Life Skills Journey Camp Administrator Handbook

Ages 7-10 & 11-14

Camp Administrator Handbook

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MĂŠtis Settlements

Life Skills Journey Camp Administrator Handbook

Principal Author: Fay Fletcher Alicia Hibbert

Susan Ladouceur Mandy MacRae

Therese Salenieks

LIFE SKILLS JOURNEY – Camp Administrator Handbook This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Canada License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/ca/. Printed in Canada.

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Table of Contents The Program Camp Structure Planning the Camp! Logistics and Timeline Employee Roles and Responsibilities Employee Code of Behaviour Facilitator Management Guests Training Overview First Aid and Health Nutrition Child Behaviour Management Theme Days Extra Games Songs Appendices o Camp Administrator Job Posting o Facilitator Job Posting o Junior Facilitator Job Posting o Camp Supply List 7-10 o Camp Supply List 11-14 o Play Day Handout o Play Day Update Flyer o Teachable Moments Guide o Sample Recreation Centre Site Map o Camp Information Flyer o Registration Day Flyer o Sample Infographic 2013 o Sample 7-10 Infographic Brochure 2014 o Sample 11-14 Infographic Brochure 2014 o MĂŠtis Settlements Health Board Handout o Camp Registration Form o Photo Release Form o Registration Chart o Camp Attendance & Bus Transportation Chart o Waiver Form o Emergency Information Form o Parent Supply List 7-10 Form o Life Skills Journey 7-10 Program Certificate o Program Incident & Investigation Report Form o First Aid Report Form o Epipen Release Form o Head Lice Form

5 6 10 14 17 18 20 22 23 26 31 35 37 51 61 62 64 66 67 70 73 75 76 77 78 79 80 81 83 85 87 89 90 91 92 96 98 99 100 102 103 104

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The Program The Métis Settlements Life Skills Journey (MSLSJ) program is summer camps for 7-10 and 11-14 year olds living in Métis Settlements in Alberta, Canada. The program was developed by the

University of Alberta and the Buffalo Lake Métis Settlement Advisory Board. The life skills taught in camp are:

● Self esteem

● Communication

● Community and neighbourliness ● Kinship

● Bullying prevention

● Substance abuse and addiction prevention (alcohol, drugs, smoking, gambling) ● Respectful relationships ● Gang awareness

● Media messages

● Grief and loss

● Spirituality/Hopes and dreams The program is described in detail in the Facilitator Manuals, where life skills modules and

activities are broken down. The manuals provide a base program that can be revised to meet each

community’s priorities; modules may be emphasized, removed or new modules may be added. This

guide provides the camp administrator/camp director with a realistic idea of what camp is and what is required to run camp.

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Camp Structure The MSLSJ camps (7-10 and 11-14) are 10-day camp programs. Ideally, the camps run over two

weeks, from Monday-Friday each week; two continuous weeks is the ideal structure for

maintaining continuity and flow through the program material. Alternatively, each camp can be run for a period of greater than 10 days by spreading out life skills content and interspersing it with

extra games and activities. Shortening camp is not advised-as concentrating material into less than 10 days would decrease retention and detract from the camp experience. Ending camp on the day before a long weekend should be avoided if possible, as camper attendance will decrease. Table 1 provides an example of how camps could be offered in a summer month (July or August).

Remember to consider community events, holidays, as well as family activities when planning your camp dates.

Table 1. Camp schedule: 7-10 camp 11-14 Camp.

Sun

Mon

Tue

Wed

Thurs

Fri

Sat

5

6

7

8

9

10

11

19

20

21

12 26

13 27

14 28

1

15 22 29

2

16 23 30

3

17 24 31

4

18 25

Campers will be bussed to camp; to optimize the number of children who will catch the bus each morning; it is suggested to run camp from 11:00 AM-4:00 PM each day. This later start time is

especially important if children from a neighbouring settlement are being bussed to camp. Morning

snack, lunch, and afternoon snack should be provided to campers and facilitators while they are at camp. Facilitators should be present at camp from 10:00 AM-5:00 PM in order to set-up and have

pre-camp planning meetings in the morning and to clean-up and debrief at the end of the camp day.

7 The life skills content (found in manuals) as well as other camp games and activities should be

included in each camp day. Table 2 (below) is an example of what the breakdown of time could look like during the average camp day.

Table 2. Example of daily schedule.

Time

Activity

11:00-11:20

Campers Arrive, Snacks Handed Out, Attendance, Free-Time

10:00-11:00 11:20-11:45 11:45-1:00 1:00-1:45 1:45-2:10 2:10-2:25 2:25-3:45 3:45-4:00 4:00-5:00

Facilitators Arrive, Camp-Set-Up, Morning Meeting Active Game

Life-Skills Content

Lunch and Free Time Active Game Mindfulness

Life Skills Content

Camper Clean-Up, Snack, Line-Up For Bus Facilitator Clean-Up, Daily Debrief

The camp administrator/camp director should customize the schedule according to the specific

needs of the campers, facilitators and any guests who will be presenting at camp. The camp guides for both programs contain sample schedules for each day.

8 In each community that hosts the MSLSJ camp program, a camp administrator and/or a camp

director is needed to champion the program. The camp administrator will be in charge of all pre-

camp planning including securing camp facilities, equipment, guests, hiring facilitators and a cook,

arranging guests, camper registration, purchasing and storing supplies (see appendices for details).

Facilitators will work under the supervision of the camp administrator/director to bring the camp to life; however, a lead/senior facilitator may also be hired to direct daily activities (see roles and

responsibilities pg. 13).

Communities hosting the Life Skills Journey camp should attempt to hire facilitators from within

the community. If community hires do not have experience working with children and/or camps then the community may wish to recruit students from a nearby college or university who have

relevant education or experience. For example, contact may be made with the Faculty of Physical Education, Native Studies, Arts, or Education for interested students. Hires from outside of the community should be in addition to community hires, not a replacement for community hires.

Facilitators and campers should be present in a 1:5 to 1:9 ratio, where two facilitators work as a

pair to be responsible for a group 10-18 campers (a team). In the camp space, tables should be setup so that the two facilitators and their campers are seated together, but separated from other

teams. Teams are formed so that campers become familiar and comfortable with their facilitators, so that facilitators are better able to keep track of and organize their campers, and so that teams can have a space to discuss life skills content with minimal distraction. Within the facility where

camp is held, tables should be set-up for: snacks and lunch, drinks that are available throughout the day, supplies, warm-fuzzies (see facilitator manual for details), crafts (see camper management for

details) and conflict resolution. See Figure 1 for a visual example.

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Figure 1. Camp Layout.

10 Activities should be conducted outside, as much as possible. However, an inside or tented area must be available in case of severe weather and as a place to escape the sun. Setting up water jugs

outside may facilitate increased outside activity. Some activities that are associated with the life skills content, such as shelter building and a farm visit, may not be possible if campers and

facilitators do not have access to appropriate features (forest and farm respectively) necessary for those activities. If this happens, then facilitators should instead teach the associated life skills module through discussions and reinforce the content through an alternative activity; such planning should occur well before the start of camp.

Planning the Camp! Logistics and Timeline This is an overview of what needs to be done, and when, for a successful camp. Use this as a guide, modifying or adding elements to make the LSJ program work for your community.

9 months before camp

● Develop a job posting for your facilitators 6 months before camp ● Develop a risk management plan for how you will deal with First Aid issues, disclosures of abuse, and related incidents in your community (use First Aid and Health description as a guide)

● Consider holding a Play Day in your community to increase awareness and promote participation

● Brainstorm your community’s regular summer events, including any events outside of the community that children and youth typically attend (Ex. Bible camp, Lac Ste. Anne

Pilgrimage) and write these dates on a calendar. Come up with camp dates that don’t conflict with these regular events

● If you are planning to recruit University students, most are looking for summer placements at least 6 months before camp

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4 months before camp ● Recruit facilitators - advertise the job posting and interview candidates (ideally provide summer schedule during the interview)

● Meet with your guests for training and camp to discuss when you need them, where, and what they will be speaking about

● If you have facilitators from outside your community, such as university students or Alberta Future Leaders, book accommodations for these facilitators

3 months before camp ● Print any documents that you need to train facilitators

● If you plan to revise the manual or add new content, do so now. This may require participation/input from others, including people from recreation or health

● If you are using FrontlineSMS to send messages to community members about the program, consider setting up messages in this time period so that they are automated

● Communicate the final training and camp schedule to facilitators

● Set up contracts with any vendors (ex. bussing, food) and paid program guests

● Contact facilitators to ensure they provide an RCMP Security Clearance and a Child Welfare Check

● While children are still in school, send information and/or registration forms home with them

● Book facilities in the community for training and camp During training 1 month before camp ● Train facilitators. Make sure that all facilitators become familiar with the facilitator manuals, videos and activities

● Print any documents that you need for camp. This might include extra registration forms.

Photocopy documents for your facilitators and handouts for the children

● Check supplies that you already have in storage. Buy any camp supplies and equipment that you need

● Print certificates for facilitators, given to commemorate the completion of training

12 1 week before camp ● Follow up with your guests, letting them know the date, time, location, and purpose of their visit

During camp ● Record facilitator attendance daily, on timesheets, for payroll

● Make sure that all children attending camp have a registration form and follow up with

parents if needed - this is important so that you have emergency contact information for parents/guardians, health care numbers, etc

● Take camper attendance daily if this information is important to your community. This may be useful for you to report back to Council or service providers

● Take photographs at camp, which can be shared on social media or used in future presentations, reports, and yearbooks

● Have facilitators debrief at the end of each day. This provides a time to reflect on what went

well, what could be improved, and what events they should be aware of that may impact the success of the camp

1 week after camp

● Clean and reorganize supplies for next year

● Meet with your facilitators and other staff to discuss issues and make a plan for changes to next year. Some questions you might ask the group include: ○

What issues came up that weren’t addressed by the content or we don’t know how

○

Can you tell me about a time when you saw kids making healthy choices or showing

○ ○ ○ ○

to address through the existing content?

better social skills/respectful relationships?

Can you tell me about a time when you noticed any positive changes happening for a kid during camp?

Can you tell me what you enjoyed the most about participating in this program? Why?

Can you tell me what you enjoyed the least about participating in this program? Why?

Can you tell me about a time this summer when you felt like a leader? ○

What do you feel were your strengths as a leader?

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What areas do you feel you would like to improve on as a leader?

○

On a scale of 1-5, 1 being the lowest and 5 being the most positive, how would you

○

What do you think are the greatest success of the program? What are the

○ ○

rate your journey (personal experience) with the program? greatest challenges?

What should we change about the facilitator job description? How should we recruit next year?

Is there anything we should change about our risk management plan to reduce injuries or other incidents?

● Mail an update to parents with information on this year’s program success

● Pay invoices for food, buses, equipment, accommodation, etc

1 month after camp

● Make sure all of your supply invoices are paid – this may include food, bussing, equipment, guest honoraria, and travel reimbursement for staff

● Consider updating your local leaders (Ex. Settlement Council) or service providers (Ex. At an interagency meeting) about how camp went, what you learned, how the children responded, and why its important to continue to support a summer camp for your community’s children ○

Make sure that, if you are adding photos to handouts or social media, you delete any photos of children without photograph permissions. This will make it easier for you to know which pictures you can use

● Consider making a yearbook of pictures from camp to be shared at your meetings and available to the children next summer or at your next Play Day

● Make a list of equipment and supplies that you need to replenish for next year. Brainstorm where you could request donations from for these supplies

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Employee Roles and Responsibilities There should be at minimum 2 and at maximum 4 tiers of employees hired to run the MSLSJ camp.

At minimum there should be (i) a camp administrator and (ii) facilitators and at maximum there

should be (i) a camp administrator, (ii) a head facilitator, (iii) facilitators and (iv) junior facilitators.

As well, a cook must be hired to plan, prepare and clean up after meals. Each of those roles is summarized below. For a detailed job description of each role see the job postings in

the appendices.

The Camp Administrator (may prefer the title camp director)

The camp administrator is the first position that needs to be filled in order to run the MSLSJ camp.

The camp administrator is the lead in all things pertaining to camp planning and operations. The camp administrator should be hired from within the community hosting the camp and may also hold an education or recreation role in the community.

Some of the specific duties of the camp administrator include, but are not limited to: ● Secure facilities to run camp

● Ensure all necessary equipment for camp is acquired

● Schedule camp

● Advertise and promote camp in the community

● Hire facilitators

● Hire a cook, and confirm the number of children, guests, and facilitators to be fed each day

● Schedule guests

● Organize and oversee training; for support with training contact Fay Fletcher, Associate Professor in the Faculty of Extension at 780-492-2283

● Register campers

● Hire a driver to bus children to camp

● Manage attendance

● Respond to issues/emergencies during camp; access to a vehicle is essential for this

● Manage facilitators

15 The Head Facilitator The head facilitator is an on-the-ground facilitator with all of the same duties as a regular facilitator but with additional responsibilities. The lead facilitator will need to have an excellent

understanding of the camp and will be responsible for the management of daily facilitator duties.

Some of the specific duties of the head facilitator include, but are not limited to: ● Run morning meetings with facilitators and welcome campers ● Oversee the set-up of materials for camp

● Oversee the creation of a detailed schedule each day

● Pair facilitators up into working teams, and with junior facilitators ● Assign leads for various activities throughout the day

● Monitor adherence to life skills content

● Handle difficult disciplinary cases

● Cover for sick or absent facilitators

● Ensure that facilitators are following the facilitator code of behaviour

● Oversee camp clean-up and making sure that equipment stays organized ● Enforce camp and community policies at camp

● Answer facilitator questions

● Provide leadership decisions for unplanned situations If there is no head facilitator hired, then the camp administrator must fulfil this role. This would require the camp administrator to be present at camp at all times.

The Facilitators The facilitators are hired to deliver the MSLSJ program to campers. They will work in facilitator

pairs and be responsible for a group of 10-18 children. Facilitators should be enthusiastic about

working with children, be excited to spend their summer outside in the sun playing games and be able to handle sensitive topics with maturity and respect.

Some of the specific duties of the facilitator include, but are not limited to: ● Participate in training

● Enforce rules and regulations of recreational facilities and program equipment to maintain discipline and ensure safety

16 ● Administer first aid according to prescribed procedures, and notify emergency medical personnel when necessary

● Organize, lead, and promote knowledge of Life Skills Journey program concepts through arts, crafts, sports, and games; activities will occur both indoors and outdoors

● Receive training in, and lead, mindfulness activities with children and youth

● Act as mentor and provide assistance and guidance to Junior Facilitators

● Greet new arrivals to activities, introduce them to other participants, explain facility rules, and encourage participation

● Consult with the Camp Administrator and Head Facilitator to discuss and resolve participant complaints

● Contribute to the evaluation of Life Skills Journey program concepts to determine if they are producing desired results

● Perform physical activities that require considerable use of your arms and legs and moving your whole body

● Provide assistance, medical attention, and emotional support to others such as coworkers and camp participants

Junior Facilitators

Junior Facilitators may be brought onto the facilitator team; this is encouraged. Junior facilitators

will be between the age of 15-17. They are closer in age to the campers than the facilitators are; they create an extra link between the campers and facilitators and provide a more tangible role model for campers. Junior facilitators are the next generation of facilitators.

