Community of Practice Enhances Understanding, Interest, and Commitment to Promoting Character Development in Camp Counselor-in-Training Programs

Journal of Experiential Education · 2025-10-15

Background: Communities of practice (CoPs) create a “shared practice” through engaging in joint activities, information exchange, and mutual support around a common purpose. Few studies have assessed CoPs in experiential learning contexts such as camps. Purpose: In this instrumental case study, we examined the process and outcomes of a CoP initiative aimed at enhancing character development in medical specialty camp counselors-in-training programming. Method: Over two years, we recruited professionals from 12 camps to attend meetings, identify and define context-specific character strengths important for camp professionals, and collaboratively develop a toolkit to implement those character strengths in counselors-in-training. We assessed the implementation and effectiveness of the CoP to achieve project goals through facilitator notes, meeting recordings, researcher observations, surveys, and focus group data. Findings/Implications: CoPs can facilitate knowledge exchange, foster collaboration, and enhance character development efforts in camp counselors-in-training programming when supported by structured, ongoing engagement, especially of new CoP members. Key outcomes included an increased understanding of character strengths; greater interest in promoting character; and a stronger commitment to incorporating character in camp. Future research should collect more systematic quantitative and qualitative data about CoPs and their target outcomes to understand types and size of impacts resulting from this strategy.

Enhancing mental health screening practices for adolescents with phenylketonuria: A quality-improvement initiative

Journal of the American Association of Nurse Practitioners · 2025-12-19

BACKGROUND: Phenylketonuria is a rare inherited metabolic disease associated with cognitive and psychological complications. Despite global recommendations for routine mental health screening, implementation in metabolic care settings remains inconsistent. Screening barriers include time constraints, reimbursement concerns, and infrastructure for follow-up care. LOCAL PROBLEM: Mental health conditions often go undiagnosed by phenylketonuria clinical teams; the staff of a United States metabolic disorder clinic lacked a formal screening process to identify depression and anxiety in this high-risk population. METHODS: Following a structured quality-improvement framework, the nurse practitioner-led project team created a clinical pathway and toolkit for using validated depression and anxiety screening tools. Staff received training on these resources, and data collection occurred during 2024 through surveys and electronic medical records. INTERVENTIONS: The training outlined all toolbox elements and the clinical pathway, including when and how to perform screening, interpret results, and referral systems for mental health services. Implementation included identifying eligible patients, following new clinical workflows, and evaluating project outcomes. RESULTS: Staff (n = 19) knowledge, confidence, and screening practices improved, with most eligible individuals receiving screening. The project facilitated earlier recognition of mental health concerns, although some barriers to implementation remained. CONCLUSIONS: Implementing a structured screening process was feasible and enhanced clinical practice. The project highlights the role of nursing leadership and clinical expertise in advancing access to mental health care and integrating screening into routine diagnostic services for adolescents with metabolic disease.

Examining Self-Event Connections in Adult Outdoor Adventure Education Narratives

Journal of Experiential Education · 2025-12-15

Background: Identity development is an important aspect of human development that extends from adolescence through late adulthood. Recent research found how Outdoor Adventure Education (OAE) programs influence identity development in adolescents and emerging adults, however, less is known about how OAE programs can be developmentally beneficial for older students. Purpose: The purpose of this study is to understand the specific events on courses that are most important for adult identity development. Methodology: This study utilizes a narrative identity approach and collected turning point narratives from 60 NOLS alumni. Narratives were analyzed to identify event-types and self-event connections. Findings: The majority of narratives focused on relationship events (e.g., peer support, instructor support, conflict) or environmental events (e.g., challenging weather and terrain). Nearly half of all narratives contained self-event connections, suggesting that OAE experiences contain a plethora of moments that can influence a person’s identity. Conclusions: Overall, OAE programs can serve as a positive developmental space for adults and influence identity development in older students. Implications: Programs seeking to support adult development should consider how to create programs that emphasize relationship events and environmental events.

