LIT Handbook 2018

Southwoods
Leadership
Handbook for

LIT’s

July 6th - August 8th

2018

Name: _________________________



Leadership Handbook for LIT’s



Table of Contents page 1
page 2
Southwoods Leader In Training 101 . . . . . . page 3
Meet your LIT Director . . . . . . . . page 4
Program Outline, Mission, and Goals . . . . . . page 5
Code of Conduct . . . . . . . . . page 6
Summer Calendar . . . . . . . . . page 7
Regular Daily Schedule . . . . . . . . page 8
Thursday Schedule . . . . . . . . page 9
Sunday Schedule . . . . . . . . . page 10
Daily Schedule Breakdown . . . . . . . page 11
Expectations and Responsibilities on Special Days . . . . page 17
LIT Summer Projects . . . . . . . . page 18
Resource Guide . . . . . . . . . page 20
- Role of the Southwoods LIT . . . . . . page 21
- Requests From Your Campers . . . . . . page 22
- Characteristics of Children at Different Ages . . . page 23
- What Our Best Counselors Do . . . . . . page 25
- Homesickness . . . . . . . . page 26
- Encouraging Acceptable Behavior . . . . . page 28
- Bullying . . . . . . . . . page 30
- Self-Esteem . . . . . . . .
- Little Eyes Upon You . . . . . . .



Southwoods Leader In Training Handbook

Southwoods Leader In
Training 101!

The Southwoods Leader In Training Program is a five week journey to help
you develop skills to become a confident leader within the camp
community, as well as in your everyday life!

You will...

Determine what skills good leaders use.
Have many opportunities every day to practice these skills.
Be in a safe environment and work together as a group.
Learn from one another and support each other.
Have FUN while learning to become great leaders!

Being a Southwoods LIT means working and living together as a group,
and this will take teamwork, respect, motivation, and initiative.

You will have the opportunity to express your creativity while planning,
presenting, and problem solving!

Among many other things, our specially designed group and individual
activities, discussions, day trips, reflections, journal writing, mentoring,
evaluations, camp responsibilities, special events, sports clinics,
leadership initiatives, and Walt Disney World Youth Educational Series will
all be part of your amazing LIT summer!

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Southwoods Leader In Training Handbook

“Leadership and learning are indispensable to each other.”
- John F. Kennedy
Southwoods LIT Program Alumni!

2011 LIT’s 2012 LIT’s 2013 LIT’s 2014 LIT’s

2015 LIT’s 2016 LIT’s 2017 LIT’s

Meet the 2018
Southwoods LIT Director!

Name: Scott Aldrich
Lives in:Byron Center, MI
Years at Camp: 8
Previous Camp Jobs: Group Leader, Boys
Head Counselor, Super Senior Leader, LIT
Director
Studied: Education

Scott came to Southwoods in 2004, originally as a Group Leader. His passions include college sports, mentoring
young people, traveling to new places, and the outdoors. Prior to becoming the LIT Director in 2012 and 2015,
Scott led a number of amazing trips with the Southwoods Super Senior program.
When he is not at camp, Scott enjoys a successful career teaching English at Byron Center High School in western
Michigan. He loves hiking, spicy food (the really hot stuff!), all types of music, working on his family's reindeer
farm, and laughing until it hurts!
In his fourth summer serving as LIT Director, Scott is excited to create some incredible leadership opportunities
for his team of leaders-in-training, and of course be a part of the positive energy and fun that only exists at
Southwoods!

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Southwoods Leader In Training Handbook

SoWutiehnlwcToormoadeinstioLnetghadeer
Program!

Hey LIT’s! (Yes, that’s you!). We are so excited to have you
back at camp for your LIT year, and we hope you are just as
excited to learn about and experience REAL leadership for 5

weeks this summer!
Please use this handbook as a guide to understand the
schedule of the summer, the projects you will be working on,
and a few simple expectations and procedures. It is also a
valuable resource guide for working with your campers!

A leader is a person who influences and inspires a group of people towards the
achievement of a goal. This summer, more than ever, you are a role model and a
leader at Southwoods. This experience is going to be exciting and fun, but it’s also a
big responsibility! You will be expected to uphold the Southwoods mission statement
as you help to create a meaningful camp experience for our campers.

Mission Statement

Southwoods is committed to empowering people. Our goal is to build confidence

and self-esteem by reinforcing positive human values. We achieve that goal through
cutting edge programming implemented by carefully selected and fully trained staff
whose investment in children, like our own, is unparalleled.

Our goal for LIT’s

This summer, we hope that you challenge yourself in as many ways as possible.
We want you to ask questions, and give yourself opportunities to grow by reaching
outside of your comfort zone. We want you to take creative and enthusiastic

risks, and learn the valuable characteristics of a leader by incorporating those
characteristics into your daily life.

It is our goal for you this summer that you begin to understand how the leadership
you learn about and practice at Southwoods will set you apart as a
leader in your life outside of camp. And as always at Southwoods, we want

you to have the summer of your life!

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Southwoods Leader In Training Handbook

LIT Code of Conduct

“The best example of leadership is leadership by
example.”

-Jerry McClain

LIT Lounge

•The LIT Lounge is an exclusive LIT privilege. In other words, no other campers or staff
members should be invited into the lounge besides LITs, the LIT Director, or Head Staff
members.

