own shyness) and frustrated in a group. This may result in anything from withdrawal from the group~ to homesickness, to discipline problems. Every Person is a part of the whole - an important part, and each camper needs to know that.

B. ATTITUDES TO BRING -- COUNSELOR ROLE \

1. An attitude that holds each individual as an important member of the whole 1 yet an individual who is special as a person. IALAC - (I am loveable and capable). This is related directly to the camper's security and self-image. As a counselor you have the ability to build up or break down ea~ camper's self-image. Per­sonal pos1tive reinforcement is essential. Each camper needs to feel important. A word of encouragement from the counselor can help to accomplish this . Indi­vidual attention is needed, and greatly appreciated. If you read the IALAC story in This manual, you will get the idea. Your own awareness of others is an im­portant factor in your ability to help your campers to be aware of others.

2. An attitude of respect for other people's properLv. This concerns the aware­ness and protection of the areas utilized by camp programs as well as each in­dividual ' s property. This is an important part of the camp learning experience. Many individuals (campers and staff) lack this respect . Th1s causes unnecessary damage and problems. Your own good example and group discussions may be the best tools in dealing with this attitude . (Protection of camp equipment is an im­portant part of this).

3. An attitude that will allow you to stand up and voice your disapproval of situations which violate the personal rights of others or which may harm or hinder people, the environment or program. You will most likely encounter situations of this nature . It may be hard to stand up and voice disapproval~ but the lack of a response is equated with approval. You may feel uneasy about it but stand up for what is right. Your campers may be upset for a while, but in the long run it will strengthen your relationship with the campers and they will learn from the experience .

4. An attitude that will protect the environment. This applies to ecology of the camp setting as well as the natural areas you will be utilizing. You must be willing to pass those attitudes on to your campers. Your own example is ex­tremely important. There are many ways to approach this . A hike past a "carved" tree or littered areas can be the preface of or follow up to an environmental awareness discussion. Let your campers see the effe~ts of t he litter- the ugli­ness. Let them know the harm that carving in a tree does. (ie •• opens up the bark to expose the more sensitive unprotected area of the tree to bacteria, in­fection and disease as well as parasites, all of which could eventually kill the tree). Let them be aware of your feelings as well as their own. Ask them how the litter and the harm to the tree makes them feel. An awareness of the sensitivity of the environment is essential for the survival of the natural world (as well as the camp setting) . Camp affords the perfect opportunity to teach that awareness.

5. An attitude that holds the campers health (emotion~l and physical) safety and enjoyment as the priority for the summer experier.ce. It is an eight- day-week with twenty-four-hour-days.

6 . Camp ~s a fun place. Your attitude towards the program will be reflected in your campers, and in the effectiveness of the overall program. A negative attitude on Your part will result in negative attitudes in your campers. If you are self conscious, your campers will tend to be the same. An essential part of every camp program is the willingness of t he staff and campers to get up and make fools of themselves for fun. Camp is often times the place where ahyr self conscious children ot: sdults first learn to open up and enjoy life. Tt ts an important stage in the development of a well rounded individual. It may be one of the only places where you are encouraged to ttbe cra; y." So take advantage of it, and Pelp your campers to do the same! HAVE FUNl!! (or else ••• )

IV. PERSONAL AGREEMENT

Camp Piomingo is operated by th~ Louisville, Ky YMCA and so you are expected to follow good Chri stjan behavior as a m~er of its staff. OUR RULES ARE SIMPLE AND FEW,

. .Al-,_WE PREFER TO TRUST THE STAFF WE :EMPLOY. However, a few specific statement:s may help -- know what is expected.

Workmanws Compensation Insurance is carried for all salaried staft al@ng ~~ a~cident ~nsurance. However, Camp P1omingo will not provide coverage for common i_ sses which might occur during your employment. In addition, Camp Piomingo YMCA assumes no responsibility for reimbursement to staff members for cost of illness or ac­cident beyond the amount covered by Workman's Compensation and/or the camp h~alth insur­ance policy.

If a staff member is called away from camp for non- camp purposes, he will have to forfeit his pay for the time he is gone.

HEALTH EXAM: All staff are required to have a medical examination within the six months prior to arrival at camp. A copy of this exam is to be submitted to the camp Office.

STAFF TRAININGg All staff are expected to participate in the pre-camp training as stated in their contract. Inability to attend can forfiet the contract agreement. Your stated salary includes this period of time at camp.

TIME OFF: Time off will be scheduled as regularly as possible and at the convenience of the camp programs. Under normal circumstances time off is as followsg

1. Weekend Break - Saturday noon till Sunday noon on weekends between sessions. A few staff may however be required to remain during this time.

2. Day Off - One per 2 week session. Exact times decided i n staff training and must be scheduled by y~ur supervisor.

3. Night Off - One per 2 week session. Exact time will be deci ded during staff training and mus t be scheduled by your superior.

4 . After Taps - After campers are in bed and quiet staff ar e free to use time as they wish until an acceptable hour in the evening.

Staff may leave the camp grounds but no cars are allowed to enter or leave after 1 A oMc All staff ~ sign in and out.

NOTE: No more than one senior and one junior staff member may be off at the same time.

There must be one senior and one junior staff member on unit duty after taps.

The freedom of staff to leave camp grounds after taps may be eliminated if it is abused .

DRUGS AND ALCOHOL g Non-prescription drugs and alcohol are not permitted in Otter Creek or on Camp Piomingo property. Any person failing to comply with this r estriction or whose sobriety or condition is questionable will be subject to IMMEDIATE DISMISSAL .

CAMPER SUPERVISIONg Counselors a r e expected to be with their campers at all times during normal programming hours. It is important to remember that a counselor is often an i mportant Role Model in influencing campersi behavior.

SM.OKINGg -----

Polocies on appr opriat e ~iMPq and places will be dec i ded by the total camp staff. However smoking in front of campers is strictly forbidden.

USE OF FACILITIES g 1) The function and use of staff lounges are subject to decisions made by the total staff.

2) The kitchen and food storage areas are ·off "limits to staff. Clearance to b~--------, these areas must be given by the food service director~

3) Camp equipment is not to be used or taken out of camp during time off unless cleared with Camp Director or Assistant Director.

VEHICLES~ Camp Vehicles: are to be used by designated persons for camp business only.

TIPS:

Per6onal Vehicles: Staff are permitted to bring vehicles to camp but the: use will be limited to camp policies. Cars must be kept in camp parking lot.

tn keeping with the American Camping Association and YMCA standards. Parents interested in expressing appreciation for staff efforts are encouraged to donate to the camp scholarship fund.

STAFF-~{PER DATING: Staff members are not permitted to date persons who are classified as campers or program participants while employed by the camp. This specifically relates to C.I.T.'s.

9UESTS: At times, friends and family of staff members may drop in at camp. We wish to extend welcome to these guests. However we ask that guest should be cleared with the Camp Director before arrival. Guests are also expected to follow camp rules and be considerate of the program.

PHONE: Staff are to use the pay phone for all personal calls. The private business line in the director's cabin (942-2616) may be given to family for emergency use.

LAUNDRY ROOM: A washer and dryer is available to staff only. The area is small and so you must keep it neat and clean. Do not leave your belongings there for a pro­longed period of time.

T.V.'s AND STEREOS: Are not permitted in the cabins or units. They will however be permitted in the staff lounge.

You are encouraged to consult the camp director regarding any policy needing clari­fication.

V. WHAT TO BRING - SUGGESTIONS

Bedding - sleeping bag - tough enough for overnights. Pillows and sheets (opt.)

Footwear- comfortable, safe shoes ie ••• sneakers, sturdy hiking shoes and lots of comfortable socks.

Head gear - some type of hat with brim for protection from the sun.

Rain gear some type of durable waterproof gear ie~ •• poncho, rain jacket or rain suit (it will get a vigorot•s workout. Camp swings when it rains!!!)

Cl_othing - a good supply of underw~ar, 2 pair pajamasi long and short sleeved shirts, a warm and a light jacket, swim suit, 2-3 prs. of durable pants, shorts and hankerchiefs.

Toilet items - soap with dish or box, toothbrush, toothpaste, 2-4 towels, 2 wash­cloths and comb and brush.

*~~~ot the hc~seback program- hard soled shoes with a sturdy ·~ are necessary.

Hel~ .ul items (not necessary) flashlight camera and film books and children's books stories and/or poems to read to campers quiet games for rainy day or cabin time musical instruments tennis racquet

VI. A. CAMPER HEALTH AND SAFETY

Concern for each camper must always be of utmost importance to all staff members. Whether you are a counselor, staff aid or a member of the kitchen crew, health and safety are first priority .

