Youth Camps Manual

Youth Camps Manual
GLOW and Other Leadership Camps
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Youth Camps Manual

GLOW and Other Leadership Camps

Publication No. M0100
January 2013
Acknowledgements
The Youth Camps Manual: For GLOW and Other Leadership Camps [ICE No. M0100] replaces and
incorporates the Camp GLOW Handbook for Volunteers [ICE No. M0056] published by the Peace
Corps in 2001. This new manual is more comprehensive and is intended for both Peace Corps
Volunteers and community counterparts in their efforts to contribute to the sustainability of
leadership camps across the globe. Peace Corps Youth Specialist Katie Green was the primary author
for this publication. Other major contributors include current and former Peace Corps employees
Judee Blohm, Tanya Gipson-Nahman, Meghan Donahue, Teri Wingate, and Erin Patterson.
Valuable contributions came from Peace Corps staff members, Volunteers, and local partners from
many posts. These include Armenia, Azerbaijan, Bulgaria, Botswana, Burkina Faso, China, Costa
Rica, Dominican Republic, El Salvador, Ethiopia, The Gambia, Georgia, Jordan, Kazakhstan, Kyrgyz
Republic, Macedonia, Mali, Moldova, Morocco, Mozambique, Namibia, Niger, Peru, Philippines,
Romania, Thailand, Togo, Ukraine, and Zambia.
In addition to Peace Corps field input, camp experts provided valuable insight, feedback, and
contributions, including Phil Lilienthal of Global Camps Africa, consultant Michael Brandwein, and
the SeriousFun Childrens Network.
Part 5: Camp GLOW (Girls Leading Our World) of this manual contains much of the original Camp
GLOW Handbook for Volunteers, which was compiled and adapted from materials developed by
Peace Corps Volunteers and staff. Materials included Camp GLOW manuals from Poland and
Romania; project status reports from Bulgaria, Kazakhstan, Latvia, Madagascar, Mali, South Africa,
Slovakia, and Uzbekistan; proposals and reports from Armenia, the Kyrgyz Republic, Morocco, and
the Philippines; and email correspondence, especially from Sarah Goodkind, Susan Grove, and Chris
Kanstrup. It was developed under the direction of the Women in Development/Gender and
Development Specialist Lyn Messner of the Center for Field Assistance and Applied Research, Peace
Corps/Washington.
The Peace Corps gratefully acknowledges all contributions.
Youth Camps Manual Contents

Part 1: Planning Any Camp
CHAPTER 1: INTRODUCTION......................................................................................................... 1
CHAPTER 2: PRE-PLANNING ......................................................................................................... 2
A. Explore the camp culture of the country ........................................................................................ 2
B. Before you begin: Is camp the right choice? ................................................................................... 3
C. Guidelines: The Peace Corps and camps ......................................................................................... 5
D. Lets decide ..................................................................................................................................... 5
E. Camp planning timeline ................................................................................................................... 7
F. Planning with purpose: Think about outcomes, monitoring, and evaluation (M&E) ..................... 9
CHAPTER 3: PLANNING A CAMP ................................................................................................. 14
Nine to Twelve Months in Advance .................................................................................................. 15
Six to Nine Months in Advance ......................................................................................................... 22
Four to Five Months in Advance........................................................................................................ 26
Two to Three Months in Advance ..................................................................................................... 30
One Month in Advance...................................................................................................................... 32
One Week in Advance ....................................................................................................................... 33
CHAPTER 4: IMPLEMENTING A CAMP ......................................................................................... 34
Its time for the camp! ....................................................................................................................... 34
During camp ...................................................................................................................................... 36
Ending the camp ................................................................................................................................ 37
Departure .......................................................................................................................................... 39
After the camp ................................................................................................................................... 40
CHAPTER 5: IDEAS TO EXPAND THE SUSTAINABILITY AND IMPACT OF CAMPS ............................ 41
A. Camp as part of a larger strategy .................................................................................................. 41
B. Training-of-trainers methodologies .............................................................................................. 43
C. Commitment to volunteerism and service.................................................................................... 43
D. Project design and management skills.......................................................................................... 44
E. Building host-country ownership .................................................................................................. 45
F. Strengthening the junior counselor role ....................................................................................... 46
Part 2: Different Types of Camps

CHAPTER 2: SAMPLE CAMP THEMES ............................................................................................ 2
Superhero Camp: Life Skills for Today and Tomorrow ........................................................................ 2
Moguls, Aces, Artists, and Pros: Career and Business Camp .............................................................. 4
Brain Camp .......................................................................................................................................... 6
Say It In English!................................................................................................................................... 9
Lets Learn About Our World! ........................................................................................................... 12

Camp.com .......................................................................................................................................... 14
Health Stars ....................................................................................................................................... 16
Camp Possibility................................................................................................................................. 18
Teaching Our Boys Excellence (TOBE) ............................................................................................... 21
Be the Change: Volunteering, Leadership, and Civic Engagement Camp ......................................... 23
I Can Do It! ......................................................................................................................................... 26
Part 3: Camp Activity Ideas

CHAPTER 1: ICEBREAKERS ............................................................................................................ 1
Name Tag Matcher .............................................................................................................................. 1
Who Am I? ........................................................................................................................................... 2
Animal Scramble .................................................................................................................................. 2
Catch Me If You Can ............................................................................................................................ 3
Do You Love Your Neighbor? ............................................................................................................... 3
Hum That Tune .................................................................................................................................... 3
String Game ......................................................................................................................................... 4
Who in This Room ? AKA Human Bingo ........................................................................................... 4
Connected by a Ball of Yarn................................................................................................................. 4
Human Knot ......................................................................................................................................... 5
Ages/Birthdays On a Log ..................................................................................................................... 5
Obstacle Course ................................................................................................................................... 5
Skiing On Logs ...................................................................................................................................... 6
Blindfolded Geometry ......................................................................................................................... 6
Shark Attack......................................................................................................................................... 6
CHAPTER 2: ECOLOGY ACTIVITIES ................................................................................................. 7
Habitat Lap Sit ..................................................................................................................................... 8
Green Umbrellas.................................................................................................................................. 8
Solid Waste Management ................................................................................................................... 9
Nature Journal ..................................................................................................................................... 9
Nature Walk and Plant Identification ................................................................................................ 11
CHAPTER 3: TEAM BUILDING ACTIVITIES .................................................................................... 13
Developing a team: name, colors, flag, mascot, motto, etc. ............................................................ 13
CHAPTER 4: THEATER ACTIVITIES................................................................................................ 15
Part 4: Counselor Training

CHAPTER 2: SESSION DESIGN OF CAMP COUNSELOR TOT ............................................................. 3
CHAPTER 3: SAMPLE PRE-CAMP COUNSELOR TRAINING SCHEDULE .............................................. 5
CHAPTER 4: COUNSELOR TRAINING SESSION PLANS ..................................................................... 7
Introductions and Expectations........................................................................................................... 7
Team Building Roles and Responsibilities ......................................................................................... 14
Learning at Camp ............................................................................................................................... 23
Teaching and Presentation Methods ................................................................................................ 31
Health and Safety of Campers ........................................................................................................... 46
Working With Campers Part 1: Positive Communication for Positive Behavior .......................... 53
Working with Campers Part 2: Managing Behavior...................................................................... 64
Part 5: Camp GLOW

CHAPTER 1: CAMP GLOW IN BRIEF ............................................................................................... 2
CHAPTER 2: PLANNING GETTING STARTED ............................................................................... 3
Goals and Objectives ........................................................................................................................... 6
CHAPTER 3: IMPLEMENTATION .................................................................................................. 12
Developing a Schedule ...................................................................................................................... 12
GLOW Activities ................................................................................................................................. 14
Self-Esteem Session: Option 1 ........................................................................................................... 25
Self-Esteem Activity: Option 2 ........................................................................................................... 33
CHAPTER 4: SPECIAL CONSIDERATIONS FOR CAMP GLOW .......................................................... 78
CHAPTER 5: AT THE END OF CAMP GLOW ................................................................................... 82
CHAPTER 6: TAKING THE EXPERIENCE HOME .............................................................................. 89
Appendices
APPENDIX A. GUIDELINES AND CHECKLISTS .................................................................................. 1
Appendix A.1 Camp Decision Checklist ............................................................................................... 1
Appendix A.2 Using PACA for Camp Assessments .............................................................................. 2
Appendix A.3 Assets and Aspirations: An Interactive Youth Assessment and Planning Method ....... 4
Appendix A.4 Elements of Planning Effective Youth Camps: A Self-Assessment Tool........................ 7
Appendix A.5 Search Institutes 40 Developmental Assets ............................................................... 11
Appendix A.6 Developing Strong Partnerships ................................................................................. 12
Appendix A.7 Provisions to include in Agreements with Partner Organizations .............................. 13
Appendix A.8 Funding Camps Through the Peace Corps Small Grants Program .............................. 16
Appendix A.9 Sample PCPP Funding Proposal .................................................................................. 18

Appendix A.10 Sample SPA Grant Proposal ...................................................................................... 35
Appendix A.11 Sample Camp Report for Partners (Togo) ................................................................. 43
Appendix A.12 Campsite Review Guide: Helpful Questions ............................................................. 53
APPENDIX B. HEALTH AND SAFETY RESOURCES .......................................................................... 55
Appendix B.1 Checklist for Camp Program Planning and Safety ....................................................... 55
Appendix B.2 Peace Corps/Ukraine Summer Camp Safety and Security Guide ............................... 57
Appendix B.3 Sample Guidelines for Working with Youth ................................................................ 70
APPENDIX C. MONITORING AND EVALUATION TOOLS ................................................................ 71
Appendix C.1 Sample Camp Outcomes and Indicators ..................................................................... 71
Appendix C.2 Monitoring and Evaluation Methods .......................................................................... 74
Appendix C.3 Camper Healthy Life Skills Self-Assessment ................................................................ 77
Appendix C.4 Work Readiness Assessment Tool ............................................................................... 79
APPENDIX D. SAMPLE DOCUMENTS ........................................................................................... 81
Appendix D.1 Camp GLOW Budget Line Items (Morocco) ................................................................ 81
Appendix D. 2 Sample Camp GLOW Detailed Budget (Thailand) ...................................................... 82
Appendix D.3 Letter Requesting Nomination of Campers (Bulgaria)................................................ 83
Appendix D.4 Camp GLOW Application, Application Evaluation Form, Acceptance Letter,
Wait-List Letter, Non-Acceptance Letter ........................................................................................... 84
Appendix D.5 Camp GLOW Permission Slip and Medical Information ............................................. 89
Appendix D.6 Camp Supply List ......................................................................................................... 90
Appendix D.7 Packing List for Camp GLOW (Romania) ..................................................................... 91
Appendix D.8 Sample Camp GLOW Schedule (Zambia) .................................................................... 92
Appendix D.9 Camper Evaluation Form ............................................................................................ 94
Appendix D.10 Camp GLOW Certificate ............................................................................................ 95
Appendix D.11 How to Form a GLOW Club at Your School ............................................................... 96
Appendix D.12 Sample Thank You Notes From Volunteers and Campers ........................................ 97
PART 1:
PLANNING ANY CAMP
TABLE OF CONTENTS
CHAPTER 2: PRE-PLANNING ......................................................................................................... 2
A. Explore the camp culture of the country ........................................................................................ 2
B. Before you begin: Is camp the right choice? ................................................................................... 3
C. Guidelines: The Peace Corps and camps ......................................................................................... 5
D. Lets decide ..................................................................................................................................... 5
E. Camp planning timeline ................................................................................................................... 7
F. Planning with purpose: Think about outcomes, monitoring, and evaluation (M&E) ..................... 9
CHAPTER 3: PLANNING A CAMP ................................................................................................. 14
Nine to Twelve Months in Advance .................................................................................................. 15
Six to Nine Months in Advance ......................................................................................................... 22
Four to Five Months in Advance........................................................................................................ 26
Two to Three Months in Advance ..................................................................................................... 30
One Month in Advance...................................................................................................................... 32
One Week in Advance ....................................................................................................................... 33
CHAPTER 4: IMPLEMENTING A CAMP ......................................................................................... 34
Its time for the camp! ....................................................................................................................... 34
During camp ...................................................................................................................................... 36
Ending the camp ................................................................................................................................ 37
Departure .......................................................................................................................................... 39
After the camp ................................................................................................................................... 40
CHAPTER 5: IDEAS TO EXPAND THE SUSTAINABILITY AND IMPACT OF CAMPS ............................ 41
A. Camp as part of a larger strategy .................................................................................................. 41
B. Training-of-trainers methodologies .............................................................................................. 43
C. Commitment to volunteerism and service.................................................................................... 43
D. Project design and management skills.......................................................................................... 44
E. Building host-country ownership .................................................................................................. 45
F. Strengthening the junior counselor role ....................................................................................... 46
PART 1: PLANNING ANY CAMP

CHAPTER 1: INTRODUCTION
Camp GLOW has become one of the most common and recognizable Peace Corps activities
throughout the world. Such camps explore many different themes, with leadership camps being the
most popular. Thousands of young girls have bettered themselves and their communities through
these camps. As with anything good, the model has continued to grow, adapt, and change
depending on the place, the context, and the young people involved. Part 5 of this manual includes
a complete Camp GLOW model. Many Volunteers and partners also implement boys leadership
camps, realizing that it is just as important that young boys understand the influence of gender
roles, have time and safe space to think about the type of men they would like to become, and get
the opportunity to practice positive leadership in a supportive environment.
In many places, Volunteers and their partners focus on environmental topics or work readiness
skills as they learn about the priorities of their communities. Other camps may address life skills or
HIV/AIDS prevention, business skills, English immersion, or Technology 4 Development (T4D). Part 2
of this manual provides several examples of camp themes Peace Corps Volunteers and their
partners have used, based on what they want to accomplish. No matter what type of camp you end
up planning, it can still incorporate common themes of leadership, gender equality, life skills, or
service. Determine the key outcomes you and your partners hope to achieve, and start your design
process from there. Part 3 of this guide contains some common activities that can be incorporated
into any type of camp. For camp samples, go to Part 2.
Peace Corps
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Youth Camps Manual: For GLOW and Other Leadership Camps
CHAPTER 2: PRE-PLANNING
By the end of this chapter, you will
Explore the camp culture of the country.
Understand Peace Corps guidelines for Volunteers involvement with camps.
Consider alternatives to camps.
Determine whether a camp is the right choice for what you want to accomplish
Review a one-year planning timeline for a camp.
A. EXPLORE THE CAMP CULTURE OF THE COUNTRY

For many Americans, camp means traveling to a site where young people interact with others
their age for a number of days and nights. Typical camps are organized around a theme and may
include outdoor recreation and skills development in various areas, such as music, sports, arts and
crafts, computer science, or academic and non-academic topics.
Overnight camps may or may not be familiar to those living in a Peace Corps country. In Eastern
Europe, camps were used in the past as a tool by the state to promote nationalism, to encourage
sports involvement, or for relaxation. In some African communities, there may be a tradition of
puberty camps in which girls and boys of a certain age are initiated into womanhood or manhood.
And in some countries, overnight camps may not be common or culturally appropriate, especially
for girls. Therefore, overnight campsites may not be available.
Explore the culture of camps in your community, and find out how the word camp translates. In
some places, camps might be a strong part of local tradition, yet the expectations of what happens
at camp might be very different. For example, going to camp might mean going to a nice place for
vacation, with no expectation of structured learning activities. Working with host-country
colleagues will provide perspective, uncover possibilities, and determine limitations (such as the
need to conduct day camps rather than overnight camps).
This manual is based on conducting residential camps. However, most aspects of planning,
conducting, and evaluating can be applied to day camps and youth clubs.
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Peace Corps
B. BEFORE YOU BEGIN: IS CAMP THE RIGHT CHOICE?

Great memories about their own camp experiences often encourage Volunteers to want to offer
camps at their sites. Enthusiasm can provide energy to start a camp, but what questions arise about
the local situation? A reality check to ensure camp is the right choice means doing some research.
Answer these questions before serious planning begins.
Will parents let their children attend?
Who will serve as a partner to help run a camp?
Where will the funding come from?
Are there appropriate campsites?
Who will staff the camp?
What are the cultural implications for running a camp?
What makes a camp a good choice?

The value of a camp depends on the content and the learning objectives for that content. Given the
expense and amount of work required to put on a camp, there should be compelling reasons why
this format is the most efficient or effective way to help young people achieve educational goals.
Reasons to consider a camp include:
There is a history or culture of camps in youth development, recreation, or education.
The content lends itself to multiple learning settings over several days.
Participating in camps in a new environment allows campers to better concentrate on the
theme at hand. (For example, staying in a place in which participants learn about local
ecosystems.)
A heavy concentration of teaching and practice is desirablesuch as conducting a language
camp where participants can only use the language being studied.
There is a compelling reason concentrated training will help reach overall goals, such as building
a network of trained peer educators.
Alternatives to camps
If such criteria cannot be met, consider alternatives to camps. Each of these options can serve to
achieve great results, often without involving months of planning and the commitment of
significant resources.
Peace Corps
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Summer or school-break day camps

A day camp deserves consideration as a viable alternative when it is not feasible for young people
to travel, or the resources or partnerships are not available to plan an overnight camp. Participants
convene in a location close to or in their community, participate in daily activities, and return home
each evening. When planning a day camp, you may use many of the same planning tools and
practices that are outlined in this handbook. A major benefit is the lower cost of this option, as
fewer meals and less staff coverage are required.
Conferences
A youth conference is a shorter alternative to camp, lasting just a day or two. It usually focuses
more on skills-building workshops and meetings than a traditional camp, which may include a
variety of outdoor or recreational activities.
Clubs
Youth clubs in nonformal settings or in after-school or extracurricular settings can help young
people build new skills and, if continued over an extended period, can achieve all the goals of an
extended camp or a day camp. Clubs present an opportunity to work with a group over time
without the intense resources or planning needed for camps.
In some posts, Volunteers often start clubs as a community integration activity. Among the most
common are life skills clubs, scout groups, or service and leadership development clubs. The
structure and format of clubs are limitless. English clubs are also utilized to help students enhance
their language abilities.
A few considerations for any club include:
Choose goals or a focus area
Identify roles and responsibilities
Establish ground rules
Document activities and celebrate successes
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Peace Corps
C. GUIDELINES: THE PEACE CORPS AND CAMPS

Though Peace Corps Volunteers and their partners have been successfully involved with camps for
decades, recent safety and security situations have resulted in the need for specific Peace Corps
camp guidelines. Peace Corps requires that
1. Volunteers collaborate with host-country organizations and work with others in lieu of
conducting camps solely as Peace Corps activities.
2. Volunteers and partner organizations or communities demonstrate they have included
strategies to reduce risk and promote the health and safety of staff and campers.
3. Volunteers and partner organizations or communities incorporate monitoring and evaluation
practices to ensure camp goals are met.
Safety checklists, parental permission forms, and insurance are now a crucial part of planning for
overnight camps. Such steps lend professionalism to the project.
D. LETS DECIDE
Now that you have considered alternatives and reviewed the camp planning timeline, review the
Camp Decision Checklist in Appendix A.1. At this point you have a lot of information about the
commitment of time and resources needed for putting on a residential camp.
Here are the important criteria when considering camps:
There is a partner organization to lead, with assistance from Volunteers
Counselors are interested and able to devote time to training
Safety measures are taken
Parent or guardian commitment is confirmed
You have a goal worthy of your efforts
Resources are available
Even if you determine that one of the alternatives is a better choice than a residential camp,
Chapter 3 on planning may be useful.
However, you may decide that camp is the right choice. Thats a big decision. Now it is time for careful
planning. You and your partners can use the timeline in Chapter 3 to put all the pieces in place.
Peace Corps
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Here is a five-part model that summarizes the key components that need to be considered for a
high quality youth camp. The rest of the manual will help camp planners consider each of these
components and take measures to ensure they are done well.
Purpose:
Outcomes &
M&E
Caring &
Competent
Staff
Health &
Safety
High Quality,
Transformative,
Sustainable
and Fun
Youth Camps
Partnerships
Planning &
Logistics
Camp GLOW is one

type of an effective
camp, and should
follow all the same
planning guidelines
as any other camp!
How do we pack all of these things into this one intensive period of time? Consider these five
elements as the essential guide:
Purpose: Outcomes and M&ECamps should be planned for a reason! Determining the reasons for
camp (the purpose and the outcomes) and creating a plan to determine if the camp is successful in
achieving the goals (through monitoring and evaluation or M&E) is a critical ingredient of a high
quality camp.
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Peace Corps
Partnerships1Camps are most effective when they are planned and implemented alongside local
organizations, their staff members, and community members. Ensuring there are effective
partnerships in place for every step, including the assessment, design, implementation, and
evaluation of the camp process, is the best way to ensure sustainability.
Planning and LogisticsHaving good systems in place, obtaining resources, determining roles and
responsibilities, allowing for adequate planning time, and taking the time to think through the
logistics (alongside local partners) in advance of the camp is essential for building local capacity,
making sure everyone is safe, and making sure staff and campers are able to have fun.
Health and SafetyEnsuring that staff and campers have a safe environment, planning for
emergencies well in advance, putting clear protocols into place, and ensuring adequate time for
training staff and campers in how to maintain health and safety are the first and foremost
components of any high quality camp.
Caring and Competent StaffIdentifying, preparing, and supporting camp staff members who are
empowered to create a safe environment for campers, who are capable facilitators of positive
learning experiences for youth, and who can work together as a high functioning, supportive team
are key ingredients to a successful and transformational camp. See Part 4 of this manual for sample
camp counselor training sessions.
Each of the following parts of this manual will help camp planners incorporate tools, practices,
training sessions, and activity ideas that will ensure that all of these elements are well designed so
local partners are able to lead future camps on their own!
E. CAMP PLANNING TIMELINE

This timeline outlines the critical issues to consider in project planning for a camp. It is adapted
from the Camp GLOW timeline (Part 5 of this manual) and other sources. Many of the tasks
included in a time frame occur simultaneously and there is no rigid order. Each organizing
committee is encouraged to adapt and add details to this timeline to make it more relevant to its
own experience. The next chapter, Planning a Camp, will cover more detailed information for
each of these steps.
Note that formal agreements such as MOUs should be between the Peace Corps and the local partner organization. The
negotiation of such agreements should involve post staff and Volunteers should not sign MOUs on behalf of the Peace Corps.
Peace Corps
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Nine to Twelve Months in Advance
Continue M&E plan
Assess priorities
Develop health and safety plan
Identify partners and see if they are

interested, explore their vision,
resources, etc.
Plan meals
Establish planning committee to work on

funding, staff/camper selection, etc.
Determine what campers bring

Seek in-kind donations
Two to Three Months in Advance
Determine what training is needed
Finalize schedule
Determine goals for camp
Develop camper guidelines
Create general budget
Conduct informational meetings
Investigate funding sources
Continue selection process
Six to Nine Months in Advance

Determine camper profile
Develop monitoring and evaluation

methods and tools
Finalize risk management strategy
Determine date/size of camp

Select campsite
One month in advance
Create preliminary schedule
Reconfirm speakers/guests
Determine learning objectives and

develop monitoring and evaluation (M&E)
strategies
Reconfirm all event plans
Determine staffing needs
Formulate backup plans
Begin to recruit staff
Hold orientation meetings
Finalize M&E tools to be used during and

after camp
Develop logistics team

Create supply list
Create detailed budget
One week in advance

Meet with counselors
Review all activities and supplies
Four to Five Months in Advance
Purchase or collect all supplies
Reach out to parents
Reconfirm speakers, food, transportation
Implement application process
Finalize all M&E plans
Complete staff recruitment
Confirm all paperwork is complete

Check arrangements at site
Finalize camp schedule
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Peace Corps
F. PLANNING WITH PURPOSE: THINK ABOUT OUTCOMES, MONITORING,

AND EVALUATION (M&E)
Research conducted by the American Camp Association in the United States has shown that parents
and young people report significant growth in the following areas due to their camp experience 2:
Self-esteem
Social comfort
Environmental awareness
Independence
Peer relationships
Value and decision making
Leadership
Adventure and exploration
Spirituality
Friendship skills
While this research was done with young campers in the U.S., many of these same outcomes are
important in other countries as well. Volunteers and their partners want to know that the work they
are doing together is making a difference. Young people with whom Volunteers work want to be
able to see, feel, and know the changes in their personal growth and the difference they are making
in their communities.
A monitoring and evaluation (M&E) strategy helps to identify and capture these changes and is one
of the most important step in camp planning. This part provides an overview of what camp planners
need to think about during all stages of planning, implementing, and following up after a camp. The
most important questions to ask are:
What will campers gain from the camp?
How will camp organizers know if the camp was successful?
Monitoring allows for continuous assessment and tracking of performance, while evaluation enables
one to draw conclusions about effectiveness and impact. An M&E strategy is an ongoing process and
enables one to make necessary changes throughout camp, increasing efficiency and success. M&E
should occur before, during, and after any camp, and should evaluate three main valuable outcomes:
1. Success of the camp
2. Influence on campers
3. Influence on staff and host organizations
The table on the next page demonstrates relationships between the inputs, activities, outputs,
outcomes and impact of a girls leadership camp. This is called a logic model and can be used as a
planning tool in helping to ensure camp leaders get the right resources and activities in order to
achieve the outcomes that are most important.
2
American Camp Association. Directions. http://www.acacamps.org/research/enhance/directions.php
Peace Corps
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Inputs
Activities
Outputs
Campers
(girls 9-14)
Junior counselors
Counselors
Volunteers (male
and female)
Partner
organization staff
Funding (local or
external)
Donated supplies
Camp site
Transportation
Local mentors
and speakers
Curricula and
materials
Staff, counselor
Co-plan, cofacilitate, and do

debriefing
workshop with
partner org staff
Life skills and
leadership
sessions
Review qualities
of a leader and
practice through
team building and
planning group
service project
Work through the
steps in the V2
Action Guide
Play sports,
practicing
teamwork
Complete theater
and art projects
Create personal
strengths
portraits
Speaker sessions
and meetings
with female role
model/potential
mentors
Nonformal
Education
Manual sessions
on training and
facilitation skills
End of Week:
Personal
strengths
portrait
Completed
leadership
profile
Goals and
action plan
Action plan for
community
service projects
and for network
of young female
leaders
Art portfolio
Certificate for
basic training
skills
Leadership
certificate
Outdoor
knowledge and
safety certificate
Reflection
journal
Short-Term
Outcomes
End of Week:
Greater
knowledge of
gender roles
Increased selfesteem,
personal
identity, and
self-confidence
Increased score
on leadership
profile
New healthy
behaviors
Increased ability
to set goals and
create strategies
to reach them
Increased
knowledge of
local and
community
resources and
support
networks
Long-Term
Outcomes
In Six Months:
Girls have at
least two new
healthy
behaviors in
their daily lives
Increase in
leadership
behaviors
Increase in
community
projects led by
young girls
Increase in
adults/women
mentoring girls
Partner
organization
leads planning
of girls
leadership
camps
Impacts
Development of a
network of young
leaders (using
social networks
or existing
institutions)
Campers are
successful,
prepared, and
engaged young
adult leaders
Local NGOs
incorporate
young people into
planning and
decision making
For sample outcomes and indicators for camps that are related to some of the different themes,
such as life skills, leadership, ICT, HIV/AIDS, TEFL, or other types of camps, see Appendix C.1.
Monitoring and evaluation prior to the camp experience

There are many possible methods to monitor and evaluate the success and outcomes of a camp.
The planning committee should focus on those outcomes identified as the most important. It is also
much easier to gather information on outcomes if the strategy and tools are determined and
developed in the planning phase.
In determining whether there is a good reason to carry out a camp, opinions and data can be
collected. See Appendix A.3 Assets and Aspirations, a youth focus group method. Below are some
ideas for tools that are useful at that stage:
Individual or group interviews. Use these with youth, parents, teachers, or community members,
depending on the type of camp being envisioned.
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Community meetings. These can be used to explore a topic with a large group to get a general sense
of an issue. They might be used to get a sense of community perceptions or values surrounding
camps or gender expectations.
Document reviews. These may be planning documents or reports on previous camps, or students
test scores for an academic camp.
Pre-tests. These are useful to find out what campers know, prior to the camp. Pre-tests provide data
for planning sessions and activities that will add the skills and behaviors that the camp addresses.
(Post-tests allow for comparison and measure changes.) Camper self-assessment done at the
beginning and the end of camp can provide meaningful measures of change as well.
See Appendix C.2 for an overview of some monitoring and evaluation methods. Other sample
measurement tools and rubrics can be found in the appendices, including a Healthy Life Skills SelfAssessment in Appendix C.3, and a Work Readiness Assessment Tool in Appendix C.4. See also,
Part 5: Camp GLOW for several other tools, including a leadership self-assessment and a camper
assessment.
During the camp

Once the camp is in progress, staff can use various tools to monitor how well the camp is meeting
its objectives.
Rubrics are charts that provide levels of accomplishment on single or multiple scores. If a rubric is
going to be used to determine levels of learning, it should be introduced to campers at the
beginning of camp so they know what they are working toward.
Observation is the most common tool, though observation is often not systematic. For example, are
all campers using English outside the classroom? Are all involved in small group projects to practice
what they are learning? Are members of the staff giving campers time and space to reflect on what
they are learning each day? Systematic observation should be built into the camp: What is observed
and by whom? When and how will it be documented? Simple tools can be developed that the
counselors or instructors agree to use at certain times, such as the beginning and end of camp.
Counselors can provide valuable input on a campers growth and progress. See the Camp GLOW
Camper Success Tool in Chapter 5 of Part 5. This tool asks camp counselors to assess growth and
progress toward the six goals of Camp GLOW.
Individual or group conversations. Conducted daily with staff and counselors, these will provide
information in a timely manner so changes may be made, if necessary. For example, the campers
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may ask for more free time for daily reflection. Staff may also want a 15-minute review meeting at
the end of some camp activities. Time can be built into the camp schedule for such allowances.
Pre- and post-tests. Campers may be tested on what they learn in English classes, computer classes,
and environmental studies. They might also be tested on their knowledge of HIV/AIDS, gender
issues, computer hardware, or any other area of knowledge that aligns with the goals of the camps.
Reflection. Many camps find it essential that campers identify their own learning and growth goals
by incorporating opportunities for self-reflection. This helps campers deepen their understanding of
themselves and the issues they are addressing through scheduled reflection time each day.
Reflection is often the point at which learning takes place. Use journals, art, theater, discussions,
role-plays, or games to help facilitate the process.
Individual reflection activity choices to work on daily:
1. Write in a journal. Counselors might pose a question for the day: What event was most
important to you today and why? What did you do really well today? What was difficult for you
today and how did you handle it? Guiding questions can also address more global topics, such
as: What kind of leader do you hope to be? How can you show others you care about yourself
and your community? How can you make your community and country a better place to live?
2. It Happened To Me. This activity helps campers write their own critical incidents. They write
about something that happened that had implications that were bigger than what they thought.
They can use this as a basis for a presentation. For example, maybe they overcame their fear of
speaking to a group today, or they had the opportunity to help someone else complete a task.
By identifying what happened and thinking about why it was important to them, they can learn
more about themselves.
3. Take photos or video or make drawings of activities of the day.
4. Create a personal portfolio or scrapbook that incorporates writing, pictures, and/or objects that
document the camp experience. Work on it daily.
Group reflection activities leading to a final camp event:
1.
2.
3.
4.
Group discussion about the days events, highs, lows, learning.

Development of a poem, mural, rap/song, or dance that represents what they learned.
Create skits, plays, or stories that highlight humorous or memorable events.
Develop a time capsuleeach day, consider what would best represent that days
activities/learning.
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Individual reflection for end of camp:

1. Write a postcard to a future camper highlighting why he or she should come to this camp.
2. Create an It Happened to Me scenario for the futuresomething that happens because of a
camp experience.
3. Write a letter to 20- or 30 year-old versions of themselves about their hopes and aspirations for
their lives.
4. Develop an action plan to share what they learned with family, classmates, and/or community
members.
Allow older campers to use their own skills and interests to determine the way they use
reflection activities to present their personal learning. Younger campers may need more
prompting and guidance.
Developing learning objectives and creating opportunities for reflection are critical components of
service learning. If campers have an impact on their community while they develop relevant skills in
the process, this leads to dual outcomes and twice the success! In turn, campers get to review their
own progress in meeting learning objectives, as well as help evaluate the camp itself. For more
information about service learning and the steps for applying it with a group of young people, see the
Peace Corps manual V2 Volunteerism Action Guide: Multiplying the Power of Service [ICE No. CD0062].
At the end of camp

By the end of camp, the objectives of the camp should be evaluated. This may happen in various
forms, given the content of the camp. Some objectives may have been evaluated as the camp
progressed. Some tools that are useful at this stage include:
Rubrics. If rubrics were introduced at the outset of camp, a final evaluation of how the campers did
on the criteria should be reviewed with them at the end. Be sure to emphasize the rubrics as a way
to gauge progress or growth, not as a grade of the campers experience.
Demonstration and observation. Most skills can be demonstrated: using the computer to create a
document; having a conversation in English; explaining knowledge of local ecosystems on a nature
walk; or participating in role-plays that require learned knowledge or behavior. Develop a
systematic way to track and record any new skills campers demonstrate.
Post-test. A written or oral test can be offered if appropriate to the content learned.
Review of portfolio. Each camper may be encouraged to keep a journal or other compilation of
learning reflections.
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Presentation. Camp participants may create a play, story, poem, dance, song, etc. as a summary of
their learning during the camp. These would be presented on the final evening or final day of the
camp.
Review of personal action plans. Such an evaluative tool reflects upon the learned skills camp
participants will share with their families, schools, or communities.
Questionnaire about the camp experience. Keep in mind that questionnaires are opinions, not
measures of accomplishment. They can be used in addition to, but not instead of, other evaluative
tools. They are useful for planners to see how aspects of the camps are evaluated by both staff and
campers. See an example of a camper evaluation form in Appendix D.9.
Follow up to the camp

To determine the long-term effects of a camp, following up with campers a few months to a year
later is necessary. Some of the ways this can be done:
Focus groups and interviews of campers, teachers, families, and community members
Questionnaires or surveys asking how they are using what they learned
Reports/photo essays on school and community activities they have conducted, based on what
was learned at camp
Test scores, entrance to high-level education, job acquisition if camp content was preparatory
Social networks, blogs, or other means to keep campers connected and gather information,
perform quick surveys, or help the group
There are many possible methods to monitor and evaluate the success and outcomes of a camp.
The planning committee should not attempt to measure everything, just those outcomes that are
identified as most important. It is also much easier to gather information on outcomes if the
strategy and tools are determined and developed during the planning phase.
CHAPTER 3: PLANNING A CAMP

This chapter includes the key tasks involved in organizing a successful camp and assumes that a
planning team starts one year prior to the start of the camp. The tasks are grouped in three-month
blocks, although many of the tasks listed occur simultaneously and there is no rigid order for
completing tasks within a time frame. Each organizing committee is encouraged to adapt and add
details to this timeline to make it more relevant to its own experience. For some camp planners, it
may be more helpful to see the tasks organized by the category of the task, rather than by timeline.
To see the elements of effective camp planning as a self-assessment tool, see Appendix A.4
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NINE TO TWELVE MONTHS IN ADVANCE

Establish
Planning
Committee
Assess
Identify
Partners
Determine
Goals for
Camp
Determine
If Training
Needed
Investigate
Funding
Sources
Create
General
Budget
Assess
It is important to use a gender-sensitive approach to community assessment. Youth are often
perceived as a homogenous group. However, they actually constitute diverse individuals who are
influenced by socioeconomic, cultural, gender, and environmental factors. Their realities vary
greatly depending on their age, sex, ethnicity, religion, and other socio-cultural factors.
When Volunteers first arrive at their sites they often conduct a gender analysis using Participatory
Analysis for Community Action (PACA) tools to begin to understand gender roles for men, women,
boys, and girls in their communities. These tools include community maps, daily schedules, and
seasonal calendars. See Appendix A.2 for ideas about using PACA tools for camp assessments.
Engaging in a gender-sensitive assessment prior to planning any type of camp will enhance the
effectiveness of the activities, as well as the fun and relevance of the camp to the particular group
of children and youth you hope to reach. In addition, Volunteers should provide gender training or
overview for their counterparts or counselors prior to the camp, as well as with campers during
camp. Members of the Gender Equality and Women's Empowerment (GenEq) committee can assist
with training. Examples of camps where gender training is involved can be found in the Romania
Leadership Camp sample in Chapter 5. Related information is available in Part 5: Camp GLOW.
What topics or themes are the greatest priorities for young people?
Part of conducting a thorough community and youth assessment includes making sure that camp
topics are guided by the priorities, talents, and interests of young people. Many Volunteers find
that conducting an assessment in partnership with young people leads to more engaging and
empowering activities later.
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Example for identifying camp themes

Volunteers and their planning partners might conduct interviews with youth and adults in a
community concerning what assets or resources currently exist for youth and what areas of
opportunity they see to expand efforts. Use the Search Institutes 40 Developmental Assets as a
guide for discussion. Appendix A.3 provides some suggestions about how to use these in an activity
with young people.
These discussions may reveal that young people would like to work in one or more of the
following areas:
Empowerment (asset No. 9, service to others)
Constructive use of time (assets Nos. 17 and 18, creative activities and constructive ways to
spend free time)
Positive values (asset No. 27, equality and social justice, and No. 30, responsibility)
Social competencies (asset No. 32, planning and decision making, and asset No. 35,
resistance skills)
See Appendix A.5 for a complete list and definitions of the 40 Developmental Assets for
adolescents. Of course, young people will likely use different language to describe their priorities
and issues. For more information on the Search Institutes 40 Developmental Assets and how they
can be useful in designing fun and practical activities with youth, see Part 3: Tools, Techniques, and
Games in the manual Working with Youth: Approaches for Volunteers [ICE No. M0067].
This publication also outlines a number of other assessment tools, including structured observation,
asking questions, and informal interviews. It offers an example of a youth-led adolescent
community baseline needs assessment.
Finally, Volunteers should review their Peace Corps project framework for topics or themes that
have been identified as important and viable work within their sector. The program manager
worked with a wide range of host-country partners both nationally and locally to identify these
activities and outcomes. The project framework should be the primary guide for Volunteers work.
Identify partners
What are the potential benefits to a sponsoring organization or primary partner? A camp may help
an organization reach its goals. Camps are also a highly visible activity to help raise awareness about
the organization or a particular issue.
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In addition to carefully weighing the number of staff hours that will be devoted to camp planning,
organizations should consider the value in conducting a camp. Emphasize the following benefits:
Staff capacity building opportunities

Project design and management skills
Proposal writing
Awareness raising or mobilization campaigns
Monitoring and evaluation
Designing programs for, and managing, local volunteers
Positive youth development approaches
Training and facilitation skills
Experiential learning methods
Managing and leading a camp program
New organizational capacity
Ability to effectively manage projects
Establishing policies and procedures for safe and effective camp management
Credibility and visibility that comes with implementing programs for youth that are safe,
effective, and fun
Continuing camp activities after the Volunteer is gone
Working with partner organizations helps ensure sustainability. Partners can also ensure that ideas
are presented in a culturally appropriate way. In addition, working in partnership with local
organizations and individuals empowers women and young people to take leadership roles within
their communities. Appendix A.6 is a tool that can be used by camp planners to identity some
potential camp partners and guide some of the conversations that will help make the partnership
beneficial for everyone involved.
Partnerships are most effective if everyone involved clearly understands the expectations and
responsibilities, as well as the benefits of partnering to implement a camp. Some posts have worked
hard to develop a clear Memorandum of Understanding (MOU) that articulates the roles and
responsibilities of the Volunteer(s) and the community organization that will lead the camp. Keep in
mind that formal agreements, such as MOUs, should be between the Peace Corps and the local
partner organization. The negotiation of such an agreement should involve post staff. However,
there may be instances where negotiation and signing of an MOU between the post and a
community organization may be difficult and not possible. In such instances, to the extent possible,
the roles and responsibilities may be documented in a letter of collaboration, or email or other
written communication between the post and the community organization. At the minimum, post
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staff should present and discuss the Volunteers roles and responsibilities with the community
organization to manage expectations. For an outline of some of the elements that should be
included in an MOU, a letter of collaboration, or correspondence, see Appendix A.7. If developing
an MOU or letter of collaboration is part of the formation and preparation of a camp planning
committee, make sure that local Peace Corps staff members are involved and taking the lead on this
step. Volunteers should not sign MOUs, letters of collaboration, or any other correspondence on
behalf of the Peace Corps.
Establish a planning committee

Developing and organizing the planning committee is one of the most important steps in creating a
successful camp. The planning committee should reflect your local community and include hostcountry nationals on the organizing committee (campers, junior counselors, teachers, NGO
representatives, etc.). Some camps choose to name a director, others do not. It is important to
define the roles and responsibilities of counselors within the organizing committee.
Work with the planning committee to establish subcommittees, goals, tasks, and roles. For example:
Select a president, secretary, and treasurer
Responsibilities of president: In charge of meeting agenda and running meetings. Oversees

committees.
Responsibilities of secretary: Takes minutes in each meeting and emails notes to committee
members. Helps with request letters, official documents, and invitations.
Responsibilities of treasurer: Manages donations received, grant funds, collects receipts,
reimbursements, and helps with managing the budget with the finance committee.
Form subcommittees, which may include:
Finance/fundraising
Program/activities
Site/transportation
Supplies/food
Determine if pre-camp training is needed or if members of the planning committee need additional
training or support in order to complete their tasks. PC Volunteers and local experts may provide
training in project design and management skills, health and safety strategies, and fundraising,
which are common areas that need to be addressed with the organizing committee early in the
planning stage. For example, the local Red Cross may be able and willing to provide first aid and CPR
training, as well as disaster preparedness. See Part 4 of this manual for sample training of trainers
sessions for camp counselors.
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Determine goals for camp

Based on the results of the various assessments, the planning committee should be able to
articulate what it wants to accomplish by writing a list of camp goals.
Here are some examples:
Youth in the community will develop confidence, leadership skills, and will implement their
own community service projects.
Out-of-school boys and girls will learn how to be effective and accurate HIV/AIDS peer
educators and help launch a communitywide network of youth striving to create positive
futures.
Advanced English students will develop their own leadership skills while helping younger
students develop English language speaking, listening, and comprehension skills.
Girls will discover their talents, develop new leadership skills, and identify female role
models for other girls in their communities.
Examples of various themes for camps are included in Part 2 of this manual.
Create a general budget

Volunteers and their partners may find that implementing a camp is extremely stressful and may
not always lead to good outcomes for the organization if they have not adequately planned and
budgeted for expenses. While the local organization should take the lead for managing money
raised for the camp, the planning committee can help create a budget for all necessary materials
and set up a transparent expense tracking system. See Appendix D.1 for sample line items; and
Appendix D.2 for a more detailed budget that has been completed.
Important expenses to consider

Activities during camp
Activity fees (For example, if you visit a zoo, what is the price for travel and admission?)
Activity and art supplies
Honoraria, lodging, meals, and travel expenses for guest speakers
Session materials (See a sample supply list in Appendix D.6)
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Communication
Telephone bills or phone cards (If, for example, the organizing committee members come from
different towns, the budget should include the cost of long-distance phone calls.)
Internet time (If one needs to pay to use the Internet to email members of the organizing
committee.)
Lodging
Lodging (What does the campsite, conference center, or hotel cost per night per person? Are
there group discounts or other available discounts?)
Insurance (personal property, travel, or campsite insurance)
Material production and distribution
Camper manual production (ink, paper, copying costs, translation into local language)
Photo printing (copies of pictures for campers and donors)
Photocopies (worksheets, letters to campers, health forms, camp contact information for
parents, thank-you letters, post-camp letters/newsletters, song sheets)
Postage (camp applications to evaluators, packing lists, acceptance, non-acceptance, or wait-list
letters, mailing of meeting notes to organizing committee members, post-camp follow-up letter
or newsletter)
Computer time (Does one have to pay for this or can the use of a computer be
considered/negotiated as an in-kind community donation?)
Translation of materials (permission slips, camp manuals, activity sheets)
Meals
Food (How many meals will you eat together each day?)
Snacks and water
Transportation
Transportation to and from camp and camp venues for campers; transportation for the camp
organizing committee members and guest speakers
Investigate funding sources

Volunteers may not directly solicit or accept funds in the name of the Peace Corps. However,
Volunteers can help prepare their counterparts to visit local funding sources or businesses to ask for
donations. If appropriate at their sites, Volunteers can also accompany their counterparts on
fundraising visits, although the counterparts should take the major role.
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Peace Corps
Fundraising skills develop over time and with practice. In the United States, students often sell
candy bars or hold car washes to raise money for schools or special projects. At some Peace Corps
posts, these activities may be viewed as novel and experience success. Alternatively, at times, such
activities may not be appropriate or feasible.
It is most likely that a camp will continue over time if it utilizes resources available to the
community at the local level. Your community partners are the best sources to determine where
funds could be available.
The local government may have funds available for sports, girls educational activities, youth,
health, or other specific activities.
There may be grant opportunities with international donors with offices in-country. Local
nongovernmental organizations, schools, or organizations can also solicit funds for camps. Please
note: Volunteers should never approach any international governmental organization such as
USAID, World Bank, or others without first discussing it with Peace Corps staff (associate Peace
Corps director, program manager, or director of programming and training). There may be relevant
historical information the Peace Corps staff can provide. These foundations and intergovernmental
organizations may, alternatively, be good resources for guest speakers and information, if not for
funds. See Appendix A.8 for potential grant sources through the Peace Corps; Appendix A.9 for a
sample PCPP grant proposal; and Appendix A.10 for a sample SPA grant proposal.
On occasion, the U.S. Embassy can provide both material support and in-kind donations. In the
past, Volunteers in Romania were able to use democracy funds from the U.S. Embassy for
several of their camps because Volunteers incorporated a mock election, civic education, and
created GLOW party platforms that focused on democracy and leadership skills. This sort of
collaboration is best handled by post staff. For detailed guidance on funding sources, see the
Small Grants Program Volunteer Handbook, which can be obtained from post staff.
To build sustainability, Volunteers can help community members find and identify funding
sources and work with them to write grants. Volunteers and their partners may want to include
a fundraising workshop for the hosting organization or community volunteers.
Volunteers are also able to access funding for camps through three Peace Corps small grant
programs. These programs include SPA, PCPP, and VAST and make up the Peace Corps Small
Grants Program. While they are each funded by different sources, they all work to achieve the
same goal: to create sustainable, community-initiated small grant projects. The Small Grants
Program encourages active community participation throughout the development and
implementation of all projects, including camps. Volunteers can learn more about the program
through the Small Grants Program Volunteer Handbook, which outlines guidelines for project
development and each funding source. Additionally, see Appendix A.8 for a table that outlines
the Peace Corps Small Grants Program and specific criteria for funding camp projects.
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Remember, grant writing and proposal development can be critical sustainable skills that
Volunteers can pass on to local partners. The more involved local partners (especially young people)
are in the grant writing process, the more responsibility and sense of accomplishment they are
likely to feel. The more direct responsibility the Volunteer takes personally, the less the opportunity
for the communities to learn and replicate the activities.
SIX TO NINE MONTHS IN ADVANCE
Determine
Camper
Profile
Create
Learning
Objectives
and M&E
Strategy
Select
Campsite
Determine
Date and
Size of
Camp
Create
Preliminary
Schedule
Begin to
Recruit
Staff
Determine
Staffing
Needs
Create
Supply
List
Develop
Logistics
Team
Create
Detailed
Budget
Determine camper profile

Based on the goals of camp, determine the most appropriate age, gender, and eligibility criteria for
campers. If necessary, review the assessments that were done with parents and young people to
consider if there will be factors that affect campers ability to attend, including school schedule,
farming seasons, national exams, or other community events.
Set up a process for screening applicants. For example, this may include an essay competition,
mailing letters to teachers to request nominations for campers, or other means. See Appendix D.4
for a sample application form and evaluation form.
Prepare camp publicity and recruitment materials, and application forms. Make sure the materials
address any of the barriers or factors that might impact whether young people are able to attend.
For example, make note if the camp will be free, whether it will be girls only or boys only, or other
key information that will influence if campers can apply or if parents will allow them to attend.
To avoid political problems in limiting admission, consider using respected community members to
identify the most needy/worthy campers.
Begin publicizing camp using flyers, local radio announcements, or other means available in the
community.
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Determine approximate date and size of camp

When scheduling a camp, consider the best timing for students, parents, and those adults who will
work at the camp. For example, an out-of-school time may be ideal for students, unless they have
other responsibilities at those times. Do parents count on their older children during non-school
periods? If parents farm, is this a time the help of their older children is needed either on the farm
or to care for younger siblings?
Examples for finding time for a camp

Volunteers and partners can use several of the PACA tools. For more information about how to use
these tools, see PACA Idea Book: Using Participatory Analysis for Community Action [ICE No.
M0086]. Go to Chapter 5 for information on community mapping and Chapters 2 and 5 for
information on daily activity schedules and seasonal calendars. See Appendix A.2 for ways in which
the PACA tools can be used for camp assessments.
Select campsite
Finding an appropriate campsite should be a joint task of members of the organizing committee.
Health and safety considerations should be a top priority. Consider proximity to health or medical
services, access to clean water, and general safety needs that should be a part of any site. Prior to
identifying and visiting sites, the essential elements for the success of the camp should be explored:
meeting spaces, living spaces, types of recreational and free-time options, arrangement for meals,
health and safety of the campers and staff, security, etc. The final terms agreed upon with a site
should be in writing and signed by the sponsoring organization, not the Volunteers.
For each site, make a pros and cons list that includes health and safety, security, spacing, cost,
dorm room setup, kitchen space, ability to bring your own cook, accessibility, and modes of
transportation. Use the questions in Appendix A.12 to form your own specific list to take to
available site visits.
Review camp health and safety materials in this chapter. Also see, Appendix B.1 for a checklist
for camp safety and Appendix B.2 for an example of Peace Corps/Ukraines camp policies).
Set up dates to visit each potential site and have process/chart for site evaluation.
Recommend campsites that meet the program, health, and safety criteria you established
earlier for the whole planning committee.
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Determine the learning objectives and develop

monitoring and evaluation (M&E) strategies
Review the monitoring and evaluation information in Chapter 2 and create a strategy that the
planning committee will implement before, during, and after camp. Then use the sample logic
model tool to create a logic model for the camp. This should help create the learning objectives and
the relevant tools needed in order to measure whether the camp achieves the established goals
and has the desired effects on the campers, as well as the host organization and staff.
Determine staffing needs and begin recruiting staff

Determine the various types of staff needed:
Camp leaders, teachers, or counselors who will stay at the camp and provide the program and
administration of the site
Junior counselors or staff-in-training
Permanent camp staff at the site or hired cooks, lifeguards, etc.
Adult chaperones
Guest speakers or activity leaders
Who can staff a camp?

The theme of the camp will help dictate the staff most qualified to work at the camp. This could
include identifying subject-matter experts, such as teachers, local community members, youth
leaders, parents, coaches, or others. Training older youth to carry out some duties at camp can
build skills and capacity. Former campers can be valuable staff members, mentors, and role models.
Established campsites often have paid staff members, such as administrators, cooks, coaches,
lifeguards, and security personnel. However, if the campsite does not have staff responsible for
such duties, the Volunteer and organizing partner will most likely need to identify individuals to fill
these roles.
Selecting counselors
Every camp has counselors or some form of leadership. When selecting counselors, it is important
to select adults (or young adults) who want to be mentors and role models. The most responsive
counselors are those who are interested in working as a team, are open to new ideas, and share
common goals. Following are some issues to consider when you select counselors:
Proximity to, and willingness to work with, campers during and after camp
Openness to new ideas
A demonstrated interest in issues promoted by the camp. For example, a commitment to the
environment or community involvement in issues relating to women or social change
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Peace Corps
Language abilities. Can the counselor communicate with campers and other counselors?
A combination of American and host-country national counselors can provide additional
dynamics to your camp, as well as build sustainability
Willingness to participate in a pre-camp training of trainers for all staff
There should be an identified ideal range of staff-to-camper ratios. For example, 1:10 staff to
campers or 1:5 junior counselors to campers
Selecting junior counselors

A junior counselor is a person who has attended a previous camp and has exemplary leadership skills.
Counselors usually nominate junior counselors for the position or invite all former campers to apply.
When organizing a camp, check with the Peace Corps office, GenEq, Youth in Development, HIV/AIDS,
or other Volunteer committees, or a partner organization for a list of junior counselors (and consider
creating such a list if it doesnt exist). Using junior counselors promotes sustainability for the camp,
allows young people to apply the knowledge and skills gained at the camp, and gives them unique
leadership and mentoring possibilities. They will require more supervision due to their age.
Develop logistics team

Figuring out the logistics prior to camp will take time and effort. But when well planned, the effort
will pay off. The camp will flow from activity to activity without staff having to make decisions on
the spot. Campers and counselors will know what to do and when to do it. This will reduce stress on
planning committee members and allow them to focus on the goals of the camp.
Planning logistics for a camp is unique because it is a chance to develop individual leadership skills
and give members of the organizing committee experience working as a team. Organizing logistics
can help build ties to the community and ensure sustainability.
Create supply list

What supplies you need depends on where and when the camp is happening and the activities
involved. Here is a list of common supplies used. See Appendix D.6 for a more comprehensive list.
Session materials
Sports equipment
Prizes/awards
Housewares
Medical supplies
Craft supplies
Other
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Create a detailed budget

Several months earlier, the planning committee or subcommittee created an estimated budget for
general planning and to begin fundraising. Now that a more detailed supply list has been
developed, it is time to use those estimates to create a detailed budget to guide the camp program
logistics for the next six months.
One important use of the detailed budget is to consider ways in which resources from the local
community can support the camp. The members of the planning committee can:
Make a list of possible in-kind goods needed
Make a list of potential donors for both economic and in-kind goods
Select a committee member, working with a Volunteer, to write and send out solicitation
letters, preliminary budget, and lists of in-kind goods to Volunteers and their partners
Work with site committee to make sure safety issues are identified, evaluated, managed, and
then budgeted appropriately (include necessary safety equipment, such as life jackets, first aid
kits, etc.)
FOUR TO FIVE MONTHS IN ADVANCE

Complete
Staff
Recruitment
Reach Out
to Parents
Implement
Application
Process
Determine
What
Campers
Bring
Develop
Health and
Safety Plan
Finalize
Camp
Schedule
Plan Meals
Seek
In-kind
Donations
Reach out to parents

Develop a strategy and process to ensure parent support for camper participation. Engaging
parents can be a challenging part of the process, and requires creative thinking both to come up
with ways to contact parents and ensure that their concerns are addressed. Volunteers and their
partners have held informational meetings, used existing parent gatherings such as PTAs,
conducted presentations at community centers or places of work, and developed brochures or
handouts that explain the benefits and skills young people will gain from camp. Make sure parents
understand any potential health and safety risks, as well as the steps that the planning committee
has taken to minimize such risks. Parents should also clearly understand anything that is needed
from them, such as emergency contact numbers or camper preparations.
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Implement application process

Make school (or other venue) presentations about the camp
Distribute applications
Develop review process and train applicant readers, if necessary, to ensure fair consideration of
all applicants
Accept, wait-list, or reject campers; inform them (process, standards)
See Appendices D.3-D.5 for samples of these suggested documents.
Complete staff recruitment

Complete the recruiting of staff and any guest speakers needed
As staff members are interviewed and confirmed, conduct an assessment of their training needs
and make an inventory of their skills and strengths as a group
Plan dates for information meetings and staff training, as necessary
If possible, the host organization can check on the background of potential staff and counselors
Finalize camp schedule

Sample tasks for the planning committee:
Finalize sessions and workshop topics and possible speakers (community partners or other
community members)
Finalize recreational activities and check staff and materials requirements
Pass on a list of materials needed to finance committee and supplies committee
Develop counselor and junior counselor TOT training sessions. See the activities in Part 4 of this
manual for a sample TOT schedule and activities
See Appendices D.10 and Part 4: Counselor Training for sample camp schedules.
Continue developing monitoring and evaluation plan

Check in previous and next chapters and continue drafting your monitoring and evaluation plan.
Develop health and safety plan

Ensure that every camp in which Volunteers are involved is actually sponsored, organized, and/or
administered by host-country organizations, rather than by Volunteers themselves. Having a local
organization in the lead supports the sustainability, promotes skills transfer, increases local
ownership, and supports the legitimacy of the camp. In many cases, the host country has a
governing organization that can provide camp and/or youth activity guidelines or policies that
support the health and safety of campers.
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Safety checklists, parental permission forms, and partner insurance are mandatory for overnight
camps. In addition, here are four steps that can help a camp planning committee ensure it has
taken adequate steps in planning for the health and safety of campers.
1. Review municipal or government guidelines and regulations
Find out whether the post, district, municipal, or local government already has a governing
organization that provides camp guidelines or policies. Determine the local procedures with
regard to liability insurance.
2. Review values and principles for working with youth
Review the sample guidelines for working with youth provided in Appendix B.3 as an example
for establishing basic values and expectations around the treatment of children and youth.
Determine if camp staff and counselors will be asked to review and adopt these values and
incorporate it into the camp counselor training in Part 4. For more information, see the Part 4
session, Working with Campers.
3. Determine health and safety needs based on the selected physical venue
Based on the completed assessment of the physical venue, determine if there are specific rules,
considerations, or staffing needs based on the site. For example, if there is a swimming area,
determine how much staff coverage will be needed to make sure a lifeguard is on duty.
4. Develop camp policies and procedures for camp health and safety
Start with reviewing the health and safety plan from PC/Ukraine in Appendix B.2 and safety
checklist in Appendix B.1. Revise the example from PC/Ukraine as needed to reflect the existing
policies of the local partner organizations and the context and priorities in-country. Incorporate
appropriate guidelines for working with youth. Using all of these tools and resources, the planning
committee should draft a similar Rules, Policies, and Procedures document for the planned
camp that addresses all of the following areas:
a)
b)
c)
d)
e)
f)
g)
h)
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Guidelines, expectations, and training requirements for staff

Guidelines, expectations, and training requirements for campers
Designated roles and responsibilities of various staff and partners
The camp emergency action plan (fire, natural events, medical issues, etc.)
Transportation policies
Camp venue rules, staffing, and training needs
Hiking/field trips/water guidelines and rules
Parents and partners: permissions, communication, expectations
Peace Corps
i)
j)
Medical protocols: First aid, emergencies, medical on-call, information needs from
campers, roles and responsibilities of staff, monitoring and documentation requirements
Food and water safety requirements
In addition, camp planners should use the checklist provided in Appendix B.1 as they prepare for
incorporating health and safety into all other aspects of camp planning. For example, some of the
things on the checklist include incorporating testing communications equipment, notifying local
health clinics of the camp in advance, and ensuring medical personnel are on standby as needed.
Also included is the importance of ensuring that health and safety needs are taken into account
during the camp budgeting process.
For a sample health and safety training session for camp counselors, see Part 4: Counselor Training.
In this session, counselors review the physical venue of the campsite and identify health, safety, and
staffing concerns for each of these areas while they identify team roles and responsibilities. The aim
is to build a team approach to health and safety, as well as risk management. The goal is for every
person who is working at the camp to see health and safety as part of their job.
Volunteers should be aware that they have many resources to support them as they plan for the
health and safety of everyone involved in a camp, including protection of the children involved. In
addition to post staff and partner organizations, Volunteers should always feel they can contact the
Office of the Inspector General (OIG) at Peace Corps headquarters concerning any matters related
to waste, fraud, and abuse at oig@peacecorps.gov.
Plan meals
Develop a menu and meals based on nutrition, food availability, and cultural and personal food
preferences.
Plan meals and snacks for the duration of the camp.
If appropriate, suggest possible in-kind donations from local merchants.
Identify pros and cons of catering or bringing a local cook; decide what system you will use and
contract with the desired people.
Consider health and safety of food preparation and storage methods. This is part of the overall
health and safety strategy for the camp!
Determine what campers bring

Consider dress and personal items appropriate to the schedule. See Appendix D.7 for a sample
camper packing list.
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Seek in-kind donations

If possible, assist the host organization in obtaining items on the detailed budget through in-kind or
local donations.
Sample tasks for planning committee:
Modify budget if necessary, based on further planning by other committees
Prepare lists of what has been donated (both monetary and in-kind contributions)
Follow up on needed in-kind donations suggested by any subcommittees
Discuss if anything is missing or being overlooked in the budget
TWO TO THREE MONTHS IN ADVANCE
Conduct
Informational
Meetings
Finalize
Schedule
Develop
Camper
Guidelines
Finalize Risk
Management
Strategy
Select
Campers
Continue
Selection
Process
Finalize
M&E Tools
Finalize content
Create a binder or master schedule that includes session plans, handouts, and materials, as well
as workbooks or other tools participants will complete. Consider the training approaches that need
to be covered in the counselor training of trainers (TOT). Sample sessions are included in Part 4 of
this manual.
While the content should be determined based on the learning objectives, consider some of the
activities and sessions that are useful in a range of camps, found both in Part 3: Camp Activity Ideas,
and in Part 5: Camp GLOW.
Develop camper guidelines

Determine the expectations for campers. Some camps put these in writing and ask the campers to
commit to them before they arrive. Are there standards of conduct or behavior to which they need
to agree? Do they need to do anything prior to attending the camp? Are there follow-up activities in
which they should plan on being involved? Do they need to complete any surveys, information
sessions, training, or start clubs when they return to their communities? Prior to the camp, consider
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providing campers with written guidelines, expectations, and responsibilities for helping staff
maintain their health and safety. Make sure this information is included in all of the recruitment or
other meetings with prospective campers.
Also consider longer-term outcomes that are envisioned for the campers. Will there be a way to
find out if these are met six months or one year following the camp? See the section One
Week in Advance on the following pages for monitoring and evaluation tools to guide you in
creating outcomes.
Conduct informational meetings

See Part 5: Camp GLOW
Other tasks to continue and finalize

Continue selection process
Evaluate applications, select campers
Create list of selected campers and wait-list; wait-listed campers can be invited should selected
campers drop out
Develop and mail/email acceptance, wait-list, and non-acceptance letters
Determine if photos and/or video will be taken and who will perform this task. Include the
necessary permission from campers (or campers parents in advance) on the permission slip
prior to camp. Ensure guest speakers or other adults give permission as well.
Develop monitoring and evaluation methods and tools
Review the sample ideas in Chapter 2 for various types of monitoring and evaluation tools, and
finalize a few that will be used to measure the results of camp. Make sure to plan time to train
counselors in how to use the various approaches, whether they include portfolios, self-assessments,
observational tools, or pre- and post-assessments.
Finalize risk management strategy
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ONE MONTH IN ADVANCE

Ensure
Required
Documents
are Available
Reconfirm
Speakers and
Guests
Reconfirm All
Event Plans
Formulate
Backup Plans
Create M&E
Tools for Use
During and
After Camp
Hold
Orientation
Meetings
Reconfirm all speakers and guest participants

Reconfirm all event plans
Transportation to and from site, for any offsite events
Food purchases, in-kind donations/delivery plans
Any special clothing, equipment
Create a tick tock agenda for the master schedule that outlines the details of each day and
who is responsible
Ensure any documents required by the government and the Peace Corps have been
completed and filed or are on hand.
Create monitoring and evaluation tools to be used during and after the camp
Formulate backup plans
Anticipate unusual situations, such as bad weather, or if a camper has to leave camp early or
unexpectedly. Create plans for each situation.
Hold orientation meetings

Have orientation meetings for all the campers in their communities. Invite parents. Distribute
packing lists, permission slips, and any other documents that parents or other officials must sign for
the camp. Introduce camp staff at the meeting and cover the general camp agenda and goals.
Clarify the plans for traveling to camp.
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ONE WEEK IN ADVANCE

Purchase or
Collect all
Supplies
Meet with
Counselors
Review all
Activities
and
Supplies
Check
Arrangements
at Site
Finalize all
M&E Plans
Reconfirm
Speakers,
Food,
Transport
Confirm all
Paperwork
Meet with counselors and conduct training

Have a meeting of the counselors to review the schedule, camp rules, roles, and responsibilities. If
possible, make it an interactive, two- or three-day program. If possible, conduct a longer training-oftrainers. See Part 4: Counselor Training Sessions, for sample training-of-trainers sessions and
schedules.
Review all activities and the supplies needed

Purchase or collect all items on supply list
See a sample camp supply list in Appendix D.6.
Reconfirm speakers, food, and transportation

Finalize all monitoring and evaluation plans
The organizers should now be at the point where the monitoring and evaluation plans have been
created. Remember, these plans should help guide you through the organizational and learning
processes. Be sure to adapt certain elements whenever necessary. Make a note of why the plans
had to be adjusted and consider it a lesson learned for final reporting.
So far, we have addressed the monitoring and evaluation for all parts of the camp. In the next part,
we will discuss what to do when the camp is over. A follow-up plan should be completed before the
camp begins.
Confirm all required paperwork

Make sure you have permission, medical, and other required forms from parents of all campers.
See Appendix D.5 for a sample permission letter.
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Check arrangements at the site

Visit site to confirm all details with site administration. Arrange time for staff to arrive to label
rooms, have welcoming materials for campers, set up registration, etc.
CHAPTER 4: IMPLEMENTING A CAMP

ITS TIME FOR THE CAMP!
By the end of this section you will:
Send counselors to prepare the campsite
Be ready for camper arrival
Conduct team orientation with campers
Monitor the activities and schedule for the first day
Have a nightly check-in with staff and counselors
Send a few counselors to the camp early

Plan to have some staff members at the campsite the day before the first day of camp to ensure
that everything is in order for the campers arrival. If this is not possible, have some staff members
arrive earlier than campers to label dorm rooms or cabins, and set up a registration table with name
tags, etc.
Camper arrival
Carry out plans for how campers will arrive, be greeted, registered, and oriented to the campsite.
If campers arrive in individual cars, have camp staff meet each car and greet the parents and
show the campers where to take their things and where to register.
Have activities prepared that can engage the early arrivals. Their camp experience should begin
as soon as they arrive, ensuring that every camper feels welcome and included. One great way
to involve an early arrival is to teach a song or a game and have the early bird teach it to those
who come next. This is leadership training from the outset.
If campers arrive by bus, ask them to line up with their gear. Then the counselors can be
introduced and team members announced, or ice-breaker games can be started. Normally,
campers will react better to something interactive, preferably something they know, such as
familiar games. Teams can then function as groups, with counselors guiding them through the
arrival and orientation period.
If campers are expected to bring any signed forms (medical, camper codes of conduct, etc.)
work with counselors to make sure they are obtained and accounted for.
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Team orientations with counselors

Counselors may do the following with their teams. Modify to meet your situation and create a
checklist for the counselors.
Take the campers to their rooms, help them locate their sleeping area, and allow them to store
their gear, make beds, etc.
Check campers names. Are they spelled correctly on the roster? (This is a small but critical
activity since this is likely how names will appear on certificates at the end of camp.)
Take a walking tour of camp and point out facilities, program locations, etc.
Visit the camp medical officer (CMO) if you have one. The CMO will use a medical form to
reconfirm current illnesses, allergies, or medications.
Have a team meeting to do the following:
Review buddy system.
Review camp safety and general policies and procedures in camp guidebook or handouts
(safety procedures, hiking policy, etc.).
Discuss camp ruleswhat should be included? Maybe each team can propose one rule to
the full group during a session after dinner.
Do some get-to-know-you activities so team members begin to bond with each other.
Select a team name (if desired)to be presented at breakfast the next day.
Work on a team cheer (if desired)to be presented at breakfast the next day.
Consider a team flag or bannerto be presented at breakfast the next day.
Select the first temporary team leader and assistant, if you are going to have them. They
could also rotate each day.
See Opening Activities in Part 3 of this manual for activities that work to build cohesion,
teams, and get the groups started off right.
Monitor how schedule is proceeding

During the day, note issues to discuss with staff. Remember to check the monitoring and
evaluation plan.
Have a staff meeting after campers go to bed to review first day

Resolve any confusion and make adjustments as needed. Make sure you review any health or safety
issues that arose during the day and reinforce the rules and procedures. Review the plan for the
next day and make sure all counselors are clear about the schedule and logistics.
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DURING CAMP
Follow the schedule as planned; make adjustments as needed
Follow the monitoring and evaluation plan; make adjustments if necessary
Hold daily check-in meetings with staff and counselors
Take photos and video if possible
Build in time for reflection for campers and counselors
Follow schedule as planned

If possible, keep a floating staff person to take care of individual camper needs, run errands, or to
handle other logistics in order to keep the schedule for the camp running on time and smoothly.
Hold daily check-in meetings

Review the days highlights, revise agenda, and troubleshoot with the counselors.
Use the monitoring and evaluation plan to review strategies that are working or that need to be
adjusted. Make sure counselors understand and are using any tools such as pre- and post-tests,
observation tools, discussions, role-plays, or demonstrations to capture changes in campers
knowledge, skills, or attitudes.
Recognize extra effort and good work on the part of any counselors or staff members.
Take pictures and/or video

Determine how the photos and video will be used. Any necessary permission must have been
granted prior to camp (See Other tasks to continue and finalize under Two to Three Months in
Advance.). Ensure guest speakers or other adults have also provided permission to be
photographed/filmed.
Build in reflection time for the campers

Refer to Chapter 2 on monitoring and evaluation for reflection activity ideas for campers. Reflection
time is where campers solidify much of what they have learned throughout camp and plan for the
future. It is easy to pack the schedule and to end up rushing through some of the reflection
activities. Experienced camp planners note how important it is to leave adequate time in the
schedule for creative, engaging reflection activities for both campers and staff.
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ENDING THE CAMP

Plan final activities that share knowledge and demonstrate learning
Ensure that packing and cleaning is planned for and done
Ensure there is time to complete evaluation
Celebrate!
Plan this day carefully

The final day of camp should be memorable to campers and staff. It should celebrate all that has
been experienced and learned, and bring the camp to a meaningful close. The way camp ends is
often an enduring memory; make it special.
Culminating activities to share knowledge and solidify learning

As campers are proceeding through their program, they may be writing, drawing, or creating music
or dance to reflect on their learning experiences. Campers may want to bring these demonstrations
of reflection together and create a group presentation for the final day. Allow teams to determine
their preferred method of sharing and give them a set amount of time for the final morning. If
campers have developed follow-up projects and plans, allow these to be presented at this time.
This part of the final day should be done before the logistics of packing and cleaning take place. It is
programmatic and helps bring closure to the learning. Counselors will need to be attentive to
campers needs and behaviors as the closing of camp may bring up many mixed feelings.
Packing up and camp cleanup

Determine what camp cleanup is required (usually there are set tasks required by the facility) and
how those tasks will be allocated. Perhaps teams can clean their own cabins plus one other area of
activity. It might be held right before or after lunch, unless lunch is part of the celebration.
Evaluating the camp experience

The culminating activities may help demonstrate what the campers have learned and serves as an
important piece of the monitoring and evaluation plan. Campers usually fill out a written evaluation
form (see the monitoring and evaluation section in Chapter 2 and Appendix D.9 for a sample). It
might be easier for many young people to verbalize their reactions to camp. A campfire setting is
particularly appropriate for this, or the local equivalent. The purpose of these forms is to obtain
campers reactions to things like the schedule, the food, individual tasks and responsibilities, etc.
Filling out the forms might be accompanied by a short discussion so opinions can be shared with
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others. A verbal exchange also provides the opportunity for staff to ask for clarifications and
suggestions for doing things differently in the future. Be sure one counselor takes notes so you have
a record of any suggestions.
This can take place after packing and cleaning and prepares campers for the final step: celebration.
Celebration
Mark the end of camp with thanks, appreciation, and by honoring relationships.
Consider culturally appropriate goodbye activities when deciding what to do. And to the extent
possible, let the campers help plan the celebration.
Campers often receive certificates for attending camp. Certificates can be distributed in a variety of
ways. Perhaps it is most appropriate that the camp director awards certificates to each camper in a
formal way, but there are also more informal ways to distribute the certificates. Consider having
counselors present them to team members and encourage each counselor to say a few specific
words about each campers growth or accomplishments. Or, assign each camper to present a
certificate to a specific person, and ask him or her to think of a few words to say about the camper
to whom they will honor. See Appendix D.10 for sample certificates.
Certificates (or another form of remembrance) are also often given to guest speakers or
community members who have been involved. See Appendix D.12 for sample thank-you notes
from staff and campers.
Dont forget to thank the permanent camp staff. Ideas include:
Framed photo of the group with signatures on the back
Physical contribution to the camp (For example: a world map mural; plant or dedicate a tree;
paint outdoor furniture. The actual activity would have to take place earlier, but a presentation
to the camp staff could be a part of the celebration.)
Write a poem
Write and perform a skit
The end of camp is often sad because it feels like the end of close interaction with people campers
wont see again, or see often. A part of the celebration might be sharing addresses (email addresses,
phone numberswhatever is appropriate) with each other. Ideas for exchanging information include:
Taking a photo of all campers, which can be signed
Each camper wears a sheet of paper on his or her back and campers move around and sign each
others papers with notes, memories
Write letters or kudos to each other
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If someone has been filming during the camp, showing the final film could be part of the celebration.
Since the end of camp is often sad and emotional for some, try to end on a positive, high note. If
there is a camp cheer or a popular song that everyone knows, this is a good time to cheer and sing!
See other suggestions in Part 5: Camp GLOW.
Your final monitoring and evaluation plan

Review Chapter 2 to finalize the monitoring and evaluation strategy for post-camp. This may include
three- or six-month meetings or interviews with campers, observing their follow-up activities, or
asking them to maintain contact with peer or camper networks to report their activities. For any
strategy, make sure campers leave camp knowing what the expectations are for follow up.
DEPARTURE
Have a safe plan for everyone to return home
Finalize a checkout with the campsite administrator; get it in writing
Schedule the departure to get everyone home safely

The most efficient way to close the site is if all campers leave in a bus. If possible, schedule so that
they arrive back at a central place to meet their families while there is still daylight. A responsible
adult should be on the bus to make sure each camper is turned over safely to his or her family at
the end point.
If individual families are coming to pick up campers, make sure there is a check-off sheet and
someone at the camp is responsible for seeing each camper leave with his/her approved ride. Have
a backup plan, including family phone numbers, in case someone is not picked up.
Check the campsite with the camp administrator

Walk through the campsite with the camp administrator to make sure everything is left in its
required condition. Get a signature on the contract or other agreement, showing you have fulfilled
all the conditions required by the camp.
Thank the camp staff and say goodbye to everyone before leaving.
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AFTER THE CAMP

Analyze and document the results of the evaluations and the M&E tools used
Send appropriate thank-you notes to all partners, guests, and contributors
Complete camp partner reports and funding reports
Implement follow-up activities with campers
Implement relevant follow-up activities with parents
Translate materials to leave with local partners
How did we do?