•LITs will be responsible for maintaining the cleanliness of the LIT Lounge, and it will be
checked each morning by the LIT director.

•Each LIT will have a designated space where he/she may keep a cell phone, lap top, video
ipod, and any non-perishable food.

Free Time

•During 4th period, LITs are permitted in the LIT lounge, in their cabin, and various locations
around camp where activities are not taking place; they may use the track, the lake (with a
buddy, and permission from the Waterfront Director), Whiteface deck, bunkline, etc.

•During free evenings, LITs may be in the LIT Lounge, in their cabin, or at another designated
area. LITs should not be out on the bunkline at night, with the exception of Monday nights
during the staff meeting. On Mondays, LITs will relieve cabin staff at 10 PM and supervise
bunks with GLs until staff return.

•The LITs may, as a group, select one night each week where they order food, paid by camp,
and delivered between 9-10:30pm. The LIT Director will provide a list of convenient locations
to order from. LIT’s must communicate with the LIT Director before dinner on the evening they
would like to order. If LIT’s decide to order food for a second time within one week, the cost
will be covered by the LIT’s.

•LITs are not permitted in the Staff Lounge at any time.

Sign-in Procedure

•LITs will be expected to sign in prior to 11:00pm with a head staff member on duty in either
the Girls HC (females) or the Yurt (males) and be IN their cabins by 11:00pm each night.

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Southwoods Leader In Training Handbook

2018 LIT CALENDAR

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

July 6 July 7

ARRIVAL LIT Training Day
DAY
Journal
Question #1

July 8 July 9 July 10 July 11 July 12 July 13 July 14
With assigned
tribal team With assigned LIT With assigned With assigned With assigned Off Camp
cabin Day Off in cabin cabin cabin Trip
Tribal Day
Laps for Morry’s Lake Journal Special Event Laps for Morry’s
Camp Begins Placid Question #2 Day Camp Ends

July 15 July 16 July 17 July 18 July 19 July 20 July 21

With assigned With assigned With assigned With assigned
tribal team cabin cabin cabin

Tribal Day Journal
Question #3

July 22 July 23 July 24 July 25 July 26 July 27 July 28

With assigned With assigned With assigned Off Camp With assigned
cabin cabin cabin Trip cabin

Journal Special Event
Question #4 Day

July 29 July 30 July 31 August 1 August 2 August 3 August 4
With assigned With assigned
tribal team With assigned LIT With assigned With assigned With assigned cabin
Tribal Day cabin Day Off in cabin cabin cabin
Burlington * This schedule is
August 5 Journal Special Event tentative and subject
With assigned Question #5 Day to change
tribal team
Tribal Day August 6 August 7 August 8

With assigned With assigned DEPARTURE
cabin cabin DAY

Laps for Morry’s Packing day
Camp Begins

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Southwoods Leader In Training Handbook

DAILY SCHEDULE

7:15 am Wake up, get dressed
7:45 am
Breakfast as an LIT group. Good time to check in with GL - anything special
8:20 am you need for the day?

9:05 am On 1/2 staff days LITs will eat with their group
9:30 - 10:20 am
10:30 - 11:20 am LITs meet on Whiteface deck for a morning meeting, if necessary. Once
11:30 - 12:20 am finished, report to group to help with clean up.
12:30-1:15pm On 1/2 staff days, LITs will not meet.

1:25-1:55 pm Morning Line-up
2:05 - 3:10 pm
3:20 - 4:10 pm 1st period: with group or activity specialist
4:15-4:25pm
4:30 - 5:20 pm 2nd period: LIT Meeting & Project Planning Time

5:30 pm 3rd period: Meet up with group or activity specialist
5:50 - 6:30 pm
6:40 - 7:20 pm Lunch - Eat with group

7:30 pm Rest hour - Make sure you spend time with different kids!
Times Vary
Times Vary 4th period: LIT FREE PERIOD

9:45 - 11:00 pm 5th period: with group or activity specialist

11:00 pm Snack
11:45 pm
Free Play. LITs should go to assigned location when staff are released from
snack.

Line-up - Prepare any LIT announcements. Be with group.

Dinner - Eat with group

Camper Showers - Check with GL’s to see where help is needed

Evening Activity - With group

Canteen/bunk snack - Help out, hang out, stay “on”!

Bedtime - help with PJs and getting the cabin settled. Say goodnight to each
kid when you can!

Free Time - LIT Lounge, cabin, other designated areas
Monday nights - LITs will supervise cabins during staff meeting (10 PM)

Already be Signed In with head OD, and in your cabin.

Lights out

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Southwoods Leader In Training Handbook

THURSDAYS: SPECIAL EVENT SCHEDULE

8:15 am Late wake up, get dressed
8:45 am Breakfast with your Group
9:30 am
10:30 am Cabin clean-up
10:40 - 11:30 am Morning Line-up
11:40 - 12:30 pm
12:35 pm First Activity
1:10 - 1:50 Second Activity
2:00 - 5:00 pm
3:15 pm Box Lunch
5:10 - 5:25 pm Rest Hour
5:25 - 6:05 pm Special Event/Prep Time
6:10 - 6:55 pm
7:10 pm Snack
Line-up
8:20 Lower Camp Cookout
8:45 pm Lower Camp Showers
9:15 pm Evening Program
9:30 pm Bunk Snack or Canteen
Lower Junior Lights Out
9:45 - 11:00 pm Upper Junior Lights Out
11:00 pm Lower Inter Lights Out
11:45 pm Bedtime - help with PJs and getting the cabin settled. Say goodnight to each
kid when you can!
Free Time - LIT Lounge, cabin, other designated areas
Sign In with head OD
Lights out

