Last Day Of Camp Research Articles

732 An Evidenced Based Approach to Capturing Growth and Change Through the Burn Camp Experience

Abstract Introduction The American Camping Association (ACA) explored “in what ways do children change because of camp experiences” (Thurber et al, 2007). Our burn camp approached this same question about the medical specialty camp experience assessing readiness and change in three key areas of growth: Independence / Leadership, Adventure / Exploration, and Social Skills. Methods The ACA supported the development of the Camper Growth Index (Henderson et al, 2006). For our medical specialty camp, a subset of items was selected for each area based on the strength of factor scores in the original study, relevance to our camp setting, and the growth being documented in counselor reports. Campers ages 8 – 18 and caregivers rated items addressing these areas on a 4 point likert scale from disagree to agree. Sample questions are “I am good at doing things on my own”, “I like to talk to kids I don’t know yet”, and “My child likes to try new activities”. Campers and caregivers received the questionnaires across a 3 year period. Results Pre-Camp ratings from campers and caregivers are consistent across the 3 years (Table 1). When campers were queried on the last day of camp, their adventure / exploration scores trended upwards, however that trend did not continue at 3 months, but independence / leadership trended upwards instead. Caregivers rated all three categories higher at the 3 month post camp assessment. Variation in the responses between individual items suggests discriminant validity and that certain items might be more sensitive to capturing the benefits of the burn camp experience. Conclusions Burn camps are a vital part of the burn rehab and aftercare experience for young burn survivors and their families. Documenting change through burn camp remains an important task. Change in these growth areas supports our targeted and intentional programming. The Camper Growth Index utilized by ACA allows us to assess the camper and caregiver experience of change, while linking the burn camp experience to the larger youth camp community of research. Applicability of Research to Practice We are evaluating the sensitivity of this abbreviated measure within a burn camp setting. Along with other measures of growth and change, we are hoping to document the magic of burn camp.

577-P: A Novel Program to Help Teens Manage Type 1 Diabetes during Physical Activity—Diabetes Training Camp Teen Boot Camp

Introduction: Physical activity (PA) has many health benefits in people with type 1 diabetes (T1D), yet adolescents with T1D engage in less PA than their peers and may struggle to employ strategies that allow them to participate fully and maintain glucose levels in target range. Diabetes Training Camp Teen Boot Camp (DTC-TBC) is an intensive 3-day program that includes education and workouts geared for teens with T1D and their parents/guardians. We aimed to determine if indicators of psychosocial (confidence in glucose management during PA, positive experience, barriers to PA) and health (HbA1c) changed after attending DTC-TBC in summer 2022. Methods: DTC-TBC participants included 16 adolescents aged 13-18 years (HbA1c=7.3±1.4%; 25% female). Most used a continuous glucose monitor (93%) and insulin pump (69%) to manage T1D. Participants completed questionnaires on the first day of camp (baseline), last day of camp and 1 month after camp. Paired t-tests were used to compare 1) mean 7-point Likert scale scores for confidence in managing T1D (1 = not confident, 7= very confident) before and immediately post camp and 2) mean scores on the Barriers to PA in T1D and reported HbA1c before and 1-month post camp (n=11). Results: Both parents and teens reported high satisfaction with the DTC-TBC experience; 100% of participants said they would recommend DTC-TBC. Confidence in managing T1D significantly increased (baseline 4.9±1.2 vs post-camp 6.0±0.6; p<0.0001). Teens reported lower barriers to PA 1-month post-camp (baseline 25.0±14.3, 1 month 21.5±8.0; p=0.170). HbA1c decreased by 0.26% 1 month after camp (95% CI −0.18, 0.70; p=0.106). Conclusions: Barriers to PA and HbA1c both trended towards significant reductions even with a small sample size, whereas confidence significantly increased. Follow-up at regular intervals and inclusion of future camp participants will help determine if DTC-TBC has a statistically significant positive impact on psychosocial and health outcomes. Disclosure K.M.Simmons: Advisory Panel; Provention Bio, Inc., Consultant; Dexcom, Inc., Provention Bio, Inc., Research Support; Novartis. J.D.Hall: None. H.K.O'donnell: None. J.P.Deblois: None. B.Tanner: None. C.Ferri: None. D.P.Zaharieva: Advisory Panel; Dexcom, Inc., Research Support; Hemsley Charitable Trust, International Society for Pediatric and Adolescent Diabetes, Insulet Corporation, Speaker's Bureau; American Diabetes Association, Ascensia Diabetes Care, Medtronic. R.Powell: None. M.H.Corcoran: Speaker's Bureau; Boehringer Ingelheim and Eli Lilly Alliance, Novo Nordisk.

Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study.

To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred.Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = -1.942, η2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers' understanding of and social engagement with autistic children in community programs such as camps.

Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children's Memory and Learning During Summer Camp at a Local Zoo.

School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children’s memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children (N = 122) participated in a weeklong summer camp, during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event (visit to their favorite animal) and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory (AM) narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information (facts). We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children’s memory and retention of science facts.

506 Creating Strategic Structure, Curriculum, and Training to Provide an Effective Virtual Burn Camp During a Pandemic.

Abstract Introduction When forming our virtual burn camp, burn camp leadership generated themes for each day to formulate a strategic camp curriculum, providing building blocks over the week to create camp community and connection. Each of the themes were well defined with defining concepts. The goal of the program was to provide consistency and guidance for our staff who were located all over the country and beyond to structure our virtual programming for our campers. Methods Burn camp leadership created a theme for each of the 5 days of virtual burn camp to create fluidity across the camp. Supporting these daily themes, we defined 5 core words to further outline the overall theme for the day. Our opening day theme was Creating Community. Accompanying our theme of Creating Community, we provided counselors with the following driving concepts: acceptance, belonging, inclusion, bonded, and connection. Our theme for the second day was Growth. We provided the following driving concepts to support Growth: develop, flourish, thrive, stretch, and progressing. The third day’s theme was Inspire with the following driving concepts: encourage, motivate, energize, enthuse, and lead. Dream was the theme for the fourth day with the following driving concepts: aspire, consider, visualize, imagine, and ambition. Our last day of camp our theme was Hope to inspire kids to look into the future beyond virtual burn camp. The driving concepts included: optimism, plan, promise, confidence, and wish. These themes and driving concepts with definitions were provided to our cabin counselors prior to camp and were sent out each morning. Counselors were required to complete a Google Survey at the end of each day to assess effectiveness and ability to execute the theme for the day. Results The themes and driving concepts allowed for intentionality for each day that provided fluidity for our virtual burn camp. Each daily theme built on the previous theme(s) to provide a connected community and intentional camp experience. Results of our Google Surveys showed the counselors were able to create community, facilitate growth, inspire campers, encourage campers to dream and instill hope. Conclusions Despite a challenging circumstance and an unprecedented situation facing our burn camp, our burn camp leadership team was able to create a structured and strategic framework with which to guide our virtual burn camp. This structure allowed our counselors to feel empowered to facilitate programming each day to connect our campers and move them forward despite difficult times.

Did I visit the polar bear before the giraffe? Examining memory for temporal order and the temporal distance effect in early to middle childhood

SummaryMemory for the temporal order of past events is a critical capacity; however, relatively little is known about its development and the processes that support it in early to middle childhood. The aim of this study was to examine children's memory for the temporal order of real‐world events. Four–five‐year‐old (n = 36), 6–7‐year‐old (n = 45) and 8–10‐year‐old (n = 46) children participated in a week‐long camp at a local zoo, which involved engaging activities and visits to animals each day. On the last day of camp, we tested children's memory for the order of pairs of animals visited. The elapsed time (lag) between event pairs was manipulated to test whether children's accuracy would show the temporal distance effect and give us insights into the processes supporting temporal memory. We found that 8–10‐year‐olds, but not younger groups, showed the temporal distance effect. Implications for our understanding of the cognitive processes supporting temporal memory development are discussed.

Improving postural symmetry: The effectiveness of the CATCH (Combined Approach to Treatment for Children with Hemiplegia) protocol.

