Explore Youth 5 Day Program

EXPLORE YOUTH
Five-Day Program Plan
Explore Youth
Robby Kaelin, Janie Matheson, and Kayla Robinson
PRT 3320
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Table of Contents
Organization Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Tagline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Group Member Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Program Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Time Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Program Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Work Ethic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Teamwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Event Youth Registration Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Explore Youth Survey Parent/Guardian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Explore Youth Survey Youth Participant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Program Theory and Leadership Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Age Appropriate Designs and Inclusion Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
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Leadership in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
5-Day program Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Monday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Tuesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Wednesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Thursday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
The Difference of Explore Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Our Marketing Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Best Marketing Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
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Organization Name
Explore Youth
Tagline
Leadership, team building and fun!
Group Member Names
Robby Kaelin, Janie Matheson, and Kayla Robinson
Program Description
Explore Youth offers a five day summer camp for youth ages twelve to seventeen that is bursting
with outdoor activities to promote honorable habits while also increasing confidence among
youth in a friendly environment. Please see Figure 3, Figure 4, Figure 5, and Figure 6.
Location
Explore Youth is held in Kamas which is in the Summit County, Utah, United States.
Time Frame
Explore Youth is hosted in the last week in of June every year, Monday through Friday.
Campers can be dropped off by their parents or an appointed guardian Monday morning from 9
to 10:30. Camp ends Friday evening at 6 and campers are expected to be packed up and picked
up by parents or an appointed guardian by 7:30pm. Please see Figure 1 and Figure 2.
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Program Philosophy
Our outdoor program is centered on helping youth develop good values in a positive outdoor
setting while having the opportunity to build lasting friendships to help them throughout life.
Mission
Explore Youth strives to facilitate outdoor activities and team building experiences for youth
ages twelve to seventeen by exposing them to a variety of situations where they can develop
problem solving skills, make friends, and learn to implement skills that will influence them for
good in the future.
Vision
Empower youth to become their best selves and mold their lives around healthy lifestyle choices.
Values
WITH Explore Youth, we can become exceptional!
Work Ethic: Developing a good, hard work ethic is essential in becoming successful in anything
one chooses to do in their life. ...If you work hard enough and assert yourself, and use your
mind and imagination, you can shape the world to your desires. (151)
- Malcolm Gladwell, Outliers: The Story of Success
Integrity: Honorable and strong moral principles help build leadership skills and gain important
abilities that can be used throughout ones life. It is our choices that show what we truly are far
more than our abilities - J.K. Rowling: Harry Potter.
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Teamwork: It is essential to develop interpersonal skills and learn to work well with others. Life
is full of personal interaction so in order to achieve anything other than mediocrity in life,
teamwork is essential. "Alone we can do so little, together we can do so much." - Helen Keller
Honesty: Without the ability to be truthful, gaining trust and being confident is impossible. This
life skill is essential to developing into people who are confident and can both trust and be
trusted at home, in school, at work and in all endeavors in life. Confidence...thrives on honesty,
on honor, on the sacredness of obligations, on faithful protection and on unselfish performance.
Without them it cannot live. - Franklin D. Roosevelt
Traditions
Patches earned through various activities that can be collected, worn, and shown off.
Staff will have lanyards that they will wear all week. Campers will hope to one day be
able to wear them as well.
Camp shirt signing on the last day of camp with sharpies.
All campers and staff touch the Lucky Rock for a good day.
Awards are given on the last day of camp for the winners of different activities
throughout the week. The different camp teams will be competing throughout the week
and have the chance to win prizes.
On the last day of camp, each group will present a three to five minute skit demonstrating
something they learned during the week or something that happened during the week.
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Illustrations
Figure 1
Figure 2
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Figure 3
Figure 4
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Figure 5
Figure 6
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Needs Assessment
Explore Youth aims to identify and assess the needs of youth ages twelve to seventeen
from all types of backgrounds, and create a plan to address those needs. We want to provide
activities such as service projects, leadership opportunities, and trust exercises, which will help
them with the challenges they are facing and help them have a great overall experience. The best
way to do that is to identify their needs and create plans which cater to those needs. As the youth
in our program will be from a wide variety of backgrounds including low income, affluent, at
risk, etc., it is important to gather a great deal of information from each youth participant in order
to create a program that will not only fit, but benefit each individual who will attend our camp.
Teenagers have multiple needs, and the ones we assume are the most important to meet in our
camp are:
1. Emotional needs: Youth, ages twelve to seventeen, are in a time of life where they are
figuring out who they are. Things such as creating friendships, fitting in, finding a
purpose in life, and feeling like they are needed and can make a difference are important
in the development of these age youth. Our aim is to create a program which helps those
attending our camp increase their confidence and abilities in these areas.
2. Physical needs: Without addressing the physical needs of those attending our camp,
we will not be able to address their other needs such as their emotional needs of which
were previously stated. Sustenance such as food and water, and other necessities such as
shelter and hygienic needs are vital to address in order for our program to be successful.
Through observation and inquiry, we will identify the needs of these youth and develop
and plan activities and exercises that will be catered to their needs. We will also talk to parents
and other leaders to determine the needs of the youth to create a program beneficial to them,
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filled with activities to help aid the youth in our program in the areas they need help. During and
after those activities and exercises we will observe the participants to assess how their needs are
being met and if changes need to be made in future programs.
Knowing this information relates to our mission statement as the main three points of our
mission statement are for the youth in attendance to develop problem solving skills, make
friends, and learn to implement skills that will influence them for good in the future. Without
knowing their needs, we would not be able to develop activities that would allow them to grow
in the areas they need. Our programs and activities will be based off of helping meet the needs of
the youth attending our program and therefore, knowing this information will allow us to ensure
that each activity and moment the youth in our program spend at our camp will help them,
according to their needs.
A registration form will be available online for parents to fill out to register their
son/daughter for Explore Youth. Once the registration form is completed, the parent/guardian
will receive a confirmation message along with two surveys, one for the parent/guardian to fill
out, and the other for the youth participant to fill out, including questions to help us get to know
their son/daughter better so that we can mold our activities and program to the needs of those
who will be attending our camp. The link to all three registration forms and the follow-up
surveys are below.
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https://docs.google.com/forms/d/
e/1FAIpQLSdzlMpkVAcaZhYpa4n3gQWIi7Q80mNviaV6tDVdVi42dAUNVg/viewform
ExploreYouth2016RegistrationForm
CampDates:June27thJuly1st,2016
EventAddress:936West200South,Kamas,UT84036
Contactusat801EXPLORE(8013975672)orexploreyouth@gmail.com
* Required
Pleasefilloutthebelowinformationtoregisteryourson/daughterforExploreYouth2016.Therearethree
sections:1.InformationaboutYouthParticipant.
2.InsuranceInformation
3.EmergencyContactInformation.
Allsectionsneedtobecompletedinordertoregisteryourson/daughterforExploreYouth2016.One
registrationformisrequiredperparticipant(i.e.ifyouhavetwochildrenwhowillbeattending,youwill
needtofillouttworegistrationforms).
1. NameofYouthParticipant*
2. Email*
3. PhoneNumber*
4. Age*
5. Gender*
Markonlyoneoval.
Male
Female
Other:
6. DietaryRestrictions*
Markonlyoneoval.
None
Vegetarian
Vegan
Kosher
Glutenfree
Other:
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7. AllergiesandMedications*
8. PlannedMethodofPayment(Cost:$?)*
Markonlyoneoval.
CreditCard
PayPal
DirectTransferfromBankAccount
CashorCheck(Mailin)
InsuranceInformation
9. InsurancePolicyCompany
10. InsurancePolicyHolder'sName
11. InsurancePolicyNumber
EmergencyContactInformation
12. Name*
13. RelationtoYouthParticipant*
14. Phone*
15. Email*
Youhavereachedtheendoftheregistrationprocess.Youwillreceiveaconfirmationmessage
immediatelyuponyoursubmittingthisform.Thisconfirmationmessagewillcontainlinkstotwosurveys,
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oneforyoutofilloutandoneforyourson/daughtertofillout,forustogettoknowyourchildbetterand
createactivitiesthatwillbesthelpthemduringourcamp.Youwillthenreceiveanemailthatwillinclude
theinstructionsforpaymentwhichneedstobecompletedwithinoneweekoffillingoutthisformorelse
yourregistrationwillbevoid.Ifyouhaveanyquestions,pleasecontactusat801EXPLOREor
exploreyouth@gmail.com.Welookforwardtohearingbackfromyou!
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EXPLORE YOUTH
e/1FAIpQLSdgzwNQXN3hV6Kb2ZRvMzCozTYJoaJ0SFawJ8Re0exR1ChRyA/viewform
ExploreYouthSurveyParent/Guardian
Thankyouforregisteringyourson/daughterforExploreYouth.Welookforwardtohelpingyour
son/daughterdevelopproblemsolvingskills,makefriends,andlearntoimplementskillsthatwill
influencethemforgoodinthefuture.Wewouldappreciateyourinputsothatwecandoourbestto
facilitatetotheneedsofthosewhowillbeattendingourcamp.Pleasefilloutthissurveyalongwithany
feedback,questions,orcommentsyoumayhaveandpress"send"atthebottomofthepagesowecan
receiveyoursurvey.Ifyouhavemorethanonechildattendingthecamp,pleasefilloutonesurveyper
childsothatwecanfacilitateeachactivitytoeachchildsneeds.Thankyou!
* Required
2. Email*
3. Pleaselisttheallergiesand/ormedicationsweneedtobeawareofforyourson/daughter?
4. Pleaselistanyphysicaloremotionaldisabilitiesyourson/daughterhas
5. Whatarethegreatestchallengesfacingyourson/daughter?(emotionalchallenges,making
friends,trustingothers,etc.)
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YOUTH
6. Howcanwebesthelpyourson/daughterwiththeemotionalchallengeshe/sheisfacedwith?

