True Friends’ Mission Statement
General Volunteer Handbook
Provide life-changing experiences that enhance independence and self-esteem for children and adults with disabilities.
Facts and History True Friends has been enriching the lives of children and adults with developmental disabilities and physical disabilities, and their families, for many years. Camp Friendship was founded in 1964 by a group of parents who needed a direct care facility where they could entrust their children for short periods of time. Camp Courage was founded in 1955 by a group of people who saw that services for people with disabilities were lacking in the community. For more than 50 years, we have provided quality programs for people with disabilities and a respite service for those who care for them. These two organizations combined in 2012 with an interim name, “Camps of Courage & Friendship” before a naming study was completed and the name “True Friends” was adopted in October 2013. True Friends annually serves nearly 4,000 people from 400+ communities. Its programs and services are among the most comprehensive in the country. True Friends is unique in its ability to serve a broad diversity of people with intellectual disabilities, physical disabilities and learning disabilities. Many participants have hearing or vision impairments, autism, cerebral palsy, epilepsy, brain injury, diabetes, any one of an array of syndromes (Down, Tourette, Prader Willi), or a combination of multiple disabilities. Consistent care and supervision from a well-trained staff is the key to True Friends programs. One-toone care and custom staff-to-participant ratios are needed to provide the necessary care and supervision required by many participants. The success of True Friends is attributed to over 75,000 hours of labor donated each year by more than 1,200 volunteers. Thanks to many groups and individuals, the camps have come a long way in their short lifetime. Donations of time, talent and resources improve our facility and services, and are greatly appreciated.
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Dear Volunteer, Welcome! True Friends is a place for volunteers to learn new skills, discover their talents, make new friends, meet amazing campers, and experience personal and social growth in a camp community. This handbook will help prepare you for camp. The following pages are filled with information that will answer many questions. As you look through the contents, feel free to contact the Volunteer Service Department with any questions. We are looking forward to sharing the gift of friendship and community with you.
Conor S. McGrath, MPA
Volunteer Services Contact Details Conor McGrath – Program Manager 952-852-0113 / conorm@truefriends.org Amanda Sorell – Volunteer Services Coordinator 952-852-0101 x389 / amandas@truefriends.org
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Purpose of this Handbook This handbook has been prepared to inform you about True Friends’ history, practices, and policies. Additionally, it will describe the benefits we can provide to you as a valued volunteer. We hope this handbook will help you understand your new community in greater detail. We believe you will enjoy your volunteer work and your fellow volunteers. We also believe you will find True Friends a great place to volunteer. Volunteer Handbooks are not intended to answer all questions, especially those that will be realized once you are at camp. When you begin your work you will better understand your duties and expectations and during interpersonal communication with staff be able to ask those unique questions as they arise. It is suggested your family / support network become familiar with True Friends and our policies. Volunteers are free to terminate their volunteer position at any time and for any reason, and True Friends retains the right to terminate an individual’s volunteer position at any time. If you have questions while reviewing this handbook, please contact Volunteer Services.
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Table of Contents GENERAL VOLUNTEER HANDBOOK
True Friends’ Mission Statement ...................................................................................................................................... 1 Facts and History ..................................................................................................................................................................... 2 Volunteer Services Contact Details .................................................................................................................................. 3 Purpose of this Handbook ................................................................................................................................................... 4 Services........................................................................................................................................................................................ 6 General Volunteers’ Reporting Structure ...................................................................................................................... 7 Volunteering Recognition .................................................................................................................................................... 8 Maps.............................................................................................................................................................................................. 9 Frequently Used Acronyms & Terms ........................................................................................................................... 15 Types of Program Volunteers.......................................................................................................................................... 16 Youth Leadership & Development Opportunities .................................................................................................. 17 All Volunteer Responsibilities ......................................................................................................................................... 18 Volunteer Policies ................................................................................................................................................................ 19 Your Language ....................................................................................................................................................................... 23 Camp Policies ......................................................................................................................................................................... 24 A Closing Note........................................................................................................................................................................ 29 Appendix A | Welcome to Holland................................................................................................................................. 30 Appendix B | Helpful Information on Various Disabilities .................................................................................. 31 Appendix C | True Friends Daily Safety Briefing ..................................................................................................... 38
July 14
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Services Resident Camp Our most popular service provides opportunities for children and adults to enjoy and benefit from an outdoor, recreational and leisure experience during summer and winter seasons in Minnesota. Our rural settings are Camp Friendship near Annandale, Camp Courage near Maple Lake, Camp Courage North near Lake George, and Camp New Hope near McGregor. Our urban setting, located in Eden Prairie, is Camp Eden Wood. Activities at these resident sites are specially designed to meet the needs and abilities of each participant. In pursuit of a more balanced and independent lifestyle, life-long leisure skills are offered through special interest sessions which include: bicycling, dance, fishing, adventure camping and hiking, cooking, sports, and creative arts. True Friends is a great option for participants who are not eligible to attend most other camps due to their various needs. Special programming and staffing are available for individuals who use wheelchairs/walkers, have visual and/or hearing impairments, medical issues or other special needs. Respite Care This year-round service gives parents and care providers a break from the daily demands of caring for a person with a disability. At the same time, participants can relax and re-energize in a homelike setting as well as participate in a wide array of recreational activities. Bring Your Own Caregiver “BYOC� offers a flexible, low-cost option for families, care providers, or group home and facility residents to vacation together. These options allow people to just relax and enjoy time away from one's daily routine. Individuals can spend one or more days enjoying activities at any of the locations. Team Quest: team-quest.org This program provides a unique opportunity for groups to learn to work together, solve problems, resolve conflicts, and improve communication skills through special activities, group games and challenging initiatives. Camp Eden Wood, Camp New Hope and Camp Friendship utilize high and/or low ropes obstacle courses. Programs available for groups of all abilities. Conference & Retreat Services: conferenceandretreat.org Facilities are available for any type of group at all locations. Each site provides an ideal setting for group events, such as retreats, conferences and workshops, business meetings, and family reunions. Overnight accommodations and cozy meeting rooms are available for groups of 20-225 people. Ventures Travel: venturestravel.org Ventures Travel offers trips for older teens and adults with intellectual/cognitive disabilities and others who benefit from extra assistance while traveling. Although based in Minnesota, we travel across the United States and Canada by van, train, plane, and cruise ship. Our vacations are unique because of our focus on safety and quality care, small group size, variety of destinations and fun, caring travel leaders. We also plan trips for family members or groups of friends! See a complete list of trips online. TRUE FRIENDS | 6
True Strides: truestrides.org True Strides is a horsemanship program providing opportunities for individuals of all abilities to experience exceptional equine-assisted activities and therapeutic riding lessons. Through intentionally designed programming, participants gain knowledge and skills in horse history, grooming, breeds, riding styles and more. Time spent with this wonderful equine staff allows participants to grow skills physically, cognitively, emotionally and socially both on the ground and mounted.