To evaluate postural symmetry in sitting and standing for children with hemiplegic cerebral palsy (hCP) following the Combined Approach to Treatment for Children with Hemiplegia (CATCH) protocol, an intervention combining Constraint Induced Movement Therapy, Bimanual Intensive Therapy and Neuro-Developmental Treatment. The study included 10 children with a diagnosis of hCP and 10 typically developing age-matched peers. Subjects participated in a CATCH camp for six hours daily for eight consecutive days. Postural symmetry measurements in quiet sitting and standing were obtained using a Boditrak pressure-mapping system at four time points: prior to start of camp (T1), first day of camp (T2), last day of camp (T3), and one month post-camp (T4). Significant differences (p< 0.05) were found in quiet sitting when comparing postural symmetry pre-intervention and one-month post camp. In quiet standing, significant differences (p< 0.05) were found when pre-intervention was compared to one-month post-intervention. One month post-intervention, the intervention group showed no significant difference from the comparison group. Children with hCP demonstrate improvement in postural symmetry in sitting and standing following participation in a CATCH camp. Following the intervention, children with hCP continued to improve postural symmetry and approach age-matched peers.

Role of asthma camp in improving the overall health of children with asthma

This study sought to evaluate the benefit of asthma camp for patients who attended Baylor Scott & White McLane Children’s Medical Center’s Camp Wheeze Away in July 2016. Data were collected on children aged 8 to 15 years who were diagnosed with asthma and attended asthma camp. Information on body mass index, hospital admissions, and emergency department visits was collected 1 year before and 1 year after camp. Asthma control tests, exhaled nitric oxide tests, and pulmonary function tests were administered at the beginning and end of camp. A total of 34 children with asthma (mean age 11 [±2] years) were included in this study. Postcamp asthma-related hospitalizations and emergency department visits decreased. Mean asthma control scores improved from 20.4 (±3.2) before camp to 23.4 (±2.8) after camp (P < 0.0001). Forced expiratory volume during the first breath and forced expiratory flow at 25% to 75% of the pulmonary volume improved during the weeklong camp (P = 0.04 and 0.0007, respectively). Forced expiratory volume during the first breath further improved 6 to 12 months after camp compared to values before camp (P = 0.047). Exhaled nitric oxide levels improved from the first to last day of camp by decreasing an average of 39% (P = 0.0009). This study showed the positive effect that a short-term educational intervention in a camp setting had on asthma control scores and asthma knowledge.

An evaluation of the impact of a burn camp on children and young people's concerns about social situations, satisfaction with appearance and behaviour.

Introduction: This evaluation aimed to assess the impact of a burn camp on children and young people’s concerns about social situations, satisfaction with appearance and behaviour.Methods:Young people completed the Perceived Stigmatisation Questionnaire (PSQ), Social Comfort Questionnaire (SCQ) and Satisfaction with Appearance Scale (SWAP) one month before camp (n=23), on the last day of camp (n=21) and at a three-month follow-up (n=13). Parents completed the Strengths and Difficulties Questionnaire (SDQ) one month before camp (n = 22) and at follow-up (n=12). Parents and young people also completed open-ended questions before camp and at the follow-up.Results:Results in this evaluation were mixed. While parents’ reported scores on the SDQ were poorer after camp, young people’s reported outcomes on all three measures improved at the end of camp. PSQ and SWAP scores were maintained and improved, respectively, at the follow-up. Qualitative responses were generally consistent with these scores. Significant improvements were found between the scores before camp and at the three-month follow-up for both the SWAP and PSQ. These results indicate that the burn camp may help to improve young people’s satisfaction with their appearance and concerns about social situations. However, there was no comparison group and there was a significant loss of participants at follow-up.Conclusion:Burn camps may therefore offer a range of psychosocial benefits to young people with burn injuries. This was the first evaluation to demonstrate a positive impact of a burn camp on satisfaction with appearance and concerns about social situations using outcome measures validated with the burns population.

Barriers and Facilitators for Generalizing Cycling Skills Learned at Camp to Home.