Tabulate the camper evaluations.
Evaluate the success of the camp with counselors and other staff. Plan a time to discuss
evaluations from campers with other counselors. Allowing time for staff to reflect on the
success and challenges of the camp while it is still fresh will serve as a valuable planning tool for
later camps. Consider utilizing a written staff evaluation.
Have a plan for which staff will be involved with any follow-up activities or who will be
checking in with campers to identify their progress with their action plans. How will this
information be shared?
Give thanks
Make sure the planning committee or hosting organization sends thank-you notes to the partners
who helped make things happen. If possible, share some of the success stories or results of the
camp with them so they know their contribution was valuable. Consider having campers take part
in writing thank-you notes. Some camps have sent notes to local newspapers or radio stations to
publicly thank local supporters. See Appendix D.12 for sample thank-you notes from Volunteers and
campers. However it is accomplished, make sure to thank staff members, donors, speakers, and
others who helped to make the camp a success.
You may also consider having campers write letters or draw pictures to express their gratitude to
donors. This would serve as a good life skills lesson for participants. Appendix A.11 is a sample camp
report completed for partners and supporters that includes a detailed analysis of the camp and
planned follow-up activities.
Complete camp and funding reports

Record lessons learned and compile session plans, list of resources, etc. Distribute this to local
organizations and appropriate Peace Corps program officers. Share reports, stories, pictures, or
other promising practices with youth or gender equality and womens empowerment specialists at
Peace Corps/Washington at youth@peacecorps.gov or gender@peacecorps.gov.
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Carry out follow-up activities with the campers

See the next chapter: Ideas to expand the sustainability and impact of camps.
Follow up with parents or guardians

Have a follow-up meeting or presentation where campers share the lessons they learned. If
feasible, have a camper-led workshop of one of the most successful activities at the camp so
parents can get a better understanding of what camp sessions were like. Share highlights of camper
evaluations. If possible, interview select parents to identify any outcomes or changes they observed
in their children. See the monitoring and evaluation section for ideas.
Translate materials as necessary

Camp materials may have been developed in the local language(s) from the outset. If not, and if future
camps are going to focus on including people who do not speak English, you may want to consider
creating a short camp guide in local languages to help promote sustainability. In some cases, you may
have to translate all of the sessions and planning documents. Also, catalog what has been accomplished
at the Peace Corps office in-country.
CHAPTER 5: IDEAS TO EXPAND THE SUSTAINABILITY AND

IMPACT OF CAMPS
Many campers, staff, and partners leave camp energized and motivated. This is a valuable
opportunity to build something that has lasting results. This section provides strategies to help
camp planning committees work toward sustainability and increase the impact of the camp
experience.
Some camps may work to engage community leaders, parents, and others to create opportunities
for youth to apply skills at the conclusion or following camp. Creative planning committees use the
relationships that are developed with community partners during planning of the camp as a way to
identify later partnerships, mentoring, apprenticeships, or internship opportunities.
Some Volunteers plan for follow-up demonstration activities in the communities. Such activities
allow campers to practice what they learned in a new context and spread knowledge about what
they learned to new audiences, such as other youth or community members.
A. CAMP AS PART OF A LARGER STRATEGY

Camps have a greater impact when they are one part of a larger strategy that supports systematic
changes. Some posts have reassessed their annual involvement with camps and looked at them as
part of a continuum of interventions to address gender equity, HIV/AIDS prevention, or
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volunteerism promotion goals. In these cases, camps may be either a kickoff or culminating event
that helps to develop a local, regional, or national network of peers or organizations that share
common objectives.
FROM THE FIELD
Romania
A Romanian high school teacher and three Volunteers designed a project that targeted
youth from six different communities in the southern region of Romania. This project
was called the GLOW/TOBE (Girls Leading Our World, and Teaching Our Boys to Excel,
respectively) Leadership Camp. Twenty-two students, three Romanian teachers, one
psychologist, and three Peace Corps Volunteers took part in a six-day camp. The camps
goal was to promote gender equality and human rights, boost and inspire confidence in
Romanian youth, educate about health (mental, physical, emotional, sexual), foster a
sense of identity and community ownership, discuss future goals and the steps to
achieve them, and empower future leaders of this country.
The Romanian high school students designed community projects at the camp,
and are currently working on implementing these projects within their respective
communities. In order to monitor the progress of the students six community
projects, we designed a Ning Social Network (similar to MySpace, Facebook, or High
Five) that the students involved in the camp access and post ideas, progress,
questions, and network with other high school students involved in community
projects. Students creatively designing and implementing a project that gives back to
their communities is an incredibly empowering action that boosts the confidence of
the students, and serves as an example for the students peers and their
communities at large. Young women and men working side by side as agents of
positive change also serve to promote respect for both genders.
Two examples of the six community projects designed at the camp are Un
copac in plus, o viata mai lunga (An additional tree, a longer life), in which a group of
students from an industrial town will plant 50 trees in a neighboring forest and on
barren streets, and a Reduce Violence in Our Schools campaign, in which students
from a town in an agricultural county will promote a writing and art contest among
middle school and high school students titled, Freedom from Violence.
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B. TRAINING-OF-TRAINERS METHODOLOGIES
Some camps are planned with the idea that camp participants will be trained throughout the course
of the camp to become trainers, or peer educators, themselves. This is a powerful approach when
it is part of a larger strategy of ongoing support, mentoring, and skills development for the young
people involved. Keep in mind that the skills required to be a proficient and effective trainer are
different from the knowledge and skills of the themes of the camp (environmental conservation,
HIV/AIDS, etc.). Make sure there is plenty of time built into the schedule for participants to learn
about, practice, and develop training skills if this is one of the intended outcomes. One Peace Corps
resource that is useful for designing training-of-trainers (TOT) methodologies is the Nonformal
Education Manual [ICE No. M0042]. In addition, seek out strong local trainers who can assist in
designing the schedule.
FROM THE FIELD
One Volunteer and his partner in the Kyrgyz Republic used a training-of-trainers
approach to prepare for the facilitation of a camp.
My organization and I held a summer camp to provide youth with an
entertaining and educational opportunity to become trainers and to learn about life
skills. The other goal was for youth to implement a community-service project in
order to have a hands-on experience.
In addition, Volunteers had the opportunity to work with community members
to organize and conduct a summer camp that addressed critical needs for the
targeted youth population. The camp was a SPA project.
A TOT was conducted for six local volunteers (seventh-ninth form) from the
village who, in turn, conducted excellent seminars about life skills (team-building,
communication, and leadership), HIV/AIDS, environmental education, and nutrition.
Due to the TOT, local trainers not only learned more about the topic areas, but also
learned how to be trainers, role models, and student leaders. The 20 camp
participants learned about the topic areas as well, and they organized their own
community-service project by cleaning up three beaches, promoting both
environmental cleanliness and HIV/AIDS awareness.
C. COMMITMENT TO VOLUNTEERISM AND SERVICE

Many country programs increasingly see camps as a way to identify and support youth who are
ready and willing to become leaders for development in their own communities. Many camps ask
potential campers to make a commitment to service as a requirement for attendance. This may be
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included in the application process, using essay topics like service to the community or
leadership as criteria for choosing participants.
Other posts find that they can increase the impact of any type of camp if they build service activities
into the design of the camp. They may also set pre-camp expectations, requiring participants to
help implement service or other community development activities when they return home.
Camp planners should identify specific ways in which campers service meets real needs. They
should also identify learning goals for the participants, build in reflection throughout the week of
camp, and, if possible, follow up later. For more information on volunteerism and service learning,
see Peace Corps V2 Action Guide: Multiplying the Power of Service [ICE No. CD062]; also in Spanish
[ICE No. CD063], French [ICE No. CD064], and Portuguese [ICE No. CD065], and Working with CCBI:
Volunteer Workbook (Community Content-Based Instruction) [ICE No. M0073]. Both of these
manuals provide specific steps and activities that can be used by camp counselors during a week of
camp. Both can be adapted for specific topics or themes, such as HIV/AIDS or environmental action.
D. PROJECT DESIGN AND MANAGEMENT SKILLS

Camps may be a method of providing education or training about important skill areas that may not
fit into the regular school curriculum. In many countries, Volunteers have come to see youth as
valuable partners for community development work. Helping youth identify pressing community
issues and develop the skills needed in order to address them is often the purpose of an
environmental, health, youth, or other type of camp.
The Peace Corps The New Project Design and Management Workshop Training Manual (PDM) [ICE
No. T0107] provides steps and sessions to walk a group through identifying its priorities, assessing
the situation and designing and implementing a project. Built into the schedule of a camp,
participants leave with the ability to plan and lead projects, in addition to developing skills that will
help them in their future careers or work life. Translations are available in Spanish [ICE No. T0127]
and French [ICE No. T0128].
FROM THE FIELD
Youth and EcoService in El Salvador
A Youth in Development Volunteer lived in a rural community in El Salvador where
there were few projects dedicated to youth development. It was also an area that
was affected by drugs and gangs. Two Volunteers and their partners designed an
environmental camp that trained youth leaders in conservation, biodiversity,
environmental awareness, and leadership skills so they could return to their
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communities to implement service-learning projects. The planning team identified

potential youth leaders in the community and invited them to the camp. The camp
was funded by a SPA grant.
Parque Nacional El Imposible hosted a three-day, two-night environmental camp
that was attended by 12 campers. Participants hiked and explored the natural
beauty of the park and received presentations on conservation and biodiversity, El
Salvadors current environmental situation, the history of the national parks in El
Salvador, leadership, and team-building skills. At the end of the camp, the youth
conducted a diagnostic of their communities and brainstormed possible projects
they could facilitate and implement.
To measure the immediate success of the camp, campers were given a pre- and
post-evaluation exam to test their knowledge of environmental topics. Pre-exam
results indicated an average of 38 percent passing and post-exam results indicated
an average of 88 percent passing. After the camp, participants developed and
performed an original five-song musical that taught about environmental awareness
and trash management. The campers traveled to other Peace Corps Volunteers
communities and to the capital, San Salvador, to perform the play for other youth.
E. BUILDING HOST-COUNTRY OWNERSHIP

Volunteers and their partners have developed many unique and interesting ways to help foster
ownership of camps on the part of local organizations or entities. Transfer of ownership can occur
when a Volunteer completes his or her service or it can be a multi-year strategy in which Volunteers
take increasingly smaller roles in planning and facilitation.
Peace Corps/Morocco has the unique situation where the government of Morocco financially
supports a wide range of youth camps throughout the country. Peace Corps Volunteers work closely
with host-country staff members, many of whom are employed by the Ministry of Youth and Sports,
to implement and co-facilitate annual spring and summer English camps. In addition to English, the
curriculum covers topics such as HIV/AIDS, journalism, global studies, theater, and recreation. Since
many of the camps require families to pay a fee, Volunteers and staff wanted to make sure that
youth from all economic backgrounds and rural areas had the same opportunities to attend. The
post partnered with the public affairs section of the U.S. Embassy and was able to use a scholarship
fund to send youth from rural Volunteer sites to the camp. Volunteers and staff alike noted that the
cultural exchange between rural and city youth was one of the greatest benefits as diverse groups
of young people learned more about each other.
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FROM THE FIELD

Youth and Eco-Adventure in Armenia
As co-chairs of the Eco-Adventure Program [a youth environmental camp program],
we recently concluded a search for an Armenian organization that will eventually take
control of the program. Previously, Volunteers and their partners had worked with
local NGOs to implement the programs at their sites. The goal was to have one
national Armenian organization assisting all of the local NGOs and coordinating the
overall planning of the program. Under the direction of one Armenian organization,
the project would have greater visibility and increased potential for long-term success.
We drafted a letter describing the Eco-Adventure Program and explained our
desire to find a partner organization to assume overall responsibility. We described
the role such an organization would play and the potential benefits to the
organization. Previous Volunteers provided a list of contact information of many
environmental organizations in Armenia. From that list, we contacted 36 Armenian
organizations. From these 36 organizations, we received nine responses quickly and
received another five responses after the interview process had begun.
We arranged to interview eight of the organizations. We made it clear that we
were interviewing other organizations and that this would be a competitive process.
During each interview, we tried to ascertain each organizations potential to be a
partner. Each organizations representative brought literature about his or her
program and efforts to date, as well as personal resumes. Each interview lasted
approximately 45 minutes, and all the interviews were conducted in one workday.
We narrowed it down to the three most promising organizations, and then
interviewed a second time. This time we visited their offices, in order to meet more
members of the organization and to see them in their working environments. These
interviews revealed much more and allowed us to make a clear decision. Our
partner organization is Women for Green Way for Generations, a highly motivated
and skilled group that is very excited to begin work on the Eco-Adventure Program.
F. STRENGTHENING THE JUNIOR COUNSELOR ROLE

Junior counselors are campers who demonstrate exemplary leadership skills and are asked to
return to assist. Consider strategies to strengthen the role of junior counselors as a way to develop
leadership skills and emphasize the value of youth participation.
Some posts, such as Bulgaria, offer a pre-camp leadership academy to junior counselors to
prepare them as facilitators and role models for camp participants
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In Rwanda, 25 girls who participated in one camp were trained to be junior trainers for the next
camp. In Romania, junior counselors from three different geographical regions received additional
training at a two-day workshop. This prepared them to assume leadership roles and actively
participate in Camp GLOW planning. In Slovakia, junior counselors were paired with regular
counselors to assist with facilitation of sessions and provide explanations to small groups. For
example, in a session on self-esteem, the counselor/teacher and the junior counselor decide how
the session will be organized and they lead it together. In addition, junior counselors can lead freetime activities, icebreakers, and games. In Bulgaria, a junior director is selected through an intensive
interview process with all interested junior counselors.
In Jordan, Volunteers and their partners work in youth centers throughout the year. Through their
daily work, they identified and trained youth with leadership potential to use theater to help
facilitate sessions and activities involving conflict resolution. During the holidays, these trained
youth facilitated all the sessions at a leadership camp.
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PART 2:
DIFFERENT TYPES
OF CAMPS
TABLE OF CONTENTS
CHAPTER 2: SAMPLE CAMP THEMES ............................................................................................ 2
Superhero Camp: Life Skills for Today and Tomorrow ........................................................................ 2
Moguls, Aces, Artists, and Pros: Career and Business Camp .............................................................. 4
Brain Camp .......................................................................................................................................... 6
Say It In English!................................................................................................................................... 9
Lets Learn About Our World! ........................................................................................................... 12
Camp.com .......................................................................................................................................... 14
Health Stars ....................................................................................................................................... 16
Camp Possibility................................................................................................................................. 18
Teaching Our Boys Excellence (TOBE) ............................................................................................... 21
Be the Change: Volunteering, Leadership, and Civic Engagement Camp ......................................... 23
I Can Do It! ......................................................................................................................................... 26
PART 2: DIFFERENT TYPES OF CAMPS

Camp GLOW (Girls Leading Our World) has become one of the most common and recognizable Peace
Corps activities throughout the world. Thousands of young girls have bettered themselves and their
communities through leadership camps. As with anything good, the model has continued to grow,
adapt, and change based on the place, context, and those involved. Part 5 of this manual includes a
complete Camp GLOW model. Many Volunteers and partners also implement boys leadership camps,
understanding that it is equally important that young boys understand the influence of gender roles,
have time and a safe location to think about the type of men they would like to become, and have the
opportunity to practice positive leadership in a supportive environment.
This Part of the Youth Camps Manual explores other types of camps that have benefited
communities across the globe and provides current Volunteers and their partners with models to
consider when designing their own camps.
In many places, Volunteers and their partners focus on environmental topics or work readiness
skills as they learn about the priorities of their communities. Other camps may address life skills or
HIV/AIDS prevention, business skills, English immersion, or information and communication
technology (ICT). No matter what type of camp your needs assessment indicates, it can still
incorporate common themes of leadership, gender equality, life skills, and service. Determine the
key outcomes you and your partners hope to achieve, and start your design process from there.
Part 3 provides some common activities and session plans that can be incorporated into any type of
camp. In addition, Peace Corps Life Skills and Leadership Manual [ICE No. M0098] may be a
foundational resource for sessions in almost any camp.
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CHAPTER 2: SAMPLE CAMP THEMES

SUPERHERO CAMP: LIFE SKILLS FOR TODAY AND TOMORROW
1. Purpose
Campers will explore the qualities and attributes of their superheroes and, in the process,
examine their personal abilities and goals. In thinking about the kind of people they want to be,
they will work collaboratively on activities that promote their ability to work as a team, become
creative thinkers and leaders, and accomplish more than they thought was possible.
2. Expected or Sample Outcomes
At the end of this camp, participants will
a. Identify at least 10 newly developed or existing personal strengths or attributes.
b. Demonstrate improvements in at least three of five life skills areas (communication,
decision-making, cooperation/teamwork, goal-setting, and creative thinking).
c. Assess, design, and co-facilitate a life skills-building activity with their fellow campers.
After the camp, participants will
a. Within six months, conduct an assessment, and design and co-facilitate an appropriate
superhero, life skills, or other camp activity with peers or students in their communities.
3. Suggested Activities
Personal portfolios: history, Story of Me, heroes, dreams for the future
Art, creative drama, music for self-expression
Wall of strengths and talents
Low-ropes activities/team-building games
Team sports or group exercise (aerobics or yoga)
4. Suggested Resources
Life Skills for Sexual and Reproductive Health Manual [ICE No. M0063]
Life Skills for Leadership Manual [ICE No. M0098]
Working with Youth: Approaches for Volunteers [ICE No. M0067]
Nonformal Education Manual [ICE No. M0042]
V2 Volunteerism Action Guide: Multiplying the Power of Service [ICE No. CD062]
5. Alternative or Follow-up Models
After-school life skills and leadership clubs
Annual boys or girls leadership conferences
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6. Stellar Example
KYRGYZ REPUBLIC HEALTH/LIFE SKILLS CAMP
Recently a host country organization and Volunteer conducted a summer camp to
provide youth with an opportunity to become trainers and learn about: 1) life skills
(i.e., peer education and communication, relationship, and leadership skills), 2)
environmental health (i.e., pollution, waste disposal, and hygiene), 3) HIV/AIDS
transmission and prevention, and 4) nutrition. In addition, they were encouraged to
implement their own community service projects for a hands-on experience.
Additionally, Volunteers were able to work with community members to
organize and conduct a summer camp that addressed critical needs for the targeted
youth population. The camp was funded by a Small Project Assistance (SPA) grant,
involving beneficiaries in determining what the community wanted.
This project included a training of trainers (TOT) for six local volunteers (seventhninth form) who, in turn, conducted excellent seminars about life skills, HIV/AIDS,
environmental education, and nutrition. In addition, TOT participants learned how
to be trainers, role models, and student leaders. Twenty camp participants benefited
as well, collectively organizing their own community service project to clean up
three beaches, promoting environmental cleanliness and HIV/AIDS awareness.
Participants not only learned about different skills and subjects, but were also
able to implement what they learned in a real situation. For example, after the
nutrition seminar, participants got to cook lunch and try new nutritious meals. Such
knowledge fostered the capacity building aspect of each participants project.
This project was sustainable because new trainers are now able to conduct
future seminars. By learning the skills of becoming a trainer, the student leaders are
not limited to the specific topics learned at the camp. Instead, they now have
experience leading groups and can apply their knowledge to any given situation.
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MOGULS, ACES, ARTISTS, AND PROS: CAREER AND BUSINESS CAMP

1. Purpose
Boys and girls aged 14-18 will explore their personal skills, strengths, and attributes and look at
how those qualities may lead to different types of jobs, professions, or businesses. Four pillars
each represent an area of growth and exploration during the camp.
Moguls: In this section, campers will learn how the qualities of an entrepreneurseeking
opportunities, defining a niche, responding to needscan apply and help them. They will
also learn the basics of starting a business.
Aces: Campers will engage in activities that show them how they appear and present
themselves to others. They will learn assertive communication skills, how to present
themselves in professional situations, and how to build confidence.
Artists: Activities in this cluster focus on learning to do what you love. Campers will
explore their internal strengths and interests, and see how their creativity and passions can
lead to a job or a profession.
Pros: Campers will bring together their new skills in business, communications, and creative
thinking to undertake a project in which they develop their own personal plans for their
professional, career, or business goals. They will work with counselors and their peers to
develop action plans, and identify their next steps for training, mentoring, education, or
apprenticeship.

By the end of camp, participants will
a. Identify the qualities of an entrepreneur and explain how they can use these qualities to
improve their own lives.
b. Demonstrate improved communication and presentation skills through simulations, roleplays, and group activities.
c. Demonstrate improvements in at least three of five life skills areas (communication,
d. Develop a personal career, business, or training plan and portfolio to help guide their next
steps in education, work, business, apprenticeship, or vocational training.
Within six months, after the camp, participants will be engaged in at least one new work,
business, apprenticeship, or vocational activity.
Personal budgeting and financial literacy: Campers will analyze how they think about,
spend, and earn money. They will explore their dreams for their financial future.
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Skills and talents inventory.

Entrepreneurship 101: How to think like, act like, and be an entrepreneur.
Active communication sessions: How to talk, walk, and be more confident; mock interviews
and role-plays for a day in the life for various professions. Campers will develop a personal
presentation for professional aspirations and steps to get there.
Teamwork games: trust-building games, challenge courses, or low-ropes activities.
Creative activities: theater, journaling, arts and crafts.
Guest facilitators: business owners, entrepreneurs, young professionals.
Portfolio development: CV writing, cover letters, skill inventories, and samples of work.
Youth Livelihoods: Financial Literacy Manual [ICE No. M0092]
Youth Livelihoods: Employability Manual [ICE No. M0093]
Youth Livelihoods: Entrepreneurship [ICE No. M0094]
5. Alternative or Follow-Up Models
Business plan competition
Career clubs/future professionals club
Partnering with local Junior Achievement/Future Farmers or 4-H
Partnering with local chamber of commerce to identify business mentors
Linking with business department at local university to identify mentors
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BRAIN CAMP
A Camp for Creative and Critical Thinking
1. Purpose
There is a growing body of research that insists the brain works much like a musclethat the
more it is exercised (or challenged), the stronger it gets. This concept is central to the Brain
Camp curriculum, primarily because it inspires determination. Leaders and individuals who can
understand, evaluate, and act on the unlimited possibilities of modern life are vital to the success
of any country. This camp is intended to provide an effective way to equip young people with the
skills to critically examine their choices, analyze new information, and make reasoned, conscious
decisions about how they choose to move forward in their lives and as leaders of their
communities. Young people who attend Brain Camp are bright, inspired, and full of potential.
The camp will help give them some of the tools to be the architects of their own future.

By the end of the five-day camp, participants will develop the building blocks of clear, creative,
and critical thinking. The curriculum aims to teach the following concepts:
The Importance of Mindset (Beliefs and Attitudes about Intelligence)
Basic Brain Function and the Learning Process
Effort (Patience and Persistence)
Memorization and Study Strategies
Organizing Information (Pattern Recognition)
Reasoning
Strategy and Planning
Decision Making (Using Criteria and Priorities)
Forming and Defending Opinions
Perspective Taking
Creativity
Problem Solving
Basic information about brain function, as well as physical and attitudinal aspects of
learning, through a Brain Facts scavenger hunt.
Daily cognitive skills activities taught through icebreakers or warm-up games using the
daily skill.
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More rigorous application of cognitive skills through group tasks and hands-on activity
stations (strategy games, riddles, tactile puzzles, etc.).
Healthy eating practices and brain foods.
A culminating project with teams of students applying all of their skills.
The Global Education Sector Training Package: Session on Critical Thinking (request a copy
of this session from post staff)
Life Skills for Leadership, Unit 2 Interpersonal Development [ICE No. M0098]
Teaching English as a Foreign Language to Large, Multilevel Classes [ICE No. M0046]
An NGO Training Guide for Peace Corps Volunteers [ICE No. M0070]. This explores the value
of group thinking.
Classroom Management Idea Book [ICE No. M0088]
5. Alternatives or Follow-Up Models

Brain Clubs as an afterschool or extracurricular activity
Odyssey of the Mind (www.odysseyofthemind.com)
Project-based learning (www.bie.org)
Working with teachers to incorporate critical thinking skills into classroom activities
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6. Stellar Example
BRAIN CAMP IN JORDAN
The camp culminated in a final project competition in which teams of students
created a pollution solutionan invention to combat pollution made with a
limited set of materials. The project was designed to require the use of all the
cognitive skills studied and practiced throughout the week. Students also performed
creative presentations, introducing their projects and attempting to convince a
panel of investors of the merits of their invention. Student creations included
water filtration systems from straws and Pepsi bottles, a cardboard solar-powered
bus, a tinfoil robot that retrieves litter, and an ecovillage, with houses and roads
made of recycled materials.
While the opportunity for students to hear and practice English was another
component of the camp, great care was taken to ensure that students of all English
levelseven those with no Englishcould participate. All PowerPoint slides were
written in Arabic and counterparts offered translation during presentations and
discussions. Also, games and activities were specifically and carefully chosen to be as
visually-oriented as possible. To the extent possible, activities were facilitated in
Arabic with student-assisted translation when needed.
After camp, Brain Camp materials were converted into a club curriculum for
Khalida Al-Qurashiya School and the Salt Center for Boys, to be used during the
school year. There were also discussions about training computer center supervisors
on how to assist kids in playing online brain-building games.
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SAY IT IN ENGLISH!
English Immersion Camp
1. Purpose
Campers participate in activities where they communicate using only English. They learn and/or
improve their language skills in a non-threatening, fun environment that encourages oral
communication. Campers are introduced to English through art, music, social studies,
mathematics, etc. in a balanced curriculum that includes all levels of learners. They also learn
how to work as a team and express themselves verbally and nonverbally in team-building
exercises. Campers also develop life and leadership skills while working on their English.
By the end of this camp, participants will
a. Improve their English vocabulary in written and oral English (through daily exercises).
b. Demonstrate confidence in English by giving an oral presentation individually and/or with a
group (by leading an activity, co-designing an activity, reading aloud personal written work,
etc.) at least once during the camp.
Personal portfolios: history, Story of Me, other activities written in English
Art, creative drama, music for self-expression using English (songs, dance, poetry)
Daily journals
Team-building exercises
Reading corners
Country clubs (see Stellar Example)
Teaching English as a Foreign Language to Large, Multilevel Classes Manual [ICE No. M0046]
Teaching English as a Foreign or Second Language [ICE No. M0041]
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5. Alternative or Follow-up Models

After-school English clubs
Newsletters to the campers, via email or snail mail
6. Stellar Example: Country Clubs
MOROCCO ENGLISH IMMERSION CAMP
implemented by Volunteers from various sectors and
Moroccan Ministry of Youth and Sports staff
Volunteers implemented a country club format for camp. Campers from all English
levels representing different parts of Morocco were assigned to country teams, with
each team representing an English-speaking country (Great Britain, Guyana, India,
Jamaica, Canada, Nigeria, and Rwanda). The idea was to separate the campers from
their pre-existing friends and allow them to spend time with those from other parts of
the country. The clubs focused on traditional club areas, such as art, dance, theater,
and music, but also discussed demographics, gender roles, landmarks, and cuisine.
Throughout camp, teams competed for points daily through a variety of
individual and team-oriented categories. Points were awarded for things like star
camper of the day or camper with the cleanest room. The librarian (see duties on
the next page) had the power to run contests and award points, and each Volunteer
had 20 daily points to give or take away.
Points were awarded for participation in nightly activities, such as singing in the
talent show, telling a story, or placing in the English Olympiad. Camp leaders updated
a point chart daily and broadcast the winners during morning announcements.
In addition to the daily country clubs, every night after dinner there was an
evening activity; American and Moroccan activities were conducted on alternative
nights. Each Volunteer was responsible for co-coordinating at least one evening
activity with a ministry staff counterpart.
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MOROCCAN MINISTRY OF YOUTH AND SPORTS STAFF ROLES

Camp director (mudir)
The mudir was responsible for oversight of the Moroccan staff and administrative
duties; the mudir was the primary point person for the Volunteer camp coordinator.
Counselors
The counselors were responsible for creating and facilitating activities and disciplining
campers. They also assisted Volunteers with activities, as needed.
PEACE CORPS VOLUNTEER STAFF ROLES
Coordinator/co-coordinator
The coordinator planned the camp programs with the ministry coordinator, acted as
a liaison between the Moroccan and American staff members, and made sure the
camp ran smoothly. (Its a good idea for a Volunteer to act as a co-coordinator at a
camp before taking on the role of coordinator.)
Librarian
The librarian checked out books and games at library time. He/she also planned library
programs like reading races and poetry contests, and allotted team points for each.
English teachers
The English teachers were assigned a class of similar-level English students to teach
themed lessons for the duration of the camp. Themes included journalism, HIV/AIDS,
community service, and theater.
Club leaders
Club leaders worked with the country club teams. Such leaders taught about their
assigned countries, focusing on such themes as art (flag- and map-making), theater,
music, dance, food, and culture from each country.
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LETS LEARN ABOUT OUR WORLD!

Environment Camp
1. Purpose
Campers foster their curiosity about the environment as they learn how humans and animals
depend on and interact with the environment. They learn how to take care of the environment
and how to live more easily in it. They recognize different energy sources and how to use these
sources in a respectful way, and learn the harmful impact of pollution and ways to prevent it.
They also learn to work as a team and how to express themselves verbally and nonverbally in
team-building exercises.
a. Explain at least three ways humans, animals, and the environment are interdependent
through oral presentation, art, song, play, and journals.
b. Perform oral presentations or utilize art, song, play, or journals to explain at least three
sources of pollution, their impact on the environment, and how this can be prevented.
c. Discuss at least three factors that contribute to human behavior toward the environment.
Participants will do this by analyzing historical factors, beliefs, and practices that influence
attitudes toward the environment.
d. Demonstrate improvements in at least three of five life skills areas (communication,
A walk in the woods with an observation journalto identify plants, trees, and learn useful
information
Art, creative drama (plays about a tree), and music about the environment
Team-building exercises
Reading club
Crafts and experiments made with material from the environment (leaf collages, erupting
volcanoes, etc.)
Exercises on food chains, water pollution, microbiology, habitat, trees, erosion,
desertification, and soil health (see Stellar Example)
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Environmental Education in the Community Manual [ICE No. M0075]

Adapting Environmental Education Materials Manual [ICE No. M0059]
Environmental Education in the Schools: Creating a Program that Works [ICE No. M0044]
A Volunteers Guide to Community Entry: Learning Local Environmental Knowledge
[ICE No. M0071]

After-school environment clubs
Newsletters to the campers, via email or standard mail
Eco-corps youth service groups (peer environmental educators)
6. Stellar Example: Environmental Education Camp
NIGER ENVIRONMENTAL EDUCATION CAMP (EEC)
In Niger, children are naturally curious about their environment but have little
direction to explore it critically. Already faced with environmental and natural
resource challenges, children need to recognize the urgency and identify ways to
address these challenges now and in the future. The EEC brought children, instructors,
and Volunteers together to explore such issues in a fun and memorable way.
The host country nationals who served as instructors provided Nigerien songs
and games to enhance cultural exchange. They also facilitated lessons in the local
language so students could understand specific content. It is recommended that
HCNs be involved in future camps, beginning at the planning stage.
Topics and sessions covered during the three-day camp included:
What is the environment?

The habitat game
Food chains and webs
Water pollution
Water cycle
Soil health and structure
- Wind erosion
- Microbiology
- Trees and the air we breathe
- Water erosion
- Desertification
- Overpopulation
Such themes could be expanded upon to extend the camp to five or more days.
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CAMP.COM
Computer Camp
1. Purpose
Computer camps aim to expose young people to both uses of technology and potential careers
in technology. They often require access to a relatively reliable computer lab. Depending on
Internet access, they may include a combination of software and hardware use. Some advanced
computer camps provide training to young people to troubleshoot or to repair hardware.
Ultimately, campers leave with an excitement about what they can accomplish through
technology and a sense of what additional training or education they may want to pursue.
a. Demonstrate improved self-confidence.
b. Demonstrate improvements in at least three of the five life skills areas (communication,
c. Show the ability to access the most effective search techniques for finding useful information.
d. Show the ability to create a simple HTML webpage with Macromedia Dreamweaver.
e. Have the ability to describe the internal parts of a computer and explain their roles in
making a computer work.
After camp, participants will
a. Share with others the most effective search techniques for finding useful information.
b. Share lessons about Internet access and the many communication opportunities it provides.
c. Update webpages they produced during camp.
d. Share lessons learned about modems, network cards, routers, and network cable, and see
how they work together to create a network.
e. Share how to transfer files between computers, cellphones, and digital cameras.
f. Learn more about the best way to pursue careers in IT by taking more computer classes and
sharing their knowledge with others.
Microsoft YouthSpark Hub (www.microsoft.com/youthsparkhub)
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4. Alternatives or Follow-Up Models

After-school computer clubs
Shared community website for IT enthusiasts
An IT newsletter
A monthly gathering to host guest speakers employed in the IT industry
5. Stellar Example
CAMP.COM IN ARMENIA
A computer camp designed to expose young people to the information technology (IT)
industry, Camp.com was developed by Peace Corps Volunteers and the Charentsavan
Community Support Center (CCSC), a nongovernmental organization (NGO). The camp
provided participants with technical training and an introduction to IT industry
professions. It was organized to create interest and enthusiasm for IT careers.
Participants learned how to create a simple HTML webpage with Macromedia
Dreamweaver. Then they used the FTP feature to upload their webpages to a free
Armenian Web host (Freenet.am). Participants now have webpages they can update
at their convenience. Here are some of the websites the participants created:
Peace Corps
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HEALTH STARS
Peer Educators for HIV/AIDS Prevention
1. Purpose
Boys and girls aged 11-16, especially those who are vulnerable or at-risk, will become health
stars and adopt healthy behaviors that prevent HIV infection and mitigate the impacts of the
epidemic, preparing them for a productive adulthood. They will do this by developing
teamwork, communication, decision-making, and leadership skills that allow them to support,
coach, and mentor their peers and encourage family members to do the same.
a. Demonstrate understanding of the modes of HIV transmission and confront common myths
around HIV transmission and treatment.
b. Demonstrate through role-plays, skits, or group interactions, improvements in at least three
of five life skills areas (healthy behaviors, teamwork, communication skills, decision-making
skills, and leadership/self-confidence).
Within three months of camp, participants will
a. Teach three camp lessons to five peers.
b. Report receptive attitudes toward people living with HIV/AIDS (PLHA) in post-camp interviews.
c. Report having delayed sexual activity or having used a barrier method of protection during sex.
Sessions from the Life Skills Manual for Sexual and Reproductive Health Manual [ICE No. M0063]
Self reflection journals, portfolios, or art projects
Theater activities promoting health education and behavior change
Sports-based peer education techniques
Training of trainers methodologies (experiential learning, nonformal education techniques,
facilitation techniques, trainers games)
Guest speakers from health clinic providers or people living with HIV/AIDS
Service projects
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Peace Corps
Choose a Future! Issues and Options for Adolescent Boys [ICE No. YD032] (electronic only)
Choose a Future! Issues and Options for Adolescent Girls [ICE No. WD127] (electronic only)
HIV/AIDS Training Resource Kit [ICE No. T0136K]
Y-PEER Toolkit: The Training of Trainer Manual (http://38.121.140.176/web/guest/ypeer-
toolkit)
After-school clubs
Community-based youth groups
Theater-based peer education
Peace Corps
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CAMP POSSIBILITY
Camp for Orphans and Vulnerable Children
1. Purpose
The goal is to inspire young people to discover themselves, enhancing their self-confidence. The
camp provides campers, many of whom are otherwise unsupervised during school breaks, with
a safe, structured, and fun environment to better prepare them for a healthy future, improve
their communication skills, and help them build relationships and a support group while
providing healthy meals.
a. Demonstrate improved self-confidence.
c. Demonstrate increased knowledge in at least three ways to protect themselves from
HIV/AIDS.
d. Participate in a healthy structured environment that provides meals, sports, learning, and
creative expression.
e. Develop personal memory books and personal portfolios to help document future goals.
After camp, participants will
a. Indicate, within three months, that they have greater community support and support from
a social network than they did prior to the camp.
Self-esteem-building activities
Interactive lessons on HIV/AIDS from the Life Skills for Sexual and Reproductive Health
Manual [ICE No. M0063]
Self expression through crafts, activities, and sports
Team-building and peer support activities
Creation of memory books
Compilation of a personal portfolio that outlines personal accomplishments, strengths, and
future goals
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Peace Corps
Choose a Future! Issues and Options for Adolescent Boys and Girls [ICE No. YD032]
(electronic only)
HIV/AIDS Training Resource Kit [ICE No.T0136K]
After-school clubs
Community youth and support groups
6. Stellar Example
CAMP ESPOIR IN TOGO
Camp Espoir was an initiative funded by Friends of Togo and coordinated with Peace
Corps Volunteers in conjunction with partner Association Espoirpour Demain (AEDTogo), an association of people living with HIV/AIDS (PLWHA). The vacation camp
was held at the Peace Corps training center. It was designed to provide an enriching
experience for 45 Togolaise children aged 9-15 who are either (1) orphaned as a
result of AIDS; (2) living with HIV/AIDS; and/or (3) living with a parent who has
HIV/AIDS. Host country nationals from AED-Togo, four associations of PLWHA, and
Peace Corps Volunteers participated in the design, preparation, implementation,
follow up, and evaluation of the camp.
The objectives of the camp were to
1. Create a stimulating atmosphere for children who are affected and orphaned as
a result of HIV/AIDS, helping them gain skills, develop relationships, impart
experiences, and most notably, have fun.
2. Provide learning, training, and preparatory activities for children serving as
heads of household or primary caregivers for PLWHA.
3. Catalyze a large-scale campaign by Togolaise associations to comprehensively
address the needs of the OVC population in their respective areas of the country.
3. Pilot an effective regional program that can be developed into a nationwide
camp in the future.
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4. Facilitate collaborations between Volunteers from each sector and PLWHA

associations.
Prior to the camp, Volunteers invited seven people living with AIDS who represent
various associations in each of the five regions of Togo. During these four days, the
group planned, prepared, revised, and practiced the camps proposed program and
approach. Specialists from the Peace Corps were also invited to help facilitate the
camps training and development sessions.
Camp organizers outlined a program with activities derived from the following
three overarching themes: life skills, self-development, and creative expression.
Specific sessions were classified into one of seven domains: health, self-discovery,
team building, future planning, agricultural techniques, human rights and gender
roles, and experience sharing.
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Peace Corps
TEACHING OUR BOYS EXCELLENCE (TOBE)

Boys Leadership Camp
1. Purpose
This camp is limited to boys and is intended to foster leadership, gender-equity, and problem
solving skills by following a practical outdoor hands-on curriculum. Campers will explore the
qualities and attributes of a leader, being exposed to strong local role models such as university
students and young professionals who are successful in their fields. Campers will work with
these role models to develop an understanding of civic engagement, gender awareness, and
mutual respect. Campers will participate in activities and sessions involving teamwork and
democratic processes that will allow each to serve as both a leader and team member. They will
also gain confidence by participating in physical, outdoor activities that will inspire them to be
healthy and make healthy decisions. Campers will be encouraged to continue the camp lessons
by creating personal goals and becoming contributing members of their home communities.
a. Describe their understanding of the choices and responsibilities they face as young men.
b. Demonstrate confidence by giving an oral presentation individually and/or with a group, by
leading an activity or co-designing an activity, or reading aloud a personal written work at
least once during the camp.
d. Explain the definition of gender and how gender awareness can impact their everyday lives.
e. Develop a personal goals contract that will describe how they will apply leadership skills in
their home communities.
Gender roles of the past, present, and future
Health and sex education
Racial and religious tolerance
Leadership and the qualities of a good leader
Goal setting and career planning
Democracy and democratization
Diet and exercise
Outdoors (map, compass, teamwork, survival)
Peace Corps
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Choose a Future! Issues and Options for Adolescent Boys [ICE No. YD032] (electronic only)
New Project Design and Management Workshop Training Manual [ICE No. T0107]
After-school clubs (environment, cleanup, homework, etc. that is approved by and
monitored by an adult: principal, teacher, doctor, etc.)
Male mentoring programs (brother to brother)
Shadow a local professional (write a letter explaining why you want this opportunity)
Earn badges throughout the year to be presented at camp the following year (Boy
Scout model)
Read to children at a church, mosque, or public space
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Peace Corps
BE THE CHANGE: VOLUNTEERING, LEADERSHIP,

AND CIVIC ENGAGEMENT CAMP
1. Purpose
This camp aims to mobilize and support young campers to become facilitators of positive
change in their schools and communities. Participants develop relevant skills for the future
while they learn to assess, plan, mobilize, implement, and evaluate a project that will benefit
their peers and/or their communities. In addition, through relationships, teamwork, and a
web of support that develops through the camp experience, participants will form their own
concrete plans to accommodate a growing network of young leaders throughout the country,
using social networking tools or other institutional networks.
a. Demonstrate new skills in assessment, planning, mobilization, and evaluation of community
service projects by creating a sample service project of their own.
c. Demonstrate the ability to assess their own learning, growth, and professional goals,
through individual and group reflection, as well as such assessment tools as journals,
worksheets, and personal portfolios.
d. Develop an action plan for implementing a community service or education project
following the camp.
e. Develop an action plan that will contribute to the establishment of a network of young
leaders, using technology or existing institutions.
Development of a personal portfolio that includes an assessment of ones talents, interests,
and skills while identifying areas of future career and study interest; and a post-camp action
plan for conducting interviews, shadowing, etc. to create a work-readiness portfolio.
Work through the steps of developing a service project using the V2 Action Guide
[ICE No. M0062].
Life skills sessions that emphasize communication, negotiation, creative thinking, and
decision-making skills.
Debates, problem-solving games, and sports or outdoor activities that serve to build teamwork.
Practice and role-plays that involve conducting interviews, facilitating group discussions,
and creative problem solving.
Peace Corps
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Personal and group reflection activities, including journaling, group discussions, skits, songs,
and others.
Model United Nations, model village, or other simulation games that develop leadership,
teamwork, and civic skills.
V2 Volunteerism Action Guide: Multiplying the Power of Service [ICE No. M0062]
Choose a Future! Issues and Options for Adolescent Boys and Girls [ICE No. YD032]
(electronic only)
The New Project Design and Management Training of Trainers [ICE No.T0107]
Youth Livelihoods: Employability Manual [ICE No. M0093], see assessment section
Using Participatory Analysis for Community Action Idea Book [ICE No. M0086]
After-school service clubs
Earth Service Corps clubs
Job shadowing, internships, or mentoring programs
Scouts or related groups
Theater-based clubs promoting social change
6. Stellar Examples
LEADERSHIP CAMPS
Romania. One camp included four days of sessions incorporating experiential
learning techniques, discussions on respect and human rights, identity and
community ownership, identifying community needs, goal setting (both for
individuals and a community), and community development projects. Each student
set individual goals and created detailed objectives to meet those goals. Each
student worked in a mixed gender group to identify a community need and created
a project to address that need. All participants created goals, objectives, and
timelines for these projects and presented them to the camp. The students worked
on implementing such projects within their communities after the camp.
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Peace Corps
Macedonia. A one-week residential camp focused on high school-aged girls from

various communities who demonstrated leadership abilities. The camps aim was to
provide young women with opportunities to grow as leaders and to empower them
to take ownership of their own development and that of their local communities and
nation. Since some girls were excluded from the overnight camp, a one-week local
day camp with similar objectives was conducted as well.
Niger. Volunteers and their partners implemented a one-week residential camp
focused on leadership, nutrition, population education, civic education, and the
exploration of professional opportunities that included the opportunity to shadow
local professional women. There was also a three-day youth movement held in three
villages. Campers learned about peer support, gender, and proper health and
hygiene. The focus was to create development opportunities for youth and for
campers to identify strategies in which youth can contribute to the development of
their communities.
Senegal. Volunteers and their partners participate in an annual leadership academy.
The academy consists of two sessions of eight-day residential camps with 60
participants per session. The goal is to provide campers with the leadership skills
necessary to lead their communities in economic development that is environmentally
sustainable and socially equitable.
Swaziland. Campers participated in four-day workshops, receiving training to become
effective facilitators. Theater was identified as an important strategy to provide
positive role models, encouraging confidence and self-esteem among theater club
members. Participants acquired and perfected project management skills, sharpened
their facilitation skills, and learned to promote theater in Swaziland.
Peace Corps
Page 25
I CAN DO IT!
Accessible Camp for Institutionalized Youth and Children with Special Needs
1. Purpose
This camp is designed to give children with severe disabilities an opportunity to participate in a
fulfilling camp environment. This type of camp depends largely on working with a host organization
that already shares this mission and the existence of a physical camp location that allows for
accessibility. Camps such as this will have few barriers, including wheelchair access to lodging,
dining areas, and paths. Personnel at the camp will be those who already work with youth of
various needs on a regular basis. Activities will include those on an accessible playground, arts and
crafts, cookouts, dancing, hikes to notable local landmarks, and naps in the grass. Emphasis should
be placed on campers and staff having a can do attitude about what campers are capable of
doing and experiencing. Behaviors should be monitored closely and changes should be noted.
Demonstrate improved confidence and mastery of at least one camp-related activity.
Demonstrate improvements in at least three of five life skills areas (communication,
Duplicate a youth camp experience that mirrors, as much as possible, the camp experience
enjoyed by mainstream youth.
Campers will enjoy a positive vacation away from regular and familiar environments while
care workers and camp participants familiar with the youth will use the opportunity to bond.
Basic and simple sporting activities involving balls (soccer, basketball, etc.).
Walks, assisted or independent, to local landmarks like churches, hilltops, and corner stores.
Arts and crafts, including finger-painting, flag drawing, portraits, and coloring.
An accessible environment using available playgrounds. When necessary, lying in the grass
is a suitable replacement.
Cookouts with as much participation as possible. Foods may vary, but building a fire can be
a group activity.
Special Olympics, Get Into It! This is a Web-based education and engagement tool for
teachers and students (https://getintoit.specialolympics.org/)
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Peace Corps

Special Olympics
The Association of Hole in the Wall Camps
6. Stellar Example
MOTIVATION ROMANIA
Accessible Camp for Children with Special Needs in Varatec, Romania
Motivation Romania has operated an accessible camp for children with special
needs for several years. This camp was built with the help of an American faithbased organization on the site of a field of apple trees where Motivation once
conducted a first-steps program for wheelchair users.
The fully wheelchair-accessible Camp Varatec has enjoyed multiple uses. It is
comfortable enough to be a campsite for conferences or commercial leasing. Its
primary purpose is to provide institutionalized youth in the care of Motivation a place
to enjoy summers and experience what every kid should. The facility is fully accessible,
with wheelchair access to bathrooms, cabins, eating areas, showers, and playgrounds.
Activities at the camp are fairly simple, though they focus on building relational
and life skills. Barriers fall significantly around multiple playgrounds, featuring laydown seats for swings and ramps for jungle gyms.
The beneficiaries who come to the camp range in their abilities and
personalities. They have a very real chance of living fulfilling lives, in part due to the
treatment they receive from Motivation.
Its a challenge to implement unique activities with some of the youth. A Peace
Corps Volunteer took the opportunity to expose the youth to something American,
using an American football. American flags were created with art supplies and
participants decorated the camps main cabin with Romanian and American flags.
Campers also enjoyed a cookout with Volunteers and host-country partners from a
community center.
Peace Corps
Page 27
PART 3:
CAMP ACTIVITY IDEAS
TABLE OF CONTENTS
CHAPTER 1: ICEBREAKERS ............................................................................................................ 1
Name Tag Matcher .............................................................................................................................. 1
Who Am I? ........................................................................................................................................... 2
Animal Scramble .................................................................................................................................. 2
Catch Me If You Can ............................................................................................................................ 3
Do You Love Your Neighbor? ............................................................................................................... 3
Hum That Tune .................................................................................................................................... 3
String Game ......................................................................................................................................... 4
Who in This Room ? AKA Human Bingo ........................................................................................... 4
Connected by a Ball of Yarn................................................................................................................. 4
Human Knot ......................................................................................................................................... 5
Ages/Birthdays On a Log ..................................................................................................................... 5
Obstacle Course ................................................................................................................................... 5
Skiing On Logs ...................................................................................................................................... 6
Blindfolded Geometry ......................................................................................................................... 6
Shark Attack......................................................................................................................................... 6
CHAPTER 2: ECOLOGY ACTIVITIES ................................................................................................. 7
Habitat Lap Sit ..................................................................................................................................... 8
Green Umbrellas.................................................................................................................................. 8
Solid Waste Management ................................................................................................................... 9
Nature Journal ..................................................................................................................................... 9
Nature Walk and Plant Identification ................................................................................................ 11
CHAPTER 3: TEAM BUILDING ACTIVITIES .................................................................................... 13
Developing a team: name, colors, flag, mascot, motto, etc. ............................................................ 13
CHAPTER 4: THEATER ACTIVITIES................................................................................................ 15
PART 3: CAMP ACTIVITY IDEAS

CHAPTER 1: ICEBREAKERS
Description:
Icebreakers are quick activities to help people meet each other and get acquainted. They may also
be used to energize the group after they have been sitting and learning for a period of time. Most
take about 20 minutes.
NAME TAG MATCHER 1

Materials: 5-by-7-inch notecards and pens.
Directions:
1. Have campers write their names in the center of the notecard.
a. In the upper left-hand corner, write four things they like to do.
b. In the upper right-hand corner, write their four favorite singers or groups.
c. In the lower left corner, write their four favorite movies.
d. In the lower right corner, write four adjectives about themselves.
2. When everyone finishes, have them mingle with the group for a few minutes. Without talking,
they are to read the upper left corner of the other group members cards.
3. When time is up, they are to find one or two people who are most like them and visit for a few
minutes.
4. When time is up, they are to mingle again, reading the upper right corner of the other group
members cards.
5. They then find the one or two people most like them and visit. Repeat with the lower left corner
and lower right corner information.
Note: To make sure everyone visits with several people, you could implement a rule that no two
people can be in the same group more than once.
From Peace Corps/Morocco Camps Manual.
Peace Corps
Page 1
WHO AM I?
Materials: One sticky note per person.
Directions:
On each note, write the name of a celebrity, political figure, cartoon character, book character, etc.
You can choose one category or mix them up. Use a different person for each note.
1. Place a sticky note on the back (or forehead) of each participant. The participants are to figure
out who they are, but can only do so in the following manner:
Find a partner and read each others sticky notes.
You may ask the other person three questions to which there are yes or no answers.
2. Once your questions have been asked and answered, make a guess about your identity.
If you are correct, move the sticky note to your chest and you become a consultant who
gives clues to those still trying to figure out their identities.
If you are not correct, find a new partner and repeat the process.
ANIMAL SCRAMBLE
Materials: On a slip of paper, write the name of an animal that makes an obvious noise. On
another, write the name of a different animal. Depending on the group size, pick 5-8 animals. Write
on 3-5 slips of paper for each animal.
Directions:
1. Give each participant a slip of paper, but tell him or her to keep his/her animal a secret. The
participants are to find the rest of their kind, but there is no talking. They have to make the
noise of the animal. Once two of the same kind have found each other, they stay together to
find more. Continue until all of the same animals have created one big group.
2. Use Animal Scramble, but add a hint of danger by planting a couple of dangerous animals who,
if incorrectly approached, can take you out of the game (snake, lion, tiger, etc). The last survivor
of non-dangerous animals is the winner (Non-dangerous animals need to gather in multiples of
three to four of the same kind to be safe in a pack. They can even fake being a dangerous
animal but cannot take out anyonesomeone catches onto this and the fun begins!)
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Peace Corps
CATCH ME IF YOU CAN

1. Players should be paired together. All players divide into two lines (facing in) shoulder to
shoulder, with partners facing each other.
2. Participants should be given approximately 30 seconds to look at their partners, taking in all
details about each individual.
3. The leader then instructs the two lines to turn and face away from the center. One or both lines
has 15-20 seconds to change something about their appearance (e.g., change a watch to a
different wrist, unbutton a button, remove a belt, etc.). The change must be discrete, but visible
to the partner.
4. The players again turn to face each other and have 30 seconds to discover the physical changes
that have been made. Players get to interact with each other and have fun!
DO YOU LOVE YOUR NEIGHBOR?