General Volunteers’ Reporting Structure
Volunteer
Site|Program Coordinator
Program Manager | Director
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Volunteering Recognition True Friends is a certified organization with the President’s Volunteer Service Award program. The PVSA program was created as a way to thank and honor Americans who, by their demonstrated commitment and example, inspire others to engage in volunteer service. Participating in this program allows us to recognize our volunteers with the highest of honors. PVSA CRITERIA Any individual, family or group that meets the program’s criteria can receive presidential recognition for volunteer hours served over a 12-month period or over the course of a lifetime. Criteria for recognition are: Recipients must be United States citizens or lawfully admitted permanent residents of the United States. Awards are issued for service hours served within a 12-month time period or over the course of a lifetime. Awards are issued for volunteer service only. Additional levels of participation with the organization, i.e. charitable support, are not a factor considered for the award. Court-ordered community service does not qualify for the award. GOLD AWARD ELIGIBILITY To be awarded the PVSA Gold Award, you must meet the service hour minimum standards within one year dependent on your age group as outlined below: - Kids (ages 5-14): 100 hours or more - Young Adults (ages 15-25): 250 hours or more - Adults (ages 26+): 500 hours or more - Family & Groups: 1000 hours or more GOLD AWARD RECIPIENTS WILL RECEIVE - Personalized Certificate (with individual’s name) - Lapel Pin, gold - Congratulatory Letter from the President of the United States
True Friends’ Volunteer Services Department will keep track of volunteers’ hours and notify those who quality for PVSA recognition.
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Maps True Friends has five scenic lake-side camp locations. All five locations are accredited by the American Camp Association (ACA). These programs comply with nationally recognized standards for content, personnel, administration, health care, site and facilities. ACA representatives visit facilities regularly to assure compliance with these standards.
Camp Friendship is located on 115 acres of scenic woodlands and is on Clearwater Lake just 60 miles northwest of the Twin Cities near Annandale, Minn. The fully accessible camp offers modern cabins and facilities, dining hall, arts and crafts building, recreational hall, nature building, gymnasium, indoor pool, climbing wall, ropes course and more. Camp Courage has 305 acres along scenic lakeshore, woods and fields near Maple Lake, Minn. on beautiful Cedar Lake. It offers multiple meeting facilities and has two campuses: Lakeside and Woodland, both with year-round lodging. Camp Eden Wood is a fully accessible camp tucked in the woods on Birch Island Lake just west of where I-494 meets Highway 62 in Eden Prairie, Minn. Campers enjoy the modern cabins, waterfront, hiking trails, basketball court, ropes course, dining hall and numerous other activities. Camp Courage North is located in the beautiful Paul Bunyan State Forest area near Itasca State Park, near Bemidji. Minn. Situated on Lake George, this fully accessible camp adds that “up north” feeling to everything you do there – and if you like the outdoors, there’s a lot you can do! Camp New Hope is located on the edge of the Savannah State Forest and Park near McGregor, Minn. The accessible location offers campers modern lodging and the chance to enjoy water activities on Glacier Lake.
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Camp Friendship
From I-94: Take I-94 to Hwy 24 S (Clearwater exit 178). Go 7.5 miles, turn right onto 108th St NW and continue 0.7 miles to the camp. From Hwy 55: Take Hwy 55 to Co Rd 6 north for 2.6 miles. Turn right onto Hwy 24 and drive for 2.3 miles. Turn left onto 108th St NW and continue 0.7 miles to the camp.
10509 108th St. NW Annandale, MN 55302
Respite Volunteer check-in is at 5pm on Friday at the Lodge. Summer Camp Volunteer Check-in is at 4:45pm on Saturday at the main gate. Winter Camp Volunteer Your check-in times will be provided by a member of the Volunteer Services Department.
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Camp Courage From Twin Cities on Hwy 55: Camp Courage is located one half mile west of the town Maple Lake. A green Camp Courage sign with direct you north on Co Rd 7. Follow Co Rd 7 for 3.2 miles. Camp gates will be on the left. From Twin Cities on I-94: Take Silver Creek/Hasty exit 183. Turn left onto Co Rd 8 NW for 6 miles. Turn right onto Co Rd 7 NW for 1.3 miles to gates of camp on the left. From St. Cloud on I-94: Take Clearwater exit 178. Go south toward Annandale on Hwy 24 for 9 miles. Turn left onto Co Rd 39 and follow for 2 miles. Turn right onto Co Rd 7. Camp gates will be on the right.
8046 83rd St NW, Maple Lake, MN 55358
Summer Camp Volunteer Winter Camp Volunteer Spring & Fall Family Fun Weekend Volunteer Your check-in times will be provided by a member of the Volunteer Services Department.
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Camp Eden Wood From I-94: Take Crosstown Hwy 62 W to the South Frontage Rd/W 62nd St Stoplight. Take a left at the stoplight and then an immediate right onto Indian Chief Rd. Go 0.1 miles south on Indian Chief Rd. Camp entrance is on the right.
6350 Indian Chief Rd, Eden Prairie, MN 55346
Respite Volunteer Check-in is at 5pm on Friday at the Main Lodge. Resident Camp Volunteer Your check-in times will be provided by a member of the Volunteer Services Department.
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Camp Courage North From Park Rapids on Hwy 71: Follow US Hwy 71 north for 30 miles. One mile west of Lake George is a green entrance sign for Courage North. From Bemidji: Follow US Hwy 71 south for 25 miles. Look for the green entrance sign for Courage North. From Twin Cities: Follow Hwy 10 north to Motley, go north on Hwy 64 to Hwy 200. Go west on Hwy 200 for 5 miles to Hwy 71, turn left onto Hwy 71. Go 6 miles and turn at the blue highway sign for Courage North.
37569 N Courage Dr, Lake George, MN 56458
Resident Camp Volunteer Your check-in times will be provided by a member of the Volunteer Services Department.
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Camp New Hope From MSP: Take I-35 N. Take Moose Lake exit onto Hwy 27. Go west on Hwy 27 to Hwy 65. Go north on Hwy 65 to McGregor. Follow directions from McGregor. From Duluth: Take I-35 south for 21 miles. Take MN 210 exit 235. Go west on MN 210 to McGregor. Follow directions to McGregor. From McGregor: Take Hwy 65 north for 7 miles to the BP gas station. Turn right and go east 7 miles on Co Rd 14 / Lake Ave. Camp New Hope is on the left.
53035 Lake Ave, McGregor, MN 55760
Resident Camp Volunteer Your check-in times will be provided by a member of the Volunteer Services Department.