Some of the specific duties of the junior facilitator include, but are not limited to: ● Help with set up of equipment

● Fill-up water bottles and set-up snacks ● Assist in serving lunch to campers

● Provide extra assistance to campers who have difficulty with tasks or need extra attention ● Organize activities during free time

● Assist facilitators where needed

● Serve as positive role models, be “upstanders” where necessary

● Inform facilitators about any conflicts or issue they become aware of

17 Camp Cook The camp cook is responsible for preparing snacks and lunch for campers and facilitators each day.

The cook is hired by and reports to the camp administrator. Their job is described in more detail in the Nutrition and Cook Responsibilities section of this handbook.

Some of the specific duties of the cook include, but are not limited to:

● Plan meals for each week, selecting foods from the pre-approved foods list and following the (vegetable + entree + fruit) formula for lunches

● Prepare a weekly shopping list according to the maximum number of children expected at camp

● Purchase all food on the shopping list on the Sunday before camp starts each week

● Have snack prepared for the campers when they arrive at camp each day ● Make a nutritious lunch for children, facilitators, and guests each day ● Clean up lunch dishes

● Prepare a snack for campers when they leave camp

● Work around the dietary restrictions of campers and facilitators

● Wear camp appropriate clothing

● Store food in appropriate manner (fridge/freezer, tightly sealed)

● Follow food safety hygiene standards

Employee Code of Behavior The Métis Settlements Life Skills Journey is committed to helping develop resiliency among

children and youth. Resiliency is about adapting to changes and challenges by having internal

strengths as well as a strong support network. The program is designed to build supportive peer relationships, provide adult mentorship, and help children recognize their own inner strengths.

While representing the program, facilitators are expected to uphold the values of the MSLSJ Program and follow the MSLSJ Code of Behaviour.

18 MSLSJ Code of Behaviour 1. Treat all campers, parents, community members and fellow facilitators with respect

2. Create a safe environment for campers and other facilitators, where they feel comfortable sharing their thoughts and experiences with the group

3. Learn and promote the Life Skills Journey modules through all discussions, activities and model the behaviours. For example: stand against bullying, at ALL TIMES, not just when teaching the bullying module

4. Approach each day with a positive attitude and enthusiasm for being at camp

5. Use appropriate and inclusive language at all times

6. Participate in all activities to the full extent of one’s ability to do so 7. Care for camp equipment and ensure that campers do the same.

8. Do not use cell phones or other electronics unless on break or during lunch

9. No smoking in the presence of children, or drugs/alcohol during work hours

10. Wear camp-appropriate clothing (t-shirt provided, shorts no shorter than where the fingers hit thighs when standing straight up)

11. Arrive on-time each day, unless otherwise approved by the camp administrator/ head facilitator

Facilitator Management The facilitators will work under the supervision of the camp administrator. The number of

facilitators hired should be based on the maximum number of children that are expected to register for camp, where there should be one facilitator for every five to nine campers. Use the following chart to determine how many facilitators to hire.

19 Table 3. Camper and facilitator numbers Number of Campers

Number of Facilitators

15

2-3

10 20 25 30

2

3-5 3-5 4-7

Facilitators will divide children so that each pair of facilitators is responsible for an equal number of children (10-18/facilitator pair). It is recommended to hire one extra facilitator (an odd number) so that one facilitator--possibly in the role as head facilitator-- can assist teams as necessary and

provide backup for sick or absent facilitators. At least one of the facilitators hired should be a male

to act as a positive male role model and to have an individual who can monitor bathroom activity of male campers, etc. Likewise, at least one female facilitator should be hired.

Facilitators are to arrive at camp an hour before the campers for set-up and daily planning and

remain at camp an hour after the campers for clean-up and daily debriefs. This will be overseen by

the camp administrator or head facilitator, who will also keep track of facilitator hours and handle requests for absences and sick days.

It is an expectation that facilitators will provide leadership and mentorship to junior facilitators.

Since junior facilitators are younger in age and may not have specific job experience, it is important that facilitators provide guidance and direction for junior facilitators each day. Junior facilitators may be paired with one facilitator for the duration of camp.

Any facilitators who do not follow the facilitator code of conduct will be issued three written or

verbal warnings about their behaviour after which employment should be terminated for further infractions. All facilitator management is the responsibility of the camp administrator and

head facilitator.

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Guests Inviting guest speakers to camp is a great way to enhance and complement Life Skills Journey

modules, helping children and youth familiarize themselves and make connections with members

of their community. Facilitators should speak to community members (service providers, Council

members, or parents) a few months before the start of camp to ask for recommended contacts that

can be approached to share their knowledge at camp. Speakers should include health care workers

such as nurses to discuss hygiene, the RCMP, firefighters, Elders, farmers or an adult who works with animals, a spiritual leader, or other role models and respected members of the community.

Facilitators may wish to use the following invitation script for approaching potential guest speakers:

My name is [INSERT NAME] and I am a camp facilitator with the MĂŠtis Settlements Life Skills

Journey program. Life Skills Journey is a summer camp where play and outdoor activities drive life-

skills learning with children and youth aged 7-14 in your community. The program was developed by the Buffalo Lake MĂŠtis Settlement advisory committee and University of Alberta partners. Life

Skills Journey teaches children and youth about communication, self-esteem, and other important

topics such as [INSERT MODULE TOPIC HERE]. Throughout camp we invite guests from the

community to share their experience and knowledge, which help bring to life many of the lessons

learnt at camp. I am calling/writing to ask if you would be interested in speaking to our [INSERT

AGE GROUP] age group about [INSERT MODULE TOPIC HERE]. We will be covering this topic

during Day [INSERT DAY] of camp on [INSERT DATE]. If interested, would you be available to

speak for [INSERT DURATION] at [INSERT TIME]? Thank you for your time and consideration.

21 Date

Module

Purpose of guest

Day 2: 11-14

Community & Kinship

Discuss meaning of kinship and tell a story of the community’s history.

Day 3: 11-14

Bullying & Gang Awareness

Optional Guest. Invite RCMP or former gang member to speak about what a gang is or bullying prevention.

Day 5: 11-14

Grief & Loss and Hopes & Dreams / Spirituality

Hopes & Dreams: Discuss meaning of values, goals, hopes and dreams.

Spirituality: Discuss what spirituality means and share beliefs in God/Creator.

Day 6: 11-14

Addictions & Substance Abuse

Invite RCMP guest to discuss substance abuse and bring in drunk goggles to demonstrate the effect of alcohol.

Day 7: 11-14

Respectful Relationships

Visit a farm to model respectful interactions with animals (for example, a grooming demonstration).

Day 9: 11-14

Wellness Fair

Invite parents and community members to attend the Wellness Fair.

Day 3: 7-10

Community & Neighbourliness

Share the story of the community’s history.

Day 4: 7-10

Kinship

Invite a member of the community whom children can look up to as a role model; tell of their successes, accomplishments and challenges.

Day 5: 7-10

Self-Esteem

Invite parents and community members to attend the Talent Show.

Day 7: 7-10

Alcohol

Invite RCMP guest to discuss alcohol awareness and allow campers to experiment with drunk goggles.

Day 9: 7-10

Grief & Loss and Hopes & Dreams / Spirituality

Hopes & Dreams: Discuss meaning of values, goals, hopes and dreams.

Spirituality: Discuss what spirituality means to them and encourage discussion about God/Creator.

Confirmed

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Training Overview Training of facilitators is an essential part of the MSLSJ camps. Thoughtful training will allow

facilitators to become comfortable in their roles, will equip them with knowledge and contribute to skills development so that they may bring the life skills camp to life.

Facilitator Training

Training will be provided by experienced Life Skills Journey facilitators, who have received train the trainer education from University of Alberta partners. Training will take 20 full days, and we recommend training for 4 days a week over a month period.

Start training with a teambuilding activity to allow facilitators to familiarize themselves with other team members. Teambuilding activities and icebreakers should be included throughout training in order to create a strong team dynamic.

Training will take place at Buffalo Lake Metis Settlement due to its connection to the development of the Life Skills Journey program, until a second training location is added for North-western

Alberta. Ideally, training should be run with 10-15 facilitators so that all activities can be practiced; some training activities require a certain threshold of participants.

The ideal training facility is a combination of a more formal environment, to learn program content, with a recreation centre or community hall, to practice activities.

It is recommended to pair facilitators with junior facilitators in order to facilitate mentorship and

provide one-on-one training throughout camp.

Junior Facilitator Training

Junior facilitator training should be a condensed, one day version of facilitator training. The training should provide an opportunity for junior facilitators to meet the rest of the camp employees, learn what their role will be and learn the behavioural codes of conduct.

23 A teambuilding activity should kick-off junior facilitator training. Consider pairing each junior facilitator with a mentor from the facilitators and have them participate in the team-building

activity as partners. This facilitator mentor will answer junior facilitator questions as they arise

throughout camp and be responsible for assigning the junior facilitator with tasks as they deem necessary.

In a classroom or boardroom type setting, take an hour to share the junior facilitator roles and

responsibilities with all facilitators. As well, describe the MSLSJ program to junior facilitators and discuss what they may be able to contribute to camp in terms of the Life Skills Journey content.

Then take a break for a game, choosing a game from the extra games resource that the facilitators did not play during their training. Then return to the classroom, review codes of conduct for facilitators, sign contracts, and hand out facilitator t-shirts.

First Aid and Health It is the camp administrator’s duty to ensure that the following First Aid and Health standards are met.

First Aid Training There must be at least two facilitators at camp who have up-to-date Standard First Aid Certification.

However, it is recommended that ALL facilitators have First Aid Certification (Emergency First Aid is satisfactory). Certification can be obtained through various organizations, including St. Johns Ambulance and The Canadian Red Cross Society.

First Aid Kits

The specifications of any first aid kit(s) at camp must match camper numbers and activities, i.e. do

not have a first aid kit rated for 4 people as the only first aid kit at a 20 person camp. First aid kits must be located in a place that is easily accessible to all facilitators. A best practice guideline is to

always have a First Aid kit within a two minute walk of campers. This means making sure to have a

portable First Aid kit if grounds are large or field trips will be taken. As materials are taken from the kit, make sure to replace them immediately.

24 It is advised that staff always have some first aid supplies with them, especially if doing activities that are more than 2 minutes away from the first aid kit (keep in a fanny pack: alcohol wipes, bandages, latex gloves).

According to the Canadian Red Cross Society, a First Aid Kit should contain: ● Emergency telephone numbers

● Home and office numbers of emergency contacts for campers/facilitators ● Sterile gauze pads (large and small)

● Adhesive tape

● Roller and Triangular bandages

● Adhesive bandages (assorted sizes)

● Scissors

● Tweezers

● Safety pins

● Instant ice packs

● Disposable non-latex gloves ● Flashlight

● Antiseptic wipes or soap ● Pencil and pad of paper

● Emergency blanket

● Eye patches

● Thermometer

● Barrier devices (pocket mask or face shield) ● First Aid manual

It is recommended to buy kits from the Canadian Red Cross Society at: https://redcrossproducts.ca/category/42/first-aid Incident/Emergency Protocols As well as a First Aid Kit, the camp must make a list of emergency numbers visible and accessible at camp. These numbers should include: ● Emergency medical services ● Ambulance services

25 ● Fire department

● Police service

● Poison control centre

● Nearest hospital or emergency medical facility

● Child abuse hotline

If a minor incident occurs, which does not require the help of any emergency services, then the

incident should be dealt with and a record of that incident made. Always keep a record of incidents including what is taken from the first aid kit, when it is taken, and why; who is involved in the

incident; witnesses; and, how the incident is handled (Incident report forms can be found in the

resources). Keeping a record of all incidents protects facilitators and the camp from legal action.

Where appropriate, phone the guardians of the child(ren) involved in the incident. Incidents should always be reported to the Camp Administrator.

If non-emergency medical attention is required, guardians should be informed; if they cannot be

reached, leave a message. The Camp Administrator should ensure that they are taken to a hospital.

If the help of emergency services is required on site, then emergency services should be called

immediately by someone who is not dealing directly with the child(ren) involved in the incident.

The instructions of the agency called should then be followed.

If a child(ren) exhibits any illness (fever, vomiting, lice, diarrhea, unexplained rash or cough,

something that requires care that will compromise the health/safely of the other children), their parents should be notified and they should be isolated from the other children until their parent

can remove them from the camp. They must remain away from camp until they no longer pose a

risk to themselves and other people at camp. If a lice incident occurs at camp, a letter should be sent home with all parents, informing them of the incident.

Hygiene

The supply list includes items such as deodorant, soap, toothbrushes, and feminine products if children should need them throughout camp. It is recommended to invite a community health worker, such as a nurse, to be a guest speaker and share good hygiene practices.

26 Medication If campers require medication at camp, parents must provide written consent to allow for this; any medication must come in it’s original labelled container and instructions on the label must be

followed. A record of any medication administered to campers must be kept. All medication should be kept in a place that is inaccessible to children.

Suspected Abuse

If a facilitator suspects that one of the campers is being abused (physically or emotionally) then it must be reported! Develop a protocol for how reporting will be handled.

References •

Canadian Red Cross Society. (2014). First aid kit contents information. Available at:

http://www.redcross.ca/what-we-do/first-aid-and-cpr/first-aid-at-home/first-aid-tips/kit•

contents

Ontario Camps Association. (2014). Camp first aid: oca conference 2014. Available at:

http://www.ontariocampsassociation.ca/wp-content/uploads/2013/10/Camp-First-Aid•

presentation.pdf

Province of Alberta. (2013). Child care licensing regulation. Available at:

http://www.qp.alberta.ca/1266.cfm?page=2008_143.cfm&leg_type=Regs&isbncln=978077 9735570 Nutrition An important part of the Métis Settlements Life Skills Journey program is providing lunches to

campers. It is possible to create warm and child-friendly meals that are healthy too, and that’s what the camp cook will be expected to do! The key to making healthy choices is through small efforts like using the oven and grill to make foods rather than the deep fryer, and making smart

substitutions, like exchanging mayonnaise-based sauces for greek yogurt and white bread for whole-wheat options.

27 A camp cook should be hired with the understanding that they must provide a morning and an

afternoon snack and a lunch for campers and facilitators on a daily basis. The number of campers who attend camp each day is unpredictable-- one day 30 children will show up and the next, it’s

possible that only 15 will attend. The Camp Administrator will be responsible for communicating

numbers to the cook each morning after campers have arrived so that the cook can prepare lunch accordingly. The cook will be responsible for planning meals from the pre-approved meal list,

accommodating any special dietary restrictions and purchasing groceries on the Sunday before

camp starts each week. It might be a good idea to plan on having the same meal plan for each week of camp so that over-purchased foods can be stored in the freezer until the next week.

Morning and afternoon snacks should be chosen from the snack options below, as well a juice box should be provided with morning snack. Lunches should include one of each: a green salad or

vegetables (see vegetable list below); an entree (see entree list below); and a fruit (see fruit list

below). Cooks should keep in mind that the 7-10 year olds do not need as much food as the 11-14 year old campers.

Remember, it is okay, and even encouraged, to have the same meal plan for each week- that way, the cook can choose five meals that they are most comfortable cooking for a large group.