(Best if played with groups of 20 or more)
1. The group stands in a circle with room in the center. One person begins by standing in the circle
and says to an individual in the group, (Pedro) , do you love your neighbor? The individual
pointed out can either say,
a. Yes, I love my neighbors (Maria) and (Juan), but I REALLY love people ___________
(wearing green, from my village, etc.) or
b. No, I do not love my neighbors ________ and _________.
2. If the individual uses the first phrase, all members of the group with that characteristic must
find a new spot in the circle at least three spaces from where they are standing. The person
with no space (last person remaining) becomes the caller.
3. If the individual uses the second phrase, his/her two neighbors must switch places with one
another. The group members move in quickly to lose (close) their spaces. The last of the two
to reach his or her space becomes the caller.
HUM THAT TUNE

Materials: Small slips of paper with names of a nursery rhyme or well-known song on them.
Directions:
Select several different rhymes or songs and repeat them on 2-5 pieces of paper.
Each person in the group is given one of the pieces of paper. They must hum the song on say the
nursery rhyme until they find everyone else with the same instructions. They then form a group.
Peace Corps
Page 3
STRING GAME
Materials: A ball of string or yarn and pair of scissors. The leader can pre-cut various lengths of
string (from a couple of inches to about a foot) or have the participants cut their own.
Directions:
1. Participants either select a pre-cut length of string from the group facilitator or they pass the
ball around and cut whatever length they want.
2. Each person holds the string between his/her thumb and forefinger. For each wrap of the
string around the finger, participants must share one thing about themselves.
WHO IN THIS ROOM ? AKA HUMAN BINGO 2

Materials: Counselors make up a list of facts about the campers (either from their own knowledge or
from application forms). There must be one item for each camper. Type the list with space to write
after each item. Make a copy for each camper. A pen or pencil is also needed for each camper.
Directions:
1. Distribute the handouts with pens or pencils.
2. Each participant has to find someone in the room who corresponded to these facts, without
repeating names. Examples: I have attended a similar camp before. I know how to drive a
car. I have five siblings.
3. When everyone is done, stand in a circle and have campers put their papers away. Go around
the circle and see what facts (2) go with each camper.
CONNECTED BY A BALL OF YARN

Materials: A ball of yarn or string.
Directions:
1. The participants stand in a circle with one person holding the ball of yarn. The person with the ball
has to introduce him/herself: name, interests, and aspirations. He/she throws the ball of yarn to
another participant. The final result is a big web of yarn that connects all the participants.
2. To make this activity a challenge, the web can be untangled by throwing the ball of yarn in
reverse order. Each participant has to name the participant before him or her and list one
interest or aspiration.
From Peace Corps/Perus ALMA and VALOR Manual.
Page 4
Peace Corps
HUMAN KNOT
Starting in small groups, the participants have to hold hands, making sure each participant is not
holding both hands of the same person. The goal is to untie the knot and form a circle (the final
result could be more than one circle with some participants facing outwards). To make the human
knot more difficult, the group can be made larger or the group can be told to only communicate
non-verbally. This activity teaches basic problem solving, teamwork, and communication (including
nonverbal communication).
AGES/BIRTHDAYS ON A LOG
Materials: A log or a board held off the ground by two buckets or bricks.
1. Participants are invited to stand on a log in any order. They must then rearrange themselves
from youngest to oldest without getting off the log. The activity is restarted if someone falls off.
2. If all of the campers are the same age, they can arrange themselves in the order of their
birthdays, from January through December.
3. This activity teaches problem solving, group work, and communication.
OBSTACLE COURSE
Materials: Construct an obstacle course with various stations where campers have to do something.
For example, throwing balls into holes, jump roping, doing push-ups, crawling under ropes, and
jumping over ropes.
Directions:
1. Campers can compete as rooms/cabins to see who finishes the course the fastest. This activity
is a good way of promoting healthy competition between rooms, while also reinforcing the
bond between roommates.
2. To teach trust, group work, and communication, this activity can be done by having each group
divide into pairs. One participant in each pair is blindfolded and must be guided by the other
participant through the obstacle course without physical contact. If the blindfolded participant
touches a prop, the pair must return to the starting line. Blindfolds are switched between the
pair at the end of the obstacle course and the obstacle course is completed in reverse. All pairs
of the room can go through the obstacle course. The fastest room wins.
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Page 5
SKIING ON LOGS
Materials: Two planks of wood and rope.
Directions:
1. Ropes are tied to two planks of wood so each member of the room has two ropes to hold
ontoone for each side of the body. All members of the room/cabin are asked to step onto the
two planks, with one foot on each plank and a rope in each hand.
2. Working together, the room must ski a specified distance by lifting and moving the planks
of wood.
BLINDFOLDED GEOMETRY
Materials: One single rope tied into a circle is needed for this activity; the rope must be long
enough so all participants can hold onto it. Blindfolds for all participants.
Directions:
1. The participants are blindfolded and asked to pick up the rope at their feet. They must then
position themselves into a large square or triangle. This activity teaches problem solving, group
work, and verbal communication.
2. The participants can advance to making a circle and all slowly lean back, allowing the rope and
their peers to support them.
SHARK ATTACK
Materials: Several large sheets of paper, such as flip chart paper.
Directions:
1. Place the sheets of paper on the floor throughout the room.
2. All participants are to move about (swimming) in the water around the islands (big sheets of
paper on the floor). When a counselor screams shark! the participants must try to get on the
islands. Those who are stuck in the water are eaten.
3. Islands are made smaller or eliminated as the game progresses.
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Peace Corps
CHAPTER 2: ECOLOGY ACTIVITIES

Description
Campers will conduct experiments and investigate areas within the campground to better
understand the concept of the interdependence of an ecosystem and the role humans play.
Purpose
Campers will have an opportunity to learn about their relationship with the environment. They will
also discover simple techniques to address some of the issues that harm the environment, such as
erosion and litter. They will have an opportunity to create their own nature book or journal by using
local plant materials. They will learn the names of different plants in their environment, how to
identify them, and will learn how to use them (medicinal, culinary, animal fodder, etc.).
Materials
Shovel to dig up enough soil for campers to have a few handfuls.
A bucket of water and enough cups for campers to pour water.
Picture of our ecosystem, preferably one with which the campers can identify (i.e., desert, ocean).
Suggestions
Activities can be done alone or in sequence over several days. Select activities appropriate to
the campers, their culture, and the environment.
Find out ways to recycle materials and turn them into projects before beginning this activity. See the
V2 Volunteerism Action Guide referenced below for waste management and community cleanup.
Try to find community members who can identify plants and can work with the campers by
teaching them while going on a walk in the community.
References
Working with CCBI: Volunteer Workbook [ICE No. M0073]
Environmental Education in the Community [ICE No. M0075]
Peace Corps
Page 7
Activities
HABITAT LAP SIT

(20 minutes)
This activity will require campers to come in close physical contact with each other. Before doing
this activity, make sure there are no cultural or gender concerns that may cause campers to become
uncomfortable due to their participation.
1. Have campers stand in a circle. Describe what an ecosystem is, showing pictures of several
different types, if possible. An ecosystem is a biological environment consisting of all the
organisms living in a particular area, as well as all the nonliving, physical components of the
environment with which the organisms interact, such as air, soil, water, and sunlight. Identify an
ecosystem (coral reef, desert, forest, pond, prairie, rainforest, tundra, etc.), preferably one that
youth can relate to in their country. Ask the campers to brainstorm all of the living things in that
ecosystem. See if they can name the flora and fauna that they encountered during a hike or
other experience, for example. Have each person in the circle represent one of the living things
listed through the brainstorming activity.
2. Compress the circle so everyones shoulders are touching. Ask everyone to turn left (or to the
right) so each person is facing another persons back.
3. Ask campers to sit simultaneously so each person is sitting in another persons lap. Explain the
concept of interdependence. Each forest creature relies on another to live. Each creature is
threatened when any one creature in the habitat is eliminated. Introduce an event into the
circle, such as deforestation or poaching that causes the elimination of a creature. Ask that
person to leave the circle. This will cause the collapse of the circle or habitat. Discuss habitats,
niches, and interdependence. Ask the campers to consider local issues that could lead to
extinction or a threat to life.
GREEN UMBRELLAS
(20 minutes)
1. Have campers place soil in their palms. Pour water over it and watch the soil erode. This
demonstrates the effect of rain on the forest floor when deforestation has eliminated the
canopy cover and root system.
2. Ask campers to hold their empty hand over the hand containing the soil to simulate the
effectiveness of the canopy cover and root system.
3. Pour water again and show campers that the soil has remained intact. Follow this exercise with
a discussion on soil erosion.
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SOLID WASTE MANAGEMENT

(90 minutes)
Have campers clean an area nearby. Demonstrate that some pieces of waste, such as cans and
sticks, can be used as instruments or to create a sculpture. Have campers turn the waste into
instruments and create a song about trash, or a sculpture. Share these at the closing ceremony.
Want to turn your one-off trash pick-up camp activity into a longer term project? See V2
Volunteerism Action Guide: Multiplying the Power of Service [ICE No. CD062] for ideas on how to
design a good service learning project for youth.
NATURE JOURNAL
(2-3 hours)
Facilitators note: Read through directions and make a journal before introducing the steps.
Materials
Leaves
Ruler or other measurement; you may need to convert to the metric system
Flat seed pods
Grass
Glue or plant equivalent of glue
Varnish or egg whites
Paper
Cardboard
Bowl
Two brushes per six campers (Note: brushes can be made from animal tail hair and a flattened
tin can)
Scissors (optional)
1. Demonstrate the following steps for the campers and then ask them to repeat them. Have the
materials ready for each camper. Walk around to help them.
2. Ask campers to collect fresh plant materials (flat seed pods, large leaves, husks, grass). The
leaves must have the juicy stems scraped off the surface area. The seed pods must be broken
open, with the seeds being removed and separated into two pieces. The grass must be put into
long, thin strips. Put aside.
3. Fold and tear or cut (if scissors are available) a piece of recycled cardboard into a size conducive
to a journal. Ask them to do this.
4. Show campers how to score the cardboard. Scoring means taking a pointed object and slightly
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pressing down on a straight line into the cardboard, then folding in the direction desired. Dont
cut through the cardboard. To strengthen the journal, score four equal lines, about one-half
inch apart, working off the center point of the piece of cardboard. Score inward for the first two
and outward for the exterior two. The center point of the cardboard is now the spine of the
book. The outward scoring makes the book easy to open.
Figure 1. The cardboard is scored to

form the spine of the book and to
allow the cover of the book to bend
properly.
5. Take your seed pods and large leaves and lay them over the surface area of your cover. Glue the
plant matter down and fold over and glue the excess to the interior of the cover. Then, take a
husk and cut it 4 inches across and long enough to cover the length of the spine, with 1
inches of excess to fold over to the interior.
6. Coat all areas with desired plant matter (leaves, seed pods, etc.) with two layers of varnish. Let
first layer dry before applying second layer. Put aside.
7. Cut the number of pages you want in your journal. Make sure they are consistent in size and
slightly smaller than the size of your cover when folded.
8. After the cover is completely dry, cut out a piece of paper that is slightly smaller than the size of
your cover. Put this on the interior cover and glue it down. This piece should cover the
overlapping plant matter.
9. On the exterior of the cover, take a pencil and lightly mark where the binding holes will be.
Make two holes 1 inch from the top and bottom of the book and one-half inch from where the
cover meets the spine. Measure the length between these two points. For every 2 inches, add
another mark where a binding hole will be made. For example, for 12 inches, there should be a
total of seven binding hole marks (two outer and five inner).
Figure 2. Binding holes are made along

the length of the spine, approximately 2 inches
from each other.
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10. Insert the pages into the scored and folded cover. Make sure the pages are even and centered.
11. Using a thick needle or sharp nail, puncture holes through both the cover and the pages. If the
pages and the cover prove to be too thick to penetrate, separate them into smaller portions.
Then measure out and mark binding hole points on the paper so they match up with the binding
holes on the cover. When completed, bring all the pages together again (if needed) and match
them with the cover holes.
12. Take a thick, large needle and thread natural fibers (e.g., strong grass, the interior of an inset
leaf) through the eye. Now, thread the fibers through the punctured holes. There are many
patterns you can follow. An effective method is to work from the center hole and then back
again, including the spine in your binding pattern.
Figure 3. Your book is done. Enjoy!
13. After threading, tie the loose ends into knots two or three times and cut excess, leaving onehalf inch to prevent unraveling.
NATURE WALK AND PLANT IDENTIFICATION

The nature walk is a guided tour through the surrounding landscape of camp. Community leaders will
work together to teach campers about the local environment through plant identification and by
describing various uses for each plant. Along the trail, campers are presented with various plants and
informed of their uses. After several plants within the area have been discussed, campers will be
instructed to find one of these plants. This activity can last from 20 minutes to an entire afternoon
and can be a camp activity that spans several days.
Factors to Consider
Walking quietly and in single file will increase the likelihood of wildlife spotting.
Make sure to use a buddy system to keep track of all the campers.
Depending on time, a snack or lunch and water breaks should be incorporated into the walk.
Staff should set rules and inform campers before they are sent to search for specific plants.
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Materials
Pen
Pencil
Notebook/nature journal (see Nature Journal activity)
Water
Snack
Proper attire
First aid kit
Mobile phone (or SAT phone, if service is intermittent)
1. Campers will divide into groups of 10 or less. At least one community leader, elder, or
knowledgeable camp staff member will lead each group.
2. Each camper will follow community leaders along a designated path that will expose the
campers to plants the group leaders want to talk about. The group leaders will identify plants in
pre-determined spots and discuss them.
3. The group will stop and the campers will journal about the information shared. Campers will be
encouraged to write, draw, and take small samples of these plants.
4. After learning about the leader-identified plants, each group will be given a list of the recently
learned plant names. Within a pre-designated area (where these plants have been confirmed by
staff to be present), campers will be instructed to look for the plants and take a sample (a leaf,
piece of bark, etc.) with them.
5. Divide the campers into pairs to enhance their safety during the search process. Ask each
camper to find the plants and give them a time limit.
6. After the campers have found all the plants (or run out of time as determined by camp staff),
they will gather together and discuss their experiences looking for plants and report to the
other campers what features of the plants they successfully identified that helped them find
the plants. It is OK if they are unable to find all of the plants. Make sure the campers collected
the correct plant(s). Ask other campers to also observe each plant to make sure it is correct
(or not) and why.
7. Time should be allowed for self-reflection, with campers writing about their perceptions and
feelings about the activity. Some campers can share their reflections with the group.
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CHAPTER 3: TEAM BUILDING ACTIVITIES

DEVELOPING A TEAM: NAME, COLORS, FLAG, MASCOT, MOTTO, ETC.
Many camps organize their participants into teams or groups that remain intact throughout the
camp. In residential camps, teams may be associated with cabins if there are smaller
accommodations, rather than a large dormitory.
Creating a team and team spirit is useful and can be fun. However, it does not mean there is always
competition between teams. Look for ways during camp to enhance cooperation.
Here are some ways to get started:
1. Begin a new group by identifying various qualities of the team members. Either have members
create their own posters or interview each other in pairs, with the interviewer creating a poster
of the person he or she interviewed. Useful topics are name or nickname (whatever they want
to be called), hobbies, favorite color, favorite animal, physical aspect of themselves they most
like and why, etc. Members self-present or are presented by their interviewer. Hang posters on
the wall after each presentation.
2. Use the posters to have each group lead a discussion about themselves:
a. What things do we have in common?
b. How would you describe our group: quiet and thoughtful, enthusiastic, athletic?
c. What characteristics might help us create a team name?
d. We want to create team flaglets think about colors we seem to like, animals we like,
hobbies. Do you see things that might represent all of us? If we choose a mascot and colors,
how could we design a flag to represent those?
3. Use the discussion to lead into products needed: nameplate for cabin, flag, picture of, or
costume for, a mascot. Try to involve all campers in final product: artists, writers (motto, song,
or chant), dancers, etc.
Discovering leadership and group dynamics in teams

Free Standing Tower Contest
(30 minutes)
Purpose: To have each team learn about its own dynamics as a group through a competitive activity
with other teams.
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Materials
100 straws per group
One roll of masking tape per group
Yard/meter stick
Flip chart with questions:
1. What did your team do first?
2. How did you decide what to do?
3. Did someone become the leader?
4. Did everyone participate? How?
5. How could you have worked better as a team?
Steps:
1. Ask teams to form circles in a room with some open space in the middle.
2. Explain that they are going to each get a large packet of straws (about 100) and a roll of
masking tape.
3. They will have 10 minutes to construct the TALLEST FREE STANDING tower. Towers cannot be
taped to the floor or to the ceiling.
4. Distribute supplies. When all have their supplies, signal Start. Note time and watch for end of
10 minutes to call Stop.
5. Ask teams to leave their structures and move back against the wall.
6. Measure all towers that can stand on their own and announce a winner.
7. Ask teams to gather by their towers. Reveal the flip chart. (If it will be difficult for all to see,
consider distributing a handout as well.)
8. Lead a large group discussion based on the questions.
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CHAPTER 4: THEATER ACTIVITIES

Description
Campers will learn how to express themselves through imagination, mime, role-play, short skits,
and improvisation through a series of exercises that will prepare them to write, direct, and act in
their own productions.
Purpose
Campers will engage in activities that help them step outside of their comfort zones, learn about
different communication styles, promote self-awareness, and solve problems creatively. Learning to
work together in a fun environment, campers develop communication skills, self-confidence, and
self-esteem.
Materials
Face paint
Costumes
Props (as necessary, such as chair, table, etc.)
Paper
Markers
Tape
Large space in which to move
Suggestions
The activities are presented to take place over a four-day period; however, facilitators can follow a
different format to better fit with their camp program.
Warm-Up Activities: Choose one example below to warm up before each activity
1. Copy Cat One camper does something, which is mimicked by his partner (similar to looking
into a mirror).
2. Body Sculpture One camper is an artist and the other is clay. Campers are given an act
(swimming, dancing, playing soccer) and must mold the camper to represent that act.
3. Numbers Game Campers walk around and when a number is called, they must form groups of
that number. The objective is to teach them to listen carefully, while emphasizing that they
must always be ready to respond and participate.
4. Chair Maze Half of the campers are blindfolded and are led through a maze constructed of
chairs by the remaining campers. The objective is to teach trust for those blindfolded and
emphasize the importance of giving clear directions to those who cannot see.
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5. Honey walk One camper or facilitator shouts out different kinds of walkways, such as side
walk, rope bridge, log, etc., and the other campers walk from one side of the room to the other
on that particular walkway.
6. Basic Trust Falls Campers line up in two rows and fall into another camper.
7. Trust Fall Circles Campers form a smaller circle within a larger one. One by one, the campers
in the middle circle fall while the campers on the outside catch them and push them back in.
Have the two circles of campers change roles so everyone gets a chance.
8. The Gauntlet Have campers form a human zipper by forming two lines in parallel and facing
each other. Have each camper cross his or her arms and hold hands intertwined. Have the last
camper in the line run through and undo the zipper while the campers hold tight until the last
second. Do this until everyone has had a turn.
DAY 1: The first day focuses on nonverbal communication and expressing emotions
without speaking, using only the body and face. The activities listed below are
suggestions only; facilitators do not have to do all of them today.
Choose a warm-up activity from the list above.
Games
Just the Face Campers must show an emotion (happy, sad, crazy, tired, etc.) using only their
faces. Participants will be tempted to use their bodies so facilitators should remind them to just
use their faces.
Just the Body The reverse of the above activity. Campers must express an emotion with their
bodies. These two activities can be concluded with a question and answer session. What did we
learn? Why is it important to use both our bodies and faces?
Emotions Party Campers are divided into two groups. Group one is already at the emotions party
and is waiting for group two to arrive. Members of group two enter the party individually and each
one acts out a different emotion. All of the guests begin to act out the same emotion. The second
person from group two enters and acts out a different emotion that all of the guests copy, including
the first person who entered the party. Each time a new person enters, everyone at the party must
act out the new emotion.
Charades Divide campers into two groups and have them write down actions that the other team
will act out. It is best if this is done in the local language to ensure that everyone understands.
Gesture Telephone Similar to the game telephone, in which campers pass along a message, but
in this case they are passing along an action. One camper acts out an action (e.g., driving a car,
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going to the market, etc.) and taps the next person in line who is looking the other way. The
campers standing in line should not see the person act out the action. The action is passed along,
and in most cases a different action is interpreted. This works best if the action that is passed is a
short story (e.g., you were at the caf when you got into an argument, etc.).
Conclusion Bring the campers into a large group and ask them what the point of the exercises
was. Campers should realize that the activities focused on nonverbal communication and ways to
demonstrate an action without talking. The point is to show that theater isnt all verbal, and in most
cases you have to use your face and body to be successful.
DAY 2: This day focuses on imagination and mini-play activities.

Games
Name Game with Gestures Campers say their name and make a gesture that describes their
personality. After going around once, campers must then tag each other by saying a campers
name, along with making the accompanying gesture.
Huh? Wow! Huh? Campers are divided into four groups and given three words they have to use in
a short play. Each group acts out their play. Then they can add words to their own plays. Have the
campers act the plays again, this time with an assigned emotion that the rest of the class has to guess.
Zoo Game Divide the campers into two groups. Half the campers are animals at a zoo, while the
others are tourists visiting the zoo. The kids pick an animal they want to be and act it out, while the
tourists must guess which animals are being depicted. This activity can be repeated as kids act out
other animals that are more difficult to portray (e.g., giraffe, hippo, etc.).
Anything Fabric Campers must find different uses for the same object. A sheet works best, but
other things, such as a water bottle or a ball, can be used. In the case of a sheet, it can be a coat, a
turban, a carpet, or a dress. It is best if campers arent prompted and instead use their imagination.
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Mini-plays
Split the campers into groups of three and four and have them perform plays based on the
scenarios below. The following examples have been successful:
1.
2.
3.
4.
Friends are playing cards and one is caught cheating.

A kid tries to convince his parents to let him keep a dog that he found on the street.
Three friends decide to rob a bank but one is opposed and thinks it is a bad idea.
An American moves to Morocco and struggles with the culture.
After 5-10 minutes, campers gather and perform the plays. This exercise works well if the
audience critiques and gives suggestions as to what could have been improved.
DAY 3: Improvisations. Remember, this means saying and doing whatever comes to
mind; it is spontaneous.
Warm-Up Activities: Play Freeze Tag for a few minutes as a preview of activities that will be done
later. In this game, the person who is it tags one of the campers and that camper has to freeze.
The person who is it has to tag all campers. There are variations where the campers who are not
yet tagged can defrost those tagged.
Situation Improvisation
Split the campers into groups of three and four. Give each group a scenario and one minute to
improvise. Facilitators can judge how much time each group needs but should make sure the
campers are spontaneous and react to one another. Continue until each group has participated.
1. A girl wants to travel overseas but her parents want her to get married. What should she do?
2. Four friends have dreamed of traveling overseas and have the opportunity, but one discovers
that his mother is sick and he must stay home. What should the others do?
3. Four friends are studying for the high school exam. One claims that he/she knows someone who
can provide the answers for a fee. What should they do?
4. A girl wants to join the basketball team but is told that she shouldnt because it is inappropriate
for girls to do this. What action should she take?
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Games
Freeze Frame Campers improvise a conversation, a situation, or an exchange. Facilitators can make
up the situations or have the campers brainstorm a list, such as: trying to escape from prison; climbing
through a window because you forgot your key; washing a car; etc. The group members begin their
improvisations. Someone yells freeze and campers freeze. Campers can change groups and then a
facilitator shouts start and a new situation begins. This game can also be done with an object, in
which the kids must build a new play around the object that was used in Anything Fabric.
Conclusion
What have you learned about theater from the games we played? Why is improvisation important
in theater? Talk about how you felt when you had to think fast.
DAY 4: Campers write, direct, and perform their own plays.

Forum Theater
1. Talk about problems facing the country, youth, etc. and write them on a flip chart or board.
Help participants elicit some if they are having trouble brainstorming.
2. Divide the class into groups and have them choose a problem to make a short play about. Make
it clear that you want a play about the problem, without a solution.
3. Have them perform plays. The play is initially performed without interruption. When the play is
performed a second time, someone from the audience says freeze when they see a way to solve
a problem. The person who yelled freeze switches place with one of the actors and becomes a
character to help solve the problem. Encourage campers to think about different ways to solve
the problems, and not just change them so the problems no longer exist.
Camper Production
Campers make up their own plays in groups. They should be given enough time to make up a 3- to
5-minute (or longer) play, create props, practice, and perform. They should be encouraged to write
down the lines and different parts/scenes. All should act in the play.
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PART 4:
COUNSELOR TRAINING
TABLE OF CONTENTS
CHAPTER 2: SESSION DESIGN OF CAMP COUNSELOR TOT ............................................................. 3
CHAPTER 3: SAMPLE PRE-CAMP COUNSELOR TRAINING SCHEDULE .............................................. 5
CHAPTER 4: COUNSELOR TRAINING SESSION PLANS ..................................................................... 7
Introductions and Expectations........................................................................................................... 7
Team Building Roles and Responsibilities ......................................................................................... 14
Learning at Camp ............................................................................................................................... 23
Teaching and Presentation Methods ................................................................................................ 31
Health and Safety of Campers ........................................................................................................... 46
Working With Campers Part 1: Positive Communication for Positive Behavior .......................... 53
Working with Campers Part 2: Managing Behavior...................................................................... 64
PART 4: COUNSELOR TRAINING

Description:
This section of the manual provides sample training sessions and schedules that may be useful to
prepare camp counselors, staff members, and junior counselors. These training sessions are
intended to support Peace Corps Volunteers as they work to build the capacity of local community
members to facilitate camp activities (and other positive youth development activities such as clubs
or after-school programs) and reduce reliance on the Volunteers. The sessions are also intended to
address the basic knowledge, skills, and attitudes that camp staff members need to work as a team
and to facilitate fun experiential learning activities while creating a safe and supportive
environment for campers.
Any of these topics could be addressed in greater depth, but these sessions should provide a
foundation for Volunteers and their local partners to begin. Before using the sessions, Volunteers
and their partners are strongly encouraged to conduct an assessment to determine the specific
knowledge, skills, and attitudes needed by the identified camp counselors. This may be done as part
of the staff recruitment process and developed at the same time the camp schedule is finalized,
four to five months in advance (See Part 1). It may be the case that all sessions are not needed as is,
or that sessions need to be refined or changed to a more basic level. Listed at the end of the table
are several additional training sessions that might be useful. They are intended to be adapted as
needed to make them appropriate for local partners, the goals of the camp, and cultural context.
The learning objectives outlined in the following table were developed to help camp staff members
prepare and contribute in their various roles to each of the five components of planning high
quality, effective youth camps:
1. Planning with a purpose defining camp outcomes, and including monitoring, reporting, and
evaluation throughout;
2. Building on strong local partnerships to promote capacity building and sustainability;
3. Ensuring there is a process that involves detailed planning, taking into account the many
logistics involved in camp planning;
4. Considering health and safety at every stage of the planning and implementation process; and
5. Preparing and supporting caring and competent staff.
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Adapt counselor training sessions as needed, but ensure that these topics, especially those related
to health and safety, are still addressed in any such training. In addition, allow time in the counselor
training to become familiar and comfortable with the camp content (such as health, environment,
English, etc.).
Note that throughout the training sessions, the terms participants or counselors are used
interchangeably. This is intended to identify the most common target audience for these
training sessionsstaff members who will be working directly with campers. This may include
counselors, junior counselors, teachers, coaches, or other direct service camp staff members.
When planning camp counselor training, camp planners may be able to plan sessions that are held
well in advance (one-two months) of the camp. If this is the case, these sessions could be easily
adapted to allow counselors to have greater input in designing the camp sessions and greater input
concerning the schedule and rules and policies. Since this is often not the case, they were designed
to be implemented two to three days prior to camp. Camp planners may also want to consider
developing additional sessions to be implemented during the camp as in-service training to address
topics in which counselors may feel they would like additional support or training (e.g., behavior
management, effective communication, etc.).
Prior to this camp counselor training, the following things should already be in place (See Part 1 for
more details):
Clear camp goals and objectives have been defined.
A detailed schedule has already been created, including sessions with clearly defined learning goals.
A plan for monitoring and evaluation of the camp learning goals has been developed.
Time will be allotted in the camp counselor training for counselors to practice facilitating sessions.
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CHAPTER 2: SESSION DESIGN OF CAMP COUNSELOR TOT

Session Title
Sequence*
Camp
Introductions and
Expectations
Session Learning Objectives
Time/Prerequisites
1.
Using a metaphor activity, staff members will articulate their

expectations and hopes for the camp.
After a presentation on the goals, objectives, and schedule of
the camp and assessment of their strengths, staff members will
identify at least three of the assets and talents they bring to the
camp team.
After reviewing the basic monitoring and evaluation plan for the
camp, counselors will identify the points at which they will be
responsible for documenting camper progress.
120 Minutes/None
After an experiential learning activity, staff members will identify

their roles and responsibilities as a part of the staff team.
Following a review of camp policies and procedures, staff
members will articulate at least one reason why these rules
are important for keeping the camp running smoothly and
campers safe.
90 Minutes/Camp
Planning
Introduction
Reflecting on a previous experiential activity, camp staff

members will identify at least two possible methods appropriate
for camp activities that will engage campers in creative
reflection to promote learning.
Following a reflection exercise and given a list of reflection
methods, participants will develop a sample creative reflection
activity for campers that will reinforce learning.
90 Minutes/Team
Building, Rules,
Roles, and
Responsibilities
Following a discussion on learning methods, counselors will

describe at least one appropriate use of a learning method and
how to use it successfully.
After examining the continuum of learning methods from
teacher-centered to learner-centered, counselors will accurately
place at least four teaching methods on the continuum.
Given a sample camp session, counselors will develop and
deliver one camp activity that activates all steps of the
experiential learning cycle for potential participants.
90 Minutes/Learning
at Camp
Using the physical campsite as the venue, staff members will

identify all physical areas of the camp and any health and safety
issues related to each.
After reviewing the camp policies and procedures, staff
members will determine the roles and responsibilities of various
staff members for health and safety, including the steps for
handling emergency situations.
Following a review of the camper training session on health and
safety, staff members will demonstrate the ability to facilitate at
least one component of camper health and safety training.
120 Minutes/None
2.
3.
Team Building,
Rules, Roles, and
Responsibilities
1.
Learning at Camp
1.
2.
2.
Teaching and
Presentation
Methods
1.
2.
3.
Health and Safety

of Campers
1.
2.
3.
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Session Title
Sequence*
Session Learning Objectives
Time/Prerequisites
Working with
Campers
Part 1. Positive
Communication for
Positive Behavior
1.
After generating a list of positive qualities for campers to

develop, participants will identify at least three behaviors that
would demonstrate these positive qualities.
Using either a verbal or written strategy, participants will
demonstrate at least one example of a positive communication
technique they can use with campers that will support positive
behavior.
90 Minutes/None
Working with
Campers
Part 2. Managing
Behavior
1.
After developing a list of proactive and early onset behavior

management strategies, participants will apply at least one of
these strategies to a given camper behavior scenario.
Using a behavior management process, participants will work in
teams to develop at least one positive strategy to manage
unwanted camper behaviors in sample camp situations.
90 Minutes/Working
with Campers Part 1
Camp Counselor as
Mentor
1.
Based on personal experiences, participants will list at least

three qualities of effective camp counselors or youth
development workers.
Using a self-assessment tool, participants will consider 12 active
listening skills and identify at least one personal strength and
one area for personal improvement.
Participants will demonstrate in role-playing scenarios at least
two culturally appropriate youth mentoring techniques.
90 Minutes/None
2.
1.
2.
3.
Note: An alternative or supplementary session for the counselors training is Facilitating Reflection in
Youth Group Activities that is part of the Global Youth in Development: Asset-based Approaches to
Youth Development training package. Ask local Peace Corps staff members for a copy of this session.
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CHAPTER 3: SAMPLE PRE-CAMP COUNSELOR TRAINING SCHEDULE

Participants: All counselors, junior counselors, teachers, facilitators, and trainers who will be
conducting sessions during the camp or who are responsible for working closely with campers
Goal: By the end of the camp counselor pre-camp training, camp staff (including teachers/
facilitators, counselors, and junior counselors) will work as a high-functioning team that is familiar
with the camp content, will be fully engaged during camp activities, will communicate with campers
in a caring and purposeful manner, will provide a safe and healthy environment, and will promote
the use of interactive and experiential methods of learning.
Three-Day Schedule
Time
Day 1
Day 2
Day 3
8:00 a.m.
Arrival and registration
Arrival, welcome, daily summary
Arrival, welcome, daily summary
8:3010:30 a.m.
Session: Introductions
and Expectations
Metaphor activity
Heads, hearts, and
hands
How will we know if we
are successful?
Session: Health and

Safety of Campers
Venue scavenger hunt
Review and refine rules and
procedures
Session: Camp Counselor

as Mentor
Qualities of effective camp
counselors
Self-assessment of active
listening methods
Demonstrating techniques
10:30
Break
Break
Break
10:45 a.m.12:15 p.m.
Session: Team Building

and Roles and
Responsibilities
Keep balloons in the air
It could happen
scenarios
Moving beyond the
scenarios
Session: Working with CampersPart 1. Positive Communication

for Positive Behavior
Identify positive qualities and
behaviors
Using positive communication
Presentations:
Facilitating Camp Activities
(Content determined by the
camp)
Prepared sessions on Day 2
Each team presents
Provide peer feedback
12:15
Lunch break
Lunch break
Lunch break
1:30 3:00 p.m.
Session: Learning at Camp

Individual reflection
The experiential learning
cycle
Selecting and developing
reflection activities
Session: Working with CampersPart 2. Managing Behavior

Proactive and early
onset action
Behavior management
scenarios
Presentations: (Continued)
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Time
Day 1
Day 2
Day 3
3:00 p.m.
Break
Break
Break
3:154:45 p.m.
Session: Teaching and

Presentation Skills
Visualization
Using different learning
methods
Assignment for Day 3
Session: Preparing for Session

Delivery
In teams, work on preparing
to facilitate camp sessions in
Day 3
Independent group work
Final Preparations
Review reporting and
evaluation requirement
Sample reflection/closing
activities
Address final concerns/issues
4:455:00 p.m.
Closing
Review assignment for
Day 3
Identify resources
available to assist
Closing
Write themselves letters
about hopes and expectations
to read at end of camp
Closing
Review training goals to see
if they were met
Options and Variations to this Schedule

Camp planners may want to consider switching the Day 1 afternoon sessions and Day 3 sessions.
Counselors may quickly want to jump into their skills for working with youth and practice implementing
camp sessions. However, the schedule provided above gives counselors the opportunity to plan and
then apply experiential learning methods in their delivery of an activity on Day 2.
If the camp only has time for two days of training, the amount of time for planning session delivery
can be consolidated. Use only the first Working with Campers session and combine the
Presentation Skills session at the beginning of practicing session delivery.
In identifying the camp session, see Part 4: Camp GLOW for examples. The Peace Corps Life Skills
and Leadership Manual may be a valuable resource for counselors to practice facilitating.
Volunteers can ask their program staff for Volunteer training sessions on topics such as youth
participation, youth leadership, or facilitating reflection. With the camp partners and the camp
director, determine the counselor training schedule based on the goals of the camp and the skills
needed by the perspective counselors. For example, if the counselors are primarily teachers on
summer break, camp planners can likely plan on spending less time on teaching and learning
methods and more time on content.
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CHAPTER 4: COUNSELOR TRAINING SESSION PLANS

INTRODUCTIONS AND EXPECTATIONS
Session: Introductions and Expectations

Training Package:
Camp Counselor Training
Rationale:
This introductory session helps participants get acquainted

while exploring their expectations of the camp.
Expectations are compared with the goals, objectives, and
camp schedule and realigned, as necessary.
Target Audience:
Counselors, junior counselors, teachers, facilitators,

presenters
Facilitator Expertise:
Previous training experience
Time:
120 minutes
Pre-requisites:
None
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Session: Introductions and Expectations

Date: [Pick the date]
Time: 120 minutes
Facilitator(s):
Facilitator preparation:
1. Locate photos for the activity in the Motivation section. Practice doing the photo metaphor activity
for yourself and with friends/colleagues so you can see how it works, if this is new to you. Be
prepared to share your metaphor as well.
2. If photos are not available, use paper and drawing implements for participants.
3. Prepare and finalize, if not already completed, the goals and objectives for the camp and the camp
schedule (See Part 1: A Camp Outline and Part 4: Camp GLOW for examples).
4. Prepare and finalize a monitoring, reporting, and evaluation plan for the camp and summary, if
needed, for the camp counselors. Define the points before, during, and after camp where counselors
have monitoring, reporting, and evaluation responsibilities and tasks. For an example, see Camp
GLOW Camper Success Tool in Part 5 of this manual.
5. Prepare photocopies as needed.
Materials:
Equipment
1. Photos from magazines, snapshots, images downloaded from computer, etc. (accommodate for at
least twice as many as staff members present.) Photos should be metaphors for expectations, not
direct representations. For example, do not use pictures of campers doing activities, but utilize
images like a rainbow, a pebble in water making waves, or a lock, chain, key, salad, glass of water,
sunrise, etc.
2. Flip chart paper
3. Markers
4. Tape
Handouts
Handout 1: Goals and objectives of the camp (See Appendix A.9 for sample)
Handout 2: Camp schedule (See Appendix D.8)
Handout 3: Monitoring and evaluation summary and/or tools to be used by counselors
(See Evaluation section in Part 5: Camp GLOW)
Trainer materials
Trainer Material 1: Prepared flip chart: goals and objectives of the camp.
Trainer Material 2: Prepared flip charts: three charts, with Head, Heart, or Hand written or
drawn at the top of each.
Learning Objectives:
1. Using a metaphor activity, staff members will articulate their expectations and hopes for the camp.
2. After a presentation on the goals, objectives, and schedule of the camp and assessment of their
strengths, participants will identify at least three of their assets and talents they bring to the camp team.
3. After reviewing the basic monitoring, reporting, and evaluation plan for the camp, counselors will
identify the points at which they will be responsible for documenting camper progress.
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Instructional Sequence
I. Motivation (10 minutes)
Materials:
Preselected photos
1. Select or draw a picture (prior to beginning of workshop)
2. Write instructions on a flip chart or blackboard. Spread pictures out on a table or on the floor.
Instructions: Think about what your expectations are for the participants of this camp.
Select a picture that represents your expectations. Take it to your seat.
3. As staff members arrive, greet them and show them the instructions. Encourage them to
select a picture.
II. Information (30 minutes)

Materials:
Prepared flip chart of goals and objectives of the camp
Handout 1: Goals and objectives of the camp
Handout 2: Camp schedule
1. Welcome and getting acquainted
Welcome participants with appropriate remarks.
Ask participants to introduce themselves, saying 1) name; 2) what their role on the staff
will be (if it is known to them); and 3) what image they chose and how it reflects their
expectations for the participants of the camp.
Thank participants.
2. Introduce the goals and objectives of the camp
Reveal the flip chart with the goal(s) and objectives of the camp. Ask participants to read
them aloud. Ask if they have questions or clarifications.
Ask participants to relate their metaphors to the goals and objectives. Do they see
their expectations expressed in them? If not, clarify any expectations that cannot be
met and why.
3. Introduce the camp schedule
Distribute copies of the camp schedule.
Ask participants to review the schedule, relating sessions to the objectives.
Ask participants to identify where in the schedule their expectations are met and where
they have a role.
Clarify any questions, confusions, doubts.
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III. Practice (40 minutes)

Materials:
Three prepared flip charts with head, heart, and hands written or drawn on the top of each
Head, heart, and hands
Counselors think about ways in which they are bringing their head, hearts, and hands to
camp. In other words, how they are bringing their passion, purpose, good judgment, and skills
to their work as a team and with campers.
1. Explain that now that they have reviewed the goals, objectives, and schedule of the camp,
they are going to start thinking about how they are going to contribute to achieving these
goals and what they bring to the team.
2. Place each of the three flip charts on different walls or in different areas of the room. Break
the participants into three groups, with each group assigned to one of the charts. Give the
directions, As a group, you are going to discuss and list on the flip chart paper some of the
thingsyour gifts, your talents, and skillseach of you are bringing to camp and to your team
that will help support achieving our goals and making sure this is a positive, transformational
experience with our campers. First, I will explain what we mean by each of these labels.
3. Walk to each poster and explain the following (or ask for participants thoughts about their
meaning first, then explain):
Head: Our head encompasses our knowledge and good judgment that we bring to
camp. Each of you brings your life experience, your common sense, and your knowledge
and understanding about what we are trying to achieve with the goals and objectives of
the camp. As a group, talk about some of these things and list them on the flip chart.
Leave room on the paper for the other groups to add theirs.
Heart: At the very beginning of the session we asked you to select an image that
represented your hopes and expectations of the camp. We were asking each of you to
connect with why this camp is important to you and communicate it with the rest of us.
We will be asking you to bring this sense of why this matters to you, or why you care,
to everything you do with the camp. This is your passion, your caring, and your
emotional connection to both the topics we are addressing and the campers with whom
we will work. It will be essential that you connect to this purpose and help the campers
find and connect to their own purpose throughout camp. This is why we are here!
Hands: Hands represent the skills each of you brings to the team. These are the
things you know how to do and will take action on, helping campers learn new skills
while they are here.
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4. Allow each group to spend five minutes in front of each poster to discuss and write,
then call time and have them rotate to the next poster. At the end, ask the group to
share thoughts about the chart they are in front of.
5. Ask the group how it feels to look around and know that their team has so many talents,
skills, experiences, and commitments to offer. Did they take away some new ideas or
resources that they are going to draw on from their team members and ask for help?
6. Point out that this activity, as well as the previous metaphor activity, models very closely
the approach we will ask them to take in working with their campers throughout camp.
We start off with the assumption that young people already have many resources to
begin with, just like we recognize how much our staff brings to the table already. It is
our job as counselors to help the campers connect with the things they truly care about,
uncover the resources and talents they have, and move forward in a way that
empowers and supports them. We also understand that as camp leaders, if we are going
to ask campers to do this with us, we must first walk the walk and do it ourselves.
IV. Application (40 minutes)

Materials:
Handout 3: Monitoring and evaluation tools or a prepared summary (prepared by camp
administrators)
How will we know if we are successful?
Counselors understand their role in monitoring, reporting, and evaluation (MRE), or knowing
whether the camp is successful in meeting its goals.
1. Explain, In this part of the session, we are going to introduce our monitoring, reporting, and
evaluation plan for the camp. We intentionally want to talk about this at the same time we
are connecting with the purpose of the camp and what it means to you. Many people often
think that monitoring and evaluation is something we do for our funders, or for the final
report to send to outside agencies. We believe monitoring and evaluation is more important
than that. It is the way in which we know if we are successful in achieving our goals and
objectives for the campboth for ourselves and for our campers.
2. Refer back to the goals and objectives for the camp and ask counselors, Looking at our
objectives, how will we know if we are successful in achieving these? How can we be sure?
Allow participants to offer suggestions. If the goal is campers incorporate new health
behaviors related to their sexual health or hygiene, they might say, We could follow up
with campers three months after camp and ask them about new healthy practices they
incorporated into their lives. Go through the list of camp goals and objectives, and get
suggestions from counselors about ways to monitor and evaluate if they are met.
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3. Distribute Handout 3, a summary that includes monitoring and evaluation tools that camp
counselors will need to know how to use and for keeping records throughout camp
(prepared ahead of time by camp planners). For a sample, see the Camp GLOW Camper
Success Tool in Part 5, which is the primary MRE tool for Camp GLOW.
4. Ask counselors to pair with a partner and review the tools, referring both to the agenda and
the goals and objectives for the camp. Together, they should identify the points during the
week, either in the related sessions or in cabin or other small group time, in which they
think they would need to devote time to evaluating if the goals and objectives are met.
5. After 10 minutes, review each of the key monitoring and evaluation tasks and ask for
participants to offer where and how they think that information is going to be captured,
given the camp schedule. Alternatively, if counselors dont readily see the connection, the
facilitator can walk through the M&E tasks and note where they will be measured or
documented in the schedule and who will be responsible.
Note: Some changes are going to best be captured by the cabin counselors who will get to
know the campers well over the week. (For example, noting things like increased confidence
or communication skills.) Other things may be best captured by the facilitators or trainers of
sessions, which may not be the campers primary counselor (such as knowledge about HIV
transmission, which may be measured in a pre/post session assessment). Determine who
will be responsible for capturing the needed information and when.
6. Other key summary points about monitoring and evaluation:
If they have questions, or are not clear of their roles, counselors will be able to ask the
camp director or their supervisors for help.
Monitoring and evaluation is not something to only complete at the end of camp. It is
important to know where we are starting with the campers so we can see progress over
time. This is the reason this is being addressed at the outset, and why they are
connecting it directly with the goals and objectives of the camp. (Ideally, there will be a
post-camp follow-up strategy with campers as well).
They should easily be able to connect the monitoring and evaluation with the purpose
of the camp, or to the question, Why are we here? This isnt just for us, it is for the
campers. Campers are part of the M&E process as wellthey need to see their
progress! Keep them involved and ask them about the changes they see in themselves.
7. Ask for questions and clarifications regarding monitoring and evaluation from the counselors.
8. Review the session objectives to see if they were met.
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V. Assessment
1. Learning Objective 1 is assessed when each staff person introduces himself or herself and
uses his/her selected picture to illustrate his/her hopes and expectations for camp.
2. Learning Objective 2 is assessed when the groups complete all three rounds of the head,
heart, and hands flip charts and discuss the individual and collective assets they bring to camp.
3. Learning Objective 3 is assessed in the group discussion in the Application part of the
session when counselors identify the points in the schedule in which they will need to
monitor and document progress and achievements of campers.
References:
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TEAM BUILDING ROLES AND RESPONSIBILITIES
Session: Team Building, Rules, Roles, and Responsibilities

Rationale:
Through an experiential activity, camp staff members

explore the importance of functioning as a team, having
rules, and each carrying out supporting roles and
responsibilities.
Target Audience:

presenters.
Previous facilitation experience; knowledge of the camp

rules, roles, and responsibilities.
Time:
90 minutes
Pre-requisites:
Session: Introductions and Expectations of the Camp
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Session: Team Building, Rules, Roles, and Responsibilities

Time: 90 minutes
Facilitator(s):
1. Collect materials needed.
2. Compile the camp rules with the planning committee prior to camp for review in this session. Ideally,
this session is the opportunity to present such rules to staff members and make any minor
adjustments needed. If they have not yet been created, develop a sample to use as the basis of the
discussion. For an example from PC/Ukraine, see Appendix B.2 in this manual.
3. Learn what the camp rules and staff roles and responsibilities will be, or samples if they will be
finalized in this session.
4. Prepare flip charts and handouts.
5. Review, adapt, or create new scenarios for Trainer Material 1: It could happen scenarios to go with
rules. (Use any that were created or suggested by the camp planning committee.)
6. Inflate and tie balloons just prior to session start time.
Materials:
Equipment
1. Balloons various sizes and shapes or all one shape; enough for all staff members plus extra in
case of breakage
2. Flip chart or blackboard
3. Markers or chalk
4. Tape or push pins
5. 3-by-5 cards with It Could Happen scenarios (at least one per participant)
Handouts
Handout 1: Camp rules (developed prior to this session. See The New Project Design and
Management Workshop Training Manual [ICE No. T0107], p. 93.)
Handout 2: Roles and responsibilities
Trainer materials
Trainer Material 1: It Could Happen scenarios
Trainer Material 2: Flip chart of general camp rules
Trainer Material 3: Flip chart of roles and responsibilities
Trainer Material 4: Signs with each staff role: camp director, medical person, counselor, etc.
1. After an experiential learning activity, counselors will identify their roles and responsibilities as a part
of the staff team.
2. Following a review of camp policies and procedures, counselors will articulate at least one reason
these rules are important for keeping the camp running smoothly and campers safe.
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Materials:
Inflated balloon for each person
Keep the Balloons in the Air Activity
This activity is a metaphor for running a safe and efficient camp.
1. Ask participants to take a filled balloon and form a circle. Tell them they should keep all the
balloons in the air and off the floor for about 5 minutes. Tell them to start.
2. Call stop. Ask them to reflect on what happened (You might note their answers on a flip
chart to review later):
How do you think its going? How do you rate your success?
What strategies did you use to keep the balloons up?
Was everyone involved?
How is the activity a metaphor for our work at the camp? (Example: everyone needs to
help with the task; we need to share the goal to make it work; if someone is in trouble
we need to help )
What rules might we create that would promote safety or make it more similar to our
work? (Possible answers: Rules related to safetysuch as only touch balloons with our
hands; no kicking; ask for help if we need it; stay close together. We all have to play our
individual parts while working as a team; we have to agree on/buy into the goal and
work toward it.)
3. Say that they will play again, keeping their rules and ideas in mind. Start the activity. Quietly
pull out players, one by one, until just a few are left trying to manage all the balloons.
4. Call stop. Ask them to reflect on what happened this time (You may want to note some
ideas on the flip chart):
a. Which rules were we able to follow? Did they help?
b. How did you feel if you were pulled out of the activity?
c. How did you feel if you were left to try and keep all the balloons in the air?
d. What are some parallels with serving on the staff of the camp?
e. What if the balloons were campers? (Look back at notes on flip charts, if necessary.)
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Materials:
Flip charts of camp rules, staff roles, and responsibilities
Camp rules and staff roles and responsibilities
Read and discuss the actual rules for the camp and roles and responsibilities of all staff members.
1. Remind counselors that we set up some rules to help make the activity go smoother and
keep participants safe. The same is true for having camp rules.
a. Reveal the list of rules and review them.
b. Clarify any aspects of the camp where safety is of particular concern, such as
swimming, hiking, working with tools, etc. Clarify any questions.
2. Point out that focusing on our roles and responsibilities helped us achieve our goal of
keeping the balloons in the air. Reveal the list of roles and responsibilities and review them.
Clarify any questions.
a. Identify roles that all staff members share (Some examples might include: watching for
any needs of campers, such as illness, loneliness, etc.). Introduce the concept that
every adult at camp should be a first responder in helping any camper or addressing a
situation as it arises. He/she should be clear about whom to then refer the matter in
order to resume normal duties.
b. Identify how they can assist each other to perform their roles (Examples: offering to sit
in sessions as a helper; be an additional staff member at activity venues, etc.)

Materials:
3-by-5 cards with potential scenarios
Signs with staff roles
Handout 1: Copy of camp rules and staff roles and responsibilities (developed prior to the session.
See PC/Ukraine example in Appendix B.2)
It Could Happen Activity
This is an active way to see the value in knowing the rules and responsibilities of staff members.
1. Post staff members roles around the room. Examples provided in Trainer Material 1
2. Distribute 3-by-5 cards to participants and instruct them to read the scenario on the card.
Sample scenarios are provided in Trainer Material 1, It Could Happen scenarios.
3. Ask all participants to read their cards, think about the situation, and stand by the sign of the
staff member they think should deal with it.
4. Ask each group by the sign to share their scenarios with each other and see if they agree that
they all belong with that staff member.
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5. Have each group tell the rest of the participants why they believe their scenarios belong to the
staff person indicated on their sign. Ask the rest of the participants if they agree or have
questions. The scenarios should be conversation provoking about ways in which to work
together, knowing how to handle various situations that may arise, and designating responsible
people ahead of time. Make sure to point out that anyone on staff can be the person who
observes or is present when one of these scenarios arises. It is everyones responsibility to be a
first responder.
6. Ask participants if they can articulate why it is important to develop rules, roles, and
responsibilities and make sure everyone is aware of them. (Possible answers: If everyone knows
what their job is, and what to expect, then camp will be more fun, keep everyone safe, reduce
stress, and allow us to respond to emergencies as needed).
7. Distribute handouts, if rules and staff roles and responsibilities are finalized. Ask participants
to review and clarify any questions. If they have not already been bought up, make sure
these points are articulated:
All staff members are responsible for being effective first responders: that is, if they
see or observe something happening, it is their role to immediately respond in a way
that supports health and safety and then to ensure the matter is referred to the
responsible person.
Having clear parameters about roles and responsibilities in place before campers arrive
makes camp run smootherand makes it more fun!
Alternative way to structure the It Could Happen activity

1. Post the titles of all of the various staff members on signs around the room.
2. Read the scenarios aloud, one by one, and ask the participants to stand by the sign of
the staff position they think should be responsible for handling each of the situations.
3. Engage the participants in a discussion after each scenario, discuss discrepancies, and
provide clarity about the roles and responsibilities for the different scenarios, as needed.

Materials:
Prepared flip chart with directions
Counselor notebooks
Moving beyond the scenarios
Counselors use the ideas and issues brought up in the practice session to develop an activity to
help campers learn about camp rules and take ownership for maintaining them.
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1. Summarize the previous activities by explaining, The purpose of this session is to

communicate the camp rules, to ensure you, as camp staff, see your roles in supporting the
camp rules and guidelines, and finally, to ensure that there is a collective sense of shared
ownership for the camp rules as they are the way to make sure everyone is healthy, safe,
and able to have a good time. In this part of the session, you will have the opportunity to
develop an activity you can use with campers to allow them to learn the rules and take some
ownership in helping to maintain them.
2. Break camp staff into small groups (3-6 people each). Pair experienced participants in
groups with less experienced staff. Allow each group 15 minutes to work on creating an
activity they can use with their group of campers on the first day of camp to help them learn
about the rules. One person should write down the activity outline. Each group will have
two minutes to explain its activity when its done.
3. Post the directions on the prepared flip chart:
Your task is to create an activity to help campers: a) learn the rules of camp; and b) develop
a sense of ownership and commitment to maintaining these rules.
This activity should:
a. Take between 30-60 minutes on the first day of camp
b. Be interactive, educational, and fun
c. Help the campers take responsibility for maintaining the rules
Post Adaptation: If the idea of leading an interactive activity with youth is a new
concept or unfamiliar with participants, spend a few minutes brainstorming or offering
some examples prior to beginning with the activity. For example, ask the participants to
talk about rules they would think are important and create lists together, then show
them the official rules and make some changes, as a way to build ownership. Another
example might be to create a camp rule list and have all the campers place their
handprints on the sign to show their commitment, etc.
4. Allow the groups 15 minutes to work. When they have finished, allow each group two
minutes to explain its camper activity. Allow other groups to provide feedback or ask
questions about their activities.
5. As a large group, summarize and conclude the session by asking for final clarifications or
questions about camp rules, roles, or responsibilities among the staff. Remind them that
everyone needs to work together to keep all the balloons in the air. If necessary, make
sure that every staff person knows who their supervisor or support person is if they
need help. Make sure that counselors and junior counselors always have someone they
can consult if they need clarification at any point in the camp.
6. Either arrange for one counselor to gather all the activities to collate them or have a
facilitator do so.
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V. Assessment
1.
2.
Learning Objective 1 is assessed at the conclusion of the Information part of the session.
Learning Objective 2 is assessed at the end of the Practice portion of the session, when
participants are asked to articulate why these rules are important for keeping the camp
running smoothly and campers safe.
References:
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Trainer Material 1: It Could Happen Scenarios

Adapt these scenarios to situations or incidents that have happened in prior camps in your country
or that you think could happen given your setting (for example, if your camp will involve swimming,
ensure there are scenarios on water safety). Write these on 3-by-5 cards and distribute to
counselors during the Practice portion of the session.
Scenario 1
Scenario 2
Two campers from different cabins are

caught sneaking out after hours to meet
each other in the activity room.
One of the campers in your cabin has been

coughing, sneezing, and sleepy all day.
Scenario 3
Scenario 4
A person who says he/she is a campers

parent shows up at camp unexpectedly and
says he/she is taking the camper home.
You notice that one of the campers in your

cabin has eaten almost nothing for breakfast
or lunch for two days.
Scenario 5
Scenario 6
A local restaurant owner shows up at the

camp gate and is demanding money for
providing sandwiches and drinks for a field
trip earlier in the week.
One of the guest speakers for a breakout

session didnt show up.
Scenario 7
Scenario 8
One of the junior counselors notices that a

girl in her cabin is getting teased by several
other girls from a different cabin.
In the afternoon, when there is a rotating

schedule for various camper-choice
activities, one group never seems to return
on time and, as a result, leaves the other
campers milling about and disorganized.
Scenario 9
Scenario 10
Two campers have gone into the water

without life jackets.
You are on a hiking day trip away from the

camp. One of the campers falls and twists
her ankle and is unable to walk.
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Example Staff Roles at Camp

Post signs around the room with the titles of various staff roles written on them. Adapt these titles
to be appropriate for your camp.
Camp Director/Co-Director
Financial Officer
Logistics Coordinator
Floating Counselor
Counselor(s)
Junior Counselor(s)
Schedule Coordinator/Timekeeper
Nurse/Medical Officer
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LEARNING AT CAMP

Rationale:
This session uses the earlier activity of keeping balloons in

the air (See Team Building, Rules, Roles, and
Responsibilities) to explore the experiential learning cycle,
different learning styles, and learning though reflection
activities. Staff members will understand how learning
takes places through experiences and how different
learning styles can be accommodated.
Target Audience:
Counselors, junior counselors, teachers, facilitators
Knowledge of experiential learning cycle and learning

styles; experience with youth camps
Time:
90 minutes
Pre-requisites:
Team building, rules, roles, and responsibilities
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Time: 90 minutes
Facilitator(s):
1. The presenter must be familiar with the experiential learning cycle and learning styles.
2. This session relies on the group experience with the balloon activity in Session 2. If that activity was
not done with this staff, another common experience needs to be substituted.
Materials:
Equipment
1. Flip chart and markers
2. Paper and pens or pencils
Handouts
Handout 1: The Experiential Learning Cycle
Handout 2: Reflection Activities
Trainer materials
Trainer Material 1: Experiential Learning Cycle flip chart
Learning Objective:
1. Reflecting on a previous experiential activity, camp staff will identify at least two possible methods
appropriate for camp activities that will engage campers in creative reflection to promote learning.
2. After examining a model of teacher to learner-centered methods, staff will describe at least two
methods appropriate for a camp setting that are learner-centered.
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Materials:
Notebooks or paper and pens or pencils
Individual Reflection
Participants engage in a reflection activity by thinking about what they learned earlier. The topic
of reflection is revisited later in the session.
1. Welcome participants. Say, Were going to take a few minutes to reflect on what we did in
the previous sessions. Please take out a piece of paper and pen. Id like for you to think back
through the activities, both from our introductions and the keep the balloon in the air
activity. Take a few minutes to remember what happened, and then write down what you
learned by being involved in one or both of them. Youll have 10 minutes to think and write.
2. Participants reflect and write.
3. Call time. Say that we will return to this reflection a little later.

Materials:
Blank flip chart and markers
Flip chart and handouts of the Experiential Learning Cycle
The Experiential Learning Cycle and Learning Styles
Participants use the team-building activity of the earlier session to create the experiential
learning cycle and discuss learning styles.
1. Ask participants to describe the keep the balloons in the air activity. Encourage them to
think through it from beginning to end. (If you wish, you can note the steps they mention on
a blank flip chart, but dont spend too much time doing this.)
2. Reveal the flip chart of the Experiential Learning Cycle. Ask participants to help recreate the
balloon activity and what was done in terms of the steps:
a. Experience Standing in circle trying to keep balloons in the air. Stopping and talking,
and then trying again. People removed; fewer to keep all the balloons in the air.
b. Reflection Discussion about what was going on as they tried to keep the balloons up,
how they felt, what rules they developed, why?
c. Analysis How it could be a metaphor for running a camp. What if the balloons were
campers? What if there were no rules? What if some staff members do not do their
jobs? What did we learn about functioning as a team?
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d. Planning/Application Clarification of rules for camp, roles of various staff members,

roles for everyone, and how to help each other.
3. Ask participants to think about how they like to learn.
a. How many of you like to learning by doing things? If given a choice, would you prefer
to just experiment rather than read or discuss? Did you enjoy thinking about the camp
through the activity we did? (note top of chart)
b. How many of you like to learn by thinking about and discussing something? Observing
someone do something and then talking about it? (note reflection side of chart)
c. Who likes to learn by reading or hearing an expert talk? Would you like to read about
what makes a good team? Would you have preferred to just have been given the camp
rules and roles and responsibilities that we need? (note bottom of the chart)
d. Who liked the idea of creating rules and defining some of our roles and responsibilities
based on our experience with the balloons and applying that to the camp?
4. Remind staff members that all can learn in different ways, and need to, depending upon the
situation. However, most of us have preferences, and so will our campers. Camp will have a
lot of learning activities and experiences. In order to learn from these, we need to help
campers complete the learning cycle by discussing and analyzing what we did, and thinking
about how to apply what we learned.
5. Distribute the Experiential Learning Cycle handout for reference.

Materials:
Reflections written at beginning of session
Reflection Activities
By working with their reflections of the morning sessions, participants see how reflection
activities bring learning to consciousness and enable learners to use what they have learned. It
also shows that individuals learn differently.
1. Remind participants that we started this session with a reflection activity. I asked you to
think about what we did in the morning and then write down your thoughts about it.
2. Ask participants to form pairs and share their reflections.
3. With whole group, ask:
a. Were there any surprises? Did your partner mention things you did not mention or did
you feel differently about what we did earlier?
b. What types of learning was noted?
c. Did anyone have application ideas?
4. Note that Writing is one type of individual reflection. We did group reflection when we talked
about the balloon activity and what we learned from it. These are ways to solidify learning
from experiences. We will be using various reflection activities during camp so the campers will
identify their learning and be able to use it at other times and places in the future.
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Materials:
Notebooks or paper and pens or pencils
Variety of Reflection Activities Possible at Camp
Participants see the wide range of ways campers can be encouraged to reflect on their camp
learning activities, including some that share that learning individually or in groups.
1. Distribute Handout 1: Reflection Activities. Ask participants to quickly read through it and
identify two ideas they think are interesting. Share some of their selections.
2. Ask them to break into pairs again, referring to the camp schedule and the list of reflection
activities. They will have 10 minutes to develop ideas for reflection activities that will help
their campers learn and make the content of the camp meaningful to them. Write them
down on a piece of paper that can be collected at the end.
3. After 10 minutes, call time and ask each pair to share some of their reflection ideas. As a
group, review the activity ideas together:
Of the reflection activities that seemed most interesting to you, what were the parts
that intrigued you? Were they the most fun? The most interactive? Or those that
required the campers to think deeply about the topics?
Note that good reflection activities engage all parts of the learnerlike we discussed
earlierthe hearts, heads, and hands of the campers are all engaged. Can you give
examples of different reflection activities that engage the heart, head, and/or hands?
4. Collect the reflection activity ideas and designate a participant or facilitator to compile and
share them later.
V. Assessment
1. Learning Objective 1 is assessed at the end of the Application portion.
2. Learning Objective 2 is assessed through the development of camp reflection activities in
the Application section.
References:
Nonformal Education Manual [ICE No.M0042], pp. 46-50
Working with CCBI: Volunteer Workbook [ICE No.M0073], pp. 38-40
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Handout 1: Experiential Learning Cycle
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Reflection is any activity that helps learners think about information or an experience in order to be
able to use what they learned from it later or in other circumstances.
Help campers deepen their understanding of themselves and the issues they are addressing through
scheduled reflection time each day. Reflection is often the point at which learning takes place! You can
use journals, art, theater, discussions, role-plays, or games to help facilitate the process.
Reflection can be fun and creative. Campers should have individual time for reflection so they
solidify their learning, as well as time for pair, group, or cabin reflection.
Here are a few of many ideas that might be selected to be incorporated in a camp experience.
Individual reflection activity choices to work on daily
1. Write in a journal each day. Counselors might pose a question for the day: What event was
most important to you today and why? What did you do really well today? What was difficult
for you today and how did you handle it? Guiding questions can also address more global topics,
such as: What kind of leader do I hope to be? How can I show others I care about myself and my
community? How can I make my community and country a better place to live?
2. It Happened To Me. This activity helps campers write their own critical incident. They write
about something that happened that had implications that were bigger than what they thought.
They can use this as a basis for a presentation. For example, maybe they overcame their fear of
speaking to a group today, or they had the opportunity to help someone else complete a task.
By identifying what happened and thinking about why it was important to them, they can learn
more about themselves.
3. Take photos or video or make drawings of activities of the day.
4. Create a personal portfolio or scrapbook that incorporates writing, pictures, and objects that
document the camp experience. Work on it daily.
Group reflection activities (that may lead to a presentation at the end of camp)
Subgroups (cabins, other group designations) can decide what they want to do. Each would involve
group discussion about each days events: highs, lows, learning.
1. Develop a poem, mural, rap/song, or dance that represents what they learned.
2. Create skits, plays, or stories that highlight humorous or memorable events.
3. Develop a time capsule; each day, consider what would best represent that days
activities/learning.
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Individual reflection possibilities for end of camp

1. Write a postcard to a future camper that highlights why he/she should come to this camp.
2. Create an It Happened to Me scenario for the futuresomething that happens because of
their camp experience.
3. Write a letter to a 20- or 30-year-old version of themselves about their hopes and aspirations
for their lives.
4. Develop an action plan for how to share what they learned with family, classmates, and/or
community members.
Reflection activities are a good place to let older campers use their own skills and interests to drive
the way they present their personal learning.
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TEACHING AND PRESENTATION METHODS
Session: Teaching and Presentation Methods

Rationale:
This session reviews different ways to present information

and engage campers in learning. It focuses on several
common methods, encouraging trainers to consider what
each is used for and how to use it successfully. An
underlying goal is to encourage trainers to use a variety of
methods in order to engage different learning styles and
keep the camp schedule interesting. Hopefully, it is
preparation for practicing presentations the following day
or later in the training sessions. Note, this session can also
be incorporated into Training of Trainer (ToT) sessions for
campers if they are to return as junior counselors or
engage in post-camp training activities with their peers.
Target Audience:

presenters
Knowledge of different teaching/presentation methods

and how to link them to learning objectives.
Time:
90 minutes
Pre-requisites:
Learning at Camp, which reviews the experiential

learning cycle and learning styles.
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Session: Teaching and Presentation Methods

Time: 90 minutes
Facilitator(s):
1. The camp schedule and session plans need to be available for this session. If presenters have the
responsibility to determine how they will present the topics, session plans may not be available, but
the topics and objectives for each should be.
2. Given the content and format of the camp, select the teaching/learning methods that will be used. If
additional ones are desired, write similar descriptions to the ones provided.
3. Given the number of the counselor training participants, determine the small group size. Hopefully
you will have enough for at least pairs to work together, though individuals could do the
demonstrations, if needed.
4. Determine which sessions will be assigned to practice the following day. If full sessions will not be
presented, identify which parts the presenters will practice.
5. Allot time in the counselor training session for the camp activity presentations. Giving counselors
time to work in the evening and present the next day is the best option.
Materials:
Equipment
1. Flip chart and at least one marker per participant
2. Paper and pens or pencils for use in demonstrations
3. 3-by-5 cards with names of two methods and one topic on each
Handouts
Handout 1: Teaching/learning methods
Handout 2: Continuum of teacher-centered to learner-centered methods
Handout 3: Camp schedule (if available)
Handout 4: Camp session plans (if available)
Trainer materials
Trainer Material 1: 3-by-5 cards with names of two methods and one topic on each
Trainer Material 2: Flip chart: Sample of one of the 3-by-5 cards
Trainer Material 3: Flip chart: Continuum of teacher-centered to learner-centered methods
Trainer Material 4: Flip chart: Experiential Learning Cycle (from Session 3: Learning at Camp)
1. Following a discussion on learning methods, counselors will describe at least one appropriate use of
a learning method and how to use it successfully.
2. After examining the continuum of learning methods from teacher-centered to learner-centered,
counselors will accurately place at least four teaching methods on the continuum.
3. Given a sample camp session, counselors will develop and deliver one camp activity that activates all
steps of the experiential learning cycle for potential participants.
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Visualization
To get participants to think of a memorable learning experience and what the method of
learning was.
1. Ask participants to close their eyes and think of a personal memory from a camp, club,
school, team, or somewhere else in which they learned something that has been valuable or
important to them. (Pause and let them think. Then give the prompts below.)
a. Picture the setting where the learning took place. (pause)
b. Who was there with you? (pause)
c. What were you doing? What was the activity? (pause)
d.What did they learn? (pause) Why was it important? (pause)
e.What method did the teacher, counselor, or coach use? Think through the process of how
you learned. (pause)
2. Now explain, Open your eyes. Lets take some quick examples: What did you learn? What
was the method? For example, someone might say, I learned the importance of planting
trees when my teacher took us to the tree nursery and we got to see all of the benefits that
trees provide to the environment.

Materials:
Trainer Material 1: Prepared 3-by-5 cards
Handout 1: Teaching/learning methods handout
Flip chart paper and markers
Paper or notebooks and pens or pencils
Considering different methods
Participants work with content and different methods to determine how to appropriately match them.
1. In this session we are going to explore different methods of presenting our camp content
that will engage campers meaningfully and get them excited and passionate about
learning. You will have an opportunity to both demonstrate a technique and be a
participant in some demonstrations.
2. Explain that they will work in pairs or small groups. Reveal the flip chart and explain that
each will get a card with two methods and a topic. They are to think about how they would
introduce the topic and what participants will do, according to the method chosen. For
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example, they might say, Today we are going to think about how we can learn more about
the lives and work of women we admire. This is how we are going to do it. You will form
three small groups
Adaptation: Modify the topics and methods to reflect the kind of topics of your camp and
appropriate methods for your setting and content.
3. Say, For reference, you will have a handout on presentation methods. Look up the two on your
card and make sure you understand how they work. If you need clarification, ask me for help.
Adaptation: Alternatively, you can give the topics only and participants can select any two
methods they might use. The drawback in this adaptation is that many of the potential
methods may not be explored by anyone in the group.
4. Have participants form groups and draw a 3-by-5 card. Distribute the handout.

Materials:
Flip chart, markers
Small Group Activity with Methods
Small groups read their topic and descriptions of two methods given on their cards. They plan
and demonstrate with the rest of the group how they would use the methods with that topic.
1. Give groups 10 minutes to prepare. Have flip chart paper, markers, and paper available for
their use.
2. Ask each small group, in turn, to present their two techniques.
They will only have a few minutes to explain what participants are to do.
After each presentation, ask all participants to identify what the techniques were and
when they can be used. Discuss the differences in the two techniques described and the
particular advantage of each. (Make a list on a flip chart as the different techniques are
demonstrated).
3. After all presentations are done, review the flip chart of techniques. Ask participants if they
would like to add other ones they know. For each addition, ask for a brief description of
what it is and what types of content it is appropriate for.
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Flip chart: Continuum of teacher-centered to learner-centered methods
Handout 2: Continuum of teacher-centered to learner-centered methods
Teacher-centered/learner-centered activities
Participants link the choice of methods to the learning objectives and the amount of learner control.
1. Reveal the flip chart with the continuum on it. Note that some techniques are more
teacher-centered than others.
a. Ask for examples that rely on the teacher to present the information. Put them on the
teacher-center end of the continuum.
b. Ask for examples that are heavily learner-centered and add them to the chart.
c. Distribute the handout. Ask them to pair with their neighbor and add the methods from
the demonstrations to the continuum.
d. If desired, ask for the placement of some of the techniques.
2. Ask participants if any technique can be used with any topic.
a. Discuss the relationship of who owns the knowledge with the technique used. This can
be explained through examples. There are instances in which a subject matter expert is
needed (e.g., teaching how to paddle a canoe, the identification of edible plants, the steps
in writing a story). In these instances, the technique needs will be more teacher-centered.
b. Discuss the relationship of the learning objectives to the technique. For example, explain
that different techniques are required if a participant is expected to be able to express a
feeling through art or if she or he is to describe the ways HIV is transmitted.
3. Remind participants of the experiential learning cycle and different learning styles.
a. Show how all techniques fit with the experiential learning cycle, but may start at
different places. It is important to complete the cycle, so information gained in any
way is processed and applied.
b. Remind participants of different learning styles, and the need to address the
differences by steps in the sessions.
4. Give the assignments for practice teaching the following day.
According to a plan determined in advance, distribute the assignments that give all
counselors a chance to present a short segment of training. Some options:
a. Provide camp schedule and assign topics.
b. Provide session plans and assign one or more person to train parts of the session.
These can be camp sessions and/or sessions for the staff. Two examples for the staff
would be:
Working with Campers
Leadership Development: Young People As Partners
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V. Assessment (10 minutes)

1. Learning Objective 1 is assessed at by the Practice activity.
2. Learning Objective 2 is assessed during the Application portion of the session.
3. Learning Objective 3 is assessed following the session by sample camp activities presented
by the counselors.
References:
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Trainer Material 1: 3-by-5 Cards

Adapt the sample topics to be appropriate for the camp and the campers. Print this page on card
stock and cut out the individual rectangles for use in the session. Alternatively, print and glue on 3by-5 cards.
Brainstorming Discussion
How can we share what
we learned at camp?
Demonstration Discovery
Using items from our surroundings
to teach about recycling.
Group Work Jigsaw

The benefits and challenges of
reading about, interviewing, and
shadowing adults we admire.
Role-plays Skits
The differences between assertive,
aggressive, and passive
communication.
Lecture Interactive Lecture

How HIV is transmitted.
Structured Experience Game

Cooperation vs. competition
Pictures Storytelling
What we learned about [subject]
on our field trip.
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Handout 1: Teaching/Learning Methods

Brainstorming
Description
The purpose of brainstorming is to get as many

ideas as possible in a short amount of time. All
ideas are welcomed and listed before any
discussion of the ideas takes place.
Discussion
Discussions usually have a leader who helps keep
the conversation going. A topic is announced and
participants are encouraged to offer their
knowledge of it, suggestions, point of view,
possible solutions, etc. The leader encourages
participants to respond to each other, raise
questions, and offer alternatives.
Uses
To see what participants know about a topic,

to begin a session.
To generate possible actions, choices
of projects.
To suggest potential solutions to problems.
To share information about a topic,

raise questions participants wish to know
about it.
To offer and consider options for solving
a problem.
To consider how to use information that has
been presented.
To determine how they will carry out
a project.
Challenges
The topic must be something participants can

generate ideas about and are willing to state.
Trainer needs to be able to control the group
and assure that everyone can participate.
Trainer needs to be able to capture ideas
quickly and legibly on a flip chart; can use
a helper.
Trainer must value all contributions and
list them.
A presenter-led discussion, with participants

all facing forward, often becomes a
conversation only with the presenter.
Participants should be talking to each other
as well.
Presenters often call a discussion a
brainstorm, and allow comments and
discussion on suggestions as they are made.
With a large group, only a few participants
may participate.
Suggestions
Explain the rules: all ideas welcome; no

discussion until list is finished; listen to others
and expand on, piggyback on ideas; express
alternative idea if you disagree.
Set a short time limit (e.g., 5 minutes).
Encourage participants to call out ideas;
perhaps have each person make one
suggestion initially, then everyone can
add more.
Once list is done, ask everyone to read it and
ask questions if they dont understand
something; see how it pertains to the subject.
Do something with the list: depending upon the
purpose, you may group items to be discussed in
small groups and determine short-term to longterm solutions/projects, etc.
If possible, arrange seats in a circle so

participants can see each other. This
contributes to conversation between
participants and not just the leader.
If a group is large, break into small groups to
discuss and have participants report out, so
more people will have a chance to talk.
Have a purpose for the discussion and use
the results.
If one solution or course of action must be
decided, be sure the discussion includes the
pros and cons of all ideas, and that there is
some method for choosing the final option
perhaps by voting.
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Demonstration
Discovery
A knowledgeable or skilled person demonstrates

how to make or do something. Participants
watch and listen to learn; they must have time
to practice to gain the knowledge or skill.
Participants have a project or a task that can be

done in a variety of ways. They can be creative in
the way they do it. Or, an activity is set up to be
done first, with the learning coming in a discussion
about what happened after the activity.
Uses
To teach something that has a specific

sequence or correct way it must be done.
To model something that needs more than
visuals, such as a foreign language or a song.
To teach specific skills, such as making paper
mach or making a cake.
To encourage participants to be creative in

their approach to a task, rather than
proscribing a process, such as how to use items
in their environment to create a learning aid.
To learn through deduction after an activity,
rather than learning the principles first.
Challenges
The person modeling must be prepared to

do it correctly.
The demonstration should be slow enough
and with enough explanation to be
understandable.
All participants need to be able to see
and hear.
The task must be appropriate for

creative solutions.
An activity chosen must provide the
lessons desired.
Suggestions
Arrange seating or standing so all

participants can see and hear.
Practice the demonstration with a few
participants to make sure it is clear.
If there are many steps, prepare a handout
to use following the demonstration.
Have sufficient supplies, if participants are
making something, to enable practicing the
skill several times.
Ensure that participants have the requisite

skills/knowledge to create a solution or do a
task in a creative way.
If using an activity to teach something, practice
it with a small group to make sure the lessons
can be deducted.
Description
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Lectures
Description
The presenter provides all the information

verbally, perhaps with the use of visual aids.
Participants are passive recipients only.
Interactive Lectures
Interactive lectures are presentations that have
short activities before, during, or after to help
focus participants attention, and provide
individual or group reflection on the content
being presented.
Uses
To transmit facts or theory in a succinct

matter.
To make sure all participants receive exactly
the same information.
Often the preferred method of subject
matter specialists, guest speakers, panelists.
Prior to a guest speaker, participants might

brainstorm what they know or think about
the topic.
Prior to a lecture, participants might take a
short true/false test (3-5 items) to focus on the
major points that will be covered.
Prior to the presentation, participants in
groups can be asked to listen for specific
information or listen from a specific point of
view (e.g., Listen as if you are mothers in the
family, if you are health workers in the
community, if you are fishermen). After the
presentation, each group reports back.
After a portion of the lecture, the presenter
could stop and ask participants to write down
what they just learned, or ask them to turn to
their neighbor and ask a question about, or
discuss, what they just heard.
At the end of the presentation, individuals are
assigned to do something: create a question,
draw a representation of a learning point, etc.
Challenges
Attention span of audience is often

overestimated.
Listening alone is not a very effective
learning method.
If you are having guest speakers, you need to

know what their learning points are to plan
some types of activities.
Guest speakers may not want to pause during
their talk.
Suggestions
Add visuals, if possible.