The camp setting is a complete change in environment for the camper. First of all the camper iL separated from home and family. Next a group living arrangement with total strangers, not to mention the radical change from city to camp life.

For these reasons camper health, safety and security mnqt- be given top priority. Each camper will have different health needs. For instance prescription medication, specific allergies, capacity for exercise and nutritional needs vary with each camper. ~so since the judgement of a camper is not that of an adult it is the responsibility Jf the counselor or other staff members to always be concerned with camper safety. Jnnecessary risks must be eliminated and proper instruction in the use of potentially iangerous equipment is essential at all times.

As a counselor you can be sure that each camper will have specific needs. Some Jill be material , others will be emotional and both types must be filled as best you can.

III. MEDICAL PROCEDURES

The camp nurse will be available at all times for any emergencies. However we ask :hat campers and staff try to make use of "sick call" for all non-emergency needs.

"Sick Call" will be held by the nurse after each meal in the infirmary. Campers 1nd staff requiring medication or more routine treatment should see the nurse during :hese times.

The counselor has the most direct contact with campers. For this reason you should >e on the lookout for any problems needing medical attention. While in base camp make ~e of the camp nurse and her abilities. However while away from base camp you may need :o perform general first aid techniques.

A first aid kit must be taken on any long trips away from base camp. These kits ~y be obtained from the camp infirmary.

The following is a list of common ~edical problems and treatment for each. A copy >f Ws list will also be included in all ~irst aid kits.

>~ - ~~STED STANDING ORDERS :

roTE & Since treatment of campers must be recorded, a record of emergency treatment by

c~'nselors is t o be kept and returPPo to the nurse for inclusion in the camp files.

·- copy of " Suggest ed Standing Orders" should be placed in each counselor's notebook and pasted in the lid of each first aid kit carried in cars and on overnight trips"

1. Abrasions 8 scratches, cuts Clean with soap and water.

Apply antiseptic approved by camp physician (such as Bacitracin, Mycltracin, Neo- polycin).

If bleeding is severe or cue extensive, apply sterile dressing and pressure to control bleeding and call physician at once.

2. Blisters

Prevention - wear appropriate footwear.

Treatment - apply padding to prevent further irritation, cover with sterile dres­sing. If infected, treat as stated under infection.

If open, treat as for open wound .

3. Splinters

Clean skin with soap and water.

Superficia l splinters may be removed with sterile needle or forceps.

Apply antiseptic approved by camp physician as in 01.

All other splinters should be referred to a physician.

4. Infections - infected fingers, infected woundsp boils, etc .

Apply hot saline solution dressings or soaks .

Apply antiseptic as above and apply sterile dressing.

Report to physician if no response to treatment or sytemic symptoms are present.

Take termperature. If elevated, give infirmary bed care and report to physician at once. (Thermometers should be thoroughly cleansed with soap and water before and after use an~ allowed to remain in alcohol when not ir use.)

5. Sprains , strai ns , and fractures

Turned ankle . Report to physician or nurse . Applv cold pack. If this re­lieves pain and there is only slight swelling, apply firm bandage (ace-bandage, muslin or outi ng flannel).

Sprained thumb , finger , or wrist - treat in similar manner.

Fractures

Splint to immobilize any suspected fracture in an approved manner with the least

po6ei ble disturbance.

If open wound» cover with sterile dressing.

Call physician at once. Make no attempt to reduce fractures!

6. Head Injuries

In any head injury is accompanied by dizziness. unconsciousness, headache, nausia, vomiting. change in pulse rate, severe nose bleed, or other symptoms:

P ut to bed, keep warm and quiet.

Elevate head of bed.

Report to a physician at once.

CAUTION: Do not move person with severe head or back injury until seen by nurse, then only on a stretcher.

7. Bruises and Bumps

Apply cold compresses or ice.

Consider possibility of fracture or deep injury if tenderness or pain is severe.

8. Foreign Body in Eye

Remove with a sterile cotton swab if possible.

If irritation persists or foreign body is not easily removed, apply cold boric acid pack or sterile boric ointment opthalmic and see physician at once.

9. Bleeding

a. Arterial~ venus First use pressure with sterile dressing over wound (not tourniquet) to stop bleeding. If bleeding is on an extremity, elevate that extremity. If severe, elevate, apply pressure on pressure points and see physician at once.

b. Nose Bleed Sit patient erect with head forward. Gently compress nostrils with thumb and forefinger against nasal septum. Sometimes effective to use pressure points. Apply cold pack to nasal area.

10. Burns

First Aid tYPAtment8 Consider burns as serious injuries and the areas burned as open wound. If poaaible, remove clothing that might come in contact with the wound . Do not do so if burn is 3rd degree .

Call the physician at once. If he cannot be obtained at once and the area of burn is extensive ~ cover with sterile compresses and bandage.

Give the patient an abundance of fluids, particularly broths or other liquids containing salt.

For those burns which produce a slight reddening of the skin over a small area. apply cold pack for relief.

11. Sunburn

Prevention~ Warn counselors to avoid long exposure of untanned skin during the first days of camp.

Supply counselor with oil to be used freely before exposure.

Treatment: Apply oil or approved soothing ointment.

Give an abundance of fluids containing salt if severe extensive sunburn is received and see physician.

12. Sunstroke - no stimulant

Remove to shady, cool place. shoulders somewhat elevated.

Remove clothing, lay on back with head and Apply cold, wet cloth or ice bag to head.

Give cool bath being careful not to cool body too much at a time.

Give cool drink if patient is conscious.

Call physician at once.

13. Heat Exhaustion

Preventiong Extra amount of salt during very hot weather and allow for ap­propriate periods of rest.

Treatment g Remove patient to circulating air. Place in lying position. Keep warm: a hot water bottle (water not over 120 degrees) over abdomen to relieve cramps. Massage or firm hand pressure applied tn mttscles will usually relieve cramps of the arms or legs. Give fluids containing salt or extra quantities of milk. Give stimulant only on advice of physician.

14. Swimming Accidents - See current American Red Cross First Aid Text

Prevention: Nurse will report to counselor all campers whose physical condition~ as determined by physician, does not permit swimming.

Counselor in charge of swimming must be thoroughly trained and competent in methods of supervision, life saving, and resuscitation. Any swimming accidents must be reported to the nurse and a physician called in at once.

15. Poisonin& - from poison Ivy~ poison oak, or poison sumac .

Prevention: Teach counselors and campers to know and avoid the plants. After exposure wash all exposed areas of skin with phisohex or soap.

Treatment ~ Apply solution approved by camp physician - rhulicream (not to be applied to face) . caladryl lotion or ivy-dry. Report to physician if not re­sponding to treatment or known allergy exists.

~ • .6. A.thlete i 6 Foot

Cleanse with soap and water. Apply Desenex cream or powde~. Report to par­ents as needed.

17. Insect Bites and Stings

Remove stinger if still present. Apply paste of sodium bicarbonate or cold, wet compresses. If excessive swelling: erthema

Benadryl 25 mgm. p.o. every 4 to 6 hours for child. Benadryl - 50 mgm. p.o. every 4-6 hours for adult .

If reaction is severe and respiratory difficulty develops use adrenalin or sus­phrine sq. prescribed below: Report to a physician at once.

Alternate medication: Chlorphencramine malaete - 4 mgm. every 4 hours . Can be repeated in four to six hours.

18. Snake Bite

Identify snake

Non-poisonous - treat as normal bite. See abrasions, cuts, etc.

Poisonous - Use snake bite procedures as outlined in snake bite kit. If un­certain as to type of snake, bring in snake if possible. Get patient to doctor.

19 . Elevated Temperature

Put to bed in infirmary. Note other signs or symptoms.

Use of ASA. 1 adult tablet if under 12 years old. 2 tablets if over 12 years old. Repeat every four hours.

20. Diarhea

Evaluate temperature.

Observe for other symptoms - if no other symptoms are present, use Kaopectate.

In any case of diarhea develops, the counselors should be notified to watch for and report any other cases.

Check diet - may be caused by too much fruit or other laxative foods.

Recheck sanitation of food, milk, and water and health of food handlers.

Call physician regarding diagnoses and treatment of patient and for investigation and advice concerning sanitation problems.

- ~1. Earache

If termperature is elevated or earache is persistent, call physician.