Snacks (choose 2 for morning snack): ● Fruit cup

● Apple sauce ● Yogurt

● Hard boiled egg ● Mini-muffins

● Apple/orange/banana

● Granola bar

● Pudding cup

● Freezees

● Rice Krispie treat ● Jello

● Cookies

28 Vegetables:

● Cabbage and carrot coleslaw

● Caesar salad

● Garden salad

● Cucumber tomato salad

● Carrots/celery/tomatoes and dip (ranch/hummus)

Entree:

● Macaroni and cheese with sliced tomatoes and peppers, ½ hard boiled egg/child

● Pizza bagels (11-14)

● Pizza pitas (7-10)

● Grilled chicken wrap with cheese and lettuce

● Fancy grilled cheese (add tomatoes, a slice of meat and pickles to the traditional)

● Hot dog on whole wheat bun and baked fries

● Chicken burgers and baked fries ● Spaghetti with meatballs ● Shepherd's pie

● Meatloaf sandwich

● Ham and cheese sandwich and potato salad

● Soft shell tacos ● Sloppy joes Fruit:

● Sliced apples

● Sliced oranges

● Grapes

● Sliced watermelon

● Sliced cantaloupe

29 Table 4. Example Meal Plan Per Child: Week 1.

Monday

Snack

Lunch*

-Juice box

-Macaroni and cheese with

-Apple sauce

-Carrots, celery and ranch dip

sliced

Snack -Jello

tomatoes and red pepper; ½ hard boiled egg/child

Tuesday

-Banana and yogurt tube -Juice box

Wednesday

Thursday

-Cucumber and tomato salad -Meatloaf sandwich

-Slice of watermelon

-Fruit cup and

-Caesar salad

-Juice box

baked fries

mini-muffin

-Granola bar and apple -Juice box

Friday

-Grapes

-Apple sauce -Juice box

-Hot dog on whole wheat bun and -Slices of orange -Garden salad

-Grilled cheese with ham, tomato

-Rice Krispie bar

-Pudding cup

-Cookie pack

and pickle

-Slices of orange

-Cabbage and carrot coleslaw

-Chicken burgers and baked fries -Slice of cantaloupe

*Each meal should include a vegetable, main course and fruit.

-Granola bar

30 Table 5. Example Meal Plan Per Child: Week 2.

Monday

Tuesday

Snack

Lunch*

-Juice box

-Ham and cheese sandwich with

-Apple sauce

-Banana and yogurt tube -Juice box

Wednesday

Thursday

-Grapes

-Cabbage and carrot coleslaw -Soft shelled tacos -Slices of apple

-Cucumber and tomato salad

-Juice box

and cheese

mini-muffin

-Hard boiled egg

-Juice box

-Apple sauce -Juice box

-Granola Bar

potato salad

-Fruit cup and

and apple

Friday

-Carrots and dip

Snack

-Grilled chicken wrap with lettuce -Slice of watermelon -Garden salad

-Macaroni and cheese with sliced

-Rice Krispie bar

-Pudding cup

-Cookie pack

tomato and peppers, ½ a hard boiled egg/child

-Slices of orange -Caesar salad -Pizza bagels

-Slices of cantaloupe

*Each meal should include a vegetable, main course and fruit.

-Jello

31 Meals can be served in various ways, and should be served according to what makes sense with the equipment available and the table organization. The cook can plate all of the meals and then have

the facilitators hand lunches out to their teams OR the children can line up outside of the kitchen to get their lunch. An alternative is to bring large platters of food to each camp table and allow the campers to put food on their plates. This method has the potential to minimize waste as small

eaters can serve their food accordingly. Waste can be further discouraged by having teams compete to produce the least waste each lunch. Portion control trays are also an excellent option.

After lunch, it is the cook’s responsibility to clean the kitchen, complete any necessary food preparations for the next day and make sure that all food is properly stored.

Child Behaviour Management Behaviour management is a dynamic process that requires facilitators to be proactive, attuned to

the campers and to always be fair in their negotiations with campers. Many techniques may be used to manage the behaviour of children at camp. No two children are the same and there is no set

formula for behaviour management; each case of behaviour management should be approached according to the context of the case, the child(ren) involved and the facilitator(s) involved.

However, certain systems and rules should be established from the beginning of camp to make the

process more smooth. This includes: establishing camp teams, developing camp rules (let campers create rules!), developing a team points system, developing conflict management and discipline

protocols with the campers, and providing an outlet for children who need to keep their hands and minds busy (the craft table/the Wellness Fair table).

Camper involvement with establishing rules, the points system, and discipline protocols is

important as it gives campers ownership over their own behaviour. The more involved they are, the better it is for all parties.

32 Camp Teams In the camp structure section of this handbook, camp teams were described. Campers are divided into even teams that are under the care of facilitator pairs. Teams can be created in a variety of

ways: randomly, according to what facilitators know about the children, by age, and by gender.

Teams must create a set of rules as a group and discuss the things that might make it difficult for the group to follow those rules (see the Full Value Contract activity in the Facilitator Manual for

details). After camp teams have completed the Full Value Contract, a set of rules for the whole camp should be established.

The Points System A points system is a great positive motivator for good behaviour. Campers should be told that the teams will be competing against each other for points throughout camp. Points can be won by

following facilitator instructions, by being a champion of camp rules, by winning team challenges

and through various other positive behaviors. Negative points are given when someone on the team breaks camp rules or otherwise misbehaves. Facilitators and campers must discuss in detail what

gets a team a point so that all facilitators award points in the same way. At the end of camp, teams

will be awarded with prizes based on the number of points that they have (positive minus negative points). The Camp Administrator should purchase a variety of prizes for this (enough so that each camper gets a prize at the end of camp), which is elaborated on in the equipment section of

the handbook.

Common rules might include:

● No Bullying! Be an upstander instead

● Respect facilitators and fellow campers by listening when they are speaking

● No inappropriate touching of fellow campers

● No swearing

● No violent behavior

● No leaving the camp premises without permission. No wandering off from facilitators ● Respect camp equipment by using it appropriately and putting it away when finished using it

● No electronics

● No spaghetti string tank tops or short shorts, no midriff baring tops

● Participate! Have fun!

33 Note: Do not give an excessive amount of negative points to one child, this can lead to bullying from other team members, instead, use individual disciplinary techniques including discussion at the Resolution Table.

Discipline While one person may be responsible for losing the whole team points, campers can also be

disciplined individually. Discipline may NOT be physical, may NOT isolate the child from others and may NOT deny or threaten any basic necessities. Potential disciplinary measures should be discussed with children at the start of camp so that they understand that there will be

consequences for disruptive behaviours. Discipline may include, but is not limited to: writing letters of apology, washing a lunch pot (supervised), cleaning up another team’s lunch table (but not for points), setting up an activity, etc.

Discipline should generally be followed by a discussion with the individual(s) who have a problem behaviour(s) so that the motivation behind problem behaviour can be examined and future problem behaviours might be prevented.

If problem behaviour persists or is extreme, the camper’s guardian may need to be contacted to remove them from camp. Start with rest of day removal from the camp and then proceed to removal from the whole program.

The Resolution Table

When a conflict arises between two or more campers, the conflict should be dealt with rather than

simply disciplining the campers involved in the conflict. If the conflict is not resolved, problems will continue beyond the disciplinary action. A designated table or area should be set aside as the conflict resolution table. The table should be away from the playing and seating area, i.e.

conversations at the table should be private. Campers may choose to go to the conflict resolution

table on their own at any time. They may want to speak with another camper or have a one-on-one with a facilitator. If a facilitator finds that conflict resolution is necessary, then the conflict

resolution will be mediated by a facilitator (a facilitator from the campers’ team and/or the head facilitator).

34 The Resolution Table should have emergency numbers clearly posted (for example, on a poster on the wall), so that children have access at all times. The steps to conflict resolution will be followed

for each case that requires a discussion at the resolution table. Training will prepare facilitators to be mediators of such discussions; however, a poster with the steps on it will also be posted on the table.

Those steps are:

1. Calm Down. All parties must be calm when they enter into conflict resolution. This may

mean taking a five minute break, breathing deeply or going on a walk before starting the conflict resolution discussion

2. Discuss the Situation. Each person should have an opportunity to discuss their

interpretation of the conflict. They should share how they feel using “I statements�, no insults should ever be spoken during conflict resolution. Each person will have an

opportunity to talk and interruptions will not be permitted. A talking stick can be utilized to facilitate the discussion. Each person may also have an opportunity to ask clarifying questions during this step

3. Think of Solutions. All involved in the conflict should think of solutions to the problem.

Compromise will be the key to successful solutions

4. Decide on a Solution. Pick a solution that is acceptable to all involved in the conflict 5. Act on the Solution! Be sure to check in later to make sure that it is working

The Craft Table/The Wellness Fair Table Another strategy that may be utilized to prevent excess energy from becoming disruptive is the

craft/wellness fair table. The craft table will be used with the 7-10 camp group and the wellness fair table with the 11-14 camp group. During discussions and games, campers may have to be sent to

the craft table if they cannot stay focused and are disruptive to the rest of the group; they must be

supervised if they are at the craft table. This should only be done as a temporary energy release or focus enhancer as campers should be present for as much of the life skills content as possible.

Campers can also use these tables during free time or if injured or unable to participate in active games and activities.

35 Set Camp-Wide Rules!

As well as the above systems, certain rules should be enforced for the well being of campers

and facilitators.

Wardrobe: Campers should wear shorts that are no shorter than where the tips of their fingers hit their thighs (standing straight, arms dangling by sides); or mid thigh. No spaghetti strap t-shirts or

midriff bearing t-shirts. No vulgar language or explicit images on clothing. If these rules are violated then campers will have to wear a camp t-shirt for the day.

Sign in/Sign out: At the beginning and end of the day campers must sign in/out of camp with the Camp Administrator. If a camper is going to be picked up early by a family member or guardian

then the Camp Administrator must be informed of this by the child's guardian ahead of the pick-up

and the camper must still be signed out!

Cleanup: Campers should be involved in the cleanup process. After games, they can help collect

equipment; after lunch, they must clean their table; after arts and crafts, they can put away materials, and after mindfulness, they should put away their yoga mats.

Theme Days

Theme days add an extra level of fun and excitement to camp, and keep campers more engaged

throughout the day. Having equipment freely available at camp on these days--such as face-paint,

hair ties, hair gels, and photo-booth props--provides an opportunity to include as many campers as possible in a theme day.

Generally theme days are held on the last day of the week (usually Friday). Make sure to start

advertising (tell campers, send a letter home to parents/guardians, put signs up at camp) the theme day around camp from day one of the week.

On the theme day, consider tailoring the back-story to games and activities and even choosing your games based on the theme of the day.

36 Theme Day Ideas: ● Colour day-dress up in a solid colour

● Superhero day- dress up as your favourite superhero; this could be paired with self-esteem

● Disney day- dress up as your favourite Disney character

● Crazy hair day- have campers do their hair in a crazy way ● Pajama day- dress up in pajamas

● Twin day- pair up and come to camp dressed as twins; this could be paired with kinship ● Beach day- dress up for the beach

● Zoo day- dress up as an animal you would find at the zoo

● Superstar day- dress as your favourite star

● Olympics day- dress up as an Olympic athlete or coach

● Country day- dress up like a country

● Barnyard day- dress up like a farm animal, farm equipment, farm characters! ● Cruise ship day- dress up like you’re going on a cruise

● Futuristic day- dress up like you are from the future

● Holiday day- pick a holiday and plan your day around it

● Zombie day- dress up like a zombie, or zombie hunter!

● Fiesta Friday!- dress up for a fancy party

● 80’s day- dress up like you’re in the 80’s (or any other decade!)

● Pirate day- dress up like pirates and sea-farers

37

Extra Games

High Activity Games Air Raid Split your group into two teams. Arrange the playing area so that there are pylons creating a large

rectangle, where there is a clear start and finish line and clear boundary ‘walls’ on either side of the ‘race area.’ Put buckets of water with small sponges along the wall (2-3 on each side). Have team A

stand along the ‘walls’ of the race area, make sure that they are spread out evenly on both sides. The

other team, team B, lines up at the start line. Players from this team must try to run from the start

line to the finish while team A tries to hit them with the wet sponges. Each player who makes it to the finish line gets a point for their team. If a player gets hit with a wet sponge then they do not

score for their team, each player gets one run each round. Switch players and repeat as often as desired. The team with the most points at the end, wins.

Battleship

The playing area becomes the different areas of a boat. Starboard (right), Port (left) Bow (front)

Stern (back) Special actions also exist: submarine (go to center of area, lie on back and raise one leg in the air); lifeboats of 4 (players get into a group of four, sit down and start to row their boat). You can make up endless special actions.

Everyone starts in the center of the playing area. The leader calls out a command (port, starboard

etc.). The last person to run to or group up as commanded is out of the game. The last player standing wins.

Body Part Tag Like a normal game of tag, but the person who is it can only use the part of their body that the

leader tells them to use to tag people. Once the chaser tags someone, they can tell the new person who is it what part of their body they must use.

38 The leader should also instruct the campers that they can only move in certain ways (hopping,

crawling, running, speed walking, rolling) so that it is possible for the person who is it to tag them without being hurt.

Cat Dog Mouse Start the game with two equal teams. In a large play area make a midline and two end lines. The

teams will go to their end line and decide if they will be cats, dogs or mice. The teams then go to the midline and on the count of three the teams make the noise of the animal that the team has chosen.

This game is similar to rock paper scissors, where: cat eats mouse; mouse scares dog; dog chases cat.

The team that loses the round has to run back to their end line without being tagged by a player on the other team. If tagged, the players must join the other team for the next round. Repeat until one team has all of the players.

Commando Course Encore Run a relay race, but instead of having players go through the race individually have them run the race with a partner as a three legged race. Include challenge type activities in the race.

Cooperation tag A tag game played in a set area (smaller area for less running and more cooperation). One or more players, depending on the size of the group, try to tag players and each time they tag a player the

person they tagged becomes it in their stead. For each player who is it there is one ‘safety object.’ When a player is holding the safety object then they cannot be tagged.

Dead Ant

Have a large playing area. Start with one person being it. The person that they tag must lie down

with their hands and their feet in the air like a dead ant. If four players grab hold of their limbs then they can come back to life, but the third time someone gets tagged, they become it too (honour system rules).

39 Dirty Diaper Tag One person is it. When someone gets tagged they must stand frozen with their legs spread wide. In order for them to become untagged another player must crawl between their legs.

Down Down Down Players make a large circle. A ball gets passed randomly around the circle (if the group is large then add more balls!). If someone drops a ball, the person who threw it to them must yell, down on one

knee! And the player who dropped the ball must now play from one knee. The next time they drop the ball: down on two knees. The next time they drop the ball: down on your elbow. The next time

they drop the ball, they are out. The last person standing (or down on two knees, or in the game) wins.

Dumping Ground Have two circles filled with bean bags set up across the playing area from each-other, with a midline between the circles.

Divide players into two teams, one team for each circle. On the count of go, teams must run to the

other side and bring back a bean-bag, taking only one at a time. They can run freely into the other

teams side, but once a player is carrying a bean bag in the other players side they can be tagged, at

which point they must take the bean-bag back to the circle they got it from and go back to their teams side. The goal of the game is to collect all of the bean-bags.

Eagles and Crows

Using pylons, setup a safety zone for the children to run to. Divide the children into two equal

teams. Name one of the teams “Crows” and the other “Eagles”. Line the two teams up about 5 feet apart and facing each other.

Tell the children:

I will flip a coin. If it comes up heads, I will call “Crows!” If it comes up tails, I will call “Eagles!”

Whichever team gets called must turn and fly away with the other team chasing them. If you make it to the safety zone, you’re free! If you get touched, you switch teams.

Flip the coin and call out “Crows” or “Eagles.” Repeat this for several rounds.

