A letter from Peg - objectives of American Camping Association - social contributions of camps; setting goals

Two years ago ACA identified a vision, "Enriching Lives, Changing the World." Talk about a Big Hairy Audacious Goal (BHAG)! Yet, certainly one worth striving for in today's threatening environment.

We have built the foundation of the camp community on the principle of human development. Over the years, we have characterized that foundation using a number of descriptors: education, recreation, and standards to name a few, Today, ACA is strategically positioning the camp experience and ACA in the field of youth development. You might ask how, in a field so broad and diverse, can we add value? We are using three definitional descriptors that, when combined, express our unique added value: the promotion of positive youth assets (not in a marketing sense--I mean working with strengths not deficits), an intact community, and experiential education.

Who makes youth development a strategic opportunity for ACA and the camp community? Half of the world is under the age of twenty-five, and 14 percent to 21 percent of the world's population is between the ages of fifteen and twenty-four, Our campers and counselors are largely made up of young people from the age of eight to twenty-five. If we are serious about our vision, we must intentionally impact and influence these future leaders who will influence the world.

Why does our impact and influence matter? In today's world there are fewer dollars being spent on programs for youth. Money that is invested is often directed toward prevention, intervention, and academics. Many youth development efforts are designed to "fix" youth. The camp experience, however, is a community designed to promote positive youth assets. Positive "out-of-school" activities have been found to be predictors of academic success: such as, test scores, lower absenteeism, lower drop-out rates, completed homework, and higher grades (Eccles and Barber 1999).

Why then do we find ourselves competing with school calendars and year-round school? I believe, the public, generally, understands the value of play as it is related to early childhood development (zero to eight) but still fails to understand the value of play in adolescence. "While the nature of 'play' may change as young people get older--with an increasing role of peer leisure and time spent talking on the one hand, and an increasing role of structured recreational and sports activities in some young people's lives on the other (Larson and Verma 1999)--it is likely no less critical to adolescents than to younger children (Irby and Tolman 2002)." For those of us who work with youth, we understand that the opportunity to learn about oneself in the context of others and the world is the "business" of youth. Children (zero to eight) "play to act" in order to learn about themselves. Adolescents (eight to fifteen), "act to learn" in order to find their place in the world. Older adolescents (fifteen to twenty-five), "learn to grow," developing skills for life-long learning. The camp community is a place where children and, even more strategically, youth can thrive! We must contribute to this understanding in a proactive manner.

So what are our challenges and opportunities? The No Child Left Behind Act identified three fundamental elements needed: academics, access, and accountability. As previously illustrated, our "out-of-school" time (camp) does add value to the academic world. Adolescent leisure time is a time of preparation; citizenship, personal development, and employment (Larson 2002). As such, "leisure" time can be viewed as imperative if meaningful, safe, and supported by caring adults. All of these components expressed in the definitions of "out of school" time and/or leisure time are found in a quality camp experience thus supporting academics, but often underappreciated. In terms of access, we need to work harder. The Chapin-Hall Study found that low income and minority youth have less access to positive 'leisure' activities. I believe that can also be said about the camp community. We must address diversity issues throughout the organization. Finally, accountability, we are making progress in this area. Our outcome research will help us learn about what we do that "works" and how, With that knowledge, we can "do more" and continue to improve. More importantly, we can take our learnings and translate them into other youth development arenas, as well as to the public.

Our outcomes research can add value to the questions, "What are the ways in which we provide services and create activities for young people?" "How do we contribute to youth development and how can those practices be incorporated into youth work?" Finally, "How do we share in the responsibility to contribute to the community of youth development in order to raise healthy, productive leaders for tomorrow?" To answer these questions, we have a responsibility to grow as a "camp" community and generalize our results for the broader field of youth development. We have something important to learn and share with others.

"As the Convention for the Rights of Children and the Dakar Youth Empowerment Strategy put forward, leisure time is critically a space in which young people express themselves creatively, take part in arts and cultural activities, and develop as individuals. Culture, creativity, and identity are all defining features of the 'content' of learning during leisure time (Irby and Tolman 2002)."

So, once again, let me ask, "Is it possible to enrich lives and change the world?"

I say, "Nothing, but possibilities abound!"

References

Irby, J. & Tolman, L. (2002). Rethinking Leisure Time: Expanding Opportunities for Young People and Communities. Washington D.C.: The Forum for Youth Investment.

The Exchange. (Spring 2003). A periodical on emerging strategies in evaluating child and family services.

COPYRIGHT 2003 American Camping Association
COPYRIGHT 2003 Gale Group