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Frequently Used Acronyms & Terms Types of Programs Resident Camp: week-long programs operating during summer and winter school breaks Respite Services: weekend programs operating year-round YDL: Youth Development & Leadership VT: Ventures Travel TQ: Team Quest C&R: Conference & Retreat B.Y.O.C.: Bring Your Own Caregiver TS: True Strides Horsemanship MLC: Minnesota Life College (internship program) enVISION: Volunteers Innovating, Serving, Inspiring, Organizing and Nurturing FF: Family Fun Camp (Spring & Summer) WF: Weekend Focus Locations CEW: Camp Eden Wood CC: Camp Courage CF: Camp Friendship CNH: Camp New Hope CCN: Camp Courage North GRDC: Grand Rapids Day Camp The Farm: True Strides, Maple Lake Staff CIT: Counselor in Training YVC: Youth & Volunteer Coordinator VC: Village Coordinator PM: Program Manager PD: Program Director SD: Senior Director Admin: Senior Leadership staff i.e. PM/PD/SD
On Site Specifics Lodge: typically the main welcoming location – see maps above PC: Camp Friendship Program Center HC: Health Center – applies to all camp locations
LIT: Leader in Training (volunteer) CA: Cabin Assistant (volunteer) PL: Program Leader HMA: Health & Medication Aid RN: Registered Nurse LPN: Licensed Practical Nurse HCC: Health Care Coordinator
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Types of Program Volunteers
Summer Volunteers
• Resident Cabin Assistant, ages 16+ • Week long camps June-August • All experience levels
Winter Volunteers
• Resident Cabin Assistant, ages 16+ • Dec 26-31 & Jan 3-8 • All experience levels
Respite Volunteers
• Ages 16+ • Friday - Sunday @ CF or CEW • Offered year-round Friday - Sunday
Mission Trip Volunteering Ages 14 + Mission Trip Volunteering projects are available for all established groups wishing to engage in an experience based learning or team-building service project. Groups can consist of 5 – 80 individuals and stem from 2 hour projects to weeklong residential experiences in tandem with our core programming. Group Leaders/chaperones typically operate in a ‘floating’ capacity rating through cabins and program areas to assist group members.
Family & Alumni Volunteering Ages 14 + Family & Alumni Volunteering provides a great community atmosphere within camp and helps True Friends seasonal and year-round staff keep the stories and memories alive. Families and Alumni provide a range of assistance with grounds and maintenance, administrative and often filling in where needed. Families external to the agency are encouraged in joining in and engaging in service projects either directly or indirectly working with campers.
Partnership Programs Contact the Volunteer Services Department if you would like to find out more about our Partnership programs. Currently we are partnered with high schools, universities, Eagle Scouts and troops, garden clubs, church groups and youth & community groups.
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Youth Leadership & Development Opportunities For adventure, friendship, growth and great fun, youth and adults can join the nationallyrecognized experiential learning focused volunteering program at True Friends. Program Overview True Friends volunteering programs offer young people and adults a unique and well-rounded opportunity. Through volunteering with our core programs, individuals are engaged in activities that lead to personal growth, self-discovery and leadership development. Volunteers work directly with the agency’s staff assisting participants with involvement in a diverse range of activities areas such as swimming, arts & crafts, music, nature study, sliding, rockclimbing and other fun camp-based activities too. People who share their time with our agency tell us it’s the experience of a lifetime!
Leadership & Development Tier One Volunteering – Leaders in Training Ages 14 – 16 This program is designed as an entry-level program for youth with limited or no experience working with people with disabilities. Tier One volunteers will spend one part of their day working with core programs and the other portion of their day with other Tier One volunteers team building, developing their leadership ability and learning more about the community we serve.
Leadership & Development Tier Two Volunteering – Cabin Assistant Ages 16 + Tier Two volunteers are required to demonstrate significant prior experience working with the community we serve as a prerequisite to securing a position in the program. Tier Two volunteers spend the day with their cabin group engaged in an intentional experiential learning program supervised and guided by camp leadership. Through self-directed reflection and developmental supervision, Tier Two volunteers continue to develop the leadership and personal skills necessary to advance.
Contact the Volunteer Services Department for more details on becoming engaged in our Leadership & Development programs.
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All Volunteer Responsibilities *Co-responsibility / assist indicates that the Volunteer is an assistive measure in place alongside compliant and trained state 1. Co-responsible for care and safety of campers 2. Co-responsible for direct supervision during transition and program times 3. Volunteers must reside at their camp location for the duration of their service with True Friends 4. Volunteers are expected to follow the chain of command to reconcile issues and communicate internally 5. Comply with True Friends policies & procedures including training and orientation 6. Review the Volunteers Handbook and or Program Volunteers Handbook prior to engagement in the program 7. Assist in preparing the campgrounds for the opening and closing of each session 8. Assist in housekeeping, sanitation, replacement of supplies and care of all equipment 9. Assist in running daily schedule of activities in accordance with goals and objectives of True Friends 10. Assist in planning and implementing activities within assigned cabin and or program area 11. Help plan and participate in evening programs and all‑camp activities 12. Participate in either Tier One, Tier Two or Respite Volunteer Program as directed by the Volunteer Services Department 13. Engage in a work pattern from 7A.M. - 11P.M. with scheduled rest hours (2) 14. Monitor for any changes in camper activity level or behavior and report this and/or any accident, signs of illness, or signs of fatigue to the health care staff. 15. Responsible for communicating misunderstood policies, procedures and or general understanding of expectations for volunteers 16. Report any maintenance / repairs that are needed to the coordinator of your program 17. Complete and review evaluation with your program coordinator 18. Provide an online evaluation when prompted to do so by the Volunteer Department 19. Communicate special requirements to the Volunteer Department prior to engagement in the program. *Failure to do so may jeopardize your ability to participate in the program or loss of credit hour confirmation. 20. Attend all assigned staff meetings and in‑service training 21. Maintain open relations with all staff, encourage and welcome constructive feedback and compliments, and expect the same of others 22. Perform any other duties assigned by the administrative staff 23. Must enjoy working with people 24. Must be able to perform all duties and responsibilities of assigned position as described 25. Be mature, responsible, flexible, and willing to learn
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Volunteer Policies 1. All volunteers for resident camp and respite care will be assigned to help in a cabin. Volunteers will know their cabin assignment before the campers arrive. 2. During their involvement, all volunteers will complete a self-evaluation form, and will be evaluated by the staff in their assigned cabin, as well as the supervisor of the program. 3. Absolutely no use or possession of alcohol or illegal drugs on camp property. Volunteers may not be under the influence of either at any time while on campgrounds. 4. TF prohibits intimate displays of affection, both in public and private. 5. Volunteer conduct should represent TF in an appropriate manner, such as being respectful, polite, kind, patient, an open communicator, willing to learn and understanding. 6. Youth volunteers are not allowed in the staff lounge at camp, and adult volunteers and staff are not allowed in the volunteer living quarters, such as the V-house.
