Fostering distinct and transferable learning via summer camp

Wilson, Cait; Akiva, Thomas; Sibthorp, Jim; Browne, Laurie

doi:10.1016/j.childyouth.2019.01.017

Cited by 38 publications

(37 citation statements)

References 21 publications

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“…Davis-Delano and Gillard’s (2015) exploratory study of girls’ same-sex attractions at camp demonstrates the powerful ways the camp context can foster this dimension of youth development. Not surprisingly, these authors found that ample and meaningful time spent with others was an important factor in girls’ journeys, known to be a key mechanism in promoting a wide variety of camp outcomes (e.g., Garst et al, 2011; Wilson, Akiva, Sibthorp, & Browne, in press). Addressing how traditional gender binaries prevent authentic inclusion of LGBTQ+ youth and how to foster safe places that support the developmental journey of all youth are just two ways camps can ensure access, equity, and inclusion into the future.…”

Section: Discussionmentioning

confidence: 99%

Camp as an Institution of Socialization: Past, Present, and Future

Browne¹,

Gillard

Garst

2019

Journal of Experiential Education

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Background: Summer camps are perhaps the most expansive outdoor experiential education (OEE) context in the United States today; yet, camp participants are overwhelmingly White and able-bodied, with most coming from middle-to upperincome earning families. Purpose: In response to Warren, Roberts, Breunig, and Alvarez's question "What will it take before OEE programs become genuinely accessible to all who want to participate?" (p. 98), we explore issues of access, equity, and inclusion within the institution of camp. Methodology/Approach: We present a historical review followed by three case studies that demonstrate how some camps address access, equity, and inclusion in the past and today. Findings/Conclusions: Camps in the United States have shaped young people for over a century through powerful socializing factors, but there is much to be done to ensure camps are truly accessible and inclusive for all. Implications: Our case studies demonstrate specific ways camps can address appropriation of Native American culture and ensure inclusion of transgender youth and youth without the resources necessary to attend camp. We also discuss ways to promote equity across social identities and through environmental justice.

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Section: Discussionmentioning

confidence: 99%

Camp as an Institution of Socialization: Past, Present, and Future

Browne¹,

Gillard

Garst

2019

Journal of Experiential Education

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“…Considering that during vacation time symptoms of depression and anxiety are lower than school-term time (Verma et al, 2017) and given that summer camps are a unique context for positive social development (Browne et al, 2019; Garst et al, 2011; Wilson et al, 2019) and skill development (Henderson et al, 2007b), the questions arise of how to utilize them to benefit at-risk adolescents from the perspective of both prevention and intervention (Thurber et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Summer Camp: Enhancing Empathy Through Positive Behavior and Social and Emotional Learning

Pinos

Soto

Conty

et al. 2020

Journal of Experiential Education

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Background: Summer camp is proposed as a context to enhance prosocial behavior. This context could be used to apply intervention programs, in addition to being a time of fun and conviviality. A camp-based intervention program to increase empathy was administered for adolescents at risk. Purpose: The aim of this study was to apply and evaluate a positive behavior and social and emotional learning (SEL) intervention on empathy. Methodology/Approach: This exploratory study was carried out with pre–post quantitative design, based on a single-group intervention, with 113 adolescents aged 12 to 17 years. Change in empathy was measured by means of a standardized test and participant observation. We used evidence-based interventions, drawing on the principles of positive behavioral interventions and supports (PBIS) and SEL approach. Findings/Conclusions: An intervention in positive behavior and SEL was useful in improving empathy in at-risk adolescents. The enhancement was noticeable in both cognitive and emotional empathy, more specifically in the constructs of perspective taking and empathic concern. Implications: Summer camps might be considered an appropriate setting for interventions with at-risk adolescents.

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“…In short, seeing peers do well at something gave some participants taskspecific self-confidence. Because of the camp setting's intrinsically social quality, this scenario can often be presented in the specific camp setting and these results show that this can also be seen in the adventure STEM camp setting (Garst & Whittington, 2020;Wilson et al, 2019).…”

Section: Themesmentioning

confidence: 76%

“…Camp is a unique educational context and a positive force in youth development, regardless of camp type or session length (American Camp Association, 2005). Wilson et al (2019) found in a study about transferable learning that summer camp fit into the learning landscape for students by being complementary to school and served as a social respite from school. The summer camp…”

Section: Informal Learning Techniques and Applicationsmentioning

confidence: 99%

“…The prevalence of this experience reported in the data demonstrates that programs like the Appalachian GeoSTEM Camp setting are a great environment for personal growth while learning important STEM topics. Informal learning, outdoor recreation, and summer camp programs provide plenty of opportunities for mastery experiences to occur so this outcome was expected after having participated in this adventure STEM camp (Bell et al, 2016;Duerden et al, 2009;Hogue Mackenzie & Hodge, 2019;Lane et al, 2013;Locklear, 2013;Wilson et al, 2019).…”

Section: Themesmentioning

confidence: 99%

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Adolescent Adventures in Geology: Impacts of Geoscience-focused STEM Education Combined with Recreation Activities on Adolescents’ Perceived Self-Efficacy

Janowicz¹

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Quality, informal learning techniques combined with outdoor adventure recreation, or adventure STEM programming, is a potentially powerful complement to and extension of formal education (Fu et al., 2015). To address this underexplored field, West Virginia University (WVU) and the United States Geological Survey (USGS) partnered to create a geology STEM, outdoor adventure recreation camp. This thesis research project employed qualitative directed content analysis to examine the potential impacts of this adventure STEM program on participants' perceptions of their outdoor recreation (OR) self-efficacy (Bandura, 1994; Mittelstaedt et al., 2009). Semi-structured interviews were conducted with 15 adolescent participants with an average age of 15 years. The camp program involved adventure activities combined with outdoor and in-class geology-focused informal learning. The curriculum employed was designed using a theoretical framework involving Experiential Education Theory (Kolb, 1984) and Self-Efficacy Theory (Bandura). Participants completed an eight-day adventure STEM program which involved recreation activities such as hiking, rock climbing, whitewater rafting, zip lining, environmental education, biking, fossil hunting, and geocaching. Lessons focused on geologic mapping, basic geologic concepts, historical geology of the Appalachian Mountains, and hydrology and environmental geology. Qualitative, directed content analysis of interviews show results indicating that there was a change in outdoor recreation self-efficacy beliefs due to experiences which took place at the camp program and that campers each had unique experiences related to the main sources and processes of self-efficacy, especially in the context of OR activities and experiences. These described experiences aligned with Bandura's (1977) main sources of self-efficacy and the physiological processes reported fit with his described processes through which self-efficacy beliefs are formed. Notably, the following factors most often impacted all interviewed participants' perceptions and beliefs about their OR-related selfefficacy: confidence levels, the perceived challenge of activities, self-described strong motivation levels to participate in OR activities, coping abilities related to difficult or risky OR activities, previous experiences, and a high interest in OR activities prior to attending the camp.

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Fostering distinct and transferable learning via summer camp

Cited by 38 publications

References 21 publications

Camp as an Institution of Socialization: Past, Present, and Future

Camp as an Institution of Socialization: Past, Present, and Future

Summer Camp: Enhancing Empathy Through Positive Behavior and Social and Emotional Learning

Adolescent Adventures in Geology: Impacts of Geoscience-focused STEM Education Combined with Recreation Activities on Adolescents’ Perceived Self-Efficacy

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