Limit presentations to 10-15 minutes.
Follow up with discussion, handouts for
reference.
Consider an appropriate activity, given the

participants and the content of the lecture.
Help presenters find appropriate places in
their talk to pause and let you introduce a
short reflection activity.
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Group Work
Description
Topics, questions, or tasks are assigned to

pairs or small groups. What they are to do
must be clear and the task must be doable,
given their knowledge and skills.
Groups may be predetermined in order to
spread more knowledgeable participants
around, to split up unproductive groups, etc.
Predetermined groups cut down on the time
needed to form groups.
Jigsaw
There are two phases of this small group
technique. First, each small group has a different
topic or aspect of the content. For example, five
different groups may each have a method of
gathering information to explore. They may read
something and discuss, or simply share their
ideas. Each member of the group must have a
good understanding of the topic. Then, new
groups are formed with one member from each
of the first small groups. Each member of the
new group then shares the information gained in
the first group.
Uses
To have participants share their

knowledge and skills with each other to
accomplish a task.
To involve more participants in discussion
because of fewer people involved.
To generate next steps or applications of
knowledge gained through other methods.
To have every participant become responsible

for learning and sharing information;
everyone becomes an expert.
To learn more information in the amount of
time by dividing up the responsibility of
learning parts of it.
It can be used by subsets of information,
different views of an issue, or the separate
steps in a process.
Challenges
It takes time to organize groups and get

them all working.
The task must be very clear, and how the
group will report their work must be
explained.
Trainer must circulate to answer questions
and keep group on task.
If all groups are working on the same task,
the report out may become very repetitive.
The topic must be appropriate to dividing it

into segments.
Each initial groups learning must be doable in
the time available for all group members.
Some participants may be less able to share
their initial groups task, making the overall
sharing of knowledge unequal.
Suggestions
Plan all details in advance, and give all

instructions before participants begin to
form groups.
Have assignment on a handout or a flip
chart that is readable from where all
groups are seated.
Carefully consider the report out stage,
based on what is needed. If all ideas are to
be compiled, create one flip chart record
with each group adding one idea until all
are exhausted.
Consider having groups create flip charts of
their work, post them around the room,
and have a gallery walk where all groups
see what each other has done.
Use only when different groups can learn a

portion of the information.
Prepare materials for each group that clearly
focuses on its part of the task.
Monitor groups, both first and second, to make
sure tasks are getting done, and that everyone
in the second group has a chance to share.
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Skits
Role-Plays
Skits are short dramas that participants create

to demonstrate points or issues in a dynamic,
entertaining way. The acting is usually
spontaneous, though what is supposed to
happen is planned; written scripts are not
usually made for skits. Once developed, they
can be repeated for different audiences.
Role-plays are interactions between two or more

individuals who are playing prescribed roles. Roleplays simulate real life experiences, like
conversations between youth, youth and adults,
interviews, etc. Participants receive background
information on what they are do, such as practice
questioning skills, or who they are supposed to be,
such as the mother of a 12-year-old girl who wants
to have a serious relationship with a boyfriend. The
interactions are spontaneous but are to be in role.
Uses
To raise issues (e.g., problems youth have

in the community).
To explore attitudes and feelings.
To illustrate content presented by other
methods.
To explore solutions to a problem.
To apply information gained in sessions.
To summarize learning over a period, such
as the length of a camp.
To practice skills that have been taught, like

listening skills, assertive communication, and
interviewing skills.
To provide an example at the beginning of a
session of content that will be elaborated on
during the session.
To provide participants with a chance to see
the consequences of their actions as it relates
to others.
To provide participants a chance to see how
they might feel/behave in a given situation.
To practice social interactions.
To explore alternative solutions to a situation.
To help change attitudes.
Challenges
Requires preparation and practice time.

Shy participants may be reluctant to
participate.
Needs appropriate processing and follow-up.
Some participants may be reluctant to participate.

Trainers need skills in stopping and debriefing
role-plays.
If multiple role-plays are used
simultaneously to practice skills, all groups
cannot be monitored.
Suggestions
Provide the topic/issue for the skit

and participants create the characters and
the action.
Allow the participants to introduce their skit.
Following the skit, ask observers key
questions to bring out the purpose, learning
points, points of view.
Participants may discuss their skit with their
fellow participants, answering questions
and clarifying actions.
Plan role-plays carefully, with specific

learning objectives.
Create role sheets that participants can work
from. Give participants time to read and think
about them. Coach, as necessary.
Set the scene for the role-play: where people
are, what they are doing, etc.
Leave role-players in place after stopping the
action. Ask the players key questions about
their reactions and observations.
Ask observers key questions related to
the objectives.
De-role role-players at end, asking them to
leave their roles behind and join the rest of
the group.
Description
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Description
Pictures
Storytellling
Pictures from photos and magazines, as well as

pictures drawn by participants, can be used in
various ways. Commercial pictures can be chosen
to metaphorically represent how participants see
themselves in various roles, to create collages or
murals to represent topics or learning. Participants
can draw their reactions, representations, and
ideas rather than writing them.
Stories may be pre-selected for use in a session.

Stories also may be written by participants prior
to, during, or following sessions to share
experiences, focus their thinking about a topic or
issue, or reflect on the learning.
Uses
To engage right mode preference of expression.

To encourage creativity and metaphorical
thinking, such as designing a personal or
group logo.
To express feelings about a topic, reactions
to a session or presentation, such as creating
posters or a mural.
To introduce participants through their
selection of a picture that represents them in
some way (e.g., animal, scene).
To raise awareness of problems and issues.

To share participants experience and points
of view.
To encourage engagement and creativity.
Challenges
Some participants may be reluctant to draw.

Some may find difficulty in thinking in
metaphors.
Some participants may not wish to share

personal stories.
Some may feel they cant write stories.
Some may find it difficult to analyze stories.
Suggestions
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Keep an ongoing collection of pictures:

calendars, post cards, magazines, etc.
Consider whether the pictures you provide
for an activity need action in them or can just
be objects.
If writing stories is new to participants,

providing prompts might help, such as describe
the person and what he/she does every day,
then something happens, and, as a result,
this/these thing(s) happen, until finally ).
Let groups create scenarios or situations for
others to analyze or solve.
Participants can write about the future,
based on what they have learned or
experienced in class.
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Structured Activities
Games
A structured experience is any activity set up

to meet a learning objective. It can be
conducted in a classroom or out-of-doors. It
requires a task and debriefing of what
happened and how it can be used. Examples
include creating a group identify (perhaps a
name, logo, song, etc.), developing potential
camp rules by mapping the campsite and
thinking about safety and security in each
place, or having a scavenger hunt to locate
certain types of items.
Games have multiple players, rules, competition

or cooperation, and an outcome or goal that can
be measured or scored.
Uses
To make the initial aspects of camp

procedures more interactive.
To learn concepts or content through
active learning.
To encourage participants to learn by
using all of their senses, creativity, and
imagination.
To make a point, such as teamwork,

competition vs. cooperation, etc.
To review content, such as using variations
on Jeopardy or Concentration.
Challenges
Be sure the activity planned meets the

learning objectives.
Some participants may not feel
comfortable with some tasks due to prior
experiences or learning style preferences.
It is time-consuming to create new games

and they need to be tested to see if they
reach the learning objectives.
The energy from competition may mask the
learning or reinforcement and create an
environment not desired at the camp.
Suggestions
Create groups that provide a range of skills.
Description
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Consider using the frame of existing

games, changing any of the parts to make
them useful for your purpose: pairs or groups
instead of individuals, modify some rules,
make it cooperative rather than competitive
(manipulate the scoring to reward
cooperation), etc.
Conduct a debrief that addresses the learning
points. Debriefs usually have three parts:
what? (what happened, how did you feel); so
what? (what did we learn); and now what?
(how can we apply or use what we learned to
other situations).
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Handout 2: Learning Methods Continuum

TeacherCentered
LearnerCentered
Learner
Centered
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HEALTH AND SAFETY OF CAMPERS
Session: Health and Safety of Campers

Training Package:
Part 1: What Type of Camp?
Rationale:
In this session, the camp staff explores the entire camp

environment to determine what health and safety issues
must be considered. If the camp includes off-site hikes or
field trips, those venues need to be explored as well,
though probably in advance of this session. The results of
their exploration and discussion should be a plan for
corresponding with parents of campers, safety and health
rules for the camp, and roles and responsibilities for all
staff members to maintain the campers health and
safety, including a plan to handle emergencies. The
session aims to build collective ownership among staff
members for maintaining health and safety of the camp.
Target Audience:
All camp staff members
Experience with camps
Time:
120 minutes, although this may vary depending on the

geographical area of the camp and the extent of activities
that the camp will include.
Pre-requisites:
None
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Session: Health and Safety of Campers

Time: 120 minutes
Facilitator(s):
1. The camp director (and other camp planning committee members) need to visit the site and gather
whatever information is available, such as maps, site rules, venues at the site that will be used,
security, location of nearest medical facility, telephone or cellphone reception, etc.
2. Arrange for a time that all camp staff members can be on-site for staff training, if possible. At a
minimum, the camp planners need to do this exercise on-site. If being on-site is not possible for all
staff members, plan to do this session with other staff members based on the campsite maps and
information gathered by those who do visit.
3. If the site is large and there are venues not being used, prepare a list of what will be used.
4. Using the identified campsite, prepare answers for the what to look for handout ahead of time, to
ensure major safety issues at each site are addressed by the groups and not missed.
Materials:
Equipment
1. Flip chart paper, markers
2. Notepads and pens
Handouts
Handout 1: Campsite rules (from campsite owners)
Handout 2: Map of campsite (prepared by facilitators ahead of time)
Handout 3: List of campsite venues being used (prepared by facilitators ahead of time)
Handout 4: What to Look For
Handout 5: Health and Safety at Venues
Trainer materials
Trainer Material 1: Flip chart: What to Look For (use handout as model)
Trainer Material 2: Health and Safety at Venues (use handout as model)
Learning Objective(s):
1. Using the physical campsite as the venue, staff will identify all physical areas of the camp and any
health and safety issues related to each.
2. After reviewing the camp policies and procedures, staff will determine the roles and responsibilities
of various staff members in reference to health and safety, including the steps for handling
emergency situations.
3. Following a review of the camper training session, staff will demonstrate the ability to facilitate at
least one component of camper health and safety training.
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Materials:
Flip chart: What to Look For
How to Ensure Camp Will Be Fun
Camp staff members engage in a discovery activity.
1. Explain that a key area of planning to ensure that campers will have fun and accomplish
their learning goals is to think about their health and safety at the site. Thinking about
health and safety should not be something campers have to dwell on, if the staff has done
the necessary preparation in advance.
2. Ask: Do you want to go on a scavenger hunt? Note that this session is going to be a
discovery activity for staff members, a sort of scavenger hunt, which should be both
educational and fun. At the end we will have the information we need to run the camp safely.
3. State that staff members will form small groups (from 3-5) and explore the campsite (either
in person or virtually). As the groups visit the different venues, they will look for and identify
items on the flip chart (reveal flip chart).

Materials:
Notebooks and pens
Handouts:
Map of Camp, What to Look For, List of Venues Being Used (optional)
Flip chart paper, markers, tape
Scavenger Hunt
Staff members visit all venues and consider health and safety issues at each.
1. Distribute the handouts Map of Site and What to Look For (If it is a very large site and
not all of the venues will be used, distribute the handout List of Venues Being Used).
2. Tell participants they will have 30 minutes to explore the campsite and gather information.
If there are water venues that will involve swimming or water sports, draw their attention to
these areas as in need of special attention and focus. Adjust this time according to how big
the geographical area is and the extent of the activity venue.
3. Ask staff to separate into groups of three to five members. Once groups are formed they
can begin.
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Scavenger Hunt Group Discussion and Report Out

1. Have members of each group discuss their notes about the various areas of the camp and
prepare to report out.
2. Conduct report outs like this: One group identifies one venue and gives its observations
about it. Other groups add any additional information. Notes should be made about each
venue on a separate flip chart. Then a different group gives another venue and its notes.
Continue until all areas are reported on. Hopefully some groups will note any issues
between venues as well, such as growth besides the paths, which may include poison ivy.

Materials:
Flip chart: Health and Safety at Venues
Handouts: Health and Safety at Venues, Rules and Procedures, What to Look For
Venue Groups Solidify Information and Draft Rules
1. Post flip charts of venues with notes around the room.
2. Say, We will form new groups to solidify information and draft any additional rules we think
are necessary.
Notes:
If there are too many different areas to form separate groups, have groups work on more
than one venue, such as housing and dining hall, sports venues, etc. If possible, have camp
director and at least one other administrative staff member form their own group and
address any overall issues that may still need to be finalized or confirmed related to medical
procedures, notifying parents in case of illness or energy, ensuring the nearest medical
facility is notified about the camp, etc.
3. Reveal a flip chart of the information on handout Health and Safety at Venues. State that this
is what they are to determine for each venue. They should also incorporate any rules or
procedures that the campsite has. Distribute handouts.
4. Tell staff members theyll have 15 minutes to develop the information for their venue.
Someone should take notes on a flip chart. They should divide themselves into groups
around the flip charts and begin.
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Materials:
Flip chart paper, markers, tape
Gallery Walk and Discussion
1. Post flip charts with groups recommendations and have everyone circulate and read them.
2. Review each, asking if there are any questions, suggested modifications, or additions.
3. If there are campsite rules and procedures, make sure they have been incorporated.
Summary and Next Steps
1. Camp director (or other facilitator) should thank the group for its work.
2. Review the activity as it relates to helping campers prepare for learning rules regarding
health and safety. Will there be modifications to how campers are oriented to any of the
sites or venues based on the assessment they conducted in this session?
3. As a group, walk through the activity, as it could be replicated for campers on the first day
of camp. Note modifications or changes that will need to be made.
4. Reiterate the staff procedures in place for health/medical emergencies that may arise with
campers or other types of emergencies. Ensure everyone is clear about their roles.
5. Describe next steps. For example, the camp administrators will
a. Draft a letter to parents about what medical information they need to send in advance,
and any clothing or other items campers should bring. (If this training is being conducted
well in advance of the camp).
b. Consolidate camp rules that will be shared with campers. (Refer to the earlier session
where they developed strategies to orient campers to rules regarding maintaining
health and safety).
c. Consolidate roles and responsibilities of all staff members related to safety and security.
V. Assessment
1. Learning Objective 1 is assessed through the scavenger hunt and resulting flip charts
compiled around each of the camp venues.
2. Learning Objective 2 is assessed through the group discussion in the Practice part of the session.
3. Learning Objective 3 is assessed through the group discussion and review in the Application
part of the session, as well as in the camper health and safety orientation counselors will
help implement.
References:
American Camping Association. Risk Management. http://www.acacamps.org/knowledge/risk.
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Handout 4: What to Look For

Get to know the campsite, visiting each of the areas campers will use, including housing, dining
room, meeting rooms, activity areas, sports areas, etc. Areas involving water sports or swimming
are of special concern and deserve specific attention. As your group explores, look for and note any
1. Safety considerations related to this venue:
2. Health issues for campers at this location:
3. Staffing issues (such as the need for more than one staff member when the venue is in use or
the need for staff members with special skills or certifications [e.g., swimming, lifeguarding,
CPR/first aid] in order to manage this station or area):
4. Need to create rules for being there, using the facilities?
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Handout 5: Health and Safety at Venues

Health and Safety at: ____________________
(note venue)
Discuss the input from all the groups and your own experience, and address the following:
1. Any issues that require camper preparation or disclosure. (For example, what health or medical
information parents should provide prior to the camp, and what clothing or items campers
should bring.)
2. Should there be any rules related to this area? If yes, draft them.
3. Are there any particular things staff should know regarding this venue? (For example, do certain
staff members need to be responsible here, is there a need for more than one staff member to
be at this site when its used, do they need training *such as first aid], information that needs to
be shared with the camp director, medical official?)
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WORKING WITH CAMPERS

PART 1: POSITIVE COMMUNICATION FOR POSITIVE BEHAVIOR
Session: Working With Campers Part 1: Positive

Communication for Positive Behavior
Rationale:
One of the essential components of a high quality,

transformational youth camp are caring and competent
staff members who engage campers in meaningful
learning opportunities and create interactions that
support personal growth. In this session, participants
develop some specific strategies to communicate with
campers in ways that will help campers develop positive
qualities and behaviors.
Target Audience:

presenters
Knowledge and skills for working with young people,

including handling difficult group members.
Time:
90 minutes
Pre-requisites:
None, though experience working with youth is helpful.
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Session: Working with Campers Part 1: Positive Communication for Positive Behavior
Date:
Time: 90 minutes
Facilitator(s):
1. Write four brief messages on a sheet of paper or an index card, enclosing each in an envelope
numbered from one to four. The envelope messages are provided in Trainer Materials 1. The
messages are taped under chairs in four different parts of the room.
2. Review the strategies described in the information section. Review the examples provided and
ensure understanding or develop more culturally relevant examples.
Materials:
Equipment
1. Flip chart paper, markers, colored pencils, tape
2. Paper, pens/pencils
3. Index cards, envelopes, tape
Handouts
Handout 1: Super Camper Note
Trainer materials
Trainer Material 1: Envelope
1. After generating a list of positive qualities for campers to develop, participants will identify at least
three behaviors that would demonstrate these positive qualities.
2. Using either a verbal or written strategy, participants will demonstrate at least one example of a
positive communication technique they can use with campers that will support positive behavior.
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I. Motivation (20 Minutes)
Materials:
Prepared papers in envelopes, tape
Flip chart paper, markers
Notebooks/paper
Where do we want to go?1
Participants identify the positive traits they want campers to develop throughout camp.
1. As the session begins, the facilitator teaches the group this hand-clapping sequence: Two
claps, three claps, four claps, followed by the cheer, Lets go!
2. After doing this several times and raising the level of volume and energy, write on a blank
sheet of flip chart paper: Go where?
3. State that to answer this question, we will need four helpers. Lead an enthusiastic
countdown from 5, at which point everyone then stands and looks under their seats. If
they find an envelope taped there, they come up front, where they read the contents of the
envelopes in numbered order.
These are the four messages they read slowly, in order, and in loud and clear voices:
1. Whats the destination of our camp? In other words, at the end of camp, in what positive
ways do we want campers to have changed?
2. So the first thing we have to ask is, What qualities do we want to build in our campers?
One example might be the quality of confidence.
3. Then we have to be specific and ask, What do these qualities look and sound like when
people have them? These are what we can call behavior examples. These are the specific
things we want campers to do and say to show that they have more of these great qualities.
4. So, for example, if we want them to be more confident, we need to figure out what
confident people say or do. One example of what they do is to try harder things. Examples
of what they say when they are confident include: Ill try it! or I can do it!
5. Lead a round of applause for the four readers as they return to their seats.
2012 by Michael Brandwein. All Rights Reservedused with permission. www.michaelbrandwein.com
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6. In a brief discussion, ask participants to generate a list of positive qualities they want to
produce as a result of the camp experience.
Write confidence on the flip chart. That was the example one of the readers provided.
Write responsible as a second example.
7. Ask each participant to take two minutes and write down her or his own list of other great
qualities. Add to the list weve started. There are no wrong answers.
8. Then ask for volunteers to mention items to add to the list on the flip chart. Pages from the
flip chart should be taped on the wall as they are filled with these positive qualities.
9. Add additional qualities as part of this discussion if participants do not mention those that
the facilitators feel are most important. Here are some examples that are excellent to have
on the list:
a. Confident, respectful, cooperative team player, helpful, caring, smart, creative, curious,
hard-working, determined, good listener, outgoing, responsible, trustworthy, honest,
compassionate, friendly, optimistic, dependable, good problem-solver, courageous,
peaceful, patient, sense of humor, organized, and a leader.
10. Conclude the discussion by saying, These are our positive expectations. To make these
come true, we have to be specific about what behaviors young people need to meet these
expectations. As we move through this session, we are going to talk about strategies that
can help us bring about positive behavior in campers.
II. Practice (20 minutes)

Materials:
Index cards, pens/pencils
List of desired qualities
Connecting positive qualities to positive behavior2
Participants identify some of the behaviors that young people can show that demonstrate the
positive qualities they identified above.
1. Start this part of the session with the following. When we know the behaviors we want to
teach, it will be easier to teach them.
2. Provide each participant with three blank file cards. He or she looks at the posted flip chart
sheets plus his or her own list of desired qualities (made in Part One above). The participant
picks three of these that he or she feels would be the most important positive changes to
see in the campers. There is no wrong answer to this. Each quality is printed at the top of a
file card, one per card, so each card is different. Approximately 90 seconds should be
allowed for this segment.
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3. State the directions: For the next eight minutes, each person stands and moves around the
room with the three cards and a pen.
The person finds another person to serve as a quick partner.
They introduce themselves with eye contact and a handshake, whether they already
know each other or not.
Partner A announces a quality from one of his or her cards and asks partner B for a
behavior example a specific thing that a young person could say or do that would
show that they have this quality.
For example, if the quality was respectful, a behavior example might be saying
please and thank you or asking permission before touching or using another
persons things.
Partner A writes the behavior example on that quality card.
Then roles are reversed: Partner B presents a quality card to get a written behavior
example from A.
Now they shake hands and raise their hands to find new partners. Important: Putting
their hands in the air helps others know they are looking for partners.
During the time period, and from various partners, each staff person should try to get at
least one or two behavior examples for each quality card.
Note: After explaining the directions, ask for someone to repeat them back to ensure
clarity and understanding.
4. The facilitator moves about the room during this activity, reminding people to introduce
themselves every time and to do their best to be very specific. The behavior examples have
to be conductthings that we would actually observe a young person do or say.
5. The facilitator also helps people find new partners. If one is not immediately available, the
facilitator can participate as a partner.
6. As a bonus, partners can also compare their quality cards. If they have an identical quality,
they can trade behavior examples they have already collected.
7. When this part of the activity is concluded, the staff should divide into groups of about four
to five people. Ask the groups to do the following:
Group members share their selected qualities and behavior examples.
After this is completed, they further practice their abilities by playing the following
game for about two minutes: One person says, This is my behavior _____________
(naming a behavior example from one of her or his cards). What is my quality?
To further challenge staff, the facilitator can reverse the activity and ask people to state
one of their qualities and ask fellow group members to give examples of behavior for it.
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III. Information (20 Minutes)

Materials:
Strategies that promote positive behavior3
Participants explore several methods of interacting, teaching, and communicating that help
campers develop positive qualities and behaviors.
1. Explain, Now that we know what behaviors we want to teach as part of the camp
experience, lets talk about three ways to do this. Write on flip chart paper:
Discovery learning
Modeling
Praise
2. Explain each of the strategies. Discovery learning means we do activities that are
designed to help campers learn the behaviors from experience.
Ask if any of the participants can identify an example of discovery learning. If they are
unable to provide one, give the following example (or another appropriate one from the
camp schedule).
Example: If a cabin is asked to accomplish a task together which requires teamwork,
cooperation, and good communication skills in order to accomplish the task, we are
practicing discovery learning by asking the campers to do the activity, and then
processing the activity with the group and asking them to think about what they learned
by working as a team.
Another simple example could be when we deliberately have fewer tools to use in a
craft activity so campers have to share, we can talk to them about behavior examples of
cooperation and teamwork, such as You can use this if I can use that and Can I
borrow this for a minute? Ill give it right back
3. Modeling means that when we do the behavior and provide an example that shows the
great qualities, our campers will learn from our example.
For example, when we as staff members remember to say please and thank you and
excuse me, it increases the chances that our campers will do so.
As another example, note that when staff members immediately quiet down and dont
speak when a leader is in front of the whole group, the campers see this respectful
behavior and are more likely to use it themselves.
Ask participants to identify other examples of behaviors that we can teach by example.
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4. Praise is positive communication that gives information to campers about what we value
in our environment in and out of camp. Write on the flip chart: The most effective praise is
specific. It mentions the specific behavior that we are valuing. Instead of saying, Good
job! we want to say what it is the camper did that makes it good. We want the focus on the
behavior, so that this behavior can be repeated and also copied by others. Its also helpful to
teach the campers a label for this kind of behavior so they know what it is called. Finally,
praise can be capped off with a nonverbal celebration like a high-five, bump, smile, a
respectful handshake, and so on. It can also be in the form of a written Super Note, which
will be explained later as a quick, simple method to provide praise to campers and reinforce
positive behaviors.
Read aloud these examples of specific praise and ask everyone to repeat them.
Adaptation: Provide the example as if one of the participants is a camper.
Example One
Youre trying this again. Youre really persistent. Thats how we learn to do hard things. High
five! (Notice we just say what the camper did and then we give it a label to show what we call
it. And we added a few extra words to show that its valuable in learning to do hard things.)
Example Two
You can do this by yourself now. Youre getting much more confident about this. Nice work!
Example Three
Youve been waiting for a turn. Thats really patient. Thanks. I appreciate that.
Example Four
Youre starting to clean this up before I had to ask you. Thats really being responsible.
Thanks. This is what leaders do. They do what needs to be done even without being told.
5. Following the examples, lead a brief discussion with some of the following questions:
How does it feel when someone gives us a specific, credible compliment?
Why do you think this strategy, which asks us to be specific and intentional in our praise
is more effective than being general, such as saying, you did great.
What effect does this have on what campers believe about themselves, and why is this
important?
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Materials:
Pencils/pens,
Practicing Positive Communication
Participants use the strategies described in the previous section to provide specific praise to
campers.
1. Ask participants to take a few minutes to practice using specific praise in their groups. One
at a time, they look at one of their group members, use that persons name, and say one of
the behavior examples on the cards. Then they label it using the quality on the card. For
example: Bonita, you figured out a new way to play this game. Thats really creative!
Excellent!
2. After the group members have each had time to practice with each other at least once,
explain that in camp, we will do this with our campers all the time. While it may seem
somewhat forced or contrived at first, with practice it will seem natural and they should
quickly see the impact it has on the campers.
3. Explain that in addition to using these verbal strategies, they can also reinforce positive
behaviors through written feedback. One strategy is a Super Camper Note. Explain,
When we see or hear a camper doing something well, trying really hard, or displaying a
positive quality, we can give them a super camper note. We can also do that among
ourselves as staff members, which we will practice now.
4. Distribute Handout 1: Super Camper Note. Quickly explain that the super camper note is a
way to recognize any camper in a significant way. It can be for a great accomplishment, such
as a shy camper performing in the talent show, or as simple as a messy camper
remembering to make his or her bed on his/her own. It is important for staff members to
recognize the unique contributions, accomplishments, and areas in which campers
demonstrate progress individually. Remember to be as specific as possible about the
behavior that is valued. What did the camper do or say that demonstrated a great quality
and what do we call that quality? For example,
Super Camper Note: Bonita, you are a super camper because even though you were
nervous about singing in front of the group, you showed great courage, and let your
talented singing shine for everyone. It was amazing!
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5. Each person partners with another and writes him/her a super counselor note on the back
of his/her card.
a. Partners share their notes with their partner
b. Ask, How did it feel to give a Super Camper/Counselor Note? To receive one? Note that
affirming positive qualities and behaviors is one of our most powerful tools in helping
campers succeed, making the camp experience transformational, and for heading off
problem behaviors before they happen.
6. Conclude the session with the following discussion questions:
Can you remember a time when someone noticed something you did well and told you
so? What impact did that have on you?
How can we help and support each other as staff members to remember to respond
with specific praise to campers when they are doing something well?
Learning Objective 1 is assessed by the activity in the Motivation portions of the session.
Learning Objective 2 is assessed in the Application section in which participants both verbally
practice providing praise to each other and write a Super Camper Note.
References:
Michael Brandwein. www.michaelbrandwein.com
Brandwein, Michael: Training Terrific Staff, 1999
Brandwein, Michael: Training Terrific Staff, Volume II (2008)
Brandwein, Michael: Skill of the Day: What Great Leaders of Young People Do & Say (2011)
Brandwein, Michael: Building Best Behavior (to be published February, 2013)
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__________________________________________________
Is a super camper because
Signed: ____________________________
___________________________
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Trainer Material 1: Envelope Messages

1. Whats the destination of our camp? In other words, at the end of camp, in
what positive ways do we want campers to have changed?
2. So the first thing we have to ask is, What qualities do we want to build in our
campers? One example might be the quality of confidence.
3. Then we have to be specific and ask, What do these qualities look and sound
like when people have them? These are what we can call behavior examples.
These are the specific things we want campers to do and say to show that they
have more of these great qualities.
4. For example, if we want them to be more confident, we need to figure out
what confident people say or do. One example of what they do is to try harder
things. Examples of what they say when they are confident include: Ill try it!
or I can do it!
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WORKING WITH CAMPERS PART 2: MANAGING BEHAVIOR
Session: Working With Campers Part 2: Managing Behavior

Rationale:
Part 2 of the Working With Campers session helps

caring and competent staff members develop the skills
needed to identify and address disruptive camper
behaviors before they arise. In this session, participants
develop some specific strategies to proactively manage
disruptive behaviors to turn them into learning
opportunities that support personal growth.
Target Audience:

presenters
Knowledge and skills for working with young people,

including handling difficult group members.
Time:
90 minutes
Pre-requisites:
None, though experience working with youth is helpful.
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Session: Working with Campers Part 2: Managing Behavior

Date:
Time: 90 minutes
Facilitator(s):
1. Review directions for Zip Zap Zop.
2. Prepare flip chart: Tree trunk and roots. Cut out enough tree leaves for each participant to use at
least one.
3. Prepare flip charts: 1) Proactive/Preventative, 2) Early Onset
4. Prepare flip chart: Behavior Management Process (See the Information section for the outline to
include in flip chart.)
5. Review scenarios in both the Practice and Application sections. Adapt or change them to adhere to
the camp. If any new scenarios require review or discussion of camp rules with the director or
administrators, do so before the session to be clear about the expected response from counselors.
Materials:
Equipment
1. Flip chart paper, markers, colored pencils, tape
Handouts
Handout 1: Behavior Management Process
Trainer materials
Trainer Material 1: Flip chart with tree (draw trunk, branches, and roots but no leaves). Cut leaves
(one per participant) from colored paper.
Trainer Material 2: Flip charts with titles: 1) Proactive/preventative; 2) Early onset; 3) Describe, label,
praise (written down the page); 4) Managing disruptive behavior (see Part II)
1. After developing a list of proactive and early onset behavior management strategies, participants
will apply at least one of these strategies to a given camper behavior scenario.
2. Using a behavior management process, participants will work in teams to develop at least one
positive strategy to manage unwanted camper behaviors in sample camp situations.
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Materials:
None
Proaction and Redirection
The purpose of this activity is to understand why children misbehave and to understand what
we can do to minimize unwanted behaviors and deal with them when they do occur.
1. Begin the session with a game of Zip Zap Zop. Explain the directions for Zip, Zap, Zop:
Stand in a circle. Someone begins by pointing to another person in the circle and saying
Zip! That person then points to yet another person and says Zap! That person points to
another person and says Zop! This continues, but the words must be said in order: Zip, Zap,
Zop. If someone makes a mistake and says a word out of order, that person is out of the
game. Out means the participant must leave the circle.
2. As the game starts and progresses, make the participants that are out stand outside of
the circle and observe whether they continue to pay full attention to the game or if
instead they get distracted or talk to each other. Use these observations in the discussion
a few minutes later.
3. After a few rounds, play the game a second time with different rules. Out means you
move into the center of the circle, sit down, and try to confuse the other players by shouting
Zip Zap Zoom.
Ask, Which version of the game is more likely to result in unwanted behavior? Why?
Ask, How should we adapt our camp activities to avoid unwanted behaviors?
Adaptation: This game can also be substituted for another quick icebreaker in which
participants get out if they make a mistake.
4. Explain that setting up the rules of the game to keep all the kids active and engaged, even
when they are out, would be considered a proactive method of managing behavior. This
means you are anticipating and heading off opportunities for negative behavior before it
even happens.
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Materials:
Trainer Material 1: Flip chart of tree with roots drawn (roots covered)
Flip charts: 1) Proactive/preventative; 2) Early onset; and 3) Behavior Management Process
1. Transition from the last activity: Say, From the games we have just played, we saw that
there are many things we, as facilitators or counselors, can do to prevent unwanted
behaviors from occurring. Now we are going to explore some of the behavior issues that
may come up in camp and look at some strategies for both preventing them and dealing
with them.
2. Reveal the flip chart with a drawing of a leafless tree (with the roots covered). Present the
tree to the group, saying they will be adding the leaves to this tree.
Divide participants into three groups and give each group a set of leaves. On each leaf,
tell participants to write an example of a behavior (an action) that we dont want to see
at camp (an undesirable behavior).
Give groups five minutes to discuss and write and then ask each group to present (no
repeats). As they present, they put a leaf on the tree.
3. Explain that the tree is the child and the behaviors are the leaves. They are separate. While a
child may show disruptive behavior, there is no such thing as a bad child. This is an
important value that staff members should communicate with the campers when they are
addressing problem behaviors. The leaves of the tree (the behaviors that the child exhibits)
are often caused by deeper root problems. (Uncover the roots of the tree.)
As a group, brainstorm some of the root causes of difficult or disruptive behavior (i.e.,
boredom, frustration, low self-esteem, anger, inability to do the assigned task, etc.).
Write the answers around the roots of the tree.
Note that in order to tackle the problem behaviors, we need to deal with the root of the
problemnot the leaves. There are three phases in which we can do this:
(1) Proactive (preventative)
(2) Early onset
(3) After the fact
4. Say, In this part of the session, we are going to explore proactive and early onset
strategies. This is where camp staff members want to focus most our energy when working
with campers.
5. Break into two groups and give one group the flip chart with the title Proactive
Strategies, give the other group the flip chart labeled Early Onset.
6. Explain that proactive is all of the things that we can do to ensure an environment where
some of the root causes are eliminated (for example, creating the right rules for the
Zip/Zap/Zoom game).
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7. Early onset is what you can do if you notice children starting to head in the wrong direction
and you give them the opportunity to turn around and correct themselves.
8. Give teams 8-10 minutes to discuss and list their ideas.
9. Allow each group to present and the facilitator can fill in additional suggestions (see below).
Example answers for Proactive Strategies:
Make sure games/activities are inclusive and at the appropriate level
Make rules and expectations clear from the beginning
Set routines and stick to them
Praise, praise, praisecatch kids doing something good
Give prompts and cues (such as you have five more minutes) to make transitions easier
Do what you say
Example answers for Early Onset:
Redirectionpresent a fun alternative
Proximity
Planned ignoring
Nonverbal cue
10. Thank the group members for generating a useful list of strategies they can realistically
apply. Move on to the next part with:
What to do if there is a problem?
11. Say, Despite our efforts to prevent problem behaviors, they do happen at camps. So lets
learn a process for behavior management. Reveal points on a flip chart as you present
them: Behavior Management Process. Distribute Handout 1: Behavior Management
Process for participants to follow along.
a. Contain/isolate the behavior
(1) Separate the camper from the situation.
(2) Set limits. Refer to the camp rules and procedures as a means of avoiding debates or
power-struggles. Also feel free to call in help to affirm the rules when you need it.
Junior counselors can call on counselors and counselors can call on floating staff
members or the camp director when needed.
b. Discuss with camper
(1) Hear the story:
Do you know why I wanted to speak with you?
I want to know what is happening.
You look upset?
What happened just before that?
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(2) Share the staff view:
When I walked in it looked like ?

I heard ?
From where I was standing
c. Connect the behavior to feelings:
How did being called that name make you feel?
Restate by using the childs words.
It seems that when youre angry, you throw balls at people.
Its OK to be angry, but it is not OK to throw balls at people.
Relate: I get angry sometimes when people
d. Plan (Partner with the child)
Instead of throwing basketballs, help me come up with some other things you can
do when you feel angry.
What seems to work at home or school when you are upset?
Talk about future situations.
Hear the solution from the camper.
Dont let them the camper off the hook. Be comfortable that he/she understands
what is unacceptable and why, along with making sure he/she apologizes or makes
amends, if needed.
Get back to play.
If a problem is reoccurring, write down a future plan! Creating a contract in which
the camper gets to contribute to developing a plan and then identifying
consequences if he/she doesnt live up to it. This can be an empowering experience
and be a proactive way to head off future negative behavior.

Materials:
Trainer Materials: Behavior scenarios on cut up slips of paper (see below)
Behavior management scenarios:
Counselors work in pairs to discuss how they would use the strategies outlined to address
various common camper behaviors.
1. Explain that they will work in pairs to review various camper behavior scenarios and discuss
how they would use the strategies outlined in order to help ensure campers are successful
and participating. Make sure they are also clear that when some situations arise, they can
always ask for additional help.
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Possible Adaptation: This activity can be adapted so counselors are conducting role-plays or
skits for how they would address these situations if time allows.
2.
3.
4.
5.
Behavior Scenarios: Create others or add as needed to be relevant for your camp and
context. Depending on the age of the campers, the scenarios might be very different.
Several campers in your cabin continue to talk and giggle after lights out every night.
One of your campers has a hard time getting morning grooming activities done in time
to make it to breakfast.
One of your campers falls while trying an activity and several other members of the
group laugh at her, resulting in her being embarrassed.
One of your campers regularly drifts off by himself, sits alone at group activities, and
doesnt seem to have any friends at camp.
Several of your campers continue to talk or play with their phones during the guest
speaker presentations.
Allow groups five minutes to discuss their scenario and how they would handle it using one
of the strategies provided.
At the end of their time, ask groups to share their scenario and their strategy to address it.
Discussion questions:
What are the types of behaviors that are relatively easy to manage and what are some
that you need to call in extra support for?
What are some of the proactive ways in which the scenarios might have been headed
off or anticipated and addressed before the problem arose?
What are some of the reasons why waiting to address the behavior after a problem has
arisen is less desirable than addressing it proactively?
Did discussing these strategies help you come up with some ways to address them that
are more proactive or early onset than after the fact?
Conclude the activity with the summary that virtually every camper wants to be successful
and feel like she/he is supported. It is the goal of camp staff members to make sure that
happens, while they ensure everyone else is safe and supported as well.

Materials:
Trainer Material: Behavior scenarios (see below)
What do I do if ?
This final activity of the session allows the trainer to see if the participants have learned the content.
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1. Explain, Were going to find out what weve learned in this session by playing a
team game.
a. Divide the participants into two teams.
b. You will present a camper behavior. Teams will have one minute to discuss which
strategy(ies) they would use to handle it.
c. One team will be asked to explain its solution. If correct, it will get a point. If the
other team has a different solution, it can provide that and also gain a point if it is
equally acceptable.
d. Alternate which team answers first.
Scenarios
A camper hits another camper.
Between activities, a camper starts to wander off.

A camper takes another campers things.
A camper refuses to eat dinner.
The meal is starting late and the campers are getting bored.
Children are waiting in line to shower and one camper keeps getting out of line
to turn on the sink.
A camper is not paying attention to directionshis attention is somewhere else.
Two campers are coloring and one camper says her drawing is better than
the others.
A camper wont quiet down or respect others during rest or personal time.
Two campers have to be constantly reminded to stay with the group on a field
trip. They keep wandering off.
After lights out, campers wont stop talking.
2. Summarize the session: In order to have a safe camp, we have to be sure that our
campers are respecting our rules, each other, and the staff. This can be accomplished a
lot more easily if we create an environment that enables and promotes desirable
behaviors. Behavior management is a key piece to that puzzle.
Learning Objective 1 is assessed by the activity in the Practice portion of the session.
Learning Objective 2 is assessed by activity in the Application section.
References:
Adapted from SeriousFun Childrens Network. Staff Training Outline. Internal Document.
www.seriousfunnetwork.org.
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1. Contain/isolate the behavior
Separate the camper from the situation
Set limits. Refer to the camp rules and procedure as a means of avoiding debates. Also feel free
to call in help in affirming the rules when you need it. Junior counselors can call on counselors
and counselors can call on floating staff members or the camp director when needed.
2. Discuss with camper

Hear the story:
Do you know why I wanted to speak with you?
I want to know what is happening.
You look upset?
What happened just before that?
Share the staff view:
When I walked in, it looked like
I heard
From where I was standing
3. Connect the behavior to feelings:

How did being called that name make you feel?
Restate using the childs words.
It seems that when youre angry, you throw balls at people.
Its OK to be angry, but it is not OK to throw balls at people.
Relate: I get angry sometimes when people
4. Plan (Partner with the child)

Instead of throwing basketballs, help me come up with some other things you can do when
you are feeling angry.
What seems to work at home or school when you are feeling upset?
Talk about future situations.
Hear the solution from the camper.
Dont let the camper off the hook. Be comfortable that he/she understands what is
unacceptable and why, along with making sure he/she apologizes or makes amends, if needed.
Get back to play.
If a problem is reoccurring, write down a future plan! Creating a contract, in which the
camper gets to contribute to developing a plan and identifying consequences if they dont
live up to it, can be an empowering experience and a proactive way to head off future
negative behavior.
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Session: Camp Counselor as Mentor

Training Package:
Camp Counselor Training
Session Rationale:
Camp counselors become important mentors to the youth

with whom they work. This session addresses mentoring and
emphasizes active listening skills and appropriate questions
that help youth explore options to facilitate decision making.
Target Audience:
Camp counselors, junior counselors, and other camp staff

members working directly with campers.
Trainer Expertise:
Background in youth development; experience with camps or

youth mentoring is a benefit.
Time:
90 minutes
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Session: Camp Counselor as Mentor

Date:
Time: 90 minutes
Trainer(s):
Trainer preparation:
1. Review session plan and prepare materials.
2. Prepare session learning objectives on flip chart paper.
3. Review Handouts 1-3 with local partners and discuss ways in which they are relevant or need
adaptation and/or translation. Choose to replace or change examples if needed.
4. Prepare some sample scenarios for practicing active listening and asking probing questions in a
mentoring relationship between a volunteer youth development worker and a young person in
camp. Print out scenarios and cut up on strips of paper to give each group. Some examples:
Camper is considering leaving school
Camper is being bullied
Camper has a difficult relationship with her parents
Camper is not getting along well with another camper
Camper would like to pursue a career path that would take her away from her village
Camper is developing plans for clubs and activity following camp and would like help from you
5. Consider your group size and adapt your session plan accordingly.
Materials:
Equipment
1. Peace Corps Manual: Roles of the Volunteer in Development [ICE No. T0005]
Handouts
Handout 1: Effective Listening Self-Assessment
Handout 2: Tools for Effective Communication
Handout 3: Examples of Mentoring in the Peace Corps
Handout 4: Guidelines for Working With Youth: PC/Nicaragua (Optional)
Session Learning Objective(s):
1. Based on personal experiences, participants will list at least three qualities of effective camp
counselors or youth development workers.
2. Using a self-assessment tool, participants will consider 12 active listening skills and identify at
least one personal strength and one area for personal improvement.
3. Participants will demonstrate in role-playing scenarios at least two culturally appropriate youth
mentoring techniques.
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Materials:
Trainer Material 1: Flip chart with session objectives
Reflection on personal experience with camp counselors or youth workers
Participants reflect on personal experience in order to identify characteristics of effective
camp counselors.
1. Introduce the session and its key points. Say, In this session we want to:
Identify qualities of an effective camp counselor;
Self-assess our active listening skills;
Demonstrate how to appropriately and effectively apply the techniques of active listening,
summarizing, giving feedback, and exploring options in working with campers; and
Practice the mentoring role with colleagues.
2. Ask participants to reflect individually for 2-4 minutes on their own experiences growing up
and participating in various youth activities. Consider:
a. Who were the adults you regarded as most effective in their work with you and your
peers when you were younger?
b. What were some of their characteristics?
c. What were some of their key behaviors?
3. Write down any characteristics and behaviors on a flip chart as participants describe
effective youth development workers. Note that they are going to think of the roles of
various adults who work with youth which, for the purposes of this session, will be applied
to camp counselors. Flip chart heading: Characteristics and Behaviors of Effective Youth
Workers (or Camp Counselors).
Note:
a. Assess Learning Objective 1: Based on personal experiences, participants will list at least
three qualities of effective camp counselors.
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4. Listen for, and highlight, key characteristics, such as listener, role model, coach,
helped to explore options, and explain the following:
One of the important roles of camp counselors is that of mentor to the youth with
whom they work. Today we are going to explore the role of the camp counselor as a
mentor and as someone who facilitates youths ability to develop options and make
good decisions.
In these next activities, we are going to further explore the listening, questioning, and
mentoring skills that some of you have mentioned as important to be effective and
empowering camp counselors.

Materials:
Effective Communication Skills
Participants begin with a self-assessment tool for active listening, which serves to identify
guiding principles for active listening. Then, participants review techniques for asking questions
and giving feedback.
1. Say: Lets begin with a self-assessment of your own active listening skills.
2. Distribute Handout 1: Effective Listening Self-Assessment. Allow enough time for
participants to finish the self-assessment. Then discuss with the whole group.
Some key questions for the group:
Were any of you surprised by any of your responses?
Would any of you like to share something you identified as a strength?
Did any of you identify a skill that you need, or would like, to improve?
Note:
Assess Learning Objective 2: Using a self-assessment tool, participants will identify strengths
and weaknesses in active listening skills.
3. Explain: Self-assessments provide an opportunity for one to reflect on ones own
knowledge and skills and to identify strengths and weaknesses, or skills needing
improvement. The questions in the self-assessment can serve as reminders of guiding
principles for effective listening.
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4. Distribute Handout 2: Tools for Effective Communication, which contains numerous

examples of guiding principles and sample language for camp counselors to use when
working as mentors to campers.
5. Explain that these tips and tools are meant to be a reference for the counselors during the
session activities, as well as in the future as they continue to develop skills for effective
communication with youth.
Adaptation:
It will be important, prior to counselor training, that the local partners have closely
reviewed these materials, translated them as needed, and addressed any cultural
implications of translating the questions.
6. Highlight key points and examples in discussion with the whole group. Explain:
Here are some skills that Volunteers and youth workers have identified as important, in
addition to the effective listening we just explored.
Summarizing, So far, what I have heard you say is
Assures the person that you have heard and understood.
Validates the young persons experience.
Checks your understanding.
Helps to organize the description, observations, and feelings.
Exploring options, What are some of the possible solutions?
Asks appropriate open-ended questions.
Guides the persons to take responsibility for next steps and empowers them to
recognize that they have the solution.
Focuses on the future, rather than the past.
Considers what a person can do.
Clarifies inconsistencies without judgment.
Helps to identify necessary resources for next steps and action.
Giving feedback, It looked like you worked hard to find a resolution with your team to solve
that problem. How did it feel when you finally accomplished the task by working together?
Note:
Feedback is communication to a person or a team of people regarding the affect their
behavior is having on another person, the organization, the customer, or the team.
Focuses on the behavior, rather than the person.
Focuses on description, rather than judgments.
Focuses on this situation, rather than on generalizations.
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Which feedback is betterGood report! or "The report you turned in yesterday

was well written, understandable, and made your points about the budget very
effectively"?
Receiving feedback: I hear what you are saying, and you have a good point. I will try that
next time.
Listen in lieu of preparing your response or defense.
Ask for it to be repeated if you did not hear it clearly.
Assume it is constructive until proven otherwise; then consider and use those elements
that are constructive.
Pause and think before responding.
Ask for clarification and examples if statements are unclear or unsupported.
Accept it positively for consideration, rather than dismissively for self-protection.
Ask for suggestions of ways you might modify or change your behavior.
Respect and thank the person giving feedback.
7. Ask the group:
What do these communications skills look like in our camp, with our campers? Considering
these guidelines, what are some cultural considerations for giving and receiving feedback?
How do U.S. citizens give feedback to each other? How do people in this country give
feedback to others of their country?
Adaptation:
Local counselors may have a great deal of insight to offer on how feedback occurs directly
or indirectly in the local culture, particularly between adults and young people. Exploring
ways in which counselors and campers can successfully give and receive feedback in a way
that is respectful of local norms is important.
8. Record responses on flip chart paper.
Note:
This discussion might include consideration of direct vs. indirect communication styles
and preferences in the culture.

Materials:
Active listening practice scenarios (see Trainer Preparation, above)
Focus on the Mentor Role
Participants discuss the meaning of a mentor and practice the role in the camp setting.
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1. These tips and tools for effective communication that we looked at can serve us well in the
next phase of our session as we put them into practice, as well as when we are at our sites
interacting with the youth of our camps. Before we practice active listening and ask probing
questions, lets get a little more information about mentoring.
2. Discuss mentoring. Ask:
What does the word mentor mean to you?
Has anyone had experience as a mentor?
a. What is a mentor?
Websters dictionary defines mentor as: A wise and trusted teacher or counselor. The
term comes to us from Greek mythologyOdysseus, King of Ithaca, asked his trusted
friend, Mentor, to look after his son while he fought the Trojan War.4
b. In the context of capacity building, mentoring is a personal or professional relationship
in which a more experienced individual (the mentor) acts as a guide, role model, coach,
and sponsor to a less-experienced person (the mentee).
c. In this relationship, the mentor
Listens, affirms, counsels, encourages, and seeks input to help the learner develop
skills, expertise, and direction.
Clarifies expectations about the relationship and, in some cases, establishes
measures of success with the mentee.
Offers knowledge, insight, perspective, or wisdom that is especially useful to the
mentee.
Note:
Most people consider the term mentee more neutral than the term protg, which
for years was used to describe the relationship of an older, more senior person (e.g., a
bank vice president) guiding a younger person (e.g., a junior manager). In our text here,
mentee refers simply to the person being mentored.
3. Say: Lets practice active listening and asking some probing questions with some scenarios.
Note: Some sample scenarios:
Camper is considering leaving school
Camper is being bullied
Camper has a difficult relationship with her parents
Camper is not getting along well with another camper
Camper would like to pursue a career path that would take her away from her village
Camper is developing plans for clubs and activity following camp and would like help
from you
th
Mentor, Merriam-Websters Collegiate Dictionary, 10 ed, accessed March 22, 2012, from http://www.merriamwebster.com/
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Adaptation:
These are common scenarios involving youth in communities in Peace Corps countries.
Use typical local examples, if possible.
4. Ask the participants to break into groups of three. The task will be to use the role-play
scenarios to take turns in three different roles: mentor, mentee, and observer. Identify a
real-life scenario or use the ones listed above. The mentee talks about his or her problem or
situation. The mentor uses active listening skills in responding to the mentee, helping him or
her to solve the problem. The observer watches the interaction, paying attention to
nonverbal communication behaviors of the mentor, types of questions the mentor asked, if
he or she summarized or clarified, or if he or she encouraged the mentee to generate
solutions. The observer then gives the mentor feedback.
5. Rotate roles to give each person an opportunity to play each role.
6. As a whole group, discuss:
How did it feel to actively listen?
What did you do well?
Which behaviors were easy? Difficult?
What did you learn from your observers feedback?
What did you learn while being the observer?
Under what conditions can you envision using this skill in your professional work and
interpersonal relationships?
Note:
Assess by observation Learning Objective 3: Participants will demonstrate at least two
culturally appropriate youth mentoring techniques of active listening, summarizing, giving
feedback, and asking affirming questions to explore options.

Materials:
Handout 4: Sample Guidelines for Working With Youth (Adapted from PC/Nicaragua-Optional):
Anticipating Being a Mentor to Youth

Participants discuss cultural considerations and inventory personal resources for mentoring.
1. Say to participants: Think about your roles as camp counselors and as potential mentors to
youth. Brainstorm a list of considerations and cautions to be mindful of as you enter into
these relationships.
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2. Record responses on flip charts. These considerations might include:

Male-female relationships in the culture
Appearing to favor one camper over others
Campers becoming overly attached to the counselor, and experiencing a loss at the end
of camp
Maintaining respect even though friendly and playful
Encouraging campers to take a course of action that is beyond the boundaries of
acceptable behavior (or potentially against parents wishes, such as studying abroad, etc.)
Avoiding being alone with campers (determine if there are guidelines about this for
camp counselors)
Note: See Roles of the Volunteer in Development [ICE No. T0005]. Peace Corps Toolkit 6,
The Volunteer as Mentor, Working with Young People.
3. Encourage counselors, as they bring their own knowledge, skills, and experience to their work,
to identify their own mentor to support them as they develop mentoring relationships with
young people. This might be a supervisor, peer counselor, or the camp director. This would be
a trusted person they can consult about situations that arise with youth and ensure they have
community support in their role as a youth development worker.
Note: Optional activity: As a group of future youth development workers, participants
develop a set of guidelines or standards they will agree to adhere to in their mentoring
relationships with young people. Tell them to see Optional Handout 5: Guidelines for
Working With Youth: PC/Nicaragua as a starting point to create their own guidelines.
Learning Objectives are assessed through facilitator observation throughout the session activities.
1. Learning Objective 1 is assessed during the Motivation section in which participants list the
characteristics of effective youth development workers.
2. Learning Objective 2 is assessed during the Information section in which participants identify
their active listening strengths and weaknesses.
3. Learning Objective 3 is assessed during the Practice section in which participants role-play in
order to demonstrate active listening techniques.
VI. References:
Roles of the Volunteer in Development [ICE No. T0005]. Peace Corps Toolkit 6.
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Assess your own effective listening skills. Circle the most appropriate number on each one-tofour continuum.
1. Do you listen for facts?
Rarely
2. Do you listen for ideas and the speakers underlying
feelings?
3. Do you interrupt immediately if you disagree with the

speaker?
4. Are you easily distracted while listening?
Often
2
Rarely
2
Rarely
7. Do you give the other person enough time to complete

his or her train of thought?
8. Do you use eye contact appropriate to the cultural

context?
9. Do you make an effort to understand the other persons

point of view?
10. Do you ask the other person to clarify words or

statements to be sure you understand correctly?
11. Do you express your impatience if the speaker expresses

his or her idea slowly?
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4
Often
4
Often
Rarely
4
Often
Rarely
4
Often
Rarely
4
Often
Rarely
4
Often
Rarely
Rarely
4
Often
Rarely
6. Do you make an effort to let the speaker know you are
listening?
4
Often
Rarely
5. Do you observe nonverbal information?
4
Often
4
Often
Peace Corps

Summarizing, So far, what I have heard you say is
Assures the person that you have heard and understood.
Validates the young persons experience.
Checks your understanding.
Helps to organize the description, observations, and feelings.
Exploring options, What are some of the possible solutions?
Asks appropriate open-ended questions.
Guides the persons to take responsibility for next steps and empowers them to recognize that
they have the solution.
Focuses on the future, rather than the past.
Considers what a person can do.
Clarifies inconsistencies without judgment.
Helps to identify necessary resources for next steps and action.
Giving feedback, It looked like you worked hard to find a resolution with your team to solve that
problem. How did it feel when you finally accomplished the task working together?
Focuses on the behavior, rather than the person.
Focuses on description, rather than judgments.
Focuses on this situation, rather than on generalizations.
Which feedback is betterGood report! or "The report you turned in yesterday was well written,
understandable, and made your points about the budget very effectively"?
Receiving feedback: I hear what you are saying, and you have a good point. I will try that next time.
Listen, in lieu of preparing your response or defense.
Ask for it to be repeated if you did not hear it clearly.
Assume it is constructive until proven otherwise; then consider and use those elements that
are constructive.
Pause and think before responding.
Ask for clarification and examples if statements are unclear or unsupported.
Accept it positively for consideration, rather than dismissively for self-protection.
Ask for suggestions of ways you might modify or change your behavior.
Respect and thank the person giving feedback.
Examples of effective questions

Here are some phrases that may help you with that What do I say now? feeling. Remember, these
are far from being the only appropriate things to say to a person in trouble. The things you think of
yourself, and feel the most natural to you, are the best.
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1. To consider Alternatives
What are the possibilities?
If you had your choice, what would you do?
What are some possible solutions?
Lets think it through together. What if you do? What if you dont?
2. To foster Appraisal, Evaluation
How do you feel about that?
What do you make of it all?
How does it look to you?

What do you think is best?
3. To learn Background
What have you tried so far?
Can you remember how that happened?
What led up to ?
4. To seek Clarification
What if this doesnt make sense to you?
Can you explain what you mean by ?
What seems to confuse you?

How can I help you figure it all out?
5. To obtain a Description
What is it like?
Can you describe it in your own words?
Can you tell me more about it?
6. To raise Hypothetical Questions

Why do you suppose that happened?
Why would someone react that way?
How could a person handle a problem like that?
If you could do anything you wanted, what would you do?
7. To Identify a Problem
What seems to be the trouble?
What seems to be the main obstacle?
What worries you the most about ?
What do you consider the most troublesome part?
8. To encourage Implementation
What will you have to do to accomplish that?
To get this done, what will you need?
9. To highlight Information
What information do you need before you decide? What do you know about it now?
How do you think you can find out more about it?
What kind of picture do you have right now?
10. To foster Integration
How do you explain this to yourself?
How do you relate this to your other ideas?
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What do you think is best?

How would you put this all together?
Peace Corps
11. To Evaluate
In what way?
Is this good, or bad, or in between?
According to your own standards, how does it look or feel?
12. To Explore
Lets explore that some more.
Are there any other angles you can think of?
What were your reactions to these things?
How about going into that a little bit deeper?
13. To seek an Example
Can you give me an example?
Like what?
For instance?
Will you give me an illustration?
14. To Extend
Can you tell me more about it?
Anything else?
Is there anything more I can help you with or that youd like to discuss?
What other ideas do you have about it?
15. To prepare for Failure
What if it doesnt work out the way you want?
What if that doesnt work?
Do you have another plan if that doesnt work?
What about being prepared with a backup plan, just in case?
16. To encourage Involvement
How does this affect you?
How do you want to be involved in this?
How do you fit in this picture?
17. To Open discussion

What would you like to talk about?
Where would you like to start?
Whats on your mind?

How can I help you?
18. To facilitate Taking Action

What are you planning to do about it?
What are your next steps?
Where do you go from here?

How do you plan to start?
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Handout 3: Examples of Mentoring in the Peace Corps

Sabrina, an education Volunteer, organized a girls club and is currently leading the participants in a
series of workshops focusing on life skills such as leadership, assertive communication, and decision
making. Over the weeks, as the girls addressed critical issues such as HIV/AIDS, teen pregnancy, and
drug use, they expressed concern for the well-being of their younger sisters and girlfriends. They
wanted to help these younger people understand the choices they have, feel more confident, and
make informed decisions. To address this expressed need, Sabrina and the older girls are initiating a
program in which the older girls mentor the younger ones. Sometimes all the girls get together as a
large group to discuss hot topics; other times, they meet in pairs or groups of three to talk
confidentially about critical situations or decision points in their lives (for example, deciding to say
no to a boyfriends sexual advances).
Mark, a small-business Volunteer, has organized a small school-based program for linking young
people with professionals in the community, including, among others, a teacher, nurse, agronomist,
public official, business manager, and artisan. Based on his or her individual interests, each student
selects one of the professional workers to meet with and shadow over the course of the
semester, exploring different perspectives and opportunities. At the end of the term, the students
share their insights from the experience and relate them to their future aspirations.
Kelly, a health Volunteer, meets regularly with Elena, a health worker in her local clinic. Elena has
good interpersonal skills and natural gifts as a group facilitator. She has asked Kelly to coach her in
some new methods for working with groups and help her move toward her goal of becoming a local
leader. Kelly shares ideas and resources with Elena and tries to model good leadership behaviors.
Elena, in turn, is helping Kelly practice the local tradition of storytelling and use it to address
sensitive health issues. Whenever possible, they observe one another facilitating meetings, and
afterward discuss the experience in terms of skill development.
Jerome was a national parks Volunteer who worked in projects to raise environmental awareness
among families living in communities that border park boundaries. About a year into his service, he
met a young boy, Miguel, who was an energetic participant in several of the projects. After one of
the meetings, Miguel asked Jerome if he could visit him at his office to see some of his conservation
books and other materials. That visit launched an informal mentoring partnership that lasted for
the rest of Jeromes service. Jerome taught Miguel about biology and ecology; Miguel and his family
taught Jerome about the indigenous peoples deep ties, both physical and spiritual, to the forest
lands. Before Jerome ended his service, he persuaded the park director to hire Miguel part time as a
junior ranger. Now, a year later, the national park is connected to the Internet and Jerome and
Miguel are virtual friends, using email to stay in touch, exchange conservation information, and
share stories.
From: Peace Corps. Roles of the Volunteer in Development. Toolkit 6: Volunteer as Mentor, pp. 3-4.
[ICE No. T0005]
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Peace Corps
Handout 4: Guidelines for Working With Youth

Agreement to Uphold Principles and Values Guiding Our Work With Campers
1. I am fully cognizant that I am a role model throughout my experience as a camp counselor. As a role
model, I resolve to conduct myself in a responsible and mature way in my dealings with all people.
2. I will treat all children and youth fairly and respectfully, regardless of their gender, age, race,
ethnicity, religious belief, or class. In my eyes, all children and youth have value and potential. I will
promote among the children and youth with whom I interact equal access to opportunities,
resources, and information.
3. I will respect the values and culture of the children and youth with whom I work and play. In
presenting ideas and approaches that may be different from what may be customary in the local
culture, I will not pressure young people to adopt beliefs or behaviors that conflict with their own.
4. As a camp counselor, I believe all young people, regardless of their circumstances, have the
potential to develop. I resolve to promote their holistic development by building their assets. I will
endeavor to promote their development without creating an unhealthy dependence on me or other
outside resources. My job as a counselor and role model is to promote the empowerment of
children and youth.
5. I resolve to be honest about my strengths and limitations as a camp counselor. I realize that young
people may perceive me as a source of knowledge. I will use my knowledge responsibly for the
benefit of young people. I will be honest in my interactions with young people and their families and
refrain from providing advice or guidance in any matter outside my areas of knowledge or expertise.
In situations where my expertise is limited, I will refer the young person and his or her family to
another service provider or organization.
6. I will remind myself every day that I did not create the many problems I encounter, nor am I the sole
person responsible for solving them.
7. I will not engage in any activity that could be construed as exploitation of children, youth, or families
for personal gain, be it sexual, economical, or social.
8. I will not provide any privileged information about a troubled child, youth, or family member to any
other individuals or organizations without the consent of the person or family involved. If I have any
concerns about the health or welfare of a young person, I will bring these concerns to the camp
director or supervising organizations to seek their advice on the best course of action.
9. I commit to promoting responsible behavior among the young people at my site and, as such, I will
not abuse any substance. I realize that substance abuse is not compatible with my role in youth
development.
I agree to abide by these principles.

_______________________________________________________
Signature
Peace Corps
__________________________
Date
Page 87
PART 5:
CAMP GLOW
(GIRLS LEADING
OUR WORLD)
TABLE OF CONTENTS
CHAPTER 1: CAMP GLOW IN BRIEF ............................................................................................... 2
CHAPTER 2: PLANNING GETTING STARTED ............................................................................... 3
Goals and Objectives ........................................................................................................................... 6
CHAPTER 3: IMPLEMENTATION .................................................................................................. 12
Developing a Schedule ...................................................................................................................... 12
GLOW Activities ................................................................................................................................. 14
Self-Esteem Session: Option 1 ........................................................................................................... 25
Self-Esteem Activity: Option 2 ........................................................................................................... 33
CHAPTER 4: SPECIAL CONSIDERATIONS FOR CAMP GLOW .......................................................... 78
CHAPTER 5: AT THE END OF CAMP GLOW ................................................................................... 82
CHAPTER 6: TAKING THE EXPERIENCE HOME .............................................................................. 89
PART 5: CAMP GLOW

Summary
Camp GLOW (Girls Leading Our World) is a model of camps designed to encourage young women to
become active citizens. Although each camp reflects the unique characteristics and diversity of the
local community, all share similar principles and themes: promoting gender equality, developing
leadership skills, improving self-esteem, increasing knowledge of womens health issues, and
supporting aspirations and career goals. This is all done while promoting volunteerism, promoting the
belief that each young woman can make a difference in her community, and offering adolescent girls
self-development opportunities in a fun and friendly atmosphere.
History of Camp GLOW

Camp GLOW (Girls Leading Our World) began in Romania in 1995. Three Volunteers and four
Romanian teachers took 80 young women to a mountain campsite for a weeklong leadership camp.
The purpose was to encourage young women to become active citizens by building their selfesteem and confidence, increasing their self-awareness, and developing their skills in goal setting,
assertiveness, and career and life planning.
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CHAPTER 1: CAMP GLOW IN BRIEF

Camp GLOW has emerged as part of the Peace Corps growing contribution to supporting the
empowerment and leadership of women and girls worldwide. Since the late 1990s, it has spread to
Peace Corps posts throughout the world. In 2012, the Peace Corps refined and defined the model to
make it more easily replicable and to solidify some key features so girls who participate in any
country can see their own growth and development. Working closely with local partners, Camp
GLOW aims to foster the next generation of young leaders in all of the countries in which the Peace
Corps works, and to become a key partner in a global movement toward supporting gender equality
and youth empowerment.
Goals of Camp GLOW

Every Camp GLOW works toward common goals for those who participate:
1. Gender Equality
3. Leadership
5. Aspirations
2. Self-Esteem
4. Health
6. Volunteerism
Camp GLOW meets the Peace Corps standards for health, safety, and sustainability, and
incorporates common topics, sessions, and themes, adapted for various cultural contexts. Every
Camp GLOW should design and plan for sustained growth and support of campers. This section of
the manual will outline activities that make up a Camp GLOW. While many activities are optional,
several address at least one of the camp goals and are considered essential for a camp to be
considered a Camp GLOW.
Why Camp GLOW?

Participating in Camp GLOW is often a life-changing experience for both the adult organizers and
the teenage campers. It develops community leaders and builds cross-cultural bridges. As one
camper said in her evaluation of the camp, Ive learned to be more open, to establish my goals, to
work as a team, and to trust myself.
Camp GLOW falls within the Congressional mandate that the Peace Corps shall be administered so
as to give particular attention to those programs, projects and activities which tend to integrate
women into the national economies of developing countries, thus improving their status and
assisting in the total development effort.1 Camp GLOW meets this mandate by providing a forum
for girls to share, grow, and develop skills in a variety of areas that allow them to take a leadership
role in their own lives. While sharing a set of common goals, each Camp GLOW reflects the unique
characteristics and diversity of its local community. Drawing on the skills and talents of the
1
Excerpted from the Percy Amendment of 1974.
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Part 5: Camp GLOW
organizers and participants, as well as local priorities and resources, many innovative adaptations of
Camp GLOW have taken place. In this way, Camp GLOW has been effective in promoting awareness
of other issues important to girls lives and their communities. Here are just two examples:
In the Philippines, Volunteers and host-country nationals focused their camp on the
interconnectedness of women and the environment.
In Madagascar, Camp GLOW served as a foundation for a peer education project to teach high
school students about the transmission and prevention of HIV/AIDS.
CHAPTER 2: PLANNING GETTING STARTED

This section assumes that the planning committee has already reviewed the outline in Part 1 of the
manual. Camp GLOW development planning is similar to the methods used to plan any camp. The
Peace Corps supports a five-component model that leads to high quality, transformational,
sustainable, and fun youth camps. These components include:
1.
2.
3.
4.
5.
Planning with a purpose in mind (include monitoring and evaluation throughout).