40 Escape from the Monsters Four people are chosen as monsters. They must be blindfolded and sit in the middle of a circle that is formed by the rest of the players. The monsters are guarding treasure (keys, a stick, any object

really), and are each given four bean-bags as their weapon. Two monster helpers are chosen from

the circle; they must stay in the circle and use only words to help the monsters guard the treasure.

Players on the outside of the circle attempt to steal the treasure. If a monster hits them with a bean

bag then the player is out of the game, once a bean, bag is thrown, it is lost to the monster. This

game is played as if there are two teams, monsters and treasure hunters. Treasure hunters want to get all of the treasure and monsters want to protect the treasure and eliminate the

treasure hunters.

European Dodgeball The same rules as dodgeball except, as well as trying to hit players from the opposite team, teams

attempt to throw balls into a hockey net set up at the end of the opposite teams playing area. There are two ways to win:

1. Get all of the other team’s players out 2. Reach a target number of goals.

Everybody’s It

A tag game where everyone is it! If you tag another player then they must sit down. Once a player sits down, any players that they tagged (and are sitting down) can rejoin the game. As an

alternative, rather than tagging people with hands, have players throw dodge balls to tag people.

Fire on the Mountain

Everyone must lie flat and silently on their back. When you say fire on the mountain everyone must get up as fast as possible. The last one up is out or must perform a challenge to stay in the game

(jumping-jacks, spell name with bum, name everyone at camp etc.) If players twitch or get up when

you call out something else (firehouse) then they are out or must perform a challenge.

41 Five Hundred One player is chosen as the thrower. They stand with their back to the other players and throw the ball over their head into the group. When they throw the ball they call out a number between 50 and 500. The player who catches the ball gets that number of points. When a player reaches 500 points then they become the thrower.

Garbage Ball

Similar to basketball. Use Garbage bins as your nets. Place pylons around the bin to make a no-play

zone. Create two (or more if you have more garbage bins and lots of people) teams and assign them to their garbage bin. Create rules for players to follow when carrying the ball (must dribble, three

steps, passing only etc.). Play with everyone or rotate lines of players and have resting lines cheer their team-mates on.

Highways and Range Roads Play this with the entire group of children at summer camp. One child is the mouse and one is the cat. The rest of the group line up in rows with arms joined and all facing the same way. The cat

chases the mouse up and down the highways until the leaders yells, “Range Roads!” - then all the

streets change direction. When the cat catches the mouse, the game is over. You can pick a new mouse and cat to play.

Hound and Hunter

A Great way to clean up garbage at the end of the day! (The team that collects the most garbage can get five points for their team)

Have campers pair-up. One partner is a Hunter and one partner is the hound. Before the game

starts, give the team 30s for the hunter to learn the ‘bark’ of the hound.

When the leader yells, RELEASE THE HOUNDS, the hounds run off and try to find a piece of garbage or equipment that needs to be put away. When they find it they start to bark to call their hunter

over. The hound themselves cannot pick up the equipment; they need their hunter for that. More

than one hound can call their partner over for the same piece of garbage, the game then becomes a race. The hunter then brings the garbage/equipment to their leader for counting.

42 Can also do this with camp teams. Where there is one hunter and the rest of the team are the hounds (here divide into animals- hound team, cat team, pig team).

Kick the Stick First find two sticks of equal length and density (about a foot wide). Divide the group into two equal teams and have them line up at one end of a large playing area (start and end line). The first person from each team must kick the stick to the end line, and once they get it there, run back to the next

person in line with the stick. The first team to have all of their players complete the task wins the challenge.

King of the Crate Have each team stand in line behind a milk crate (or log, box, etc) facing each other, approximately 12' apart. Set a 20' rope in between the crates. Give one end of the rope to the first person on each

team. Those two people then stand up on their team's crate and hold the rope with one hand by the very end.

A referee then yells "Go" and the players begin to pull in the slack on the rope. DO NOT allow

players to wrap the rope around their hands as it could lead to a rope burn or injury. The object for each player is to be the last person standing on their crate or holding the rope during their round.

This can be done by pulling their opponent off, giving slack in the line, or giving the "fake pull," etc.

This is a game of strategy, not strength. The person who either lets go of the rope, or steps down

from the crate, immediately goes to the other team. The next two people in line on each team start the next round. The game is over when all players have been won onto one side.

Reference: Anonymous. (n.d.) King of the crate. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/king-of-the-crate.html

Limbo

Hold a pole horizontally. Have the children limbo under the pole. Continue to lower the pole after each kid has tried it once at that height. Have them try various techniques to go under the pole.

43 Lizard Tag Have everyone pair up. Partners stand so that one partner is in front of the other. The partner in the front is the head; the partner in the back is the tail and has a bandana hanging out of their back

pocket of their pants (tail). Partners must stay connected at all times. The goal of partners if for the head to grab the tail off of other pairs while the back partner tries to prevent other people from stealing their tail. If a pairs tail is stolen then they must immediately freeze where they are. The winners are the last partners left standing with a tail.

Log Tag One person (or two or more if lots of players) starts out as the chaser and one person as the chasee.

The other players are paired up and lying side by side in the playing area, like logs.

The chasee runs around the playing area to avoid being tagged. If the chasee gets tagged by the

chaser then they reverse roles. Whenever the chasee wants, they can lie down beside a log partner, whoever they lie down beside becomes their new log partner and the old partner must stand up and become the chasee.

Meltdown Tag

Players must stay within a set play area. One person starts out it. When they tag another player

then the player starts to slowly ‘melt’ to the ground. If they are tagged by a non-it player before they

hit the ground then they may rejoin the game. If they hit the ground without being tagged then they become it as well (must stay seated on the ground and wave their arms around to tag people).

Minute Jogging

Have players stand up, close their eyes and tell them to jog in place for one minute and when they think that they have jogged for a minute to sit down. The leader should time them, and award a

team point to the player who sits down closest to a minute. When they get good at this tell them to

aim for 30s, then two minutes.

Musical Balls

Like musical chairs, but with balls. Have players walk in a circle around balls (one less than the

number of players) while music plays. When the music stops, players must try to grab a ball. The

player who does not get one is out. The balls are put back in the circle and then one ball is removed before the game resumes.

44

Musical Hoops Remain outside, weather permitting. Place the hula hoops in a cluster on the ground. Play music

and ask the children to skip around the hula hoops. Explain that they should stand inside of a hula

hoops when the music stops. Before the second round, take away 1 of the hula hoops. The children should be encouraged to squish together into the same hula hoops. Repeat this for 2 more rounds.

Challenge all the children to find a way to play so that no one is eliminated. Continue to take away hula hoops for a few more rounds so children can see the importance of cooperating to include

everyone. Congratulate the children on their creativity when they succeed in staying in the game while including others.

Noodle Hockey

Like hockey, but instead of using hockey sticks, use pool noodles, and instead of a puck, use a ball.

Red Light, Green Light Setup a start line and finish line with pylons. Pair up the children and give each pair a skipping rope.

Have them choose which one will be the horse and which one will be the driver. The driver holds the skipping rope around the horse’s tummy. Have each pair start on one line or along a row of pylons. When I yell “green light,” run to the finish line. When I yell “red light”, stop right away!

Anyone caught moving will have to go back to the start line. The first group of 2 to make it to the finish line wins!

Samurai Warrior On player is a warrior and has a pool noodle as their samurai sword. All the other players stand in front of the warrior (and outside of pool noodle range). The samurai can swing his sword either high, at head level or low at foot level. If he swings high then players must duck, if he swings low

then players must jump. If someone does the wrong move, then they are out of the game. (For no losers, switch with samurai if ‘hit’ three times, or out if hit three times OR have two groups of samurai and players and switch teams if hit)

45 Sardines Brainstorm which areas will be on limits and off limits. Station a facilitator near the boundaries that are off limits. Let the children know which areas will be on limits and off limits for this game. Select a child to be the first sardine to hide. Ask the other children to close their eyes while the sardine

hides. Send the children to hide in waves. Ask the children remaining to open their eyes and try to

find the sardines. When a child finds the sardine, he/she also becomes a sardine and must squeeze

in with the first sardine. Let the group know that all sardines are winners! Keep playing until all the children have found and joined other sardines. Repeat the game with another child starting as the first sardine.

Ship Shore

A game of commands. In a playing area designate one side of the area as ship and one side as the shore. A leader will start to tell a story and players must listen to the story and when they hear certain key words they must do the command associated with that word. The commands are: 1. Ship: run to ship.

2. Shore: run to shore.

3.

Man overboard: find a partner, on partner goes down on their hands and knees, the other

partner puts their foot on that person’s back and shades their eyes as if they are looking for their man overboard.

4. Crow’s nest: get into a group of 3, stand with backs together and arm locked.

5. Captain’s coming: everyone stands still in a salute position (until leader calls ‘AT EASE’).

6. Hit the deck: drop down to the ground.

7. 3 people in a boat: 3 people sit in a row and paddle as if they are in a boat.

Snakes Tail Start out with everyone standing in a single file line linked to the person in front of them, making a snake. Have the head of the snake try to catch the tail of the snake. Once it is successful once or twice, break the stake in half and have teams compete against each other, continue to split the snakes.

46 Steal the Bacon Split the group in half to make two teams. Have each teams sit side by side, backs to the middle of

the playing area about 40 feet apart. Give each player a number, counting from one; each team will have player 1, 2, 3 etc.

A piece of bacon (some object) will be placed in the center between the two teams. The leader will

call out a number and then whoever has that number will race to the middle, try to grab the bacon and bring it back to their team. Whoever does not grab the bacon has to try to tag the person who

got it before they make it back to their team. If they make it back to their team without being tagged then they get a point for their team.

Modification: Hockey style! Instead of trying to get back to your team, grab a stick (beside the ball)

and try to score on the net placed by the end of the other team.

Tangled Up

Ask the children to stand in a tight circle of 10-12 people, facing inwards and standing shoulder-to-

shoulder. Ask them to close their eyes. Have them move slowly towards the center of the circle with their arms extended in front of them, grabbing hold of the first hands they touch. Ask them to keep

their eyes closed! Make sure that each child is holding the hands of 2 different people. Now, ask the

children to open their eyes. Explain that they have to undo the knot and form a circle. This has to be

done without letting go of anyone’s hand. Watch the group, offering advice and ensuring that no one gets hurt. If there is more than one group, have a race to see who can finish first!

Take it Back Create a square playing area, with a midline. Divide the group into two teams. Place balls (or socks,

shirts) on the middle line. Have everyone line up at the back of their teams side. On the count of go, have players run to the balls/socks and try to toss them into the other teams side. The goal of the game is for one team to get all of the socks/balls into the other teams side.

47 Tip the Bottle A bottle (can use a bag or bowling pin) is put in the middle of a circle of people. The people in the circle start out standing, holding hands. The goal of the game is to move each other around the

circle, jostling the people you hold hands with (no letting go of hands though!) so that they knock

the bottle over. If someone breaks the link or knocks the bottle over then they are out of the game.

Ultimate Chicken

Setup an end zone at each end of the playing field with pylons. Separate the group into 2 even

teams. Begin game with 1 team throwing the rubber chicken to the other team. When the chicken is retrieved, the player can take 3 steps, then they must pass the chicken. If the chicken is dropped or a pass is incomplete, the other team receives the chicken where the infraction occurred. The team

receives one point if they complete a pass to a player in the end zone. After a score, the scoring team throws the chicken to the other team.

Low activity Games 1-2-3 Look Everyone sits in a circle. When the leader commands everyone puts their head down. Then they say 1-2-3 look, everyone must immediately put their heads up and look at someone else in the circle (a

specific person). If the campers are both looking at each other, then both player are out, if not then

they make it to the next round.

Ali Baba and the 40 Thieves

Everyone sits in a circle. A leader is chosen. To start the game they do an action (eg: clap hands).

The whole group chants Ali Baba and the 40 thieves while doing the action, this happens three

times. On the fourth chant the leader chooses a new action, on the fifth, the person on either side do the next action, which gets passed around the circle on each subsequent chant (all the while the leader is choosing a new action on each chant). This continues until each person is doing a different action.

48 Animal Alphabet Sit in a circle. Have player 1 say the name of an animal that starts with A, the next person an animal that starts with B and so on, until the group has made it to Z. Make it a challenge, see how many times the group can make it around the circle, or how far they can get in the alphabet.

Assassin

The group sits in a large circle. One person is chosen as a detective and must leave the room. While they are gone, everyone else puts their head down and the leader chooses 1-3 assassins. The

assassins can kill players by winking at them. When the detective comes back in the game starts.

Players, look all around at each other, assassins attempt to kill off all of the players before the

detective can figure out who it is. The detective has 3-6 guesses to figure out who the assassins are.

Button Button

One person is in the middle of the circle. They must close their eyes while the people making up the circle pass a button (or object) around behind their backs. The group decides when to stop passing the button and then when the group says “button, button, who has the button?’ the player in the middle opens their eyes and has three guesses to figure out who has the button.

Catch, Don’t Catch There is one player in the middle of a circle with a ball. They must go around the circle, saying catch or don’t catch as they toss the ball to each person. If the middle player says catch and the player

doesn’t then the player sits down, if they say don’t catch and they do, then the player sits down until there is only one more person let in the circle.

Do as I say, Not as I Do A good introductory game. Player One starts the game by saying something that they like to do, but doing a different action. For example I like to jump, while flapping their arms. The next player then

has to do what the first person said (jump) while saying something that they like to do. This should

travel all the way around the circle. If this is too easy, challenge the campers to remember the action that is done and the thing that is said for each camper.

49 Grandma’s Kookum One player is it. They must stand in the centre of a circle of people. The people on the outside of the circle ask the person who is it questions, BUT, the person who is it can only answer the questions

with the response ‘My grandma’s underpants’ The goal is for the people on the outside to make the player who is it laugh. The person who makes them laugh, switches spots with them.

Graveyard

One person starts as the grave keeper, who is trying to bring the dead back to life; everyone else

starts out dead. The dead have to lie perfectly still, if the grave keeper sees them twitch then they

can call the dead out and make them the grave keepers companion. The gravekeeper(s) can try to make the dead move by talking to them etc., but NO TOUCHING! Hound and Hunter

A Great way to clean up garbage at the end of the day! (The team that collects the most garbage can get five points for their team)

Have campers pair-up. One partner is a Hunter and one partner is the hound. Before the game starts, give the team 30s for the hunter to learn the ‘bark’ of the hound.

When the leader yells, RELEASE THE HOUNDS, the hounds run off and try to find a piece of garbage or equipment that needs to be put away. When they find it they start to bark to call their hunter

over. The hound themselves cannot pick up the equipment; they need their hunter for that. More

than one hound can call their partner over for the same piece of garbage, the game then becomes a race. The hunter then brings the garbage/equipment to their leader for counting.

Can also do this with camp teams. Where there is one hunter and the rest of the team are the hounds (here divide into animals- hound team, cat team, pig team).

50 Jelly Belly Have the group lie down in a circle so that campers are linked; where one player is lying with their

head on another’s stomach whose head is on another’s stomach. The first person will start with HA,

then pass that around the circle. Next round is HA HA, try to do this up to 10 HA’s without everyone going crazy. One person will inevitably start to laugh for real and the laugh will travel throughout the group.

Splat

One person is chosen as the splatter and stands in the middle of the circle. They randomly point at someone and yell ‘SPLAT’. That person then must try to duck, while the people on either side of

them put their hand out towards the person who ducked and yell splat. The first person to yell splat is safe. The person who gets ‘hit’ by the splat is out of the game.