VOLUNTEER APPEARANCE The agency does not require a formal uniform, but the summer camp and respite care programs provide a volunteer shirt to be worn during check-in and check-out days. Volunteers are expected to be clean and wear clean, comfortable clothing appropriate for their position. Proper footwear is required at all times, even when in a cabin. To reduce the chance of injury, you must wear shoes that have a closed toe. Any sandals must have a strap on the back. You are encouraged to wear flip flops while showering, however, flip flops are not allowed in other areas. For swimming activities, female staff/volunteers are required to wear a one-piece swimsuit or a tshirt over a two-piece swimsuit. You should not wear shirts that allow one’s “midriff” to be seen, or tops with “spaghetti type straps” that would not cover bra straps. Avoid clothing that could be offensive or considered suggestive to others. Shorts should be a modest length; this disqualifies short-shorts.
INTERNET/EMAIL USE The internet is available for seasonal staff/volunteer use. The use of the internet is a privilege. Visiting objectionable sites, or sending or receiving objectionable material is not tolerated. Administrative staff monitors the computers daily.
CELL PHONE USE Volunteers are not permitted to use their cell phones during working hours. Volunteers are asked to have cell phones turned off and kept in their living quarters. Use of cell phones will be permitted when the volunteer is on his/her free time, and after participants are asleep. Calls should be made and received in non-public areas.
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COMPUTER USE Volunteers are permitted to bring laptop computers, and other electronic devices to camp. TF will not be held responsible for any damaged, lost, or stolen items. Staff and volunteers are responsible to keep these devices stored in a secured place. The use of electronic devices is only permitted during off time and after participants are asleep. Volunteers must follow internet use guidelines when using TF computers and personal computers.
CAMERAS Cameras and cell phones with cameras, are not to be used in private areas such as bathrooms, shower areas or bedrooms. Photos of campers should not be transmitted to others via cell phones. Photos of campers are PROHIBITED from all internet and social networking sites, such as Facebook. Volunteers may post photos of other volunteers, our facilities, and our staff members. Photographs are not for public consumption regardless of their content.
IPODS/MP3 PLAYERS During working hours, volunteers are asked to have iPods and other personal listening devices turned off and stored in a secure place. Volunteers are discouraged from using devices during sleeping hours; this may affect their ability to hear in case of an emergency. If volunteers are in need of a listening device while they sleep, only one ear may be covered. The other ear must remain uncovered in order to hear their surroundings. Music should be kept at a volume low enough to ensure staff/volunteers in the surrounding area cannot hear it.
CANTEEN PURCHASES Purchases at The Canteen may be made on a cash basis during free time, or with your cabin group. Volunteers can buy camp clothes, such as t-shirts, sweatpants, and water bottles. TF also has vending machines for optional purchases.
LAUNDRY Long term volunteers are allowed to use laundry facilities for personal use after 5:30 p.m., MondayFriday, all day Saturday & Sunday morning.
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MAIL Personal mail should be placed in outgoing mailbox located in the program centers by 9:30 a.m. Stamps may be purchased at the Canteen during store hours. Incoming mail will be delivered to volunteers by leadership staff; please denote ‘Volunteer’ in brackets beside their name. All camp addresses are listed on the Maps pages.
SMOKING Smoking by minors (those under the age of 18), whether they are staff members or clients, is prohibited. The use of tobacco products by minors is illegal in the state of Minnesota. Volunteers are required to sign a form stating knowledge of this law. If law is broken, parents of the volunteer will be called. If the activity persists, the volunteer will be asked to leave. TF promotes a smoke-free environment. Smoking is only allowed in the designated area for each program for those over the age of 18. There is no smoking allowed in any agency building, tent or accommodations that might be used within a program (i.e. a hotel room used on a state park trip). There is no smoking allowed in any agency vehicle whether owned, leased or rented by TF. Additionally, smoking in any wooded area is a fire hazard and is not allowed.
LEAVING CAMP Volunteers may not leave camp grounds at any time during their stay unless participating in a camp-related program. A written permission slip from a youth volunteer’s guardian is needed for the youth to leave camp for either a camp sponsored event or to leave with another volunteer or minor. Volunteers attempting to gain “service hours” run a risk of gaining no hours if they leave a session early. If a volunteer leaves a session early, parents will be notified. Volunteers will be allowed to leave when their living quarters have been tidied and they have been cleared by the volunteer supervisor. If a volunteer chooses to leave early, no service hours will be given unless prior arrangements have been made with the volunteer supervisor. If leaving camp is due to an emergency, the volunteer supervisor will contact the volunteers’ guardians before that volunteer leaves.
CONFIDENTIALITY/PRIVACY Volunteers are responsible to keep information about campers confidential. Volunteers should only share information about campers and their families with other current staff members who need to know the information. Volunteers may only use photos of campers for private use. Written permission from guardians and TF must be obtained by the staff member or volunteer to use camper’s photos for any public display.
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GATE POLICY (CAMP FRIENDSHIP ONLY) During the summer resident camp program, each gate around camp’s perimeter is secured. These gates are kept locked at all times, with the locks set on “0000” as a precaution to help ensure campers are kept safe. Summer camp program leaders will check all gates each evening at around 10 pm (Sunday through Thursday). If ANY gate at ANY time is left open or the lock is not set on “0000,” summer camp leadership staff will do a ‘cabin count’ to ensure all campers are present. A ‘cabin count’ involves checking in with each cabin group, regardless of their location. If you find a gate is open or the lock is not on “0000,” you must immediately find a summer leadership staff or use the two way radio in the lodge office to notify summer leadership staff of the situation. Please be sure to check the lock carefully to ensure that it is set on “0000” as you open and close the gate. The following are exceptions:
During typical office hours, Monday – Friday. Upon arrival at work, a designated administrative staff member will leave the walk through gate between the parking lot and the Program Center unlocked (with the lock hanging on the gate, yet still ‘zeroed’) at around 8 am. The same designated staff will lock the gate upon leaving at around 4:30pm. Any staff member may leave the gate unlocked from 8 am - 4:30pm.
During the weekends after resident campers have left. The gate will NOT be locked at 4:30pm on Friday and will remain unlocked until around 1pm on Sunday, when program leaders will check all gates around the perimeter of camp.
The gate on Uncle Fogy’s side of the street will remain open, unless there are campouts in the woods. If there is a campout, the gate will be locked by a leadership or healthcare member of staff as they return to camp after checking with the campout group.
NOTE – the combination to the lock should only be given to trusted individuals on a need to know basis. If a visitor comes to camp and the gate is typically locked at this time, it is expected that a staff member will greet that visitor at the gate and open it for them and accompany them upon departure, locking the gate when they leave.