Americaine Auralgan drops or instill approved ear drops for pain relief until seen by a physician.

Chronic discharging ears: Children with discharging ears to be admitted to camp only with permission of family physician and camp physician. If discharging ears are discovered after admission to camp, isolate until seen by physician.

Do not allow swimming.

Wipe canal with dry cotton as often as necessary to keep P-Ar clean. Swimmers ~ar may be treated with an appropriate fungicodal ear drops If no relief or question exists, consult physician.

VI.II. GROUP INITIATIVE GAMES

The purpose of group initiative games is to get a sence of group awareness and cooperation working among the participants. Awareness of others and of the group as well as teamwork are key factors in these activities. A challenge is created or a task is to be completed by the whole group in these activities. The group leader may make up stories about the situation to make the challenge more exciting. The activities may require adjusting according to the age of the group.

SPOTTING Some activities suggested in this se~tton have an element of potential danger. These

activities require good attentive spotting. Proper spotting is essential. Here are some basic pointers:

1) A body alone does not make a good spotter. The spotter must be ready at all times to catch the participant. Hands should be in a position to catch at all times ~ and eyes must be continually focused on the 11spottee."

2) The head is the most crucial area to be protected. Spotting the shoulders is a good means of protecting the head. The best areas to catch a falling person are the shoulders and arm pits. Catching a falling person by the legs or the knees can do more harm than good. Since knees bend (a starteling revelation!) the individual who has been caught by the knees, could easily hit their head on the ground while you carefully catch their knees.

3) Never let individu~1s in any activity be in a position off of the ground where their feet are higher than their head. Since we are not acustomed to being up­side down, it is normal for our balance to be upset in that position. The like­lihood of a fall is greater, and the harm done in falling on the head is obvious.

4) Be careful! Keep a close watch in potentialy dangerous activities. group good spotting techniques before yot· begin the activity. It is the long run.

The Clock

Teach your worth it in

In a circle, every one holds hands. The circle represents a clock. The object of the game is for the circle to rotate clockwise 360 degrees in one direction turn and go back 360 degrees in the other direction ( to end up at the origional spot in the circle). _l~~ttempt is timed. The activity requires that there be no breaks in the circle, if

~ are the group must start over. Group cooperation is essential. (markers can be placed inside or outside the circle to represent 12 and 6 O'clock. The activity can be repeated in attempts to better the time and cooperation.

, .. I · ·" "'t

l'luwsr Line The members of the group are blindfolded and quietly given a number. The object

i :; to line up numerically without talkingo Time may be given in advance for planning . .-.. before the numbl?rs are given out.)

Birthday Line The object is to line up according to month and day of birthday, without tal.Jclngo

(blindfolded)

Height Line The object is for the group members to line themselves up according to height,

without talking. (blindfolded)

Animal Line The members of the group are blindfolded and given the name of an animal. The

group must then arrange themselves in a line according to animal size from small to large, using IX) verbal communicat:.lon. (Time to plan ahead, before blindfolded is necessary).

Artist-clay MOdel Break into groups of three. Person #1 is the artist. Blindfolded, he/she must

mol.d person #3 (the clay) into the position which person #2 (the 110del) has assumed.

Snail The group forms a long line with hands joined. The l~ne beg~ns to co~l at one end

until the entire line is in a tight spiral , similar to the shape of a snail . The group can try to 110ve as a unit and then uncoil.

People Tree If a good cl~mbing tree can be found, the group is required to get everyone up

in ito (Spotting) Variations may be made to make the situation 110re challenging. ieo. If one person is labeled injured and unable to move certain limbs, or a cup of water (TNT) is passed from the bottom of the tree, to every member of the team, and up to a certain height in the tree.

Blind Square Half of the group is blindfolded. The object is for the non blindfolded people

to direct the blindfolded people to construct a square with a ror;JP. us1ng four pegs as corner posts. The nonblindfolded members may not touch the equipment. Equipment: Pegs , mallet and rope. (blindfolds)

The Bomb Two people connected by locked el.JK>ws are the bombo They will explode if they

110ve their feet or if they are pulled apart or if anyone talks. The rest of the goup must 110ve the bomb 20 feet to deactivate it.

Trust Circle One blindfolded person is placed in the center of the c~rcle. Holding feet

stationary, the person in the center relaxes falls backwards and is moved around the circle by the group. Everyone takes a turn in the center. The purpose is to develop group cohesiveness and individual trust in the group.

Trust Fall An effective trust exercise can be achieved by having one person stand on a stump,

_ .J.tform, etc. Approximately 4-5 feet off of the ground and fall backwards into the arms of the group. There should be at least 10-12 individuals standing on level ground to act as catchers .

To increase the commitment of the person falling, ask the faller t('l -l"'co"" hi.s/her - ~ore and during the fall . Tbe falling person must keep h~s/hez arms close

~ ·: -1de of the body, and :fall with the body held rigidly (keep all bendable parts r..i:ff - kn~A"' , wa i st) tf the waist is bent during the fall the :force of the fall is

concentrated in one small area (the derriezd) (small??), and makes catching more dif­ficult. The two l i nes of catchers should stand shoulder to shoulder tac~ng one another. Hands are extended., palms up and alternated down the line to fo.rm a safe landing area. The catchers should not hold hands o

This activt. t g r;;;liires-very close supervision, and should not be taken lightly . Do not attempt this act.ivity unless gou think that gour campers can be ser~ous enough to handle it. If you can do it -- its a great experience for the campers.

The Monster The object of this activi ty is to get a group of campers (7, but numbers can be

adjusted for any size group) across a 10 foot area, using only 4 po~nts of contact with the ground, while bei ng connected o (The whole group must be connected while traveling the di.stanceo) No props may be used .

Large groups can be broken down i nto a few smaller groups o Have all of the groups make the attempt simultaneously, so that they will discover solutJ.ons ~ndependentlyo The problem can be done with 5 people on 3 points etc. Numbers can always be adjusted for the size and age of the group. The challenge can be made greater by limiting the number of arms (hands) allowed to touch the groundo

THe Pyramid The object i s to build a symmetrical pyramid with 10 people as quickly and effecently

as possibleo This activity should by done on sift ground . Only a 4- 3-2-1 person pyramid i s cons.1dered symmetricalo Timing begins as soon as the problem has been stated by the leader.

Team On A o o ••

The object JS to get all of the group members on a teasiUrt , bandana, rock, stump, platform, board, or whatever.o. at the same time and hold it tor a given period of time (5 or 10 seconds). Both feet must be off of the groundo Use your imag.1na.tion for a good story to go along with this one.

The Bear Claw With a piece of tape or chalk, the gorup attempts to make amark as h.l.gh as possible

on a wall or tree trunk, as a bear marks its terri tory . The group may not use the tree or wall as an aid to climbing, but only as a supporto Be sure to use (if using trees) a tree of substantial diameter , to prevent dangerous s.1tua.t.ions with small or weak trees. (Spotting)

The Diminishing Load Problem The object of this game is to move a group or a series of groups or teams across an open

field as quickly as possibleo The distance can varry with the stregnth of the groupo To cross the open area , a person must be carried, the ca.rr~er must return and be

carried him/herself o The only person allowed to walk across t he area is the last persono If the carried person touches the ground while being transported, both members must re­turn to the sta.rto The number of people being carried and ca:r:r yi ng can vary with the stregnth and ~magination of the group. ieoo one to one is not t:he only wayo The game can be tried over and over again to improve time and technique.

The emphas~s can be changed from speed to efficency o For efficency the group tries to move the enti re group i n as :few trips as possible.

- ... Cab ·n Procedures -...

Prior to the start of every session each counselor will be given a list of campers assigned to his or her cab1n . In addition you will receive a camper history completed by the parents which will give some insight as to the needs of each camper. Please try to familiarize yourself with your new campers before they arrive.

Most campers have eagerly awaited coming to camp for weeks . Those who have been to Piomingo before are anxious to see familiar staff and places . "First Timers" us­ually experience more anxiety over what to expect. Try to chat with parents and get some idea of what they hope their child will gain from his camp e~erience.

The t~me immediately after a parent leaves is critical . Try to get the camper settled in if parents did not do this. Assist in making t heir bed and unpacking so the cabin feels more like home. Use information from the camper history to generate conversation about favorite sports or hobb1es . Show the camper the rest of the unit and let him meet other staff. Sometimes having your campers help with a project helps them become more relaxed. Do not leave a new camper alone until you are sure he or she is settled in.