7. Whatarethemostimportantthingsyouhopeyourson/daughtergetsoutofthiscamp?
8. Whatskillswouldyoulikeyourson/daughtertolearnfromthiscamp?
9. Inwhichwaysareyouhopingyourson/daughtergrowsmostfromthiscamp?(i.e.leadership,
confidence,friendships,etc.)
10. Pleaseletusknowityouhaveanyothercomments
Thankyouforansweringtheabovequestions!Ourgoalistomakethiscampanunforgettableexperience
foryourson/daughter,filledwithactivitiesandexperiencesthatwillhelphim/herhavefun,makefriends,
andbecomeabetterperson.Yourcommentswillhelpuscreateactivitiesthatwillallowustoaccomplish
thesegoals.ThankyouforyourinterestinExploreYouthandwelookforwardtoseeingyourson/daughter
EXPLORE YOUTH
onJune27th!
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EXPLORE YOUTH
e/1FAIpQLScEDDw3Yl_JErUWf6D-2jpRPTDvH3XihdQorWBCsiY2aV-i_Q/viewform
ExploreYouthSurveyYouthParticipant
ThankyouforregisteringforExploreYouth.Welookforwardtohelpingyoudevelopproblemsolving
skills,makefriends,andlearntoimplementskillsthatwillinfluenceyouforgoodinthefuture.Wewould
appreciateyourinputsothatwecandoourbesttofacilitatetotheneedsofthosewhowillbeattending
ourcamp.Pleasefilloutthissurveyalongwithanyfeedback,questions,orcommentsyoumayhaveand
press"send"atthebottomofthepagesowecanreceiveyoursurvey.Thankyou!
* Required
2. Email*
3. Pleaselisttheallergiesand/ormedicationsweneedtobeawareofforyou
4. Pleaselistanyphysicaloremotionaldisabilitiesyouhave
5. Whatareyourstrengths?
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6. Whatareyourweaknesses/inwhatwaysdoyoufeelyoucouldimprove?
7. Whatarethegreatestchallengesfacingyou?
(emotionalchallenges,makingfriends,trusting
others,etc.)
8. Howcanwebesthelpyouwiththeemotionalchallengesyouarefacedwith?
9. Whattypeofskillsdoyouhopetolearnfromthiscamp?
10. Inwhatwaysdoyouhopetogrowfromthiscamp?(leadership,confidence,friendships,etc.)
11. Wouldyoubeinterestedinleadingotheryouthduringactivities,discussiongroups,or
projects?
Markonlyoneoval.
Yes
No
Other:
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12. Whattypeofactivitiesdoyouenjoyparticipatingin?
13. Whattypeofactivitiesareyouhopingtoparticipateinatthiscamp?
14. Pleaseletusknowifyouhaveanyothercomments
Thankyouforansweringtheabovequestions!Ourgoalistomakethiscampanunforgettableexperience
foryou,filledwithactivitiesandexperiencesthatwillhelpyouhavefun,makefriends,andbecomea
betterperson.Yourcommentswillhelpuscreateactivitiesthatwillallowustoaccomplishthesegoals.
ThankyouforyourinterestinExploreYouthandwelookforwardtoseeingyouonJune27th!
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EXPLORE YOUTH
Program Theory and Leadership Style
The benefits-driven model is a theory that involves having a strong movement which
identifies and documents park, recreation and leisure services gained through benefits from
engaging in various leisure programs. To complete the benefits-driven model, the programmer
must first identify the possible benefits that can be gained from participation in parks, recreation
and leisure services experiences in the community. Next, the programmers identify these
benefits as outcomes and then seek to achieve those outcomes through some form of
programming. Parks, recreation and leisure service outcomes are typically identified as being
found in the physical, emotional, and cognitive domains for individuals.
The benefits of Explore Youth, our five day program, includes increased emotional
stability in youth, more youth exposed to the outdoors, an increase in social and personal skills,
and the ability to be accepting of others. The parents also benefit because their teenagers are
learning in a new environment and the parents are able to have a break to make sure they are
meeting their own personal needs. Another benefit from Explore Youth is, as more youth learn
how to be leaders, they can use these skills in their own community.
While keeping in mind the benefit-driven model theory, we decided on a leadership style
for Explore Youth. To choose an appropriate leadership style for this youth group, we need to
decide if we are going to be autocratic, consultive, or lassiz-faire leaders. A democratic
leadership fit best with our program and a democratic leadership means we like to listen to the
opinions of our campers and group input is important to us. While being a democratic leader, we
also want to establish a servant leadership style. Please see figure 7. To be a servant leader,
there are three values that must be lived by. First, service to others is a priority. Having a
genuine interest and orientation to other people will help with this. Second, having humility and
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putting aside pride long enough to listen to someone even if that person is wrong will make a
person a good servant leader. Third and last is having integrity while establishing a relationship
with participants based on truthfulness, honor, and responsibility. Servant leadership and
transformational leadership are very similar but their one main difference is the focus of the
leader. Servant leaders focus to serve their followers while transformational leaders focus on
helping followers to achieve the group goals. While there may be some instances that
transformational leadership might be wise at Explore Youth, there is going to be a greater focus
on servant leadership. Please see Figure 8.
At Explore Youth, the camp counselors and leaders will be hired by their want to serve
first and also having a conscious choice to lead. They will view their role as a trustee or steward
to the lives and potentials of others. Our servant leaders will inspire hope and encourage the best
in others while placing the campers needs about their own. Servant leadership is appropriate for
our population and programming theory because it helps our campers become the best person
they can be. The outcome of the benefit-driven model focuses on physical, emotional, and
cognitive domains for every camper. While serving, our leaders are focused on making sure the
people they serve are becoming healthier, cleverer, freer, and more likely to also become servant
leaders. Please see Figure 9. Together, the benefit-driven theory and servant leadership style
can make the campers feel significant and more confident.
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Figure 7
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Figure 8
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Figure 9
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Age Appropriate Designs and Inclusion Plan
The physical, cognitive, social-emotional, and moral characteristics of Explore Youth age
groups are as follows. For physical characteristics, most girls have started puberty or already
reached puberty while developing secondary sex characteristics. This is very different from the
boys of the same age group. Some boys have reached puberty, but many are only beginning this
process. While fine-motor and gross-motor skills are developed, coordination can sometimes be
a problem for adolescences as they get used to longer limbs and changes in their center of gravity
(Jordan, 2005).
Cognitive development in teenage adolescents is improving as they are able to deal with
abstract ideas and understand that others might think differently than they do. This also leads to
testing hypotheses and having early identity crisis. Teenagers are trying to figure out who they
are without their parents and are more concerned about what their friends think. This is why
servant leadership can be helpful for camp (Jordan, 2005). The servant leaders will understand
this cognitive development and realize that appointing another youth to take charge may be the
best thing for the group.
The socio-emotional development deals with the cognitive development as the support of
peers is more important than being an individual. Teenagers are more likely to be influences by
another group at this stage than any other stage. While they are turning to their friends for
support and love, they grow farther apart from their family (Jordan, 2005). The moral
developments of teenagers can be weak as they are trying to decide who they are. Do they care
more about what others think or do they stay true to what they believe in? Servant leaders need
to keep an eye on their groups to make sure there is not negative peer pressure in the camp.
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Servant leadership is an appropriate style for the age group attending Explore Youth.
Teenagers ages twelve and older are exploring their boundaries and ability to achieve things
themselves. Servant leadership is centered on helping others attain their goals. While serving
others, the leaders job is not to do everything for others but to make sure they are on the correct
path and to make sure they have the right tools.
For Explore Youths inclusion plan, the physical accommodations will be dealt with as
campers make an Accommodations Request. Then, staff will contact the camper before they
come to Explore Youth to obtain more details about the request and how we can help them have
a fulfilling experience at Explore Youth. Explore Youth staff might be able to modify activities
as needed is adding extra signage, modifying activities meet the needs of everyone, adding ramps
to buildings, additional training for staff members, and employing people who are fluent in sign
language.
Staff at Explore Youth will provide psychological inclusion by receiving training before
camp starts about how to determine the needs of the campers. They will also learn about
different values, beliefs, and preferences that they may encounter. This is so the staff can
promote inclusion and equality throughout camp, giving everyone the same chances to have fun
and learn.
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Leadership in Action
Style and Group Cohesion
Because we are a Democratic and Servant Leadership based youth group; we are devoted
to truly helping our campers by listening to their ideas and putting aside our own needs to
accommodate theirs. This type of leadership helps us to create a place where we can meet the
needs of all the youth involved. With our strong ability to communicate and listen to the youth
participants, we can also create an environment where there are shared goals and common
interests. Through these methods we create a cohesive place for youth to come and enjoy
themselves while learning new skills and characteristics.
The leaders of our program will also be highly trained. We will have both adult leaders
and youth leaders. There will be two adults in charge of each group, consisting of about 10
people, along with a youth leader from within that group. They will be in charge of creating a fun
environment, with a group name, and chant to get energy and unity going within the group that
goes along with the theme of that week.
Once this is established the group will develop into their own self-motivating unit.
Through implementing excitement for the theme for the week and accomplishing group goals a
productive atmosphere will follow because the youth will be more involved.
Problem Solving
To be able to handle difficult group situations, we first will need to find people that have
problem-solving skills. This will happen through the interview process. We will have an
interactive and role-play section of our interviews where those interested in the job will be
thrown into hypothetical situations that might happen at camp and they will need to react
according to the situation.
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We will specifically look for people who have integrity, an ability to suspend judgment,
deal with difficult emotions, can develop trust easily, are emotionally balanced, will be assertive
if necessary, and are creative, empathetic and consistent. After the initial interview process, there
will be several trainings on how to handle situations that go wrong or problems that arise. There
will be medical training, outdoor training, group environment training, etc.
The leaders will specifically be trained on how to go through the seven-phase model of
managing difficulties included described in Figure 10. Leaders will work through scenarios
using this model leading up to camp in our training sessions and will then have the ability to
handle and manage tough situations that arise. During these training sessions we will also focus
on the best approaches to use when handling conflict, specifically the collaboration approach
where both parties are involved and work toward a solution for the action together. Leaders will
know preventative management, moral education and behavior modification techniques to help
or avoid any behavioral problems.
Figure 10
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7
Define the Identify Analyze Facilitate Select from Generate Evaluate