Swamp Played outside. This is a thinking game. Teams of three-four should be made. Each team gets a piece of paper and a pen. On the paper they should write SWAMP. Where S= stars, W=weather, A=animals, M=minerals, P=plants

Give each team ten to fifteen minutes to write down as many words as they can that relate to the words in SWAMP. The things that they write down must somehow be related to the words. For

example, stars are in the skyà sky. Count up the points for each team (one point for each word);

winning team is the team with the most words.

51

Songs * Online links are available below each song.

Alligator Song An Alligator is my friend

He can be your friend too

But what you have to understand Is he has feelings too.

Alligator Alligator

Can be your friend Can be your friend

Can be your friend TOO An alligator's always glad He never sings the blues

I'd rather have him as my friend Than wear him for my shoes Alligator Alligator

Can be your friend Can be your friend

Can be your friend TOO An alligator ate my friend

He can eat your friend too

But what you have to understand Is he needs dinner too Alligator Alligator

52 Can be your friend Can be your friend

Can be your friend TOO Reference: Cait, E. (n.d.) Alligator song (another version). Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/alligator-song-another-version-.html

Bazooka Bubblegum Song My momma

She gave me a dollar

She told me to buy a collar But I didn't buy no collar

Instead I bought some bubblegum

BAZOOKA, ZOOKA bubble gum (x2) My momma

She gave me a quarter

She told me to tip the porter But I didn't tip no porter

Instead I bought some bubblegum

BAZOOKA, ZOOKA bubble gum (x2) My momma

She gave me a dime

She told me to buy a lime But I didn't buy no lime

Instead I bought some bubblegum

BAZOOKA, ZOOKA bubble gum (x2) My momma

She gave me a nickel

She tole me to buy a pickle But I didn't buy no pickle

53 Instead i bought some bubblegum

BAZOOKA, ZOOKA bubble gum (x2) My momma

She gave me a penny

She told me to buy some bubblegum

But I didn't buy no bubblegum

Because I'm sick of bubblegum

BAZOOKA, ZOOKA bubble gum (x2) Reference: Dares, K. (n.d.) Bazooka bubble gum song. Retrieved rom:

http://www.ultimatecampresource.com/site/camp-activity/bazooka-bubblegum-song.html

Bear Song The other day (echo) I met a bear (echo)

Out in the woods (echo) A-way out there(echo) Altogether:

The other day I met a bear

out in the woods a-way out there.

(Continue in a similar manner) He said to me

“Why don’t you run?

I see you ain’t

Got any gun” And so I ran

Away from there But right behind

54 Me was that bear Ahead of me I saw a tree

A great big tree Oh glory be

The nearest branch Was 10 feet up

I’d have to jump

And trust my luck And so I jumped Into the air

But I missed that branch Away up there

Now don’t you fret

Now don’t you frown

Cause I caught that branch On the way back down The moral of This story is

Don’t talk to bears In tennis shoes

That’s all there is

There ain’t no more So what the heck You singing for

55 Reference: Anonymous. (n.d.). Bear song. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/bear-song.html Penguin Song Chorus:

Have you ever seen

A penguin come to tea?

When you look at me

A penguin you will see!

PENGUINS ATTENTION! PENGUINS BEGIN! In between each chorus, add one of the following by calling out the following commands with actions. Each time you call out a new command, you add it to the existing motions.

Right Flipper (Flap right arm) Left Flipper (Flap left arm)

Right Foot (Kick right foot) Left Foot (Kick left foot)

Bob your head (bob your head...)

Turn in a circle (turn in a circle)

Stick out your tongue (stick out your tongue and sing song) At the end... it's PENGUINS ATTENTION! PENGUINS DISMISSED! Reference: Rowley, J. (n.d.) Penguin song. Retrieved From:

http://www.ultimatecampresource.com/site/camp-activity/penguin-song.html

56 There Was a Great Big Moose (It's a repeat-after-me song. It repeats after every line) There was a great big moose!

He liked to drink a lot of juice.

There was a great big moose!

He liked to drink a lot of juice.

Singin' oh way oh

Way oh way oh way oh way oh Way oh way oh

Way oh way oh way oh way oh The moose's name was Fred.

He liked to drink his juice in bed.

The moose's name was Fred.

He liked to drink his juice in bed.

Singin' oh way oh

Way oh way oh way oh way oh Way oh way oh

Way oh way oh way oh way oh He drank his juice with care,

but he spilled some in his hair.

He drank his juice with care,

but he spilled some in his hair.

Singin' oh way oh

Way oh way oh way oh way oh Way oh way oh

Way oh way oh way oh way oh Now he's a sticky moose

Because he's all covered in juice!

Singin' oh way oh

57 Way oh way oh way oh way oh Way oh way oh

Way oh way oh way oh way oh Reference: Ackerman, M. (n.d.) There was a great big moose (revised/updated). Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/there-was-a-great-big-moose-revisedupdated-.html Tarzan Tarzan

Swinging on a rubber band Tarzan

Smacked into a frying pan Oooo that’s hurts

Now Tarzan has a tan

And I hope he doesn’t peel Like a banana Jane

Cruisin’ in her airplane Jane

Crashed into a freeway lane Ooo, that hurts

Now Jane has a pain

And Janie has a painie

And she has to use a cane-y And Tarzan has a tan

And I hope he doesn’t peel Like a banana Cheetah

Dancing on a pizza Cheetah

58 Swallowed an amoeba

Now Cheetah is velveeta And Jane has a pain

And Janie has a painie

And she has to use a cane-y And Tarzan has a tan

And I hope he doesn’t peel Like a banana Like a banana Reference: Anonymous. (n.d.) Tarzan. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/tarzan.html Wha-Daten-Chu Wha-Daten-Chu (repeat)

Bo-Doe-Ska-Deeten-Daten - Wha-Daten-Chu

(repeat)

It-skiddly-Oaten-Doten - Bo-Doe-Ska-Deeten-Daten - Wha-Daten-Chu (repeat)

Oaten-Doten-Little-Boaten - It-skiddly-Oaten-Doten - Bo-Doe-Ska-Deeten-Daten - Wha-Daten-Chu

(repeat)

Itten-Mitten-Little-Kitten - Oaten-Doten-Little-Boaten - It-skiddly-Oaten-Doten - Bo-Doe-Ska-

Deeten-Daten - Wha-Daten-Chu (repeat)

M-L-S-J What-daten-Chu HUH! (repeat)

Reference: Winecoff, B. (n.d.) Wha-daten-chu. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/wha-daten-chu.html

59 Banana Song Bananas have no thumbs Bananas do not smile

Bananas stand up straight Bananas unite!

Banana Split (Chorus)

Peel bananas, peel, peel bananas..ugh!

Eat bananas, eat, eat, bananas...ugh!

Shake bananas, shake, shake bananas‌ugh!

Go bananas, go, go bananas...ugh!

Reference: Anonymous. (n.d.) Banana Song. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/banana-song.html

Everywhere We Go

leader chants, campers repeat...

Everywhere we go! (Everywhere we go)

People always ask us (People always ask us) Who we are (who we are)

Where we come from (where we come from) So we tell them (So we tell them)

We're from ...name your camp... (we're from...)

And if they cannot hear us (And if they cannot hear us) We shout a little louder (we shout a little louder)

It is best to start out kinda quiet so that you can increase the volume a few times... this is a good chant for when you are walking somewhere.

Reference:Horstman, L. (n.d.) Everywhere we go. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/everywhere-we-go.html

60 Get Their Attention Song Use this to get your campers attention...

Leader: When I say cool you say sweet. COOL!

All: Sweet

Leader: Cool All: Sweet

Leader: When I say Sweet you say cool. SWEET! All: Cool

Leader: Sweet All: Cool

Leader: Cool All: Sweet

Leader Sweet All: Cool

Reference: Howard, M. (n.d.) Get their attention song. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activity/get-their-attention-song.html

References: •

Equitas - International Centre for Human Rights Education. (2008). Play It Fair: Human Rights Education Toolkit for Children. “Activity 36: The Human Knot.”Montreal: QC.

•

Equitas - International Centre for Human Rights Education. (2008). Play It Fair: Human Rights Education Toolkit for Children. Montreal: QC. “Activity 01: Cooperative Musical Chairs.”

•

Ultimate Camp Resource. (n.d.) Camp Games. Retrieved from:

http://www.ultimatecampresource.com/site/camp-activities/camp-games.html

61

Appendices

o o o o o o o o o o o o o o o o o o o o o o o o o o o

Camp Administrator Job Posting Facilitator Job Posting Junior Facilitator Job Posting Camp Supply List 7-10 Camp Supply List 11-14 Play Day Handout Play Day Update Flyer Teachable Moments Guide Sample Recreation Centre Site Map Camp Information Flyer Registration Day Flyer Sample Infographic 2013 Sample 7-10 Infographic Brochure 2014 Sample 11-14 Infographic Brochure 2014 MĂŠtis Settlements Health Board Handout Camp Registration Form Photo Release Form Registration Chart Camp Attendance & Bus Transportation Chart Waiver Form Emergency Information Form Parent Supply List 7-10 Form Life Skills Journey 7-10 Program Certificate Program Incident & Investigation Report Form First Aid Report Form Epipen Release Form Head Lice Form

62 64 66 67 70 73 75 76 77 78 79 80 81 83 85 87 89 90 91 92 96 98 99 100 102 103 104

62 Camp Administrator Job Posting JOB DESCRIPTION

Working Title: Camp Administrator Location: [INSERT LOCATION] Hours of Work/Week: [INSERT HOURS/WEEK] Name of Supervisor: [INSERT SUPERVISOR NAME] Title of Supervisor: [INSERT SUPERVISOR TITLE]

POSITION SUMMARY This position is responsible for program development, implementation, and evaluation for [INSERT SETTLEMENT LOCATION] Life Skills Journey summer camp for children. This position also performs administrative tasks in the satellite office at [INSERT LOCATION], including communicating with Settlement administration to plan program dates, assisting with the program facilitator hiring processes, and gathering feedback from community members on the project. This position will also play an integral role in ensuring the success of the research component of this program by distributing information to parents, collecting parental consent and child registration/waivers, helping with qualitative data collection with facilitators and children, and helping to administer a survey to child participants.

DUTIES • Communicate with Settlement administration to plan program date/location; collaborate with the Research Project Lead and Program Coordinator to plan training and camp delivery • Liaise with elementary school personnel to distribute program information to parents • Provide information to parents about the program • Post updates in the local newspaper, as needed • Working with the Research Project Lead and Program Coordinator, facilitate recruitment for community employment and contribute to job posting development • Contribute to finding accommodations for University of Alberta undergraduate students in or near each community • Maintain weekly correspondence with Research Project Lead • Communicate with parents, students, community members, and research team members in order to set up meetings and appointments between University personnel and community members • Coordinating meeting, program, and training space and refreshments • Represent the research team at events in community for promotional purposes; distributing promotional materials for project; may delegate this representation to other community members, such as facilitators or local advisory committee members • Clerical duties (faxing, answering phones, scanning, photocopying, printing, filing, mailing, etc.)

• Taking photos during summer camp, removing images of children without photograph consent, and uploading images to shared Google Drive folder • Ensures cook is hired, facilities booked, and busses booked for camp delivery • Ensures lunches are provided during facilitator training • Work directly with settlement finance department to setup MOU and pay invoices for camp as needed • Identifies and invites guests to Life Skills Journey training and camp, providing them with information about the program and their role

63 • • • •

•

Follows up with parents for children attending the program with no registration forms Gathers attendance records during program implementation Attends interagency meetings to maintain program awareness in the community Is present at camp each day for the majority of the day to ensure facilitator timesheets and attendance are recorded daily; provides facilitator timesheets to Program Coordinator/Camp Director weekly and provides camp attendance updates to the shared spreadsheet daily.

Is present at facilitator training for a portion of each day to ensure facilities, refreshments, and supplies are available

QUALIFICATIONS • High school diploma or equivalency; with a minimum of one year office administration experience • Formal or informal experience working with children and their families is required • Ability to communicate effectively both orally and in writing in a diverse, dynamic, and often changing environment • Self-motivated, adaptable and capable of handling varying workloads • Ability to make decisions quickly and efficiently with a keen sense for detail, organization, prioritizing, time-management, and follow-up • Experience working with communities an asset • Experience in various methods of collecting and sharing information or data • Working knowledge of the University of Alberta policies and procedures • Proficiency in a Windows platform computer environment and Google apps • Knowledge of Métis Settlement policies and governance

ADDITIONAL INFORMATION • An RCMP Criminal Record Check and a Child Welfare Check is required for employment in this position and should be provided before employment commences APPLICATION REQUIREMENTS • Please include a covering letter and submit a resume

APPLICATION INSTRUCTIONS Email or deliver your application package in person to: [INSERT CONTACT INFORMATION]

64 Facilitator Job Posting JOB DESCRIPTION Working Title: Facilitator Location: [INSERT LOCATION] Hours of Work/Week: [INSERT HOURS/WEEK] Name of Supervisor: [INSERT SUPERVISOR NAME] Title of Supervisor: [INSERT SUPERVISOR TITLE]

POSITION SUMMARY The Life Skills Journey program (http://www.metislifeskills.com/) is a day camp for children aged 7-10 and 11-14. It focuses on substance abuse and violence prevention, teaching children about self esteem, communication, and appreciation for their community. Children will develop strategies to stand up to bullies, say no to peer pressure, and deal with grief in a healthy way. Working with a team of facilitators in a friendly environment, the ideal Life Skills Journey program facilitator is adaptable, flexible, dependable, cooperative, and social. You are the primary service provider of the Life Skills Journey program to children aged 7-14 at [INSERT SETTLEMENT]. Consider this position if you are looking for a role where your mentorship has a direct impact on a child’s life. Our team provides 4-6 weeks paid training to give you the tools to work effectively in this role.

DUTIES • Spend your summer months living at or near a Metis Settlement, working alongside facilitators and staff from your assigned community.

• Participate in facilitator training.

• Enforce rules and regulations of recreational facilities and program equipment to maintain discipline and ensure safety.

• Administer first aid according to prescribed procedures, and notify emergency medical personnel when necessary.

• Organize, lead, and promote knowledge of Life Skills Journey program concepts through arts, crafts, sports, and games; activities will occur both indoors and outdoors • Receive training in, and lead, mindfulness activities with children and youth.

• Greet new arrivals to activities, introducing them to other participants, explaining facility rules, and encouraging participation.

• Consult with the Camp Director and Camp Administrator to discuss and resolve participant complaints.

• Contribute to the evaluation of Life Skills Journey program concepts to determine if they are producing desired results.

• Perform physical activities that require considerable use of your arms and legs and moving your whole body.

• Provide assistance, medical attention, and emotional support to others such as coworkers and camp participants.

QUALIFICATIONS • High school diploma or equivalency.

• Valid class 5 driver’s license and willingness to take a University of Alberta defensive driving course is a strong asset.

• Strong command of the English language.

• Active listening and social perceptiveness.

• Clarity in instructing and speaking to children and youth.

65 • • • • • • • • • • •

Sound judgment and decision making.

Critical thinking, using logic to identify solutions, conclusions, and approaches to dynamic situations.

Communication skills - Providing information to supervisors and co-workers by telephone, in written form, e-mail, or in person.

Thinking creatively.