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Southwoods Leader In Training Handbook

SUNDAYS: TRIBAL SCHEDULE

8:15 am Late wake up, get dressed
8:45 am Breakfast with your Group
9:30 am
10:30 am Cabin clean-up
10:45 - 12:30 am Morning Line-up
12:35 pm Tribal - Individual and Group Events
1:10 - 1:50
2:00 - 3:00 pm Super Snack
3:15 pm Rest Hour
3:30 pm
5:10 - 5:25 pm Team Meetings
5:25 - 6:05 pm Snack
6:10 - 6:55 pm
7:10 pm Tribal - Team Event
Line Up
8:20
8:45 pm Lower Camp Cookout
9:15 pm Lower Camp Showers
9:30 pm
Campfire
9:45 - 11:00 pm Bunk Snack or Canteen
11:00 pm Lower Junior Lights Out
11:45 pm Upper Junior Lights Out
Lower Inter Lights Out
LC bedtime - help with PJs and getting the cabin settled. Say goodnight to
each kid when you can!
Free Time - LIT Lounge, cabin, other designated areas

Sign In with head OD
Lights out

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Southwoods Leader In Training Handbook

Daily Schedule Breakdown

“It’s the little details that are vital. Little things make big things happen.”
John Wooden

-Wake up: Get dressed, shower if you want to, get ready for your day!

-Breakfast: Check in with LIT Director and use breakfast as a time to mentally get ready to be “on”. On half staff days, LITs will

eat with groups.

-Morning Meeting: LIT director will discuss any announcements and reminders, and LITs will have a chance to ask any

questions that may have come up with (i.e. how to deal with kid-related issues, how to communicate with staff better, etc)

-Clean-up: Check in with the GL upon arriving to your cabin to see if there’s somewhere specific you are needed. If not given

a specific task, help out any kids who look like they need it! All kids typically need help with sunscreen, or at least supervision to
make sure they’re getting it on effectively; many will need help cleaning, and even those who don’t need the help will love the
attention you give them; girls will need help brushing their hair. You may also be asked to take a group of kids who are ready up
to line-up.

-Line-up (morning and evening): Lead by example! Pay attention to the announcements, and participate with

enthusiasm.

-Activity periods: Participate at the level of your campers - you’re not playing to win! Your main objective is to choose your

attitude, and help your campers have a great time, no matter how much you may like/dislike that particular activity; encourage
participation, not perfection. Activities are a great time to interact with all different kids in your group. You will not be responsible
for walking your group from 1st period to 2nd period, and you will meet them at their 3rd period activity.

-LIT Meeting & Project Planning: The LIT Director will lead important leadership discussions. It’s also time for all LITs to meet

and work on your projects. LIT Director will be available to answer any questions, and offer guidance when needed.

-Lunch, Dinner, 1/2 Staff Day Breakfast: LITs will eat with groups. Your job at mealtimes is to make sure that the kids

sitting around you were able to find something to eat, and that they are, in fact, eating it. If you come across a problem you are
unsure how to solve, don’t hesitate to ask the GL for advice or assistance. This is another time for you to lead by example: model
healthy habits, and downplay foods you don’t like. Try to sit next to different kids at each meal - they all love getting attention
from you!

-Rest Hour/downtime with your Group: Another great opportunity to interact with kids you haven’t spent much time

with yet. Keep an eye out for kids who may be prone to homesickness, or who need a little extra help making friends, and start
activities with them and a few other willing campers. Helping these kids make a friend will make their summer!

-LIT Free Period: This time belongs to you! Go to the lounge, check your email, take a nap, work on your journals, or spend

time at an activity you love! After your free period, you will meet your group or go to your activity area for 5th period.

-Snack: Remember to be “on” during snack! Pay attention to announcements, and be sure to keep an eye on your group.

Staff will disperse to activity areas first, and you will wait with the kids, heading to your assigned Free Play spot once they are
dismissed.

-Free Play: Enjoy spending time with kids who may not be in your cabin! Just like in activities with your bunk, encourage

participation for those who come to your free play location and help them learn and have fun!

-LC Shower Time: LITs will take turns with staff members doing “shower duty”. This typically means being inside the shower

house, making sure everyone’s OK, and doing head checks to make sure all shampoo is out. Shower duty also means making
sure kids don’t just get wet and get out - they should be in the shower long enough to actually use soap!

-Evening Activity: Participate at your campers’ level, just like regular activities. LITs should feel free to suggest ideas for

evening activities, or run games if the scheduled activity ends early. Be engaged, and be creative!

-Canteen/Bunk Snack: Have fun with your kids, but don’t forget to keep your eyes open and stay “on”.

-Bedtime: Help get your campers into pajamas, and get them settled in. If your cabin is reading a book aloud, you can take a

turn reading if you want to. Say a meaningful goodnight to each camper every night.

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Southwoods Leader In Training Handbook

Expectations & Responsibilities
on Special Days

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.“
John Quincy Adams

-Tribal Days: Tribal Days are half staff days, so LITs will be a valuable presence in the cabin! You will be an extra set of
eyes and hands all day, from breakfast to lights out.

