A Multi-Method Impact Evaluation of a Therapeutic Summer Camp Program (original) (raw)
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A Multi-Method Impact Evaluation of a Therapeutic
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ABSTRACT: This article reports on a multi-method impact evaluation of a therapeutic summer camp program for children and youth with learning disa-bilities and related psychosocial problems. The study examines the degree to which program objectives were achieved through a pre-camp, post-camp, fol-low-up design using a series of standardized instruments, camp evaluations, and interviews with parents. The results indicate that the campers reported less social isolation, experienced modest improvements in self-esteem, and ex-pressed high levels of satisfaction with the camp. The measures for social skills generally failed to register significant changes, although parents reported improvements in the areas of cooperation, responsibility, and self-control.
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The purpose of this article is to describe the value of the outdoor camp experiences among youth with disabilities participating in an outdoor therapeutic camp. The focus of the analysis is to understand the dimensions of positive youth development amongst youth campers with disabilities. A total of 12 campers were interviewed, 6 male and 6 female. Emerging themes included: (a) social, (b) character building, and (c) self-confidence and provide linkages to positive youth development domains. Findings identified the benefits that youth receive from attending an outdoor therapeutic recreation camp program such as opportunities to interact with old and new friends, feeling like a member for the camp family, feeling accepted and able to be themselves. Other benefits included becoming more independent, autonomous, and more self-confident.
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Two contingency systems, individual and group, were evaluated for their effects on ehildren's behavior during small group meetings. Forty-eight children, ages 8 through 14, attended a 7-week residential camp program operated on a token economy system. Ratings of the campers'behavior were made by the counselors on a 5-point rating scale at the daily meetings. Each camper received both contingency programs, in eounterbalanced order. Data were gathered during baseline, two feedback and two treatment phases. An analysis of variance for repeated measures was performed on the mean weekly camper scores. The two systems were equally effective in significantly increasing the amount of desirable behavior, and there was no effect on behavior due to feedback alone. The results are discussed in terms of advantages and disadvantages of each type of contingency system, with some suggestions made regarding areas or further investigation.