The health, safety and welfare of the campers is cf prime concern as a counselor. Counselors should be with their cabin groups at all times except during morning activities or on time off. When not with campers it is still important to know where they are .

Upkeep of the cabin is the counselor's responsibility. After breakfast a period is scheduled for cabin clean-up. Encourage campers to keep their belongings in an orderly fashion. Although it is often more difficult, remember that your role is to help the campers learn to accept responsibility, not to do all the work yourself. If possible, make clean-up period a fun time. Work to develop both 1ndiv1dual and group pride in meeting the responsibility of daily inspections. Awards will be given each day to the best cabin.

Every effort will be made to end the evening activity by a reasonable hour. Upon return to the cabin give the campers ample time to get settled. Older campers may take showers, younger ones will often take theirs during the day. Everyone should wash up and brush their teeth. Do not allow campers to sleep in play clothes. Let them know who is on unit duty and where they may be found.

Lights out means exactly that. Before you consider your duty is over for the day all campers should be settled in bed and quiet. It is not enough for campers to just be in their cabin. You will have ample time to yourself after campers are settled.

The last day of each session is important in many ways . Hopefully it is the conclusion of a memorable experience for each camper. If we do our jobs well there will be a note of sadness and a sense of pride as the campers leave .

The final day is always hectic. There never seems to be enough time to get everything done. If you maintain good organization throughout the session then the chore of helping each camper collect his belongings will be much easier. It is not un­common for parents to be waiting outside after breakfast on the final Saturday.

Campers riding the bus need to have all belongings marked as to downtown st. Matthews destination. Do not leave your cabin until all campers have been picked

up or the buses are ready to be loaded.

It is ver,y important to be available to talk with parents about their child. As a counselor you are the representative of Camp Piomingo .

X. CABIN ACTIVITIES

In any situation where people are living together especially in close quarters,

there are bound to be problems. Personality conflicts often arise in cabin groups.

Prevention is the simplest way to deal with any problem. (obviously)

Many factors can be involved in cabin problems or individual problems. There are

certain biological needs that must be met, such as sleep and proper nutrition. When these

are not met, problems in personality and relationships can result. The first safeguard

against problems is making sure that your campers are getting a good balance in their

diet and plenty of rest. Unfortuantely, even the most careful and conscientious counselor

can encounter problems. The solution is not often easy to find. Often times, group

awareness or sensitivity games can help. (Even if they don't, they give you hope (!)

and something to try ••• ) These types of games are excellent tools for heading off pro­

blems, before they begin. In most cases, keeping the group active or "busy" will prevent

problems. These activities are simple and effective. (and enjoyable!)

The "Me Tree" This activity is designed to help children realize their strengths and accomplish­

ments, to help them realize their own worth. Each camper draws a tree. On the roots, the campers write or draw symbols of all of their strengths, abilities and talents. On the branches the campers draw symbols of or write their accomplishments, or anything that makes them happy or proud of themselves. (One per branch). Some roots and branches should be left empty so the campers can add new things throughout the session. The campers can write their names on the trunk of the tree can hang them around the cabin.

The Balloon Sheet Each camper draws a bunch of balloons. In each balloon the camper writes one thing

that he/she likes to do.

Personal Coat of Arms Make drawings or use words to express thoughts or feelings about the following

questions: 1) What was one of the most important events in your life? 2) What was your greatest achievement or success over the last year? 3) What was one of your happiest moments in the past year? 4) What is something that you are good at? 5) What do you want to become? 6) What would you like to be better at? 7) What three words would you most like your best friend to say about you?

Personal Flag

Each camper is king/queen of his/her own country. The country needs a flag, so each ruler has to draw a flag with designs that show some of the things that should be important to the people o~ their count~.

b.J.qme Game To get to know your campers names and something about them, have everyone sit in

~ircle, each person must say their name and answer a question such as: What is your favorite game? What is your secret wish? (etc.). Campers may pass on any question that they don't want to answer.

CABIN ACTIVITIES (continued)

I omime One Thing that You Like to Do Sit in a c i rcle. One person at a time goes to the middle of the circle and

pantomimes one thing that they like to do . If someone passes, give them another chance after everyone el~e has gone.

Touch Blue The group should be standing close together, shoulder to shoulder. The leader says

· "Touch Blue", and everyone must touch something blue on another person. You can go through colors, articles or clothing, hair color, shoe type~ etc.

Appreciation Circle Sit in a circle and tell each person to tell the person seated to the right some-

thing that they appreciate about them. The appreciation must be an honest feeling and should not lead to any verbal put-downs.

Closing Circle Sit in a circle. Ask a question like: What is one thing that you liked about today?

New and Good (In a circle) have everyone share something new and good that has happened to them

recently. Everyone should have a chance to speak and be listened to by the rest or the group.

Sharing

Sitting in a circle, have campers share with the rest of the group something that they enjoyed, learned or experien~d that day.

Do Well sitting 1n a circle, ask campers to share with the group something that they do well~

Variations may be:

. -

I make friends by • •• I want to be able to ••• I am proud that I ••• If I were a counselor I would ••• One thing I like about my friend is ••• I like people who ••• If I could teach everyone in the world one thing, It would be •••

Campfires

Camp Piomingo has a long tradition of campfires. Our final campfire is famous i n the area of Otter Creek Park and many adults whom went to Piomingo as a child still remember it as a special moment .

However, our increasing need to protect the environment make campfires a serious affair. During the regular session try to use only what is needed to get the job done. Cooling requires only a small flame while fires for evening programs will re­quire more flame for both light and effect.

Generally a log cabin style fire does very well and burns slowly. A teepee style should be used for only larger more impressive fires used in all camp programs.

The final campfire at the end of each 2 week session is a special occasion. Much time and effort goes into each one, not to mention the amount of wood. If it is to continue then we must make it's positive factors out-weigh the bad. Let the campers know about it early in the session so they look forward to it. Also during the ceremony many individual and unit awards will be given so encourage your campers to take part in all of their camp activities.

Horsemanship 01 rector

Horsemens h I p Staff

CIT Director

Nurse

YMCA OF GREATER LOUISVILLE

CAW PIOMINGO

Organizational Chart

Board of ~anagement

I ~1anag 1 ng DIrector

I Camp Director

I Assistant Camp Director

\ Aqu~tlcs Direct or

I Unit

I Store

Leaders Manager

Senior Counselors

I Jun lor Counselors

I Staff AI des

Food Service ~1anager

Kitchen & Din In~ Ha II Staff

Trip Director

Trl p Sfeff

CAMP PI 0'4 ; '·lG<'·

~· Archery Inst ructor I

The archery Instructor Is responsible to iha Assi.s·r:on1· Camp D I rector for h I s program. WIth the Ass I sta nt C<r r; Director he shou ld be concerned with creating anC: car ·-.·lr.g out archery range policies. His duties Include t he f • • owlii~:

I. Organ Ize the archery program . and teach the fu nt o3nta J s of the sport. a . Ind iv idual activity b. Cab in activ ity c. Inter-cabin activity

2. Teach camper care and safety of archery equlpmen

3. Take ca re of equ!pment and see that repairs and 1 ~ l ace­me n"ts are made. a. Targets b. Straw Targets c. Arrows d. Bows and str ings

4. Cooperat e wi th cabin counselors who may wish t o pl an spec ia l arch~ry programs. Arrange for "them to use equipment.