Seeking out and supporting local partnerships.
Attention to good planning and logistics.
Ensuring that health and safety is incorporated throughout.
Preparing and supporting caring and competent staff members.
Those steps needed to ensure these five elements are addressed are in Part 1 of this manual
(What Type of Camp?) and are not repeated here. Camps are more likely to be highly effective if
there is adequate planning time. Six to nine months is likely the minimum amount of time needed,
although the outline in Part 1 works from a 12-month time frame.
As Camp GLOW continues to grow, there are both challenges and a great deal of which to be proud.
Many Peace Corps posts are working toward making Camp GLOW more sustainable, passing on
lessons learned, and strategizing how to reach the greatest number of community members
possible. In addition, organizers and campers are constantly seeking ways to spread the camps
message of empowerment, self-development, and gender equality.
As in all Peace Corps project activities, Volunteers are expected to implement Camp GLOW in a way
that builds sustainability beyond the Peace Corps. One critical strategy is collaborating with local
nongovernmental organizations (NGOs) or other types of local organizations during planning and
implementation. For example, in many countries local women are trained to gradually take over the
organization and leadership of the camps and Volunteers involve NGOs. In addition, the roles of junior
counselor and junior director not only build sustainability, but also reinforce girls leadership skills.
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Perhaps you will develop different terminology that is culturally relevant. For the purposes of this
manual, however, we have used the following terms consistently throughout.
Counselor refers to a Volunteer or host-country national who is a member of the organizing
committee of Camp GLOW and involved in the planning and coordination of all camp activities.
Camper refers to a female, often in the age group 10-18, who attends Camp GLOW.
Junior counselor is a high school student or recent graduate of high school. She has attended a
previous Camp GLOW and shown exemplary leadership skills. The Camp GLOW organizing
committee invites junior counselors to receive additional leadership training and attend Camp
GLOW as part of the organizing committee. Some camps refer to junior counselors as mentors.
Brainstorming and Assessing Community Priorities for Camp GLOW

Once you have established a local partner organization and planning committee, try to organize a
face-to-face meeting with all involved. Many Volunteers have found Peace Corps events, such as inservice training (IST), to serve as a good time to get together and, if it is possible, to invite local
partners. Depending on the size and type of local partner organization, it may also be important to
identify a community liaison or local leader who can help navigate local institutions and practices.
This person may not be involved with the day to day planning, but may help ensure proper
permissions are sought out and obtained, as well as help to leverage local resources in support of
GLOW. For Camp GLOW, it is also a very good practice to include former Camp GLOW participants
or local young women on the camp planning committee. Even if they cannot attend an overnight
meeting, they can be informed on the process and give input at every step.
If the local partners or Volunteers are not familiar with Camp GLOW, plan on providing an
introduction or brief presentation on the model, explaining the purpose and providing relevant
background or experience with Camp GLOW in the country. Ask a Peace Corps staff member for a
copy of the Camp GLOW PowerPoint from the Design and facilitate youth camps training package to
help create a locally adapted version.
Once you are gathered and everyone is clear about the purpose and goals of Camp GLOW, select
someone to facilitate a brainstorming session while another person writes down ideas on flip chart
paper. After the brainstorming has concluded, use the additional questions to further guide the
discussion. Select someone to take notes to be distributed to planning committee members not
present and to be used in the development of your camp materials. Defining the priorities of the local
community is not only a useful exercise to plan appropriate activities for your camp, but is also
necessary for grant proposals and other funding requests. This preliminary brainstorming should also
inform later participatory assessment with potential campers and communities. Include previous or
future campers in the process as much as possible.
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Part 5: Camp GLOW
Sample Brainstorming and Assessment Questions:

1. What are the aspirations, hopes, and dreams of young women in your community?
2. What resources and opportunities already exist for young women to develop their leadership
skills, self-esteem, and confidence?
3. What could Camp GLOW offer girls? How will they change because of this camp?
Additional questions to discuss:
What general attitudes do you observe toward women in your community?
What roles do women play inside and outside of the home?
Who are the mentors, leaders, and role models for young women?
Is there accurate health education for young women? What is available?
What is the relationship between women and their environment?
How can we make Camp GLOW sustainable? How can we support local partners in taking over
these efforts?
How can we present materials in a culturally appropriate way?
What are the common needs and interests of the young women in your community?
What are the greatest challenges young women must overcome in your community?
While brainstorming and discussions are a great place to start generating some of the key questions
and ideas for a camp, the camp planning committee will eventually want to undertake an
assessment to identify specific community priorities and needs the camp may address. For more
information on camp assessment methods, see Part 1, Chapter 2 of this manual. In a very specific
way, determine what the value proposition is for conducting a Camp GLOW. This means the
committee should determine why Camp GLOW is the best strategy to bring about the changes they
hope to inspire. These changes should be defined for the young women involved, the partner
organizations, and the community in which the camp will take place.
Establishing Goals and Objectives

Once you have established the value, decide what you want to accomplish during your camp. One
of the best ways to do this is to talk about your experiences in your community. What attitudes do
you observe? What stereotypes exist? How do your colleagues and counterparts feel? What do they
see as the greatest challenges facing women where you are living?
In addition to the six Camp GLOW goals outlined earlier, think about the impact you hope the
camp will have on the young women who participate. What new knowledge will they have? This
could include knowing about new ways of protecting themselves from HIV/AIDS, or knowing how
to apply to a university or exchange program. What new skills do you hope they demonstrate?
Perhaps they will know how to use a malaria bed net correctly, or demonstrate improved
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communication or negation skills. Perhaps the aim of the camp is to develop new attitudes, which
are often best measured by their behavior. In this case, the goals may be that girls will plan and
lead a community service project in their community or start a girls health club at their school.
The more specific you can be about the outcomes you hope to see, the more likely the camp will
meet your goals and objectives.
It is also important to define the capacity building goals of the camp. How will local organizations be
better prepared to implement positive youth development activities for girls as a result of working
together? The sample camp counselor training sessions in Part 4 may be useful in building the
capacity of staff to implement effective youth programs. The Camps Training Package that can be
obtained from Peace Corps staff may offer local organizations training in the design and
implementation of camps and other youth programs. Work together with the local partner
organizations to define capacity building goals, as well as camper goals.
Brainstorming and discussing your ideas, conducting an assessment, and establishing formal goals
will not only help you plan appropriate activities and present a uniform vision to the campers, it will
also help you to market your camp to the greater community and donors. For more information and
a camp logic model, see Part 1.
GOALS AND OBJECTIVES

Camp GLOW Vision
Camp GLOW has become a global movement reaching thousands of girls throughout the world.
Because of this, a shared vision and some common goals have evolved to ensure continuity and
connection between all the girls who attend Camp GLOW:
Young women are empowered, supported, and connected leaders of positive change in
their own lives and that of their communities.
Camp GLOW Goals

There are six goals that should be considered fundamental to any Camp GLOW. These have been
developed based on the lessons learned from over 15 years of such camps conducted in a variety of
countries and contexts.
Goal 1. Gender Equality: Campers understand the role of gender in shaping access to resources and
opportunities and supporting girls and women equally to boys and men.
Immediate objective: By the end of camp, campers identify at least two ways in which gender
impacts access to resources and opportunities.
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Part 5: Camp GLOW
Intermediate objective: In the six months following camp, campers have shared their knowledge
with their peers, through formal or informal outreach methods, about the ways in which gender
Goal 2. Self-esteem, positive identity, and self-confidence: Campers have increased sense of selfworth, self-efficacy, and confidence in their abilities.
Immediate objective: By the end of camp, campers describe or display three or more of their own
personal strengths or assets as evidence of improved sense of self-esteem or self-worth.
Intermediate objective: In the six months following camp, campers have adopted an
improved sense of self-esteem or self-worth and display three or more of their own personal
strengths or assets.
Goal 3. Leadership: Campers are comfortable with and practicing new leadership attitudes, skills,
and behaviors.
Immediate objective: By the end of camp, campers demonstrate new leadership behaviors and
exhibit two or more of the following traits: visionary, effective communicator, motivator,
planner, creative thinker, or role model.
Intermediate objective: In the six months following camp, campers have adopted new leadership
behaviors and exhibit two or more of the following traits: visionary, effective communicator,
motivator, planner, creative thinker, or role model.
Goal 4. Healthy lives: Campers acquire new health knowledge and skills that will enable them to
lead healthier lives.
Immediate objective: By the end of camp, campers identify at least two new healthy behaviors
(self care, physical activity, reproductive health, hygiene, or other) they will continue after camp.
Intermediate objective: In the six months following camp, campers have adopted at least two
new healthy behaviors (self care, physical activity, reproductive health, hygiene, or other).
Goal 5. Aspirations and Goal Setting: Campers articulate and plan for a long-term vision for the
lives they want to lead.
Immediate objective: By the end of camp, campers identify three or more realistic steps toward
achieving their long-term goals as evidence of positive goal-setting behavior.
Intermediate objective: In the six months following camp, campers have adopted positive goalsetting behavior and have taken one step toward achieving their long-term goals.
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Goal 6. Volunteerism: Campers lead or participate in positive community change.

Immediate objective: Immediately following camp, campers increase their engagement in at least
one activity that benefits their community, involves peer education, and/or is service-orientated.
Intermediate objective: In the six months following camp, campers are actively engaged in at least
one activity that benefits their community, involves peer education, and/or is service oriented.
Each camp should, at a minimum, be able to track progress and note success on the immediate
objectives. It will be up to camp planners to determine if and how they are able to track and
establish progress on the intermediate objectives.
While some features of Camp GLOW are universal, each planning committee should establish goals
and both immediate and intermediate objectives that are specific, unique, and responsive to the
priorities of young women and the context and realities of their lives. Following are some sample
goals and objectives that could apply in many countries.
Sample Camp GLOW Goal Statement:

Provide a fun, safe, bonding atmosphere for young women in the form of a camp in order to
promote self-discovery, life skills development, and personal empowerment in their personal,
academic, and professional lives.
Sample Camp GLOW Objectives:
In addition to the six goals outlined (gender equality, self-esteem, leadership, health, aspirations,
and volunteerism), by the end of Camp GLOW in [country], campers will:
Describe three ways to protect themselves from HIV.
Dramatize three positive communication or listening techniques through role-plays and discuss
practical ways in which each technique can be integrated into their daily lives.
Make a set of reusable sanitary napkins.
Demonstrate at least one interactive training or facilitation technique they will use to educate
their peers after camp.
Develop a community or peer education action plan to implement in the six months following camp.
The objectives you create should be SMART (Specific, Measurable, Achievable, Realistic, and
Timebound). See the Monitoring and Evaluation section in Part 1 for more information.
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Part 5: Camp GLOW
Other Camp Planning Committee Tasks

A planning committee must also walk though the following steps as it prepares for camp. These
steps are covered in detail as a timeline in Part 1: A Camp Outline.
Identifying Partners
Creating a Budget
Identifying a Campsite
Creating a Logistics Plan
Creating a Supply List
Recruiting and Selecting Campers, Junior
Counselors, and Counselors
Creating a Training of Trainers (ToT) for Camp Staff
Other Additional Resources
Sources of Information Useful for Planning

Camp GLOW
Hot Tips from GLOW Organizers

Try to get as many community donations as
possible for materials, food, lodging, or
other in-kind donations.
Forming subcommittees for the planning
shares responsibilities and facilitates
communication between smaller groups.
Subcommittees can be interest-based (e.g.,
those interested in fundraising or preparing
materials) or regional-based (e.g.,
committee members in the eastern region
are responsible for fundraising or preparing
materials).
If materials are hard to find, consider having
participants bring necessary items, such as
notebooks, pens, sports equipment, music,
sleeping bags, etc.
Materials Available Through Peace Corps

Information Collection and Exchange (ICE)
During camp, ask the campers to write
special thank-you notes to sponsors, donors,
Peace Corps Information Collection and Exchange
kitchen staff, drivers, and anyone else who
(ICE) is a central technical information resource for
helped with the camp. Have campers
Peace Corps staff and Volunteers to use during their
address them to Dear Camp GLOW Friend
and you can use them for anyone or make
service. ICE specializes in providing Peace Corps
copies as necessary.
Volunteers and staff with the most relevant, up-todate technical materials available in all program areas.
See your resource manager or program manager/APCD to order materials from ICE.
The following resources, though not all specifically designed for girls leadership, promote
participatory practices and inclusion of both females and males. In addition, many of these
resources can be used to enhance linkages between schools and communities using a community
content-based instruction approach.
Life Skills and Leadership Manual. The Peace Corps. Forthcoming draft for piloting, 2013. This
manual will be a foundational resource for all Volunteers working with young people to help
develop the basic skills and attitudes for success in all aspects of their lives.
Beyond the Classroom: Empowering Girls Idea Book. [ICE No. M0080]. The Peace Corps. 2000.
This booklet provides a collection of ideas and activities from Volunteers around the world to
use as a resource in the valuable work of empowering young women.
Peace Corps
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Life Skills for HIV Prevention and Sexual and Reproductive Health Manual. [ICE No. M0063].
The Peace Corps. 2001. Addresses the important related issues of empowering girls and
encouraging new values for boys. The life skills program moves beyond providing information to
the development of the whole individual so the person will have the skills to make use of all
types of information, whether it is related to HIV/AIDS, STDs, family decision making, safe
motherhood, other health issues, or other related data.
V2 Volunteerism Action Guide: Multiplying the Power of Service. [ICE No. CD062]. The Peace
Corps. Rev. ed. 2009. A resource for Volunteers and their community partners to plan, design,
implement, and assess local service or to support existing or new host country national
volunteerism efforts.
PACA: Using Participatory Analysis for Community Action Idea Book. [ICE No. M0086]. The
Peace Corps. 2005. Provides practical ideas for ways to use participatory methodology and
techniques for working with communities. Includes tools that promote the inclusion of
representative voices in a community in Peace Corps project planning and implementation.
Working With Youth: Approaches for Volunteers. [ICE No. M0067]. The Peace Corps. 2002.
Helps Volunteers understand and identify what developmental assets they are trying to address
with youth, how to assess youth needs and support, and how to choose an appropriate format
to meet those needs and priorities.
Environmental Education in the Community. [ICE No. M0075]. The Peace Corps. 2005. There is
a full chapter on planning camps focused on environmental education, including a section on
safety and emergency preparedness. See Pages 83, 85, 92, and 99 for information on
sustainability, appropriate models, and safety.
The New Project Design and Management Workshop Training Manual. [ICE No. T0107]. The
Peace Corps. 2003. This core resource is often introduced or reinforced at Volunteer in-service
training and has practical training sessions, handouts, and other planning tools for Volunteers
and their partners.
Page 64: What are the vision, assets, and goals Volunteers and partners want to achieve?
Page 75: Which strategies or types of activities would best achieve those goals (is a camp
the right activity or would other approaches serve as a better use of time and resources?)
Page 81: How feasible are the activities in a camp or other activity, and how will they
measure success?
Page 93: What are the roles and responsibilities all participants agree to in the action plan?
Page 101: Step-by-step processes for developing a monitoring and evaluation plan and budget.
Nonformal Education (NFE) Manual. [ICE No. M0042]. The Peace Corps 2005. This manual
addresses practical skills for engaging in nonformal education, with a background in the
underlying theory. This is a good resource if one of the priorities is to help campers learn to be
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Part 5: Camp GLOW
effective facilitators or trainers of other young people when they return to their communities or
volunteer at future camps.
Youth Livelihoods: Financial Literacy. [ICE No. M0092]. Draft for piloting, 2012. This manual is
for Volunteers and their partners to help young people become effective savers, planners, and
managers of their money. Topics include basic money management, personal money
management, financial services, and earning money.
Youth Livelihoods: Employability. [ICE No. M0093]. Draft for piloting, 2012. This manual is for
Volunteers and their partners to use to help young people succeed in finding and keeping jobs.
Sessions focus on identifying ones skills and qualifications, learning about the world of work,
setting goals, preparing job search documents, and basic interviewing and networking skills.
Youth Livelihoods: Entrepreneurship. [ICE No. M0094]. Draft for piloting, 2013. This manual helps
young people move beyond the basics to learn strategies to plan and launch a business. Topics
include business ideas, basic business concepts, business plans, customers, and marketing.
Materials on the Internet

The Girl Effect. www.girleffect.org. The Girl Effect aims to create a movement of diverse partners and
people that focus on the potential of girls to end poverty and improve the world. It was created by
people at the Nike Foundation, the NoVo Foundation, the United Nations Foundation, and the Coalition
for Adolescent Girls, but it is about engaging all people, especially girls, to be a part of the solution.
The Coalition for Adolescent Girls. www.coalitionforadolescentgirls.org. The Coalition brings
together more than 30 organizations that are designing, implementing, and evaluating programs of
particular interest to girls worldwide. The coalition aims to provide a platform for organizations to
share tools, resources, and promising practices.
Half the Sky Movement. www.halftheskymovement.org. This is a component of the book and
documentary by Nicholas Kristof and Sheryl WuDunn, Half the Sky: Turning Oppression into
Opportunity for Women Worldwide. This website includes links to resources and partner
organizations that are committed to creating opportunities for women and girls. Videos are
available on a variety of topics that impact women and girls and can be used to facilitate discussions
or sessions.
Cares Power Within Campaign. http://www.care.org/campaigns/powerwithin/index.asp. This
initiative seeks to improve learning and leadership opportunities both within and outside of school
for girls in 25 countries. The initiative aims to strengthen girls leadership competencies, improve
education quality, and advocate for girls rights.
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CHAPTER 3: IMPLEMENTATION
In this chapter, you will find tips for developing a schedule and a host of different ideas for activities
to aid you in planning the content of your camp. Activities vary from team-building games to how to
keep track of campers. While planning Camp GLOW, the planning committee should consider what
types of activities are necessary to meet its goals. Camp GLOW camps have offered a mixture of
daily informative, recreational, and developmental activities for the campers. This variety creates a
fun and open atmosphere where each camper has a chance to display her strengths.
DEVELOPING A SCHEDULE
A complete or master schedule should include: the
start and conclusion of every activity (with time for
breaks and transitions), an assigned
leader/facilitator, the location of the activity, and
any materials needed. This planning helps avoid
confusion, allows the day to flow from one activity
to the next, and creates an atmosphere where both
the counselors and campers can enjoy and learn
from one another. See Appendix D.8 for a sample
camp schedule.
We feel that the amount of

work that we put into our
schedule before the camp paid
off during the camp because we
had an environment where
everyone knew what was going
on, where we should be, and
who was in charge.
Developing a camp schedule can be time consuming

Camp Counselor, Romania Camp GLOW
but is necessary! When discussing the camp
schedule, refer to your needs and priorities
assessment. Use this as a starting point in developing your sessions and schedule. In addition to this
guide, there are many resources available to round out your camp schedule and curriculum. See the
list of relevant Peace Corps resources listed above.
One of the most common ways to organize a schedule is to select theme days and build activities
around each theme. In this case, each day has a theme that focuses around one of the Camp
GLOW goals.
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Part 5: Camp GLOW
Sample Camp Schedule with Theme Days

This is a basic overview example; a master schedule should include all of the detailed components listed
above. Remember to connect the topics of sessions directly to the goals and objectives for the camp.
Day and Theme
Sample theme
topics
(often
addressed in
the morning)
Day 1:
Gender Equality
and Health
Day 2:
Self-Esteem and
Health
Attitudes and
stereotypes
Domestic
violence
Womens
health issues
Self-esteem,
positive
identity, and
values
Decision
making
Conflict
resolution
Managing
stress
Health and
hygiene topics
Day 3:
Aspirations
Goal setting
Career panel
Guest
speakers;
women role
models
Day 4:
Leadership
Facilitation
skills
Active
listening
Managing
conflicts
Leadership
workshop
Day 5:
Volunteerism
(Bringing it
Home!)
Community
service
Environment
Action planning
Group
facilitation
practice
Afternoon
Sessions
Topics: Team-building, artistic expression, health, journalism, sports.

Types of Activities: Icebreakers, games, and low-ropes course activities in small groups with
experiential educator, bracelet making, hiking, journaling, nutrition and body image talks, yoga,
and environmental scavenger hunt.
Evening
Sessions
Types of Activities and Topics: Group bonding, creativity, relaxation, and yoga or meditation.
Other topics, depending on camp goals: HIV/AIDS prevention, environmental awareness, and
action.
Activities woven throughout the schedule: Arts, crafts, sports, team-building and problemsolving games, skits, journaling, creative expression, and individual and group reflection.
Hot Tip: Campers usually have more energy in the morning, therefore, this
is a good time to introduce concepts and invite guest speakers. Energy
level in the afternoon is usually lower. This is a good time to plan more
active sessions.
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GLOW ACTIVITIES
This section is divided into two parts. First are fundamental Camp GLOW sessions or activities that
should be included or adapted as a part of any Camp GLOW. These activities are directly linked to
the six goals and, if implemented, would link directly to the indicators of Camp GLOW success.
While each country and camp is expected to adapt and adjust these sessions to fit the unique
context, culture, and circumstances of the girls who attend, the learning goals of the sessions are
essentially part of what makes Camp GLOW unique. These goals also help the Peace Corps assess if
your camp is reaching the vision of Camp GLOW: a generation of young women leaders who are
empowered to determine their own future and shape the future of their communities.
The second part includes some of the tried and true activities utilized during Camp GLOW.
Utilized with Part 3 (Camp Activity Ideas), it can help round out your planning for interactive, fun,
high-impact, and engaging camp activities.
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Part 5: Camp GLOW
I. ESSENTIAL CAMP GLOW ACTIVITIES

This section outlines activities by the camp goal, along with the indicators. Included is a specific
activity idea or session plan that will help camp counselors and planners facilitate the activity at
their camp.
GLOW Goal: Supporting Gender Equality

Campers understand the role of gender in shaping access to resources and opportunities, and
support valuing equality for girls and women.
Immediate indicator: By the end of camp, campers identify at least two ways in which gender
Intermediate indicator: In the six months following camp, campers have shared their knowledge
with their peers, through formal or informal outreach methods, about the ways in which gender
Session: Gender Equality and Womens Empowerment

Rationale:
This session serves as an introduction to gender for Camp

GLOW participants. In this session, participants distinguish
between gender and sex, and discuss how gender roles
can constrain women, men, girls, and boys in any society.
These gender awareness activities will help youth adopt a
gender lens.
Target Audience:
Young women or men participating in camps (i.e., GLOW).
Facilitator Expertise: Camp counselors, Volunteers, or local partners with strong

facilitation skills and experience introducing gender topics.
Time:
75 minutes
Pre-requisites:
None
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Materials:
Flip chart, markers
Being a Boy, Being a Girl2
Participants will consider what it means to them to be a boy or a girl, and which aspects of
being a girl or a boy can change over time.
1. Ask participants to take one minute to quietly complete the following sentences:
For girls:
Im happy that I am a girl because ________.
I wish I were a boy because _____________.
For boys:
Im happy that I am a boy because _______.
I wish I were a girl because _____________.
2. After the participants have finished, ask participants to share their answers. Write answers
on a flip chart and ask girls whether the roles can or cannot be changed. For example: I
wish I were a boy so I could play sports, or I am happy that I am a girl because women can
have babies. Discuss which roles and responsibilities can be changed and which cannot.
Note: Facilitator may want to prepare flip charts with the above statements before the
session begins.
Post Adaptation:
Implement a similar activity but break participants into groups in which one person from
each group lies face-up on flip chart paper and the group traces a silhouette of his/her body.
On the outside of the body, the group writes I wish I were a girl because ... On the inside,
the groups writes I wish I were a boy because ...
Adapted from Being A Boy, Being A Girl exercise in Doorways Student Manual, p. 42
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Materials:
Flip chart, markers
Gender Box3
Participants will reflect on their perceptions of gender before they explore the definitions for gender
and sex.
1. Draw a picture of a girl on the blackboard or flip chart, and ask the girls what they want to name
her.
2. Ask the participants to brainstorm the characteristics of an ideal young woman in their
community. Ask: How is she encouraged to act? What is she expected to do? What qualities
does she have? What does she look like?
3. Now draw a picture of a boy and give him a name as well.
4. Ask the participants to consider the characteristics of an ideal young man in their
community, posing the same questions as before. Write their answers on the board.
5. Draw a box around the messages, drawings, and answers from the participants, with one
box around the girl and one box around the boy. Say: This is a gender box. This is how we
expect people to act, depending on societys idea of what is considered masculine or
feminine behavior.
6. Return to the drawing of the girl. Ask the group: What is she discouraged from being or
doing? Write their answers outside of the box as they call them out. Do the same thing for
the drawing of the boy.
7. Explain that some of these examples refer to gender roles, while some refer to sex (or
biological differences between men and women). Tell participants that today you will be
discussing the way cultural expectations influence gender roles.

Materials:
Flip chart, markers
Trainer Material 1: Vote With Your Feet Instructions
Trainer Material 2: Sex and Gender signs
Flip chart with Peace Corps definition of gender written on it
Adapted from Gender Box exercise in Doorways Student Manual, p. 43.
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Defining Gender and Voting With Your Feet

Participants develop an operational definition of gender and then learn to distinguish between
sex and gender through an interactive voting activity (Vote With Your Feet).
1. Draw a chart on the board with sex written on one side and gender written on the
other. Ask participants to think about the activities they just finished about gender roles.
Based on the information, ask if they know the difference between these two terms.
Optional Adaptation:
Hand out a series of cards that contain one word, or group of words, each vagina, penis,
puberty, give birth, breasts, scrotum, ovaries, menstruate, wash up, drive a vehicle, cry, look
after children, sweep, work, flowers, soccer, long hair, scythe or knife, hammer. Ask campers
to study their word(s) for a moment and then to come up one by one and place their word(s)
under Sex or Gender.
Sex
Gender
2. When they have finished reading, paraphrase these definitions:

Sex tells us about the differences in mens and womens bodies. Only females have
organs and hormones in their bodies that enable them to menstruate, get pregnant, give
birth to children, and breast-feed. Only males have organs and hormones that produce
sperm and make women pregnant. These differences are the work of nature and we
cannot change them.
Gender describes the differences in the ways that men and boys and women and girls are
expected to behave: their dress, the work they do, the way they speak, and their status.
These differences are created by our culture and not nature, and we can change them.4
Definitions taken from Doorways Student Manual, p. 45.
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3. Say, Think for a moment about these definitions. What do you see as the differences between
sex and gender? Write their answers on the chart. Guide them to these basic points:
Sex
Gender
1. Biological
Socially constructed
2. Born with
Not born with
3. Does not change
Can adapt over time
Revise the cards that have been placed on the Sex/Gender posters and apply the definitions
to each one. With the agreement of the group, move cards from sex to gender/gender to
sex, as appropriate.
4. Explain that participants are going to play a game called Voting With Your Feet that will
help to distinguish the two terms.
5. On either side of the room, you should have previously hung signs with sex and gender
written on them. Ask the participants to stand in the center of the room.
6. Tell participants: I am going to read 10 statements and you decide if the statement has to
do with gender or sex. Answer by voting with your feet. Walk to the sign that says sex if you
think the statement is related to sex; and walk to the sign that says gender if you think the
statement is related to gender.
7. Using the examples from Trainer Material 1 or post adaptation, call out the first statement;
tell participants to vote with their feet by moving physically around the classroom.
8. After reading each statement, ask someone from each side to explain why they voted the
way they did. Discuss answers and allow for deliberation; tell participants they can change
sides if they change their minds.
9. After reading all 10 statements, make sure the participants have a good understanding of
the difference between sex and gender.
Note:
1. Facilitator may use fewer statements.
2. This activity serves as an assessment for Session Learning Objective 1.
10. Return to the gender boxes from the first exercise. Ask participants to look at what they
originally wrote and think about which of the ideal characteristics seem more related to sex,
and which seem more related to gender. Is there anything they would change? Would they
move some of the characteristics out of the gender box or to the gender box now? If yes,
make a new list of ideal characteristics for girls and boys. Ask one or two of the participants
to move the list.
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11. Use the following questions to guide the discussion.5 Ask: What if boys or girls act out in a
way that is outside the gender box? What happens to them? How are they treated by their
families, peers, and the community?
12. Direct participants to work with a partner and list at least two ways girls and boys are
limited in what they can do because of gender role expectations. (Allow 3 min.)
13. Ask participants to give their examples and explain why they wrote them. Ask if they know
anyone who has been constrained by gender roles.
Note: This activity is an assessment of Session Learning Objective 2.

Materials:
Flip chart, markers
Participant notebooks
What Can Participants Do?6

1. Divide the participants into pairs.
2. Give each pair a scenario to discuss what they would do in such a situation. Use the
examples below or create ones that are applicable to their daily lives and culture. They can
act out their response or they can talk about how to handle this situation. If possible, use
the examples that the participants gave in the exercise above.
Post Adaptation:
Offer examples that are specific to your host country. Alternatively, assign some pairs to
imagine being boys in order to complete the activity. This may allow participants to build
empathy and understanding that both girls and boys may be constrained by gender roles.
For girls:
You want to study science, but your teacher says girls are not good at science and you
should study social studies instead.
Teachers are always assigning extra chores to the girls during class breaks while the
boys play outside.
5
6
Discussion questions from Doorways Student Manual, pp. 43-44.

Doorways, p. 51
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Part 5: Camp GLOW
For boys:
Your friends want you to tease a girl about her body and you dont want to but your
friends call you names that embarrass you.
You enjoy cooking and preparing food for dinner but your father tells you this is
womens work.
3. After pairs have had a chance to discuss, have them report back to the larger group. Ask
them if they know examples in the community, in a book or film in which the girl or boy
behaved differently from what was expected. What happened to that person? Was that
person able to reach his or her goal or dream?
4. Explain that not allowing girls and boys to step outside the gender boxes can limit their
opportunities to achieve what they want in life. Tell participants they should keep their
goals and dreams in mind and strive to achieve whatever they imagine.
5. Say: How can gender role expectations influence your goals and dreams for the future?
Think about your dreams and goals, and how you will work to achieve them. Take a few
minutes to write them down in your journal. When you are finished writing them down, you
can leave.
Note: This activity serves as an assessment for Session Learning Objective 3.
V. Assessment
The session learning objectives are assessed observationally at several points during the session.
LO1: Assessed in the Vote With Your Feet activity in the Practice section.
LO2: Assessed in the last exercise of the Practice section.

LO3: Assessed in the Application section.
Reference:
Gender and Development Training and Girls Education Manual [ICE No. M0054].
http://inside.peacecorps.gov/index.cfm?viewDocument&document_id=25884&filetype=pdf
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Handout 1: Student-Friendly Vocabulary

Gender Terms
Gender refers to a set of qualities and behaviors expected from males and females by society.
Gender roles are socially determined and can be affected by factors such as education or
economics. They vary widely within and between cultures and often evolve over time.
Student-Friendly Language
Gender describes the differences in the way men and boys and women and girls are expected to
behavetheir dress, the work they do, the way they speak, and their status. These differences are
created by our culture and not nature, and we can change them.
Gender roles describes what men and boys and women and girls are supposed to do in their
culture. For example, in some cultures, a man is expected to cut down trees and a woman is
expected to cook and take care of the children.
Gender equality refers to a state where there is no discrimination on the basis of a persons sex in
the allocation of resources and in the access to various services in a society. In other words, when
men and women are valued equally and they have equal access to, and control of, resources,
opportunities, and benefits despite their differences, there is gender equality.
Gender equity refers to the strategies or processes used to achieve gender equality. It involves fairness
in representation, participation, and benefits afforded to males and females. This does not mean boys
and girls should necessarily receive the same treatment, as individual differences among them demand
different interventions, or that one group should receive preferential treatment. Both boys and girls
should have a fair chance of having their needs met and have equal access to opportunities to realize
their full potentials as human beings. Equity is the means; equality is the result.
Gender norms refer to standard patterns of behavior for men and women that are considered
normal in a society. Narrowly defined gender norms can often limit the rights, opportunities, and
capabilities of women and girls, resulting in discrimination, exploitation, or inequality. Boys and
young men can also be restricted in some decision making and choices because of how society
expects them to behave.
Sex refers to the biological differences between males and females. Sex differences are concerned
with males and females physiology and generally remain constant across cultures and over time.
Sex tells us about the differences between men and women in their bodies. Only females can
menstruate, get pregnant, give birth to children, and breast-feed. Only males can produce sperm
and make women pregnant. These differences are the work of nature, and we cannot change them.
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Part 5: Camp GLOW
Trainer Material 1: Vote With Your Feet Instructions

In this activity, the facilitator reads a list of statements. Participants will vote with their feet about
whether each statement relates more closely to sex or gender. To do this, they will move to
designated areas of the room labeled with signs reading sex or gender.
Instructions for participants (read aloud):
I am going to read a few statements and you decide if the statement has to do with gender or sex.
You will tell us your answer by voting with your feet. Walk to the sign that says sex if you think the
statement is more closely related to sex; and walk to the sign that says gender if you think the
statement is more closely related to gender.
Statements:
1. Women can breast-feed. (sex)
2. Men are soldiers. (gender)
3. Looking for firewood is girls work. (gender)
4. Men rarely lose the ability to produce children. (sex)
5. In matriarchal societies, women are leaders. (gender)
6. Men earn more money than women. (gender)
7. Women cant inherit property. (gender)
8. Most women have less upper body strength than that of most men. (sex)
9. Men are better musicians. (gender)
10. When boys reach puberty, their voices become deeper. (sex)
Post Adaptation:
Post should contextualize the examples.
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Trainer Material 2: Sex and Gender Signs
Sex
Gender
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Part 5: Camp GLOW
GLOW Goal: Supporting self-esteem, positive identity, and self-confidence

Campers have increased sense of self-worth, self-efficacy, and confidence in their abilities.
Immediate indicator: By the end of camp, campers describe or display three or more of their own
personal strengths or assets as evidence of improved sense of self-esteem or self-worth.
Intermediate indicator: In the six months following camp, campers have adopted an improved sense
of self-esteem or self-worth and display three or more of their own personal strengths or assets.
Camp planners have two options for this session. The first, listed below, is a more traditional
session plan in which campers identify strengths, group norms, and develop steps in which to build
on their strengths and build confidence, self-worth, and self-efficacy throughout the week. Option 2
is the Hero Books activity in which participants create books in which they are both the authors
of their own narrative and heroes for their own lives. Camp planners can determine which activity
fits best, given the schedule of the camp, the level of campers involved, and materials available.
Both activities should lead to campers successfully achieving the same outcomes with greater
awareness of their personal resources and create the foundation for additional activities
throughout the week.
SELF-ESTEEM SESSION: OPTION 1
Session: Self-Esteem, Positive Identity, and Self-Confidence

Rationale:
This session asks campers to identify and articulate their

personal strengths and capacities; learning to find their
GLOW. This introduction will lay a foundation for all the
experiential activities and personal reflection throughout the
week, in which campers will have the opportunity to build on
their strengths and expand their capacities. They will also
consider the ways in which they contribute to a safe,
supportive, and empowering environment for other campers.
Target Audience:
Camp counselors, Volunteers, or local partners with strong

Time:
60 minutes
Pre-requisites:
None
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Materials:
Flip chart paper (full size, cut in half or quarters as space/materials determine), markers
(optional), magazines, scissors, glue
Personal Strength Portraits
Campers create their own personal strength portraits.
1. Distribute paper and markers (or magazines, scissors, and glue if collaging) to campers.
2. Explain to the campers that they are going to create their own personal strength portrait.
Say, We are going to do an artistic project today. First, though, I would like you to close
your eyes. Before we begin drawing our portrait, we are going to do a little creative
visualization. All you have to do is close your eyes, relax, and listen to my voice. Let your
mind wander and imagine as I am talking. This will help you get in the right frame of mind
before you start drawing.
Think about some of the things you like about yourself: these can be things you can see
and do, such as having strong legs and being a fast runner, or special qualities or traits
you have, such as being a good listener or friend (pause for one minute or a little longer).
Think about some of the things you are good at doing: your talents, skills, and special
abilities (pause).
3.
4.
5.
6.
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Think about some of the times in which you feel really good about yourself. Times when you
feel valued, respected, and capable. What are the things you did that made you feel this
way? (pause).
Now ask the campers to open their eyes and draw a portrait of themselves. It can be just
their head or an image of their entire body, but suggest they take some time to put in some
of the details. Give them about 10 minutes to work.
Once they have the basics of their portraits, announce the next step, Begin to write with
words, or draw with pictures around the outside of your portrait, some of your skills, talents,
abilities, and attributes you thought about at the beginning of the exercise. If needed,
repeat the questions listed above and give them 10 minutes to work.
Walk around the group and make note of some of the qualities, skills, and talents campers
have written or drawn on their pictures. Make sure to verbally praise campers drawings,
their focus, hard work, and creative thinking. Be specific with praise.
Make sure campers write their names somewhere on their portraits in clear, visible writing.
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Part 5: Camp GLOW

Materials:
Flip chart, markers
Finding Your GLOW: Personal Strengths and Creating an Empowering Environment
Participants learn about the importance of labeling their talents and skills while recognizing
their ability to create a supportive environment and empowerment for their peers.
1. Share that one of the goals of Camp GLOW is to make sure that every girl leaves with a
positive sense of herself and the understanding of her ability to lift up others around her.
We call this, Finding Our GLOW.
2. Draw a circle on a piece of flip chart paper, with the word You written in the center. Say,
Here is You. You come to this camp already possessing lots of wonderful qualitiesthings
about you that you like, such as being a caring friend, a loving sister, a creative thinker.
What else?
3. Write some of these qualities you stated inside the circle. Allow participants to call out
some other words. Write down any that are personal characteristics or qualities. These
qualities or characteristics that you like about yourself are an important part of your selfesteem. They are the voice inside your head that tells you that you are important, that you
matter despite what anyone says or anything that is going on in the rest of your life.
loving
YOU
creative
Sometimes, you or someone you know may
hear other messages or words to describe you
that are not so positive. You may even have negative thoughts or messages about yourself in
your head. Throughout the course of Camp GLOW, you are going to learn that you can choose
the words you want to describe yourself and make sure they are positive! You will have lots of
amazing friends and staff members around who are going to help you find new words to
describe You as well.
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4. Draw another circle around the first circle.

In the first circle we wrote some of the qualities about You that you like. The kind of
person that you are to your friends, family, and people who love you. We are going to fill the
next circle with some of the things you can do that you think are important, useful, and
valuable. Can you give me some examples to write in this second circle?
Singing
loving
YOU
creative
5. Allow participants to call out some of things they can do, such as singing, gardening,
sewing, helping others, etc., and write these in the outer circle. Say, There are many
talents, skills, and gifts that each of you already possess. Knowing that you are capable,
others
that you have something to contribute and Helping
to offer
to others is another important
concept we will explore this week. Throughout the week, we will ask you to reflect on the
many activities we will do and think about ways in which you have added new words to
your inner circleor qualities you like about yourself (point to the self-worth concepts)
and to the outer circleor the capabilities, the talents, and skills you possess (point to
the self-efficacy concepts).
6. Both of these steps together are important in helping us Find our GLOW. Another way
is by learning that we can help others do the same. Each of you is going to play an
important role in helping your friends and fellow campers find new positive words for
their circles. Close your eyes again and think about how we support each other to find
our GLOW. Think about someone you know who makes you feel good about yourself.
What are the things they say? How do they act toward you? What do they do? Now
open your eyes. Lets make a list of the ways in which we can help each other to Find the
GLOW in ourselves and in each other.
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Part 5: Camp GLOW
7. Write Finding our GLOW at the top of a piece of flip chart paper. As campers call out
ideas for creating a supportive environment for each other, write them down as a list.
Possible answers:
Tell each other when we do a good job.
Point it out when someone does something well.
Listen when someone is speaking.
Be encouraging when someone is down or struggling.
Dont assume we know how others feel.
8. Return to the flip chart with the circles and draw one final circle around the other two in a
shape that suggests a glowing light.
Praise
Singing
Loving
Support
YOU
Listen
Creative
9. Inside this glowing part of the image, write a few words from the list they just generated,
such as listen, encourage, support.
Helping others
10. When campers are satisfied with the list, review it with them and ask them to agree that
everyone at the camp will do their best to create the environment for each other that this
list describes.
11. Wrap up this part of the activity by saying, Now we are each going to help one of our fellow
campers find her GLOW.
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Materials:
Camper portraits
Flip charts made during the previous session
Finding our GLOW

Campers work in pairs to learn one new thing about each other and share their strengths.
They learn to recognize the importance of how they think about themselves and the power
of positive feedback.
1. Break campers into pairs and ask them to share their portraits with their partners. Ask them
to highlight:
What they like most about their drawings
Three or four of their talents or strengths of which they are most proud
2. After one camper has shared with her partner, the partner should tell the other
One thing she really likes about the portrait or about something that the camper shared.
Note: This activity serves as the assessment of Learning Objective 1.
3. Campers should then switch roles and repeat Steps 1 and 2.
4. After campers have shared their drawings with their partners and given each other
feedback, ask them to identify how it felt to complete this drawing and then share it with
another person.
Note: If campers reply good or bad, ask follow-up questions to draw out additional
reflection. Questions might include:
Was it difficult to think of things you are good at or that you like about yourself? Why or
why not?
How did it feel to share with others things you like about yourself? Comfortable or
uncomfortable?
How did it feel to hear your partner say something she liked about you or your work?
How did this activity help you find your GLOW? Did you help your partner find hers?
In what ways can we create the positive feelings we experienced after this activity in all
of our activities throughout the week?
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IV. Application (Continues throughout camp, then allow at least 30 minutes to

process at the end of camp)
Materials:
One extra piece of paper (one-fourth the size of the flip chart) for each participant
Tape
Markers
Camper portraits
The GLOW Wall of Strengths

Campers post their portraits on a visible wall throughout the camp and throughout the week
provide positive feedback for their peers, reflecting on the strengths and skills they develop
during the week.
1. Distribute one-fourth piece of flip chart paper to each participant (or other size paper as
available). Explain that this paper will be taped to the bottom of their personal portraits. If
they choose, they can draw a GLOW bubble on the paper (similar to the one in the model
on Page 29) and write Shout Outs at the top of the page.
2. Direct the campers to hang their portraits on the GLOW Wall of Strengths. Say, This wall
represents the many wonderful qualities, skills, talents, and attributes of all of the GLOW
campers. The paper taped to the bottom is there to provide space for Shout outs, or
positive messages from other campers or staff. Throughout the week, you are going to add
to your own strengths on your portraits and use the sheets below to help your fellow
campers build their strengths. Use the sheets below to tell your friends and fellow campers
about things you like about them, things you saw them work toward and accomplish, or any
other positive messages.
3. At either specific times designated by the staff members (if they dont want to leave
markers out) or anytime they pass by the wall (if markers can be left out), campers are
invited to write shout-outs on the blank paper below the personal portraits. They are also
invited to add to their own portraits, as they learn about new strengths they have.
4. Point out to campers they should be specific as they support each other, and provide
examples such as, Ana, you did a great job working through that difficult puzzle or I love
how you supported everyone on your team in the obstacle course. Each camper will leave
camp with both her personal portrait and her GLOW Strengths.
5. Ask for questions and clarifications.
6. If possible, take a photograph of the GLOW Wall of Strengths at the beginning and end of
camp. Note how many talents, skills, and abilities campers develop as they are asked to
reflect on their own progress and support each other.
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7. Allow time at the end of camp to process this activity. Processing their journey as they
identify their new talents and attributes, as well as their journey in supporting each other,
may take place in multiple forums throughout camp, including:
Journaling assignments
Pairing and sharing activities
Role-plays and skits
Group discussions
Artistic expression/craft projects
8. Some of the questions that should guide this reflection process may include:
Identify some of the new strengths you discovered about yourself at camp.
What were some of the new things you learned that you could do?
Were there things you were nervous about doing but, after doing them, you felt good
about? If so, describe the experience.
In what ways did you, discover your GLOW?
In what ways did you help other campers discover their strengths, or their GLOW?
How are you going to help other girls discover their GLOW when you return to your
community?
What does it mean to be part of a community of girls who support and empower
each other?
Note: This activity serves as the assessment for Learning Objective 3.
V. Assessment
LO1: Is assessed during the pair and share activity in the Practice section.
LO2: Is assessed by the flip chart developed at the end of the discussion in the Information section.
LO3: Is assessed by the group discussion or other reflection activity in the Application section.
VI. References:
Gender and Development Training and Girls Education Manual. [ICE No. M0054].
http://inside.peacecorps.gov/index.cfm?viewDocument&document_id=25884&filetype=pdf
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SELF-ESTEEM ACTIVITY: OPTION 2

Activity Title: Hero or Heroine Books
Purpose: Campers will compose a story in which they themselves are the main heroine/hero, and their
life is the adventure. Writing a heroine book gives the camper the opportunity to think in a different way
about the hopes, goals, opportunities, and challenges in their lives. Heroine books also provide a safe
space in which to imagine tactics and strategies for overcoming those challenges and obstacles.
Description: A heroine book can be divided into six chapters, which can be completed in an
afternoon, or over the course of a few days.
Chapter 1: Introduction, the Here and Now
Tell the participants that every story needs a main character, and for this story, the main
character is you! On the first page, they should draw (or describe, for those who are
uncomfortable drawing) themselves, and their current situation in life. They are the heroine in
their own stories.
Chapter 2: A Heroine in My Life
Explain that we learn how to be a heroine from the other heroines in our lives. Ask them to
think about a role model in their lives (either female or male, living or dead), and to
draw/describe them standing next to themselves. Ask them to explain in their books why this
person is so special to them.
Chapter 3: The Road of My Life
Explain to participants that just as a story has a beginning, a middle, and a conclusion, so will
their heroine book. This chapter will have three sections:
Where I came from: This is their past. Participants should draw or describe something about
their past, which could be an important memory, event, or place from their beginnings. It
can be anything that they feel is important or significant.
Where I am now: Participants should choose something that feels significant about their
present situation to either draw or describe. It can be of an event, a place, or any other thing.
My goals and dreams: This is where participants will begin to talk about their futures, mainly
in the contexts of their hopes and dreams. Where would they like to go? What would they
like to do? What will success look like for them?
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Chapter 4: Roadblocks and My Circle of Support

Explain to participants that on the road of life, we can sometimes encounter roadblocks or
challenges that might prevent us from reaching our goals. In this next chapter, ask participants to
think about the goals that they described in the previous chapter, and to then imagine one or two
potential roadblocks that might pose challenges to them. Draw/describe them on the page. Next to
each roadblock, brainstorm one or two ways in which that particular roadblock might be avoided or
dealt with in a positive way.
Circle of Support: Explain that your Circle of Support is comprised of those people in your life
who assist you along the journey, and who help you to avoid or resolve roadblocks.
Ask participants to think of the people in their lives who provide support and guidance. This
includes those who can help participants problem solve as they create solutions to the
roadblocks in their lives. Ask them to draw or describe one or two of those people now, and
to include one or two ways in which they can offer assistance in overcoming roadblocks.
Final Resolution: The Shining Moment
Ask participants to think about the last story that they either heard or read. Was there an
ending? What were the endings like? Adventure stories (like our own!) very often end with
a resolutionwhere the hero of the story has overcome the obstacles presented to him or
her, and theyve achieved success. This is what were calling the shining moment.
Ask participants to imagine what their own shining moment will look like: How will they
know that theyve achieved their goals? Ask them to draw or describe their shining
moment. What will that moment look like? What will you be thinking and feeling? Who
from your circle of support will be there, either in person or in memory?
Suggestions:
This exercise can be re-imagined to fit the context and amount of time available; however, this
is imagined as an appreciative activity, so it is recommended that as challenges and roadblocks
are explored, that the exercise is concluded with brainstorming methods of resolution or
transformation of those challenges.
References:
The Regional Psychosocial Support Initiatives (RPSSI) trainers manual on hero books:
http://www.ovcsupport.net/libsys/Admin/d/DocumentHandler.ashx?id=752
Lushomo (a nongovernmental organization in Zambia) has information on hero books:
http://www.lushomo.org/issue2_herobooks.html
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GLOW Goal: Leadership Development

Goal: Campers are comfortable with, and practicing, new leadership attitudes, skills, and behaviors.
Immediate indicator: By the end of Camp GLOW, campers demonstrate new leadership
behaviors, exhibiting two or more of the following traits: visionary, effective communicator,
Intermediate indicator: In the six months following camp, campers have adopted new leadership
behaviors and exhibit two or more of the following traits: visionary, effective, communicator,
Session: Leadership
Rationale:
This session asks campers to explore what it means to be a

leader, both personally and the concept of shared
leadership, in a group. They will examine both the qualities
and behaviors of a leader while they work on creating their
own personal leadership development plan.
Target Audience:

Time:
90 minutes
Pre-requisites:
None
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I. Motivation (Option I) (15 minutes)
Materials:
Notebooks
What is a leader?
Campers work in small groups with counselors to examine what their beliefs are about leaders.
1. Break campers into small discussion groups of between 4-6 people, with each group being
led by a counselor or junior counselor. Distribute a piece of flip chart paper and markers to
each group.
2. The lead facilitator explains the directions to the group. In this activity, we are going to ask
you to discuss what it means to be a good leader. In your small group, begin with a short
brainstorming session about the qualities you think any good leader has. You have five
minutes; have one person record your answers on a piece of paper or in a notebook.
3. Allow groups to discuss their brainstormed lists with their group leaders.
Possible answers: Leaders motivate others, are strong, assertive; tell others what to do, etc.
4. Call time and ask participants to call out the qualities they discussed and record them on a
flip chart or chalkboard so one general list is compiled, Qualities of a Good Leader.
5. Ask everyone the following:
When you thought about the qualities of a leader, did you think about qualities you
personally have or that someone else has?
During the group discussion, did you think about any of the strong leaders you know of?
If so, who are they? Are they mostly men or women?
Are there different ways in which to be a leader other than being in charge of
others? What are other ways to demonstrate leadership that dont require being the
boss of others?
Who are some of the leaders who most inspire you and why? (Make a list or flip chart
of the answers to this question).
Note: If the campers only generate people who are formal leaders, such as political
figures, ask about examples of local, less formal leaders and women leaders they may
know of. Ask if they view these other people as leaders as well and why or why not. If
they dont see them as leaders, go back to the list of qualities and traits and see if they
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Part 5: Camp GLOW
ring true. Point out to the girls that there are many different ways and many different
contexts in which to be a leader. If the camp has already scheduled a day in which
women leaders or role models came to speak, refer back to stories or lessons they
shared. Finally, this flip chart may be posted on the same wall as the camper selfportraits as a source of inspiration throughout camp.
6. Ask campers to return to their small discussion groups again. They are going to take out
their journals or notebooks and have about 10 minutes to reflect on the ways in which
they see themselves as leaders. Think about the leaders they said most inspired them.
Have then answer the following questions:
In what ways are you currently a leader in your own life?
What type of leader would you like to be?
Note: If campers are not comfortable writing in their journals, they can draw images
that reflect their answers to these questions.
7. After 10 minutes of reflection, ask campers to share their reflections in the small group,
with the counselor facilitating the discussions.
8. After the small groups have shared their reflections, ask them to direct their attention
back to the large group.
II. Motivation (Option II) (15 minutes)

Materials:
Camper journals
Trainer Material 1: Our Deepest Fear
What is a leader?
Campers work in small groups with counselors to examine what their beliefs are about leaders.
1. See Trainer Material 1 Our Deepest Fear. Begin the session by reading an excerpt from a
book by Marianne Williamson (or translated as needed).
2. Ask the campers for any initial impressions about this quote. As a follow-up question, ask
what they think this poem has to do with the idea of leadership.
3. Direct the campers to their journals and ask them to spend five minutes writing personal
reflections based on the following three questions:
What are some of the qualities you think are important in a leader?
What are some of your own personal leadership qualities?
What does the type of leadership described in the quote from Our Deepest Fear mean
to you?
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4. Call time at the end of five minutes and explain they are going to share their answers in their
small groups. Some additional questions for the small group facilitators or for large group
discussion include:
During the group discussion, did you think about any of the strong leaders you know of?
If so, who are they? Are they mostly men or women?
Are there different ways in which to be a leader other than being in charge of others?
The quote suggests that one of the ways in which we can impact and influence others is
to be the best version of ourselves we can be. By letting our own light shine, we
unconsciously give other people permission to do the same. Do you agree with this?
Why or why not?
Who are some of the leaders who most inspire you and why? (Make a list or flip chart of
the answers to this question).
III. Information (10 minutes)

Materials:
Flip chart, markers
Handout 1: A Leader is
Creating a definition of leadership
In this part of the session, participants will learn about some of the common characteristics of a
leader and explore the idea of shared leadership.
1. Explain to campers that now that they have discussed their ideals and sources of inspiration
for leadership, we are going to see how much that overlaps with the GLOW leadership
model.
2. Distribute Handout 1. A Leader is Explain that these are some of the traits that are
commonly viewed to be the characteristics of exceptional leaders. Ask campers to read
through them, while the facilitator reads them aloud. After reading them, ask:
After reading these qualities, tell me, who can be a leader?
Possible answers: Anyone can. Leaders can be male/female, young/old, shy/bold.
Are there any of these qualities that you disagree with or that you think dont apply to
the typical Camp GLOW girl?
Note: If the group identified characteristics or qualities of leadership that are essential and
not included on this list, feel free to add it to their handouts or lists.
Optional: Refer back to the quote Our Deepest Fear and ask if they see how any of these
leadership qualities are reflected. For example, setting the example or being confident
by showing others who you are.
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Post Adaptation: Use a tool that illustrates different types of leadership styles, such as the
Leadership Compass from the Bonner Foundation7. This may provide a useful illustration that
there are many different leadership traits and qualities that can exist along a continuum.
3. Wrap up this part of the session, making sure that three key points are reaffirmed:
Anyone can be a leader: someone who is young, old, male, female, shy, or bold.
Everyone is capable of developing these qualities.
Leaders are not just those in charge of others. Leadership can be even more powerful
when it is shared.
4. Say, Next, we are going to do an activity called circle storytelling that will help us share
some ideas on how Camp GLOW girls who are your age, in your country, can learn to be
powerful and effective leaders in their own lives.
IV. Practice (45 minutes)

Materials:
Trainer Material 2: Shayla becomes a leader
Circle Storytelling: Girls as Leaders
In their small groups, campers tell a circle story about a typical girl from their country who
displays some of the qualities of a leader in her life.
1. Explain the process for the circle storytelling: I am going to start with a story about an ordinary
girl from your country, her name is Shayla. In each of your groups, you are going to pick up
where I left off and continue making up the story about Shayla. In making up your story, you are
going to pick one of the characteristics of a leader from your handout, and tell about a time
during which Shayla demonstrated or developed that quality. When you are done, you finish by
saying And then Shayla and the story passes to the person on your left to pick up and
continue Shaylas story in which she demonstrates a new quality of a leader. The first person to
start the storytelling after me is the person with the first birthday of the year. Any questions?
Note: An alternative version of this activity is to ask each group to work together on their
story of Shayla. Each group would choose one of the qualities of a leader and then tell a part
of Shaylas story in which she developed this quality. Then they would pass the story along
to the next group. This way the group has some time to discuss and think about what might
happen to Shayla.
7
The Bonner Curriculum. Leadership Compass.

https://files.pbworks.com/download/7KcP6CxqXR/bonnernetwork/13113681/BonCurLeadershipCompass.pdf
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2. Remind participants that there is no right and wrong answers for this activity. It is storytelling
so it is only limited by what they can imagine. Each group will have 15 minutes to get through
as many qualities as they can, so try not to spend too long on any one story. At the end, each
group will be asked how many qualities of a leader they were able to give Shayla.
3. At the end of 15 minutes, call time and ask, by a show of hands, how many groups were able
to help Shayla develop at least two qualities of a leader? Three? Four? Make note of the
group that was able to help Shayla develop the most qualities of a leader, and if one person
from the group wants to highlight a few things from their stories.
4. In a large group discussion or in their small groups, ask the participants some of the
following questions:
Was it difficult to think of ways in which a shy, relatively ordinary girl can become a leader?
Do you imagine that Shayla changed the way she thought about herself as she
developed these new qualities? Did she transform as a person from the first story to the
last? If so, how?
Did any of the stories include incidents where Shayla developed leadership qualities with
other people, such as her friends or family? In what ways? How did the idea of shared
leadership help Shayla?
Did doing this exercise change the way you think about leadership? Can you see some
ways in which Shaylas stories are similar to your own?
V. Application (20 minutes)

Materials:
Flip chart, markers
Participant journals
Handout 2: Leadership Self-Assessment Tool
Handout 3: My Personal Leadership Plan
Assessing and Creating a Personal Leadership Plan
Campers complete the leadership tool to assess their own leadership qualities and develop a
plan to work on their skills and attributes over time.
1. Explain to campers that in the last part of the session, they looked at some of the ways an
ordinary girl can do extraordinary things, making an impact on her own life while changing
the lives of those around her for the better. Say, Sometimes, it is easier to think about
changing our own lives when we think about how it might happen to someone else. In this
activity, you are going to assess your own leadership qualities and develop a personal
leadership plan to consider ways in which you want to develop their leadership skills as they
move forward in Camp GLOW and afterward.
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2. Distribute Handout 2: Leadership Self-Assessment Tool. Explain to campers that this is a

simple self-assessment for their own leadership journey. This is not a test in which there are
right or wrong answers. Rather, this is a method for them to identify and work on areas they
want to strengthen. Give participants 10 minutes to complete their leadership selfassessment, working on scoring themselves for the beginning of camp columns only.
Note: If literacy is an issue for girls attending camps, both this tool and My Personal
Leadership Plan can be adapted to be a group verbal exercise.
3. Ask campers if they would like to share any of their own leadership strengths they identified
or areas they think they would like to work on.
4. Explain that now they are going to develop their own personal leadership plan they can use
for the rest of camp and after they return to their communities.
5. Distribute Handout 3: My Personal Leadership Plan. Explain that this plan allows them to
think about each of the leadership qualities discussed today and asks them to consider one
thing they can do now or are already doing to help develop that characteristic. The third
column asks them to think about something they can do in the future, either throughout the
camp or afterward to work on that quality. The last three reflection questions at the bottom
of the page asks campers to think about what type of support they have in their lives and
how they can help support others. They might not have answers to all of these questions
right now, but can return to this plan throughout the week as they think about the steps
they are going to take after camp.
VI. Assessment
The session learning objectives are assessed observationally at several points during the
session. In addition, counselors may want to use the Leadership Self-Assessment Tool as a
method of camp evaluation and ask campers to complete the assessment a second time at the
end of camp.
1. LO1: Assessed following journaling and small group discussion in the Motivation section of
the session.
2. LO2: Assessed when the campers complete their personal leadership plans.
3. LO3: Assessed through additional reflection questions in the Personal Leadership Plan.
Note: It is recommended that counselors revisit the Personal Leadership Plan at the end of
camp and ask campers to complete the assessment again as a reflection activity. Having
counselors collect changes and improvements in campers scores can serve as an assessment of
the leadership development goals for the camp.
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References:
The Life Skills and Leadership Manual. The Peace Corps. 2013. [ICE No. M0098]
The Asset Builders Guide to Youth Leadership. The Search Institute. 1999.
http://www.search-institute.org/system/files/AB_Guide_Youth_Leadership.pdf
The Power to Lead: A Leadership Model for Adolescent Girls. Care. 2009.
http://www.care.org/campaigns/2009/downloads/sigprog_pw_leadership.pdf
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1. VisionaryA leader sees a better future and
can help others see it, too. She can identify
not only problems, but also envision possible
solutions and see resources and opportunities
where others may not. A leader is a dreamer.
2. ConfidentA confident leader is aware of her
opinions, goals, and abilities, and acts to
assert herself in order to influence and
change her life and world.
3. Takes Action with the Drive to see things
throughMany people may have ideas for
solutions. Leaders act on theirs. They take
steps in order to realize their vision and
persevere through difficulties and obstacles.
4. Effective Communicator Good leaders are exceptional listeners. They respond to
others thoughts and feelings and are able to communicate their vision and goals.
They speak assertively and with purpose.
5. MotivatorGood leaders are not only self-motivated, they know how to motivate
others. They know the right buttons (beliefs, feelings, priorities) to push for others to
reach a goal.
6. PlannerGood leaders know how to reach a goal by developing reasonable,
actionable steps. They dont have to know every detail, but can work with others to
develop a plan.
7. Creative ThinkerGreat leaders can see things in new ways, or think outside the box.
8. Sets the ExampleLeaders know they are role models for others. They earn respect
by walking the walk. They treat others the way they want to be treated.
And Remember
Anyone can be a leader
Leadership can be even more powerful when it is shared
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Handout 2: Leadership Self-Assessment Tool

Leadership Skills: Self-Assessment Tool
Name: ________________________________
Campers: Take this self-assessment at the beginning of camp (T1) and at the end of camp (T2). Be very honest with yourself about
whether these qualities, skills, or characteristics are things you actually do in your daily life with friends and family. Dont worry if you have
never thought about this before. You will get the chance to develop these skills over the week and see where you are at the end of camp.
Visionary
Leaders see a better future and can help others see it, too. They can
identify not only problems, but also envision possible solutions and see
resources and opportunities where others may not. They are dreamers.
Confident
A confident leader is aware of her opinions, goals, and abilities, and acts
to assert herself in order to influence and change her life and world.
Action/Drive to see things

through
Many people may have ideas for solutions. Leaders act upon them. They
take steps in order to realize their vision and persevere through
difficulties and obstacles.
Effective Communicator
Good leaders are exceptional listeners. They respond to others

thoughts and feelings, and are able to communicate their vision and
goals. They speak assertively and with purpose.
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Frequently or
always- 3
Sometimes -2
End of Camp (T2):

I show this quality
Never-1
Frequently or
always-3
Definition
Sometimes-2
Leadership Quality
Never-1
Beginning of Camp (T1):

I show this quality
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Part 5: Camp GLOW
Motivator
Good leaders are not only self-motivated, they know how to motivate
others. They know the right buttons (beliefs, feelings, priorities) to
push to bring others on board to reach a goal.
Planner
Good leaders know how to reach a goal by developing reasonable,

actionable steps. They dont have to know every detail, but can work
with others to develop a plan.
Creative Thinker
Great leaders can see things in new ways, or think outside the box.
Sets the Example
Leaders know they are role models for others. They earn respect by
walking the walk. They treat others the way they want to be treated.
Frequently or
always- 3
Sometimes -2
End of Camp (T2):

I show this quality
Never-1
Frequently or
always-3
Definition
Sometimes-2
Leadership Quality
Never-1
Beginning of Camp (T1):

I show this quality
Add your score: Give yourself 1 for never, 2 for sometimes, and 3
for always. Total your scores here:
Total
T1
T2
Optional journal assignment for tonight: Each time you take this assessment, think about examples or times in your life when you have
applied one or several of these characteristics. Write about what it felt like. Was it difficult? Was it easy? How did others treat you? What
are the ways in which you can imagine developing these skills in the coming months?
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Handout 3: My Personal Leadership Plan

Leadership Quality
Things I am already doing Things I plan to do in the

or can do now to develop future to develop this
this leadership quality
leadership quality
Visionary
Confident
Take Action/Drive to see

things through
Effective Communicator
Motivator
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Planner
Creative Thinker
Sets the Example
Additional Reflection Questions:

One person in my life who can help support my vision of myself as a young leader:
One way in which I can use my leadership skills to help others:
One way in which I can promote shared leadership in my group or among my peers:
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Trainer Material 1: Our Deepest Fear
An excerpt from the book, A Return to Love, by Marianne Williamson8

Our deepest fear is not that we are inadequate. Our deepest fear is
that we are powerful beyond measure. It is our light, not our darkness
that most frightens us. We ask ourselves, Who am I to be brilliant,
gorgeous, talented, fabulous?
Actually, who are you not to be? ... Your playing small does not serve
the world. There is nothing enlightened about shrinking so that other
people wont feel insecure around you. We are all meant to shine, as
children do. And as we let our own light shine, we unconsciously give
other people permission to do the same. As we are liberated from our
own fear, our presence automatically liberates others.
Williamson, Marianne. A Return to Love: Reflections on the Principles of A Course in Miracles. 1992. Harper Collins.
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Trainer Material 2: Shayla Becomes a Leader

Note: Adapt or change this story beginning as needed to make it relevant to the campers in
your country.
To begin the circle storytelling, read the following aloud to the group:
Shayla is an ordinary 14-year-old girl like most from her country. She lives with her parents, two
older brothers, and one little sister, Mimi, who is 10 years old. Shayla goes to school, which she
mostly likes, although sometimes it is difficult to find time to study for all of her exams. She is
expected to help her mother when she comes home in the afternoon and it seems like there is
always housework to do. She likes most of her subjects, although her favorite is science. She loved
the time in class when they were able to use the microscopes and look at slides of cells. She does
well in school, but she does not like to talk in class and gets very shy and embarrassed when the
teacher calls on her, even when she knows the correct answer.
Her best friend is Marisol, who is lots of fun and very talkative. They like to spend time together when
they can, usually listening to music and talking about things that happened in school. Shaylas next
door neighbor is an elderly woman, Mrs. Langley. She is always sitting on her porch when Shayla
passes on her way home from school, and she always asks Shayla what she learned that day. Shayla
likes to stop and chat with Mrs. Langley whenever she can and doesnt feel shy when talking with her.
Shayla is not sure what she would like to do when she is finished with school. She imagines that she
will get married and have a family, although she would also like to go to University and study biology
and maybe work in a health clinic. One day, when Shayla was walking home from school
So what happened with Shayla that helped her develop one of the qualities of a leader? Did
circumstances change to put her in the position where she had to step up and be a leader among
her friends? Among her family? In her neighborhood? Or did Shayla decide to try new things and
develop new skills? Your job is to imagine what happens in Shaylas life that enables her to develop
one of the qualities of a good leader.
Provide an example and say, While Shayla was walking home from school, she stopped to chat with
Mrs. Langley. As usual, Mrs. Langley asked her about what she learned today. When Shayla held up
her science textbook, and said, I learned about this today Mrs Langley said, I dont see very well
dear, so you will have to tell me about it. It was the first time Shayla noticed that Mrs. Langley
couldnt see! Shayla said, Im sorry, I didnt know that, Mrs. Langley! Is there anything I can do to
help you? Would you like me to read you the paper or from one of my books? From that point
forward, Shayla read to Mrs. Langley on her front porch two afternoons a week, either from the
newspaper, something she was learning in school, or from one of Mrs. Langleys books. Shayla
demonstrated leadership in that she could take action and had the drive to see things through.
Say, Our group has now helped Shayla develop one quality of a leader through our story.
The story now passes to the next person to the left in the circle for them to continue.
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GLOW Goal: Health