objectives the and creative among strategies and the process
for the problem interpret solutions alternatives implement and
solution the data decisions outcome
Motivation
With both adult and youth leaders, each group will have every opportunity available to
them to feel unified and has group cohesion. This will help with getting the group excited to
participate. Group leaders will be responsible to create a group name and song/chant to help
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EXPLORE YOUTH
unify everyone as well. With both these efforts, the group leaders will be able to promote a
friendly environment of fun and thus motivate youth will be intrinsically motivated.
The youth leader will also help with motivation and productivity in giving the adults
input on how to make activities better to get all members more involved. Along with that
responsibility the youth leader will help to get the other group members excited for the upcoming
activities.
And because our camp is all about helping youth develop into their best selves a big way
to motivate our campers will be through both the self-concept internal motivation and goal
internalization motivation styles. Self-concept internal motivation consists of people being
motivated to maintain personal standards that help them achieve and maintain a personal
identity. Goal internalization motivation is achieved when people are motivated to adopt
behaviors that are congruent with their personal values system. These styles go hand in hand
with our mission and vision.
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Goals and Objectives
1. Provide a safe place for youth to gather with others who have similar beliefs and standards.
(Program Goal)
Objectives:
Plan and carry out a five-day program where youth can come to meet other youth with
similar likes, interests and goals.
Create activities where all the youth can come together and figure out who they are and
how they can achieve their personal goals.
Divide the youth into groups where they can learn more about and make friends with the
other kids in that 5-day span.
2. Help youth grow spiritually, physically and socially to become upstanding people.
(Participant/Performance Goal)
Objectives:
Have a theme for each day of the five-day camp, focused on either spiritual, physical or
social behavior or all three. For example one theme might be superheroes where the
youth will participate in activities either learning about the character or doing physical
activities to teach the youth about different life lessons encompassing spiritual, physical
and social behavior.
Have time every day for youth to process the experiences they are having by either
writing in their journal or having group discussions.
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EXPLORE YOUTH
3. Help youth build positive relationships with one another. (Participant Goal)
Objectives:
There will be team-building activities every day that will help the youth learn how to
trust and help each other.
Have a big camp dance at the end of the week where youth can have fun in a positive
environment and continue to build and develop the relationships they have made
throughout the week.
4. Provide opportunities for youth to make a difference in the community through service
projects and community activities. (Program Goal)
Objectives:
One day during the week we will have a service project where all the youth will be able
to help. These projects might include cleaning up campgrounds, painting, mending
fences, etc. It might also be a worldwide service project putting together hygiene kits for
youth in 3rd world countries.
Explore Youth will establish a little secrets initiative. The objective will be to encourage
the youth to perform small acts of kindness every day to their fellow group members and
try to keep it a secret. This will encourage doing service for the pure intent to help
someone else.
These goals are related to our mission in so many ways. Our mission is to help youth by
exposing them to a variety of situations and experiences where they can develop problem solving
skills, make friends, and learn to implement skills that will influence them for good in the future.
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These goals will accomplish our mission by helping the youth to develop necessary skills and
relationships for future endeavors. Goal number one will enable all the other goals to happen. In
a safe environment where the youth feel comfortable they will be able to make friends. This will
help them to have fun while also developing life skills to be good people and influence the
community for the better.
Based on our needs assessment we learned that both the parents and youth are very
interested in relationships being developed. The youth were concerned with having enough time
to make friends. Based on their answers from the needs assessment on what they were struggling
with, we as the Explore Youth managers felt that the need for spiritual, physical and social
development will help them in handling the hard things they are facing. The majority of the
youth also responded that they want to have a lot of physical activity so we have planned service
projects and other activities every day to accomplish their hopes for this camp.
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5-Day Program Schedule Explore Youth
Monday June 27th: First Day
9:00am-10:30am Campers Arrive at Explore Youth, Check-in, and Get Settled into Their
Cabins
11:00am Welcome/Orientation: Auditorium
12:30pm Lunch: Cafeteria
1:30pm Cabin Meeting and Activities: Cabins (Get to Know You Games, Camp Goals, Rules,
Expectations, etc.)
2:30pm Problem Solving Activity: Each group given a situation in which they will come up
with a plan of action to manage the problem: Outside of Auditorium
3:45pm Share Plan of Action with Two Other Groups [Groupings: (1-3), (4-6), (7-9), (10-12)]
4:15pm Free Time: Cabins/Meadow
5:30pm Dinner: Cafeteria
6:30pm Group/Cabin Time to Prepare Presentations and Skits: Cabins
8:00pm Group/Cabin Presentations and Skits: Auditorium
10:00pm Cabin Quiet Time: Cabins
11:00pm Bed Time
Tuesday June 28th: Second Day
7:30am Wake Up
8:00am Breakfast: Cafeteria
9:00am-12:00pm Learning Stations: Springs Learning Blocks (Groups 1-4): Auditorium,
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Meadow Learning Blocks (Groups 5-8): Southwest side of Meadow, Mountain
Learning Blocks (Groups 9-12): Southeast side of Meadow
10:30am Snacks: At Learning Blocks
1:30pm Group/Cabin Activities (led by group/staff leader): Cabins
2:30pm Leadership Activity: Each group given a situation in which they will come up
with a plan of action to manage the problem: Outside of Auditorium
3:45pm Share Plan of Action with Two Other Groups [Groupings: (1, 5, 9), (2, 6, 10),
(3, 7, 11), (4, 8, 12)]
4:15pm Free Time: Cabins/Meadow
6:30pm Special Speaker: Auditorium
8:00pm Hill Climb/Sunset (9:09pm): Hill south of camp. Meet at base of hill.
9:20pm Start Back Down Mountain
11:00pm Bed Time
Wednesday June 29th: Third Day
7:30am Wake Up
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12:00pm Change into Clothes for River: Cabins
12:30pm Lunch: sack lunch to eat in bus
1:00pm Leave to Float Provo River: Buses leave from East Parking Lot
1:30pm Float Provo River: Provo River
3:30pm Snack on River: Provo River
4:30pm Back to Camp
5:00pm Shower and Change Clothes: Cabins
6:30pm Special Speaker: Auditorium
8:30pm Lantern Walk (Rotation of groups, 12 stations): Meadow
11:00pm Bed Time
Thursday June 30th: Fourth Day
7:30am Wake Up
12:30pm Lunch: sack lunch to eat in bus
1:00pm Leave for Service Project: Buses leave from East Parking Lot
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1:30pm Arrive at Service Project: Aspen Meadows Campground, Kamas Utah 84036
3:30pm Snack at Service Project: Aspen Meadows Campground, Kamas Utah 84036
4:30pm Back to Camp
5:00pm Shower and Change Clothes: Cabins
6:30pm Dance and Activity: Barn
8:30pm Group/Cabin Activities (led by group/staff leader): Cabins
11:00pm Bed Time
Friday July 1st: Fifth Day
5:00am Optional Hill Climb/Sunrise (5:58am): Hill south of camp. Meet at base of hill.
6:20am Start Back Down Mountain
7:30am Wake Up
9:00am-12:00pm Ropes Course/Relay Activities: Meadow
1:30pm Shirt Signing: Meadow
3:00pm Group Skits, Awards, Closing Message: Auditorium
5:00pm Dinner in Cabins: Cabins
5:00pm Campers Clean Up Cabins: Cabins
6:00pm-7:30pm Camper Pick-Up: East Parking Lot
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EXPLORE YOUTH
1-Day Breakdown
Wednesday, July 29th, 2016
TIME: ACTIVITY: NOTES:

6:30am Staff Wakes Alarm awakens staff members so that they can be ready to wake
Up up campers at 7:30am. Staff members on kitchen duty for the
week will begin to prepare breakfast (which will be in the pantry
and refrigerator labeled for todays date). (Staff members on
kitchen duty will not be in charge of particular cabins for the week
to ensure efficiency in all aspects of the camp).
7:30am Campers Staff members assigned to particular cabins, Cabin Leaders, will
Wake Up wake up campers in their assigned cabins. Once all campers are
awoken, Cabin Leaders will meet in the cafeteria and eat
breakfast.
8:00am Breakfast: Cabin Leaders will go back to their assigned cabin, gather their
Cafeteria campers, and take them to the cafeteria for breakfast where all
campers will eat. Campers will get in a single file line on the
northwest side of the cafeteria and go through the line where Staff
members on kitchen duty will serve the campers breakfast on a
tray. (One scoop of scrambled eggs, two strips of bacon, two
pieces of wheat toast, and a bowl of canteloupe. Drinks will be in
5-gallon jugs at the end of the line and will include orange juice,
water, and apple juice. A staff member on kitchen duty will
monitor the drinks to ensure there is a sufficient amount in each
jug as to not run out). For those with food allergies, they will be
brought by their Cabin Leaders to the kitchen window on the
northeast side of the cafeteria to receive the breakfast planned for
them depending on their allergies. (Maggie, Head Staff Leader,
will have a list of campers with food allergies and will be in
charge of ensuring their meals are safe according to their
allergies). All campers will be free to eat at whichever table they
would like with whomever they would like. Once finished with
their breakfast, campers will take their tray with any leftover food
to the kitchen window on the far northeast side of the cafeteria
where a staff member working in the kitchen will take their tray
and dispose of any left over food. Staff members on kitchen duty
will then clean up the cafeteria area and the kitchen area at the end
of breakfast including washing dishes.
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9:00am- Learning Staff members assigned to lead the Learning Blocks will take their
12:00pm Blocks: groups through a series of lectures and situations to help them
learn and understand the importance of skills such as self-worth,
self-esteem, confidence, spirituality, trust, and teamwork
throughout these scenarios. For Meadow and Springs Learning
Blocks, campers will need to bring their journals with them. Cabin
Leaders will remind campers of this before and after breakfast so
that the campers who will be participating in those Learning
Blocks can take their journals with them to breakfast or give
themselves enough time after eating breakfast to run back to their
cabin and grab them.
Springs Springs Learning Block:

Learning Theme: Spirituality
Block Set up In the Auditorium, a laptop connected to the projector is
(Groups 5-8) needed as well as speakers turned on and a microphone available
for use. Head staff members in charge of this Learning Block will
set this equipment up while campers eat breakfast. The head staff
member not currently leading the discussion will work the lights
and sound. Head staff member leading this portion of the
Learning Block will be on stage and walking through the
Auditorium so the microphone needs to be cordless.
1. (9:00-10:30) Head staff leader #1 will lead this portion.
Use the following videos as guides to teach the parable of
the sower prior to teaching.
Video - https://www.lds.org/bible-videos/videos/parable-
of-the-sower?lang=eng
Talk - https://www.lds.org/general-
conference/2015/04/the-parable-of-the-
sower?lang=eng&_r=1
Lesson Plan:
- Read together as a group Matthew 13:1-13 (At this time,
head staff member #1 will handout a paper with the
scriptures, Matthew 13:1-13, printed on it to each camper).
- Discuss as a group the parable of the sower and what you
read.
- Watch Video of the parable of the sower
https://www.lds.org/bible-videos/videos/parable-of-the-
sower?lang=eng (5 minutes)
- Discuss as a group what happened in the video.
- Invite one of the campers to come to the front and attempt
to plant a seed in three different types of soil: 1. Rocky
soil. 2. Clay. 3. Good, moist soil.
- Talk about the difficulty of trying to plant something good
(a plant) in bad soil.
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- Discuss as a group how the parable relates to current real-

life situations. (How the different types of soil could
represent the types of people with whom we choose to
associate, the types of activities in which we choose to
participate, etc.)
- Have each camper spend 10-15 minutes pondering and
writing in their journal about the people and activities with
whom they have chosen to surround themselves. Ask them
to sincerely think about how they can make better
decisions and choose more positive influences in their
lives and how they can separate themselves from negative
influences who do not allow them to reach their potential.
Head staff leader can play calm, peaceful music while
campers write in their journals.
Approximately 10:30am: Snack break for 10 minutes. If the first
portion of the Learning Block ends early, have snacks at that time
and then proceed onto the second portion of the Learning Block.
Use the following videos as guides to teach the beatitudes
prior to teaching.
Video - https://www.lds.org/bible-videos/videos/sermon-
on-the-mount-the-beatitudes?lang=eng
Talk - https://www.lds.org/ensign/1987/12/the-beatitudes-
pattern-for-coming-unto-christ?lang=eng
Talk - https://www.lds.org/general-
conference/1974/10/the-beatitudes?lang=eng
Lesson Plan:
- Read together as a group Matthew 5: 3-16 (At this time,
head staff member #2 will handout a paper with the
scriptures, Matthew 5:3-16, printed on it to each camper).
- Discuss as a group the beatitudes and what you read.
- Watch Video of the beatitudes https://www.lds.org/bible-
videos/videos/sermon-on-the-mount-the-
beatitudes?lang=eng
- Discuss as a group what happened in the video.
- Split the group into 10 smaller groups and assign each
group one of the following verse/verses in Matthew 5:
Group 1: verse 1, Group 2: verse 2, Group 3: verse 3,
Group 10: verses 10-11. Have each group take 10 minutes
to discuss the specific beatitude in their given verse and
how that beatitude is important in their lives. Have them
share experiences of when they have seen that beatitude in
their lives and how it has affected them (both positive and
negative experiences). Have the groups then come back
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together and have each group discuss what they talked

about in their small groups.
writing in their journal about how they have seen the
beatitudes in their own lives and how they have affected
them. Have them make goals and plans on how to have the
beatitudes be more of a factor in their lives. Head staff
leader can play calm, peaceful music while campers write
in their journals.
If the second portion of the Learning Block ends early, send
campers to their cabins for free time prior to lunch. If the
Learning Block ends on time, send campers straight to the
cafeteria for lunch.
Meadow Meadow Learning Block:

Learning Themes: Self-esteem, Self-worth, Confidence
Block Set up In the meadow on the southwest side, 50 chairs set up in
(Groups 9-12) a semi-circle (two rows), one table (6x11) in front of the semi-
circle so chairs face it. Head staff members in charge of this
Learning Block will set this equipment up while campers eat
breakfast. Head staff members in charge of Learning Block will
bring the necessary materials for their exercises and presentation.
In case of bad weather, this Learning Block will be held in the
barn on the south of the Meadow.
Use the following videos as guides to teach the beatitudes
prior to teaching.
https://www.lds.org/ensign/2005/01/confidence-and-self-
worth?lang=eng
http://www.psychalive.org/self-worth/
Lesson Plan:
- Psychological exercise: Have the campers imagine they
are a child again, go back and think about what they
enjoyed doing, who they enjoyed being with, when they
were happiest, and what brought them that happiness. Ask
them what they thought of themselves, what was important
to them, and what made those things important. Give
sufficient time for campers to ponder each of these
questions. Then have them think to now and ask them the
same questions. Once you have given the campers
sufficient time to ponder each of these questions again, ask
them to think about what has changed and why those
answers have changed. Invite some of the campers to share
their thoughts during that exercise.
- Exercise with $20 bill: Ask campers who would like the
$20 bill. What if I told you I found it out in the pasture
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covered in cow manure, would that change who wants it?