-You will be assigned to a team, just like campers and staff members.

-You will attend team meetings and competitions as scheduled.

-At those times, model the respectful behavior you wanted staff and campers to show you when you were a

chieftan. Sit amongst campers at meetings, and help them pay attention, and understand what’s going on. The

younger campers may need help signing up for appropriate events!

-At events, help kids know where to go to compete, find a bathroom, see the nurse, or reapply sunscreen!

-LITs have a unique understanding of Tribal War, having been chieftans previously. This will allow you to help

your chieftans by encouraging appropriate behavior from campers and modeling it for staff. This type of passive

participation will allow the current chieftans to have the experience you had, without stepping on their toes.

-Special Event Days: These are extraordinary days at Southwoods that campers look forward to all year long! You will
be traveling with a group of campers or helping with the special event. Details will come from the LIT Director the day
before each special event day. Your responsibilities on Special Event Days are very similar to your responsibilities
on regular days. You will help your campers get from place to place, participate in activities with them, and
encourage positivity, help campers find a buddy, be an extra set of eyes to ensure safety. Have fun and
play with them! Remember how much they look up to you!

Possible Special Event Days: Day of Awesome, Birthday Bash, Costume Ball, Mardi gras, etc.
Carnival: At Carnival, LITs will be responsible for their own booth! You will work with the LIT & Program
Directors to develop your idea, and then come up with a schedule to run your booth during the event.
Be creative!

-Monday Night Staff Meetings: Every Monday night, staff attend a staff meeting, and LITs will be expected to be on
duty in cabins during that time.

-Each Monday, after lights out, LITs will stay in their group’s cabin. It’s a great time to say a longer goodnight to
each camper, or read to the cabin. Mostly, you will just be visible and available INSIDE the cabin, in case
anyone needs you.

-The group leader from your group will be on hand, either in your cabin or next door, so you will never be totally
alone, in case of an emergency.

-There will also always be a head counselor on duty in the Yurt and one in the HC, in case you need anything!

-Days Off: For those who wish to leave camp on a day off, we will provide transportation to a specific location. LITs will
also have the option of staying on camp on their days off.

-On days off, as well as all time “off-duty”, LITs do not have to wear LIT t-shirts.
-LITs will have specific times when the LITs will be required to check-in with the LIT Director.
-LITs will be responsible for paying for their own meals and activities on these days if they choose to go off
camp.
-We expect LITs to follow all Southwoods policies on days off. You are representing Southwoods.

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Southwoods Leader In Training Handbook

LIT Projects

LITs will be responsible for completing a number of projects over the course of the summer.
Some of these projects are to be done individually and others will be done as a group.
All are designed to allow you to exercise the skills you are learning in new ways!

1) The LIT Journal: We will provide each LIT with a journal, as well as a weekly reflection

question. LITs can use any free time during the week to write about their thoughts on that
question, and are encouraged to take the writing/thinking process seriously. At the end of the
week, LITs will meet as a group with the LIT Director to discuss the previous week’s question.

LITs are encouraged to write in their journals as often as they would like, and are not required to
share their writing; they will be asked to participate in discussions regardless.

2) The Evening Activity Project: We are sure you all have favorite evening activities

from your days as a younger Southwoods Camper! This is your chance to recreate the magic!
Communicate with your assigned Group Leader to facilitate an Evening Activity for your group.
Brainstorn unique evening activity ideas and decide something that you know your campers
will love to participate in! Approve activity with the LIT Director.

Evening Activity Ideas Resources Needed

____________________________________________________ _____________________________

____________________________________________________ _____________________________

____________________________________________________ _____________________________

____________________________________________________ _____________________________

* Note: Many evening activities are already pre-determined all-camp events, so work with the LIT Director,
Program Director, and your Group Leader to set aside an evening for this LIT Project!

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Southwoods Leader In Training Handbook

3) The Mentor Project: Over the course of the summer, LITs are required to set up two

different interviews with people at camp who are in leadership positions. Though the
interviews will not be formal, LITs will schedule the interview and prepare questions in advance.
The goal of the interviews is to develop a better understanding of how leadership at camp
translates to leadership elsewhere, as well as to potentially develop mentor/mentee
relationships with adults who are strong role models.

• The first interview may be with a Group Leader, Arts & Crafts Director, Tennis
Director, Waterski Director, Theatre Director, or Media director.

• The second interview must be with any Head Staff member, including Camp
Directors, Head Counselors, Program Director, Athletic Director, Waterfront Director,
and Trek director(s).

Who I want my first interview to be with: ____________________________________________

Who I want my second interview to be with: ________________________________________

*Check with the LIT Director before you schedule any interviews.

As a group, the LIT’s will brainstorm appropriate interview questions to better understand a
leader’s approach to leadership.
These interviews and a post-interview discussion on what you’ve learned will take place
toward the end of the summer.

4) The Activity Planning Project: Toward the end of the summer, LITs will work

together to plan and facilitate a 30-45-minute activity for all Junior girls and boys, and another
activity for Lower Inter girls and boys. Be creative while brainstormnig, planning, instructing,
and leading these activities! You will work with the LIT Director, Head Counselors, and the
Program Director to schedule a time and activity during a free play or scheduled bunk period.

