Christopher A. Thurber

Youth Development Outcomes of the Camp Experience: Evidence for Multidimensional Growth

Three thousand, three hundred and ninety-five families, whose child attended one of 80 different day or resident summer camps for at least one week, completed customized questionnaires that measured growth from precamp to postcamp in four domains: Positive Identity, Social Skills, Physical & Thinking Skills, and Positive Values & Spirituality. Parents, children, and camp staff reported significant positive change in these four domains; more than would be expected by maturation alone. Most gains were maintained or showed additional growth six months later. Few of the camps structural elements correlated with growth, nor did striking gender, age, or ethnicity differences emerge. The study highlights the particular strengths of camp as an educational institution and social movement and suggests that different variations of summer camp can provide potent developmental experiences.

Homesickness and Adjustment in University Students

Absract The transition to college or university can be an exciting new experience for many young adults. For some, intense homesickness can make this move difficult, even unsustainable. Homesickness—defined as the distress or impairment caused by an actual or anticipated separation from home—carries the unique hallmark of preoccupying thoughts of home and attachment objects. Sufferers typically report depression and anxiety, withdrawn behavior, and difficulty focusing on topics unrelated to home. For domestic and international university students, intense homesickness is particularly problematic. It can exacerbate preexisting mood and anxiety disorders, precipitate new mental and physical health problems, and sometimes lead to withdrawal from school. New research, consolidated here for the first time, points to promising prevention and treatment strategies for homesick students, the result of which can be a healthy, gratifying, and productive educational experience.

Summer Camp Experiences Parental Perceptions of Youth Development Outcomes

Every summer more than 10 million children attend day or resident (sleep-over) camps sponsored by churches, not-for-profit youth agencies, and independent operators. This study explored the outcomes of a 1-week or longer camp experience from the perspective of parents. A national sample of almost 2,300 parents responded to pre-, post-, and follow-up surveys about their childrens growth experiences at camp. Parents perceived statistically significant gains from precamp to postcamp in 10 youth development constructs with the highest effect sizes related to adventure/exploration, independence, making friends, positive identity, and peer relationships. Additional gains from the precamp to the 6-month follow-up were noted for leadership. Parents also described what their children learned at camp and what changes they perceived occurred as a result of their childs camp experience.

Psychological principles of burn wound pain in children. I: theoretical framework.

Burn injuries and the care of burn injuries are punishing experiences for hospitalized children. Pain, novelty, and altered reinforcement schedules elicit instinctive escape and avoidance behaviors that complicate wound care. An understanding of the psychological principles that underlie these complex, complicating behaviors paves the way for effective cognitive and behavioral interventions. In this first article of a two-part series, we use the principles of classical conditioning, operant conditioning, and control coping to describe the developmentally normal emergence of avoidance behaviors that are incompatible with burn wound care. Then, using brief case examples, we outline how classical conditioning transforms neutral stimuli into anxiety-producing, fearful stimuli, how operant behaviors are intentionally or unintentionally reinforced, and how the umbrella of reduced control in the novel hospital environment makes coping difficult for children. We conclude by discussing obstacles to effective application of cognitive and behavioral strategies for the enhancement of control and of compliance with wound care.

Multimodal homesickness prevention in boys spending 2 weeks at a residential summer camp.

Homesickness is the distress or impairment caused by an actual or anticipated separation from home. It is characterized by preoccupying thoughts of home and attachment objects. In its severe form, homesickness is subjectively distressing and has clinically significant cognitive, emotional, and behavioral sequelae. This study provided 75 boys who ranged in age from 8 to 16 years and who were 1st-year campers at an overnight summer camp with an inexpensive, multimodal homesickness prevention package. Results suggest that combining environmental information, psychoeducation, social support, explicit coping instruction, caregiver education, practice time away from home, and surrogate caregiver training can reduce homesickness and associated behavior problems. These data support the theory that novelty reduction, attitudinal shifts, preseparation coping enhancement, and supportive social environments diminish the negative emotional intensity of homesickness.

Homesickness and Children's Adjustment to Hospitalization: Toward a Preliminary Model

To better understand the role of homesickness in childrens adjustment to hospitalization, we culled self-report and observational data from hospital staff, primary caregivers, and children (n = 50) in a variety of inpatient units (psychiatric, burn, rehabilitation). Homesickness was more severe and less predictable than in comparable samples of children in less stressful environments (e.g., summer camp). The best predictors were negative hospitalization attitudes and previous separations from home, such as foster placements. Contrary to our hypotheses, insecure attachment and low perceived control did not predict homesickness. In the context of a “homesick disposition” model, prevention strategies should emphasize information provision, positive modeling, and coping skills training.