What if I told you it had been used to buy drugs or
pornography? What if I crumpled it, smashed it with foot,
etc. Whats the value of it? (It is still worth $20). No
matter what happens to the $20 bill, aside from being
destroyed, the integrity of the bill stays the same because
the US Government has determined that a $20 bill is worth
$20. Talk about how our self-worth isnt defined by what
has happened to us. Someone higher up has determined
what we are worth. No matter what has happened to us, we
have a worth, divine worth, given to us by God.
writing in their journal about their self-worth, how they
currently view themselves compared to how God views
them. Invite them to make goals and plans on how to view
themselves in a more positive light. Head staff leader can
play calm, peaceful music while campers write in their
journals.
- Split the group into 10 smaller groups and have each
person in their small group list 3 things they like about
themselves and how those attributes/abilities are important
in some form of society. Allow each camper to do this.
- Finish this portion of the Learning Block by talking about
the importance of self-worth, self-esteem, and self-
confidence, why having these in necessary, and how
having these will make a difference in the rest of these
campers lives.
portion of the Learning Block ends early, have snacks at that time
and then proceed onto the second portion of the Learning Block.
Lesson Plan:
- Read together as a group The Seven Secrets of
Unwavering Self-Confidence found at
http://www.happify.com/hd/7-secrets-of-unwavering-self-
confidence/ (At this time, head staff member will handout
a paper with the article, The Seven Secrets of
Unwavering Self-Confidence, printed on it to each
camper).
- Discuss as a group the importance of self-confidence and
the secrets of self-confidence found in this article.
- Ask campers their thoughts on other ways to build self-
confidence.
- Split the campers into pairs and have them conduct a 10
minute mock interview where the interviewee will talk
about only their strengths and positive attributes and
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abilities. Campers will then switch roles and conduct

another mock interview. The purpose of this mock
interview is for campers to think about and focus on their
positive qualities and what they have to offer in real-world
situations.
- Have the the campers take out their journals and spend 10
minutes writing out a list of only their positive attributes
and abilities. Explain to campers that focusing on the
positives in themselves will help them have a better
outlook on life and notice the good in others more
frequently.
If the second portion of the Learning Block ends early, send
Mountain Mountain Learning Block:

Learning Themes: Trust, Teamwork
Block Set up: In the meadow on the southeast side, 4 lanes for a trust
(Groups 1-4) building exercise need to be set up. No barrier needed to
differentiate lanes. 8 hay bales are needed for each lane. The hay
bales are to be set up 2 bales wide, in length, by 4 bales high,
creating a wall. A ropes activity should be set up in the trees on
the southeast side of the meadow. These ropes should go from one
tree, around multiple trees and end at another tree. Multiple ropes
should be used so as to confuse the campers of which rope they
started following as campers will be blindfolded. Maggie, head
staff leader, will be in charge of set up for this activity as she is
familiar with how it should be set up. Head staff leader #1 should
also bring two ropes (3 feet) and two water bottles for second
portion of the Learning Block. 4 chairs will need to be at this
Learning Block as well. Head staff members in charge of this
Learning Block will set this equipment up while campers eat
breakfast.
Lesson Plan:
- Campers will congregate together and head staff member
leading first portion will explain the importance of
teamwork in settings such as home/family,
work/colleagues, play/friends and teammates.
- Ask campers to share some experiences of teamwork in
their own lives.
- Talk about how we need people/a team to help us over
tough obstacles. Everyone on the team needs to give effort
and a combined team effort. Share personal experiences
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that demonstrate positives and negatives of good and bad

teamwork in everyday life.
- Hay bales teamwork building activity: Explain the activity
and the purpose of this activity: to build teamwork and
learn to trust people you may not know well. Teams will
figure out how best to get their entire team over the hay
bales without leaving anyone behind. Split campers into
their cabins which will be their teams for the activity. Do
activity.
- Bring all teams back together and discuss as a group their
experience during the activity and what they would change
if they were to do it again.
- Do the activity a second time.
- Bring all teams back together and discuss as a group their
experience during the activity and what changes they
made, if any, and how those changes affected the
chemistry of the team.
Lesson Plan:
- Exercise of a water bottle: All campers at this Learning
Block should gather around in a circle with the head staff
leader in the center. Ask for two volunteers and have them
come to the center of the circle. Tie each of the two
volunteers hands behind their backs and have them try to
open and drink a water bottle that is on the ground in front
of them without using their hands.
- Talk about how in many cases we need others help to
complete tasks or succeed in life.
- Have the same volunteers in the center and ask for two
more volunteers. Have the two new volunteers pick up the
water bottle and give the volunteers with their hands tied
behind their backs a drink.
- Talk about how easier life is when we have teamwork and
trust those around us.
portion of the Learning Block goes long, use your own judgment
to determine whether snacks should be passed out prior to the
second portion of the Learning Block or after the second portion
of the Learning Block.
Lesson Plan:
- Head staff leader will gather campers together in a circle
and talk about the importance of trust in all aspects of life.
Share personal experiences of trust in your own life and
how by trusting someone led to something good or how
not trusting someone led to something bad.
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- Set up the 4 chairs in this fashion:

http://pbskids.org/zoom/activities/games/chairbalance.html
and invite 4 campers at a time to participate in this trust
activity. One camper will sit in each chair with their back
laying on the knees of the person on the chair behind them.
On the count of 3, 4 other campers will remove the chairs
and see if the campers who were sitting on those chairs
can stay up while fulling placing their weight on the knees
of the person behind them. If one of the campers does not
fully trust the person behind them, the group of campers
will fall to the ground. Use this as an example in your
preparation so you know how the activity should go
https://www.youtube.com/watch?v=RUymP0ROjjU. The
campers who were in the chairs then go with the head staff
leader #1. The 4 campers who removed the chairs become
those who sit in the chairs, and 4 other campers are chosen
to remove the chairs, etc. This cycle continues until
everyone has had the chance to sit in the chairs and
participate in the activity. Once the last group of 4
campers are sitting in the chairs, the head staff leader #2
will remove all the chairs for them. During this time, the
head staff leader # 1 will take the 4 campers who just were
sitting in the chairs, blindfold them, and take them to the
ropes trust activity. He/she will place the hands of one of
the campers on the starting rope and tell him/her to listen
to a familiar voice whom they can trust to take them to the
right place. The camper will then follow the rope through
the course, around trees, under, and over other ropes, etc.
and do their best to hold onto the same rope they started on
so that they get to the correct ending area. Head staff
leader #1 will then place the next campers hands on the
rope and have them start. This will continue until all 4
campers have started the course. The head staff leader #1
will then go and take 4 more campers from the chair trust
activity and do the same process by blindfolding them and
starting them on the course. During this activity, the Cabin
Leaders of each camper will be the voice trying to help
them stay on the correct rope and make it to the correct
ending place. Other staff members will be speaking to the
blindfolded campers as well trying to lure them away from
the ropes and to another area of the course (an incorrect
area, dead end, or middle of nowhere) by any means
without touching the camper. While this ropes trust
activity is taking place, the campers will continue to
participate in the chair trust activity until they are all taken
to participate in the ropes trust activity.
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- Once everyone has gone through this activity, all campers