5. Postal I rules and regulations

6. St imu late camper participation (posting scores, recogn izi ng participants, announcements)

7. Su bm it final evaluation with recommendations for n~xt year.

CAHP PIOMUi1;Q

B. Rifle lnstLuctor

Tt· ~ i\Hle l Pst.tnc~:.cr Js responsible to the AssJstanL Cam!J Dtrenor f'Jr: td. 'i pr~grem. Thrc·:~;h the Assistcmt Can1p IIi rec• :or h.:> r bo•d d be­c.oncu:n.<: ..:rith c.t·<:>.:::.tlng e1nd carrying c•1t r .d1f' r.:l.nl;,.;. ~v~ lf· !.?!'..

lo Ot~~dt1!ze.. l>,he nrrt.tJ.ir.g lnstrurt !ov pt::! ~~-·C o 2. t ~nl'lgF. t he rifJe prQgram to prt'nwi·o:. ';,,: :):;·:.:t <f!'2<"i • :.~ t-Jt : :.t-=.ty. 'i. i-J,~.-! ~ .~ c,~) p~rati·.;-=>1 -w1th the Assi~t:l:H. Ca·<-!~ Df"~ .:.L·: h: ;: .:o•• ••Jr-:;

~~~ r -~11 prog1 rl~ for the Ylfle ra~~~ "'• in:·t rt.·C 'l:)c;-:-

b. c>~•u ~~tivir? : . ~ut~i de gr~•Ph

4. tnf.•.,J• eJ .: r;;.nl..,€(-:. and staff on ·.:.1,1;'-=' ·:.f ..-::.<·?";y ;;:gu. - • -ti.: , •·l:n ~rr! &.o:"· he !··:, Uot<e-d dgidly.

c,. Haint.a:i.n tnd r " pa,r range ~nd r:>n:;.: l.adlio.:os. 6. s~::. thar rif les ore 10 first rlas.:: ("(Onditi.~n. Artan~;.<': fO i t.l!: W tv

h£ ~lea~Pd regul~rl~. 7. Follow program 0utl1ned by Nat1 onal gifle As&ccf~tJ~~ ~~ ~JJ~~r-~

ro ~hP ~ emp situation. 8. K~PP e:JJ amm•mi.tl ml 11nder you1 pel'"unaJ di.r,.?t:.t.i •:- n . llr.d~1 rw

cirrum~tance~ ate :.b~ camperB ;,;I.Jc.,•.:d ;:o h;.;ve th :2 11· -='ws r)l· amnum i t .lon exc.~pt on the ran!5~ ,

9. Keep a dos e ch<"~·l: of target,:; and a;;.r.u:-.ir:~ur• (;L' n .. 1ri. P-=rurr Lu~·· :. t •:Lk to the prC'gtain dit:Ht..'lr &' i.e:' can be; rephnlsh;;.d.

10. K~ep re~nrd of daily Bnnumit1on charge !h?et 1 ~hJch is 1u h~ tt~>n"'t:l fCI !:o the businEss. oftt.€ itt l.'hA end cf ea rh clc2y,

n. ~i_j•tiJ];.)_t,e '7.a.mper in~ecest In 1"'Cl~niZL"1.:; .tndiv.i ~ u.:tls. ft. ..:s ·· · ·:~ t.;.: , ~·.~t ao~ou~cemects, et~ .

1.1. Suomlt :.~. final report. \~hi.-h ;dequ!1te l v dE:.scribC~· rh'"' l.J i ·:·~r am •.' ~;.· •.b: !:<E: :=fs on and J ists any r'<comm~ndations ~~~hich s:houl~ I')~ ...:·~·;,,; u·:: ~ for the Collu~dng yec1r.

CAMP PIOMINGO

C. Arts & Craft Instructor

The Arts and Crafts Instructor is responsible to the ~sistan~ Camp Director fo~ his program. With the Assistant Camp Director he ~hould be concerned with creating and carrying out craft program policies.

1. Organize and operate the craft program as a morning activity. 2. Promote all branches of handicraft work and encourpge originality

on the part of the campers. 3. Shall be responsible for maintenance of all tools and ~terials in

the shop; inform the Assistant Camp Director of needs. 4. See that storage cabinets are properly locked when not in use. 5. Set up regulations covering the following:

a~ checking tools in and out b. taking tools away from building c. providing price lists of materials used c. seeing the shop and grounds are kept clean

6. Keep a record of camper's purchases to be reported daily to the store manager.

NOTE: Campers shpuld be encouraged to participate in the bandicraft programs through announcements at camp assemblies, and througp bulletins strategicall:· posted and guidance by cabin counselor.

7. Stimulate the undertaking of camp projects: a. rustic camp entrance b. rustic bulletin boards c. totem pole d. craft display e. construct equipment for camp games

8. Cooperate with special program events such as decorations, banquets, etc., which are in need of handicraft equipment and materiqls.

9. Cooperate in preparing for final Indian Campfire. 10. At the close of the season make an inventory list of supplies and

equipment and a tentative order list for the following year; also eval4ate theprogram and suggest recommendations for ~he fol~owing year.

CAMP PIOMINGO

D. AQUATICS DIRECTOR

The Aquatics Director is responsible to the Assistant Camp Director for his total functioning. Through the Assistant Camp Director he should be concerned with creating and carrying out all-camp and aquatic policies.

1. Administrate the aquatic program and its staff. 2. Test and divide campers into skill division according to the YMCA

Achievement plan. 3. Supervise the instruction during all skill classes as well as

instructing himself. REcognize those persons who have passed their tests.

4. Select from the general staff, qualified guards. 5. Supervise all recreational swims with the assistance of selected

guards. 6. Work cooperatively with the unit leaders and assistant camp director

in coordinating unit aquatic programs. 7. Plan for special aquatic events such as the water carnival, etc. 8. Supervise aquatic activities in or around camp including outpost,

creek activities, canoeing at Doe Valley, etc. 9. Work jointly with the assistant camp director in setting all rules

and regulations. 10. Develop a system for use of all equipment. Take care of equipment and

see that repairs and replacements are made. 11. Submit a final report of the water program with recommendations for

the following year.

CAMP PIOMINGO

E. Pioneering (Campcraft) Instructor

The Campcraft Instructor is responsible to the Assistant Camp Director for his program. With the Assistant camp director he should be concerned with creating and carrying out campcraft policies. His duties include the following :

1. Organize the camp craft program and teach the fundamentals of : a. fire building b. axemanship c. lashing ~. conservation aspects to campcraft

2. Teach campers the care and safety of all equipment 3. Maintain all equipment and keep Assistant Camp Director informed of

any needs. 4. Stimulate and conduct out- of- cF o trips with the assistance of cabin

counselors. 5. Cooperate with cabin counselor~ in planning special campcraft programs. 6. Submit a final report evaluating the program, along with any

recommendations for the following year.

F. Soccer Instructor

The Soccer Instructor is responsible to theAssistant Camp Director for his program. His duties include the following:

1. Organize the soccer program and teach the fundamentals of the sport. 2. Cooperate with all counselors interested in using soccer as a

inter-cabin activity. 3. Maintain all equipment. 4. Stimulate camper interest through announcements, games, etc.

Xlii . SPECIAL PROGRAMS

A. All Camp Programs

As a general rule each night some t ype of all camp program is scheduled . These programs vary from counselor hunt s and campfires t o large games or maybe a staff t alent night . The planning and direction for these programs will be done by the unit leaders and assistant director along with selected senior staff. However, for these programs t o be a success we need the cooperation of the total staff. It is your enthusiasm whi ch determines how much the campe rs Will enjoy the program. We can't cancel an ac­tivi ty because you aren't in the mood. In many cases if the staff gets creative they have more fun than even the campers.

As a final note, no program idea is sacred. Any and all suggestions for a~ditions or changes are welcomed.

Climb Trees Butterfly Hunt Food Hunt Night Hike Counselor Chase Fire Building Tree House Building Survi val i n Woods Or ienteering Special Days

XIV . PRESENTING THE ACTIVITY

POSSIBLE PROGRAM IDEAS

Little Olympics Paint, etc. (camp imp.) Live Trapping Tug or War Talent Show Rodee Day Natural Foods Day Bug Hunting Animal Spotting Water Balloon Battle

Greased Watermelon Egg Throws Charades making Kites Whittling Cookouts Turn About Day Backwards Day Ice Cream Making Turtle RAces

No matter what the activity or program, the way in which it is presented will effect the success or failure of that particular activity. Here are some guidelines for presenting activities.

l. Be prepared. Prepare in advance. 2. Have all necessary equipment ready before the activity is introduced. 3. Make sur e all activities , games (etc.) include everyone. 4. Present the activity with enthuasium. Your attitude towards the activity will be

reflected i n the group. 5. Know all the details of the game or activity before attempting to explain it all.

Know the activi ty well. Use notes if necessary. 6 . Start the explaination of the activity only when you have the attention of the

whole group . 7. Keep the explaination simple and as short as possible. B. Speak clearly and loudly enough for the whole group to hear. 9 . Demonstrate whenever possible .

10 . Make sure the activity is well understood before starting. Answer any questions t hat may arise. If t he gr oup members are not acquainted with Pach other start with a mixer that wi ll get the whole group involved and in tht right spirit.

~ 2 ~ Oon't overdo it . End the activity before interest begins to lag. It is much bet t er to end the activity while the interest is still there. Leave the partici­pants with an appetite for the activity, so that they will be more willing to par­ticipate next time!

XV. STORIES

Stories are a great tool for getting a gro~. calmed down. They are also a great ~ol for getting across some basic moralistic attitudes. The following stories will

~e you some basic examples.

FLEETFOOT AND RUNNING DEER There was an old Indian chief who had lost his only son in bs t cle. Time waa draw­

ing near when he would soon be entering the spirit land and he had to ~·~~ a successor. So he decided to arrange a series of contests to find the best man among all of the braves to be the new leader of the tribe.