This section does not include detailed session plans for health to be implemented in any Camp GLOW.
Because the priorities and health needs of girls vary significantly by country, a series of suggested
general activities are listed with the goal below. Keep in mind the goal and indicator for health.
Healthy Lives
Campers acquire new health knowledge and skills that will enable them to lead healthier lives.
Immediate indicator: By the end of Camp GLOW, campers identify at least two new healthy
behaviors they will continue after camp, (self-care, physical activity, reproductive health,
hygiene, or other).
Intermediate indicator: In the six months following camp, campers have adopted at least two
new healthy behaviors (self-care, physical activity, reproductive health, hygiene or other).
Camp planners should determine what health knowledge and skills are most critical to helping
campers engage in healthy behaviors as a result of camp and design their sessions based on those.
Consult with the Peace Corps program manager to obtain lesson plans and sessions on such topics as:
Sexuality, Relationships, and Your Changing Body
Adolescent Sexual and Reproductive Health (ASRH) Decision Making
Abstinence
Condoms, STIs, and HIV
Gender-Based Violence
Pregnancy and Family Planning
Preparing for Parenthood (Early Childhood Development principles)
Water, Sanitation, and Hygiene (WASH) with Kids
Here are some suggested general health activities:
Body Mapping
Purpose/Desired Outcome: Increase body image awareness.
Hand out large sheets of poster paper, one to each discussion group. On it should be drawn (ahead
of time) an outline of a human form. Alternatively, have each camper create an outline of her own
body on several flip charts taped together. Engage in a small discussion about how the way we feel
about our bodies may often be a reflection of our feelings and attitudes about ourselves. Using the
body map as a reference, have campers identify things that their body is capable of doing, (i.e.,
running fast, fixing meals, thinking through a problem, giving hugs, etc.). When the groups finish,
they should present the body maps to the rest of the group with an explanation of their feelings.
After the discussion, ask campers to complete the sentence, My body is strong because
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Guest Speakers
Purpose/Desired Outcome: Share knowledge, resources, and provide role models.
Invite female doctors, community health workers, or other representatives to discuss questions and
concerns that campers have about womens health issues. In the Philippines, counselors used the
issues raised during the camp application process to prepare topics covered during the health sessions.
Nutrition
Purpose/Desired Outcome: Share knowledge and encourage healthy eating.
Many young women suffer from poor body image, which can lead to unhealthy eating habits and
eating disorders. Reviewing nutrition guidelines or the different food groups can lead to a better
understanding of what is required to fuel the body and maintain a healthy weight. Consider preparing
a healthy snack/meal together and talking about the food groups before eating. Work with local
partners to ensure that discussions about nutrition are culturally relevant and sensitive to available
resources for campers. Facilitators can focus on the healthiest available options for most campers.
Resource: http://www.choosemyplate.gov/downloads/mini_poster_English_final.pdf
Relationships and Sexuality
Purpose/Desired Outcome: Address questions related to sex, sexuality, and relationships in an
anonymous and safe environment.
One Camp GLOW called this session Everything You Ever Wanted to Know about Sex and
Relationships BUT Were Afraid to Ask.
Once you have clearly established trust in your group, you may want to have a sex and
relationships talk. Throughout the week at camp, have a question box in a central location and
invite the campers to write any questions they have about sex, sexuality, sexual orientation, gender,
and relationships and place them in the box. Questions can be signed or anonymous.
Before the session, you may want to pass out information about AIDS, pregnancy, other womens
health topics, or about sexual orientation/homophobia. Tell the campers they can come and talk to
the counselors individually or write down any questions they have concerning this information. The
backup plan on the night of the talk can be to review the information in the brochures in case the
discussion is not very lively.
During these talks, review the importance of confidentiality and the importance of creating a safe,
accepting environment where everyone is invited to ask questions and to learn without judgment.
Then read the questions aloud. One or two of the counselors may talk briefly about the question
(the counselors can read all of the questions before the session and plan who is going to say what).
Then, you can open a discussion on each question and let anyone who wants to say anything share
her ideas.
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It may also be important to have counselors practice asking and answering these questions in the
counselor training sessions in an open and matter-of-fact manner.
Post Adaptation: One activity that may help demystify the topic of sexuality involves posting
several flip chart papers with words related to sexuality and genitals (examples may include penis,
vagina, homosexual, lesbian, vaginal sex, oral sex, anal sex, breasts, testicles, male masturbation,
female masturbation, etc.). Participants circulate to the flip charts, writing all of the names they
have ever heard for these different terms. The activity concludes with a discussion about why there
are so many names to describe these terms (such as discomfort with the topics, lack of acceptance,
discrimination, etc.) and what the consequences are of using slang terms instead of the actual
terms themselves (promoting the discomfort associated with sexuality and a sex-negative culture,
discouraging use of proper terminology, persistent unfamiliarity with language related to sexuality,
discrimination, hate, inequality, etc.). At the end, participants agree to use the proper terms for
these concepts, and as a result of the activity, they are usually more open to asking and talking
about sexuality.
Important Tip: While it is important that host country partners and local
counselors are involved in all of the sessions and activities for Camp
GLOW, it is especially important that local staff or guest experts serve as
lead facilitators when topics related to sexuality, sexual health, and
relationships are presented.
Stress and Relaxation

Purpose/Desired Outcome: Teach constructive ways to deal with stress.
Handling stress in a positive way is a skill for all of us to develop. Campers have really responded to
activities and suggestions on how to cope with stress. Here are some suggestions to start that
discussion with your campers.
What is stress? (Elicit definition); What causes stress? (e.g., schoolwork, parents, relationships);
What are positive (e.g., sports, exercise, music, art) and negative (e.g., verbal abuse, physical
abuse, nothing) ways to release stress?
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Meditation is a viable option to relax. What does meditation mean to you?

a. Explain breathing exercises, muscle-tension release exercises (see the Yoga section
below), and visualization techniques. Play soft, gentle music in the background. For
example, you may start a session by saying something such as: You are in a place of total
relaxation and peace; perhaps you are floating on a cloud in a clear blue sky; lying in a
meadow surrounded by wildflowers; or sitting on the beach listening to the sound of the
waves with the warm sun on your back. Take deep, gentle breaths and focus on the quiet of
this lovely place, with each breath, let go of the tensions of the day and feel the nurturing
energy and peace that surrounds you.
Then give people a few moments to relax and breathe. After a few minutes, gently call
people back to the present. Invite campers or counselors to share their experiences or give
them time to journal.
b. Lead the group through yoga exercises (sun salutation) or stretching techniques as an
introduction to other ways to relieve stress.
Post Adaptation: A very simple relaxation exercise is to ask campers to close their eyes, slowly raise
one hand while inhaling as the leader counts to four. Ask them to keep their hand in the air and
hold their breath as the leader counts to four. Then slowly release their breath while lowering their
hand as the leader counts to four. Finally, remain still while breathing normally as the leader counts
to four. It is simple enough that each time they engage in this activity the facilitator can ask for
campers to lead the activity as well.
Yoga
Purpose: Teach a skill that can help one deal with stress and encourage a healthy lifestyle.
Desired Outcome: Campers can use the basics of yoga (breathing and focus) to manage stress and
improve well-being.
Counselors have introduced the concept of yoga during many Camp GLOW camps. It has been very
popular because it is something concrete that the campers can practice at home. Note that
teaching yoga requires training and practice. However, counselors without such experience may be
able to introduce the basics of breathing and focused meditation.
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GLOW Goal: Aspirations and Goal Setting

Goal: Campers articulate and plan for a long-term vision for the lives they want to lead.
Immediate indicator: By the end of Camp GLOW, campers identify three or more realistic steps
toward achieving their long-term goals as evidence of positive goal-setting behavior.
Intermediate indicator: In the six months following camp, campers have adopted positive goalsetting behavior and have taken one step toward achieving their long-term goals.
Session: Aspirations and Goal Setting

Rationale:
This session asks campers to think about their aspirations

and personal goals for their lives, while practicing setting
up realistic strategies that will help them get to where
they want to be.
Target Audience:
Camp counselors, Volunteers, or local partners with

strong facilitation skills.
Time:
60 minutes
Pre-requisites:
None required, but this session may be more appropriate

following visits from local professional women who speak
to campers about their professional and personal journeys.
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Imagine
In this part of the session, campers will engage in a creative visioning exercise that asks them to
imagine an ideal future.
1. Ask campers to get comfortable and explain, This is a session on our aspirations and goals.
We will speak more about what those are later. First, we are going to ask you to close your
eyes and daydream. You can relax and let your mind wander. The only thing you have to do
is listen to my voice and imagine
2. Throughout many of the activities this week, we have asked you to reflect on who you are as
a person. We have asked you to think about the aspects of your personality that you like and
the things that you like to do and are good at. We have also heard stories from women about
their personal journeys as they traveled the path from girlhood to becoming professional,
accomplished adults. Now we are going to ask you to travel 15 or 20 years in the future in your
imagination and think about the life that you would like to imagine yourself living.
3. As you try to imagine what you look like and what your life is like, here are some questions
that will help you bring your picture into sharper focus. Remember, dreams are free and this
doesnt cost you anything or hurt anyone to imagine anything we accomplish in our lives
must first be something that we can envision. We must see it to do it:
First, what do you look like? Think about the clothes you wear and how you appear. Are
you healthy, strong, and active? (pause to let them imagine)
Where do you live? Are you with your family? With a family of your own? Are you a
parent? Married? Single? Who are the people you surround yourself with? (pause)
What are the things you envision yourself doing? If you imagine yourself having
children, do you also work outside of the home? If so, what do you see yourself doing in
your work or career? (pause)
Who are the people you have around you to support you? It might be your family, a
spouse, friends, or colleagues. How do these people support you? (pause)
Hopefully, this vision of your future makes you feel happy and content with how far you
traveled, pride in your journey to get there, and a sense of accomplishment. Allow
yourself to sit with this feeling for a moment and enjoy it. (pause)
Note: If campers have previously worked on Heroine Books refer to them in this part of
the session.
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Post Adaptation: Consider adapting the language on the previous page to be sensitive to
places and cultures in which people view the future determined by the will of God, or
otherwise outside of their control. In this case, the facilitator may reflect these beliefs in the
visualization, and still ask campers to imagine a future in which they are living consistently
with Gods plan.
4. Ask the participants to open their eyes and come back to the present. Ask them to pair up
and share with their partner one thing they envisioned about their future. Ask if one or two
people would like to share the future they envisioned for themselves.
Note: Be aware if any campers appear to be emotional or upset as a result of thinking about
their future. For some people, this may be very sensitive or unsettling. If possible, have an
extra facilitator on hand to talk to those campers
individually as needed. Also, the facilitator can direct
HOT TIP
These types of panels and
the pairs to focus their discussion on their feelings
discussions often have a profound
related to thinking about their future, not on the
impact on both the girls and the
content that may be unsettling.
panelists. If possible, be prepared if

panelists ask for additional ways
they can contribute or be involved
with the girls beyond the session.
Consider ways to involve community
women, leaders, and professionals
as GLOW allies, mentors, or coaches
after or during camp. Many people
are willing to volunteer if they are
asked and offered a specific task or
opportunity.
5. Explain to campers that taking the time to imagine

something that doesnt exist, or that may seem like an
unrealistic fantasy, is not just for fun or a waste of time.
Anything that anyone has ever accomplished, no matter
how great or how small, must first be imagined before
it can become a reality. Remind campers about some of
the leaders and sources of inspiration they thought of in
the leadership session or in their heroine books. All of
these people had to imagine themselves as someone
who achieved or accomplished something before they did it. In this session, they are going
to talk about some of the strategies they can use to help bring some of the good things, and
good feelings they imagined, into their lives and make them happen over time. No one can
promise that setting goals and achieving them will be easy, but it is something that every
Camp GLOW camper can do.
Optional Activity (Allow for a 2-3 hour block of time in the morning or afternoon)
1. Invite a panel of 5-6 professional women to talk about their lives and career paths and how
they arrived where they are today. Prepare them ahead of time to share not only the steps
along the way, but how they managed to overcome significant obstacles and the help and
support they had from others.
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2. Select both older and younger women and, if possible, some women from rural or poor
backgrounds.
3. Following the panel presentation, allow for a question and answer session. If possible,
prepare campers to think about their questions prior to the event. Alternatively, following
the panel, have each panelist join a small group of girls to allow for small group discussions
and questions.

Materials:
Flip chart paper
Markers
Developing Goals
In this part of the sessions, participants learn of a simple outline that will help them establish
goals in a realistic way.
1. Explain to the campers that this exercise, as well such activities as the Heroine Books,
are intended to help them imagine their future as they would ideally like it to be. In this
part of the session, they are going to concentrate on the strategies they can use to help
make that future a reality by setting goals and creating a plan to reach them.
2. Explain that goals are more likely to be achieved if we plan for them and follow that plan
to completion. This session provides one type of action planning that participants might
want to use to map out their future goals.
3. Discuss the meaning of short-term goal and long-term goal on the flip chart or board.
Short-term goal: A project that can be completed within six months. Examples
include: I am going to clean the house today, or I am going to pass my exams in
two months, or I am going to knit some table coverings to sell at the market.
Long-term goal: A project that can be completed in a year or more. Examples
include: I am going to complete my final year of school and be accepted into
University to study medicine or I am going to postpone having children until I
complete my education.
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III. Practice ( 10 minutes)

Materials:
Flip chart, markers
Handout 1 Goals Worksheet
Goals Worksheet
Campers hear and see an example of identifying goals, along with the various supporting tools
and possible impediments that might be encountered along the way.
1. Distribute copies of Handout 1: Goals Worksheet to each participant. Ask that they not fill
them in at this point. Say, We will review the handouts together briefly. Using a sample
goal to guide you, go through each section of the worksheet, explain the heading, and
provide examples. Explain the following steps:
2. Identify your goals. Write one shortterm and one longterm goal. Suggest Pass my
exams as an example of a short-term goal. What about a long-term goal?
3. What are some of the good things that I will get if I reach my goal? In our example, I will be
able to proceed to the next grade and may then have a chance at a University scholarship.
4. What stands between me and my goal? If I do not like to study or do not study enough, this
could be an obstacle to passing exams. Similarly, If I am required to work too long in the
fields (or at my job) so I do not have time to study, this may keep me from reaching my goal.
Post Adaptation: Considering the roadblock and barriers to achieving goals, this topic may
deserve additional time or consideration either in the session or in later discussions. Allow
campers time to brainstorm and develop strategies to address roadblocks they may
encounter as they work toward their goals.
5. What do I need to learn or do? I need to learn my math and English in order to do well on
the exam. I also need to register for the exam with the school.
6. Who will encourage me? I know that my mother and my teacher really want me to do well,
so I will ask them to check in with me to make sure I am studying and having some success.
7. What is my plan of action? First, I will create a study schedule for myself. Then I will
register for the exam with the school. Then I will begin to study three hours each day until
the exam.
8. Completion Date. When will I be finished with this goal? The exams are being held in three
months, so I will be finished on _______. (Write in the date of the exams in this area.)
9. Review the steps until it seems clear that the participants understand the use of the
Goals Worksheet.
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Materials:
Handout 1: Goals Worksheet
Campers develop their own short- and long-term goals and plan how to accomplish them.
1. Provide some quiet time for participants to reflect on an important short-term and longterm goal. Encourage all participants to plan the achievement of those goals using the
worksheet. Check in with participants individually to ensure they understand the exercise.
Circulate through the group and assist as necessary.
2. Group participants in pairs to share their goals and complete worksheets with each other or
in small groups.
3. If time allows, ask each group to share one goal they thought was interesting or one goal
that could be accomplished by the end of camp.
4. To wrap up the session, suggest that campers return to these worksheets throughout camp
and use them following camp as a planning and action tool. They can easily replicate this
worksheet in their journals or notebooks with other goals they might have.
V. Assessment
1. LO1: The first learning objective is assessed by the pair and share activity at the end of the
Motivation section.
2. LO2: Assess the third learning objective through the completion of the campers goal
worksheets at the end of the session. Also consider following up with campers later in the week
to reflect on short-term goals they may have achieved during camp. Finally, the worksheet may
be a key follow-up and evaluation tool for campers in three to six months after the camp.
Date & Facilitator Name: [What went well? What would you do differently? Did you need
more/less time for certain activities?]
References:
This session is adapted from the Peace Corps Life Skills For HIV Prevention Manual. [ICE No. M0063].
Goal setting is also addressed in Youth Livelihoods Employability Manual [ICE No. M0093], Youth
Livelihoods Financial Literacy Manual [ICE No. M0092], and Life Skills and Leadership Manual [ICE
No. M0098].
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Handout 1: Goals Worksheet

Short-Term Goal
Long-Term Goal
Benefits in reaching my goal
Benefits in reaching my goal
What might stand in my way?
What might stand in my way?
What do I need to learn or do?
What do I need to learn or do?
Who will encourage me?
Who will encourage me?
Plan of action - Steps I will take
Plan of action - Steps I will take
Completion Date
Completion Date
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GLOW Goal: Volunteerism and Civic Engagement

Camp GLOW aims to help prepare and engage the next generation of young women leaders to help
their peers and to bring about positive changes in their communities. It is essential that camp
planners build the notion of giving back, educating others, and leading change into the camp schedule
and provide campers with the opportunities to develop and practice the skills they need to bring
about change. For more information on how to facilitate a community service activity, see the V2
Volunteerism Action Guide: Multiplying the Power of Service [ICE No. CD0062]. This how-to guide
walks through the steps of a service project, and helps incorporate service-learning when appropriate.
Volunteerism and Civic Engagement

Goal: Campers lead or participate in positive community change.
Immediate indicator: By the end of Camp GLOW, campers increase their engagement in at least
one community-benefiting, peer education, or other service-orientated activity.
Intermediate indicator: In the six months following camp, campers are actively engaged in at least
one activity that benefits their community, involves peer education, and/or is service oriented.
Session: Volunteerism: Putting Leadership into Action

Rationale:
This session asks campers to consider the resources and

priorities in their communities to identify something they
would like to improve or change following Camp GLOW. They
will develop action plans they will use following camp to help
implement service activities in their communities.
Target Audience:

Must also have experience assessing local community issues
and designing and carrying out small projects.
Time:
75 minutes
Pre-requisites:
None
Facilitator(s):
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Materials:
Brainstorming Community Priorities
Campers consider qualities and characteristics of communities.
1. Ask the campers the following questions (Have a scribe write down the ideas on flip chart
paper during the discussion):
What are some examples of communities? (e.g., family, church, school, town, world)
What are some characteristics of a community? What makes a community a community?
(e.g., common needs and interests, respect, a population, set of governing rules)
What are some of the things that are important to different groups in your community?
(e.g., jobs, education, pollution, etc.)
What are some of the resources that are important to people in your community? (e.g., the
school, communities of faith, the way people come together to help when needed, etc.)
Do you think we have formed a community this week at GLOW? Why?
Optional Activity 1: Have campers brainstorm or identify people who are sources of inspiration
or personal heroes or heroines who have brought about change. Or, generate a list of
inspirational quotes about volunteering and service and have campers select one to share
what it is about the quote that inspires or motivates them.
Optional Activity 2: If campers are overwhelmed by thinking about their community as a
whole, consider this activity which has them think about their Circles of Influence. Start with
a small circle at the center which represents each camper. Ask them to think about things they
can change or influence in their own lives that impact themselves. Draw a slightly larger
concentric circle to represent their family. Again, ask them about changes they can influence
within this circle or in their family. Repeat in steps, with slightly larger circles, and ask them to
identify changes they can make in their school, in their village or community, their region, their
nation, and finally, in the world. This activity serves to illustrate that very significant change
starts small and at a personal level first. Even if they cannot change the entire world right now,
there are many spheres in which they can have an impact and influence a meaningful change.
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Materials:
Sample community maps developed by counselors
1. Show campers community maps drawn by counselors. They do not have to be literal maps
of the community, but can be represented through symbols, such as a town represented as
a flower with different petals.
2. Explain what community assets are positive characteristics and aspects that benefit our
communities. Explain that every community has resources and assets already. Our efforts are
more successful if we start with our focus on building and supporting what is already working.
3. Ask the group to start listing some of the community assets they can think of in their
community. If they do not bring this up, explain that one of the most valuable assets of any
community is the people in it. Ask campers to identify some of the human assets in their
community (teachers, health workers, etc.). Add some of these assets to the map as well.
4. Again, if the group does not already bring this up, also note that young people are
community assets. Ask them to generate some of the contributions, talents, skills and
resources that young people have in their communities (examples might include their
energy, their willingness to learn new technologies, etc.).
5. Conclude this part of the session by asking the campers to consider the wide range of resources
and assets they already have in their community. Use the following discussion questions:
Are there resources or assets on this map that you didnt know about or consider to be
a resource before? If so, what are they?
How does it change a community, or change you, to think about young people as one of
your community assets? Do you think about yourself that way?

Materials:
Flip chart paper for each group, markers
1. Have small groups of campers draw their own community maps. Divide campers by town or
some other logical method. Pass out magic markers (every color but red), pens, and big
sheets of paper. Draw a map of the community. Be creative. Think outside of the box!
2. Next, have the campers present their maps to the other groups.
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3. Show counselor-drawn community maps again. Now, in red ink, add some community
challenges and pressing priorities to the community map. Explain that no community is
perfect. After they have added these challenges to their maps, ask them to share them with
the large group.
4. Lead a discussion on the resulting maps:
What do the maps have in common? How does your community affect your selfesteem? Your values?
What was the point in making these maps? To remind ourselves of the many assets in
our community and to learn about our challenges and priorities.
Talk about volunteering and community service. Ask campers, What is volunteerism?
What is community service? How do people in your community help one another? Are
there proverbs or expressions people use to describe how people come together to assist
each other?
5. Talk about the ripple effect, like throwing a stone into the water and having the rings
spread across a pond. If we do something positive for our community, it can have a positive
impact on our world, just as doing something negative has an impact on our world. For
example: If you throw a piece of trash in a river, it will make the river look ugly, kill the
fish, people wont have anything to eat, pollute the drinking water, etc.
6. If appropriate, give an example of some volunteer work that one of the facilitators has
done. Describe the volunteer work and some of the positive and negative outcomes, along
with what was learned. Stress the fact that the positives outweigh the negatives.
7. Ask the group, Why do community service? Why be a volunteer? What can you learn from it?
IV. Application
Materials:
Develop a Plan of Action
1. Work through an example of creating an action plan with the group. They can use the
format they learned in the goal-setting session. (For more information, see the goal-setting
activity in this manual) or in Part 3 of the V2 Action Guide.
For an example, do this in the big group together:
Mission Statement: Over the next year, we will teach fourth-graders about the dangers
of smoking. Answer the questions who, what, when, where, why, how; list the potential
positive and negative outcomes; and draw a timeline.
2. In your groups, choose one issue, problem, or challenge to work on in your community over
the next year.
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Note: If it is relevant to the campers or they are having trouble identifying issues they would
like to address, consider presenting information on the Millennium Developments Goals
(MDGs) as a way to jump-start their thinking about particular development priorities.
3. Have the smaller groups present their action plans to the whole group.
Note: Consider how the camp leaders are going to follow up with the campers to determine
who will implement their action plan. This may be a key outcome you monitor to evaluate
the success of the camp goals.
4. Allow time for groups to give and receive feedback on their action plans. Consider some of
the following questions for closing discussions:
What are some of the potential roadblocks in your action plan and how will you
overcome them?
What outside help or resources are you going to need to reach your goal?
Are there ways we can help support one another after camp to complete our action
plans? How can we hear about each others successes?
V. Assessment
LO1: Is assessed when campers complete their community maps and identify key issues to address.
LO2: Is assessed through the completion of the campers action plan for a service activity.
References:
V2 Volunteerism Action Guide: Multiplying the Power of Service. [ICE No. CD062].
Gender and Development Training and Girls Education Manual. [ICE No. M0054].
http://inside.peacecorps.gov/index.cfm?viewDocument&document_id=25884&filetype=pdf or
available at your in-country resource center.
Resources for Community Mapping sessions:

PACA: Using Participatory Analysis for Community Action. [ICE No. M0086]. The Peace Corps. 2005.
Promoting Powerful People. [ICE No. T0104]. The Peace Corps. 2000.
Gender and Development Training/Girls Education Manual. [ICE No. M0054]. Available only
from your in-country resource center. The Peace Corps. 1997.
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II. OPTIONAL ACTIVITIES: TRIED AND TRUE CAMP GLOW ACTIVITIES

The activities in this section include:
A. Management Activities
B. Opening Activities
C. Activities that Build Confidence, Teamwork, and Trust
D. General Activities
E. Creative Expression Activities
F. Environmental Activities
G. Physical Activities
H. Closing Activities
Note: See Part 3 of this manual for additional camp activities.
A. Management Activities
These activities help camp planners and counselors establish a safe and supportive environment
and communicate norms and expectations.
Name Tags
Purpose/Desired Outcome: Make it easy for everyone to learn names.
Pass out name tags with each campers full name and room/cabin number on the back. On the
front, have each girl write her name or nickname. Require the campers and counselors to wear their
name tags at all times. (Good quality name tags will last the whole camp.)
Night Duties
Purpose/Desired Outcome: Divide late-night responsibilities among all counselors.
Give each GLOW counselor a night to be on duty. Responsibilities include checking to make sure
the campers are in their rooms and quiet during Lights Out. Additional responsibilities for the
counselor on duty may include waking the girls up in time for breakfast and dealing with any
problems that may occur during the night, such as a sick camper.
Lights Out
Purpose/Desired Outcome: Help campers respect the lights out rule while making it fun. A
campers ability to participate in the next days activities is dependent upon a proper amount of
sleep. One way to encourage proper adherence to lights out rules is to give a prize to the room(s)
that is quiet at the scheduled time. The next morning, have the counselor who was on duty the
previous evening make a presentation awarding a prize for the campers who were in the quiet
rooms. Camp GLOW/Romania used butterfly hair clips. By the end of camp, everyone had won hair
clips, and the counselors had five rooms out of six win the prize on the last night of camp. Positive
reinforcement was a good way to make sure campers and counselors got much needed sleep.
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Morning Announcements and Quote

Purpose/Desired Outcome: Start each morning in a fun and inspirational way.
Each morning, pass out prizes or give praise to the room(s) that was quiet at Lights Out the
previous night. Give campers and counselors the opportunity to make announcements. End the
morning announcements with an inspirational quotation read by a counselor or a camper.
Rule Development Exercise
Purpose/Desired Outcome: Have campers take ownership of the rules and understand why they
are necessary.
1. As an entire group, have two counselors lead a brainstorming discussion on camp rules. Tell the
campers that they are going to create the rules for camp and then you are all going to live by
them. Encourage the campers to create rules they are willing to follow and to speak up against
rules they think are unfair. Be sure that suggested rules have reasons stated for them.
2. One counselor facilitates the discussion and the other writes the proposed rules on a piece of
flip chart paper.
3. Then, as counselors, when the campers finish, add your own rules if they were not already
mentioned (from your previously prepared list) and discuss them. (You may find that the
campers rules are more comprehensive and stricter than your own.)
4. Confirm that everyone understands and accepts the rules.
5. Post the rules on the wall so they are accessible to every camper.
Camp GLOW is a drug-free environment. Nicotine, alcohol, and other drugs are not permitted.
Typically, this may be included in the invitation to the camp. In addition, before the camp starts,
you and the counselors need to consider how you will communicate and enforce these policies with
campers, counselors, and junior counselors. Consider that this is a leadership camp. All the campers
are representing their communities and acting as role models. What would it mean if certain
campers had their first drink or cigarette during Camp GLOW? One way to make sure that the
campers understand the ramifications of abusing alcohol, cigarettes, and drugs during the camp is
to make the campers sign a copy of a pledge stating that the camp is a smoking, drug, and alcohol
free camp. State in the pledge what will happen if the campers break these rules. Translate this
pledge into the local language and make sure the parents or guardians receive a copy of it so, if
their camper is sent home, they understand why. In addition, make sure the drug-free policy is
included on the camper permission slip signed by both the parents and the campers.
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B. Opening Activities
These activities are effective ways to get camp started and create a caring, supportive environment
among the girls. These simple activities can have profound and long lasting effects.
Affirmation Wall
Purpose: Team-building, creative expression, and fun.
Desired Outcome: Positive reinforcement and increased self-confidence.
This was one of the most highly rated activities at Camp GLOW/Romania. In a public place at your
campsite, hang large sheets of white paper. Divide them into puzzle-shaped pieces and have each
camper and counselor write her name on a piece. Tell the campers that this affirmation wall is a
way to express positive thoughts about others at camp. Leave a package of markers near the wall.
Encourage campers and counselors to write anonymous or signed messages. Stress that only
positive messages are allowed. Messages will range from I like your hair or Thanks for your
insight in our discussion group to You are the best friend, Ive ever had! At the end of the camp,
give each camper her puzzle piece to take home.
Note: This activity may be done in combination with the activities in the self-esteem session.
Bead Bracelets
Purpose: Ice Breaker.
Desired Outcome: Meet new people.
Divide the campers into groups. Give each group only one specific bead color. Tell the campers that
their task is to make multicolored bracelets. The way to get beads of many colors is to trade beads
and personal information with campers from each group. In Morocco, this activity was very
effective and, without realizing it, the girls began to make new friends.
C. Activities that Build Confidence, Teamwork, and Trust

Camera
Purpose: Teamwork.
Desired Outcome: Meet and work with new people.
Divide the group into pairs. One person from each pair should put on a blindfold. This person serves
as the camera. The other partner is the photographer and should lead the camera around,
occasionally stopping at something picturesque. The photographer should place the camera directly
in front of what she wants the camera to see. At this point, the photographer should tap the
camera on the shoulder and this person is allowed to peek from underneath the blindfold, but only
for a second, imitating a camera taking a photo. Take several photos and then reverse the roles.
After everyone has had the chance to be the camera, share descriptions of the photos as a group.
Or, if time allows, have everyone write a description and/or draw a picture of the photos and share
with the big group.
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I Cant Funeral
Purpose/Desired Outcome: Promote self-confidence and creative ways of thinking.
Perform this activity in conjunction with a campfire. Have the campers think about things they think
they cant do. Then provide them with paper to write these things down. Have one counselor start
by saying something like, Yes, we are gathered here tonight to say goodbye to someone who has
been around for a long time Then the counselor can move on to talk about the importance of
believing in yourself, and not allowing others to tell you that you cant do something. Then, one by
one, have the girls throw their I cants into the fire. Remember to bring pens and paper to the
campfire for this activity.
D. General Activities
Night Hike
Purpose: Promote group bonding and trust.
Desired Outcome: Hike will create a safe environment for sharing and learning.
1. During the daytime prior, investigate and select a patch of woods for the hike. Make note of
obstacles or potential hazards and address them before the hike.
2. Begin around dusk.
3. Bring the girls to an open field to begin the hike. Start by playing Have you ever? with them. A
leader starts out in the center of a large circle with no open space (like in musical chairs). She
asks a question, beginning with the words Have you ever and ending with something she
has done. It can be an embarrassing story, something silly, a favorite activity, or something
ordinary. Whoever has done that thing must run to find a new spot on the perimeter of the
circle. The leader looks for an opening and someone else left standing in the center of the circle
asks the next question, and so on. Play until it is dark. Everyone should join hands in the circle
and the leader should begin the night trust hike.
4. Begin the hike by asking the girls to link arms in pairs and walk with someone they have not
talked to before. Switch every five minutes or so. When the leader encounters an obstacle, such
as a ditch or log, she whispers it to the next girl and she passes the information down the line.
5. The hike should end in a clearing. Invite the girls to sit in a circle and light a candle. Begin a
sharing time. Depending on the issues of the camp or within the group, it can be a directed
sharing or an open one. The person who wishes to speak asks for the candle. Leaders should be
prepared to begin the sharing process. This will allow the girls time to think of what they would
like to share. When everyone has had a chance to share, extinguish the candle and walk back to
camp, hand in hand, in a long line.
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Shaking the Tree

Purpose/Desired Outcome: Self-empowerment and self-expression.
This activity was the theme of Camp GLOW in the Kyrgyz Republic, Shake the tree of life to get
more out of it. One Volunteer said, Shaking the tree is about changing your life, changing
traditions, and empowering yourself. In a public space at your campsite, hang a life-size tree made
of paper with painted leaves. Encourage the campers to express their feelings and thoughts about
traditions, empowerment, self-esteem, and other topics by writing on pieces of fruit cut from paper
and pasting the fruit on the tree.
Sensory Awareness Trail
Purpose/Desired Outcome: Build trust within your group.
Set up a trail that campers walk through blindfolded as they are led by fellow campers who are
holding their hands and supporting them. Set it up to have various objects hanging from a rope or
objects that the blindfolded camper crosses. With each object, participants must feel it, or smell it,
or listen to it. Take precautions when setting this up to make sure the pathway is clear of holes,
rocks, or anything that campers may trip over or bump into.
SWOT
Purpose: Teach a skill for planning that can be used in many different scenarios.
Desired Outcome: Campers know how to use this skill and can apply it to their lives and communities.
Introduce the SWOT (strengths, weaknesses, opportunities, threats) analysis as a tool used by
organizations, businesses, and social service agencies. The first two aspects assess the current state
of the entity in discussion, while the second two aspects look toward the future. Together, practice
creating one for the camp. Then, break into groups and have the girls conduct a SWOT analysis for
their communities. Be sure to generate specific ideas, not generalities. If time remains, identify one
need and create a plan to address it. For more information, see the Goal Setting and Community
Service sessions.
E. Creative Expression Activities

Collage
Purpose: Encourage self-expression and creative thinking.
Desired Outcome: Collage will serve as a means for the campers to think about their lives and futures.
Using markers, crayons, paper, stickers, magazines, and objects from nature (grass, leaves, or rocks),
have campers make a collage representing themselves and their lives. To stimulate thought and ideas,
you can ask them to divide the collage into sections and answer certain questions, such as: Where are
you now? What are your goals? What are the principles by which you live?
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Arts and Crafts

Purpose: Encourage self-expression, creative thinking, and having fun.
Desired Outcome: Girls will spend time together creating arts and crafts and sharing about their lives.
Work with your local partners to brainstorm crafts that will engage the campers. These crafts
should make use of easily located materials. If members of your local community can donate
materials, that can be a great way of getting more people involved. Some suggested crafts include
friendship bracelets, doll-making, and collages.
Journaling
Purpose: Promote self-expression, creative thinking, and critical thinking.
Desired Outcome: Campers will develop a skill they can use after camp ends. Counselors have
found that journaling is a new activity for many campers and one that they take on with gusto and
enthusiasm! Here are some ideas for leading an initial journaling session.
1. Draw a picture of a wrapped gift on a big piece of paper. Ask the girls what this might have to
do with writing in your journal. Talk about how writing in your journal is like a gift to yourself for
the future. Discuss how it helps you to remember your experiences, to see how you have
changed, and to be able to look back.
2. Talk about why journaling is important to you. Discuss the confidentiality and privacy of
someones journal. Tell them if they want, they can write in English during the camp, but they
do not have to.
3. Then, share the following ideas for getting started. Practice the first suggestion together. Be
sure to ask the girls if they have any other ideas or suggestions:
Free writing: Write down your stream of consciousness (i.e., write everything and
anything that comes into your head), ignoring grammar and spelling, NON-STOP, for 10
minutes. If you must begin with I dont know what to write over and over, do so until
another idea appears. With this method, as you write, you empty out the garbage or
miscellaneous thoughts on the surface until you get to the real, creative, powerful thoughts
hidden beneath.
Exercising: Write, beginning with the phrases I think, I feel, and I want for 10 minutes
each, or take the first line of any poem or quote and complete it.
Mix it up: Write sideways, upside-down, try writing without punctuation or capitalization,
or draw.
Favorite place: Go to your favorite place to be alone. Write down only what you hear. Write
down only what you see.
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4. Stress that there is no right or wrong with journaling. Journals can be used for drawing pictures,
recording dreams, writing feelings, thoughts, ideas, doodling, writing addresses, recipes, writing
stories, poems, writing reactions to books, films, things people say and do, or recording goals
and accomplishments.
Possible Journal Topics:
Who is one woman you admire and why?
How do you define leadership? What qualities are important?
What do you hope to gain by participating in this leadership camp?
What concerns do you have about the camp?
Throughout the camp, encourage campers to use journals to record their thoughts and feelings
about Camp GLOW. Consider scheduling time during the day or evening for the campers to journal.
Journal Decorating
Purpose: Encourage self-expression and creative thinking.
Desired Outcome: Girls will create a journal that reflects the personality of each camper.
Provide each camper with a notebook of some type and many materials for the girls to use, such as
stickers, markers, colored paper, magazines, stamps, and stamp pads. Suggest that the campers
create a collage of pictures of things that represent them on the cover who they are, what they
like, things that are important to them, and dreams they have.
Music
Purpose/Desired Outcome: Encourage self-expression and creative thinking and have fun.
Encourage campers who play an instrument to bring it along to camp. Create a camp songs sing-along sheet and schedule time for camp songs. Music and singing are great ways to energize a crowd
and to bring the group together.
Poetry
Purpose: Encourage self-expression and creative thinking and have fun.
Desired Outcome: Show every camper that she has the ability to write poetry.
Teach participants how to write various forms of poetry with (or without) a focus on nature.
Haiku: This has three lines of poetry, the first line of which contains five syllables, the second
line contains seven, and the third line contains five syllables.
Acrostic: The first letter in each line, when read vertically, spells out the name of something or
conveys a message.
Picture Poetry: This forms a picture of what the poem is about.
Free Verse: This follows no set formula.
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Consider holding a poetry slam as an evening activity where girls read their poetry aloud with
a participating audience. This can help boost confidence while creating a safe environment for
sharing personal feelings, aspirations, and fears.
F. Environmental Activities
The Web of Life
Purpose/Desired Outcome: Demonstrate the interconnectedness of everything in the universe.
When we try to pick out something by itself, we find it hitched to everything else in the universe.
An ecosystem is like a piece of fabric; one thread pulled can unravel the whole complex weaving.
Each component of the environment depends on another and perpetuates the web of life. Each
component in the web of life has its own particular place and its own particular role to play. By
altering one component of an ecosystem, there is an effect on all the others. This law of
interconnectedness applies to all types of ecosystems in our environment. This activity provides a
concrete example. In order to lead this activity, you will need a ball of string and name cards
displaying different elements of the environment.
1. Ahead of time, write the elements cards (such as water, trees, birds, people, cats, flowers,
gardens, worms, bees, insects, spiders, etc.) that will be in the web on separate pieces of paper
in large print so all can see them. Lay them out, and then ask each of the students to take one
and tape it to the front of her blouse or chair, in a way that everyone in the circle can see what
everyone else is.
2. Have the campers form a circle. After they have taped the cards to themselves, present the
rationale behind this activity, based on the description above.
3. Start the game by looping the end of the ball of string around your finger. Explain that each
person represents an element of the environment. Explain your card and its significant
connection to its surroundings, i.e., another element card in the group. For example: I am a tree
and I produce delicious fruit.
4. Throw the ball of string to the person in the circle who has the fruit card and have this person
loop the string around a finger. This person thinks of another part of nature which links to the
first statement. For example: I am the delicious fruit that is eaten by the bird.
5. This person then throws the ball to the person with the bird card, who follows the same
instructions. Continue until all group members have participated and the string intertwines
into a web.
6. Point out that the web illustrates the complexity of relationships and interconnectedness found
in nature.
7. Ask one of the campers to pull on the string and tell her that others who can feel this pull
should raise their hand.
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8. Next, ask one person to drop the string. Any others who are directly linked to that connection
should also drop their strings. This chain reaction will continue until the web is destroyed.
9. Ask participants to explain the significance of this activity.
Environmental Commandments
Purpose: Further writing skills and self-expression.
Desired Outcome: Challenge participants to consider future activities.
Ask the campers to write 10 commandments or personal goals to make positive changes in the
world around them. Ask the campers to share some of their goals. This is a good closing activity for
environmental camps.
Scavenger Hunt
Purpose/Desire Outcome: Make campers aware of their environment and have fun.
Create a list in the traditional scavenger hunt style, with a focus on the environment. Participants
can work in pairs or in small groups. Set a time limit and give a prize to the winner.
Stargazing
Purpose: Have fun and demonstrate that we all can learn from one another.
Desired Outcome: Girls will have fun and develop a greater knowledge of the sky.
If someone in the group is knowledgeable about the night sky, have a stargazing night or go for a
night hike and call for owls.
Environmental Fashion Show
Purpose/Desired Outcome: Have fun and think creatively.
Have campers create outfits using only things found in your environment.
G. Physical Activities
All-Day Hike
Purpose: Team-building, accomplishing a goal, having fun.
Desired Outcome: Campers feel more confident in themselves.
A physically challenging hike can serve as a way to bring the group together. Along the trail, the
group can stop for short environmental and sensory awareness activities. Make sure that at least
two or three people know the trail well and can act as hike leaders. Develop a buddy system to
check up on each other. Bring plenty of first aid kits, water, clothes for all kinds of weather, food, a
couple of flashlights, pocketknife, etc., and of course, a good attitude. Be prepared for a few
participants who are not able to do a rigorous hike to stay behind with a counselor. Assign a special
task for them or take them on a shorter hike. Tell all the participants about the day hike before the
camp starts so they can bring appropriate clothing and equipment.
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GLOW Olympics
Purpose/Desired Outcome: Have fun and encourage team-building.
Have the girls in teams come up with a team name and a cheer. Emphasize the fun and deemphasize the competition. Come up with a series of relay races and fun games, such as a threelegged race and water-balloon toss.
Sports
Many sports activities, such as swimming, kickboxing, aerobics, walking, jogging, baseball, soccer,
jump rope, hopscotch, beach volleyball, and yoga (see the Health section above), have been
successful at different camps.
Day and Night Activities
Below are all fun more traditional camp activities. Their purpose and goal is to help bring your
group together and create fond memories.
Animal Masquerade and Ball
Make masks of your favorite animal and have a parade and then a disco with dance contests (e.g.,
hokeypokey and limbo!).
Birthdays
Celebrate any birthdays with a specially decorated chair for the honored person to sit in at
mealtimes, a dessert at breakfast, or a crazy hat that has to be worn all day. The more creative the
birthday honor, the better.
Camp T-Shirt Day
Have T-shirts made or make them yourself during camp using tie-dye. Have a camper design a camp
logo and sew it on all shirts or paint it on with spray paint, which is permanent. T-shirt Day is a good
time for a group photo. In addition, camp T-shirts make great thank you gifts for those who have
provided outstanding help in supporting your camp.
Cabin Cheer Contest/Cabin Identity
Whether your participants are in cabins or just rooms, this activity should work well and boost
spirits. Tell your campers that you are going to have a Cabin Cheer Contest. Give an example,
something fun and silly, such as:
Camp GLOW Counselors
Its no guess
Were the coolest camp
Here in Mures
Were Anna, Laura, Mike, and Kim
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John, Amy, Linda, Sam, and Jen

Hey everyone, now listen close
Heres a secret not to miss
Listen, listen, listen (repeat getting softer)
- PAUSE
(Yell) Camp GLOW ROCKS!
Next, pass out some supplies, such as markers and paper. Give campers one hour to both decorate
the door to their rooms and think of a cabin cheer that represents the qualities of their group. Have
the counselor who is assigned to their room join the activity.
Afterwards, have everyone perform their cheers and the counselors can judge them. You can decide
on a tie or a series of different awards so everyone wins. This activity is fun and gets the girls to
know their cabin mates who are not from their towns.
Campfires
If you are fortunate enough to have a place at your camp where you can gather firewood and have
a campfire, it can be both fun and a great bonding activity. If there is one or more camper who can
play the guitar, you should encourage them to bring their instruments to camp (find this out at your
information sessions before camp). If there is a counselor who can play the guitar or who can lead
singing without a guitar, prepare a song-sheet and you are ready to go!
Movie Night
If a DVD player or VCR is available, rent a film and serve popcorn and refreshments. This could serve
as a good rainy day backup activity. If possible, show a movie thats related to empowerment,
gender equality, sexuality, or some other camp theme goal. Create some interesting discussion
questions for the end of the film in order to link the activity back to the camp goals. For example,
show a movie that features a culturally appropriate example of an empowered young woman, such
as Whale Rider.
Talent Show
Let your talent GLOW! The last night of camp is a great time to have a talent show. Hopefully your
campers will feel comfortable expressing themselves. It is also a chance to start the closure process,
which can continue the next morning.
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H. Closing Activities
Closing activities not only help bring camp to a close, they can be a valuable opportunity to promote
reflection, learning, and evaluate if the learning goals of the camp were met.
Sharing Bell
Purpose: Create a safe environment where each person has a chance to be heard and supported.
Desired Outcome: Campers will have a chance to share memories and create closure.
On the last day of camp, have campers and counselors sit in a circle. Pass around a small bell or
some other object. The participant who has the bell may share something she is feeling or
something she learned from camp. Campers are not required to talk if they do not want to, they
may simply pause and hold the bell for a moment. If you do not have the bell, you should listen
quietly. Have a counselor start and end the sharing circle. Have some tissues available.
Human Chair
Purpose: Promote teamwork and have fun.
Desired Outcome: Participants will see how, when people work together, they can accomplish
their goals.
Have everyone stand in a circle heel to toe. In order for this to be a success, everyones feet must
be lined up perfectly. Then, on the count of three, everyone sit down and if your feet are lined up
right, the circle should support itself.
Certificates
Purpose: Recognize and honor each camper.
Desired Outcome: Campers are proud of what they have accomplished and have something
tangible to show for completing Camp GLOW.
Make a certificate for each girl, signed by all the counselors, and hold a short graduation ceremony
the last day of camp. See Appendix D.10 for an example.
Nicknames
Purpose/Desired Outcome: Participate in a fun activity and recognize each camper for her
individual strengths.
In the counselors room or supply room, keep a list of the campers names. Throughout the week, write
down a funny, creative, interesting, thoughtful thing they did or said. On the last day of camp,
distribute certificates to the campers with their new nicknames. Explain how they earned their names.
For example, do you have a camper who loves to help with the campfire? Call her fire starter and tell
her why. Do you have a camper who swam for the first time? Call her super swimmer!
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CHAPTER 4: SPECIAL CONSIDERATIONS FOR CAMP GLOW

In this chapter you will find information on camps that have focused on specific areas, including
environment, teaching English as a foreign language, involving boys and men in Camp GLOW, and
cultural understanding. Some Camp GLOW camps have had diverse focuses depending on
community needs, skills of counselors, and participant interests. However, the same foundational
elements of Camp GLOW can still be present. The emphasis of the camp is girls leadership,
empowerment, and gender equality; however, this may take place with an emphasis on the
environment, health, or English. This section explores some of the ways Camp GLOW has offered
leadership training while providing for the enrichment of campers in other areas. For additional
examples of other types of camps, see Part 2. In that section you will find examples of environment
or health camps that do not necessarily use the Camp GLOW model.
Environment
Environmental awareness activities are present at many camps. Camp GLOW camps have also had
the primary goal of teaching about leadership and being stewards of the earth. For additional
activity ideas, see Chapter 8 of Environmental Education in the Community [ICE No. M0075].
In the Philippines, the focus of Camp GLOW was to explore the connection between women and
nature. Camp activities included teaching sessions on composting, biodiversity, and mountain, forest,
and marine ecology. Camp participants considered the theory of eco-feminism9 within an
appropriate cultural context. A report noted that the camp was a tool for the actualization of present
and future dreams to be shared in a safe, positive, supportive environment which advocated living our
lives in balanced relations with the earth and each other. Many guest speakers stressed the
importance of women respecting, and being the caretakers of, the earth through their use of natural
medicines, agricultural diversity, and making the world safe for their children.
Other Camp GLOW camps have included environmental components. In Bulgaria, campers did a
trash pickup project. Ongoing environmental activities may include involving GLOW clubs in an
Earth Day celebration, community garden, composting, or recycling efforts.
The term ecofeminism was coined by French writer Francoise d Eaubonne in 1974 when she called upon the
women to lead an ecological revolution to save the planet. Caroline Merchant, Perspectives on Ecofeminism,
Environmental Action, Summer 92, Vol. 24, Issue 2, p. 18.
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Health
A womans knowledge of her body is an important step toward empowerment. Camp GLOW provides
the space to answer questions and dispel myths about the female body and womens health issues.
During past camps, counselors have invited local female doctors; translated educational materials into
local languages; or created a forum for campers to educate themselves about their health and issues
related to women, such as domestic violence and sexual harassment. For ideas on how to incorporate
health activities into your camp, see the previous section of Camp GLOW.
In Madagascar, on the island of Ste. Marie, Volunteers created a girls camp to respond to the
health needs of the local population. The principal issue facing young girls on Ste. Marie is that an
increasingly large number turn to prostitution. This is a byproduct of the tourist trade on that island
and contributes to the high rate of HIV infection. The goal of the camp was to help girls make
informed and responsible decisions. The objectives of the camp were to teach and discuss the
truths of STDs and HIV/AIDs, including the transmission and prevention of these illnesses. Other
topics included self-esteem, career options, and presentations by Malagasy female role models. To
ensure the sustainability of the project, Volunteers trained local high school girls to be the
facilitators and presenters of the workshop. By encouraging peer education, Volunteers set the
stage for future camps.
Teaching English as a Foreign Language (TEFL)

English is the primary teaching language at some Camp GLOW camps. If all sessions are in English,
then applicants must demonstrate a proficiency in English in order to participate. Many students in
Peace Corps countries study English but lack enrichment activities to improve their skills. Camp
GLOW is an opportunity for students to use English outside of the classroom in a real life situation.
Volunteers have found that holding multi-ethnic camps (where campers are from different ethnic
backgrounds) in English is a great way to have campers focus on their common future as women,
instead of their different ethnicities.
Running Camp GLOW in English, however, can limit the number of local participants (particularly
adults). Therefore, it is worthwhile to consider translating some camp materials if there is interest
in holding follow-up GLOW activities in a local area.
At Peace Corps posts in places such as Africa or Latin America, conducting Camp GLOW in colonial
languages such as French, Spanish, and Portuguese can have the same unifying effect as conducting
a camp in English. Campers have a tool to bring them together through a common language and can
focus on their similarities rather than their differences. In addition, more resources may be
available, such as printed materials in a colonial or official language.
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In the counselor training, distribute a vocabulary list with native language translation and
explanations (there may be no direct translation) for words and concepts often used in Camp GLOW
presentations. Some sample words/concepts are:
ability
achievement
assertive
barrier
body image
budget
business
capital
discrimination
empowerment
equal rights
freedom
friendship
goal
goal setting
independent
leader
leadership
limitation
nature
respect
responsibility
schedule
self-esteem
self-respect
skill
sustainability
time management
to accomplish
to care
entrepreneur
proud
to prepare
Do It Yourself
prejudice
to limit
against women
power
to change
healthy lifestyle
Involving Boys and Men in Camp GLOW

In order to succeed in empowering women to be leaders, efforts to transform society must also
incorporate boys and men. There have been several ways that Camp GLOW camps have done this.
One way is by having male counselors. According to camp evaluations, having men present at Camp
GLOW shows the campers positive male role models who believe in womens leadership and skills.
Campers come to a greater understanding that both men and women need to be open-minded and
respect one another. Watching counselors of both sexes work together as equals gives campers a
new model of leadership in action.
Another way boys can be involved in Camp GLOW is by creating separate boys camps that identify
gender stereotypes and create a new model for thinking about gender issues and roles in society.
Volunteers are developing new approaches to boys leadership in places like Kazakhstan, the Kyrgyz
Republic, Namibia, the Dominican Republic, and Nicaragua.
A third way Camp GLOW can involve boys and men in girls leadership is to hold parallel camps with
a few mixed sessions, as appropriate. In Namibia, a Camp GGLOW Girls and Guys Leading Our
World was organized. In addition, boys are invited to attend certain GLOW activities as
appropriate, but the leadership of the clubs and the weeklong camp remain female.
It is important to note that the desire to include boys needs to come from the female campers
themselves. If there is boys participation, it should be defined by the female campers and
conducted in a way that enhances the experience of the female campers.
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Please see Part 2 for further information on leadership materials relevant to boys. One valuable
resource to support boys versions of Camp GLOW (sometimes called Camp ABLE or Camp TOBE)
camps is the Men as Partners approach. Men as Partners is a worldwide program that speaks to the
need to engage boys and men to eradicate gender-based violence, to eliminate or reduce the
spread of HIV/AIDS, and to promote gender equality in the community, in education, and in family
planning. For more information, contact your program manager.
Cultural Understanding and Ethnic Diversity

Tensions between ethnic or socioeconomic groups are realities and there may be challenges to
overcome when organizing Camp GLOW. Camps that incorporate girls from different backgrounds can
lead to campers greater understanding and respect for others, which in turn makes better leaders.
In many countries, counselors have successfully led Camp GLOW camps with campers from various
ethnic groups. A key element to their success was using English as the language of the camp.
Campers did not focus on what language people were speaking and instead could focus on content.
During one Camp GLOW, counselors placed campers in ethnically mixed dorm rooms with a native
English speaker in each room. This helped to remove tension over language; campers spoke English
consistently and got to know one another on an individual basis.
TIPS FOR ENCOURAGING CULTURAL UNDERSTANDING
Form small groups for discussions and activities anonymously based on things girls
have in common, from facts about them (age, number of siblings) to likes and dislikes. When dealing with campers of different backgrounds, emphasize individualism
while de-emphasizing ethnicity. Define groups in terms of shared values and things
held in common. Let the girls learn through the activities that opinions and values do
not belong to ethnic groups but to individuals.
Plan team-building activities among small ethnically mixed groups. Keep in mind that
stereotypes and prejudice are learned, and that for many of the girls, these types of
ideas about other ethnic groups are completely normal. If you are teaching them
something about appreciating diversity, it may be a new and strange idea for them.
Since these things are learned, it may be valuable to address these issues directly
point-by-point and present alternative approaches to looking at ethnicity.
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CHAPTER 5: AT THE END OF CAMP GLOW

Celebration
As you reach the end of Camp GLOW, be sure to celebrate your successes! Hold some kind of
closing ceremony or graduation. Give campers and counselors a chance to share their experiences.
Acknowledge both those people who are present and those who are not but who made the camp
possible. Enjoy your final moments together before you return to your communities!
Evaluation
A camp evaluation is an important element in concluding Camp GLOW, as it gives campers a sense
of closure, honors campers input, and is a good way for counselors to get concrete suggestions for
improvement and feedback on what was successful. It is important to allow for sufficient time for
evaluation to occur in a thoughtful and unhurried manner. There are several different ways to
evaluate the camp.
Use the two Camper Success tools outlined here. The first is the Counselor Tracking Sheet, to be
completed by camp staff, especially camp counselors, to track and report on each campers
progress in reaching the goals of Camp GLOW as outlined in this manual. The second tool, the
Camp GLOW Camper Success Profile, is for campers to keep track of their progress and make
additional notes on their follow-up action plans.
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Camp GLOW Camper Success Tool Counselor Tracking Sheet

Counselors: Use this tool to track when a camper completes or meets the goals and objectives outlined for the week of Camp GLOW. Some of
these indicate easy check boxes when campers complete a task. Other components are attitudes and behaviors you observe throughout the
week. This tool provides a great way to help you give campers feedback and positive reinforcement for all that they are accomplishing.
Cabin Name: ___________________
GLOW Goal Areas
& Themes
Camper Name/Age
Gender
Equality
Identify at
least two ways
gender
impacts her
Counselor(s): ________________________________________________
Self-esteem/
Positive Identity
Completes a
personal
strength
portrait
(y/n)
Describes
three or
more of her
personal
strengths
(y/n)
Leadership
Increases
score on
leadership
selfassessment
tool (y/n)
Completes
personal
leadership
plan (y/n)
Healthy behaviors
Demonstrates
new knowledge
and skills in two
health topics
(y/n, indicate
topics)
Indicates way to
incorporate two
new healthy
behaviors into
her life postcamp
Aspirations
and Goals
Volunteerism
Identifies one
short-term and
one long-term
goal and plans
to meet them
(y/n)
Completes action
plan for service
(y/n)
1.
2.
3.
4.
5.
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GLOW Goal Areas

& Themes
Camper Name/Age
Gender
Equality
Identify at
least two ways
gender
impacts her
Self-esteem/
Positive Identity
Completes a
personal
strength
portrait
(y/n)
Describes
three or
more of her
personal
strengths
(y/n)
Leadership
Increases
score on
leadership
selfassessment
tool (y/n)
Completes
personal
leadership
plan (y/n)
Healthy behaviors
Demonstrates
new knowledge
and skills in two
health topics
(y/n, indicate
topics)
Indicates way to
incorporate two
new healthy
behaviors into
her life postcamp
Aspirations
and Goals
Volunteerism
Identifies one
short-term and
one long-term
goal and plans
to meet them
(y/n)
Completes action
plan for service
(y/n)
6.
7.
8.
9.
10.
11.
12
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Part 5: Camp GLOW
Camp GLOW Camper Success Profile

This sheet helps you keep track of some of the new things learned throughout the week and topics
you want to remember to take action on after camp. Your counselors will give you time to fill this out
throughout the week. This is a resource for you to keep, although your counselors will ask you to
discuss what you learned and the steps you are going to take following camp. Congratulate yourself
and celebrate all of the progress and growth you have seen in yourself throughout the week!
Camp GLOW
Themes and
Accomplishments
I met this goal or completed this task

(circle yes or no and answer the
questions using the back if needed)
Gender Equality
I know that as a
girl, I am valuable
and important!
I have identified at
least one way in
which gender
impacts my life
(y/n)
Self-Esteem/
Positive Identity
I feel good about
who I am and what
I can do!
I completed my
personal strength
portrait (y/n)
Leadership
I am a force for
positive change
and can lead
others!
I completed my
personal leadership
profile (y/n)
Peace Corps
Notes on the topic and resources I

can use later!
After camp, I want to make sure I
Three or more of
my talents, skills
and strengths are:
My score went up
on my leadership
profile and my
improved
leadership skills are:
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Camp GLOW
Themes and
Accomplishments
I met this goal or completed this task

(circle yes or no and answer the
questions using the back if needed)
Healthy Behaviors
I can keep myself
healthy and strong!
I learned at least
two new things
about how to be
healthy and they
are:
Notes on the topic and resources I

can use later!
After camp, I want to make sure I
Two new healthy

behaviors I am
going to practice
after camp are:
Aspirations and
Goals
I can reach my
goals and dreams!
My short-term and
long-term goals are:
Volunteerism
I have something
important to
contribute to
others!
I completed my
action plan for
service (y/n) and
the issue I am going
to address is:
Alternatively, create a different evaluation form, asking specific questions about the workshops,
such as understanding and interest in topics presented and language comprehension. Also ask
more general questions, such as: likes and dislikes, suggestions, and if the campers might like to
return to help with another Camp GLOW in the future. Also, camp evaluation can be conducted
as a group exercise, asking campers to map out things that worked well and those that didnt,
using sticky notes and a shared wall chart. (See Appendix D.9 for a sample evaluation form).
On the last day or night of camp, include an activity to allow the campers to evaluate
themselves. Have them write in their journals, reflecting on what they feel and have learned.
Encourage them to look back in their journals and read about their first night at camp. Where
were they on their personal journeys BEFORE Camp GLOW and where do they feel they are
now, AFTER completing Camp GLOW? Create a safe environment and opportunity for them to
share. The activities in the session on self-esteem, leadership, and volunteerism can all be used
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at the conclusion of camp to see if campers think they met their learning goals or have a
personal action plan for when they leave camp.
Have campers create a portfolio of their work. The work that campers do, such as their personal
portraits, their leadership development plans, and their action plan for a volunteerism activity
are all relevant documents to assemble so, before campers leave, they can see the culmination
of their work and a clear sense of their next steps following camp.
Create an address list or email list and send it out so participants can keep in touch with one
another. When you mail out the address list, include a Camp GLOW group photo. Prior to camp,
discuss with camp counselors and planners if the camp will include a follow-up strategy to keep
girls connected via social media or another online platform. If so, outline any expectations or
responsibilities on the part of staff before camp ends.
It is also important for counselors and junior counselors to evaluate the camp. After the camp, plan
a time to discuss:
Camp GLOW evaluations from campers (ask someone to tabulate them).
What the counselors and junior counselors thought of the camp.
Lessons learned and a list of resources. Distribute this to Peace Corps program managers/APCDs
and the Youth in Development or gender equality coordinators in Washington
(youth@peacecorps.gov or gender@peacecorps.gov). This will help Volunteers, junior
counselors, and host-country nationals plan future Camp GLOW camps.
Reporting
When you finish Camp GLOW, hopefully you feel it was a worthwhile experience. After any
momentous event, there are some wrap-up activities. One of these is writing reports. Sharing your
knowledge and insights into Camp GLOW is a great way to publicize the camp and help ensure that it
will continue in your host country and in your community. What you have learned through the Camp
GLOW process is valuable and will be appreciated by community members and future Volunteers.
Reports to Donors
Donors should always receive a thank you letter in writing. In addition, many donors require some
form of a grant report. In your grant report, include a summary of activities, touching or
entertaining vignettes, a quote from a camper or counselor, or an excerpt from a camp evaluation
form. In addition, include a breakdown of expenses or how you used certain supplies. Nice touches
with a report may include sending a photo or photos and a handwritten note from a camper to the
donor. (See Appendix A.9 for a sample camp report for partners and Appendix D.12 for sample
thank you notes.)
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Reports for Peace Corps and Future Camps

Let your program manager/APCD know about your Camp GLOW. Include any information from the
Reports to Donors (see above). In addition, incorporate any lessons learned, suggestions for a
better camp, country specific camp information, lesson plans, and a host-country national contact
list. This may be useful to future Volunteers or other Camp GLOW organizers.
Create a List of Potential Junior Counselors
If you have a few campers who you think would do well in a leadership role at a future camp, create
a list of their names and addresses and include them in your camp materials.
Give Presentations
Offer to speak to other Peace Corps Volunteers or local partners about Camp GLOW at conferences
or in-service trainings or pre-service trainings. Look for opportunities in your community to talk
about Camp GLOW and its benefits. Make sure to provide a copy of your report to all host-country
nationals who participated in your camp.
Consider having some materials translated into the local language.
Peace Corps/Washington would enjoy receiving a copy of your camp materials. Please send your
Camp GLOW report to:
Gender Equality and Womens Empowerment Coordinator (gender@peacecorps.gov) or
Youth Development Specialist (youth@peacecorps.gov)
The Peace Corps
1111 20th St., NW
Washington, DC, 20526 (USA)
Youth@peacecorps.gov
Gender@peacecorps.gov
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CHAPTER 6: TAKING THE EXPERIENCE HOME

In this chapter, you will find concrete ideas to help the spirit of Camp GLOW continue once campers
return home. Topics covered include: GLOW clubs; ways to keep in touch, follow-up with teachers,
parents, and other community members; and a brief conclusion to this manual.
Ongoing Activities With GLOW Campers

During Camp GLOW, a close-knit community forms. Returning home after camp can sometimes be
challenging to campers (and counselors). Once the campers return to their homes and schools, they
often want to gather with others who have experienced Camp GLOW to discuss how what they
have learned applies to everyday life. Following Camp GLOW, many campers are enthusiastic and
full of great ideas about how to make a difference in their communities.
Supporting campers in small groups and helping them to channel their energy are great ways to
reinforce and expand their leadership skills.
The spirit and principles of Camp GLOW do not have to end with the conclusion of camp. Many
innovative campers have gone on after camp to teach in their schools (to boys and girls alike) about
what they have learned and how to use these skills every day. This chapter discusses some ideas for
community outreach and ongoing activities with GLOW campers.
Club GLOW
In many ways, ongoing work with campers is the best way to help them incorporate what they have
learned into their lives. Around the world, campers with adult support are creating GLOW clubs in
their schools and communities. In several countries, GLOW clubs meet monthly or regularly after
school. The goal of these clubs is to continue to encourage the girls to develop themselves as
leaders by discussing relevant topics, supporting each other, and practicing leadership skills through
community service projects. In some countries, girls visit orphanages and educate their peers at
school in what they learned at camp. They have also taught classes in English on self-esteem,
conflict resolution, decision making, and setting goals. Club GLOW presents a valuable opportunity
to monitor the intermediate objectives for the camp.
In Macedonia, GLOW clubs have developed into a leadership network. They organize regional
camps during the school year and larger national camps during the summer. Students are actively
involved in fundraising by holding events such as discos, car washes, bake sales, and selling
handmade cards. Club and Camp GLOW camps are now supported as an independent
nongovernmental organization (NGO) led by a former GLOW camper.
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Here are some suggested activities from adults engaged in ongoing projects with GLOW clubs. See
Appendix D.11 for an information sheet to help campers form a club.
Conduct group SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis with your GLOW
club, the community-at-large, or one section of a community to brainstorm community needs.
Discuss how young people can be community leaders and give examples of young women and
men who have made a difference.
Get specific about community service brainstorm a list of issues that are important to the
community. Have the girls identify issues with which they can become involved and give ideas
about how they can make an impact. Have them form committees based on what they would
most like to work with. Each committee should have an adult helper to assist the girls as
needed. Each committee should plan a service project. Some examples of community service
projects include: peer education in GLOW camp topics; visiting children in orphanages or
hospitals; visiting the elderly; educating younger students in GLOW camp topics; community
education in topics such as sexual education, AIDS, abuse of alcohol, tobacco, and other drugs;
sexual harassment and domestic violence; work with street children and the homeless; or work
on habitat and shelters. For a sample lesson plan, see Chapter 3.
Provide information on issues identified as important to the community and examples of ways
people are working on them around the world.
Highlight leadership activities by inviting girls to share, through interviews and presentations,
what they have been involved in. Girls will inspire one another in this way.
Conduct training on project planning and proposal writing. This could be a very important skill
for girls to have and could help them find a local sponsor if their service project needs funding.
Invite inspiring local women leaders to come and speak frankly with the girls about their lives
and choices. Be sure to save time for the girls to ask questions. This can be a very important way
for GLOW girls to realize that not just foreigners are concerned about them and that there are
role models in the community. In a Romanian town, the only female politician of a local party
came to speak to the girls at their GLOW club meeting. They had many questions about how she
became a leader within the constraints of society. Her message that young women are able to
do anything they want to is one that the girls are not accustomed to hearing. She was an
important and inspiring example for them.
Ask the group to write an accordion poem to express struggles and accomplishments
anonymously. Give the starting lines and have each girl add one line, not looking at the previous
ones, such as: Looking back over the passing of time, we see challenges faced Yet we focus
on experiences of growth in our lives When completed, read the poem aloud.
Have girls collect items from the ground sticks, stones, leaves, bits of trash, flowers and have
them recreate the GLOW camp, working in groups. Then have each group cooperatively explain
what they created. Counselors leading this activity after camp found that the girls came up with
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literal and figurative models that recalled experiences that had touched them some funny, some
profound. They also recalled the camp atmosphere and what they learned at camp.
Share within the group something about camp: one thing you learned, one positive thing you
have done as a result of the camp, most fun activity, most important topic, most personally
meaningful moment.
Discuss womens leadership: characteristics of a woman leader, challenges faced by women
leaders, role models of women leaders.
Hold get to know yourself activities and skill-building activities, such as conflict resolution,
personality or value inventories, and development of communication skills.
Hold sharing circles pass around an object and allow each girl time to share goals, hopes,
aspirations, expectations, experiences, or inspirations.
Focus on important women in our world by having the girls nominate and vote for the Annual
GLOW Women Awards. Utilize categories such as athlete, singer, writer, actress, politician, local
community leader, female character, and an important womens issue.
Create a Camp GLOW online publication. In one country, a former camper started a magazine
called Iron Daisies, which provides girls with a forum to share stories, ideas, and poems that are
important to them. The organizational process of publishing a magazine is a great skill
development exercise for the girls, as well as a great leadership opportunity.
Set up a pen pal system, a newsletter, or arrange a GLOW reunion if the campers who attended
Camp GLOW are from different towns.
Create Camp GLOW materials that are easy and useful resources for clubs. Consider translating
them into the local language or creating a GLOW club manual with some lesson plans from camp.
Follow-Up With Teachers, Parents, and Community Members