Possible group acitvities for Juniors: Possible group activities for Lower Inters:

_____________________________________ _______________________________________

_____________________________________ _______________________________________

_____________________________________ _______________________________________

_____________________________________ _______________________________________

_____________________________________ _______________________________________

_____________________________________ _______________________________________

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Southwoods Leader In Training Handbook

5) The Project Morry Project: LITs will be responsible for assisting the waterfront

staff in the Project Morry Swim-and-Walk-a-Thon.

Responsibilities include:
•Delegating one LIT per day to keep track of laps walked around the track during Free Play
•Communicating with the Waterfront Director to keep track of, and announcing total laps
swam and walked that day
•Creating excitement around camp for the Swim-and-Walk-a-thon and encouraging
participation. Having visited Morry’s Camp on their Super Senior trip, LIT’s have unique insight on the
true value of this project!

Possible ways to create excitement about laps for Project Morry When will this happen?

_____________________________________________________________ _______________________
_____________________________________________________________ _______________________
_____________________________________________________________ _______________________
_____________________________________________________________ _______________________

6) Be Tour Guide: Families touring Southwoods will be led by a tour guide, and if

available, an LIT. The LIT Director will assign LIT’s to tours.

Upon a family’s arrival, they will be greeted by the office, tour guide, and an LIT who will assist
with the first half of the tour (up the bunkline, through gymnastics, and up to baseball, and
then down to the soccer field). At the soccer field, a second LIT will join, and assist the tour
guide on the second half of the tour (dance, tennis, and the waterfront), and will meet up
with the Tour Guide again at the end.

LIT tour guides should feel empowered to share their love for camp with the prospective

families they meet. They are being entrusted to represent Southwoods and should take great
pride in this unique responsibility.

What are some important talking points for LIT’s when on a tour?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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Southwoods Leader In Training Handbook

7) The Campus Pride Project: This is an ongoing group activity that will require

LITs to come up with a “campus pride” project. The options are unlimited, and the goal is to
select a focus (an activity area, trash pick-up, recycling, etc) and increase awareness for
your cause, while helping camp look and feel better than ever!

As a group, you will be provided with $300 (negotiable) to implement and carry out your
Pride Project. Planning sessions will take place throughout the summer, and the project will
be finished by the end of your time at camp.

Brainstorm your ideas below!

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

8) LIT Reflection Letter: After your amazing summer as an LIT, it’s important to

reflect on the leadership experience you had while at Southwoods this summer! Before your
last day as an LIT, you will be writing a letter to next year’s group of LIT’s.

Discuss your overall experience as an LIT! Talk about the things you learned, how you’ve
grown as a leader, how this summer will help you in your future leadership positions, and
what you most enjoyed about the LIT Program! What advice do you have to pass on to the
next group of leaders?!

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NOTES:

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Southwoods Leader In Training Handbook

“As we look ahead
into the next century,
leaders will be those

who empower
others.”

Bill Gates

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Southwoods Leader In Training Handbook

LIT
Resource

Guide

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Southwoods Leader In Training Handbook

The Role of the Southwoods LIT

A Good LIT... An Effective LIT Will...

•Exhibits good character, health habits •Live with and be responsible for a
and integrity group of campers in a cabin

•Enjoys being outdoors •Supervise the health and safety
of those campers
•Desires to work closely with children
•Set an example by helping to
•Understands and empathizes with clean up every day
children
•Assist children with washing and
•Desires to work closely within the cleaning if necessary
confines of a camp community

•Relates well to children, peers and
supervisors

•Is enthusiastic

•Is emotionally mature and uses sound
judgement with self control

•Is not afraid to seek advice…ever

At Program Areas, Activity Southwoods LITs Should Also...
Specialists Are Expected To...
•Be active participants at all activities
•Be prompt and begin activities on time •Sit with campers at all evening activities
•Understand clearly that children follow
•Keep equipment, supplies and areas in top
condition and learn by example
•Take OD, Rest Hour and all other duties
•Report any damaged or lost equipment to
your supervisor seriously
•Become familiar with this manual and
•Make your program appealing, interesting
and important to campers observe all camp policies
•Learn as many names as you can
•Consider the well being and safety of
campers as first priority •Ask if you have any questions
•Be Safe
•Take direction from your supervisor willingly
•Be Creative
•Control skill development through continuity •Be Fun
and excitement

•Demonstrate flexibility

•Praise all campers-even the ones less
proficient

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Southwoods Leader In Training Handbook

Attitude:

Act the way you want to feel!

“The longer I live, the more I realize the impact of

attitude on life. Attitude, to me, is more important than

facts. It is more important than the past, than education,
than money, than circumstances, than failures, than
successes, than what other people think or say or do. It is
more important than appearance, giftedness or skill. It will
make or break a company…a church…a home.

The remarkable thing is we have a choice every day

regarding the attitude we will embrace for that day. We

cannot change our past…we cannot change the
inevitable. The only thing we can do is play on the one

string we have, and that is our attitude…I am convinced

that life is 10% what happens to me and 90% how I react
to it. And so it is with you… we are in charge of our

attitude.”