Many children with disabling conditions do not acquire the skills to successfully ride a 2-wheeled bicycle. The aim was to describe cycling patterns before and after an innovative learn-to-ride bike camp and factors that facilitate or hinder the generalization of skills developed at camp to home. Parents and children participated in semistructured interviews 3-4 mo postcamp. Transcripts were examined deductively for participation and contextual influences using a template of codes approach. None of the children were successfully riding a 2-wheeled bicycle before camp. Two patterns of participation were evident from narrative descriptions of postcamp riding: "riders" and "not there yet." Major facilitating factors were the camp itself, the interaction between the camp and the health service, and continued parent involvement. The program transferred well to home for children who were riding independently on the last day of camp. Ongoing support is needed for children "not there yet."

Stavovi studenata Fakulteta sporta i fizičkog vaspitanja iz Beograda o uticaju alpinističkih aktivnosti na socijalizaciju grupe i na budući rad u struci

In frame of subject Outdoor activities, as mandatory practical teaching, students of sport and physical education from Belgrade have ten days summer camp. From twelve different practical contents 43% represent base for implementation of alpinism activities. Alpinism activities and its base means: camping, hiking, navigation, mountaineering and alpinism. Socialization is process, in which members of society became capable for life in social community. The main goal of socialization is adoption of characteristically behavior with the ability to adapt to new environmental with personality preservation. Professors of PE through their subject need to adapt their expertise to opportunities of their pupils and direct then to the essence of sport and PE. Beside transfer of knowledge and skill, professors have a task to follow and evaluate development of pupil, to cooperate with colleagues and pupil parents, to organize workshops, excursions, competitions… Research was implemented during last day of camp, with five grade rating scale. Results shows high awareness of student population regarding alpinism activities in relationship with nature and frustrations that nature gives to us. This is one more confirmation that shows importance of existing this educational contents. Its necessary to elaborate program activities with more details and diversity in order to have offer of better quality, and realization in higher percent of these activities.

Insulin dose changes in children attending a residential diabetes camp

To examine the effects of insulin dose adjustments on rates of hypoglycaemia for school-aged children with Type 1 diabetes attending camp. Camp records for 256 children aged 7-15 years (55% on continuous subcutaneous insulin infusion) attending a week-long residential summer camp were analysed. In anticipation of increased physical activity, basal insulin was decreased for all children on continuous subcutaneous insulin infusion and injection therapy by 10% upon arrival at camp. During the first day, children on continuous subcutaneous insulin infusion received 11.1±6.3% less basal insulin than home doses, whereas children on injections decreased intermediate/long-acting insulin by 8.2±12.8%. Despite these decreases, 60% had at least one blood sugar level <70 mg/dl (3.9 mmol/l) during the first day. Children on continuous subcutaneous insulin infusion were more likely to have hypoglycaemia during the first day than those on injections. The number of episodes of hypoglycaemia increased with increasing camper age. Overall, children did not have further significant reductions in their total daily insulin dose by the last day of camp. However, on the last day, children had fewer episodes of hypoglycaemia than during the first day (0.7±0.9 vs. 1.1±1.2, P<0.001) and 51% had no low blood sugar levels that day. An empiric 10% reduction in basal insulin appears reasonable, as nearly equal numbers of children required dose increases as dose decreases as camp progressed. However, hypoglycaemia was still common in all age groups. Prospective studies characterizing individual variables are needed in order to facilitate tailored insulin dose adjustments that minimize glycaemic variability while optimizing control in the diabetes camp setting.

A problem-solving intervention for children with persistent asthma: A pilot of a randomized trial at a pediatric summer camp

Background: Pediatric summer camps are emerging as a means to increase social support and improve children's attitudes about their chronic illness. Because of the high rate of camp attendance, it may be feasible to implement interventions within that setting; however, it has yet to be determined what components of camp are beneficial. Objective: The objective of this pilot study was to determine the efficacy of a problem-solving intervention targeting disease management in improving psychosocial functioning of children with persistent asthma, over and above the benefits of participation in a pediatric summer camp. Methods: Fifty campers were randomly assigned to receive camp plus a nightly problem-solving intervention activity or camp as usual. Changes in self-reported asthma knowledge and problem-solving skills and self- and parent-reported child self- and social competence health-related quality of life were assessed thrice: before camp, on the last day of camp, and 3-months post-camp. Results: There were no significant differences between the problem-solving intervention group and the camp as usual group in change across psychosocial variables from before camp to last day of camp or before camp to 3-months post-camp. Increases in asthma knowledge and problem-solving were found 3-months post-camp when groups were combined. Conclusions: Although support was found for improvements in disease knowledge and problem-solving skills after camp participation, there were no identified benefits to the problem-solving intervention. Children with asthma who participated in camp were functioning at a high level in terms of knowledge, problem-solving, and social and self-competence, suggesting that interventions may be more effective if targeted to patients with identified problems with disease management.