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Your Language At True Friends, it is our goal to provide the highest standard of care available. In order to do this, respect to the camper must be one of our top priorities. Our language really is a reflection of our respect. Here are some helpful tips: o o o o
o
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Use “disability” rather than “handicap” to refer to a person’s disability. When referring to a person’s disability, use person first language. In other words it is better to say “a person with a disability,” rather than “a disabled person.” Avoid referring to people with disabilities as “the disabled, the blind” etc. Avoid negative descriptions of a person’s disability. For example, don’t say, “John suffers from Cerebral Palsy.” This implies that the person has an infliction. Instead say, “John has Cerebral Palsy.” It is better to say “people without disabilities” as opposed to using the word “normal” to describe them. Try to avoid the word “normal.” What is it anyway? We often can replace the word normal with “typical.” “John uses a wheel chair,” is more appropriate than, “John is confined to a wheel chair.” We should not assume a person with a communication difficulty also has a mental disability. There are people with Cerebral Palsy who may have trouble speaking but have a high I.Q. Use “without speech or non-verbal” as opposed to “mute or dumb.” Never use “retarded” or “slow” to describe someone. Instead say “a person with a mental disability” or “developmentally disabled” or “mentally challenged.” Remember to use the person’s name; do not define a person by their disability.
CONVERSATION STARTERS Starting conversations might feel forced or awkward at first, but it’s important when interacting with campers. Here are some great topics to keep in mind to start a conversation with verbal campers: Family members
Hobbies
Where/if they work
Favorite holiday and why
Activities
Tell an appropriate joke
Trips taken
Favorite camp game
Movies/TV shows
Sports
Stories about a pet
Talk about the activity you’re working on
If a camper’s talk is inappropriate, you can tell them to stop. Staff will always be within eyesight of campers, and are there if you need assistance or have any questions.
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Camp Policies CHILD AND VULNERABLE ADULT ABUSE PREVENTION POLICY It is the policy of TF to protect those individuals for whom we provide services from abuse or neglect as defined in the Minnesota Vulnerable Adults Protection Act of 1980 and the Minnesota Child Protection Act, and to report any possible incidents to appropriate agencies.
Definitions Abuse: The intentional and non-therapeutic infliction of physical pain or injury or any persistent course of conduct intended to produce mental or emotional distress. This includes verbal and sexual abuse. Neglect: Failure by the caretaker to supply the necessary food, clothing, shelter, health care or supervision or failure to protect a child or vulnerable adult from conditions or actions which imminently and seriously endanger the participant's physical and mental health when reasonable to do so.
Internal Reporting of Abuse/Neglect Any person who has knowledge of abuse or neglect of a participant or has reasonable cause to believe that a participant is being or has been abused or neglected or has knowledge of physical injury to a participant which has not been fully or consistently explained shall immediately report the incident(s) to their administrative supervisor. A Report to Caregiver Form will be completed with the aid of a supervisor, if needed. A Report to Caregiver Form is completed whenever an incident causes injury or harm, or the possibility of injury or harm to the camper and/or their belongings. This may include incidents such as: falls, walking into something, receiving a hit or kick, bite or pinch, sunburn, an unusual number of bug bites, self-injurious behavior, ingesting inedible objects, spitting, pushing, hair pulling, burns, blisters, rashes, illness, not sleeping, dramatic changes in effect, refusal to eat, or noticeable weight loss or gain. A Report to Caregiver Form may also be completed if a participant reports or expresses distressing information to staff. This may include a report of: previous abuse, being lost or touched inappropriately, having suicidal thoughts or fears, being hurt by others, being called names or having other mean comments said to the individual. Any person who in good faith reports an incident(s) as defined above shall be protected from retaliation from the organization or employees of the organization and are by law, immune from civil liability. If the internal investigation conducted by TF determines there is no evidence of abuse or neglect, the person reporting has the right to report the incident to an outside agency and is protected from retaliation from the organization or the employees of the organization and are by law, immune from civil liability.
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Any person who willfully or recklessly makes a false report under the provisions of the Minnesota Child Protection Act or the Vulnerable Adults Protection Act shall be liable in a civil suit for any actual damages suffered by the person who has been reported and for any punitive damages set by the court or jury. Any person who willfully fails to report witnessed or suspected physical, mental, verbal or sexual abuse or neglect can be found guilty of a misdemeanor.
Internal Investigation of Abuse/Neglect The Administrative Supervisor will immediately and thoroughly investigate any suspected or alleged case of abuse or neglect. All reports related to the incidents/accidents involving the participant (s), i.e. Report to Caregiver, Self-Injurious Behavior Log, Health Care or Behavior Log will be reviewed. As a part of this investigation, the Administrative Supervisor will also notify the parent/guardian, social worker and/or group home, residential facility or state institution. The results of this investigation may determine the need to report to an outside agency. This may include: incidents requiring emergency care or police report, or an error in therapeutic conduct that does cause harm or injury, neglect or abuse. The Administrative Supervisor, if he/she has not yet done so, will discuss the situation and investigation with the President/CEO of TF
Reporting Abuse/Neglect to External Agencies If the Administrative Supervisor and/or President/CEO determine that the alleged incident(s) constitutes abuse/neglect and requires reporting to external agencies, she/he will immediately report the incident(s) to the parent and/or caregiver, the County Human Services Department where the incident occurred and the Office of the Ombudsman. The President/CEO of TF will determine the need to contact the Chair of TF Board of Directors. A written report will be submitted as soon as possible.
Internal Responsibility For Care/Treatment Of Abuse/Neglect Victims It is the responsibility of the Administrative Supervisor and/or President/CEO to ensure that a participant who has been the victim of abuse or neglect is provided with care/treatment appropriate for his/her injuries and be fully protected from further abuse and neglect. INJURY MANAGEMENT POLICY - Worker’s Compensation A. Who is covered under Worker’s Compensation? Volunteers are not covered under Worker's compensation. All volunteers should complete a health history form which provides information regarding volunteer's health insurance. If a volunteer has a work-related injury or disease, the volunteer should complete a First Report of Injury/Supervisor Report of Accident (internal form). Medical bills should be submitted to the volunteer's medical insurance. NOTE: Any injury which is the result of horseplay will not be covered. TRUE FRIENDS | 25
B. I am a volunteer so I am not covered. Do I need to report an injury or illness? Step 1: Report any work-related injury or disease to your supervisor as soon as possible, even if the injury seems minor. Volunteers should report the incident within 24 hours and each volunteer should report an injury prior to seeking medical attention. Step 2: Complete a First Report of Injury form with your supervisor’s assistance. Please be as accurate and complete as possible -- reports that lack vital information or are too vague are of little value. For example, “Employee fell” is not enough information to determine if something was unsafe. Please be descriptive, but concise. Step 3: Seek proper care. Report to the health center or request the on-site nurse for first aid, if needed. For an emergency, call 911 or get the volunteer to an emergency care facility. For a non-emergency, the supervisor will discuss with the volunteer’s guardian the steps that need to be taken and by whom. Step 4: Investigate the accident. The volunteer’s direct supervisor must investigate all accidents and document the following information: 1. Actual cause of the related injury or illness 2. Corrective action to prevent reoccurrence 3. Notification of other volunteers for safety as appropriate 4. Identify any restrictions placed on the volunteer because of the injury 5. Identify if a transitional, modified, or light duty job is required for volunteer. OBJECTIONABLE BEHAVIOR/SEXUAL HARASSMENT It is the policy of TF, to maintain a working environment free from offensive or degrading remarks or conduct. Such behavior includes inappropriate remarks about a staff member or volunteer’s disability, age, sex, race, color, national origin, status with regard to public assistance, a pattern of behavior which creates a hostile environment or any request to engage in illegal, immoral or unethical conduct. One specific kind of illegal behavior is sexual harassment, which can consist of a wide range of unwanted sexually direct behavior. It is defined as: Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature as to which: 1) submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or volunteer experience 2) submission to or rejection of such conduct by an individual is used as a basis for employment decisions 3) such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile working environment Any person who feels subjected to offensive behavior of any kind should feel free to object to the behavior and report that behavior immediately.