Knowledge of the importance of meeting quality standards for services and evaluation of participant satisfaction.

Knowledge of individual differences in ability, personality, and interests; learning and motivation.

Ability to work within a structured day.

Ability to work with confidential information in a professional and sensitive manner.

Ability to work both independently, leading activities with children, and as a team member, showing reliability and a willingness to ask for help when needed.

Ability to be physically active throughout the day.

Water safety/lifeguard certifications are an asset.

ADDITIONAL INFORMATION • An RCMP Criminal Record Check and a Child Welfare Check is required for employment in this position and should be provided before employment commences.

• Employment is generally full-time at 35 hours per week from late May to the end of August.

• Shared accommodations are provided in or near your assigned community.

• Access to a University fleet vehicle is provided between Edmonton and your assigned community.

• Meals or a meal allowance are provided during your stay in the field.

APPLICATION REQUIREMENTS • Please include a covering letter and submit a resume.

APPLICATION INSTRUCTIONS Email or deliver your application package in person to: [INSERT CONTACT INFORMATION]

66 Junior Facilitator Job Posting

Dear Parent/Guardian/Caregiver, Your child attended the Life Skills Journey camp for youth aged 11-14 and was asked to return to the Life Skills Journey camp for younger children, aged 7-10, as a junior facilitator. We hope that this will provide your child with a leadership opportunity, while also helping our facilitators!

Your child will help out by keeping the younger children engaged in their activities. Just like when they attended camp, a bus will be provided for transportation.

For more information about this project, please contact: Camp Administrator

[INSERT CONTACT INFORMATION] You can also find us at our Facebook page: www.facebook.com/metislifeskills OR at our program

website: www.metislifeskills.com. Thank you for considering having your child help out as a junior facilitator!

Sincerely,

[INSERT CONTACT INFORMATION]

67 Camp Supply List 7-10

Life Skills Journey 7-10 Camp Supply List Each session based on approx. 30 kids over 2 weeks Average team size based on approx. 10 kids per team (3 teams per session), and 6 facilitators

Item

Vendor

Quantity Needed

Total Quantity

Pencils

Grand & Toy.com

2 per child

60 pencils

Erasers

Grand & Toy.com

1 per child

30 erasers

Pencil sharpeners

Grand & Toy.com

3 per team

9 sharpeners

Pencil crayons

Grand & Toy.com

1 Crayola class pack, approx. 240 crayons 1 kit

Grand & Toy.com

1 Crayola class pack, approx. 200 markers 1 kit

Grand & Toy.com

3 packages per session

3 packages

Grand & Toy.com

2 packages per session

2 packages

Dollar Store

10 sheets per camp session + 2 per child 70 sheets

Construction paper

Grand & Toy.com

5-10 package per session

7 packages various colours

Certificates

Back of manual

1 per child

30 certificates

Grand & Toy.com

3" x 3" - 2 pads per team

6 pads

Drawing paper roll

Ikea

1 - 30 m long roll per session 1 roll

Rolls of coloured paper

Scholar's Choice.ca

optional

2 rolls

Post-it Self-Stick wall pads

Grand & Toy.com

2 pads

2 large pads

Small envelopes

Grand & Toy.com

1 per child - optional

30 envelopes

Shoebox or large envelopes

Grand & Toy.com

1 per child - optional

30 envelopes

Glue sticks

Grand & Toy.com

1 per child

30 sticks

Gold stars

Amazon.ca

15 per child

1 pack

Scissors

Grand & Toy.com

1 per child & facilitator

36 scissors

Masking tape

Grand & Toy.com

3 rolls per team

9 rolls

Washable markers White paper (8.5" x 11") White paper (11" x 17") Bristol board

Post- it notes

68

Paintbrushes

Dollar Store, Amazon.ca

2 per child

60 various sizes

Tempera paint

Grand & Toy.com

6 bottles per team

18 bottles various colours

Fabric markers or fabric paint Amazon.ca

1 set per team

3 sets various colours

Various Craft supplies - glitter, Edmonton Reuse Centre, beads, stickers, etc.

Dollar Store

1 rubbermaid full

various

White t-shirts

Walmart.ca

1 per child & facilitators

36 t-shirts

Aprons

Dollar Store

1 per child

30 various sizes

Family stencils

Scholar's Choice.ca

1 pack per team

3 sets

Balloons

Dollar store

2 per child

60 balloons

Yarn

Dollar store

1 spool per session

1 spool

Straws

Dollar store

1 per person

1 box

Leaves - wood, paper, foam

Dollar Store

1 per child

30 leaves

Liquor store bags

From nearby liquor stores

1 per child + extras

40 bags

Question box / shoe box

Dollar store

1 per session

1 box

Funnels

Dollar store

1 per team

3 funnels

Hand mirrors

Dollar Store

1 per child

30 mirrors

"Fidget toys" - stretchy toys, play dough, etc.

Dollar Store

optional

1 basket per table

Face paint, hair gel, hair ties

Dollar Store

optional

various

Prizes - bouncy balls, Silly Putty, funny glasses, etc.

Dollar Store

3 per child, optional

90 various

Disney movies, kid friendly songs

Amazon.ca, Walmart.ca

optional

various

Child appropriate magazines

Shoppers Drug Mart or Grocery Store

30-50

30-50 various

Colour photocopier

Walmart.ca

optional

1 photocopier

Large parachute

Sportfactor.net

1 - 30 ' parachute

1 parachute

Small pylons

Sportfactor.net

20 - 7" saucer style pylons

20 small pylons

Large pylons

Sportfactor.net

6 - 9" cone pylons

6 large pylons

Large hula hoop

Dollar Store

1 per child

30 hula hoops

Instant coffee

Walmart.ca

1 can

1 can

69

Walmart.ca

Approx. 1/2 cup per child

1 - 6 kg bag

Rain ponchos

Dollar Store

1 per child & facilitator

36 ponchos

Sunscreen

Walmart.ca

10 bottles

Bug Spray

Walmart.ca

10 bottles

Reusable portion trays

PortionSizeMatters.com

optional for lunches

50 trays

Water bottles

Mec.ca

1 per child and facilitator

36 bottles

Fanny packs

Mec.ca

optional, 1 per facilitator

6 packs

Hygiene kit - feminine products, deodorant, hair bands, toothpaste

Dollar Store

1 per bathroom

2 kits

First Aid Kit

Canadian Red Cross

1 per session

1 kit

Garbage bags

Walmart.ca

1 box

Paper towels

Walmart.ca

6 rolls

Hand soap

Walmart.ca

Plastic tablecloths

Dollar Store

6 tablecloths

Tarp

CanadianTire.ca

1 tarp

Dish soap

Walmart.ca

optional

3 bottles

J cloths/ rags

Walmart.ca

optional

1 box

Rice

1 per bathroom

2 bottles

70 Camp Supply List 11-14

Life Skills Journey 11-14 Camp Supply List Each session based on approx. 30 kids over 2 weeks Average team size based on approx. 10 kids per team (3 teams per session), and 6 facilitators

Item

Vendor

Quantity Needed

Total Quantity

Pencils

Grand & Toy.com

2 per child

60 pencils

Erasers

Grand & Toy.com

1 per child

30 erasers

Pencil sharpeners

Grand & Toy.com

3 per team

9 sharpeners

Pencil crayons

Grand & Toy.com

1 Crayola class pack, approx. 240 crayons

1 kit

Washable markers

Grand & Toy.com

1 Crayola class pack, approx. 200 markers

1 kit

White paper (8.5" x 11")

Grand & Toy.com

3 packages per session

3 packages

White paper (11" x 17")

Grand & Toy.com

2 packages per session

2 packages

Bristol board

Dollar Store

10 sheets per camp session

10 sheets

Construction paper

Grand & Toy.com

5-10 package per session

7 packs various colours

Grand & Toy.com

3" x 3" - 2 pads per team

6 pads

Drawing paper roll

Ikea

1 - 30 m long roll per session

1 roll

Rolls of coloured paper

Scholar's Choice.ca

optional

2 rolls

Post-it Easel Self-Stick wall pads Grand & Toy.com

4 pads per session

4 large pads

Small envelopes

Grand & Toy.com

1 per child - optional activity

30 envelopes

White school glue

Grand & Toy.com

2 per team

6 bottles

Scissors

Grand & Toy.com

1 per child & facilitator 36 scissors

Masking tape

Grand & Toy.com

3 rolls per team

9 rolls

Duct tape

Grand & Toy.com

3 per team

9 rolls

Paintbrushes

Dollar Store, Amazon.ca

2 per child

60 various sizes

Post- it notes

71

6 bottles per team

18 bottles various colours

Amazon.ca

1 set per team

3 sets various colours

Rubber gloves

Walmart.ca

1 per child and facilitator

1 box

Rubber bands

Walmart.ca

5 per child

1 large bag

White t-shirts

Walmart.ca

1 per child & facilitators

36 t-shirts

Various Craft supplies glitter, beads, stickers, etc.

Edmonton Reuse Centre, Dollar Store

1 rubbermaid full

various

Aprons

Dollar Store

1 per child

30 various sizes

Yarn

Dollar store

1 spool per session

2 spools

Straws

Dollar store

1 per camper and facilitator

1 box

Coffee straws

Dollar store

1 per camper and facilitator

1 box

Leaves - wood, paper, foam Dollar Store

1 per child

30 leaves

Grocery bags

From nearby groceries

1 per child + extras

40 bags

Question box / shoe box

Dollar store

1 per session

1 box

Sheer panty hose

Dollar Store

1 per team

3 packs

Soap bars

Dollar Store

2 per team

6 bars

Bandanas

Dollar Store

1 per child

30 various colours

Chopsticks or popsicle sticks

Dollar Store

1 per child

30 sticks

"Fidget toys" - stretchy toys, play dough, etc.

Dollar Store

optional

1 basket per table

Face paint, hair gel, hair ties Dollar Store

optional

various

Prizes - bouncy balls, Silly Putty, funny glasses, etc.

Dollar Store

3 per child, optional

90 various

Colour photocopier

Walmart.ca

optional

1 photocopier

Digital or Instant Cameras

Walmart.ca

1-2 per team

12 cameras

Water quality testing kits

Alberta Water Quality Awareness

1 per team

3 kits

Large buckets

HomeDepot.ca

2 per team

6 buckets

Tempera paint Tie Dye kits

Grand & Toy.com

72

Large parachute

Sportfactor.net

1 - 30 ' parachute

1 parachute

Small pylons

Sportfactor.net

20 - 7" saucers

20 small pylons

Large pylons

Sportfactor.net

6 - 9" cone pylons

6 large pylons

Large hula hoop

Dollar Store

1 per child

30 hula hoops

Baking sheets

Dollar Store

1 per facilitator

6 sheets

Carrots

Grocery store

1 per team

3 carrots

Rain ponchos

Dollar Store

1 per child & facilitator 36 ponchos

Sunscreen

Walmart.ca

10 bottles

Bug Spray

Walmart.ca

10 bottles

Reusable portion trays

PortionSizeMatters.com

optional for lunches

50 trays

Water bottles

Mec.ca

1 per child and facilitator

36 bottles

Fanny packs

Mec.ca

optional, 1 per facilitator

6 packs

Matches

Amazon.ca

1 pack per facilitator

6 packs

Box cutters

Grand & Toy.com

1 per facilitator

6 cutters

Knives

Mec.ca

1 per facilitator

6 knives

Whistles

Amazon.ca

1 per camper and facilitator

36 whistles

Hygiene kit - feminine products, deodorant, toothpaste

Dollar Store

1 per bathroom

2 kits

First Aid Kit

Canadian Red Cross Society 1 per session

1 kit

Garbage bags

Walmart.ca

1 box

Paper towels

Walmart.ca

6 rolls

Hand soap

Walmart.ca

Plastic tablecloths

Dollar Store

6 tablecloths

Tarp

CanadianTire.ca

1 tarp

Dish soap

Walmart.ca

optional

3 bottles

J cloths/ rags

Walmart.ca

optional

1 box

1 per bathroom

2 bottles

73 Play Day Handout

Life Skills Journey Play Day Thank you for allowing us to host a Play Day with your students and for the support that you have demonstrated by offering valuable school time to our project. The following provides a brief overview of the purpose and structure of Play Day as well as our respective roles and responsibilities to make this event a success. -- Dr. Fay Fletcher

Purpose: Last summer, approximately 25 children from Buffalo Lake Métis Settlement participated in the Life Skills Journey day camp (see www.metislifeskills.com). The purpose of Play Day is to: 1) provide unique play experiences for children that reinforce skills introduced in the Life Skills Journey program, in particular communication and self-esteem, and 2) increase awareness of the Life Skills Journey summer camp. A Play Day is an event that is held in a community space, like a school gym, recreation center, and outdoor field. Play Days happen all over the world and are popular because children have a chance to learn creativity and problem solving through play. Play is important because it encourages human development through physical, social, mental, and emotional growth.

Structure: At Play Days, volunteers from the Life Skills Journey program will facilitate a number of Play Spaces that encourage children to try new, fun, and exciting ways to play while reinforcing core concepts taught during the Life Skills Journey. Grade 7 and 8 students will act as play volunteers, playing with younger children in each zone. There is no right or wrong way to play, especially at a Play Day. Children are encouraged to visit as many or as few of the zones as they would like. Some may stay at one zone for the entire duration, while others may choose to visit several zones. Please see the attached drawing for an overview of the site setup and the attached teachable moments guide for how we will integrate play with life skills lessons.

Zone 1: Painting and Sensory Play Place (Play Leader: [INSERT NAME])

The Play Leader will guide children to explore play dough, magic mud, and painting (large mural, marble painting, sponge and potato painting).

Zone 2: Boxes, Blocks and Building Place (Play Leader: [INSERT NAME]) Play Leaders will offer a wide range of open-ended opportunities to build and create with boxes, blocks and various assortments of interesting ‘found’ objects and materials. This zone provides for an ever-changing and dynamic play environment in which materials are used to construct, deconstruct and reconstruct - including art pieces, buildings and vehicles from boxes, robots and endless other possibilities.

Zone 3: Métis Fort (Play Leaders: [INSERT NAME])

Leaders will work with participants over the course of the day to construct a theme-based project, a Métis fort. This will include predetermining a course of direction for the project, developing storylines over the course of the day, preparing an infrastructure, decorating the structure and finally playing in the created fantasy world.

74 Zone 4: Imagination Market (Play Leader: [INSERT NAME]) This is where all of the building materials can be found (such as tape, scissors, etc.) for Boxes, Blocks and Building, as well as the Fort. Materials need to be returned to the Imagination Market when they’re done being used.

Zone 5: Free Play Place (Play Leader: [INSERT NAME])

This space allows children to experience various ways of being physically active including the use of hula hoops, skipping ropes, rhythmic gymnastics ribbon, bean bag play, scarves, and balls. This space is totally child-directed.

Zone 6: Games and Physical Activity Place (Play Leader: [INSERT NAME])

Leaders will be hosting a variety of games that are fun for all ages, including some that were played during the Métis Life Skills Journey Camp. Also, an endless game of soccer and/or floor hockey will be set up. Games may include: •

• • • • •

Parachute games: Hotdog; Popcorn; Lifeguard; Fort building; Cat and Mouse; Fruit salad Tug-of-war Ship to Shore Capture the Gold Chuck the Chicken And more!

Roles and Responsibilities: • •

•

Schedule:

Play Leaders and the Grade 7 and 8 volunteers will be provided with some information on the zone that they will be managing as well as some information on possible ways to reinforce communication skills and self-esteem as children play.