Camp GLOW and the activities that follow the camp are probably going to pique the interest and
curiosity of parents, teachers, and friends close to a camper. Parents can bolster your community
support and including them may provide benefits to the whole family. Exposing teachers to
interactive teaching methods (like those at Camp GLOW) is a great way to transfer skills. Here are
some ideas for including parents, teachers, and friends:
Highlight leadership activities by inviting girls to share what they have been involved in through
interviews and presentations. Have a family night where girls show photos and explain what
they learned at camp.
Have the girls present or lead an activity, such as goal setting. Before the workshop, have the
girls brainstorm how their goal-setting model can be adapted for use within a family.
Arrange a family group activity. Have each family make a family shield or collage that represents
different things, such as one unique quality of each family member, a favorite family saying, a
favorite memory, etc.
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Arrange a GLOW Olympics, with siblings and friends invited to attend. Afterwards, serve
refreshments. This can also be a fundraiser for ongoing GLOW projects.
For teachers, hold an interactive training workshop on the Camp GLOW curricula. Stress both
the content of Camp GLOW and interactive teaching methods. During the workshop, ask
participants to give mini-presentations to reinforce what they have learned.
Arrange for a conference to teach Volunteers and counterparts about Camp GLOW if they have
not participated in the camp before.
Develop lesson plans based on Camp GLOW topics, such as goal setting and decision making.
Hold trainings on these topics for the TEFL teachers at your schools.
Junior Counselors
Using junior counselors is another way to keep former campers involved in Camp GLOW. Please
see Selecting Campers, Junior Counselors, and Counselors in Chapter 1 of this manual for
more information.
Building Virtual Networks, Connections, and Support
A Listserv, social network, or group text list are some ways to help campers build ongoing networks
of support. Many camps use social media and video websites to help keep campers connected after
camp GLOW or to share success stories. There are a variety of ways in which Volunteers and
campers have used technology to share ideas about
fundraising, recruitment, and successful activities. If camp
Chorus of the Camp GLOW song,
planners intend to promote or support campers use of social
written by Romanian campers:
Camp GLOW is our song,
networks, ensure that campers have the opportunity to
Were happy to sing it,
develop the skills they need. Creating parameters and
Were all so proud,
expectations early will increase the chances of success.
Were coming round,
Wrap-Up and Conclusion
The bonds weve shared,

Will last forever,
Well always be,
The same great friends, the same
great friends.
Camp GLOW has a positive impact on, and changes, the lives
of both campers and counselors. We hope that you find the
materials in this manual useful as you plan your camp. We
wish you the best of luck and encourage you to have fun
whether this is your first Camp GLOW or your 10th! Remember that the possibilities for Camp
GLOW are endless and the potential rests with those who participate. Be creative and innovative!
By choosing to work with young women through Camp GLOW, you will undoubtedly plant many
seeds of hope, leadership, and encouragement. We hope you gain as much as you give as you
organize and facilitate your camp.
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APPENDICES
TABLE OF CONTENTS
APPENDIX A. GUIDELINES AND CHECKLISTS .................................................................................. 1
Appendix A.1 Camp Decision Checklist ............................................................................................... 1
Appendix A.2 Using PACA for Camp Assessments .............................................................................. 2
Appendix A.3 Assets and Aspirations: An Interactive Youth Assessment and Planning Method ....... 4
Appendix A.4 Elements of Planning Effective Youth Camps: A Self-Assessment Tool........................ 7
Appendix A.5 Search Institutes 40 Developmental Assets ............................................................... 11
Appendix A.6 Developing Strong Partnerships ................................................................................. 12
Appendix A.7 Provisions to include in Agreements with Partner Organizations .............................. 13
Appendix A.8 Funding Camps Through the Peace Corps Small Grants Program .............................. 16
Appendix A.9 Sample PCPP Funding Proposal .................................................................................. 18
Appendix A.10 Sample SPA Grant Proposal ...................................................................................... 35
Appendix A.11 Sample Camp Report for Partners (Togo) ................................................................. 43
Appendix A.12 Campsite Review Guide: Helpful Questions ............................................................. 53
APPENDIX B. HEALTH AND SAFETY RESOURCES .......................................................................... 55
Appendix B.1 Checklist for Camp Program Planning and Safety ....................................................... 55
Appendix B.2 Peace Corps/Ukraine Summer Camp Safety and Security Guide ............................... 57
Appendix B.3 Sample Guidelines for Working with Youth ................................................................ 70
APPENDIX C. MONITORING AND EVALUATION TOOLS ................................................................ 71
Appendix C.1 Sample Camp Outcomes and Indicators ..................................................................... 71
Appendix C.2 Monitoring and Evaluation Methods .......................................................................... 74
Appendix C.3 Camper Healthy Life Skills Self-Assessment ................................................................ 77
Appendix C.4 Work Readiness Assessment Tool ............................................................................... 79
APPENDIX D. SAMPLE DOCUMENTS ........................................................................................... 81
Appendix D.1 Camp GLOW Budget Line Items (Morocco) ................................................................ 81
Appendix D. 2 Sample Camp GLOW Detailed Budget (Thailand) ...................................................... 82
Appendix D.3 Letter Requesting Nomination of Campers (Bulgaria)................................................ 83
Appendix D.4 Camp GLOW Application, Application Evaluation Form, Acceptance Letter, Wait-List
Letter, Non-Acceptance Letter .......................................................................................................... 84
Appendix D.5 Camp GLOW Permission Slip and Medical Information ............................................. 89
Appendix D.6 Camp Supply List ......................................................................................................... 90
Appendix D.7 Packing List for Camp GLOW (Romania) ..................................................................... 91
Appendix D.8 Sample Camp GLOW Schedule (Zambia) .................................................................... 92
Appendix D.9 Camper Evaluation Form ............................................................................................ 94
Appendix D.10 Camp GLOW Certificate ............................................................................................ 95
Appendix D.11 How to Form a GLOW Club at Your School ............................................................... 96
Appendix D.12 Sample Thank You Notes From Volunteers and Campers ........................................ 97
Appendix A. Guidelines and Checklists

Appendix A.1 Camp Decision Checklist
To help staff, Volunteers, their local partners, and organizations decide if camp is the best approach
for reaching youth development or other education, health, or environmental goals, the following
checklist may be a useful tool.
PolicyDo post staff members, local partners, and Volunteers understand Peace Corps policies
and recommendations regarding Volunteers involvement with camps?
SuitabilityHas the method of delivery for the training (choosing a camp vs. another venue)
been based on a participatory assessment of the current resources, activities, and needs in the
Volunteers community? Is there another method of delivery that would achieve similar results
but would require fewer resources (e.g., clubs, youth groups, etc.)?
PartnershipDo Peace Corps staff members and Volunteers fully understand camp roles,
responsibilities, learning objectives, and rules of behavior before deciding to partner with the
host organization(s)?
Content and PurposeDo parents, counselors, participants, Peace Corps staff, and Volunteers
fully understand camp roles, responsibilities, learning objectives, and rules of behavior before
the event begins?
CurriculumHas the content or curriculum of the camp been developed together with the host
organization? Does each session build on the previous session? Are there opportunities for
campers to evaluate their learning during the camp, and plans for following up as campers apply
their knowledge and skills within their communities?
While camp trainings are a valuable human capacity-building tool, care must be taken to ensure
that Volunteers, partners, and participants are safe and that the activities impact on young people
justifies the resources required. Local support should be mobilized, just as in any effective
community development effort. Peace Corps Volunteers, staff, and partners need to consider
agency technical and administrative guidance to assist them in limiting liability, meeting funding
guidelines, and identifying local resources to increase sustainability and strengthen the evaluation
of outcomes.
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Appendix A.2 Using PACA for Camp Assessments

Participatory Analysis for Community Action (PACA) tools can be useful to Volunteers, partners, and young
people in a variety of settings and in every technical sector to assess whether camps are a good choice. They
can also be useful in determining the most important content areas on which to focus, as well as help plan
effectively. The PACA Idea Book [ICE No. M0086] provides useful examples and outlines practical steps for
using the tools.
For example, if you are thinking about organizing a camp for girls using the GLOW model:
Do you know what types of places or venues parents in the community consider appropriate for girls to
gather and spend free time?
What are the other daily and seasonal commitments girls have to school, families, or religious
communities that impact their ability to attend a camp?
What are girls priority topics to learn about or skills they would like to practice or develop?
Where are the places that boys and girls spend their free time, and what are the existing resources in
their communities (NGOs, youth centers, schools, places of worship, etc.) that support their growth and
development?
The core PACA tools also provide a structure for participants to express, analyze, and understand the needs
and priorities of different community groups and members. This enhances community members
communication and analytic skills, which increases their capacity to be active participants in their own
development. It also helps ensure that a development project that benefits several groups within the
community does not negatively affect others.
Example of how basic PACA tools can provide information for gender analysis and camp planning
Community Mapping
Daily Activity Schedules
The community map can provide information on

gender roles, division of labor, access to resources,
and gender needs. This is a very good way to
identify:
Places and spaces in a community that girls
perceive as safe resources, assets, and supports.
Places and spaces that parents view as safe,
supportive, and appropriate for girls.
Areas in the community that have been used in
the past for recreation, camps, or other similar
activities.
What different groups or people do in the
communitythis can help identify important
speakers, allies, and resources for camp
planning. This can include buildings, nature
areas, schools, fields, roads, churches, water
sources, etc.
This tool provides information on gender roles,

gender division of labor, access, and power
relations, such as:
Out-of-school demands on girls and boys time,
given their different schedules and
responsibilities.
How boys and girls from different ethnic groups
may have different responsibilities for livestock,
crafts, child care, field work, or other tasks that
mean different access to resources at specific
times or places.
Campers can implement daily schedules to
consider how to best plan follow-up activities
with their peers.
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Appendices
Seasonal Calendars
These can be used to identify gender roles,
division of labor, and access.
Yearly patterns of work or schooling, resource
availability, holidays, and weather indicate
when community members and groups of girls
have time to participate in training or camp
activities. This is especially true in rural
communities.
Peace Corps
Needs Assessment and Priority Ranking

Needs assessment and priority ranking can
provide information on power relations and
gender needs.
Priority ranking may serve as the bridge from
analysis to action.
For camp planning, needs assessment can be
used to process the desires, wants, and needs
of groups of girls.
Assessment and ranking can be used to
examine needs collectively and assess or rank
their level of priority, thus helping to define
the content of camp activities.
Page 3
Appendix A.3 Assets and Aspirations: An Interactive Youth Assessment

and Planning Method
PurposeThis activity is one possible method to determine the content or themes of a youth camp
or a club. It works best with a group of boys or girls relatively close in age who already know each
other. Have the youth work in groups of four to six people around one picture. Replicate the activity
with different ages or sexes to see differences in results.
Materials
Flip chart paper (whiteboards or chalkboards can be used as well)
Markers or chalk (materials to write with)
Copy of the Search Institutes 40 Developmental Assets (optional)
Identify a facilitator and a note-taker.
Steps
1. Give the group of young people a large piece of flip chart paper around which they can gather
and observe. Distribute markers.
2. Explain the task: You (the facilitator) are trying to learn more about the realities and priorities
for young people in your community. You figured that you should ask the experts: youth
themselves. Ask the group to start by drawing a picture of a typical girl or boy in their
community. Use the whole sheet of paper.
3. Admire the picture and ask any clarifying questions or about any noticeable features of the
drawing. Draw a horizontal line from each side of the figure to the edges of the paper. This
divides the paper into a top and bottom.
4. Now you are going to ask them some questions about the interests and talents of young people.
They can answer these questions by either thinking about what is true for them, or in a more
general way about what is true for a typical young person and think about their friends and
peers.
5. First, write in words or draw a picture of some of the talents, skills, and good qualities they and
their friends have. What are young people here typically good at doing? What are their good
qualities? (You can ask, How would your friends describe you?) Write or draw these qualities
and skills on the INSIDE of the person they drew.
6. Second, ask the group to think about the things they have in their lives and communities that
support them or help them learn new things. These can be people, places, or organizations.
Write these on the OUTSIDE of the young person, but below the line you drew that divided the
paper in half.
7. At the end of each of these steps, review some of the talents and supports that were identified.
Ask any clarifying questions. Appreciate their strengths and note how many supports they have
already.
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8. Third, say: Close your eyes for a moment and think about what you hope your life is like when
you become an adult: What are your aspirations or dreams for the future? Dont feel like you
have to share anything too personal, but share some of your general goals. Write or draw these
around the outside of the head in your drawing.
9. Give the group some time to share some of the main themes or common areas it came up with.
Ask clarifying questions as needed.
10. On a board or flip chart paper, make notes of some of the common talents or skills and some of
the most common resources and assets. Also make note of some of the common aspirations
(e.g., Many of you hope to attend university.)
11. Now for the next step: Thank the group for helping you understand a little about the reality and
talents of young people in your community or country. Note that they seem to already have
many resources in their livesboth in their communities and within themselvesthat are going
to help them reach their aspirations and goals.
12. The next step is to identify some of the most important areas where you would like additional
support: In order to reach your goals and the future you would like to create, what do you need
to learn more about? What skills would you like to develop? Ask the groups to make a list. They
can brainstorm these on a new sheet of flip chart paper, or the facilitator can take notes on the
board.
13. Ask the groups (either all together or in their small groups) to identify the top three to five
things they want additional support or help with as individuals. They can identify this through
discussion or as a large group, or you could do a priority-ranking exercise in which they each get
five dots or checks to place next to the things they think are most important.
14. When each group has ranked or identified its top three, four, or five priority areas, review these as a
group and ask clarifying questions. For example, group members top three might be:
1. Opportunities to learn more about jobs I would like
2. A chance to practice my English
3. Opportunities to learn and share from other young people
Questions
What resources do you already have listed (refer back to the drawing) that help you
learn about jobs and careers? Who supports you?
What are the ways in which you and your friends already come together to spend free
time? How do you share what you learn and know among each other?
Where are the places you can currently go to learn new things? What other
responsibilities do you have to your school, family, and community that need to be
tended to before you can take on new tasks and challenges?
(Optional modification) Hand out a copy of the Search Institutes 40 Developmental
Assets during Step 12 (if they have been translated into the local language AND the
group is entirely literate). Tell the group that this is a list of 40 assets that have been
identified as important for young people in the United States as the things that all young
Peace Corps
Page 5
people need in order to become healthy and successful adults. The more assets young
people have, the more likely they are to be successful.
o Ask the group members to read through the assets and note or share if they think
any of these assets are very important in their country, or if some are not important.
o Another priority-ranking exercise can be done by asking participants to circle the top
five asset areas they have a great deal of and the top five they would most like to
focus on or have help in developing or enhancing.
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Peace Corps
Appendices
Appendix A.4 Elements of Planning Effective Youth Camps:

A Self-Assessment Tool
Doesnt apply
Not happening
Working on it
Elements to consider in planning
Absolutely!
Keep in mind that no camp planning committee will be able to check off absolutely for everything
on this checklist. Every context, country, and camp is different. However, the goal of this selfassessment tool is to help your team identify the elements you want to work toward and prioritize
as you develop high quality, high impact, and transformational camp experiences for young people.
Partnerships
Local partners are members of the planning committee.
Local partners are leading the planning and design on the camp.
Local counselors or youth will facilitate most of the camp sessions.
Local partners are providing in-kind resources of time, space, staff, or materials.
Youth or potential campers are valuable partners in planning, design, and
implementation.
Designing for Outcomes
An assessment of potential camper priorities, assets, and needs was done to determine
the content and intended results of the camp.
Clear, measurable goals have been defined for the camp and are agreed upon by
everyone involved.
The planning team developed content based on desired knowledge, skills, attitudes, and
behavior changes that campers are expected to achieve.
The planning team has completed a logic model for its camp design.
A monitoring and evaluation plan has been completed that includes specific tools to measure
outcomes (may include camper self-assessments, pre/post tests, portfolios, follow-up
activities and interviews), along with when and how these will be implemented.
Other camp outcomessuch as organizational benefits or staff development, network
building, or adult engagementare identified and captured.
Fundraising/Resource Development
Funding sources for camp have been identified.
A detailed budget was created.
Some portion of the needed resources is contributed by the local community, families,
or local organizations.
Local partners have been closely involved or led the process of developing budgets,
proposals, and resource development.
All of the fundraising and communications are led by the local partner.
Peace Corps
Page 7
Doesnt apply
Not happening
Working on it
Absolutely!
Health & Safety

A health and safety plan has been developed by the planning committee prior to the camp.
Staff and counselors are trained on recognizing potential risks and safety hazards and
know how to proactively address needed changes.
Basic health information is gathered on campers and any issues addressed prior to camp.
There is a nurse, doctor, or medical practitioner on call or at the camp to address
camper health issues.
Campers are provided basic health and safety training as part of camp orientation.
A reasonable camper/counselor ratio is decided ahead of time by the planning committee.
We have identified transportation to take kids with major medical issues to advanced
hospital medical care in the case of an emergency.
Developing Content
Youth are interviewed to indentify the topics of interest to them that are most relevant
to their lives.
The post staff has been involved with planning and provided input on materials,
partnership, and alignment with the posts projects.
Youth are viewed as assets and involved in the assessment, design, implementation, and
evaluation of the camp.
Time is built into the schedule for reflectionjournals, art, theatre, discussions, roleplays, or gamesto help facilitate the process.
The curricula, activities, and sessions are evidence-based and considered good
practice by the planning team and post.
Local experts and leaders are involved and delivering sessions, field trips, and follow-up
activities.
Content has been matched to the age of the campers.
Sustainability Strategy
Host-country organizations sponsor the camp and are responsible for budget, planning,
and leadership.
Counselors are a combination of American and host-country nationals.
Former campers are supported and trained to play the role of junior counselors and
assume leadership positions for future camps.
Camp materials or a shortened camp guide are translated into the local language to
assist future camps non-English speaking leaders.
Pre-camp or follow-up activities are planned for campers: clubs, additional training, peer
education, community service projects, or others.
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Peace Corps
Doesnt apply
Not happening
Working on it
Absolutely!
Appendices
Community mentors are engaged and involved with campers after camp.
Training in camp planning and implementation is provided for the sponsoring
organization (as needed).
New PCVs are included on the planning committees so they can lead the facilitation of
the club the following year.
Site Selection
Final terms with a site are in writing and signed by the sponsoring organization.
A safe site is identified well in advance, with planning team visits to review and
prepare site.
A plan is developed to ensure the health and safety of the campers and staff at the
designated site.
The chosen campsite has meeting spaces, living spaces, and recreational and free
time options.
Camper Recruitment
Parents are engaged from the recruitment stage and through post-camp activities. They
have clear expectations and see the value of the camp.
Campers are selected and prepared 2-3 months in advance.
Applicants are screened. This may include interviews, essay competitions, teacher
recommendations, etc.
Publicity materials are developed (note cost, gender, benefits, etc.).
Orientation meetings are held for accepted campers and their parents (introducing camp
staff, clarifying travel, and distribution of packing lists, medical forms, permission slips, etc.).
The camper selection and screening process has been explicitly planned and is consistent.
Staff Training & Support
Staffing needs and recruitment are started well in advancecamp leaders, teachers, or
counselors; junior counselors; and permanent camp staff, adult chaperones, if needed.
Counselors are open, supportive people able and interested in devoting time to training.
Planning committee or sponsoring organization staff members are trained in project
design and management skills, health and safety strategies, and/or fundraising.
Local experts are involved to provide first aid and CPR training, and/or disaster
preparedness for planning committee.
Daily check-in meetings are held during the camp with staff to review daily highlights,
revise agenda, troubleshoot, and recognize extra effort and good work on the part of
any counselors or other staff members.
Adequate time is allotted for camp counselor and junior counselor training prior to camp,
and they are well equipped to positively communicate with campers and manage behavior.
Peace Corps
Page 9
Doesnt apply
Not happening
Working on it
Absolutely!
Logistics
A general budget is developed and funding sources researched well in advance. The local
organization is taking the lead in managing the money.
A logistics team or committee is formed well in advance to plan for logistics costs,
materials, transportation, last minute items, etc.
Possible expenses are planned for including activities during camp, communications
(phone bills or phone cards), lodging, insurance, materials production, meals, and
transportation.
Health and safety needs are budgeted (phones, swimming safety gear, etc.).
Sources for meals, snacks, and water are identified in advance.
A detailed supply list is created: session materials (photocopies needed), sports
equipment, prizes/awards, housewares, medical supplies, craft supplies, other.
A list of possible in-kind goods needed and potential donors is developed and cultivated.
Detailed transportation arrangements are made for campers and staff for the beginning
and end of camp.
A packing list is developed for campers.
Backup plans are formulated for last-minute changes: unusual weather, etc.
This list is not comprehensive. Use the blank lines to add the elements that your planning team considers to be elements of
effective and high-quality camps.
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Appendix A.5 Search Institutes 40 Developmental Assets
Peace Corps
Page 11
Appendix A.6 Developing Strong Partnerships

This matrix aims to help a camp planning committee begin to map out some of the steps needed to
build strong local partnerships that ultimately serve to build capacity and help create win-wins for
the camp and campers, as well as local allies and organizations that may help to support the camp.
Keep in mind that formalizing the partnership between the Peace Corps and the community
organization for your involvement in the camp, through a memorandum of understanding (MOU),
should be done only by post staff members.
Potential Camp
Partners
Individuals
Groups
Organizations
(Community
members, parents,
leaders, mentors,
coaches, etc.)
(Local associations,
teachers, womens
groups, business
coalitions, etc.)
(Local and external)

(Host-country NGOs,
youth-serving agencies,
funding resources, etc.)
1. Identify potential
partners and
collaborators
2. Specify potential
areas of
collaboration
3. List the possible
benefits for partners
4. List the possible
benefits to
camp/campers
5. Roles and
responsibilities of
partner
6. Roles and
responsibilities of
camp planners
7. The definition of a
successful
partnership will be
when
8. Expectations for
follow-up after the
camp
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Appendix A.7 Provisions to include in Agreements with

Partner Organizations
The example MOU outlined below represents an ideal, clearly articulated collaboration between a
Peace Corps post and a local host organization that will be leading a camp. However, it may be the
case that some local partners do not have the capacity initially to fulfill all of these roles and
responsibilities. Use this sample, then, as a point to start discussions, as well as a tool that may help
establish benchmarks for a local organization to work toward over multi-year collaboration with
Volunteers on multiple camps. Consider starting with the list of provisions in this sample and adjust as
appropriate to reflect local partner NGO or community's capacity, post's needs, and local context.
Sample Memorandum of Understanding
Memorandum of Understanding
Between
NGO and Peace Corps/XXX
This Memorandum of Understanding, dated as of _____________, 20_____, is by and between

Peace Corps/XXX and _______________ NGO (collectively, the parties).
Description of Collaboration:
Peace Corps/XXX, through the efforts of its Volunteers (collectively, the Volunteers or PCVs)
and ________ NGO agree to work together so that Volunteers may assist _______________ NGO to plan,
sponsor, organize, and implement local ________________________________________________ camps
in the _____________________________________ region(s) of _________________, during the period of
__________ to ___________, 20_____, in accordance with the terms and conditions set forth in this MOU.
Peace Corps
Page 13
Roles and Responsibilities:

1.
____________
NGO agrees, as the sponsor of the camps, to fulfill the
following responsibilities for all of its camps in order to produce and manage a transparent and
accurate budget:
Secure all necessary approvals and permits from all applicable authorities or governing bodies
for the operation of the camps.
Secure funding for the camps, including locating grants and other funding and completing and
submitting necessary applications and paperwork.
Handle all logistical aspects of the camps, including budget development, adherence, and
tracking, and acquisition and transportation of all necessary materials, developing applications
and permissions and registering campers, and addressing and managing camper and staff health
and medical concerns.
Find local locations and secure agreements for use of the facilities for camp purposes.
Find, hire, train, and evaluate an adequate number of counselors and other staff for the planned
camp(s), among other things, paying particular attention to the trainings on safety and security,
child protection measures, sexual harassment, and other related issues, to prepare staff for any
issues that might arise.
Prepare and implement an age- and skill-appropriate curriculum, monitor and later evaluate the
curriculum and make any necessary changes.
Objectively evaluate all aspects of the camp(s) (budget, curriculum, counselors and other staff
performance and conduct, campers, logistics, etc.) and make any necessary or appropriate changes.
Promote awareness and availability of the camps to all interested parties.
Bear the liability of all unexpected incidents and injuries that might happen to the campers
during the camping period.
Furthermore, ____________ NGO acknowledges and agrees that the involvement of the Volunteers in
the camps will always be in accordance with Peace Corps policies and practices. Accordingly, the
Volunteers role in the camps is always one of support and coordination, and to provide technical
assistance to __________________________ NGO staff in its planning, organization, sponsorship, and
implementation of the camps. In addition, Volunteers duties may include the following:
Nominating a PCV liaison to work with
NGO during the planning and
implementation of all camps. Duties of such PCV liaison include facilitating open dialogues between
participating PCVs and
NGO during the planning process and completing other
tasks (or soliciting a team of PCVs to complete those tasks) that may be required to help
___________ NGO acquire camp facilitation skills. The PCV liaison is also responsible for passing on
information regarding the NGOs working relationship to the next PCV who replaces the PCV liaison.
1. With at least one counterpart HCN assigned to the PCV, a Volunteer may serve as a counselor in
planned camp activities and willingly transfer necessary skills to HCNs.
2. PCVs, at their sole discretion, and in consultation with Peace Corps/XXX, may work with
__________ NGO staff on seeking additional resources for the camps by applying to the Peace
Corps Partnership Program, Small Project Assistance, and VAST for funding, or may assist
_____________ NGO staff to seek additional funding from other available sources.
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2. Subject to its statutory authority, policies, regulations, programming priorities and the availability of
funds, Peace Corps/XXX agrees to:
Support and provide guidance to its Volunteers in their work with ________ NGO on the camps.
Serve as the liaison between the Volunteers and __________ NGO staff on any matters affecting
the Volunteers.
(Add additional points as necessary)
Each party to this MOU is a separate and independent organization. As such, each party retains its own
identity and each party is responsible for establishing its own policies and financing its own activities.
This MOU does not create any employment, partnership, agency, joint venture, or other similar legal
relationship between the Peace Corps and _________ NGO, and neither the Peace Corps nor _________
NGO has the authority to bind or act on behalf of the other.
This Memorandum of Understanding will be in effect for a period of two years, upon signature of the
parties, and may be renewed or extended in writing thereafter by mutual agreement of the parties.
Either the Peace Corps or _________ NGO may terminate this MOU by giving the other party _____
days' prior written notice. Any change, amendment, modification, or supplement to this MOU may only
be made in writing signed by both parties. The English version of this MOU shall control.
For Peace Corps/XXX:
For __________ NGO:
__________________________________
______________________________________
Signature Peace Corps Representative
Signature
Name: ____________________________
Name: ________________________________
Title: _____________________________
Title: _________________________________
Peace Corps
NGO Representative
Page 15
Appendix A.8 Funding Camps Through the Peace Corps

Small Grants Program
Though funded through various sources, all Volunteers and their communities use the same
Application to request funding for a camp. Additionally, the Peace Corps Small Grants Program
Volunteer Handbook is available, which answers questions Volunteers may have when applying for
grant funds. Although all guidelines and forms are the same, Volunteers must know which funding
source they will select before submitting a grant application. Three small grant funding sources are
available for camp projects:
Grant Program
Funding Source
Program Details
Small Project
Assistance (SPA)
Program
United States
Agency for
International
Development
(USAID)
Available if a post has negotiated funds with USAID;

there are 50 posts worldwide that provide SPA funds
to Volunteers.
All projects must fit within certain program areas
defined by USAID.
Ask the small grants coordinator at post for
information on the current availability of funds; funds
turn over each year and vary per year.
Peace Corps
Partnership Program
(PCPP)
Private sector
donations (both
individuals and
organizations)
All Volunteers are eligible to apply.

Projects may apply to any sector.
Projects that require online fundraising will be put
onto the Peace Corps website for fundraising.
All donations are tax deductible.
Volunteer Activities
Support and Training
(VAST)
Presidents
Emergency Plan for
AIDS Relief (PEPFAR)
Supports HIV/AIDS-related projects or life skills

activities that promote the reduction of risk and
improve access to services, medications, or health
care to reduce risk of HIV.
Available in select Peace Corps countries.
Available at any post that receives PEPFAR funds
(contact the small grants coordinator to learn if your
post receives PEPFAR funding).
All small grant projects for camp-related activities should include:

Clear project description with goals and objectives
Community buy-in, including community and counterpart contributions to cover up to 25
percent of the project cost
Funds requested for infrastructure, equipment and materials should support the training to be
provided, and not be included as the principal justification for grant support
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Peace Corps
Appendices
Grant funds cannot be used to purchase giveaways, commemorative mugs, or prizes; when these
items are considered essential to the success of a training project, funds to purchase them
should be contributed by the community or a third-party organization
Monitoring and reporting indicators that will measure project outcomes
Follow-up plans for sharing the learning of campers with peers and the community at large and
applying the skills learned during the camp experience to the community throughout the year
Activities should generally take place within the community and not require travel on the part of
the Volunteer or camp participants
Camps must be safe and should make parents/guardians aware of activities involved
Staffing of the camp should be well planned, ensuring that enough staff members are present to
manage all participants
As with any small grant, a community or organization should assume responsibility for designing
the camp, submitting the application, managing the funds, running the camp, and completing
reporting requirements, assisted by the Volunteer
Peace Corps
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Appendix A.9 Sample PCPP Funding Proposal
PEACE CORPS PARTNERSHIP PROGRAM PROPOSAL APPLICATION

To be filled out by OPSI Staff
Fiscal Year: 12
Project Number:
B. VOLUNTEER AND PROJECT PROPOSAL INFORMATION

Country: Benin
PCPP Project Title: Camp GLOW Bohicon
Community Organization: CPS Bohicon
Project Implementation Period:
July 9, 2012
Volunteer Name(s): Heather W., Craig W., Geoff G.
End Date: July 13, 2012

COS Date:
September 17, 2012

Peace Corps Sector Assignment: RCH / CED
(i.e., TEFL, SBD, Environment, Health, etc.)
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Peace Corps
Appendices
No. of Participants: those persons directly

involved in the design and implementation of
the project
Male
Female
Boys
Girls
Total
No. of Beneficiaries: those persons directly

impacted by the project
63
63
Project Classification
Peace Corps Project Sector Grouping (Please select only one)
Agriculture
Environment
Water & Sanitation
Community Economic
Development
Health
Youth in Development
Municipal Development
Other:
Education
Priority Grouping
Infrastructure
Development
Resources/Equipment
and Supplies
Instructional Materials
Income Generation
TOTAL PCPP REQUEST: USD 2,610.16
Training
NGO Development
LOCAL CURRENCY: XOF 1,200,675
Exchange Rate Used: 460 to 1 USD Date of Exchange Rate: 23 Jan. 2012
Peace Corps
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C. MONITORING AND EVALUATION

How will you know if your project is reaching its goals and objectives, and producing the desired
benefits or change?
On this page, you will find a menu of indicators that will help you track the progress of your project.
These indicators were chosen because they highlight the kinds of changes and outcomes that are most
likely to occur with small-scale community development projects.
Please choose the indicators that you and your community will use to track the progress of your project
during its implementation. When you complete your project, you will use the same indicators to report
on the results that you and your community achieved.
INDICATORS OF SUCCESS
REQUIRED
Participants acquiring new knowledge or skills
(May include literacy, technical, or vocational skills or administrative and/or financial practices, ability to
manage production, marketing or income-generating activities, or ability to obtain financial or technical
assistance.)
Who/how many?
The primary beneficiaries are the young girls who get the opportunity to participate in the summer
camp. This camp will empower these girls to continue with their schooling by giving them the knowledge
to combat the main issues that cause the girls to not finish school and possibly advance to a university
afterwards.
What skills?
These girls will be offered the unique opportunity to learn about critical subjects such as malaria
prevention and malaria treatment, as well as how to install a mosquito net. In addition, they will also
learn about HIV and AIDS, family planning, sexual harassment, stress management, maintaining a
healthy diet, and how to identify healthy and unhealthy relationships. They will also have the chance to
participate in workshops, such as a career panel of successful women in Benin; a seminar on various
opportunities to study abroad, which will motivate them to strive for high grades; a session on how to
best tackle their goals to obtain success in their lives; and self-esteem building exercises.
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How will you know?

At the beginning and end of the camp, we will issue a pre-camp and post-camp quiz to gauge the
effectiveness of the trainings by evaluating how much of the training and information each girl retained
based on what knowledge each girl already had acquired elsewhere. By the end of the five-day camp, at
least 70 percent of the participants will be able to:
Identify three ways to avoid contracting malaria
Identify three ways to avoid contracting HIV/AIDS
List three stress management techniques
Identify and avoid sexual harassment behavior
Identify three unique personal talents
Be able to set goals and follow through on them
Identify three behaviors of successful women in Benin
Objective One: All participants will be informed and trained on malaria awareness, prevention, and
installation of mosquito nets.
Success Indicator: This objective will be attained by leading information sessions on how malaria
is contracted, a game on how it is prevented, a questionnaire on where to go for treatment, and
a team training competition on how to install a mosquito net.
By the end of the session, 75 percent of the participants will have a clear understanding of
malaria. This will be tested by administering a quiz at the end of the session.
50 percent of the participants will be able to identify at least two places in Bohicon where they
can receive malaria medication and mosquito nets.
20 percent of the participants will begin using mosquito nets at home, in addition to employing
at least one preventative tactic they learned.
Objective Two: Inform camp participants on HIV/AIDS awareness and prevention.

Success indicator: This objective will be attained by leading information sessions on HIV/AIDS,
leading a truth vs. myth questionnaire, and playing various HIV/AIDS facts games.
By the end of the session, 75 percent of the participants will have a clear understanding of
HIV/AIDS. This will be tested by having an HIV/AIDS quiz following the lesson.
50 percent of the participants will be able to identify at least two methods of contraction and
how to prevent such contraction.
20 percent of the participants will continue to exercise these strategies of HIV/AIDS prevention
after the conclusion of the camp.
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Objective Three: Train camp participants on stress management techniques and exercises.
Success Indicators: This objective will be attained by leading discussions on techniques, in
addition to a yoga exercise session to emphasize relaxation methods and poses, which will be
part of their manual that they will keep.
By the end of the session, 60 percent of the participants will have an understanding of how to
acknowledge they are becoming stressed and steps they can take to minimize that stress.
40 percent of the participants will be able to repeat at least three poses learned from the yoga
training session and list at least one technique used to lower stress.
10 percent of the participants will continue to use yoga and the other techniques learned in the
stress management session.
Objective Four: Train camp participants on how to recognize sexual harassment and what actions they
can take to resolve this behavior and prevent it in the future.
Success Indicators: This objective will be accomplished by conducting a demonstration of sexual
harassment through short skits, followed by reviewing the content that was demonstrated in an
information session.
By the end of the session, 75 percent of the participants will have a clear understanding of what
sexual harassment is.
50 percent of the participants will be able to identify at least one characteristic or action of
sexual harassment.
Objective Five: Participants will envision their lives in the near and distant future and will examine what
their goals are for the future and brainstorm about needed steps to accomplish those goals successfully.
Success Indicator: This objective will be attained by each girl reflecting on and setting three shortterm goals and three long-term goals.
By the end of the sessions, 75 percent of the girls will have formed the logical steps needed to
take in order to achieve their goals.
Objective Six: Match career goals with a list of career fields that they would excel in.
Success Indicator: This objective will be obtained by conducting questionnaires based on
psychological traits to determine each girls strengths and weaknesses, which are paired with
possible career choices that would drive them to succeed.
By the end of the sessions, 70 percent of the participants will have completed the questionnaire
and received information on the career paths that would optimize their strengths.
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Peace Corps
Appendices
Objective Seven: Inform participating girls on the various types of family planning methods available in
Benin and where they can be located.
Success Indicator: This objective will be accomplished by leading an information session on the
benefits, costs, and purchase location of each family planning method available in Benin.
By the end of this session, 80 percent of the participants will have a general understanding of
the benefits and options of family planning.
50 percent of the participants will be able to name at least one method of family planning.
25 percent of the participants will be able to name at least one location where one can go for
family planning services.
CHOOSE 1-4 ADDITIONAL/OPTIONAL INDICATORS OF SUCCESS

Improved capacity to define and meet goals and objectives
(Relates most directly to changes in knowledge, skills, and behavior, and may include planning skills,
ability to set up group goals, and small project design skills, among others.)
What changes?
How will you know?
Presence of linkages with similar groups or networks

(Number of formal and informal contacts and nature of these contacts)
How many? A secondary result of last years camp was that many of the participating girls initiated girls
clubs in their local schools, participated in a letter exchange program that was initiated after seeing the
demand, and many of the girls are still in regular contact with each other and us. We expect that this
years camp will have a similar secondary effect. This year, we will have three girls who have shown
leadership since the camp. We will encourage others to start and maintain contacts and girls camps by
explaining to them the steps they took and discussing the positive effects these contacts have had on
them. After the camp, these girls will have more friends throughout the community that they can rely on
for peer support and encouragement, just as last years participants had.
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What kind?
How will you know?
Improved decision making

(Relates to change in attitudes and behavior, and may be observed through more participatory practices,
gender inclusiveness, access to and willingness to share information, and financial transparency and
accountability.)
What changes? Camp GLOW will inspire an attitude shift in the participants. They will come away from
the camp with greater self-confidence and with belief in their own abilities to tackle the problems in
their communities. They will be better aware of the obstacles faced by Beninese girls and will be better
able to overcome them and to help other girls in their communities do the same.
How will you know? We will administer and proctor a pre-camp and post-camp examination to
determine whether the participants acquire new knowledge, skills, and attitudes.
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D. PROPOSAL TIMELINE
Project Timeline:
Camp GLOW Bohicon 2012 Timeline

(Taken from the Camp GLOW Handbook for Volunteers)
Six to Nine Months in Advance: (December and January)

Establish organizing committee of camp counselors (e.g., Volunteers and host nationals,
including people who can help get local support, transportation, and camp location).
Volunteers: Heather and Craig W., Geoff G., Jill D., Erin S., Patrick S., Andrea C., Wendy G.,
Amy G., and Claire E.
Begin reading camp materials.
Discuss goals from Camp GLOW
Provide a safe and fun learning environment for motivated, young girls outside of school.
Encourage the forging of new friendships between girls of different communities.
Identify partner organizations and individuals to work with Volunteers (e.g., teachers, local NGOs).
CPS Bohicon
AgeFib
GAD
Investigate possible funding sources and begin grant application process (e.g., local support,
Peace Corps, family and friends).
SPA
Kate Puzey Fund
Four to Five Months in Advance: (February and March)
Determine size of the camp and decide on approximate dates.
1. Campers: 60 girls from nine CEGs in Bohicon.
Approximate Dates: July 9-13, 2012.
Develop schedule, camper selection process, and supply lists.
1. Camper Selection Process: Top girl from classes of 6eme, 5eme, and 4eme. Fourth candidate is
chosen from the next highest grade (no matter the class).
Decide what guest speakers will be invited, and confirm contracts with partner organizations.
1. Invite career panel participants who were helpful, AgeFib for HIV/AIDS and CPS
counterparts for malaria and other health/social related issues.
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Two to Three Months in Advance: (April and May)
Mail out letter to teachers requesting nominations for campers.

Evaluate Camp GLOW applicants and select campers.
Hold training for junior counselors.
One Month in Advance: (June)

Reconfirm all speakers.
Reconfirm all event plans (food, lodging, and transportation).
Formulate a backup plan for potential problems, such as rainy days, or a camper going home
early.
Mail letters of invitation to all campers.
Mail out packing lists, permission slips, and any other documents that parents or other officials
must sign for the camp.
Have orientation meetings for all the campers in their towns.
Invite parents and other officials to attend the opening and closing ceremonies.
One Week in Advance:
Have a meeting of the counselors and junior counselors to review the schedule.
Do you have everything that you need for every activity?
Is every minute of the schedule planned?
Try to get some sleep.
Review supply list. Have you remembered everything?
Reconfirm speakers, food, and transportation.
First Day of Camp:
Send a few counselors to the camp early to greet managers, label dorm rooms and meeting
spaces, and set up a table with nametags and/or camp T-shirts.
Relax and have fun, Camp GLOW is finally happening!
During Camp:
Follow the schedule as planned.
Take pictures and/or videotape.
Hold daily check-in meetings with counselors to review day's highlights, revise agenda,
and troubleshoot.
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After Camp:
Celebrate!
Tabulate camp evaluations.
Send thank-you notes to donors and all others who helped to make Camp GLOW a success.
Complete grant reports.
Evaluate the camp.
Camp GLOW evaluations from campers with other counselors.
What the counselors thought of the camp.
Record lessons learned and a list of resources. Distribute this to Peace Corps program officers
and the Peace Corps Office of Women in Development/Gender and Development.
Approximately how long will your proposed project last?

Months:
Weeks: _____
Days: 5
Please include a detailed project timeline as a separate attachment (see example timeline above).
PLEASE NOTE: The amount of time it takes to fund a project can be substantial depending on the
amount of request and number of referrals received.
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E. PROJECT BUDGET
Please include a budget summary for the proposed project as a separate attachment. Indicate the
quantity needed and the total cost of each item in both USD and local currency. Also state whether the
item will be paid for with PCPP funds or from community contributions.
Partnership Contribution: USD 2610.16
Community Contribution: USD 1,029.35
Total Project Cost: USD 3,639.51
Local Currency: 1,200,675

Local Currency: 473,500
Local Currency: 1,674,175
Sample Budget: See Attached

Currency Exchange Rate: 460 CFA = 1 USD
Community Contribution
Material/Misc.
Unit
Quantity
Needed
Unit Cost
(cfa)
Total Cost
(cfa)
Total Cost
(USD)
Printing of manual
one original copy
Page
52
150
7,800
16.96
Photocopies for invitations
Sheet
100
10
1,000
2.17
Envelope
100
60
6,000
13.04
Copy
200
10
2,000
4.35
Condoms for midwife presentation
Condom
100
50
5,000
10.87
Notebooks 100 pages (two each)
Notebook
126
100
12,600
27.39
Pens
126
100
12,600
27.39
Khaki for school uniforms
Meters
52
1,000
52,000
113.04
Printing of worksheets
Pages
10
150
1,500
3.26
Daily per
diem
40,000
200,000
434.78
CPS agents transport (round trip,

five days)
Trip
5,000
25,000
54.35
Transport of supplies from Cotonou
Trip
4,000
8,000
17.39
Round-trip transport of officials

speaking at opening ceremony
Trip
2,000
8,000
17.39
Round-trip transport of officials

speaking at closing ceremony
Trip
2,000
6,000
13.04
Transport of girls to/from camp
Trip
63
2,000
126,000
273.91
473,500 cfa
1,029.33 USD
Envelopes for invitations

Photocopies of worksheets
Pens (two each)
HCN counselor compensation
Total Community Contribution
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Peace Corps
Appendices
Partnership Contribution
Material/Misc.
Unit
Quantity
Needed
Unit Cost
(cfa)
Total Cost
(cfa)
Total Cost
(USD)
Water
Day
1000
5,000
10.87
Electricity
Day
1000
5,000
10.87
Snacks
Week
724
75
54,300
118.04
Lunches (63 girls, five HCN, three

guest speakers every day x four
lunches; 63 girls, five HCN, three
guest speakers, six women for
career panel x one lunch)
Week
362
685
247,970
539.07
Drinks with snacks
Week
724
25
18,100
39.35
Drinks with lunches
Week
362
100
36,200
78.70
Drinks for ceremonies
Bottle
55
275
15,125
32.88
Cookies for ceremonies
Packs
30
250
7,500
16.30
Ice
Bags
200
600
1.30
Round-trip daily transport of food
Trips
4,000
20,000
43.48
Transport of panelists to/from camp
Day
10
2,000
20,000
43.48
Transport to/from all CEGs to

nominate/invite girls
Trip
2,000
6,000
13.04
Transport of supplies in Bohicon
Trip
10
2,000
20,000
43.48
3380
20
67,600
146.96
Bindings
65
400
26,000
56.52
Receipt book
Book
1,000
1,000
2.17
Toilet paper
Pack
2,000
2,000
4.35
Poster paper
Sheets
20
100
2,000
4.35
Photocopies of manual (52 pages x

65 manuals
Binding of manual
Peace Corps
Pages
Page 29
Printer paper
Ream
2,700
2,700
5.87
Name tag materials
Tags
73
200
14,600
31.74
Masking tape
Rolls
1,000
2,000
4.35
Certificate paper
Sheets
63
60
3,780
8.22
Camp photo for participants and

donors
Photos
90
350
31,500
68.48
Small envelopes for camp photo
Pack
300
1,200
2.61
Recharge
5,000
5,000
10.87
Shirt
73
1,500
109,500
238.04
Tutrice
8,000
24,000
52.17
Backpack
63
4,000
252,000
547.83
Meter
200
1,000
200,000
434.78
1,200,675
2,610.17
Phone credit
T-shirts
School contribution for three
turtices (counselors)
Backpack for school
Khaki for school uniforms
Total Partnership Contribution
Total Project Costs

% Contribution
Total Cost
(cfa)
Total Cost
(USD)
Partnership Contribution
71.72%
1,200,675
2,610.17
Community Contribution
28.28%
473,500
1,029.33
Total Project Cost
100%
1,690,425
3,639.50
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Peace Corps
Appendices
F. PROPOSAL NARRATIVES Please do not limit yourself to the space provided. Text boxes will expand
to meet your space requirement for each narrative.
1.
Executive Summary:
Please write a 250-word
summary of the proposed
project. This allows potential
donors to better understand the
project. Describe the project
objectives. Explain the
community contribution for this
project and briefly outline your
request for the Partnership
Program.
Note: This summary will be
posted directly on the Peace
Corps website.
2.
Background Information:
Please provide a 1-2 paragraph
description of your community
and the community members
involved with the proposed
project.
This project seeks to empower the top 60 female students from

all of Bohicon's nine CEGs through a five-day Camp GLOW in the
city. The girls will learn about HIV/AIDS, family planning, malaria
prevention, sexual harassment, stress management, healthy
eating habits, and identifying healthy and unhealthy
relationships. They will participate in a career panel of
successful Beninese women, a seminar about study-abroad
opportunities, personal and professional goal-setting
brainstorming sessions, and exercises on building self-esteem.
The greatest asset for any community is education. This project
promotes education, specifically education for girls. By
encouraging girls to stay in school and teaching them how to
deal with obstacles that they may face as females, we are
providing them tools to be successful in life. Therefore, by
attending this camp, these girls will more likely be able to
effectively deal with challenges and remain focused on school.
The community will contribute to the project in a variety of
various in-kind ways, outlined in No. 5 below.
Bohicon was established by the Dahomey kingdom before

French colonization and was originally known for its goat
market (in Fon, gbox means, literally, mouton march). The city
was expanded and developed by the French colonialists to rival
the traditional center of power in Abomey, which lies 10
kilometers to the west. A major transport road was built
through the city and the city now serves as a major transit point
on the north-south road that traverses the country. Bohicon has
about 165,000 inhabitants, and between 16,000 and 21,000
families. The majority are women and youth.
Nine CEGs provide public education for its youth. Much of the
population is young and female. Camp GLOW will serve the top
60 female students from local CEGs in addition to inviting back
three participants from last years camp to act as counselors.
The top five female students (on average) will be invited to
participate from each of the 10 CEGs in the community. With
community support, Camp GLOW Bohicon will provide support
to the best female students from these public schools, as
determined by their grade averages.
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3.
Community Need:
Please explain, in 1-2
paragraphs, the merit of this
project and why it is a priority in
the community. What happens
if the project is not
implemented?
4.
Community Initiation and

Direction:
Describe, in 2-3 paragraphs,
how the community is the
driving force behind the project.
Please discuss who in the
community first proposed the
project, as well as how the
beneficiaries are involved in the
projects planning and
implementation. What are the
roles and responsibilities of the
community members?
Women do not receive many opportunities in Beninese society.

Sexual harassmenteven in the classroomis prevalent, and
there are few educational and professional opportunities for
girls to look forward to, or such is the conventional wisdom in
Beninese society. In fact, there are many fine examples of
Beninese women who have excelled in the classroom, business,
and politics, but the average CEG student may not know about
them. A weeklong day camp that promotes self-esteem, builds
skills, and expands personal, and professional horizons can be
beneficial to girls who have already been successful in the
classroom. They can reap the maximum rewards of participating
in a camp where they can learn how to set personal and
professional goals and think about future opportunities.
After the success of Camp GLOW Bohicon in 2011, there has
been a large demand from the community, which has requested
the continuation of the camp in future years. The project will be
a collaboration between PCVs, the Bohicon CPS, and other
community members. The groups are working together to
create timelines, lists of materials, activities, and guest speaker
lists. The camp committee includes three local PCVs and the
Directrice of the local CPS. Community members contribute
expertise and resources when needed. For example, the camp
will take place at a local CEG, a local food vendor will be used,
and successful women from the local community will be asked
to speak or give presentations. Without these participating
community members, this camp would not be possible.
The primary beneficiaries are those young girls who get the
opportunity to participate. This camp will empower them to
continue with their schooling by giving them the knowledge to
combat the main issues, listed above, that prevent some from
finishing school and may inspire them to advance to a
university later.
The secondary beneficiaries are the families and teachers of
the girls who attend. These girls will return to their families
with a solid foundation of knowledge pertaining to
important subjects such as HIV, family planning, and a desire
to succeed, which may help the family succeed as a whole.
They will return to school and will be more motivated to
participate and actively learn in class and at home, which
inadvertently eases teacher stress levels.
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Peace Corps
Appendices
5.
Community Contribution:
Please describe, in 1-2
paragraphs, the community
contribution to this project.
Contributions can include the
costs of manual labor and
transportation, as well as
contributions of cash or raw
materials. Community
contribution must total at least 25
percent of the total project cost.
The community will contribute to the project in a variety of inkind ways:

First, there will be five HCNs who will help manage the girls
and oversee activities for the duration of the camp without
compensation for their time or travel. The parents of the girls
who will participate are paying for round-trip, daily transport
to and from the camp. The CEG that is hosting the camp is
doing so freely, without acceptance of any payment for use of
the facilities. The community is paying for the materials to
perform the printing of a Camp GLOW Bohicon original
manual at my CPS.
The organization, PSI, recently donated condoms to
my CPS for a World AIDS Day event held on
December 1 and we have enough left to use during
family planning, providing at least one condom per
girl. Partner NGOs will contribute in-kind by
performing professional sensitivity training on the
health topics mentioned above. A local NGO,
AGEFIB, will be conducting a session on HIV and
AIDS. This organization specializes in health-related
topics such as HIV/AIDS, family planning, and safe
sex and will give detailed information to benefit
these girls.
6.
Project Implementation:
Please present and discuss, in
3-4 paragraphs, the plan for
implementing this project.
Describe the phases of the
project. Define specific tasks
involved with the project, the
order in which they will
occur, and who will accomplish
each task.
Six to nine months before the project, we will establish an

organizing committee of camp counselors, begin reading camp
materials, discuss goals for Camp GLOW, determine the size of the
camp and decide on approximate dates. We will also identify
partner organizations and individuals to work with us and
investigate possible funding sources and begin the grant
application process. Four to five months in advance, we will
develop a schedule, a camper selection process and supply lists,
decide what guest speakers will be invited, and confirm contracts
with partner organizations and counselors. Two to three months
in advance, we will mail out letters to teachers requesting
nominations for campers, evaluate Camp GLOW applicants and
select campers, and hold training for junior counselors.
One month before the camp, we will reconfirm all speakers,
reconfirm all event plans, formulate a backup plan for problems
we can anticipate, such as rainy days or a camper going home
early, mail letters of invitation to all campers, mail out packing
lists, permission slips, and any other documents that parents or
other officials must sign for the camp, and invite parents and
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Page 33
other officials to attend the opening and closing ceremonies. A

week before the camp, we will have a meeting of the
counselors and junior counselors to review the schedule, ensure
that we have all supplies needed, and reconfirm all guest
speakers and vendors.
All of these tasks will be completed by three Peace Corps
Volunteers in collaboration with the administration of our
partner host organization, the Centre de Promotion Social.
Together, we will ensure that all tasks are completed in a timely
and efficient manner.
7.
Project Sustainability:
Please indicate, in 3-4
paragraphs, the skills and
knowledge that will be acquired
by the community through the
implementation of this project.
How will the project increase
the capacity of individuals and
support the community in
meeting its goals? Does the
community have the
resources to sustain the project
in the long term?
These girls will be offered the unique opportunity to learn about

critical subjects, such as malaria prevention, malaria treatment,
and how to install a mosquito net. They will also learn about HIV
and AIDS, family planning, sexual harassment, stress
management, maintaining a healthy diet, and how to identify
healthy and unhealthy relationships. They will have the chance
to participate in workshops, such as a career panel of successful
women in Benin, a seminar on various opportunities to study
abroad to motivate them to strive for high grades, a session on
how to best tackle their goals to obtain success in their lives,
and self-esteem building exercises.
For fun, they will have the chance to engage in such activities as
soccer, tag, and yoga. For many of these young girls, this will be
their first opportunity to participate in sports.
After Bohicons Camp GLOW last year, community feedback
illustrated a noticeable and positive change in behavior within
the attendees. There have also been visible improvements in
class participation and significant enhancement of grades. This
has led to a forged relationship between the Volunteers and
their community partners and has prompted us to continue
girls camps annually in the Bohicon region. These camps have
also led to the implementation of girls clubs and other girls
empowerment activities within the community between Peace
Corps Volunteers and former camp participants.
With the leadership and collaboration of a Peace Corps
Volunteer, the community will be able to organize and continue
Camp GLOW in future years.
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Peace Corps
Appendices
Appendix A.10 Sample SPA Grant Proposal
Peace Corps/Ukraine
A. Contact information
Volunteer Name: Christine H. N.
Volunteer Email Address:
Volunteer Phone Number:
Peace Corps Sector Assignment: TEFL
COS Date:
Name of Project: Nedryhailiv: Leadership on the Way to Success
Partner Organization: Nedryhailiv Secondary School
Contact Information for Partner Organization:
Site: Nedryhailiv, Sumska Oblast
Amount of SPA Funds Requested (and percentage of project total): $1,345 (49 percent)
Community Contribution (and percentage of project total): $1,414 (51 percent)
B. Local Language Summary

(If applicable)
C. Project Description and Statement of Need

1. Background Information
Nedryhailiv is a community of 6,000 located in Sumska Oblast. Our school serves students in the
first through 11th forms. More than 700 students attend our school and begin learning English in
the second form. The English staff consists of six teachers. The director and vice director in charge
of extracurricular programs and camp management are also active participants in this project.
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2. Need Statement
Recently, Nedryhailiv Secondary School hosted nine Peace Corps Volunteers for Camp I Believe.
One objective of this camp was to involve students and teachers in a needs assessment. We studied
leadership, human rights, gender equality, and environmental protection. Students were asked to
write statements detailing their personal beliefs and examine the connection between belief and
action. The goal was to assess their belief statements in combination with their discussions in order
to develop a community project together. The connecting link in each of the conversations,
statements, and evaluations was that the camp had in many ways altered the way students thought
about themselves and their community. It was because of this enthusiasm that the need for
sustainability developed following the camp program.
After the camp, the teachers and students in Nedryhailiv were inspired to create their own
program, but did not have the tools necessary to do so. Together, we have developed a project that
would lend sustainability to camp programming and ensure that both teachers and students are
given the necessary tools to design a similar program in the future. Our community has access to
the materials necessary to conduct the project, but does not have experience with project design
and implementation. Without the course and additional teaching seminars, Nedryhailiv would
require the continued assistance of Peace Corps Volunteers to run a camp. In addition, it would not
be possible to administer a camp for 50 fourth-form students without help from our students and
teachers, all of whom will benefit from the training program that we have outlined.
3. Project Summary
Nedryhailiv Secondary School hosted its first camp program this past summer and out of this camp
came the idea for a more sustainable project in our community. The project we are proposing is
comprised of three parts: weekly teacher trainings and curriculum development; a leadership
development course for the ninth form; and a summer camp for the fourth form, designed and
implemented by the ninth form leadership class. The teachers have already begun working together
on curriculum development and have been active members in the grant writing process. In addition,
we have already discussed the course and camp with the director and outlined ways in which
Nedryhailiv School can contribute to the success of this project.
Through the project that we have designed, students and teachers will be involved in leadership
practice and project design and management, the outcome being a student-led camp designed for
50 students in the fourth form. With the English department, in cooperation with the director and
vice director of Nedryhailiv Secondary School, we are designing a course titled "Leadership
Development" for 35 students of the ninth form to begin in the spring semester. Once per week our
students will meet to discuss leadership, as well as project design and management techniques,
including: budget creation, project assessment, calendar planning, and sample grant writing. The
course will be conducted in English and involve each of the six English teachers in our department.
Each week, two of the six teachers will co-teach the lessons designed by the department and then
we will meet as a team to provide feedback on the lesson. This will allow all six teachers to be
involved in the implementation of the second portion of the project.
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Peace Corps
Appendices
Although the most tangible outcome of this plan will be the camp for fourth form students, the
benefits will reach far beyond our final project. By planning and implementing the leadership
course, the ninth form students and English teachers will be provided the tools necessary to
conduct additional projects in the future. In addition, the programming, lesson plans, and materials
will be available long after the Peace Corps leaves Nedryhailiv. Through this project, both students
and teachers will have the opportunity to experience the results of their efforts and ultimately will
build confidence in their ability to effect positive change in their communities.
D. Goals and Objectives

Project Goal: This project will expand student and teacher capacity to successfully design and
implement a camp while increasing leadership skills and confidence.
Objective 1: By the end of the fall and spring semesters, six teachers will collaborate to develop a
replicable syllabus and curriculum, and implement a weekly leadership class in the spring semester.
Objective 2: During the spring semester, 35 students in the ninth form will demonstrate improved
skills in how to design a project, organize a calendar plan, distribute responsibility, and construct a
budget after attending a weekly leadership workshop.
Objective 3: This summer, 35 students in the ninth form, assisted by the English teaching staff, will
conduct a five-day camp program for 50 students in the fourth form, in which they will strengthen
leadership skills and develop the fourth form's knowledge of English by conducting lessons and
camp activities.
E. Project Design and Timeline

1. Overview of Project Activities
This project involves three separate components and will be conducted over an eight-month period.
The first component of the project, teacher training and curriculum development, has already
begun and will be ongoing throughout the implementation of the camp program. The second
component of the project, leadership development and project design and management, will take
part over during the spring semester. The classes will be co-planned and co-taught and will involve
all members of the English department. The third component of the project, the leadership camp
for students of the fourth form, will take part during the first week of June and will include an aftercamp evaluation during the second week of June.
2. Action Plan
Please see the timeline below.
Peace Corps
Page 37
3. Project Risks
As the ninth-form students are going to be involved in testing during the month of June, we have
anticipated that the first week may not be the best time to conduct the camp program. We would
like to incorporate this camp as part of the already scheduled school camp programming for the
younger forms during the month of June, so rather than change the month, we will allow for flexible
scheduling during the first two weeks of June. Students in the ninth form will conduct five days of
camp programming, but this programming may take place over the first two weeks rather than
consecutively during the first week. The testing schedule will not be available until mid-March, at
which point we will adjust our calendar plan.
Additionally, this project depends on the support, engagement, and energy of those teachers acting
as part of the project team (six English teachers from Nedryhailiv Secondary School). By involving all
members of our team in the grant writing and project planning process, we have ensured that the
teachers are aware of their responsibilities and commitment to the project.
F. Budget and Costs Breakdown

1. Justification of Costs and Expenses
Copy machine with printerThe copy machine with printer is the largest item on our budget and
the only item costing more than $200. There is currently no reliable printer or copier at our school.
While it is possible to copy at three separate stores in Nedryhailiv, the cost of copying limits the
teachers ability to use copied materials in the classroom. In addition, the one store with the ability
to print documents from a computer is not reliable. By purchasing a printer and copier for the
English staff we will be able to print and copy the materials necessary for this project and
encourage teachers to continue to create lesson planning, as there will no longer be a high cost
associated with printing. We plan to purchase three cartridges of ink using SPA funding, and the
teachers have agreed to raise funds and contribute to the cost. In addition, due to the addition of
the printer and copier to the English room, the director of our school has agreed to move one of the
newly purchased computers from the computer lab on the fourth floor to the English room. Having
both a computer and printer/copier will ensure that we are able to produce and duplicate materials
for this project and additional projects in the future.
2. Budget spreadsheet
Please see the sample budget below.
Page 38
Peace Corps
Appendices
G. Monitoring and Evaluation

1. Project Monitoring
The monitoring process has three parts. The teachers will be asked to evaluate lesson plans after
implementation and to review what worked and what could have been changed. They will also grade
student assignments and evaluate student progress during the project by assessing whether or not the
tasks assigned were appropriate for the ninth form. The second part will involve student monitoring
during the class period. By having students write and follow a calendar plan, they will be able to
determine whether they have followed the schedule created for the project. Students will also be
responsible for writing goals and objectives for their roles during the class and camp and evaluating
their successes and any challenges of these goals and objectives. Finally, after the camp has finished,
we will meet as a groupstudents and teachersto review the project from the beginning. We will
evaluate the success of the class in preparing the project, as well as our implementation of the camp.
Monitoring the course and camp during each of these stages will allow us to reassess and refocus, or
shift focus if we determine that an element of the project is not working. In addition, by making
revisions to the lesson plans after they are taught, we will refine our curriculum for potential
distribution in other schools and community centers. We will also encourage student participation in
material creation by asking identified camp leaders to create a how-to manual following the camp.
2. Project Evaluation
A series of project evaluations will follow completion of the leadership course and successful camp
implementation. The fourth form will be asked to fill out a questionnaire to evaluate the lessons
and activities taught at camp. These forms will be collected and reviewed by the ninth form
students, along with the English teachers. This will allow the ninth form to see the results of their
project design. In addition, the ninth form students will be asked to fill out a questionnaire
evaluating the leadership course and camp project. The ninth form questionnaires will be reviewed
by the English teaching staff to determine additional changes and points of improvement for the
lesson plans and syllabus. Both teachers and leadership class students will be involved in designing
the measures for evaluation. Finally, the English teachers will meet to review all changes to the
lesson plans and syllabus in order to create a document fit for distribution.
H. Sustainability
It was evident that the teachers and students would be willing to contribute to the success of a
future program, but did not know where to start or which steps to take. For this reason, creating a
sustainable course and camp program is at the heart of this project. It is our goal to work together
on capacity-building exercises and lesson plans in order to ensure that Nedryhailiv is able to provide
camp services following the Peace Corps departure. These lessons will include information on
fundraising and grant applications in order to provide an avenue of support in the future.
Additionally, the skills gained by the students and teachers will be transferable to other project
design and management tasks. Finally, we hope the lesson plans and curriculum developed by our
school will help inspire and guide other schools and community centers to engage in similar projects
to provide leadership and management skills to Ukrainian students and teachers.
Peace Corps
Page 39
Project timeline with task and person(s) responsible

Weeks
Tasks,
Activities, and
Milestones
Grant-writing
practice, gather
additional grant
information,
submit grant,
close grant
Responsibility
3-4
911
12- 1413 15
16
1724
25
2635
Lesson-planning Project Team

workshop,
lesson-plan
drafting,
planning
revision, and
finalization
38
39
Implement
Project Team
leadership
course for 35
members of the
ninth form
Implement
Project Team
camp program Ninth Form
for 50 members
of the fourth
form
Evaluate
leadership
course
Project Team
Ninth Form
Evaluate camp
program
Project Team
Ninth Form
Fourth Form
Page 40
37
Project Team
School
Director
PCV
Craft leadership Project Team

course outline
PCV
and syllabus
Finalize lesson
plans, course
syllabus, camp
manual, and
suggestions for
distribution
36
Project Team
Ninth Form
Peace Corps
Appendices
Project Team: Six English teachers at Nedryhailiv Secondary School

Ninth Form: 35 Students of the Ninth Form
Fourth Form: 50 Students of the Fourth Form
Week 1: Sept. 28 - Oct. 4
Weeks 14-15: Dec. 28 - Jan. 10 (Winter Break)
Week 2: Oct. 5 - Oct. 11
Week 16: Jan. 11 - Jan. 17
Weeks 3-4: Oct. 12 - Oct. 25
Weeks 17-24: Jan. 18 - March 14
Week 5: Oct. 26 - Nov. 1 (Fall Break)
Week 25: March 15 - May 21 (Spring Break)
Week 6: Nov. 2 - Nov. 8
Weeks 26-35: March 22 - May 30
Week 36: May 31 - June 6
Week 37: June 7 - June 13
Weeks 9-11: Nov. 23 - Dec. 13
Weeks 12-13: Dec. 14 - Dec. 27
Peace Corps
Page 41
Sample Budget
Item
Labor, Honoraria, Personal Fees
Project team lesson planning and
document creation (11 meetings of
six teachers)
Calculation
SPA Funds
Requested
Community
Cash
Contributions
6 @ $40.73
3 @ $20
Total Cost
$244.00
Labor Subtotal
Equipment
Copy machine with printer
Ink for copy machine
Computer
Equipment Subtotal
Community
In-Kind
Contribution
$244.00
$244.00
$510
$500
$500
$1,010.00
$175
$35
$150
$10
$110
$10
$60
$495
$55
$550.00
$75
$240
$315
$315.00
$450
$60
Materials/Supplies
Art supplies (paints, brushes, glue,
colored chalk, markers, crepe paper,
colored paper, colored pencils)
Teaching materials (paper, pens,
chalk, scissors, stapler, markers, wall
paper, sticky, staples, paper clips,
tape, erasers, pencils)
Student materials (calculators,
erasers, copybooks, pens, pencils,
name tags)
Additional camp materials (balloons,
candy, board games, puzzles,
pavement chalk)
Material/Supplies Subtotal
Land/Venue Rental Total
Stadium rental (five days)
Classroom space (five days/six rooms)
Land/Venue Subtotal
Travel, Lodging, Per-Diem, Food
Lunch (60 students/five days)
Tea, snacks, and refreshments (camp)
Tea, snacks, and refreshments
(teachers' seminars/planning
sessions)
Travel, Lodging, Per-Diem, Food
Subtotal
5 @ $15
5 @ $48
60 @ $8
$180
$300
$80
$80
$340
$300
$640.00
$1,345
$300
$1,114
49%
11%
40%
Materials Transport
Materials Transport Subtotal
Other
Other Subtotal
Total
% of Total Project Cost
Page 42
$2,759.00
Peace Corps
Appendices
Appendix A.11 Sample Camp Report for Partners (Togo)
Camp U.N.I.T.E.
Unification de la Nation, Initiative,
Travail, Education
Student & Apprentice Camps: June 3August 15
Prepared by Rose L., Peace Corps Volunteer in Togo
Peace Corps
Page 43
I. Overview
Dates and Program
June 3June 6
June 8June 13
June 15June 20
Training-of-Trainers (Apprentice Camp)

Girls Apprentice Camp
Boys Apprentice Camp
Female apprentices perform skits for the community and their peers.
July 29Aug. 1
Aug. 3Aug. 8
Aug. 10Aug. 15
Training-of-Trainers (Student Camp)

Boys Student Camp
Girls Student Camp
Location
Peace Corps Training Center at Pagala, Centrale Region, Togo. The Pagala Center is an ideal
location for Camp UNITE as it is located in the heart of Togoalmost equally distant from the
northern and southern borders of the country. This enabled us to recruit participants and
counselors from all over Togo.
Page 44
Peace Corps
Appendices
Goals and Objectives