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It is not necessary for any person who feels that she/he is the subject of offensive behavior to handle it herself/himself. Any person who feels harassed or offended by another staff member, supervisor, manager, member of the Board, member of the clientele, or any other person whom she/he encounters in the course of employment or volunteer experience, whether the opposite sex or same sex, and does not feel able to deal with the problem directly, should go directly to their direct supervisor or a member of the management team, or the President/CEO. All allegations of offensive behavior will be investigated promptly, fairly and completely. The facts shall determine the response to each complaint. Each situation will be handled discreetly. In the event that the offensive behavior recurs, it should be immediately reported to either the direct supervisor, a member of the management team or the President/CEO. All staff members and volunteers understand that this policy applies to each and every employee and volunteer of the agency, including the Board of Directors, management, all full-time, part-time and temporary employees. No retaliation or intimidation directed towards anyone who makes a complaint will be tolerated. 1.
By Person Being Harassed: A. Says clearly the first time the situation occurs: "I find your behavior offensive. Leave me alone." (the person being harassed may choose this option, or go directly to the next step B.) B. Report incident(s) of objectionable behavior or sexual harassment immediately to direct supervisor or any management team member. C. If situation persists, immediately report it again. Any person feeling harassed by another staff member, client, or purveyor, regardless of the staff member or volunteer’s position within the agency, or by any other person whom she/he encounters at the work place, whether the opposite sex or same sex, and does not feel able to deal with it directly, is required by this policy to go directly to someone in management or someone designated by management to enforce this policy. We "management" recognize that if a staff member feels harassed by a supervisor, the staff member may be reluctant to voice concerns to management. We want staff members to be assured that they may and should report suspected harassment regardless of the "harassers" position. Please remember: if we do not know of the problem, we will not be able to take action to eliminate or resolve the problem.
2.
By Management Personnel If a staff member or volunteer reports any incident of sexual harassment, or if you observe any such incident, you must report it directly and immediately to the President/CEO.
3.
By President/CEO A. The President/CEO will promptly investigate or designate a staff member to assist in the investigation of all complaints made pursuant of this policy. (If the incident involved the President/CEO, the Executive Committee of the Board will investigate.) B. The President/CEO (or the Executive Committee, if the incident involves the President/CEO) will report to the Executive Committee the results of the investigation, together with a recommendation. TRUE FRIENDS | 27
C.
4.
The Executive Committee will take, or will recommend that the Board of Directors take, whatever action is necessary and appropriate.
Conclusion Charges of objectionable behavior and sexual harassment are serious, and will be treated seriously by the agency. OBJECTIONABLE BEHAVIOR AND SEXUAL HARASSMENT OF STAFF MEMBERS OR VOLUNTEERS WILL NOT BE TOLERATED. This policy applies to all staff members and volunteers regardless of position.
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A Closing Note Everyone here at True Friends would like to THANK YOU for your support and efforts in helping us continue our mission to “Provide life-changing experiences that enhance independence and self-esteem for children and adults with disabilities.” We couldn’t do this without the help and dedication of our wonderful volunteers. Our campers are the reason True Friends exists. Working at True Friends will challenge you in new ways and will provide you with a fun and rewarding summer experience. Working at True Friends has helped many people choose a career path, become a better teacher, nurse, doctor, camp director, social worker, parent, world citizen and much more. You will often hear our staff saying “Camp is for the Camper.” We are here to support them and their caregivers. We look forward to welcoming you into our camp community. If you have any questions regarding information in this book please contact your supervisor.
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Appendix A | Welcome to Holland I am often asked to describe the experience of raising a child with disability - to try to help people who have not shared that unique experience to imagine how it would feel. It is like this... When you're going to have a baby, it is like planning a fabulous vacation trip - to Italy. You buy a bunch of guidebooks and make your wonderful plans. The Coliseum. The Michelangelo David. The Gondolas of Venice. You may learn some handy phrases in Italian. It is all very exciting. After months of anticipation, the day finally arrives. You pack your bag and off you go. Several hours later the plane lands. The stewardess comes in and says, 'Welcome to Holland'. 'Holland? ' you say. 'What do you mean Holland? I signed up for Italy! ! ! I am supposed to be in Italy. All my life I have dreamed of going to Italy! ' But there has been a change in flight plan, they have landed in Holland and there you must stay. The important thing is that they have not taken you to a horrible, disgusting, filthy place, full of pestilence, famine and disease. It is just a different place. So you must go out and buy new guidebooks. And you must learn a new language. And you will meet a whole new group of people you would never have met before. It is just a different place. It's slower paced than Italy. It's less flashy than Italy. But after you have been there for a while and you catch your breath, you look around and you begin to notice that Holland has windmills, Holland has tulips, and Holland even has Rembrandts. But everyone you know is busy coming and going from Italy and they are all bragging about what a wonderful time they had there. And for the rest of your life you will say, 'Yes, that is where I was supposed to go, That's where I had planned.’ And the pain of that will never, ever go away, because the loss of that dream is a very significant loss, but if you spend your life mourning the fact that you didn't go to Italy, you may never be free to enjoy the very special, the very lovely things about Holland. Written by Emily Perl Kingsley (in 1987)
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Appendix B | Helpful Information on Various Disabilities “We all want the same basic things out of life: a decent and comfortable place to call “home,” something meaningful to do during the day, some close friends with whom to share the good things and from whom we receive support in the difficult times, and the opportunity to make our own decisions about things that will affect our personal lives.” -Excerpted from “Home, Sweet Home” by Susan L. Babin, IMPACT.