Safety and efficacy of blood glucose management practices at a diabetes camp

Camps are an important part of diabetic management in children yet data on the safety and efficacy of camps are limited. We assessed the safety and efficacy of blood glucose management guidelines at summer camps for diabetic children. Consistent management guidelines were implemented during 10 consecutive diabetes camps held in the same facility between 1998 and 2002. Using the entire sample of campers aged 9-13 years, we analysed insulin dosage alterations, the frequency of hypoglycaemia (<4 mmol/L), hyperglycaemia (>15 mmol/L) and ketosis and evaluated our overnight management guidelines. The effects of sex, year, age, insulin regimen and duration of diagnosis on hypoglycaemia frequency were determined. Mean insulin doses decreased 19.2% (95% confidence interval 16.9-21.6%) by the last day of camp (day 6) relative to the day prior to camp. Mean blood glucose levels were 11.4 mmol/L before breakfast and the main evening meal, 11.3 mmol/L before bed, 10.8 mmol/L at midnight and 9.4 mmol/L at 3 am. Of the 10 839 readings analysed, 984 (9.1%) were below 4 mmol/L (0.5 per camper/day) with no clinical grade 3 (seizure or coma) hypoglycaemia. Hypoglycaemia frequency was independent of sex, year, age, insulin regimen and duration of diagnosis (all P > 0.05). There were 2570 (23.7%) readings above 15 mmol/L (1.4 per camper/day) but only 42 (0.4%) were associated with significant ketosis. Children at diabetes camps experience considerable blood glucose variability; however, the careful application of monitoring and management guidelines can avoid serious adverse events.

Oncology Summer Camp: Benefits of Social Comparison

In this study, we examined social comparison, perceived self-competence, and social isolation among 34 adolescents with cancer who attended an oncology summer camp. Participants completed questionnaires on the first and last day of camp. The results indicate that adolescents felt more similar to camp peers than home peers and that these peer comparisons were related to social acceptance, physical appearance, global self-worth, and loneliness. The results of this study demonstrate that disease-specific summer camps provide adolescents with a community of similar peers who are an appropriate comparison group for self-evaluation. In turn, these social comparisons are related to improved psychosocial outcomes. The benefit of social comparison at an oncology camp should not be overlooked by researchers and health care professionals who plan, staff, and refer children to these programs.

Impact of a Camp Experience on Phenylalanine Levels, Knowledge, Attitudes, and Health Beliefs Relevant to Nutrition Management of Phenylketonuria in Adolescent Girls

Objective To evaluate the effectiveness of an education intervention in a summer camp setting on knowledge, attitudes, and health beliefs regarding metabolic control of phenylketonuria and dietary compliance. Design An observational study of a weeklong metabolic camp for adolescent girls with phenylketonuria (PKU) who were followed up over the course of 1 year. Observations also were made in 3 subsequent years of camp. Intervention The camp experience consisted of diet and disease education, sessions on reproductive development, and recreation. Group discussions on attitudes and perceptions about PKU related to dietary compliance were held with nutritionists and a pediatric psychologist. Outcome measures Biochemical and psychological data were collected on the first and last days of the camp to assess short-term effects of the intervention, then at quarterly intervals during the year to determine the long-term impact of the camp. Precamp and Postcamp plasma amino acid data for the subsequent 3 years were also collected. Subjects/setting Analyses were based on 13 adolescent girls with PKU in the first year of a camp at Emory University in Atlanta, Ga, and compared with data from 11 additional campers enrolled the second year, 8 in the third year, and 7 in the fourth year. Mean age±standard deviation of first-year campers was 13±2 years, mean IQ±standard deviation was 98±16, and 9 of 13 girls had menstruated. Statistical analyses performed Short-term effects of the intervention were computed by comparing mean levels of response from the baseline period to those from the last day of camp using t tests for dependent samples. Repeated-measures analysis of variance was used to assess the long-term effects of the camp experience over the course of a year at regular quarterly intervals. Results Short-term effects of the education intervention were significant reductions in dietary phenylalanine intake, plasma phenylalanine levels, and perceived isolation. However, these effects progressively returned to baseline levels over the course of a year. The significant short- and long-term effects of increased knowledge of diet and disease persisted throughout the study period. Applications/conclusions Short-term effects of the education intervention resulted in improved metabolic control associated with improved attitudes, increased knowledge of diet and disease, increased perceived support, and decreased barriers to dietary compliance in a camp setting. J Am Diet Assoc. 2000;100:797-803.