Development and validation of a self-report measure of summer camp counselor burnout

Applied Developmental Science · 2025-06-06 · 1 citations

Social-Emotional Outcomes Differ Based on Activity Participation among Youth from Low-Income Backgrounds

Journal of Experiential Education · 2025-12-26

Background: Out-of-school-time (OST) activities can be rich developmental settings characterized by engaging experiences that foster robust relationships with peers and adults; however, few researchers have examined how participation in activities may differ between the summer and school year, their link to outcomes, and these relationships among youth from low-income backgrounds who often experience barriers to participation. Purpose: We examined how summertime or school-year OST activity participation was related to outcomes. Method: We conducted secondary analyses of two evaluation datasets of youth from low-income backgrounds. Data were collected via surveys before camp ( N = 318) or a school-based program ( N = 2,937). We used structural equation models to examine relationships between outcomes and total or specific OST activities. Results: Youth participated in activities at different frequencies within each time of year and between times of the year and OST participation during the summer and school year was related to outcomes. Implications: The results align with research linking OST activities to development and extend the literature by enhancing the generalizability of previous findings and by comparing summer and school-year activity participation. These results should be used to support efforts to create more equitable access to high-quality OST programs for youth from low-income backgrounds.

A Mixed-Methods Study of Staff Well-Being at Summer Camp

Journal of Outdoor Recreation Education and Leadership · 2025-02-20 · 1 citations

Summer camp employment may offer emerging adults opportunities for growth; however, the work can be emotionally challenging and tiring, leading to negative outcomes. Understanding how to support staff is important for youth experiences and critical to staff well-being. While many camp employment characteristics align with basic psychological needs theory, little is known about their potential to support staff well-being. We used a convergent mixed-methods design and cross-sectional survey data from 147 staff (Mage = 20.93 years old; SDage = 2.36; 86% white; 63% women; 44% first-year; 78% overnight camps) to examine the relationships between job impact, sense of belonging, and well-being. Overall, the more that staff perceived their work to have a positive impact and the more they felt like they belonged at camp the higher well-being they reported at the end of the summer, which is supported and extended by the qualitative findings. Relevant literature and implications for practitioners are discussed.

Empathy in an ecosystem: A longitudinal study examining contributions of summer camp and school experiences to empathy during early adolescence

Applied Developmental Science · 2024-06-20 · 1 citations

This study utilized data from a national longitudinal study of 277 early adolescent summer camp participants to examine the iterative links between youths' experiences in two contexts – summer camp and school – and empathy over two years. Using a cross-lagged panel model, the authors examined how the quality of youths' developmental experiences within each context, defined as a combination of supportive relationships and engaged learning opportunities, were related to youths' empathy over time. Results showed that 1) higher quality developmental experiences in each context uniquely predicted improvements in empathy; 2) youths' developmental experiences at camp and school were mutually reinforcing over time; and 3) school experiences partly mediated the effects of camp experiences and vice versa. Results illustrate the value of out-of-school-time contexts for supporting empathy, the importance of developmental experiences across settings, and the need for researchers and practitioners to attend to the ecosystem of social development.

Narratives About Memorable Camp Experiences: Fostering Growth in Youth from Low-Income Backgrounds

Journal of Experiential Education · 2024-01-10 · 2 citations

Background Summer camp is an experiential learning setting that supports youth development. Due to high fees, youth from low-income backgrounds often have fewer opportunities to attend. Subsequently, there is little literature about these youth’s camp experiences. Purpose This research examined growth and the characteristics supporting growth in memorable camp experiences shared by youth more than one year after attending camps for youth from low-income backgrounds. Methodology We collected written narratives via an online survey distributed May 2022. A total of 352 youth ( M age =16.06; SD age =0.88) provided narratives. About 56% of youth identified as female and about 23% of youth identified as a youth of color (36% identified as white; race/ethnicity data was not available for about 40% of youth). Considering the entire narrative as the unit of analysis, we inductively coded narratives for growth and characteristics supporting growth. Findings We identified growth in 33% of youth’s narratives (e.g., adopting new perspectives, discovering passions, value clarification, developing resilience). Growth occurred when youth had opportunities to try new activities, overcome challenges, or felt accepted and connected with peers or staff. Implications These findings provide useful information for practitioners and serve as a foundation for research about youth from low-income backgrounds’ camp experiences.

Youth, Identity, and Social Media

2024-07-01 · 2 citations

Identity development has long been an important task for youth as they begin to consider who they are and who they want to become. In recent times, young people have turned to technological spaces for escape, exploration, and connection. While social media may have benefits, it also may pose risks to youth and their identity development. This chapter begins by synthesizing theories of identity development and research about the impacts of social media on youth. The chapter goes on to discuss how the outdoor education context may be well suited to provide a healthy and positive space for identity exploration and formation amid the omnipresent technological and social media influences facing today’s youth.

A national longitudinal study examining social-emotional benefits of summer camp for early adolescents: Effects of attendance, dosage, and experience quality

Journal of Leisure Research · 2024-11-14 · 2 citations