Developmental Disability Over six million individuals in the United States have developmental disabilities. A developmental disability, according to the Bill of Rights Act, is defined as a severe, chronic disability which: o Originated at birth or during childhood o Is expected to continue indefinitely o Substantially restricts the individual’s functioning in several major life activities More specifically, a developmental disability is a severe, chronic disability which: o Is a combination of or attributable to a mental or physical impairment o Is manifested before the person reaches the age of 22 o Results in substantial functional limitations in three or more of the following areas of major life activity:
o
o
-
self care receptive and expressive language
-
learning mobility
- self-direction - capacity for independent living - economic self-sufficiency Reflects the person’s need for a combination and sequence of special, interdisciplinary, or generic care, treatment, or other services which are lifelong or extended duration and are individually planned and coordinated Except that such term when applied to infants and young children means individuals from birth to five, inclusive, who have substantial developmental delay or specific congenital or acquired conditions with high probability of resulting in developmental disabilities if services are not provided.
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Intellectual Disability What is an Intellectual Disability? Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with intellectual disabilities (sometimes called cognitive disabilities or mental retardation) may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn. What Causes an Intellectual Disability? Doctors have found many causes of intellectual disabilities. The most common are: o
o
o o
o
Genetic conditions. Sometimes an intellectual disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, fragile X syndrome, and phenylketonuria (PKU). Problems during pregnancy. An intellectual disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby’s cells divide as it grows. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability. Problems at birth. If a baby has problems during labor and birth, such as not getting enough oxygen, he or she may have an intellectual disability. Health problems. Diseases like whooping cough, the measles, or meningitis can cause intellectual disabilities. They can also be caused by extreme malnutrition (not eating right), not getting enough medical care, or by being exposed to poisons like lead or mercury. An intellectual disability is not a disease. You can’t catch an intellectual disability from anyone. It’s also not a type of mental illness, like depression. There is no cure for intellectual disabilities. However, most children with an intellectual disability can learn to do many things. It just takes them more time and effort than other children.
How Common are Intellectual Disabilities? Intellectual disability is the most common developmental disability. o Approximately 6.5 million people in the United States have an intellectual disability. o More than 545,000 children (ages 6-21) have some level of intellectual disability and receive special education services in public school under this category in IDEA, the nation’s special education law. o In fact, 1 in every 10 children who need special education have some form of intellectual disability.
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Definition of “Intellectual Disability” Until Rosa’s Law was signed into law by President Obama in October 2010, IDEA used the term “mental retardation” instead of “intellectual disability.” Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition itself, however, did not change. Accordingly, “intellectual disability” is defined as… “…significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(6)] Camp Considerations Adaptive skills. Many campers with intellectual disabilities need help with adaptive skills, which are skills needed to live, work, and play in the community. Teachers and parents can help a child work on these skills at both school and home. Some of these skills include: o o o o o o o
Communicating with others; Taking care of personal needs (dressing, bathing, going to the bathroom); Health and safety; Home living (helping to set the table, cleaning the house, or cooking dinner); Social skills (manners, knowing the rules of conversation, getting along in a group, playing a game); Reading, writing, and basic math; and as they get older, skills that will help them in the workplace.
Tips for Staff/Volunteers Learn as much as you can about intellectual disability. Recognize that you can make an enormous difference in this camper’s life! Find out what the camper’s strengths and interests are, and emphasize them. Create opportunities for success. Be as concrete as possible. Demonstrate what you mean rather than giving verbal directions. Rather than just relating new information verbally, show a picture. And rather than just showing a picture, provide the camper with hands-on materials and experiences and the opportunity to try things out. Break longer, new tasks into small steps. Demonstrate the steps. Have the camper do the steps, one at a time. Provide assistance, as necessary. Give immediate feedback. Teach life skills such as daily living, social skills, and occupational awareness and exploration, as appropriate. Involve the student in group activities or clubs.
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Down Syndrome Down syndrome occurs because of the presence of an extra chromosome, which is labeled number 21. In more rare cases the extra chromosome is produced after fertilization by one cell dividing rather than being produced. Down Syndrome occurs in about 1 in every 830 births and it affects an equal number of boy and girl newborns. There is a wide variation in mental abilities, behavior and physical development in individuals with Down Syndrome. Each individual has his/her own unique personality, capabilities and talents. Individuals with Down Syndrome benefit from loving homes, early intervention, special education, appropriate medical care and positive public attitudes. A baby is usually identified at birth through observation of a set of common physical characteristics. Babies with Down Syndrome tend to be overly quiet, less responsive, with weak muscles. The physical signs may include: o o o o o o o
flat appearing face small head flat bridge of the nose smaller than normal, low-set nose upward-slanting eyes shorter than normal height overly-flexible joints
About 30-50% of all children with Down Syndrome are found to have heart defects, including abnormal openings (holes) in the walls which separate the hearts chambers. Development in a baby and child with Down Syndrome occurs at a much slower rate. Due to weak muscles, babies learn to sit up, crawl and walk much later in life. Talking is also delayed. Most people can perform regular self-care, live independently, function in a socially appropriate manner in any environment and hold jobs. Adults with Down Syndrome are also at a greater risk of developing Alzheimer’s, a 25 in 100 chance. No treatment is available to cure Down Syndrome. Treatment is directed at addressing the individual concerns of a particular person. The prognosis in Down Syndrome is quite variable of each individual, with the severity varying significantly.
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Fragile X Syndrome What is Fragile X Syndrome? Fragile X syndrome is a genetic condition that causes a range of developmental problems including learning disabilities and cognitive impairment. Usually, males are more severely affected by this disorder than females. Affected individuals usually have delayed development of speech and language by age 2. Most males with fragile X syndrome have mild to moderate intellectual disability, while about one-third of affected females are intellectually disabled. Children with fragile X syndrome may also have anxiety and hyperactive behavior such as fidgeting or impulsive actions. They may have attention deficit disorder (ADD), which includes an impaired ability to maintain attention and difficulty focusing on specific tasks. About one-third of individuals with fragile X syndrome have features of autism spectrum disorders that affect communication and social interaction. Seizures occur in about 15 percent of males and about 5 percent of females with fragile X syndrome. Most males and about half of females with fragile X syndrome have characteristic physical features that become more apparent with age. These features include a long and narrow face, large ears, a prominent jaw and forehead, unusually flexible fingers, flat feet, and in males, enlarged testicles (macroorchidism) after puberty. How Common is Fragile X Syndrome? Fragile X syndrome occurs in approximately 1 in 4,000 males and 1 in 8,000 females.