Camp UNITE supports objectives on individual, community, and national levels. Through
nontraditional pedagogical systems emphasizing teamwork, peer support, and small-group
discussions, counselors imparted both knowledge and healthy living skills to students and
apprentices from all over Togo.
Individual
Students and apprentices increased
their knowledge about various
themes, including self-confidence,
effective communication techniques,
gender equity, HIV/AIDS and sexually
transmitted infections, family
planning, income-generating
activities, puberty and adolescence,
rape and sexual harassment, child
trafficking, time management, and
future planning. Camp UNITE also
has a strong impact on Togolese
adult counselors. On an individual
level, they are introduced to new and
more participative teaching methods
and gain the skill of presenting a
sensitive topic to young people.
Apprentices participate in a group session.
Community
Students and apprentices were given tools such as lessons in time management and future planning
to take their new knowledge back to their villages and share with their peers. On a community
level, the counselors are equipped with the resources and confidence to continue presenting
sessions upon their return to their villages, preferably with help from local participants.
National
Camp UNITE emphasized diversity and friendship across racial, gender, and ethnic lines through
team-building challenges and cultural exchange dance and sketch nights. The camp is designed to
create effective peer educators who will take the lessons of the camp to their villages. After the
camp, each participant has a network of motivated young people throughout the country. On a
national level, the counselors are recruited from all five regions of Togo and, therefore, have the
unusual benefit of being able to meet and exchange ideas and projects with motivated, talented,
and resourceful people from all over the country.
Peace Corps
Page 45
Results
Through a mix of observation during the week, evaluation forms, and follow-up reports, the camp
met and exceeded all of its objectives on individual, community, and national levels. Thirty-five
female apprentices, 35 male apprentices, 50 male students, 50 female students, 31 Togolese
trainers, 32 Peace Corps Volunteers, nine young leaders (former participants), and the organizing
team of three Peace Corps Volunteers and four Togolese NGO representatives participated in Camp
UNITE 2009.
Throughout each week of camp there were marked
changes in behavior. Female apprentices, who
were the most timid upon arrival, became vocal
and confident both in small group discussions and
when performing skits to illustrate life skills lessons
for local children. They were particularly inspired
once they met the young leadera dynamic
apprentice who had participated the previous year
and returned to explain to the new participants the
activities she had started upon her return to her
village.
Male apprentices demonstrate a local dance.
Male apprentices and students both expressed

several times how much they had learned,
particularly in the sessions on adolescence and
puberty, demonstrating how important and how
neglected these topics are in traditional education
settings. Male students chose to make a written
promise of one thing they would do when they
returned to their village to help improve gender
equity.
The final camp, for female students, was an especially moving week. The girls arrived somewhat
timid and left having made such strong friendships that their goodbyes were tearful. Not only did
the female students have the opportunity to benefit from the support of counselors, but they met
strong female leaders like the United States ambassador to Togo and the Togolese minister for
youth, as well. On several of the evaluation forms for camp, the students wrote that they had
considered abandoning their studies, but having seen how much a woman can achieve, they are
determined to continue all the way through to university studies.
Our emphasis this year on addressing diversity by sharing songs and dances and small group
discussions encouraged both fun and informal ways to overcome discrimination and prejudice.
During the closing ceremony, heartfelt testimonials from several participants attested to their
appreciation for the knowledge that they gained.
Page 46
Peace Corps
Appendices
II. Organization
Personal Profile
Tanti first joined UNITE
as a participantin the
camp for girl
apprentices. After her
camp experience, she
began conducting
workshops on selfconfidence and good
communication for her
fellow hairdresser
apprentices. She
returned to camp as a
young leader and then
as a counselor. At the
latest camp, she joined
a team of organizers to
help the youth benefit
from her experience.
She wrote her masters
thesis in linguistics and
was looking forward to
a career in youth
counseling.
The organizational team for Camp UNITE 2009

was based at ADIFF in Sokod. The team
included three Peace Corps Volunteers, two
staff members of ADIFF, and two Togolese
professionals who have been working with
Camp UNITE for several years.
The team met monthly from February 2009
until the end of camp in August. Smaller
teams supervised program
development/changes and budget
creation/grant applications. The integration of
Peace Corps Volunteers and Togolese
professionals created an environment where
cross-cultural understanding could thrive and
the individual expertise and resources of each
team member was recognized and utilized.
Changes from Camp

UNITE 2008:
Peer Educator as
Animator
In previous camps, the
role of the animatora
character named Pagi that
shows up to give
challenges to the
participantswas played
by a Peace Corps
Volunteer. This year, a
former participant was
recruited from the village
of Pagala to play the role.
He was very dynamic and
fully engaged the
participants, especially
when he stepped out of
character at the end of
each week to tell his story
of coming to Camp UNITE
and his inspiration to start
a group of peer
educators.
Challenges we faced
1. Budget Adjustments
Due to budget concerns before camp began, the organizing team faced the difficult decision of
either canceling the apprentice camp for boys or cutting down the number of participants at all of
the camps. We reduced the number of apprentices at each campfive fewer per week. We
anticipated doing the same for students, but with careful money management, we had enough
funding to welcome the full complement of students. This challenge was successfully surmounted
because of a meeting between two camps. We encourage future camps to hold an
evaluation/review of budget and program between the two sets of camps.
Peace Corps
Page 47
III. Apprentice Camps

June 3-June 6
June 8-June 13
June 15-June 20
Personal Profile
AWUITOR Da Essi
Camp UNITE 2009 was
Da Essis first year as a
counselor. She is a tailor
in the Maritime region.
She is also trained as a
parajuristehelping to
ensure that women and
children are aware of
their rights under
Togolese law, especially
as related to inheritance,
marriage, and domestic
violence. Several years
ago, Da Essi was integral
in inviting the tailors
trade union Syncoutat to
set up a local group in
her village to ensure that
the apprentices training
would be officially
recognized. Through
UNITE, Da Essi says she
has gained the skills
necessary to engage the
apprentices in [her]
village to improve their
health.
Training-of-Trainers (Apprentice Camps)

Girls Apprentice Camp
Boys Apprentice Camp
Apprentice camps are full of young
people whose life experiences usually
exceed their schooling and/or their
ability to speak French. The opportunity
to pursue skills learning in a
nontraditional atmosphere enables such
young people to reintegrate with
education and learning even though
they are outside of the school system.
Apprentices learn conflict resolution
through emphasis on teamwork as they
successfully navigate challenges. This
team-building skill is essential for young
apprentices who hope to start their own
businesses.
Changes from Camp

UNITE 2008:
Recruitment of
Trainers/Counselors
We put special emphasis
this year on finding
counselors for the
apprentice camps who
were themselves wellestablished tradespeople,
rather than teachers. This
ensured that the sessions
were presented with
language that would be
more familiar to the
apprentices. It also
provided successful role
models for the
apprentices.
Challenges we faced
2. Security Issues
Violence and protests in Pagala during the camp for female apprentices made the participants and
counselors vulnerable, but solidarity among the organizing and counseling team and increased security of
the Pagala Centre ensured that there were no incidents within the borders of camp. The incident has
inspired the organizing team to consider other possible venues for camp.
Page 48
Peace Corps
Appendices
IV. Student Camps

July 29Aug. 1
Aug. 3Aug. 8
Aug. 10Aug. 15
Personal Profile
DANDONOUGBO Ess
Camp UNITE 2009 was
Esses second year as a
counselor. He is a
teacher in the Maritime
region. After hearing a
presentation from Peter
Agbavon (a UNITE
organizer), Esse was
inspired to not only
become a counselor at
UNITE, but also to create
a local campCamp
Kouvusing program
and activity ideas from
UNITE. He worked in
close collaboration with
a Peace Corps Volunteer
to encourage students to
stay in school by
protecting their health,
avoiding unwanted
pregnancies, and
developing successful
communication skills.
Training-of-Trainers (Student Camps)

Boys Student Camp
Girls Student Camp
The competition for spaces for
participants at student camps is always
tough. So many Volunteers and NGOs
work with amazing, motivated students.
We wish we could welcome all of them.
This years group was no exception.
From challenges to income-generating
activities, small-group discussions to
personal stories, the students at Camp
UNITE 2009 showed courage, creativity,
humor and, most importantly, the
motivation to share the lessons and fun
of Camp UNITE with all of their friends
back in their villages.
Changes from Camp

UNITE 2008:
Training-of-Trainers
This year, Rose
KPOMBLEKOU, associate
director for the Program
Education and Promotion
of Girls, gave a training
session on Men as
Partners to address
gender issues in
development. The session
was particularly useful for
counselors who would be
engaging young men
during camps. The lesson
plans she provided were
used by the counselors to
prepare their sessions on
gender equity.
Challenges we faced
3. Flooding
The river Anie flooded so much during the week for male students that water backed up onto the property.
Some logistical scrambling was required to change the lodging of a few counselors and the eating area for one
night. Our biggest worry was the safety of the students being so close to the swollen river. But with good
teamwork, which included the support staff at Pagala Centre, we kept the perimeter clear and the students
did not approach the water.
Peace Corps
Page 49
V. Bringing UNITE to the Community
As a finale for the week, participants in

both student and apprentice camps
parade through the village of Pagala,
singing and dancing with villagers to
invite them back to the Pagala Centre
to watch a presentation of skits on the
topics covered during camp: gender
equity, self-confidence, and sexual
harassment.
The female students were particularly lucky to

welcome many distinguished guests, including
the United States ambassador to Togo, the
Togolese minister for youth and youth
employment, and the local prefect.
Showing their self-confidence and sense of fun,
the girls refused to be intimidated by their
guests, instead enjoying themselves by
performing skits and dances, singing loudly, and
expressing their hopes, fears, and personal
stories at a final candlelight ceremony.
Page 50
Peace Corps
Appendices
VI. Follow-Up: Togolese Youth Take Togolese

Development Into Their Own Hands
Changes from Camp
UNITE 2008:
Follow-up Reports
We have received reports of activities performed by participants

following camp. Examples include:
A weeklong day camp in Lassa-Haut in the Kara region. It used the
UNITE program as inspiration and was led entirely by participants
of Camp UNITE 2008 and 2009.
In Tchamba in the Centrale region, camp participants from the
past few years have begun meeting regularly, and have been
gathering participants from surrounding villages. They collaborate
and prepare presentations on life and health skills for rural
villages nearby.
Despite years of
successful camps and
anecdotal evidence of
former participants
continuing to spread
knowledge after camp,
this is the first year we
have developed a followup reporting system. Each
participant and counselor
was given a sheet of
paper describing possible
follow-up activities, as
well as a guide on how to
write up these activities
and a blank notebook to
submit. This system will
encourage participants
not only to become peer
educators, but also to stay
in contact with UNITE and
help create a strong
network of UNITE alumni.
A female apprentice gave a presentation on self-confidence and

good communication to a group of 30 apprentice tailors in
Mission Tov in the Maritime region.
Peace Corps
Page 51
VII. The Future of Camp UNITE

The UNITE Foundation
Vision: West African and American youth in partnership for development.
Mission: Equip West African youth with the knowledge and skills needed to lead healthy, productive lives.
http://www.unitefoundation.org/
A group of returned Peace Corps Volunteers who served as the 2007 organizers of Camp UNITE has
created a United States-based nonprofit foundation to support the activities of Camp UNITE and
develop cultural exchange programs in camps in America. In 2009, they were granted 501c3 status and
started fundraising activities in anticipation of the following years camp. Due to their new status, they
cannot guarantee a specific level of funding, but already the word-of-mouth message is getting out.
CONGECS
Consortium des organisations nongouvernmentales qui oeuvrent dans les
domaines de l'ducation, la culture et la sant
At the end of Camp 2009, the three Togolese NGOs that
have been most involved during the development of
Camp UNITE met with the 2009 organizing committee to
develop a long-term plan for the future of Camp UNITE.
In order to support each other more efficiently through
information and resource sharing, the trio has decided
to create a consortiuma legally recognized network of
nonprofit organizations with similar goals.
Within a month of the first meeting, the consortium had
set its goals, objectives, and basic rules and regulations.
The goal of CONGECS is the organization and
Members of CONGECS
management of Camp UNITE and follow-up activities to
and the Camp UNITE organization
camp. Objectives include: fostering cooperation and
team
partnership among member NGOs; providing support and information for camp participants in the areas
of education, culture, and health; and creating a network of local and national actors.
One of the key ingredients for successful transfer of
the administration of Camp UNITE to this
consortium is development of financial systems and
accountability. We are taking an important step
forward in opening a bank account for the camp
that will be able to accept funds raised in the United
States by the UNITE foundation, thereby
establishing a sustainable funding system.
Page 52
Peace Corps
Appendices
Appendix A.12 Campsite Review Guide: Helpful Questions

Key Questions
Notes
1. Can this site be rented for the exclusive use of our

group? If not, how many groups will be here at the same
time? Ages? Sexes? What facilities will be shared? Will
our campers be required to participate in activities with
other campers?
2. Is there a permanent staff? Who will assist us? For
example, is there a camp nurse? Where is the nearest
medical facility? Is there transportation available in case
of an emergency?
3. Do cellphones work at the camp? Are there other
phones? What is the fee for using those phones?
4. What set schedules are in place at the camp? For
example, meal times, use of recreation facilities, times
for evening activities, lights out?
5. Are meals provided or are there cooking facilities for our
use? Can we hire a caterer? What are our choices in
terms of food, cost/meal?
6. What are our options for classroom-type activities,
including the number and size of rooms? Are there
outdoor spaces for meetings?
7. Are there sport facilities? What type of recreation is
available? If there is a pool or a lake, does the facility
provide a lifeguard? Can we have campfires at night? Is
there an indoor area for recreation if it rains?
8. What are the housing facilities for campers and staff?
How many people to a room/cabin? Do we need to have
chaperones in the rooms/cabins? How secure are they?
Are there bathrooms within the sleeping areas? Is
bedding provided? If so, is there an additional fee?
Peace Corps
Page 53
Key Questions
Notes
9. Is there potable water on-site? If not, how will we

transport it to the campsite?
10. Is there a place at the camp or store nearby to buy snacks?
11. What are the rules at this camp? How does the camp
staff view campers who smoke and drink at the camp?
How are campers who break the rules disciplined? Who
has final say for this policy?
12. When should we arrive and depart?
13. Can we see the camp agreement? Are all fees included?
What kind of insurance is included? How far in advance
should space be reserved? Is a deposit required? Is it
refundable?
14. Is there information for parents about the campsite?
Does this information include an emergency number?
15. What information does the facility need about our camp
staff and campers? When is this needed?
16. Transportation to and from camp is important to
consider as well. Is the camp located in close proximity
to the campers? Is it in a city or rural area? If it is in a
rural area, is it easy to get to? Does the location have
suggestions for transportation to and from site?
Page 54
Peace Corps
Appendices
Appendix B. Health and Safety Resources

Appendix B.1 Checklist for Camp Program Planning and Safety
This list is a tool to assist in the planning and implementation of a safe and effective camping experience
and can be used to evaluate and improve future camping experiences.
Health and Safety On- and Off-Site
Notify the local emergency service officials of the camps date of operation (fire, ambulance, and police)
Pre-arrange transportation and consultation for emergency situations (telephone list)
Train staff in the roles and record-keeping responsibilities of health and safety
Identify the staff persons responsible for decisions pertaining to first aid, emergency transportation,
availability of first-aid supplies, training, notification of family, and reporting
Gather and maintain a log of pertinent health information and contacts for all participants and staff,
as well as signed permission to initiate emergency treatment for minors
Staff members trained in the appropriate level of first aid should be available at all camp activities
On-site training, with the staff simulating possible emergency events
Survey the campsite for safety violations before the arrival of campers
Check availability and function of the plumbing: toilets, hand washing, and shower
Check and clean campsite before arrival and daily after camp starts
Separate food service and toilet facilities
Place hand-washing facility adjacent to the eating area and instruct staff and campers in use
Place garbage collection cans for easy access
Empty garbage containers every evening before dark to reduce visits by animals
Operational Management
Identify and analyze risk exposures and take appropriate measures. If this is an annual camp, do an
annual review of incidents, accidents, or injuries and modify or change procedures as needed
Review emergency procedures for addressing foreseeable emergencies at the camp: illness, injury,
interruption of transportation, weather, thunderstorms, fire, or intruders
Practice the emergency plan for locating a lost or missing person and notification of family
Train the staff and campers in camp safety procedures and regulations
Record all incidents and accidents, using information from staff and campers
Review the previous years evaluations and gather feedback from participants, staff, administration,
and service providers on the quality and safety of the program
Test the camp communications process and equipment, including communication of emergency to
the executive director at the camp; activate the procedure for contacting parents and guardians,
and for dealing with the media
Verify that host-country sponsor and/or site has insurance
Peace Corps
Page 55
Staff Training
Train staff to speak with and listen to campers and to focus attention primarily on the campers
Review, develop, and ensure staff commitment to child protection guidelines
Train staff in positive behavior management (no physical punishment) and teach them how to
respond appropriately to socially sensitive issues
Notify supervisory staff as to who they will be supervising and teach them a review process based on
observation, encouragement, and corrections
Evaluate leaders skill level before activity and provide feedback and evaluations
Program Design and Activities
Program equipment must be well maintained, checked for safety, stored appropriately, and suited
for the size and ability of the users
Document details for all out-of-camp experiences in advance and make known to a designated
person remaining at camp. Information must include roster of the groups participants,
departure/return times, bad weather plans, intended route, and communication plans
Train the leaders of all out-of-camp staff in the use of communications and first-aid plan
Provide safety orientation and protective equipment to all campers participating in adventure activities
Transportation, Trips, and Travel
Parents must be provided drop-off and pick-up information
Parents must provide contact information to the camp. The camp must have a system to
communicate emergencies or changes in pick-up time and location to the parents
Vehicles transporting campers must include leaders trained in safety and group management
Trip leaders must have skills relevant to the activities, good judgment, experience in handling
camper behavior, and must have participated in similar trips
Campers must meet specific eligibility requirements and inform their parents about trip details
Name a leader responsible to carry emergency information for each group member, including
health, permission to treat, copies of identification documents, documents identifying the group and
the purpose of travel, the names of leaders, and a home-base contact
A written trip itinerary must be filed with the base camp or office and be updated if plans change
Transportation providers will provide safe, well-maintained equipment and qualified and
experienced drivers with license and permits appropriate for the vehicle(s) being used
Page 56
Peace Corps
Appendices
Appendix B.2 Peace Corps/Ukraine Summer Camp Safety and

Security Guide
I. Introduction
The Peace Corps is dedicated to ensuring that Volunteers are safe and secure during their service.
Safety and security includes not only where you live and work, but also the activities you coordinate
in your site and with other Peace Corps Volunteers. The increased number of summer camps over
the last five years has led Peace Corps/Ukraine to develop this guide to provide you with
information to plan and implement a safe and fun summer camp. In addition, Volunteers should
pay close attention to new laws in Ukraine that affect the way summer camps are supervised.
The Peace Corps/Ukraine Summer Camp Safety and Security Guide will help Volunteers understand
their responsibilities when organizing or participating in summer camps. Due to the hard work,
effective planning, and care of Volunteers, there have not been any serious incidents at summer
camps in Ukraine, but we should remain aware of the need for continued planning and precaution.
The guide lays out the necessary steps to take in order to assure safety at your campsite. These
procedures will be very useful and will help Peace Corps staff and you in case of an emergency.
Information to Peace Corps Office

In the process of ensuring a safe summer camp, the Peace Corps asks that you turn in all contact
information about your camp and the nearest city. At the end of this manual, there is a Camp
Emergency Locater Form. Please submit this form and others, as required, to your regional
manager for approval at least two weeks before the start date of your camp.
Types of Camps
During your service you will encounter two types of camps in Ukraine, a day camp and an overnight
camp. A day camp allows campers to go home at the end of each planned day. Therefore, you are
not responsible for lodging and, in some cases, food (depending on how long the camp is each day).
However, according to Ukrainian law, you must plan to have a Ukrainian counterpart present during
the day's events. An overnight camp becomes more complicated and requires more planning.
Lodging, food services, medical services, counterparts, and transportation all become factors at
overnight camps, so please plan accordingly with your Ukrainian sponsor organization.
Alcohol Policy for Volunteers

This policy is simple and straightforward. The Peace Corps prohibits Volunteers from drinking
while working with children. During summer camps, Volunteers are in close contact with children
and are supporting their Ukrainian colleagues in educating and protecting children at the camp. The
use of alcohol in such a context puts children at risk and will not be tolerated by the Peace Corps.
Any information about Volunteers using alcohol at camps will be investigated by Peace Corps staff.
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II. Before Going to Camp

One of the most important steps for ensuring a safe camp is planning before you leave your site.
Spend time before the camp thinking through the plans you have and making sure you have a good
way of getting help in case you need it.
Ukrainian Organizations and Guardianship

In order to organize a summer camp, you must have the support of a Ukrainian organization for it to
be legal, as well as have the involvement of Ukrainian adults at the camp. The government of
Ukraine passed the Law of Ukraine on Health Improvement and Recreation of Children on January
1, 2009. This law relates to Ukrainian childrens participation in recreational activities, such as
summer camps and similar events.
Prompted by concerns of exploitation of children in Ukraine, Article 28 of this law limits children's
travel and participation in recreational activities to those accompanied by parents or designated
guardians that can be personally liable for [the] life and health of children.
Designated guardians are those adults (age 18 or over) who have been approved by either a) the
local school director, b) the head of the local educational department, or c) the head of the local
Center of Social Services for Family, Children, and Youth. Peace Corps Volunteers cannot act as
designated guardians because they cannot be liable for the life and health of children in Ukraine.
Therefore, when you plan your camp, make sure you work with a Ukrainian organization and that
you have the necessary number of Ukrainian adults at your camp.
Moreover, Article 28 dictates that every 15 children traveling to and from a recreational facility
must be accompanied by one parent or designated guardian. This means, for example, that a group
of 45 children must be accompanied by three designated guardians. Volunteers cannot be
guardians, so Volunteers should not be transporting children to and from a camp without the
presence of a designated guardian.
It is crucial that Volunteers are aware of this new law and that they plan accordingly to have the
necessary number of designated guardians.
Divide Responsibilities
Another important part of successful planning is the clear designation of roles and authority. While
planning with your colleagues, it is important to designate a specific Ukrainian national as camp
director, who is in charge of safety and security. This is crucial in the case of an emergency, so that
all staff and campers know who is in charge. In addition, a camp medical director should be
appointed. This person will be the person in charge of dealing with all medical issues.
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Things to do before you leave your site for the summer camp
1. Ask a reliable friend to take care of your apartment and valuables.
2. Make sure your counterpart is aware where and for how long you will be away.
3. To reduce the risks of burglary, do not tell many people at your site about your trip.
4. Take only necessary items with you based on the type of camp and how long it will last.
5. Advise the Peace Corps office (RM and SSC) about your temporary whereabouts and
contact information.
III. Camp Emergency Action Plan

Arrange Meetings
In case of an emergency at your summer camp, it is very important to have local information
available. Therefore, Volunteers should arrange meetings with the closest neighboring town to
ensure cooperation. Peace Corps/Ukraine asks that Volunteers have meetings with the towns
administration, hospital or medical facility, and fire department to inform them about the camp.
Their names and contact information are required to be submitted to the Peace Corps before the
camp commences. Also, Peace Corps medical officers ask that you find the local pharmacy and ask
for its hours of operation and contact information for the stores owner.
Camp Emergency Mobilization

At the discretion of the camp director, the camp may be mobilized in the event of an emergency. To
mobilize a camp, a runner will be dispatched to each group or a camp emergency signal may be
used if available. Each group will assemble and report the whereabouts of all of its members at the
designated area. All camps should hold a practice mobilization within 24 hours of campers arrival.
Transportation
In the event of an emergency, medical or otherwise, it may be necessary for Volunteers to employ a
reliable, local mode of transportation, either marshrutka or taxi. In preplanning for the camp,
Volunteers and Ukrainian colleagues should locate a taxi or bus service that can be used in
emergencies. It must be available 24 hours a day to provide transportation service for the camp. This
is very important information and should be included on the attached Emergency Locator Form.
Map of Camp and Living Conditions

A map of your site can be very helpful in planning and executing your summer camp. By creating a
map, you begin to learn your site and establish hard boundaries for your campers. You will also
learn your best areas for obtaining water and where you can find the best cellphone reception in
case of an emergency. If it is an outdoor/nature camp, by clearly defining the boundaries early, your
campers will know where it is appropriate to eat and where it is appropriate to use the bathroom.
Also, it is important for your counselors to know where emergency resources are located and where
they can find medical help from camp medical personnel. On the first day of a camp, all campers
should be shown the boundaries of the camp and told where they can and cannot go.
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Methods of Communication
Because so many camps are located in remote areas of Ukraine, it is very important to ensure
methods of communication. If the camp does have a landline, remember to submit that number to
the Peace Corps. If a landline does not exist at the campsite, find areas in or near the camp where a
mobile phone service works and find the closest working landline. Make sure to have these areas
identified on your map before the camp begins.
IV. General Camp Policies and Procedures

Requirements
The Peace Corps will not allow Volunteers to participate in a camp if all of the requirements are not
met. All necessary contact information must be submitted to your regional manager and approved
prior to your summer camp.
Ukrainian Chaperone
As noted above, on January 1, 2009, Article 28 of the Law of Ukraine on Health Improvement and
Recreation of Children limits children's travel and participation in summer camps unless
accompanied by a designated guardian who is liable for their livelihood and safety. A Volunteer
cannot act as a designated guardian.
For every 15 youths, there must be one Ukrainian adult acting as a chaperone. The adult must be at
least 18 years of age and agree to be responsible for the lives of the children. In order for this adult
to be a legitimate guardian, he/she must sign a paper saying that he/she is responsible for the lives
of the children. Your regional manager should have signed copies of such letters for all guardians
submitted with the other paperwork no less than two weeks before the start of the camp.
Permission Slips from Parents

Another good practice is to collect permission slips for all youth attending a camp. An example of a
permission slip is attached at the end of the guide.
Tobacco, Drugs, and Alcohol Use for Campers

Alcohol and illegal drugs are not permitted on camp property and will result in removal from
camp. Adults 18 years and older may use tobacco products only when away from campers; tobacco
use by minors will not be permitted. Smoking will not be permitted in camp buildings. Staff should
report any incident to the camp director, who will determine the course of action.
Unauthorized Persons
Staff or campers should notify the camp director immediately about unauthorized persons on
campground property. He/she, along with the assistance of full-time camp personnel and/or the
police, will have the unauthorized person removed. Local authorities will be contacted if necessary.
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Swimming Policy
A trained and qualified mature adult should oversee all swimming activity at all times; ideally this
person would have credentials as a lifeguard. A safe area must be located and marked clearly for all
participants. There should be at least one lifeguard for every 10 campers swimming. Also, it is
important to have clear rules and boundaries; if campers do not follow these rules they may not
enjoy the privilege of swimming.
Hiking and Excursions Policy

When hiking, campers must be accompanied by counselors or staff. It is ideal to have 1:5 ratio of
counselor to camper, with at least two staff members at all times. Staff members will notify camp
leadership when they depart and return, and will take basic first-aid supplies and water. In the case
of an emergency, one staff member can be sent to camp for help and one will stay with the group.
Hiking/Excursion Guidelines
1. Know where you are going. Be prepared. Note landmarks and use a map or compass if
appropriate. Know where water is available.
2. Find out if any campers have special medical needs and be adequately prepared.
3. Hiking safety requires you know where you are stepping. Step without putting all of your weight
down until you are sure of your footing. Look out for snakes and other wildlife.
4. Keep the group together.
5. Assign buddies and use the buddy system on hikes and excursions.
6. Store food safely away from campers and sleeping areas in bear country.
7. Monitor the weather. Cancel a trip, if necessary, if safety is questionable. Be aware of cool
weather and warm weather illnesses that may arise.
8. In case of inclement weather, especially lightning storms, please follow the information in the
following section.
V. Medical Policy and Guidelines

Contacts
The contact information for a local hospital and pharmacy are necessary in the initial paperwork for
your summer camp. Inform them about your camp so they will be better prepared to handle the
situation in the event of an emergency. Also, find their hours of operation and contact information.
This will help establish good relations to promote cooperation.
Also, it is important to talk with people in the area. They know which rivers and lakes are safe to
swim in. They can also tell you about the local wildlife, ticks, or poison ivy.
Medical Kit for Volunteers

Peace Corps medical officers suggest you take your medical kit with you to camp. However, they
understand that the kit is large and you may not want to bring everything. Therefore, they have
created a smaller list that is more suitable for summer camps. This list is intended for all Volunteers
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who attend summer camps, not simply those organizing the camp. Also, the items listed may not be
used to treat a camper. A person on the camp medical staff is responsible for attending to camper
treatment.
First-Aid Handbook
Band-Aids
Gauze
Antibiotic ointment
Ibprofen
Benedryl
Aspirin
Rehydration salts
Eyewash
Gloves
Antibiotics: Cypro
Bug repellent
Sunblock
Iodine tablets
Lightning
The summits of mountains, crests of ridges, slopes above timberline, and large meadows are
extremely hazardous places to be during lightning storms. If you are caught in such an exposed place,
quickly descend to a lower elevation, away from the direction of the approaching storm, and squat
down, keeping your head low. A dense forest located in a depression provides the best protection.
Avoid taking shelter under isolated trees or those much taller than adjacent trees. Stay away from
water, metal objects, and other substances that will conduct electricity from long distances.
By squatting with your feet close together, you have minimal contact with the ground, thus
reducing danger from ground currents. If the threat of lightning strikes is great, your group should
not huddle together, but spread out at least 15 feet (5 meters) apart. Whenever lightning is nearby,
take off backpacks with either external or internal metal frames. In tents, stay at least a few inches
away from metal tent poles.
Lightning Safety Rules
Stay away from open doors and windows, fireplaces, radiators, stoves, metal pipes, sinks, and
plug-in electrical appliances
Don't use hair dryers, electric toothbrushes, or electric razors
Don't use the telephone; lightning may strike telephone wires outside
Don't take laundry off the clothesline
Don't work on fences, telephone lines, power lines, pipelines, or structural steel fabrications
Don't handle flammable materials in open containers
Don't use metal objects, such as fishing rods and golf clubs
Get out of the water and off small boats
Stay in the car if you are traveling. Automobiles offer excellent lightning protection
When no shelter is available, avoid the highest object in the area. If only isolated trees are
nearby, the best protection is to crouch in the open, keeping twice as far away from isolated
trees as the trees are high
Avoid hilltops, open spaces, wire fences, metal clotheslines, exposed sheds, and any electricallyconducted elevated objects
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Fire
In the case of a fire on the camp premises, staff should evacuate campers from the area. Staff
should not attempt to fight the fire unless it is small and they have the proper resources readily
available. Staff should immediately notify the camp director. He/she will assess the situation and
determine if local authorities need to be contacted. The camp director may mobilize the camp if
necessary and give further directions.
First Aid for Staff on the Scene

First aid entails all forms of emergency assistance to an injured or suddenly ill person until
professional medical care responds and arrives at the scene to assume control. Everyone is under a
significant amount of stress in an emergency situation. One must decide to act. There is always
something that you can do!
In all cases, notify the camp medical director and the camp director. Remember to:
Check: Check the scene and determine if it is safe for you. Think! Can you really help or will you
become another victim?
Call: Always call for help. If you have others with you, send them for help. It is important in
times of stress that you tell people clearly what to do. If you want someone to get help, tell
him/her who to find. For example, Go to the camp and get the camp medical director and
bring him/her back here as quickly as possible. Be specific and clear about what you want.
Care: Provide assistance. Offer support or care in the amount you are trained or feel
comfortable with.
Food Sanitation Safety Reminders
Do not eat meat that is raw or undercooked
Avoid foods that are moist at room temperature
Eat foods that are still hot
Eat/snack on dry foods
Eat fruits and vegetables that you can peel
Drinking Water Safety Reminders
Do not drink water from a stream or unsterilized tap. If you drink this water, make sure it has
been boiled for 5 to 10 minutes
Beware of fruit or vegetables that have been washed with that water, unless you intend to cook
them thoroughly
Keep your mouth closed when showering or bathing to avoid swallowing untreated water
Drink canned or bottled beverages. Be sure to wash their seals before consuming
Use bottled water to brush your teeth
Medical Log
The medical log attached at the back of this guide helps Volunteers record the medical issues at
camp. This log should be kept by the camp medical director to record all medical events that take
place. If a doctor or nurse responds to a more serious medical incident, the camp medical director
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should also include this in the log. The log tracks what medical problems took place at the camp and
how the staff responded.
VI. Final Thoughts and Suggestions

The purpose of this guide is to ensure that safety is included as a formal part of the summer camp
planning process. It is important to remember that the most important part of resolving a safety
situation is having clearly stated procedures in place that tell people what to do in case of an
emergency. Additionally, knowledge of available medical and police resources is key in emergencies.
Peace Corps/Ukraine asks that all Volunteers who plan a summer camp seriously consider the
safety and security plans for their camp. It is mandatory that the Emergency Locator Form attached
be completed and submitted to your regional manager and the safety and security coordinator.
Please use your regional manager as a source of information if you have any questions regarding
this material.
Thanks. Be safe and have fun!
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Appendices
SUMMER CAMPSITELOCATOR FORM (PAGE 1 OF 2)

Camp Information
Name of Camp:
Type of Camp:
Dates of Camp:
Location of Camp:
PCV Advisor:
Sponsoring Agency/Organization:
Camp Director: ___________________________________________ Phone No.: _______________
Camp Medical Director_____________________________________ Phone No.: _______________
Name of Volunteers working at camp:
_________________________________________________________________________________
*The Volunteers who help organize the camp (e.g., PCV advisor) are responsible for providing the
Peace Corps with the names of all Volunteers working at their camp and the dates of their
involvement.
Emergency Contact Information (Names and Numbers)
Police: ____________________________
Pharmacy: _____________________________
Fire: ______________________________
Drivers Name/Agency:
______________________________________
Hospital: __________________________
License Plate No.: _______________________
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Have these officials (listed above) been notified of the camp? (Circle one) Yes
No
Please list the name and phone number of a third party who could relay the information to and
from the camp in case of an emergency or if the location of the camp does not have a working
telephone.
Name: ___________________
Position: ________________________
Phone: ___________________
Has there been a pre-camp visit to the camp? (Circle one) Yes
No
Date of visit: ______________
Please submit this form to your regional manager at least two weeks before the start of the camp!
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SUMMER CAMPSITELOCATOR FORM (PAGE 2 OF 2)
Please attach a map of the campsite and directions.
Please submit this form to your regional manager at least two weeks before the start of the camp!
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Medical Log
(Use to record medical issues during camp)
Medical event with date
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Name of
camper
Name of
person
providing care
Comments
Peace Corps
Appendices
Camp GLOW and TOBE 2010

Permission Slip
Camp GLOW Kolomiya and Camp TOBE Kreminna will take place July 11-16. Camp GLOW Kreminna
will take place July 18-23. Campers will include girls and boys in the ninth through the eleventh
forms from secondary schools throughout Ukraine. The camps will be facilitated and taught by
Peace Corps Volunteers and Ukrainian counterparts. Campers will participate in lessons and
activities focusing on skill-based topics, such as leadership and project design and management.
There will also be issue-based topics, such as counter-trafficking, domestic violence, gender
equality, and HIV/AIDS. Other activities include a nature excursion, sports and games, and other
creative projects.
All participants will be attending camp at their own risk. All participants have agreed not to smoke,
drink alcohol, or use illegal drugs during the camp. Any participants who smoke, drink alcohol, or
use illegal drugs will be sent home at their own expense.
Participants name:
Parents/guardians name:
Relationship to camp participant:
Address:
Phone number:
Second contact in case of emergency:
Relationship to camp participant:
Phone number:
I understand the nature of Camp GLOW and Camp TOBE and that my daughter/son will be
attending. I understand that by signing this permission slip I accept the camp code of conduct and
am willing to accept financial responsibility for my daughters/sons behavior.
_________________________________________
Parents/Guardians Signature and Date
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Appendix B.3 Sample Guidelines for Working with Youth

Principles and Values Guiding Our Work with Campers
1. I am fully cognizant that I am a role model throughout my experience as a camp counselor.
As a role model, I resolve to conduct myself in a responsible and mature way in my dealings
with all people.
2. I will treat all children and youth fairly and respectfully, regardless of their gender, age, race,
ethnicity, religious beliefs, or socioeconomic status. In my eyes, all children and youth have
value and potential. I will promote among the children and youth with whom I interact equal
access to opportunities, resources, and information.
3. I will respect the values and culture of the children and youth with whom I work and play. In
presenting ideas and approaches that may be different from what may be customary in the
local culture, I will not pressure young people to adopt beliefs that conflict with their own.
4. As a camp counselor, I believe that all young people, regardless of their circumstances, have the
potential to develop themselves. I resolve to promote their holistic development by building
their assets. I will endeavor to promote their development without creating an unhealthy
dependence on me or other outside resources. My job as a counselor and role model is to
promote the empowerment of children and youth.
5. I resolve to be honest about my strengths and limitations as a camp counselor. I realize that
young people may perceive me as a source of knowledge. I will use my knowledge responsibly
for the benefit of young people. I will be honest in my interactions with young people and their
families and refrain from providing advice or guidance in any matter outside my areas of
knowledge or expertise. In situations where my expertise is limited, I will refer the young person
and his or her family to an appropriate service provider or organization.
6. I will not engage in any activity that could be construed as exploitation of children, youth, or
families or one that could in any way harm a child or youth emotionally, physically, or sexually.
7. I commit to promoting responsible behavior among the young people at my site and, as such, I
will not abuse any substance. I realize that substance abuse is not compatible with my role in
youth development or my organizations policies.
8. I will remind myself every day that I did not create the many problems I encounter nor am I the
sole person responsible for solving them.
I agree to abide by these principles.
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Appendices
Appendix C. Monitoring and Evaluation Tools

Also refer to the monitoring and evaluation tools in the Evaluation section of Part 5, Camp GLOW.
Appendix C.1 Sample Camp Outcomes and Indicators

This table outlines some suggested outcomes related to camp themes and activities, possible indicators
for those outcomes, and possible ways in which to capture the information. This should be useful in
developing the monitoring and evaluation plan for the camp. For some sample monitoring and
evaluation tools, see the next section.
Type of Camp
Possible Outcomes
Possible Indicators
Methods or Measures
Leadership
Campfor boys,
girls, or coed
(consider which
focus areas
would be most
appropriate for
boys or girls in
your country
context)
--Improved positive identity

(personal power, self-esteem,
sense of purpose, positive view
of the future)
--Identify three personal

strengths or attributes
--Personal action plan
--Improved positive values

(caring, equality and social
justice, integrity, honesty,
responsibility, restraint)
--Identify three contributions

youth will make to community,
peers, or family
--Observe change in level

of participation in
activities
--Observation record
--Participate in role-play on
resisting peer pressure to
avoid risky behavior(s)
--Improved social competencies

(planning and decision making,
interpersonal competence,
cultural competence, resistance
skills, peaceful conflict
resolution)
--Demonstrate improvement
in three out of five key life
skills areas: communication,
decision making, goal setting,
critical thinking, or self-esteem
--Improved commitment to
learning
(achievement, motivation,
critical thinking)
--Demonstrate ability to
communicate effectively
through scenario or group
work
--Personal development
portfolio (art, journal,
poetry, etc.)
--Pre/post selfassessment
--Life-skills rubric
--Follow-up survey,
observation for ongoing
activities (3-6 months
later)
--Actively engage with adults

and peers outside of
structured activities
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Type of Camp
Possible Outcomes
Possible Indicators
Methods or Measures
Environment
Camp
--Increased knowledge of, and

respect for, local ecology/
ecological systems
--No. of participants
demonstrating increased
knowledge of local ecosystems
and environment
--Personal field journals
--Increased knowledge of
environmental friendly
agricultural and fishery
practices
--Increased environmental
maintenance skills (such as
water-quality assessment or
trail building)
--Increasing participation in
environmental stewardship
projects and practices
HIV/AIDS
Prevention
Camps
--Increased knowledge of HIV

transmission and prevention
strategies
--Increased knowledge of
personal-risk factors related to
HIV
--Developed strategies to
modify behaviors and manage
risks related to HIV
--Strengthened and improved
life skills (see Leadership Camp)
English/TEFL
Camp
--Increased vocabulary,
improved grammar, and
demonstrated competence in
using verbal and written English
language
--Increased confidence
speaking English outside of
classroom setting
--Developed personal strategy
for ongoing English-language
learning
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knowledge of environmentalfriendly agriculture and
fisheries practices
--Observation of
behavior, both
participation and
application of new skills
--Pre/post test
demonstrating new skills and
practices
--No. of participants working
on new environmental
projects
--Identify three methods of
HIV transmission
--Pre/post tests
--Drama/role-plays
--Describe three ways to

reduce personal risk to HIV
exposure
--Identify three contextappropriate assertive
behaviors in case studies
--Demonstrate assertiveness
communication through roleplays
--Observations
--Lessons learned or
after-action reviews
--Focus groups and
interviews 3-6 months
later with camp
participants
demonstrating improved oral
or written English language
--English journals or
portfolios, homework
assignments
--No. of participants who use

English in nonformal settings
--Pre/post tests
--No. of participants who

develop personal plan for
ongoing language learning
--Rubrics that measure

baselines levels and
progress
--Observations
--Example of ongoing
language learning plans
Peace Corps
Appendices
Type of Camp
Possible Outcomes
Possible Indicators
Methods or Measures
Business or
Entrepreneurship
Camp
--Acquire basic computer

competency (using mouse,
navigating, use of operating
system [S])
demonstrating basic computer
competency
--Personal plan/business
plan
--Increased skills in basic word

processing or use of analytical
software (if connected: Internet
search and email skills)
--Increased awareness of career
opportunities
--Developed strategy for future
education or to reach
employment goals
--Demonstrated ability in
conducting basic feasibility
study, and/or writing business
plan
--Observation record
awareness of career
opportunities
--No. of participants who create
a personal education/career
plan of action
demonstrate competency in
conducting a feasibility study
and/or writing a business plan
-Personal development
portfolio (art, journal,
poetry, etc.)
--Pre/post test
--Follow-up survey,
observation for ongoing
activities, actions (3-6
months after camp)
--Work-readiness rubric
--No. of business plans written

--No. of feasibility studies
conducted
--No. of businesses started as a
result of feasibility study skills
learned at camp
--No. of campers with increased
income or jobs 3-6 months
following camp
Computer Camp
--Acquire basic computer

competency (using mouse,
navigating, use of operating
system [OS])

identify the fundamental
components of a computer and
its functions
--Increased skills in basic word

processing or use of analytical
software (if connected: Internet
search and email skills)
--No. of participants who can

describe common software
applications and their uses, such
as word processing, spreadsheet,
database, Web browsing, desktop
publishing, and accounting
--Demonstrated ability to use

computer to perform hardware
diagnostics and troubleshoot
--Pre/post tests
--Observation of
participation and use of
skills
--No. of participants who can

perform simple searches for
information on the Internet
--No. of participants who create
an email account and send email
to three other people in the class
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Appendix C.2 Monitoring and Evaluation Methods

How to conduct an individual interview
Individual interviews can be used during assessments or surveys. An individual interview can mean a 10minute conversation during an informal visit or a longer and more structured discussion, using a series
of questions on a particular topic. Whatever the case, focus on essential information and build your
interview around current concerns; for example, profiling and needs assessment, tracking changes, or
seeking feedback.
Try to interview people at times that are safe and convenient for both staff and interviewees. The time your
interviewee has available should determine how long your interview lasts. Make sure people understand
why you wish to talk to them and what you will do with the information they share. Never use peoples
names when using information without their expressed permission or that of their guardian(s).
Start with questions that are factual and relatively straightforward to answer. Move on to more
sensitive issues, if necessary, only when the person you are interviewing is more at ease.
Make sure people know that you value their time and participation. Dont end the interview too
abruptly. Take responsibility for the effect on your interviewee if sensitive issues are discussed. Record,
store, and use information safely.
Some Dos for interviews
Do try to make sure you have a good translator or you are proficient enough in the local language.
Do locate elders/leaders first, explain who you are and what you are doing, and ask their permission
to interview.
Do ask individuals permission to interview them; for example, Is it OK if I ask you a few questions
about the conditions here? Thank them afterwards.
Do try to prioritize discussions with women and children, and other people likely to be experiencing
particular difficulty.
Do try to interview at least three families in each location in order to cross-check the information
you are receiving.
Do make sure you include people at the edge of a camp or site where you may find the poorest
families living, quite literally, on the margins.
Do avoid large crowds following you around if possible, since this is likely to intimidate interviewees
and interviewers.
Source: Schofield (2003). From S. Burns and S. Cupitt (2003). Managing outcomes: a guide for
homelessness organisations. Charities Evaluation Services (adapted); R. Schofield, Medair (internal, adapted).
How to conduct a focus group
If possible, conduct a few focus groups and compare the information you are collecting from these and
other sources.
Page 74
Peace Corps
Appendices
What is a focus group?

Six to 12 people are invited to discuss specific topics in detail.
The focus group can bring together people who have something in common. They may share a particular
priority, or be unable to speak up at larger meetings (for example, younger people, women, or minority
groups), or are people only peripherally involved in the community, such as nomads. It is best not to
have leaders or people in authority presentinterview them separately.
Why only six to 12 people?
In a larger group:
Speaking time will be restricted and dominant people will speak most
The facilitator will have to play more of a controlling role
Some members of the group will become frustrated if they cannot speak
Participants will start talking to one another rather than to the group as a whole
The group may stop focusing and start talking about something else
What do you need?
An experienced facilitator: a native speaker who can lead, draw out the people who are not talking,
and stop others from talking too much
Time to prepare open-ended questions and select focus-group members
One, sometimes two, people to note in writing what is said
A common language
A quiet place where the group will not be overheard or interrupted
To sit in a circle and be comfortable
Shared understanding and agreement about the purpose of the discussion
Ground rules, for example: everyone has a right to speak; no one has the right answer; please dont
interrupt
Permission from the group to take notes (or maybe use a tape recorder)
Refreshments
About one hour to 90 minutes of scheduled time
What happens?
The facilitator makes sure everyone has a chance to speak and that the discussion stays focused
The note-taker writes notes
At the end of the session, the facilitator gives a brief summary of what has been said in case
someone has something to add
The facilitator checks that the written record has captured the main points and reflects the level of
participants involvement in the discussion
Source: From V. M. Walden (no date). Focus group discussion. Oxfam (internal. adapted); L. Gosling
and M. Edwards (2003). Toolkits: a practical guide to planning, monitoring, evaluation and impact
measurement, Save the Children (adapted); USAID (1996). Performance Monitoring and Evaluation TIPS
No. 10, USAID Centre for Development Information and Evaluation (adapted).
Peace Corps
Page 75
How to hold a lessons-learned meeting

Purpose
For project staff to meet and to share project information
To build agreement on the activities you are carrying out
To build agreement on the changes you plan to make
To document key information and decisions and act on them
You will need
Your accountability adviser, if you have one
One person to act as facilitator
Another person to record, in writing, key findings, comments, and decisions
Questions for project staff
1. Which people are you working with?
2. Which of these people are particularly vulnerable?
3. Who have you spoken to since the last meeting?
4. What have you learned from them?
5. Who have you cross-referenced findings with?
6. How do findings compare with your meeting records and/or baseline data?
7. What needs are beneficiaries prioritizing?
8. How does this relate to your current activities?
9. What is working well?
10. What is not working well?
11. What results should you try to achieve and how?
12. What do you need to do to enhance impact?
When meetings are held regularly, with key findings, comments, decisions, and dates noted, this can
help you update project information and measure project impact. It is particularly important to try to do
this during the early stages when you are busy responding, when staff turnover may be high, and when
teams have little time to set up systems.
Source: From written communication with staff at World Vision International (adapted) and individual
evaluator Pauline Wilson.
Page 76
Peace Corps
Appendices
Appendix C.3 Camper Healthy Life Skills Self-Assessment

Name: ______________________________________ Age: _____ Sex:______ Group/Cabin:________________________ Date: _______
The purpose of this tool is for you to honestly rate yourself on your own healthy life skills, practices, and behaviors. There are no right or wrong
answers! Be honest, as it will help you identify areas you want to grow, strengthen, or improve. You dont have to share this with anyone other
than your camp counselor. We are all working on improving ourselves! Read through each of the healthy lifestyle areas and rate yourself on a
scale of 1-5, with 1 being Never and 5 standing for Always. Write the number you feel best describes you in the last column. Add up the total
at the bottom. See if your total is higher at the end of camp than at the beginning.
Communication Skills
Personal Strengths &

Self-Esteem
Themes
Abilities
Self-esteem
and a positive
identity
Responsibility
Listen with
Empathy
Manage
Emotions
Peace Corps
I am
never
like
this
I am like
this on
occasion
I am like
this
sometimes
I am like
this most
of the
time
I am like
this always!
I accept responsibility for my actions. I try to acknowledge my

mistakes and improve next time.
I consider the ideas, opinions, and feelings of others when speaking. I

offer empathetic counsel to others without judging.
I demonstrate the following:
Total
I have self-confidence in myself physically and emotionally; I value

my own ideas and abilities.
I feel that I can contribute to society positively. I am happy and
successful. I am confident in my beliefs.
I can express my emotions with almost everyone and am

comfortable in social situations.
I can resolve conflicts and express myself clearly without resorting
to violence.
Page 77
Decision-Making Skills
Themes
I am
never
like
this
I am like
this on
occasion
I am like
this
sometimes
I am like
this most
of the
time
I am like
this always!
I can see both sides of an argument. I can say what I believe and
respect others who dont agree with me. I respect and appreciate
social or cultural differences.
Critical
Analysis and
Logic
I ask questions in order to understand the truth. I regularly seek new

information and perspectives. I like to figure out difficult challenges.
Creative
Thinking
I like to come up with alternative answers or solutions to problems. I

can use what I know to come up with new ideas or plans. I like to be
involved in creative activities whenever they are available, such as
music, theater, or other arts.
Physical and
Emotional
Wellness
I am well both physically and emotionally. I project a positive

attitude. I am happy and active.
Stress
Management
I handle stressful situations or pressure well.
Abilities
Healthy
Decision
Making
Integrity and
Honesty
Healthy
Practices
Critical Thinking
Skills
Conflict
Resolution
I demonstrate the following:

I can analyze a situation and make well-informed decisions. I seek
counsel before making big decisions. I can resist peer pressure to
avoid high-risk behavior such as drug and alcohol abuse, violence,
and irresponsible sex. I understand the consequences of my actions
and take them under consideration when making decisions.
I make decisions based on my values and feel comfortable defending
my beliefs.
Total
I always tell the truth; even when it is difficult or I might get in trouble.
Total
The areas I would most like to improve or

strengthen during the week at camp are:
Page 78
1) ______________________
2) _________________________ 3) _______________________
Peace Corps
Appendices
Appendix C.4 Work Readiness Assessment Tool

Abilities
Definition
Observation T1: Beginning

Never=
1
Sometimes=
2
Often=
3
Observation T2: End

Never=
1
Sometimes=
2
Often=
3
CAREER PLANNING AND EXPLORATION indicator 1.2a

Career and Job
Building Skills
Has articulated career, educational, and/or training goals and aspirations

Can identify at least three potential resources to help reach his/her goals for the future
Job Exploration and

Research
Able to conduct various methods of job research, including most of the following: Internet
searches, newspaper announcements, informational interviews, attending job fairs,
learning about high-demand jobs, and identifying possible career mentors
Business and
Entrepreneurship
Demonstrates a high level of awareness about how to be self-employed, the components

of a business plan, and the importance of good accounting practices
EFFECTIVE WORK HABITS indicator 1.2b

Time Management
Consistently demonstrates the ability to plan tasks and activities to organize his/her time
Can prioritize tasks in a logical manner
Consistently implements tasks within given time frames; meets deadlines
Interviewing Skills
Demonstrates the ability to plan and prepare for interviews by conducting research,
developing good questions
Demonstrates confidence in conducting informational interviews or in being interviewed
Team-building and
Teamwork
Demonstrates the ability to work with a group to clarify roles and responsibilities,
overcome conflict or obstacles, define tasks, and attain successful results
Facilitates and engages others input and ideas
Works as a group member to problem solve and accomplish tasks
Workplace
Responsibilities and
Rights
Demonstrates appropriate behavior for professional environment (including dress, body

language, and control of emotions)
Asks questions to clarify expectations
Demonstrates a strong work ethic and commitment to tasks
Peace Corps
Page 79
Abilities
Definition
Observation T1: Beginning

Never=
1
Sometimes=
2
Often=
3
Observation T2: End

Never=
1
Sometimes=
2
Often=
3
TECHNICAL SKILLS indicator 1.2b

Computer Skills
Can use a computer and type proficiently and is familiar with a variety of computer
software (word processing, spreadsheets)
Internet
Is able to use the Internet for research and communication
COMMUNICATION SKILLS indicator 1.2b

Networking Skills
Demonstrates effective communication to both impart information about self and seek
information about the resources and assets of others
Ability to engage the interests of others by asking questions and seeking resources
Oral Communication
Communicates orally with individuals and in a group expresses self clearly

Effectively presents material
Written
Communication
Writes professional letters, emails, CVs, essays, statements, and short reports
FINANCIAL LITERACY indicator 1.2b

Personal Finance
and Planning Skills:
Has good knowledge and practice of personal finance and planning skills
Has started saving money
Develops and articulates goals and has a coherent, logical plan to reach them
TOTAL SCORES:
Total Change T1:T2: +/-____________
Page 80
Peace Corps
Appendices
Appendix D. Sample Documents

Appendix D.1 Camp GLOW Budget Line Items (Morocco)
Itemized Budget
Line Item
Amount
Total funds received

Total amount earmarked for conference center
Food
Lodging
Bedding
Meeting rooms
Total amount dispersed by village/region
Total expenditures to date from this amount
Remaining funds being used for manuals
Expenditures:
Supplies
Camper manual production
Typing/printing
Photocopies
Photo developing
Banner materials
Banner painting
Snacks
Translations
Travel expenditures:
PCV and accompanying camper and counterpart transport
Camper and trainer transport to campsite
Peace Corps
Page 81
Appendix D. 2 Sample Camp GLOW Detailed Budget (Thailand)

Item
Banteay Meanchey
Lodging
15 girls x 2 nights x $4.00/night for homestay
BM Total
Community
SPA
$120.00
$168.00
$0.00
$113.00
$404.50
$50.00
$354.50
$120.00
3 guest speakers x 1 night x $7.00/night guest house
$21.00
4 trainers x 3 nights x $7.00/night guest house
$84.00
3 counterparts x 3 nights x $7.00/night guest house
$63.00
$288.00
Transport
15 girls x 2 ways x $2.50
$75.00
4 trainers x 2 ways x $6.00
$48.00
3 counterparts x 2 ways x $2.50
$15.00
$138.00
Food
15 girls x 2.5 days x $5.00

3 guest speakers x 1 day x $7.00
4 trainers x 4 days x $7.00
3 counterparts x 4 days x $7.00
$187.50
$21.00
$112.00
$84.00
Venue
4 days x $25.00/day
$100.00
$100.00
$0.00
Trainers
4 trainers x 4 days x $10.00/day
$160.00
$0.00
$160.00
Guest speakers
3 guest speakers x 1 day x $10.00/day
$30.00
$0.00
$30.00
Counterparts
3 counterparts x 4 days x $5.00/day
$60.00
$0.00
$60.00
Craft/office
supplies
paper, markers, glue, flip charts, poster boards, etc.
$100.00
$0.00
$100.00
T-shirts
30 participants x $5.00/shirt
$150.00
$0.00
$150.00
Internet
research
20 hours x $1.00/hour
$20.00
$5.00
$15.00
Projector rental
& equipment
2 days x $60.00/day
$120.00
$120.00
$0.00
$100.00
$0.00
$100.00
$1,670.50
$395.00
$1,250.50
Miscellaneous
and incidentals
Total
Page 82
Appendices
Appendix D.3 Letter Requesting Nomination of Campers (Bulgaria)
Peace Corps
Page 83
Appendix D.4 Camp GLOW Application, Application Evaluation Form,

Acceptance Letter, Wait-List Letter, Non-Acceptance Letter
Page 84
Appendices
Peace Corps
Page 85
ACCEPTANCE LETTER
Page 86
Appendices
WAIT-LIST LETTER
Peace Corps
Page 87
NON-ACCEPTANCE LETTER
Page 88
Appendices
Appendix D.5 Camp GLOW Permission Slip and Medical Information
Peace Corps
Page 89
Appendix D.6 Camp Supply List

Session Materials
Balloons
Contact paper
Crayons
Crepe paper
Envelopes
Flip chart paper
Glue sticks
Heavy-duty tape
Journals
Magazines
Markers
Masking tape
Name tags
Pencils
Pens
Photocopies
Reams of paper
Scissors
Spray paint (for logos on camp T-shirts)
Yarn
Housewares (consider what can be added to

student packing lists. Is it possible for students
to bring their own plates or other supplies?)
Bedding (sheets, blankets, sleeping bags,
pillows)
Food
Plates, cups, and cutlery
Pots and pans
Towels
Toilet paper
Medical Supplies
Bug repellent
Campers emergency release forms/medical
information (in local language if being used
by the local nurse)
Feminine hygiene products
First-aid kits
Sunscreen
Plastic surgical gloves
Craft Supplies
Sports Equipment
Beach balls
Frisbees
Hula hoops
Jump ropes
Soccer ball(s)
Whistle(s)
Rope
Volleyballs or nets
Prizes/Awards
Camp certificates (also consider counselor
certificates, especially for host-country
nationals)
Dictionaries
Hair clips
Stickers
Page 90
Buckets
Dye
Embroidery floss for friendship bracelets
Fabric paints
Palm fronds/leaflets where available for
baskets
Local handicrafts supplies
Other
Batteries
Camera/film
Garbage bags
Tape player and tapes
Alarm clocks
Snacks
Extension cords
Musical instruments: guitars, ukuleles, etc.
Appendices
Appendix D.7 Packing List for Camp GLOW (Romania)

Here is a list of suggestions of what you should bring to camp with you. None of the items listed below
are required and some may not be relevant to you. All meals and your bedding (sheets and blankets) will
be provided.
While packing, remember the most important packing rule: if you bring it, you carry it! Try to keep your
luggage light and be considerate of others; we will have limited space on the bus to bring everything to
camp. You are limited to one bag.
See you at the camp!
Clothes
Shoes, a pair of comfortable walking shoes for hiking and sports, such as sneakers or hiking boots
(No high-heel platform shoes!)
T-shirts
Bathing suit
A sweater or sweatshirt (We will be in the mountains and it could be cool at night)
Shorts and a pair of pants or jeans
Socks and underwear (panties and bras)
Pajamas or a nightgown to sleep in
A pair of slippers or sandals to wear around the dormitory
Outdoor Gear
Sunscreen
An empty plastic bottle for water, such as a soda-pop bottle
Hat or sunglasses for protection from the sun
Rain gear, such as a coat and/or umbrella
Bathroom
Towel
Hygiene products, such as toothbrush, toothpaste, soap, shampoo, hairbrush, feminine sanitary
napkins/tampons
Other
Your favorite music cassettes with your name on them
A musical instrument, if you play one and want to share your talents!
A pair of scissors for art projects
Your spirit of creativity and openness
Peace Corps
Page 91
Appendix D.8 Sample Camp GLOW Schedule (Zambia)

Included in this appendix is one schedule to show the variety of topics covered during different camps.
When creating your master schedule you should note who is responsible for leading/facilitating each
activity and what materials the facilitator will need. Materials are not listed due to space considerations.
Zambia Camp GLOW Schedule of Activities
Monday
9 June
Tuesday
10 June
Wednesday
11 June
Thursday
12 June
Friday
13 June
Saturday
14 June
6:00
7:00
Wake Up
Wake Up
Wake Up
Wake Up
Wake Up
7:00
8:00
Breakfast (Staff
Meeting)
Breakfast
(Staff Meeting)
Breakfast
(Staff
Meeting)
Breakfast
(Staff
Meeting)
Breakfast
(Staff
Meeting)
8:00
10:00
Session 2: The
Status of Women
in Zambia: Gender
and Human Rights
Session 4:
Confidence and
Self-Esteem
Session 5:
Boyfriends
and Peer
Pressure
Session 7:
Rape and
Sexual
Assault
Closing
Ceremony:
Certificates
and
Evaluations
10:00
10:30
Tea Break
Tea Break &

Small Group
Discussion
Tea Break &

Small Group
Discussion
Tea Break
& Small
Group
Discussion
10:30
11:00
10:30 11:30
Small Group
Discussion
Farewell!
Participants
Depart to
Their
Districts
11:00
13:00
11:30 13:00
Session 3:
Assertiveness and
Communication
Skills
Guest Speaker:
HIV and STIs
Session 6:
Women and
Traditional
Practices
Session 8:
Healthy
Lifestyles
and Dealing
with Stress
Lunch
Lunch
Lunch
Lunch
13:00
14:00
Page 92
Lunch
Appendices
14:00
15:30
Monday
9 June
Tuesday
10 June
Wednesday
11 June
Thursday
12 June
Friday
13 June
Icebreakers &
Games (while
people
continue to
arrive)
14:00 16:00
Students Intro to
Journaling: Journal
Decorating and
First Entry
Students Art:
Mixed Media
Self-Portraits
Community
Guest
Speaker or
Role Model
Panel
Students
Art:
Friendship
Bracelets or
Sports
Teachers Why
GLOW is
Important, the
Role of Clubs
Teachers
Listening Skills
and Crises
Counseling
** YWCA
Teachers
Facilitation
Skills and
GLOW
Clubs
Introduction to
Camp &
Icebreakers &
Ground Rules
and
Expectations
15:00
Journal
Time: (How
has your
GLOW
experience
affected
you?)
15:30
Tea
Tea
Tea
Tea
Tea
16:00
Pupils Session
1: Path to the
Future Exercise
Sports!
Sports!
Students
Drama:
Assertiveness
Practice
Scenarios
Session 9: A
New
Beginning
and
Bringing
GLOW Back
to the
Village
Mentor: Roles
and
Responsibilities
of Mentors
Teachers:
Creating
Institutions
for Positive
Change
17:00
18:00
Guest Speaker:
Permanent
Secretary of
Eastern
Province
18:00
19:00
Dinner
Dinner
Dinner
Dinner
Dinner
19:00
20:00
Bonfire &
Smores
Late Night Chats:

Students Sex &
Sexuality
Late Night
Chats: Body
Image
Bonfire and
Something
Meaningful
Teachers Sex &

Sexuality
Journal Time:
(Prompt-What
is your
proudest
moment?)
Late Night
Chat:
Puberty and
Sanitary
Napkins
Lights Out!
Lights Out!
Lights Out!
Lights Out!
20:00
21:00
21:00
Lights Out!
Peace Corps
Saturday
14 June
Page 93
Appendix D.9 Camper Evaluation Form

1. What was your favorite session/activity during Camp GLOW? Why? Circle your top three choices:
SWIMMING
JOURNAL
WRITING
SELF-ESTEEM
LEADERSHIP
Sexual
Harassment
Self-Portraits
Values
Body Mapping
Breast Cancer
Awareness
Hike
Skits
Diversity
Panel Elections/
Congress
Healthy Lifestyles
Career Planning
Goal Setting
Exploring
Expressing
Ourselves
ATTITUDES
2. If you could change anything about Camp GLOW, what would it be and why?
3. What is the most important/interesting thing you learned? The least interesting?
4. How did you feel about the level of English used during camp? (circle one)
a. No problem
b. Sometimes difficult
c. Very difficult
5. Do you think this camp should be in [local language]? Why or why not?
6. How has Camp GLOW changed or not changed your ideas/feelings about womens lives in your
country? Please describe.
7. Please tell us your honest opinion about Camp GLOW: Rate Camp GLOW on a scale of to 10, with 10
being positive and l being negative. Why?
8. What did you think of the campsite for GLOW this past year? (Again, rate it on a scale from 1 to 10.)
Explain.
9. Would you be willing to pay to attend Camp GLOW if you had the chance to participate in a future
camp?
10. Additional comments or suggestions:
Page 94
Appendices
Appendix D.10 Camp GLOW Certificate
Peace Corps
Page 95
Appendix D.11 How to Form a GLOW Club at Your School

1. Why Have Club GLOW at our Schools?
Good for every young woman to
gain knowledge
Improves English
Good for society
Teaches young women to be strong
Helps young women meet people from
other schools
Helps young women learn about
themselves and improve self-esteem
2. Meetings at Big Schools/Clubs at
Small Schools
For secondary school students aged 15
to 19 or no division by age, one club at
the school
Males and females invited to participate
English and [LANGUAGE] can be used
at meetings
Each club decides how often it will meet
One or two camps a year (one in summer,
one during school year)
3. Meeting Ideas
Talk about goals, careers, values (whats
important to us)
Practice English
Tell others what we have learned at
Camp GLOW
Talk about self-esteem
Sports, games, music, party, HAVE FUN!
Guest speakers/mentors
Meet with other groups, clubs
Translate poetry, songs
Read books and magazines and
discuss them
Sleepover/slumber party
Talk about everyday problems and
new experiences
Watch movies
Page 96
4. How to Keep in Touch
Social networks
Letters among clubs
Email each other
Phone calls
Create a webpage
Birthday/name day postcards
Meetings
5. Main Club Responsibilities

Newsletter
Fundraising activities
Organize mid-year Camp GLOW (discos,
making/selling postcards)
Work with a Peace Corps Volunteer and
teachers on bake sales, concerts, car
washes, sell Camp GLOW Magazine
6. Goals
Find interested people
Share what we did at Camp GLOW and
spread that information
Have meetings, establish deadlines (have
food and drinks at meetings!)
Teach self-esteem
Peace Corps
Appendices
Appendix D.12 Sample Thank You Notes From Volunteers and Campers
Dear Friend of Camp GLOW,
While July 7-14 might seem like a long time ago, for those of us who participated in Camp Girls Leading
Our World, the memory is still very fresh.
We have been meaning to get our thank-you notes out, but we had to wait until all the counselors could
meet to hold our camp evaluation session, which we did recently.
Thank you so much for your contribution to one of the most wonderful experiences we have ever had.
The superlatives could go on and on for the amazing event that Camp GLOW was for both campers and
counselors alike. It was a magical time of sharing, growth, and fun. Over the course of one week,
friendships were made, horizons broadened, and new leaders were created!
We are including a camp photo, a summary of some of our activities, and a thank-you letter written by
one of the participants. There doesn't seem to be a way to capture all the emotions that come out of
GLOW, but we want you to know that your contribution changed lives! Our campers will never forget
GLOW and for us it was the highlight of our Peace Corps service.
Thank you so much!
[NAME]
Dear GLOW Friend,
I want to thank you for everything you have done for me, for your great support and contribution. Camp
GLOW was a wonderful experience for me. I learned a lot of useful things that will help me in the future,
like trusting people, helping each other, communicating with others, being honest, and how to work as a
team. I learned what friendships mean and how to set a goal and achieve it. During this week I became
stronger, discovering a lot of things about myself. Now I have more confidence in myself and I can do
whatever I want.
I found out and I understood that a woman can be a great leader for her community and by having
strong character, she can improve her community and make it a better place to live. I know you made a
lot of sacrifices to make this camp become a reality and I want to thank you for this. Thank you for the
great time I've spent at camp and for the interesting things I learned.
With respect,
[NAME OF GLOW CAMPER]
Peace Corps
Page 97

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Youth Camps Manual

Information Collection and Exchange

Youth Camps Manual Contents

Part 2: Different Types of Camps

Lets Learn About Our World! ........................................................................................................... 12

Part 3: Camp Activity Ideas

Part 4: Counselor Training

Part 5: Camp GLOW

Appendix A.9 Sample PCPP Funding Proposal .................................................................................. 18

PART 1: PLANNING ANY CAMP

Youth Camps Manual: For GLOW and Other Leadership Camps

A. EXPLORE THE CAMP CULTURE OF THE COUNTRY

Part 1: Planning Any Camp

B. BEFORE YOU BEGIN: IS CAMP THE RIGHT CHOICE?

What makes a camp a good choice?

Youth Camps Manual: For GLOW and Other Leadership Camps

Summer or school-break day camps

Part 1: Planning Any Camp

C. GUIDELINES: THE PEACE CORPS AND CAMPS

Youth Camps Manual: For GLOW and Other Leadership Camps

Camp GLOW is one

Part 1: Planning Any Camp

E. CAMP PLANNING TIMELINE

Youth Camps Manual: For GLOW and Other Leadership Camps

Nine to Twelve Months in Advance

Continue M&E plan

Develop health and safety plan

Identify partners and see if they are

Establish planning committee to work on

Determine what campers bring

Two to Three Months in Advance

Determine what training is needed

Determine goals for camp

Develop camper guidelines

Create general budget

Conduct informational meetings

Investigate funding sources

Continue selection process

Six to Nine Months in Advance

Develop monitoring and evaluation

Determine date/size of camp

One month in advance

Create preliminary schedule

Determine learning objectives and

Reconfirm all event plans

Determine staffing needs

Formulate backup plans

Begin to recruit staff

Hold orientation meetings

Finalize M&E tools to be used during and

Develop logistics team

One week in advance

Four to Five Months in Advance

Purchase or collect all supplies

Reach out to parents