To discover which brave was the best with the bow and arrow, a wand was hung swaying from the branches of a tree and each brave was allowed three arrows with which to stri ke the moving target. Almost all of the braves got one arrow into the wand . The two wisest and most agile braves Fleetfoot and Running Deer both scored all t hree hi ts.

Races were run~ wrestling matcl1e~ ~ere held. Contests of agility and skill w~re held, and in all of them Fleetfoot and Running Deer tied. They were the two strongest and fastest braves in the tribe.

The old chief called the two braves into his teepee and gave them each an earthen j ar. He said to them: "Three cl~vs journey from our village is the camp of another t ribe. There is a fire in the teepee of the chidf of the tribe. Take these jars and go to the distant village, fil : the jar with coals gathered from the fire in front of the c•ief's teepee and return here with them. The first to return and kindle the fire in front of my lodge with the coals from that distant fire will be the new chief. "

Fleet foot and Running Deer left immediately. They wal1' ""' - - ~ ran for thr ee days before they reached the distant village. They arrived at the same time. Each f ound a forked stick to carry the earthen jars full of hot coals with and began the long journey back t o their own village.

They had been running for half of a ~ay when they saw an old woman on the trail. She was standing near her teepee looking very sad. "Help" she cried~ "I can't get my f ire started."

Fleetf oot kept on running but Running Deer could not leave the woman by the road. He stopped and used his coals to kindle the old woman's fire. She was very grateful. Running Deer then gathered up his coals and continued the journey.

Fleetfoot stopped and rested for the night, but Running Deer traveled straight through the darkness , because he had lost much time by stopping to help the old woman.

An old blind man was met on the trail . He was cold and hungry and lost. Fleetfoot kent on running right past the man. Later Running Deer came upon the man. Running Deer st,.wed and built a fire for the old man. He caught a rabbit and made sure that the old man a te a good meal , and then helped him find the trail again.

Fleetfoot took a rest for the evening and stopped to cook himself a meal because he knew tha t Running Deer was far behind. Running Deer ran all night long.

The next morning, nearby the village Running Deer came upon a little gtrl who was cold and crying. He built a fire and w~rmed the child and then carried her to the village.

Running Deer knew that he had los t the race, but being a good competi tor he did his ba~t and finished the race. When he a ·rived at the chief's teepee he saw Fleetfoot blowing on a fire of black cold ashes. Runni.•J Deer set down his earthen jar and started a fire with his coals •

The pr ople cheered him as their r;;w chief. Running Deer said to the chi ef: "Oh chief, these are not coals from the rllstant village for I have used them along the way. Fleetfoot's coals are from the villt~e, perhaps he has won and I have no t ."

"My son," said the wise old r .i •!f, "you will be a great chief because you are truth­J .ul and have a kind and loving he •rt . I know that the coals would not l ast three days

.less they were rekindled. Yo~1 •Lave rekindled them with love in your heart:. You shall ~ the next chief.

From "Campfire Programming in the Outdoor Education School Resident Camp",

J. Brcokhiser , Pennsylvania State University. 1975.

LA.L.A.C. It's 7 A.M. and the counselor wakes up the campers. Everybody but Harold gets up

quickly. Harold slowly rises about 15 minutes later and reaches under his bunk to put on his IALAC sign. He was tired because he stayed up late for Astronomy the night be­fore. "Get up il lazy. Let's get with it or you'll be late for breakfast" shouted his counselor . Rip, went part of his IALAC sign. (Tear a bit of a large piece of paner each time) Harold got dressed except for hi& shoes. Apparently someone had hid~en ever y pair he owned. Rip , went more of his· sign. He looked around for someone to help him, but everyone had gone to breakfast. He frantically searched but he couldn't find anything for his feet. When he went into the bathroom to look he saw what someone had scribbled on the mirror with soap. It said "Harold has sleeping sickness . " Rip, went another piece of his sign. He found someone's flip flops, he said firmly; "You know the rules, get back to your cabin and put some shoes on. 11 Rip... He went back to the cabin and finally found his shoes in somebody's footlocker. He returned to the dining hall just as the cook closed the serving window. He knew tha~ tl),e cook saw him runningt but he dept on closing the window. Rip ••• 110h well," though. Harold it's not the first time I ' ve gone without breakfast. 11 His first activity that morning was softball. He was really looking foreward to that. The teams were formed by two captains who picked the best players fir st. When the teams wer• even in number, Harold was the only one who was not picked. Neither team wanted him. Rip ••• At lunch Harold was sotteP 07ing between two tables with a loaded tray when someone stuck their foot out. All Harold could hear after the tray hit the ground was the word, "Clumsy". Rip ••• He couldn't hear the other words because the applause was too loud. If you don't know what IALAC stands for yet, i t's "I am loveable and cepable." Each put down made Harold feel less loveable and less capable. So his sign got smaller and smaller.

Harold thought he would have a better afternoon because he had nature and he liked the nature counselor. Everything was fine until someone found a garter snake on the trail. Harold did not like snakes and it showed. The girl who found it threw it into Harolds hands, and as he jumped back to get away from it he tripped over a log behind him. Rip • • • Everyone giggled. Rip •••

That night when Harold sat on the edge of his bed to remove his tattered sign, he hoped that tomorrow would be better. He did not feel very loveable or capable. He hoped that the sign would regain some of the lost pieces. How could Harold ' s day have been different?

His counselor could have said: "It's hard getting up when you get to bed late . How was Astronomy?" Someone didn't have to hide his shoes. The sign on the mirror could have read, "Good morning, Harold. Please hurry. We want you to sit with us at breakfast." Someone at the table could have said, "I'm glad you made it, I saved you a peach." The director could have said, "Those flip flops will never get you up a mountain. I care about your feet staying· .ih good shape." The cook could have held the window open and helped Harold get his breakfast. ThP ~P.am captains in softball could have picked Harold, mak~ng people feel good and havinb fun is more important than having a great team or winning the game. When Harold fell, instead of applauding with two hands someone could have reached down with one and helped him up.

***Story adaped by Clifford Knapp f rom I Am Loveable and Capable, Simon, Sidney. Argus Communications. 1973

w-s0UWAKI -- Along time ago ••• when animals ruled the forestp before man ever set foot in them~ t here lived a strange little creature who had tremendous powers. This riny creature r-•ud turn himself into any animal of the forest, of the water or of the sky, to help

~ less powerful creatures of the earth . For many ages Wisouwaki used his powers ~r good deeds. But one day, when everything was going finep Wisouwaki got bored and

decided to play a trick on Old Naha the bear. Naha was busy scooping up bl ackber r i es with his huge paws and slurping them up, so he didn't see Wisouwaki sneak up behi na him. Wisouwaki turned himself into a goat and butted Naha in the rear ! Ol d Naha curned around but he didn 9 t see anything because Wisouwaki had turned himself back into the tiny cro~~nre and scurried down into his hole in the ground. Old Naha di dn 9 t know what had h~ppened, so he just kept on slurping away at the blackberries . He was real hungry, and nobody in the forest could fool him, so Wisouwaki thought that he was pretty clever. So he tried it again. This time when Wisouwaki butted him Naha jumped around and GROWL (Turn around and swipe near the audience) with his big claws, he swi ped at the crearure behind him. But again, the creature had dissapeared. This time Naha saw Wisouwaki s cur ­ry off to his hole . Nowp Old Naha was a wise old bear. He knew that none of the forest creatures were fast enough to get away from him. He also knew that only one creatur e had the power to change into different animals. So oJA N~h~ was ready for Wisouwaki now. Wisouwaki was having so much fun. He couldn't resist just one more try a t boeher­ing Old Naha. So he snuck out of his hole again, turned into a goat and burted Naha. This time Naha turned around and covered Wisouwaki's hole with his big foo t. Wisouwaki had two more holes, so he headed for the second hole, but Naha was too smar t f or Wi souwaki. He knew just where Wisouwaki was heading and he covered the second hol e wit h hi s other foot . Wisouwaki still had hope. There was one more hole. So he ran as fast as he could for that hole , but just before he jumped down the hole to safety, Naha swiped hi m on the back with his big strong claws . Wisouwaki fell into his hole and just lay t her e for weeks , without moving. He was barely alive. After the third week he started t o get enough energy to move again. So he tried to turn himself into an eagle to fly over the forest and see how things had been going without him, but he couldn't. He had tried and tried but he l ost his power . Now he was just a tiny creature with three str ipes sown his b~ck where Old Naha had cut him. Wisouwaki lost his great po~ers because he misused t hem. You might be able to guess what lind of animal Wisouwaki ~"~ . HP i A