Play leaders and volunteers at the zones will defer to the school teachers in the event that child discipline is required.

We anticipate that the teacher’s role will be similar to that of recess supervision, but encourage you to play as much or as little as you feel allows you to fulfill your teaching responsibilities.

K - Grade 2 10:00 am Children arrive, leaving coats and boots in the coat room.

10:15-11:30 am Ground Rules and Play 11:30-11:40 am Clean up 11:40am-12:00 pm Departing activity, load the bus

Grades 3 - 6 1:00 pm Children arrive, leaving coats and boots in the coat room.

1:15-2:30pm Ground Rules and Play 2:30-2:40 pm Clean up 2:40-3:00 pm Departing activity, load the bus

75 Play Day Update Flyer

The Life Skills Journey camp is a summer camp for children and youth aged 7-14. The program was developed by University of Alberta and Buffalo Lake partners. We have just hosted a Play Day for all children at [INSESRT LOCATION]!

A Play Day is an event that is held in a community space, like a school gym, recreation center, or sports field. Play Days provide unique experiences for children and their families because there is no right or wrong way to play! Kids have a chance to learn creativity and problem solving, supporting their physical, social, mental, and emotional growth.

At Play Day, volunteers (provided by the Life Skills Journey program) set up a number of Play Spaces or zones. Children were able to choose the zones where they would like to play. Life Skills Journey volunteers, stationed at each zone, encouraged children to try new, fun, and exciting ways to play while helping kids continue to build their self esteem and communication skills.

For more information about Play Day or the Life Skills Journey program, please contact [INSERT CONTACT INFORMATION].

Please ask your child if they enjoyed their Play Day and let us know by Facebook or text message: www.facebook.com/metislifeskills Text “JOIN� to [INSERT PHONE NUMBER]

76 Teachable Moments

Module Self Esteem

Objective Have kids identify things they are good at doing

Have kids identify and be proud of their unique personal qualities

Communication Skills

Additional Objectives

Understand verbal and Nonverbal communication styles Learn how to express feelings in an appropriate way

Learn how kids can be more outgoing and why this is important Inclusion

Teachable Moment Facilitate opportunities for children to express their creativity, autonomy, and problem solving skills. By asking children to do, and play and paint and create in ways exactly the way they want to, children will play out their fantasies, real life experiences, future hopes and dreams. In this way, we will learn unique bits of information about every child.

At the Boxes, Blocks and Building space, ask “What would you like to build? What else do you think your (building) needs? Why did you choose to add that to your (building)?”. These kinds of questions should facilitate self-esteem, as children learn to be creative, decision-making, innovators. These questions will also elicit stories from the children about who they are, what they like, and how they are unique.

At the Fort station, you could ask “Have you ever seen a Métis Fort? What kinds of things should a fort have? What do you think Métis people did in the fort? Should we build some of those things?” This will encourage creative thinking about the children’s heritage. No idea is wrong; if children think that Métis people probably had a cotton candy machine in the fort, build one! We want to foster imagination, individualism, and confidence (not historical accuracy).

At the painting station, children should be similarly encouraged to paint whatever they like, however they like. Children may choose to use painting implements in a “non-tradition” way, which we should celebrate as innovation.

At the painting station, children should be similarly encouraged to paint whatever they like, however they like. Children may choose to use painting implements in a “non-tradition” way, which we should celebrate as innovation Celebrate children for what they create - this affirms the child's right to create.

By observing the differences between projects and celebrating these differences, we will promote the understanding that we are all unique and different, and that this is really wonderful.

Point out when a child is using body language in an obvious way to express themselves. If you need to get the kids' attention, have them mirror your body language to show you they are listening.

If children come into conflict (Examples: dispute over materials and who gets to use them first, dispute over game rules, ‘cheating’, etc.), try to collaborate with them on a solution. You may also teach them how to use "I statements." Ex. "I feel hurt when..." and then follow up with what they would prefer to happen. "I would like to..." If kids get into name calling, swearing, or yelling, let them know that this is not an appropriate way to communicate. Be realistic about the age group, however.

Try to facilitate including kids in activities with those they may not normally play with. Encourage kids to ask you questions back.

If a child chooses to sit out, approach the child to ask if they would like to join you in an activity. It is okay if a child continues to choose not to play.

77 Sample Recreation Centre Site Map

78 Camp Information Flyer

Age 7-10: [INSERT DATES] Age 11-14: [INSERT DATES] Sign up your child for a fun and positive summer learning experience!

The Life Skills Journey program is a summer day camp that gives kids tools to make healthy choices. Play and outdoor activities will teach life skills at our program for children ages 7-14. Children will learn about self-esteem, how to stand up to bullies, and respect for differences while having fun.

This year, summer camp will take place at [INSERT LOCATION] and transportation will be provided for children to attend! The Life Skills Journey program will be facilitated by community youth as well as University of Alberta students.

For more information or to register please contact [INSERT CONTACT INFORMATION].

REGISTRATION ENDS [INSERT DATE] ONLY [INSERT NUMBER] SPOTS AVAILABLE! www.facebook.com/metislifeskills

79 Registration Day Flyer

REGISTER for the

Life Skills Journey Summer Camp!

WHO: Parents and guardians of children ages 7-10 (child must be 7 years old by July 8th). The first 35 kids will be registered for camp!

WHEN: [INSERT TIME AND DATE] WHERE: [INSERT LOCATION] WHAT: Life Skills Journey is a life skills training program that teaches children about self-esteem, communication, and respect for differences. It also focuses on substance abuse and bullying prevention by teaching children how to say no to peer pressure.

The program was developed by the Buffalo Lake advisory committee and University of Alberta partners. We will be evaluating the program to make sure it is making a difference for the children. The day camp at [INSERT LOCATION] runs from [INSERT TIME], [INSERT DATES].

80 Sample Infographic 2013

81 Sample 7-10 Infographic Brochure 2014 - front

82 Sample 7-10 Infographic Brochure 2014 - back

83 Sample 11-14 Infographic Brochure 2014 – front

84

Sample 11-14 Infographic Brochure 2014 – back

85 Métis Settlements Health Board Handout

Métis Life Skills Summer Camp & Research Who are we?

A collaborative team of people who all share a passion for providing programs for youth – each taking responsibility for different facets of developing, delivering, and proving the value and impact of our work.

Alberta Health Services called for proposals (2007) based on 31 recommendations ranging from prevention to treatment.

Our response to Alberta Health Services call: The primary purpose of the Métis Settlements Life Skills Journey (MSLSJ) program is to increase life skills awareness in a culturally appropriate manner, with the intent of addressing substance abuse, violence, and bullying in Métis communities.

Life Skills Training fits under goal to increase addiction and mental health services.

Primary goals: 1. To positively affect resilience among Métis Settlement children and youth, aged 7-14, through a life skills program.

2. To develop youth leadership so that older youth (18-30) can deliver the program under the guidance of adult mentors.

Resiliency Model Resilience is the natural, human capacity to navigate life well. It is something every human being has – wisdom, common sense. It means coming to know how you think, who you are spiritually, where you come from, and where you are going. The key is learning how to utilize innate resilience, which is the birthright of every human being. It involves an understanding our inner spirit and finding a sense of direction. (HeavyRunner and Marshall, 2003, p. 14, cited in Fleming and Ledogar, 2008) Community Based Participatory Research Approach ● It is relevant to community needs ● It represents community realities ● Solutions come from within the community ● Results make it back to the community ● Outcomes are sustainable

This approach requires that we: ● Develop relationships between the University and community that acknowledge that both have ownership and responsibility ● Contribute to the capacity of individuals and organizations to work together for long term impact

86 ●

Use each person’s strengths in the most effective way possible to achieve shared goals

First Steps: 1. Community Needs Assessment Even though the funders believed that a life skills program would meet their goal of reducing drug abuse and violence, we wanted to know if this something community members felt strongly about.

2. Community Readiness Assessment Is the community prepared to make the commitment required for a research partnership?

3. Program Development Priority topics, content, logo, identity, evaluation

We hope to see: ● Campers’ strengths and resilience ● Facilitators’ leadership skills ● Role models and mentors ● Collaboration between services and organizations within and between Settlements Funders Expectations ● Develop Life Skills Journey resources & make them accessible online ● Run summer day camp in multiple Settlements for multiple years ● Website to share research progress ● Develop a sustainability plan for ongoing delivery ● Youth leadership training through Faculty of Extension ● Evaluate program impact on individuals and communities

Community Expectations ● A program that engages children in learning about the topics they made a priority ● Employment for local community members ● Transparent and up to date reporting of the program and research findings

To meet those expectations, we: ● Cover the topics the community identified ● Contribute to the developmental strengths of young campers ● Leave an intact and sustainable program in the community ● Collect the evidence to show that the children and community have benefited from the project

87 Camp Registration Form

LIFE SKILLS JOURNEY SUMMER DAY CAMP 2014 REGISTRATION FORM PARTICIPANT INFORMATION

Participant (the Child):

LAST NAME

BIRTH DATE (MM/DD/YYYY)

FIRST NAME

GRADE COMPLETED (as of June 2014)

HEALTH CARE NUMBER

ADDRESS CITY

PROVINCE

Parent/Guardian(s): Emergency Contact:

POSTAL CODE

LAST NAME

FIRST NAME

PHONE NUMBER

LAST NAME

FIRST NAME

PHONE NUMBER

Please provide a cell phone number if you wish to receive program updates by text message: _____________________________________ IMPORTANT MEDICAL INFORMATION Please list allergies, medical concerns and food restrictions. Is your child taking any medication? Does this medication require any specific arrangements to be taken? To help us prepare for your child it is important to know if your child has any special needs. ____________________________________________________________________________________ ____________________________________________________________________________________

T-shirt size for your child (please check one): Youth

S

M

L

Adult

S

M

L

XL

TRANSPORTATION Transportation is provided to take your child to and from the camp. Please let us know if you would like your child to be picked up and dropped off:  Yes, please transport my child to and from camp.  No, I will drive my child to and from camp.

88

RULES The parent/guardian and the child agree: To follow and obey all the instructions and rules of the camp.

To respect the disciplinary actions of the camp facilitators.

DISCLAIMER The University of Alberta, their employees, volunteers (hereafter referred to “the University”), are not responsible for any losses of any kind unless such losses was caused by the sole negligence of the University.

CONSENT AGREEMENT AND ACKNOWLEDGEMENT

BY SIGNING THIS FORM, YOU GIVE UP YOUR LEGAL RIGHT TO SUE THE UNIVERSITY OF ALBERTA. I have read and understood the content of this form and consent my child’s participation in the camp.

Signed and dated this _______ day of _____________________________, 2014.

_______________________________

_______________________________

Signature of Parent or Guardian

Printed Name of Parent or Guardian

Participant/Parent/Guardian: The personal information requested on this form is collected under the authority of Section 33(c) of the Alberta Freedom of Information and Protection of Privacy Act and will be protected under Part 2 of that Act. It will be used for the purpose of implementing this waiver. Direct any questions about this collection to Alicia Hibbert, Research Project Lead at 780.248.1194

Please indicate your permission to use your child’s photograph on our website or in camp information: ☐ YES

☐ NO

Note: Document must be copied to a single page back to back when used.

Signed documents must be filed with the Department/Faculty and be kept for a minimum of five years after the child reaches the age of 18.

AFTER FILLING IN THIS FORM, PLEASE RETURN TO [INSERT CONTACT INFORMATION]

89 Photo Release Form

Photograph, Video, Name and/or Quotation Release Form

I give permission to the Life Skills Journey Program to collect, use, and disclose my photograph, video, name, or quotation without compensation to me. I understand this material will be used in printed and electronic communications about the Life Skills Journey Program.

I understand that because my material will be available to the public in project communications, it is not possible to consider an expiry date for this consent. Cancellation of my consent may only limit the use of my information in future or new publications.

___________________________________ Print Name

___________________________________ Signature

___________________________________ Date (month, day, year)

___________________________________ Witness (name and signature)

Photograph, Video, Name and/or Quotation Release Form

I give permission to the Life Skills Journey Program to collect, use, and disclose my photograph, video, name, or quotation without compensation to me. I understand this material will be used in printed and electronic communications about the Life Skills Journey Program.

I understand that because my material will be available to the public in project communications, it is not possible to consider an expiry date for this consent. Cancellation of my consent may only limit the use of my information in future or new publications.

___________________________________ Print Name

___________________________________ Signature

___________________________________ Date (month, day, year)

___________________________________ Witness (name and signature)

90 Registration Chart

Registration [INSERT CAMP LOCATION], [YEAR] Community & Form Number

Participant Last Participant First Name Name Birth Date

BL- 01

Camper

Kid

Age at Start of Camp

21/04/2007

Emergency Contact Emergency Contact First Name Phone Number2 Phone Number Last Name 780-555-5555

Camper

Grandma

780-555-5554

Grade completed 7

Health Care Parent Last Parent First Number Name Name Address PO Box 9999 2 55555-5555 Camper Joan Caslan, AB T0A 0R0

Photograph Transportation? permission?

[Y/N] [Y/N]

Medical Notes T-Shirt Allergic to Youth M Y peanuts

Y

Notes Epi pen release form on file

91

Camp Attendance & Bus Transportation Chart

Attendance Sheet [INSERT CAMP LOCATION], [YEAR] Last Name

First Name

Day 1 Insert Date

Day 2 Insert Date

Day 3 Insert Date

Day 4 Insert Date

Day 5 Insert Date

Day 6 Insert Date

Day 7 Insert Date

Day 8 Insert Date

Day 9 Insert Date

Day 10 Insert Date

Bus Transportation List [INSERT CAMP LOCATION], [YEAR] Camper Last Name Camper First Name Parent Last Name

Parent First Name

Phone Number

92 Waiver Form

ASSUMPTION OF RISK AND INDEMINITY AGREEMENT

WARNING – PLEASE READ CAREFULLY By signing this document you accept important legal obligations and waive certain TO: THE ADMINISTRATORS OF THE METIS SETTLEMENTS LIFE SKILLS PROGRAM (hereafter the “Program”) Name (In Full): Street Adress: City: Province: Postal Code: Country: Phone Number: Email: Birth Date: Emergency Contact: Relationship: Phone Number: Program Activities: Dates of Program: Location: ASSUMPTION OF RISK I am aware that by participating in the Program I will be exposed to many inherent risks and dangers (“Risks”) that may result in, among other things, mild or severe illness, physical injury, partial or total disability, death, and/or property loss or damage. These Risks include but are not limited to risks and dangers arising from: 1. TERRAIN AND PHYSICAL ENVIRONMENT whether visible / apparent or not, and any manner of injury or loss of any nature whatsoever arising therefrom including, without limitation, injury or loss arising from falls on steep, slippery or uneven terrain, from falling rocks, trees or other objects, from obstructions, from other participants, from landslides, etc.; 2. TRAVEL including, without limitation, travel to and from any locales scheduled to be visited or not by any means whatsoever including, without limitation public or private bus, motor vehicle, boat, aircraft, helicopter, light fixed-wing aircraft, etc., and injury or accident from being the operator of a vehicle and loading/unloading equipment or supplies from vehicles and any manner of injury or loss of any nature whatsoever arising therefrom; 3. WEATHER and any manner of injury or loss of any nature whatsoever arising therefrom including, without limitation, loss or injury resulting from exposure to weather conditions, including but not limited to cold, heat, sunlight, snow, ice, wind, hail, rain, sleet, fog, mist, etc.; 4. LOCATIONS and any manner of injury or loss of any nature whatsoever arising therefrom including, without limitation, loss or injury arising from becoming lost or injured, the inability to receive prompt or any medical services for any reasons, war, terrorism, political unrest, riots, disregarding safety instructions, violence, etc.;

93 5. NON-HUMAN LIFE of any nature whatsoever, including, without limitation, any animal, insect, fish, bird, fungus, vegetation, bacteria or viruses and any injury or loss of any nature whatsoever arising therefrom; 6. EQUIPMENT, MACHINERY OR OTHER DEVICES including, without limitation, any equipment deployed in respect of the Program or otherwise and any manner of injury or loss of any nature whatsoever arising therefrom including, without limitation, loss or injury arising from the use, misuse, malfunction or breakdown of any equipment, machinery or similar device that may be deployed or used; 7. OTHER HAZARDS including, without limitation, hypothermia, allergens, noxious gases, electrocution, shock, drowning, chemicals (including, without limitation, herbicides, pesticides, acid and caustic bases), radioactive nuclides, radiation, x-rays, flying rock chips, vandalism, or theft of property, and any manner of injury or loss whatsoever arising therefrom; and 8. FREE TIME including, without limitation, anything arising from my participation in activities or functions that are not directly related to the Program, including, without limitation, tours, walks, hiking, shopping, sports activities, dancing, alcohol or drug ingestion, intoxication and/or alcohol/drug poisoning from alcohol or drugs I consume whether voluntarily or through coercion, and others and any injury or loss of any nature whatsoever arising therefrom.