- Charles Swindoll

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Southwoods Leader In Training Handbook

Some Requests from your Campers

•My hands are small. Please don’t expect perfection when I make a bed, draw a picture or throw a
ball. My legs are short. Please slow down so that I may keep up with you.
•My eyes have not seen the world as yours have. Please let me explore safely. Don’t restrict me
unnecessarily.
•Don’t do things over for me. It makes me feel like I didn’t meet your expectations.
•Don’t spoil me. I know quite well that I ought not to have all that I ask for. I’m only testing
you.
•Don’t be afraid to be firm with me. I prefer it, it makes me feel secure. Don’t protect me from
consequences. I need to learn the painful way, sometimes.
•Don’t let me form bad habits. I have to rely on you to detect them in the early stages
•Don’t make me feel smaller than I am. It only makes me feel stupidly big.
•Don’t correct me in front of people if you can help it. I’ll take much more notice if you talk
quietly in private to me.
•Don’t nag. If you do I shall have to protect myself by appearing deaf.

•Don’t forget that I cannot explain myself as well as I should like. This is why I am not always very
accurate.
•Do not make rash promises. Remember that I feel badly let down when promises are broken.
•Don’t be inconsistent. That completely confuses me and makes me lose faith in you.
•Don’t tell me my fears are silly. They are terribly real and you can do much to reassure me if
you try to understand.
‧Do not put me off when I ask questions. If you do, you will find that I stop asking and seek
information elsewhere.
•Don’t ever think it is beneath your dignity to apologize to me. An honest apology makes me
feel surprisingly warm towards you.

•Don’t forget I love experimenting. I couldn’t get on without it.
•I need your encouragement and praise to grow. Please go easy on the criticism. You can
criticize things I do without criticizing me!

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Southwoods Leader In Training Handbook

Characteristics of Children at Different Ages

Ages 6-7 Ages 8-9
•Ready to tackle anything •No longer considered a child but a capable boy
•Show more enthusiasm and judgement or girl.
•Make and forget friendships easily
•Sex differences not apparent •Show more enthusiasm than judgement
•Becoming self dependent •Wide spread of interests and activities
•Improved memory
•Very sensitive to failure and criticism •Beginning to develop own ideas and interests
•Full of energy
•Enjoy and thrive on repetition •Gangs and clubs in one’s own sex become
•Love dramatic plays and fantasy important
•Enjoy showing off
•Require frequent rest periods •Definite need for peer recognition
•Often push themselves beyond physical •Questioning almost everything (why and how)
capacity
•Desire to plan own activities
•Need informal group games •Need for recognition and praise
•Need structure in their daily lives
•Scorn for make believe, fixed in reality
•Evaluates the behavior of others

•Interested in fairness and evenhandedness
•Enjoys and love physical activity
•Loves constructive projects

•Enjoys running games, feelings of abandon
•Developing small muscles and fine motor
coordination.

Age 10-12 A good leader
•Gang conscious, especially in dress and conduct inspires others with
confidence in him;
•Development uneven and growth irregular
•Girls taller and more developed than boys a great leader
•Girls beginning to take an interest in boys inspires them with
•Feeling of conspicuousness and self
consciousness confidence in
themselves.
•Love to escape from adult domination
•Need free time to play
•Love to master skills and coordination
•Love adventure and excitement
•Enjoyment of organized sport is beginning
•Love to giggle and tease
•Capable of developing team spirit
•Group pressure dominant
•Strong desire to be outstanding in some area
•Form cliques and friendships
•Growing competitive spirit
•Need increased sense of responsibility

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Southwoods Leader In Training Handbook What Our Best Counselors Do

Smile a lot
Address campers by their first names
Show campers what you’d like them to do by modeling it
Actively engage with campers at activities (cheer, play,
encourage, etc.)
Sit and talk with campers and really listen to what they say
Use inventive and creative ways to help each camper be part
of the group
Focus on the positive
Give kids choices (within reasonable limits)
Participate in clean up
Discipline with respect
Praise the group
Sing, laugh, or talk with the campers on the way to activities,
dining hall, etc.
Make sure kids all have food before you start to eat
Help younger kids fold and put away laundry
Read to campers at night
Spend time with campers even when they don’t have to

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Southwoods Leader In Training Handbook

Homesickness

A homesick child may:
cry
act quiet, sad, or depressed
use attention seeking behavior (acting out and misbehaving)
make frequent visits to the health center
eat very little or not at all
refuse to participate
pick fights with counselors or other campers

Some techniques for dealing with homesickness:
-Get the child to talk about it. “What does mom do when… what would you
be doing at home?”
- Staff should use their own experiences first. It opens discussion.

- Listen carefully to their complaints to make sure you aren’t missing a true
illness. (The Safe Haven can help separate true illness from homesickness)
- Be aware of the time problems seem to arise (bedtime is often a difficult
time-make note of this on daily sheets).

- Do not mock or tease them.
- Have child think of ways they can get better.

- Write a letter to get it out of their heart and head (makes it seem like it was
dealt with).

- Take pictures so you can document the child is having fun.
- Use older campers (big brother/big sister) to encourage them.

- Acknowledge their normal feelings but encourage them to move on.
- Do not let them cling.

- Don’t promise…phone calls or that they will get to go home.
- Be sure they are getting enough rest.

- Put extra effort into pulling them into cabin life.
- Keep homesick campers BUSY.

- Find areas they excel in and give them responsibility.
- Make sure they have at least one friend…this is the closest thing to a cure!

Share the responsibility of helping a homesick camper! It’s healthier for
the camper that way, and it’s healthier for you too.

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Southwoods Leader In Training Handbook

Smile

when you greet each individual camper!