will be joined back together in a group and head staff
leader #2 will talk about how it is important to trust people
but more importantly how we need to know who to trust.
Ask campers to share their experiences during this ropes
activity, hopefully some who stayed on the course and
some who followed the other voices and strayed from the
course.
writing in their journal about trust and teamwork and how
the activities of the day have changed their view of trust
and teamwork, who they need to trust more in their lives,
and make goals and plans to achieve this.
If the third portion of the Learning Block ends early, send
10:30am Snacks During the Learning Stations, Cabin Leaders will pass out snacks,
all found in the kitchen pantry on the north end of the kitchen in
the cafeteria. Each Cabin Leader will take one box of granola
bars, one box of fruit snacks, and one box of trail mix to the
Learning Station with their campers). Cabin Leaders will leave
their Learning Stations at 10:00am to pick up their snacks from
the kitchen. At 10:30am (half way through the Learning Station),
Cabin Leaders will pass out the snacks (one granola bar, one fruit
snack bag, and one trail mix bag), to each of their campers. Cabin
Leaders will pass around a garbage can toward the end of the
Learning Station where campers will dispose of their trash and
wrappers in the garbage cans at each Learning Station. Staff
members on kitchen duty will prepare sack lunches for the
campers (one peanut butter and jelly sandwich, one bag of chips,
one bag of carrots, one apple, and one capri sun). All items in the
sack lunch will be individually packaged and bought that way
from the store so as to save time in preparation of the lunches as
well as fairness in number of items in each bag. Staff members on
kitchen duty will line the sack lunches up in the kitchen area of
the cafeteria.
12:00pm Change into After the Learning Stations, Cabin Leaders will take campers back
Clothes for to their cabins to change into clothes to float the river (t-shirt,
River swimming suit, water shoes, hats, sunglasses, etc.) and will make
sure campers have sunscreen available to wear. Cabin Leaders,
once they have taken their campers back to their cabins, will go to
their personal cabins and change before returning to their assigned
cabins. Cabin Leaders will have a checklist of items each camper
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needs for the river and will check each camper off before
everyone as a group goes to the cafeteria. Check list will include
swimsuit, t-shirt, watershoes/sandles, towel, hat (optional), and
sunglasses (optional).
12:30pm Lunch: Sack Cabin Leaders will take their campers to the cafeteria and have
Lunch to Eat them get into a single file line on the northwest side of the
on Bus cafeteria and proceed through the line and grab one sack lunch
from a staff member on kitchen duty. Once they have picked up
their sack lunch, campers will meet outside on the east side of the
cafeteria. Campers will not eat their sack lunches until on the bus.
Cabin Leaders will get their campers into a group and take roll
call to ensure that all their campers are present and accounted for
as well as make sure that each camper has one and only one sack
lunch. Cabin Leaders will then escort their campers in a single file
line to the buses in the parking lot on the east side of the camp.
1:00pm Leave to Float Cabin Leaders will conduct another role call as each of their
River campers boards the buses to ensure that all of their group
members are present. Campers will make sure they have their
appropriate clothing, towels, and sack lunches. Campers and
Cabin Leaders will board the buses to leave for the river. Two
staff members on the head staff board will accompany the
campers and the Cabin Leaders to the river and will float the river
with them so as to deal with any potential problems with the river
tour or the campers.
1:30pm Float Provo Buses filled with campers and staff will be met at the insert point
River of the river ("Soapstone" off the Utah 150, past the YMCA Camp
on the left hand side of the road, roughly 15 miles from the turnoff
point into Kamas). Cabin Leaders as well as the bus drivers will
receive a map and directions on how to get to and from the insert
and pull-out points. Buses filled with campers, Cabin Leaders, and
the two head staff members will meet the guides from "Ride
Guides River Tours" at the insert point of the river. The floating
of the river will then be guided by "Ride Guides River Tours" and
all instructions and plans will be turned over to the guides of
"Ride Guides River Tours".
3:30pm Snack on Cabin Leaders will have snacks with them on the river (one
River granola bar, one fruit snack bag, and one trail mix bag) to hand
out to each camper on the river. All snacks will be found in the
kitchen pantry on the north end of the kitchen in the cafeteria.
Each Cabin Leader will take one box of granola bars, one box of
fruit snacks, and one box of trail mix to the river. Cabin Leaders
will collect their snacks while their campers collect their lunches
EXPLORE YOUTH
prior to loading the buses for the river). "River Guides River
Tour" will provide water for all those on the river. Cabin Leaders
will collect all trash in a trash bag and save it until they reach the
pull-out point of the river where there will be garbage cans to
dispose of the garbage.
4:30pm Back to Camp At the pull-out point on the river, the guides of "Ride Guides
River Tours" will pull the rafts out of the water and clean up.
Campers will have 5-10 minutes to use the restrooms located at
the pull-out point. Cabin Leaders will take roll as their campers
board the buses to ensure that no camper is left at the river. Once
all campers are accounted for, the buses will leave for the Explore
Youth camp.
5:00pm Shower and Once the buses have arrived back at camp, the campers will head
Change to their cabins to shower and change clothes in preparation for
Clothes dinner. Cabin Leaders and staff members will do the same in their
personal cabins.
5:30pm Dinner: Cabin Leaders will go back to their assigned cabin, gather their
Cafeteria campers, and take them to the cafeteria for dinner where all
campers will eat. Campers will get in a single file line on the
northwest side of the cafeteria and go through the line where Staff
members on kitchen duty will serve the campers dinner on a tray.
(One hamburger, one handful of homemade fries, one bowl of
salad, and one bowl of watermelon. Fix ins including condiments
(mayonnaise, ketchup, mustard, and relish, will be on a table at
the south end of the cafeteria along with salad dressings including
Italian, Ranch, and Thousand Island). Drinks will be in 5-gallon
jugs at the end of the line on the north side of the cafeteria and
will include cherry koolaid, water, and lemonade. A staff member
on kitchen duty will monitor the drinks to ensure there is a
sufficient amount in each jug as to not run out). For those with
food allergies, they will be brought by their Cabin Leaders to the
kitchen window on the northeast side of the cafeteria to receive
the breakfast planned for them depending on their allergies.
(Maggie, Head Staff Leader, will have a list of campers with food
allergies and will be in charge of ensuring their meals are safe
according to their allergies). All campers will be free to eat at
whichever table they would like with whomever they would like.
Once finished with their dinner, campers will take their tray with
any leftover food to the kitchen window on the far northeast side
of the cafeteria where a staff member working in the kitchen will
take their tray and dispose of any leftover food. Staff members on
kitchen duty will then clean up the cafeteria area and the kitchen
area at the end of dinner including washing dishes. Head staff
EXPLORE YOUTH
members in charge of setting up for the special speaker will do so