I agree with the foregoing and freely accept and fully assume all Risks and acknowledge the possibility of, and agree to be solely responsible for personal injury, death, disability, property damage or loss resulting from the Risks except where such arises as a result of the negligence or wilful misconduct of the Program.

Initials:

______

MEDICAL/HEALTH & TRAVEL INSURANCE I ACKNOWLEDGE AND AGREE THAT I AM SOLEY RESPONSIBLE to select and purchase: 1. Medical/health insurance adequate for the Program and the circumstances I find myself in with respect thereto and having regard to the Risks and that no medical/health insurance will be provided by the Program. In the event of a medical/health problem, I acknowledge and agree that the University of Alberta accepts no responsibility for any costs associated with a medical/health problem not covered by my own personal plans nor will it pay for any medical/health expenses that may be incurred by me; 2. Travel insurance adequate for the Program and the circumstances I find myself in with respect thereto and having regard to the Risks and that no travel insurance will be provided by the Program. I acknowledge that any travel insurance I obtain should provide coverage against theft, personal accident, personal liability, repatriation (whether medical, political or in the event of death) and cancellation of tickets. The Program accepts no responsibility for any costs associated with these types of problems nor will it pay for any expenses that may be incurred by me relating to these areas.

RELEASE OF LIABILITY, WAIVER OF CLAIMS AND INDEMNITY AGREEMENT In consideration of the Program allowing me to participate I agree: 1. SUBJECT TO THE TERMS OF THIS AGREEMENT, TO ASSUME AND ACCEPT ALL RISKS of any nature whatsoever arising out of, associated with or related to my participation in the Program and with respect to any and all related activities including, without limitation, any activities conducted in my free time.

2. TO RELEASE THE PROGRAM from any and all liability of any nature whatsoever including, without limitation, breach of contract, or breach of any statutory or other duty of care including, without limitation, any duty of care owed under the Occupiers’ Liability Act (Alberta) and for any loss, damage, injury or expense of any nature whatsoever that I may suffer or incur, or that my next of kin may suffer or incur as a result of my participation in the Field Activities or with respect to any and all related activities including, without limitation, any activities conducted in my free time; provided always however such release shall not apply to any loss, damage, injury or expense that I may suffer or incur as a result of the negligence or wilful misconduct of the University of Alberta.

94 3. TO: a) be liable to the Program for; and b) indemnify and hold harmless the Program, its agents, advisors, volunteers, directors and employees from and against; any and all liabilities, claims, suits or actions, costs, damages and expenses (and without limiting the generality of the foregoing, any losses, costs, damages and expenses of the University, including costs as between a solicitor and his own client) which may be brought or made against the Program or which the University of Alberta may pay or incur as a result of or in connection with: i) my participation in any activities outside of the Program including, without limitation any activities conducted in my free time; ii) my participation in the Program where any loss or damage of any nature whatsoever is caused by my negligence or wilful misconduct or any other cause except for the negligence or wilful misconduct of the Program; iii) any cancellations, injury, loss, accident or delay occasioned by the proprietor, employee, or service of any hotel, hostel or other type of accommodation, resort, facilities and equipment, or mode of transportation used in conjunction with the above noted Program; or iv) any failure to disclose on the Emergency Information for Program form any known medical condition that could endanger my health and/or life while participating in the above noted Program.

This indemnity shall survive the expiry or earlier termination of this Assumptions of Risk and Indemnity Agreement.

Initials:

______

Protection of Privacy - The personal information requested on this form is collected under the authority of Section 33(c) of the Alberta Freedom of Information and Protection of Privacy Act and will be protected under Part 2 of that Act. It will be used for the purpose of implementing this Assumptions of Risk and Indemnity Agreement. Direct any questions about this collection to: [insert contact information (position title, office mailing address and telephone number] of someone in the position to answer questions about the collection of information on this form].

ACKNOWLEDGEMENT 1. I will follow and abide by any and all risk assessments, health and safety regulations and instructions received prior to or during the above noted the Program; 2. I acknowledge that students are subject to the Program’s Code of Student Behaviour and that I represent the Program. I, therefore, agree to conduct myself accordingly at all times working and any free time.

3. I agree to follow all rules, guidelines, health and safety regulations, laws and any other considerations to be adhered to including the guidelines for after hour activities as set out by the course leaders and/or instructors (verbal or written). Failure to comply could/can result in my being removed from the Field Activities and sent home. The Program accepts no responsibility for nor will the Program pay for any costs incurred should I be required to return home early due to my behaviour and/or violations.

4. If as part of my duties / responsibilities I am required to drive during the Program, I will meet all the necessary the Program driver requirements and follow all policy and procedures related to those requirements.

5. In entering into this Agreement, I am not relying upon any oral or written representations or statements made by the Program other than what is set forth in this Agreement.

6. If requested by the Program, I will obtain a medical release from my physician authorizing my attendance and participation in the Program.

7. This Agreement shall be effective and binding upon my heirs, next of kin, executors, administrators, assigns and representatives in the event of my death or incapacity.

95 I ACKNOWLEDGE that I have read, understood and agree with this Assumption of Risks and Indemnity Agreement; that I appreciate and accept the Risks; that I am waiving certain legal rights which I or my heirs, next of kin, executors, administrators and legal representatives may have against the Program; and that I have executed this Agreement voluntarily.

SIGNED THIS _____ day of __________, 20____, at ____________________, ___________________. ______________________________________ Signature of Participant

_______________________________________ Printed Name of Participant

______________________________________ Signature of Parent or Legal Guardian for Minor Minor

_______________________________________ Printed Name of Parent or Legal Guardian for

______________________________________ Signature of Witness

_______________________________________ Printed Name of Witness

This agreement must be completed in full (signed, dated, witnessed, and initialled where indicated) before any participant may begin in the Program.

96 Emergency Information Form

EMERGENCY INFORMATION This form must be completed prior to start of training/program.

The information provided on this form is being collected to assist in the event of an emergency situation. It is recommended that your emergency contact(s) have knowledge of any medical condition(s) you may have. The original of this form will be kept in a secure file with the MĂŠtis Settlements Life Skills program administration. In the event of illness, injury or medical condition, the primary person in charge or its delegate, where reasonably practical, will make their best efforts to provide the information to a person administering first aid or to medical personnel as necessary to ensure the health and well-being of the participant.

PARTICIPANT (Please Print) Name (In Full): Student/Staff ID Number: Provincial Health Plan #: Other Health Insurance:

Date of Birth: Province:

EMERGENCY CONTACT (Please Print) I appoint the following individual(s) as my Emergency Contact and authorize the MĂŠtis Settlements Life Skills program to contact the individual(s) for/with information about me in case of an emergency Contact 1 Name (In Full): Relationship to Participant: Phone Number: Address:

Alternate Phone Number: Contact 2

Name (In Full): Relationship to Participant: Phone Number: Address:

Alternate Phone Number:

All individuals participating in the program should be reasonably fit and have no medical conditions which could potentially be expected to result in a life-threatening situation. If you have a serious medical condition or a condition that could be exacerbated during this time it is your responsibility to provide information on those conditions to assist with ensuring your health and well-being during the field activities (e.g. severe allergies, asthma, bleeding disorder, diabetes, epilepsy, heart condition, pregnancy). If you are taking medication, you should take an adequate supply for the length of the program. Any prescription medication that could affect your ability to perform the tasks required; or reduce your level of concentration or ability to respond should be disclosed.

97 I have no medical conditions/medications to disclose (check box if applicable) Information you wish to disclose regarding medical condition(s) and medications:

It is recommended that all individuals participating in the program should have a current tetanus booster. You may also require other vaccines pertinent to the program.

ALBERTA Freedom of Information and Protection Act (FOIPP): The personal information collected on this form is collected under the authority of Section 32 Š of the FOIPP Act to assist in the provision of care in emergency situations. The information provided may be reviewed by the Metis Settlements Life Skills Journey administration and the supervisor.

Personal information is protected under the Alberta FOIPP Act. For further information, contact the Occupational Health Manager, Office of Environmental Health and Safety at 780-492-5378.

By signing below: 1. I acknowledge that I have informed my Emergency Contact(s) of this designation and all aspects of the field activity including the nature of any potential hazards.

2. I consent to the disclosure of the information in this document as necessary in the event of an emergency.

3. I acknowledge that it is my responsibility to disclose any medical, or other, condition that could endanger my health and safety and that of my fellow participants.

Signature of Participant:

Date:

98 Parent Supply List 7-10 Form

LIST OF WHAT KIDS NEED FOR LIFE SKILLS JOURNEY DAY CAMP (7-10 year olds) • Pictures of the child and other family members or pets. These will be used in a collage. We can photocopy pictures and put originals in their backpacks. We need these on the first day!

• Information about who named them, whether they were named after someone, and why they were given their names. Your child will need this information on Day 2 of camp.

99 Life Skills Journey 7-10 Program Certificate

100 Program Incident & Investigation Report Form

PROGRAM INCIDENT & INVESTIGATION REPORT PART A – to be completed by individual(s) directly involved or injured in the incident.

Injury – complete relevant Spill / Contamination / Environmental Property Forms Release Damage Near Miss (an incident with no actual harm done, but with the potential for causing one of the above) IDENTIFY – Person(s) involved

Date and

Time of Incident AM PM

First Name

Last Name

Department / Faculty:

Year

Month

Day

HH:min Phone #:

Address:

Occupation: Description of Incident (Add additional pages if necessary) State exactly the sequence of events leading to the incident, where it occurred, what the person was doing, the size, weight and type of equipment or materials involved, etc.

WITNESSES (if any) NAME

Phone #

PROPERTY DAMAGE Identify property involved. Give machine name, tool name, etc.

Description of damage or loss

Estimated value of Loss

Completed by:

Print Name Date Signature PRINT, SIGN AND FORWARD TO SUPERVISOR IMMEDIATELY

101

PART B – to be completed by Supervisor within 24 hours.

Why did it happen? (conditions and/or actions contributing to injury/incident)

Please attach additional sheet(s) as necessary

Corrective Actions to Prevent Re-occurrence

Investigated by:

Date to be completed

Action by whom

Title: Print Supervisor’s Name Phone #:

______ Date:

Signature

For Métis Settlements Life Skills Journey Use Only Chemical Radioactive Physical Biohazard Vehicle IAQ Further follow-up required?

Yes No If yes, indicate action required below and attach details if required.

Fire/Explosion

Reviewed by Life Skills Journey Officer __________________________________________________________________________________ Name Signature Date

102 First Aid Report Form

FIRST AID REPORT Date of injury/illness: Date injury/illness reported: Full name of injured/ill worker:

Time: Time:

Description of the injury or illness:

Description of where the injury or illness occurred/began:

Cause of injury or illness:

First Aid Provided?

Name of First Aider: First Aider Qualifications: Emergency First Aider ☐

Emergency Medical Technician – Paramedic

☐ Standard First Aider ☐ Advanced First Aider ☐

Emergency Medical Technician ☐ Emergency Medical Responder ☐

Describe First Aid Provided:

Copy provided to worker ☐

Copy refused ☐

Injured worker initials

Keep this record confidential and retain for at least 3 years from date of injury / illness is reported.

103 Epipen Release Form PERMISSION TO ADMINISTER AN EPIPEN Disclaimer Métis Settlements Life Skills Journey program and their agents, officials, officers, directors, employees, volunteers, contractors, servants, or representatives (hereafter referred to as “the Program”) are not responsible for any death, injury, loss or damage of any kind suffered by any person who is administered an EpiPen. Description of Risks Anaphylaxis is a severe allergic response to specific triggers such as foods, medications, insect venom, or latex. The most common signs of this life-threatening allergic reaction are swelling of the throat, swelling of the tongue, constricted breathing, and/or sudden outbreak of hives.

Anaphaylaxis can be fatal within minutes; either through swelling that shuts off airways, or through a dramatic drop in blood pressure. An EpiPen is a fast acting epinephrine injector that could save the life of someone who is experiencing an anaphylactic reaction.

Release of Liability and Indemnification I AGREE TO BE SOLELY RESPONSIBLE for any death, injury, loss, or damage that my child may sustain from the administration of any EpiPen. I further agree to release, forever discharge and agree to indemnify and hold harmless “the Program” from and against liability for any and all claims, demands, actions, and costs which might arise out of the administration of an EpiPen to my child even though such claims, demands, actions and costs which may have been caused by the negligence of “the Program”.

Acknowledgement I ACKNOWLEDGE THAT I HAVE READ the above Disclaimer, Description of Risks and Release and Indemnification. I also acknowledge that I understand, appreciate, and accept the risks associated with the administration of an EpiPen to my child and that I have executed this permission voluntary on behalf of my child.

Permission I grant permission to “the Program” to administer an EpiPen if my child has an anaphylactic reaction.

Signed this ______day of_________, 20___at [INSERT LOCATION], Alberta.

Printed Name of Participant Signature of Participant ____________________________________________________________________________ Printed Name of Parent Signature of Parent ____________________________________________________________________________ Printed Name of Witness Signature of Witness

104 Head Lice Form

Date________________

Dear Parent: A case of head lice has been detected in your child’s class. Anyone can get head lice... mainly through direct head-to-head contact but also from sharing hats, brushes and other personal items. Head lice are a problem in many communities and do not reflect poor hygiene or social status. Please do your part to prevent the spread of this communicable condition by checking your child(ren) daily for the next few weeks, and on a regular basis thereafter. Lice infestation is much easier to treat if caught early.

If you should discover a case of head lice, please notify your child’s school, child care center or camp. Notify the parents of your child’s playmates. This is the best way to protect your family and community.

If you have any questions or need assistance, please contact [INSERT CONTACT INFORMATION], or the National Pediculosis Association at npa@headlice.org or visit www.headlice.org.

Thank you for your cooperation,

[INSERT CONTACT INFORMATION],