SMILE A LOT! It sends a message of welcome and friendship
MAKE EYE CONTACT! It connects you to the campers
INTRODUCE each camper to all the other campers in your group
LEARN EACH CAMPER’S NAME
ENTHUSIASM IS CONTAGIOUS! Be enthusiastic!

...and keep smiling

as you get to know each camper over the first few days.

SMILE A LOT! It sends a message of warmth and friendship
MOVE TOWARDS CAMPERS! Be willing to go to them
INCLUDE each camper in activities
LEARN two things about each camper (ask questions!): favorite sports team, tv

characters, super hero, pet, athlete, hobby, music, favorite camp activity

ENCOURAGE EACH CAMPER to make a new friend.

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Southwoods Leader In Training Handbook

Encouraging Acceptable Behavior

Create a safe environment. Give security to a child by setting limits
Be firm and clear. Learn to say no.
Remain calm, no threats, no hits

Physical contact is not appropriate. Use 100 person rule: only do what you would with 100 people
watching you.

Keep rules simple. Avoid making a rule if you can’t enforce it.
Be consistent in what you say and do.

When correcting a child, avoid negativity. Positive changes behavior, negative only stops behavior.
Make a positive statement letting the child know what he may do, when correcting a child.
Reinforce positive behavior in THE MOMENT IT HAPPENS.

Avoid trying to change more than one problem behavior at a time. Work on the behavior that is
bothering you or others the most, first.

Set a good example by using good manners when dealing with a child.
Separate them from the group when necessary. A child usually only needs time out until he is ready

to talk about the problem and rejoin the group.
Avoid power struggles

Put the control in their hands, use “when, then” rule. (When the dishes are done, then you may play.)
Ask yourself, what does this child need now? What is the child feeling?
Teach accountability.

Focus on the behavior not the person. Separate the behavior from the worth of the person.

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Southwoods Leader In Training Handbook

Bullying

Words and Actions Can Hurt Forever!

Bullying is difficult to define, because in today’s society it extends much further beyond
someone taking a child’s lunch money or pushing him or her around on the playground, and the
effects of this type of behavior go much deeper than a black eye. Teasing, taunting, ethnic slurs
and sexual harassment are all forms of bullying. Bullying behavior is generally repetitive hostility
and aggression directed toward a victim who is physically or mentally weaker than the bully.
This can come in various forms:

Physical bullying - This is perhaps the most obvious form of intimidation. It can be
anything from intentionally bumping into another child in the hall to hitting or
threatening with a weapon.

Verbal bullying - This can include name-calling, spreading rumors and persistent
teasing. Girls typically bully and are bullied this way.

Emotional intimidation - A bully may deliberately exclude a child from a group activity
like a class party. The bully may also make other kids turn against a child by not letting
that child play with them. Emotional intimidation is closely connected to physical and
verbal bullying.

Racist bullying - Racial slurs, spray painting graffiti, mocking the victims cultural
traditions and making offensive gestures are all examples of racist bullying.

Sexual bullying - This form of bullying is characterized by unwanted physical contact or
abusive comments.

Why are some children bullies?
Just like their victims, bullies often have low self-esteem. They pick on kids who are
weaker than they are to feel more important or powerful. This behavior is a way of
dealing with their own problems, like a difficult situation at home. Some bullies have
been victims of abuse themselves.

How can I tell if a child is a victim of bullying?
Ideally, a child will tell an authority figure if he or she is in danger, but some children
may be embarrassed or feel weak by admitting to being the victim of a bully. Also, the
effects of bullying aren’t always as obvious as a black eye. Some signs to look for
include:

§ Avoiding school - A child may suddenly invent mysterious illnesses or stomach
aches to avoid going to school.

§ Changing behavior - A child may react to being bullied in a number of ways.
Some children become withdrawn or moody, while others become overly
aggressive or violent.

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Southwoods Leader In Training Handbook

§ Showing pain - Bruises and scratches may be a sign a child has been bullied, but
these can be common in active youngsters. Parents and caregivers should pay
close attention to a pattern of bruises that the child can’t explain.

§ Losing possessions - If a child starts mysteriously misplacing his or her favorite
toys, he or she could be the victim of a bully. Bullies will sometimes intimidate
their victims into handing over their belongings.

If a child is being bullied, what can I do to help?
First of all, do not overreact. It’s understandable to be upset, but try not to let the child
see that, because he or she might interpret it as you being upset with him or her. Listen
to and assure the child that he or she did the right thing by telling you about the
incident.
Next, talk to the child about how to handle future confrontations with the bully. Tell him
or her that getting angry won’t solve the problem because it gives the bully exactly
what he or she wants. Walking away and ignoring the bully will give the message that
the child doesn’t care, and sooner or later he or she will find someone else to bother. If
the bully is physically harming a child, an adult needs to intervene. If the situation
seems serious, you should work to establish a plan to protect the child from future
bullying incidents. Finally, encourage the child to continue talking with you about all
bullying incidents.

How can I help prevent children from being bullied?
Bullies often target socially awkward children, so you should encourage children to
develop more friendships. Suggest that a child join social organizations, clubs or teams.
Being in a group can sometimes keep a child from being victimized. Keeping money
or expensive toys at home can help a child avoid becoming a target, because bullies
often want things that other kids have and will use force to take them.