while the campers are eating dinner.
6:30pm Special Campers will meet outside the Auditorium where Group Leaders
Speaker: will conduct a roll call and then take their campers into the
Auditorium Auditorium in a single file line and sit down as a group. The
Special Speaker (J. Scott Featherstone, accomplished writer and
film director, will be presented by the one of the head staff
members. Mr. Featherstone's biography will be read by the head
staff member while the other head staff members work the lights,
sound, and visual technology for the speaker. (Sound system,
laptop hooked up to a projector, and a microphone are the
technology needed). Mr. Featherstone will be speaking on staying
true to yourself and your standards amidst difficult situations. He
will talk about real-world situations and problems youth ages 12-
17 face while relating them to our values of work-ethic, integrity,
teamwork, and honesty. He will have his laptop hooked up to a
projector and will be able to control his powerpoint and
presentation so the head staff members working the lights and
sound will only have to worry about the lights and sound and not
working all of the technology. Mr. Featherstone's presentation and
speech will last roughly 90 minutes.
8:30pm Lantern Walk Depending on how long the Special Speaker takes, campers will
(Rotation of return to their cabins, use the restroom, and have free time before
Groups, 12 Cabin Leaders goes to their assigned cabin, round up their
Stations) campers, and walk to the auditorium. All campers and Cabin
Leaders will meet on the west side outside of the auditorium. At
8:15pm, Cabin Leaders will take their campers to their assigned
stations (listed 1-12) in preparation for the Lantern walk. These
stations will be in the meadow and the forest owned by the camp.
The head staff members will be split up into different locations
(12 locations) and each group will begin at their number's station
and rotate clockwise through the other locations. The Lantern
walk will consist of motivational and inspirational messages,
quotes, and music to encourage the campers to be influential
people in all things they do in life. Each Lantern walk station will
be set up by the head staff member presenting at that particular
station. As it is a low-key, peaceful activity, not much is needed in
preparation for the activity besides a Lantern at each station, a
personal speaker (optional), and an easily mobile musical
instrument such as a guitar, violin, etc. (optional) which will be
set up by the head staff member who will be presenting at that
particular location. Head staff members will have memorized their
speeches or have bullet points on which they would like to talk
about. Each message should coincide with it's "theme" (1-work-
EXPLORE YOUTH
ethic, 2-integrity, 3-teamwork, 4-honesty, 5-trust, 6-diligence, 7-

virtuosity, 8-spirituality, 9-self-confidence, 10-self-worth, 11-
service, 12-selflessness). Each location will take 5 minutes with 2
minutes to walk to the next location and begin the next
presentation. (84 minutes). Examples of Lantern walk
presentations include but are not limited to: 1. Playing guitar
while singing a song about self-worth. 2. Dressing up as Abraham
Lincoln and speaking on honesty, it's importance, and how it leads
to positive experiences. 3. Quoting Michael Jordan and other
famous athletes on the importance of hard-work and work-ethic
while motivational music plays lightly in the background. etc.
Cabin Leaders will lead their campers from location to location.
After each group has been to each station, Cabin Leaders will lead
their campers back to their cabins where they will have one hour
of quiet time.
10:00pm Cabin Quiet Once campers return to their cabins, they will prepare for bed.
Time They do not have to be silent but there should be no loud music,
shouting, or any noise that could be disruptive to neighboring
cabins. Cabin Leaders should encourage their campers to spend
this time writing in a journal of their experiences, thoughts, and
impressions during the Lantern walk as well as the other activities
of the day.
11:00pm Bed Time Lights should be turned out at 11:00pm. Cabin Leaders will go to
their assigned cabins, make sure lights and sound are turned off in
the cabin, and that all campers are prepared and going to bed.
Cabin Leaders will then head back to their assigned cabins and
prepare for bed themselves and go to bed.
EXPLORE YOUTH
The Difference of Explore Youth
Our outdoor program is centered on helping youth develop good values in a positive
outdoor setting while having the opportunity to build lasting friendships in order to help them
throughout life. We do this through being productive in making a difference in the lives of the
youth for their future. One of the ways we do this is being focused on service-oriented activities
and projects for the youth to participate in. These service initiatives and special projects that the
youth participate in during the week help give the youth opportunities to learn leadership skills
while going about doing services for others.
Our Marketing Efforts
Learning while still having fun
The different programs and activities that Explore Youth offers will give youth the
opportunity to learn many varied skills from sports ethics to service mentalities while still
having opportunities to be creative and make memories with their friends in a fun
environment.
Service activities
Its not just a way to spend time; its a way to make a difference in your community.
Making new friends
Explore Youth is a place for kids to come to and get to know other people they would
never get to meet any other way and do so in a fun and unique environment.
Building leadership skills
We give youth the chance to be in leadership roles where they can take charge and be
responsible for activities and groups of people. These leadership skills can transfer to the
real world where they can develop them further.
51
EXPLORE YOUTH
These marketing efforts and strategy is a great fit for our services and program because it
shows that we are trying to reach kids who want to improve/have a reason to improve. It also
shows that we strive to reach parents that want their kids to have fun during the summer but also
still learn and use their time wisely. This program is also an inexpensive way for youth to learn
values and have experiences in doing worthwhile things and service in their own country and
community. Through these efforts we will reach a very competitive market of parents and
teenagers.
Best Marketing Techniques
Email
We will send out an email to all those who have participated in Explore Youth the year
before and in the email give a brief explanation of the program plan and what things have
changed this year along with the themes this year. In the email we will also ask them to
pass the message along to anyone else that might be interested.
Internet advertisement
Attention grabber - videos of past campers activities and how much fun they had.
Please see the Explore Youth 2016 Registration Form and Appendix B to see the how we are
planning to use these marketing strategies.
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EXPLORE YOUTH
Reference
Jordan, D. J., DeGraaf, D. G., & DeGraaf, K. H. (2005). Programming for parks, recreation, and
leisure services: A servant leadership approach. State College, PA: Venture Pub.
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EXPLORE YOUTH
Appendix A
54
EXPLORE YOUTH
Appendix B
55

Explore Youth 5 Day Program

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EXPLORE YOUTH

Five-Day Program Plan

Robby Kaelin, Janie Matheson, and Kayla Robinson

Group Member Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Event Youth Registration Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Explore Youth Survey Parent/Guardian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Explore Youth Survey Youth Participant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Program Theory and Leadership Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Age Appropriate Designs and Inclusion Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

5-Day program Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

The Difference of Explore Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Our Marketing Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Best Marketing Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Leadership, team building and fun!

Group Member Names

Robby Kaelin, Janie Matheson, and Kayla Robinson

up by parents or an appointed guardian by 7:30pm. Please see Figure 1 and Figure 2.

good in the future.

WITH Explore Youth, we can become exceptional!

- Malcolm Gladwell, Outliers: The Story of Success

more than our abilities - J.K. Rowling: Harry Potter.

on honor, on the sacredness of obligations, on faithful protection and on unselfish performance.

Without them it cannot live. - Franklin D. Roosevelt

able to wear them as well.

Camp shirt signing on the last day of camp with sharpies.

and have the chance to win prizes.

being met and if changes need to be made in future programs.

according to their needs.

surveys are below.

Program Theory and Leadership Style

found in the physical, emotional, and cognitive domains for individuals.

decide if we are going to be autocratic, consultive, or lassiz-faire leaders. A democratic

on servant leadership. Please see Figure 8.

can make the campers feel significant and more confident.

Age Appropriate Designs and Inclusion Plan

best thing for the group.

path and to make sure they have the right tools.

Style and Group Cohesion

themselves while learning new skills and characteristics.

goes along with the theme of that week.

according to the situation.

will be medical training, outdoor training, group environment training, etc.

or avoid any behavioral problems.

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7

Define the Identify Analyze Facilitate Select from Generate Evaluate

internalization motivation styles. Self-concept internal motivation consists of people being

with our mission and vision.

Goals and Objectives

similar likes, interests and goals.

how they can achieve their personal goals.

other kids in that 5-day span.

and social behavior.

writing in their journal or having group discussions.

trust and help each other.

throughout the week.

projects and community activities. (Program Goal)

to help. These projects might include cleaning up campgrounds, painting, mending

youth in 3rd world countries.

community for the better.

5-Day Program Schedule Explore Youth

Monday June 27th: First Day

11:00am Welcome/Orientation: Auditorium