Lessons from an evaluation of the effectiveness of an asthma day camp.

To evaluate the effectiveness of applied teaching methodologies in a camp setting on asthma self-management skills in school-age children. This was a descriptive pilot study using a one-group pretest-posttest design. Thirty-four subjects, ages 6 to 12 years, representing a typical clinical population of children with asthma. Children's asthma knowledge, symptoms, behavior, and mastery, as well as peak-flow technique, were measured 2 to 3 weeks before camp and then again on the last day of camp. Baseline measures of parents' asthma knowledge and family stress related to asthma were obtained. Outcomes specific to asthma management, such as missed school days, emergency room visits, and hospitalizations, were evaluated by parent report the year before and after the intervention. Significant improvement in peak-flow technique and a reported reduction in emergency room visits and missed school days after camp were found. In this pilot study, the use of an applied teaching format for school-age children in an asthma day camp resulted in some learning. More rigorous design and instrumentation are important for better evaluation of programs such as this. Nurses working with these populations should plan structured evaluations of the programs so they can best meet the children's needs.

Social factors and the meaning of food in adherence to medical diets: results of a maternal phenylketonuria summer camp.

A Maternal PKU camp provided education and social support for 25 young women with phenylketonuria (PKU). Questionnaires were administered and blood samples were collected on the first and last days of camp to evaluate the psychological and medical impact of the programme. Long-term outcome was assessed through telephone interviews 7-14 months later. Knowledge of maternal PKU and the maternal PKU diet increased significantly. There was a significant increase in campers' ratings of the degree to which others supported the use of birth control to prevent late-treated pregnancies, although campers' comfort with contraception did not change. Mean blood phenylalanine concentrations were significantly reduced by 37% during camp and by 20% at follow-up. Ninety-six per cent of campers remained in contact with other campers after the summer. At follow-up, one pregnancy was reported, in which metabolic control was achieved prior to conception. Overall, attitudes about treatment and perceptions about ability to cope with PKU did not change to a significant degree. It is suggested that camps may be most successful in changing both behaviour and attitudes if they actively involve the campers in food preparation, address the psychological meaning of food in our culture, and provide social support.

Pulmonary Function, Nutrition, and Self-concept in Cystic Fibrosis Summer Campers

Children with cystic fibrosis (CF) often attend special summer camps. We postulated that beyond the simple fun of camp, attendance at camp might improve the clinical status and self-image of the campers. We therefore studied lung function, nutrition, and self-image in 45 children between the ages 6 and 12 years after a two-week CF summer camp. Although there was a 10 percent fall in respiratory rate during camp, spirometry did not change significantly. There were, however, significant gains in weight, skin fold thickness, and midarm circumference after two weeks at camp, and these increases were positively correlated with the number of pancreatic enzymes taken daily by the child. The Primary Self-Concept Inventory test was completed by each camper on the first and last days of camp. Although there was a trend toward increasing self-concept during camp, this did not reach statistical significance. Two weeks' attendance at summer camp appears to be associated with improved nutrition in children with CF. This may be due to increased emphasis on weight gain and appropriate use of pancreatic enzymes or to other factors, like avoidance of tobacco smoke exposure, that are unique to the summer camp setting.