What can I do to help a child that is a bully?
If you learn a child is a bully, try to stay calm. Have the child tell you exactly what he or
she has been doing. Ask why he or she bullies and what might help him or her to stop.
Bullying often stems from unhappiness or insecurity, so try to find out if something is
wrong.
Also, try to control your aggression and the behavior or your other children. If an older
sibling behaves aggressively inside the home, it’s likely to damage the another child’s
self esteem and make him or her more likely to do the same thing. Help you child find
nonviolent ways of reacting to certain situations and always praise him or her for good
behavior.

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Southwoods Leader In Training Handbook

Self Esteem

The most important thing you can give children, more than any material possession is a
feeling of self-confidence. Children need to realize what others appreciate about them
in order for them to feel self-worth.

1. BUILD IN SUCCESS
To build a feeling of success, you must create situations where failure is unlikely.
Set up activities into easy steps so that children’s sense of failure doesn’t stop
them from wanting to try again.

2. STATE THE POSITIVE
We often point out the negative to a child-instead, state the positive. Validation
provides a direct way of nourishing self-esteem.

3. CAPITALIZE ON SUCCESS
Share successes with parents. Send notes home, but first read the note to the
child.

4. WATCH FOR SPECIFIC AREAS OF INTEREST
If you know a child has low self-esteem, but you are also aware of an interest the
child has or a talent they possess, try to spark their interest by creating a situation
where that strength will be acknowledged. When a spark of interest is ignited,
self-esteem develops.

5. VALUE AND KNOWLEDGE
When a child makes a material project, acknowledge it and display it. Evidence
of success that is visible and tangible has a strong positive effect on a child’s self-
esteem.

6. KEEP EXPECTATIONS REALISTIC
Expectations can make a child feel excitement or become a source of confusion
and anxiety. Clearly stating reasonable expectations will aid children with low
self-esteem feel less anxious about pleasing others. (true for adults too)

7. DON’T BE BORING-IF YOU CAN HELP IT
Some things in life are boring or tedious. Our challenge is to find ways to relieve
that boredom. Acknowledge when a task is going to be boring or frustrating. By
admitting that the activity might not be your favorite, children become less
resistant. Active involvement by the child in “getting through” this boring activity
together, helps nourish self-esteem.

BUILDING SELF-ESTEEM IS A PROCESS that takes considerable time, patience,
perseverance, and care. Building healthy self-esteem means helping a child love
himself. A part of that is the loving that comes from YOU!

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Southwoods Leader In Training Handbook

WAYS TO ENHANCE SELF-ESTEEM

ACCEPTANCE

§ Value uniqueness of each person
§ Help children focus on their own strengths

EXPECTATIONS

§ Set realistic expectations
§ Don’t expect of others thing you would not do yourself
§ Help children appreciate strengths of others
§ Treat all people with equal respect
§ Accept children’s feeling as valid for them
§ Take children seriously

COMMUNICATION

§ Encourage the use of “I” statements, rather than “You” statements that blame, or create shame. Example: I feel

angry instead of You made me feel….

§ Avoid the use of double meaning messages.

Example: For someone so smart, you sure messed up.

§ Show faith and confidence in youth
§ When you have specific expectations make sure they know what they are
§ Be aware of hidden meaning and your tone of voice
§ Avoid belittling expressions
§ Express your beliefs, values and opinions as your point of view-not as the truth
§ Accept the beliefs, values or opinions of others as their point of view
§ Avoid labeling children. Identify and label a behavior, not the person
§ Give constructive feedback-descriptive, specific, immediate and about a behavior that can be changed.

CORRECTING INAPPROPRIATE BEHAVIOR

§ Establish logical consequences
§ Give kids choices
§ Model acceptable behavior
§ Criticize the behavior not the person
§ Be specific about the behavior you want to change
§ Appreciate progress made in correcting undesirable behavior
§ CATCH A KID BEING GOOD!

RESPONSIBILITY

§ Help kids develop effective decision making skills. Let them make decisions when appropriate
§ Set tasks and allow kids to complete them in their own way
§ Have child focus on solving the problem once it has been defined
§ Build self reliance. Allow children to do for themselves, even if it’s not how you would do it.
§ Help children understand that they are responsible for their own feelings

COOPERATION

§ De-emphasize the importance of scores and winning. Emphasize the cooperative aspects of competition. Help

kids recognize that their worth as a person is independent of winning and losing a game

§ Focus on participation, enjoyment and satisfaction
§ Emphasize skill and strategy development
§ Provide games that promote inclusion rather than elimination

TURNING FAILURE INTO SUCCESS

§ Highlight successes rather than failures. Acknowledge the part of the task that was well done
§ State in a positive way when errors occur. Everyone makes mistakes (even me)
§ When a child says they can’t do something, point out that they just haven’t done it yet. What they don’t know

they can learn.

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Southwoods Leader In Training Handbook

Little Eyes Upon You

There are little eyes upon you
And they’re watching night and day.

There are little ears that quickly
Take in every word you say.

There are little hands all eager
To do anything you do;

And a little boy who’s dreaming
Of the day he’ll be like you.

You’re the little fellow’s idol,
You’re the wisest of the wise
In his little mind about you

No suspicions ever rise.
He believes in you devoutly,

Holds all you say and do;

He will say and do, in your way
When he’s grown up like you.

There’s a wide-eyed little fellow
Who believes you’re always right,
And his eyes are always opened,
And he watches day and night.

You are setting an example
Every day in all you do,

To grow up to be like you.

- Source Unknown

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