Facilitators and Barriers to Leadership Development at a Canadian Residential Summer Camp
Bibliographic record
Abstract
An extensive body of literature has demonstrated how residential summer camps, when appropriately structured, can expose young participants to experiences that are conducive to their global development (Bialeschki, Henderson, & James, 2007; Garst, Browne, & Bialeschki, 2011; Thurber, Scanlin, Scheuler, & Henderson, 2007). However, much less is known about how the development of camp staff members, those who oversee camp activities, is influenced by their camp participation (Duerden et al., 2014). This is an especially important area of inquiry given that in most cases, camp staff members are adolescents and emerging adults still in an ongoing process of development. Some studies have shown how there are positive developmental outcomes associated with working as a staff member at camp, with a primary outcome being the development of leadership (Brandt & Arnold, 2006; Garst & Johnson, 2005). However, to date, no studies have specifically examined staff members’ perspectives on their camp participation and leadership development. The purpose of this study was to examine the facilitators and barriers perceived to influence leadership development at a Canadian residential summer camp. The current study took place at a nonprofit residential summer camp in the province of Ontario, Canada. Interviews were conducted with 12 individuals (seven females, five males) who were in different leadership positions at camp, and the interviews were analyzed using an inductive thematic analysis (Braun & Clarke, 2006). The findings revealed how the majority of participants believed being placed in positions of authority at camp exposed them to learning situations that facilitated the acquisition of the knowledge and skills needed to become effective leaders. More specifically, some participants described how learning communication skills, developing confidence, and shadowing more experienced counselors facilitated leadership development. However, many participants also faced situations that hindered their ability to develop leadership skills as they experienced internal conflicts and discussed the lack of constructive feedback they received. Taken together, the findings of this study demonstrate how residential summer camps can offer staff members a wide range of experiences that can both facilitate and hinder their leadership development. The current findings have important practical implications, highlighting how administrators can deliberately structure their camps to promote the development of staff members’ leadership skills.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".