Oppositional Defiance Disorder (ODD) What is it? ODD is a psychiatric disorder that is characterized by two different sets of problems. These are aggressiveness and tendency to purposefully bother and irritate others. Characteristics of people who have ODD: o Often loses temper o Argues with adults o Often defies or refuses to comply with adults’ requests or rules o Angry and resentful o Spiteful and vindictive How to deal with this behavior? HAVE A PLAN If you react on the spur of the moment, your emotions will guide you wrongly in dealing with children and adolescents with ODD. Here are some tips: o A few important behaviors need to be targeted, i.e. no hitting, no swearing o The behavior must be clear cut o It must be consistent, no bending the rules o The rewards should be activities which the child can do and privileges which you can grant o There needs to be an even mix of positive and negative reinforcers. A typical positive one would be a later bedtime, a typical negative one would be withdrawal of activities o Try hard not to show any emotion when reacting to behaviors of children with ODD
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Attention Deficit Hyperactive Disorder (ADHD) ADHD is primarily associated with impulsive and hyperactive behavior. The person who has ADHD will usually have a short attention span. Disorganization and forgetfulness rather than defiance or resistance to authority is symptomatic of children who have ADHD. No one therapy or treatment will alleviate ADHD symptoms in a child. Rather it is a combination of tools and positive intervention that can make remarkable difference in these children. Emotional Support for People with ADHD Children with ADHD need emotional and social support. Because they can be challenging to both, adults and other children, their self-esteem can run rather low. Here are some ideas for providing support and encouraging more desirable behaviors in children who have ADHD: o Identify the child’s strengths and talents, rather than pointing out their shortcomings. Many kids with ADHD have creativity and talent and these qualities should be nurtured. o Encourage participation and cooperative groupings instead of focusing on winning or losing. o Give the same amount of energy discussing successful and positive accomplishments as reminding them of the rules and goals. o Talk about how better decisions could have been made if a situation gets out of control and end the conversation on an upbeat note. o One of the most successful techniques for those with ADHD is catching someone in the act of doing something good. When positive behavior is identified it is more likely to be repeated. o Two techniques that work well also when a situation is escalating are physical workouts or baths. So a trip to the gym might be a good idea. The exertion and change in environment will stop the downward emotional spiral. o Being clear about rewards and punishments and then being consistent in applying them may help lead to more desirable behaviors. o An incentive may be needed for a more desirable behavior to occur. The reward for exhibiting the desired behavior must outweigh the reward for exhibiting the undesirable behavior. Rewards must me immediate. o If punishment must be used, then the most effective way of doing this is withdrawal of privileges or timeouts. However, these must be used sparingly as they are not very good motivators for behavioral change.
Williams Syndrome (WS) Williams Syndrome (WS) is a genetic condition, which leaves individuals with both physical and mental disabilities. Individuals with WS can suffer from physical problems; for example, cardiovascular, feeding difficulties and dental abnormalities. They will also tend to be small for their age, be overly friendly and have low pitched voices. They usually have excessively social personalities. Their verbal skills can be very well developed; however, their understanding of situations may not reflect this. Individuals with WS tend to chatter excessively and use inappropriate language. They will not hesitate to try to gain other people’s attention with questions, comments and even by reprimanding others. People who have WS may imitate the manner in which their supervisors or staff reprimand others. TRUE FRIENDS | 36
Autism Autism is a kind of brain disorder that causes people to experience the world differently from the way most other people do. Those differences make it difficult for people with autism to communicate with others and react to things in the way that others do. When someone smiles, for instance, a person without autism knows that the smiling person is happy or being friendly. People with autism have trouble connecting person’s gestures to their emotions. It is difficult also for people with autism to link words with their meaning and therefore at times have trouble understanding and making sense of what other people are saying. Furthermore, they cannot always find the words they need to express themselves. Autism creates a confusing world of senses. Quiet sounds may be loud and distracting to people who have autism. A sudden noise could be terrifying. A person’s touch may set off a wave of strong sensations. This disorder makes some people with autism behave differently. Some flap their hands or say certain words over and over again, some have temper tantrums or play with certain toys. Most people with autism don’t like changes in environment and routines, they like a schedule. They tend to keep to themselves and many cannot communicate without special help. Treatment Most people understand words better by seeing them so therapists teach them how to communicate by pointing or using pictures or sign language. That makes learning other things easier and eventually many people/kids with autism learn to talk. Most people with autism need calmer more orderly surroundings. Tantrums or breakdowns usually occur because of sensory overload. There is a myth about people who have autism. It suggests that people with this disorder are unloving, unemotional and have no feelings. While they may not show them in the traditional way, they certainly have them and parents and others who take the time to notice become very good at picking up on the ways autistic people show their emotions and love. There is no cure for autism.
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Appendix C | True Friends Daily Safety Briefing Safety Objective Safety is True Friends number one priority & responsibility and it is our goal to provide a safe working environment every day, however, True Friends is not the only party responsible for maintaining a safe site. Everyone who participates with a volunteer work project is a responsible party. The following is an overview of True Friends daily safety summary to be previewed every work day. This brief summary is for informational purposes only. Safety considerations will be reviewed prior any volunteer performing work on a True Friends site.
General Safety Overview 1. 2. 3. 4.
Identify location of Emergency numbers, First Aid Kit, Fire Extinguisher and Facilities Recognize key personnel and safety responsibilities Wear protective gear; goggles, eye protection, hearing protection, gloves, etc. (if applicable) Power Tool Use and Safety; a. Identify who can operate (insure operators are skilled with these tools) b. Location of tools & equipment (equipment accountability is very important) 5. Inspect the following before and after use: a. Ladders, Scaffolding, Planking, Shoring, Bridging, Railings before and after use b. Electrical; power cords, extension cords, power blocks, generators c. Volunteer owned tools/equipment 6. Excavation/Forklift equipment will only be operated by designated operators 7. Only Licensed persons will install electrical & plumbing systems 8. Only authorized personnel may work on hazardous openings & elevated platforms: a. Stair wells, Trenches, Roofs, Scaffolding 9. Specific hazardous items include but are not limited to; a. Back Injury due to over lifting, work in teams, use proper lift techniques b. Trip or fall due to ground debris, lumber, power cords c. Head Injury from falling objects, or falling from an elevated platform 10. Children volunteering may be limited based on the volunteer work project: a. No children under 14 are permitted to enter a construction work site b. Ages 14-16 may perform limited tasks as discussed by True Friends supervisor 11. Older than 16 can perform non hazardous tasks per True Friends supervisor 12. Demolition requires specific knowledge and will only be performed by professionals 13. Hazardous jobs/materials will be identified, review risks associated with such items 14. Report any safety concerns immediately to the onsite leader or True Friends staff 15. Completed waiver signed by each volunteer working on site
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The meaning behind the True Friends’ logo The center figure represents individuals with disabilities. The wheelchair is purposely subtle because True Friends see the person first, not the disability. Blue and green colors represent the lakes and trees of our camps – a distinctive environment where our programs take place. The two figures on either side, and the two colors in the name represent the two legacy organizations coming together to support people with disabilities. It also shows one of the goals of our programs – creating friendships .
10509 108th St. N.W. Annandale, MN 55302 | 952.852.0101 | 800.450.8376 | VolunteerServices@TrueFriends.org | TrueFriends.org Camp Courage Maple Lake
Camp Friendship Annandale
Camp Eden Wood Eden Prairie
Camp Courage North Lake George
Camp New Hope McGregor
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