Abstract
Recent research shows that camp counselors, including those in 4-H, benefit from the experience by developing important life skills. However, because research regarding the perception of workforce skill development in this context has yielded inconsistent findings, the present study used focus groups to examine 4-H camp counselor alumni perceptions about the skills gained and transfer of these skills to other settings. Overall, 4-H camp counselor alumni thought their experience was fun and enjoyable, yet challenging. They believed they developed important life and workforce skills. Not only did alumni learn these skills, but the skills transferred beyond the camp setting. Leadership was noted as the skill most frequently applied to other contexts. Alumni believed that their counseling experiences had both indirect and direct impacts on their career choice. This study suggests many practical applications for those who work with camp programs.
Highlights
Introduction and Review of LiteratureCamping is an important delivery mode for 4-H programs
Consistent with this research, recent studies suggest that 4-H camp counselors develop important life skills (Brandt, 2005; Forsythe, Matysik, & Nelson, 2004; Garst, & Johnson, 2003, 2005; George, & Bird, 2006; McNeely, 2004; Purcell, 1996; Weese, 2002)
The results are presented in terms of the five aspects of the camp counseling experience that emerged from the data analysis: an overall description of the camp counseling experience, skill development and transfer, identity development, career development, and unique aspects
Summary
Introduction and Review of LiteratureCamping is an important delivery mode for 4-H programs. A review of the camping literature shows that, until recently, more research has examined camper outcomes (e.g., American Camp Association, 2005; Arnold, Bourdeau, & Nagele, 2005; Garst, & Bruce, 2003) rather than those for camp counselors. Consistent with this research, recent studies suggest that 4-H camp counselors develop important life skills (Brandt, 2005; Forsythe, Matysik, & Nelson, 2004; Garst, & Johnson, 2003, 2005; George, & Bird, 2006; McNeely, 2004; Purcell, 1996; Weese, 2002). The development of life skills has been consistent across a variety of research methods (e.g., open-ended interviews, focus groups, and surveys) and with varied intensity of the camping activity (from a four- or five-day camp to an entire summer season)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