the ansestor of an animal that you can see nervously scurrying around camp , jumping i n t o holes or hi ding whenever someone comes near them. Can you guess wha t k i nd of ani mal Wisouwaki was?

***This version of Wisouwaki is an unprofessional attempt to repeat the story as told by Dr . Clifford Knapp in his Ridgewood N.J. School-Camp Program.

:.Gener~ Procedures

Meal time at camp is one of the most important periods in the day. All food • •1 be prepa~ea under the direct1on of the food service manager . Menus are planned to be ~ ~aling as well as nutritionally balanced .

Food Serv1ce is done fam1ly style. Each meal 2 campers per cabin group should report to the dim.ng hall for K.P . These campers are responsible for wash.:;. .o.g and setting the tables, and bringLng The food out from the kitchen. After the meal. tney c~ear and wipe tables plus help sweep the d1n1ng hall . K.P. is a daily respons1bili ty tnat ~hcu!a be shared equall~ amoung cabtn group members. It should not be used as a punlshmen ~ .

Once tables are prepared, everyone comes in and sits with his/he,~ cabin group . Grace is said or sung prior to the start of the meal.

During the meal, the counselor should watch to make sure all roods ar~ pro­portioned to each camper. Often seconds are not available on meats or deserts, so i~ i s 1mportant that the dish makes it aroQnd the full table the first time. Steff should set a good example w1th their manners and expect campers to do the same Campers should not be allowed to "play" wi th their food at any time .

Many times campers w11l f1nd food different than \'lhat they have at. home o You should encourage campers to try all foods but not force them to eat anything. Not eating can be a sign Qf sickness so be aware of what and how much your camp~rs eat Bread, butter and sugar sandw1ches do not prov1de a balanced diet. If a camper refuses to eat on a regular baSiS let the camp nurse or director know.

Staff is asked not to criticize any food in front of ca.mpers bu-t-- .:, t> t e. pos1 t~ ve example. The food manager works to provide wholesome food for everyone. ~hou! d .f OU have direct concerns regarding the food service address them to the food manager or director not your cabin group.

After everyone has finished eating, units may start cheers and/or songs. Songs and cheers are only done following lunch and supper. Announcements w1ll be made prior to the conclusion of the meal. It is vital that staff and campers remain quiet during this period as often changes in schedule etc. are announced. Units are dismissed after announcements are complete.

b . Equipment Procedures

Much of· the program equipment at camp is very expens1ve. It is essent1al that all equipment be properly cared for . Adequate storage space is prov1ded for program suppl1es and all staff are responsible for its use.

Camp P1omingo can not afford to be without this necessary equipment or to re­place it due to loss or damage. Routine maintenance is the responsibility of the a.ctivity specialist, for instance proper cleaning of rifles and camping gear . However, all staff are responsible for the proper care and upkeep of equipment in their pose~sion. No equip­ment shall be returned in unsatisfactory condition.

Before using any program equipment each staff member must obtain approval from the activity specialist o~ Assistant Director.

• ' · • ~o Emergency Procedures

l. HANDLING EMERGENCIES

Obviously, no two emergencies are the same. While the various steps and ~ JeSted actions outl1ned in this material represent sound procedure, your own good judgement in the light of a particular emergency should be the final authority until you are able to contact a superior.

************************** Unfortunate emergencies do occur. Some could be prevented, but in spite of

everything we do , there will be situations which call for the special actions described herein.

Generally, your responsibilities include:

a. Prevention of unfortunate incidents before they happen.

b. Handling the immediate situation at the time.

c. Notifying the necessary people after the emergency.

It is extremely important that you:

a. Become familiar with and put into effect the preventive measures suggested.

b. Be £rudent - think ahead of time regarding what unfortunate incidents m1gh occur, even though emergencies will be very rare if proper care is taken.

2. SAFE DRIVING PRACTICES

a. Do not drive unless you meet the Y qualifications, which include hav1ng a valid license for the vehicle you are operating.

b. Have the vehicle•s mechanical condition checked regularly and operate it only if it meets your standards and those of the YMCA.

c. Be familiar with and follow the YMCA regulations regarding the operation of a vehicle carrying children.

In general:

- Operate under the applicable State laws

Inspect the vehicle before use each time from a safety point of view

- There must be a supervisor or leader on the bus/truck besides the driver

-Control passengers• activities for their safety

Be sure that you or the leader has knowledge of first aid and a first aid kit is avail ­able.

Carefully supervise loading and unloading, especially when children must cross the street

- - tay within permissible passenger load

- ~ull completely off the highway to stop

-;~·:p at r ailroad crossings unless they are marked as exceptions

~ Do not dr~ve more than ten hours a day and never drive while sleepy or fatiqued

v not smoke in the bus or truck

- Obey all traffic laws

Never drive faster t han the legal speed limi t

3. SERIOUS ACCIDENT OR I LLNESS

a. Secure medical aid from t he nearest professional source (doctor's offi ce, medical center or hospital) . If in the back country, send a competent person out t o near est help.

b. If necessar~ t o take t he person to a hospital, do so, then: - noti fy the camp office - noti fy the Branch. Have details ready, includi ng name, age, address,

name of doctor and l ocation of i ll person .

c. When assured the person is we l l cared for and will be returned home properly, rejoin your group and continue t he program if circumstances allow. In some i nstances it may be possible and wise t o have an older person s tay with him.

d . If the i llness is contagious ask the doctor about symptoms and for means, i f any, of protecting other participants . Then set up a system of checki ng on the other member s of the gr oup. Conferwith medical authori t i es to determine whether it would be better to r emain where competent medical help is nearby.

e. If there is a good possibi l i ty of others becomi ng ill, notify all responsible parties at once pointing out t hat pos s i bility.

* See American Red Cross - St andard First Ai d Course

4 . PREVENTION OF LOSS OR HARM IN PRIMITIVE AREAS

Leadershi p Responsibilities While Outside of Designated Camp Areas

a. The leaders directly responsibl e for younger boys or girls outside of des i gnated camping areas must be at least a college f~eshmen or mat ure adult •

.l' ' b. There must be at least one leader for each 10 youn~~ters.

I

c . Leaders of younger yout h must be i nstructed in methods of hi ke leader­shi p to insure safety . Instructions shall i nlcude as a minimum:

- Indentifj cation of hazards i n the area. Clear under standing t hat youths must be kept within sight of a leader . No youngsters shoul d be permitted to leave the group without a leader accompanying them.

- A cl ear desi gnation of which boys are the responsibility of each leader, particul arl y when t h e larger group i s separated . frequent checking to make sure all are present .

d. While older youth would be permitted more freedom, even they should T::e permi tted outside of designated camping area unles-s accompanied by at least ~-h~r c gmper. An~·one ~aving th~ camp area should be required to check out with

,Jt.c-one l.!l ..:ha:t·ge .

Instr ucti ons to Hikers and Campers

1 . All youth, when t aken into primitive areas, should be given instructions about what to do in case they become lost .

2 . As soon as a gr oup arrives in the area, youngsters should _be shown the boundar1es beyond which they may not go ~~thout a leader .

3. Older youth sho~ld be given instructions in the topography of the area and specific rules stated regardi ng swimming and other hazardous activi ties .

Roll Calls and Check Ups

1 . The person i n charge should have a roster of the total group , and leaders of sub-groups should have lists of those in their charge .

2 . There should be a complete roll call or check up at least at meal times and bedtime to make sure all youngsters are present.

Protection Against Special Hazards in the Area

1. In areas where there might be poisonous snakes, the leaders and ,older boys should have special instructions about the prevention of snake bites and what to do if a bite occurs .

2 . Special instructions should be given leaders in areas where there are frozen lakes and ' streams , water, cliffs and other potential hazards .

3 . Extra ca~e should be taken while on ice covered lakes during early spring and lage fall . Sudden ~now storms at these times can create great dangers for hikers ..

5 , FIRE

In case of fire, staff members should call the park. office . will be posted at both camp phones . There is a fire extinguishe~ in the and hose under the f i re box at the camp office. The gong should be rung at which point. all campers and staff should report to central area .

6 . STORMS

Numbers kitchen continuously

During a severe storm staff and campers should seek safety in a cabi n or other building. Cabi n windows should be left open to allow the wind to blow thru the cabin. In case of a tornado, all campers should be broughtto the dining hall. The gong will ring oontinuously to initiate this procedure.

7. ACCIDENTS

Minor accidents within camp may be treated at the infirmary by the mp nurse. Shoul d an accident occur during a hike, a Sr. staff member should

r emain with the child whi le a junior staff member should return to camp for assistance. A car will be available at all times for emergency transportation. Keys will be posted i n the camp offi ce . Should a camp car be used to transport an acci dent victim , the State Police should be called to provide an escort . The closest hospital to camp is Harden

- "VH. I NAGEHI PROGRAM A. Tr? C~p P1omingo adventure trips for teens are an important aspect of our pro-

gram. Ihase tr1ps allmJ r Rmoers to use skills learned previously in resident camp such as out campi ng canoeing, ~mpcraft, hiking and nature study.

Trippi ng offers a gr eacer challenge to older campers. Also it is import ant by giving hi m or her a ch"~e other than the "same old things" offered during his three , five or even six yeart at camp.

The group work s kills learned i n resident camp become even more important during t he trip . In effect the campers must face the basic.

Problems of living together with nutual concern for shelter, food , protec t ionp s oc i alizati on and all the things which lead to adult living .

In addition we hope that, like our resident camp program, Inagehi will i nstil l a deeper love~ r es pec t and understanding of the natural environment.

To summarize, t he Inagehi program fulfills three major goals by 1.) provi ding opportunity to i mprove outdoor skills 2.) establishing a greater sensitivit y for our natura l envir onment .

INEGHI

WILDERNESS ADVENTURE PROGRAM

Inagehi is an Indian word meaning "to survive in the wilderness". The program is designed to of fer an even greater challenge to youths 12 and older. Emphasis i s placed upon development of wilderness skills as well as love and respect for our natural environment. The safety of each participant is our first priority.

Each trip is led by at least two well-trained staff members. Each trip director is 21 or older and has first aid experience and life-saving certi­fications.

The following is a brief description of each trip open to all campers 12 yrs. old and older.

7/30 - 8/5 Wilderness Camping in Otter Creek Park Fee: $85.00

One week of adventure in the woods. Program will include exploring with map and compass, cave exploring (spelunking), out camping, and possibly rappelling.

6/18 - 6/24 Kentucky River Canoe Trip* Fee: $120.00

This trip begins with lakes and streams, then progresses to more difficult whitewater later in the week. Rivers will include the South fork of the Cumberland and the Rockcastle plus one or two others. The exact schedule will depend upon summer water levels of each river.

7/16 - 7/22 Smoky Hountain Backpacking Trip Fee: $120.00

This will be a one week adventure in the Great Smoky Mountains. It's a perfect way to learn backpacking the right way. The forests and streams are beautiful in the Smokies. In addition to the hiking, we'll have plenty of time to really settle in and enjoy the woods.

7/ 4 - 7/15 Aquatic Camp at Dale Hollnw* Fee: $85.00

il1is a dventure is for anvone who loves water sports. We will be tent ca-. i~g on the ba 1{S of th~ H~llcw Time will be spent canoeing, sailing, fisl .f ng, and swimming.

6/25 - 7/8 7/23 8/5 Two Week Canc~ing, Rafting, and Backpacking Trip* Fee:$220.00

--Particjpants must be 13 yrs old--

This is our "top of the li'1e11 trip. Two weeks of outdoor adventure in Tennessee, North Carolina, and Georgia. It includes canoeing and rafting sections of the Nantahala Rive~ ~long \Tith a professionally guided raft trip of the Chattooga River in Norther:1 Georgia. In addition, we will be backpacking in sections of the Nantahala Forest and the Great Smoky Mountains. This was our most pon~.-la. trip last year and vle expect it to be a great experience this summer, too.

*Participants on all canoeing or aquatic trips must be able to pass an inter­mediate swim test.

EQUIP?1ENT

All equipment such as canoes, backpacks, cooking gear, and tents will be furnished by Camp Piomingo. However, if you have access to a backpack then bring it a long. All trips tha t. incl Jde backpacking will require a comfortable pair of hiking shoes.

A list of personal equipment needed is available through the camp office•

For mor2 information and registration contact: YHCA Camp Office, 4311 Norbourne Blvd., Louisville, Ky. 40207; (502) 895-2443. n > =: Camper's Name ~

Age Sex Birthdate

., -0 a: -:z ~ 0

Address City

YMCA Mt•mber? When• ? No '

Busint-ss Address

Please check desired program: Canoe & Pack Trip 113 and older!

Program Dates Oe:;ired:

Ky. River Trip Aquatic Camp

State Zip

Parent's Name

Backpacking Trip Wilderness Program

Phone

Phone

· $5 YMCA Youth Membership Required

A $20 non-refundable deposit plus membership is required for all programs. Make ciwck payable to O:mp Piomingo or

BankAmerica rd Master Chargt- · Inter Bank " _ Expiration Dale - - -- -

Plt>ase return this form to the Piomingo Office, 4311 Norboume Blvd., Loulsvillc, Ky. 40207 {502) 895-2443

---~ 11. PlOM1'NGO AWARDS SYSTEM

~~ - ~. 5t ~2k' po~1Live contribut ion t o cabin group . M~~t hevt 'abin counsel ori s approval .

WARRIOR - Must c~mplete brave r equirements and in addition demonstrate exceptional en­thusiaEm and effor i n al l program activities • Emphasis is upon effort and a ttitude, not ability. Must hav~ approva l of unit and acti vity staff .

SCOUT - Must complete brave and warr i or levels . Must have demonstrat ed intermediate skills in 4 activit y a r eas . Must have approval of maj ority of tatal stPff. Must have demonstrated l eader shi p within cabin group and unit.

LITTLE CalEF - Must have completed all pr evious levels . Must have comple ted intermed1ate skills in an additional 5 (cot a l of 9) accivity areas. Must have demonstra t ed outstandi ng leadership ability wit hin un1t. Must have conpleted a sol o overnight . Must hav~ 100% staff approval. Must maintain the per spective that his achievements do not make hi m a better person than his peer s .

The awards system u~ed i n the camp Pi omingo program is to be t aken seriously. It was developed to ~rovide positive r einforcement to all campers i ns t ead of a select few. Howeveri since there ar e f our diffe r ent levels each camper has t he option to

obt4in high~r recognition . Please note ~hat neither brave DOY ~~rrior levels place any emphasis upon skills.

Emphasis is upcn effort and entusi asm only. Also ~ote that direct competition between campers is not a part of the awards

system. Emphasis is placed upon impr ovement of personal skills i ns tead of being better than everyone else.

In order for this system to work wel l all counselors and unit s taff must take an active interest. You will need t o observe and access the campers ' progress and par­ticipation. Atta1ning t he next l evel should not be easy but it must not be imposs1ble.

Prier to the end of each sessi on a uni t meeting will be held to determin~ h~aves of each unit. At thia point a meeting will be held to present nomina t ions fo . higher levels to act1.vtty leaders and total staff.

THE SPIRIT SHIELD ~ The spirit shield is awarded to t he outstanding unit of· each session. Many factors

determine this decision. Unity and e nthusiasm as a unit are the bas ic criteria, for instance total participation and cooperation i n unit cheers during meals (not including breakfast.) ln addition, sportsmanshi p and group ef fort i n all camp program play a major role.

The attitude of the unit staff is a key factor . PP~sonal enthusiasm is essential to the develcpment of unit n~i~~ ~~d cohesi vness . Encouraging tra dition friendly unit rivalry in a ~onstructive channel is part of the unit staff role . The winner i6 chosen by a vcte of the camp staff.

·,f ~l:'~AR -·'f:~ G .Jear is awar ded t o t'-f~ outstanding cabin group of each session. Pride,

eLforL and accomplishments ar~ major effort determining factors. Exceptionally diffi~ult and/o creat i ve cabin group activities carry much weight. Success in daily cabin inspections are al so impor tant. Selection is made by the camp director or a sst. camp di rector .

THE SHE SPARROW AWARD The She Sparrow i s well known for keeping her nest clean. This award is given each day at lunch to the cl~anest cabin. I nspections are made

during morning ac t i vities. The responsibility for keeping the cabin clean is a learning experience fo r campers . As a counselor you should not take this award lightly .