Programming With Intention:
Fostering Positive Youth Development Through Recreation

Belinda Hanlon
B.Sc. P.E., St. Francis Xavier University, 1993
Diploma in Special Education, University of British Columbia, 1996

UNIVE~ .srrv OF r..aor1'THE N
BRITISH COLUMBIA

LIBRARY
Prince George, ac

Project Submitted In Partial Fulfillment Of
The Requirements For The Degree Of
Master Of Education
m

Educational Counselling

The University ofNorthem British Columbia
March 2008

© Belinda Hanlon, 2008

Abstract
The intent of this project is to create a staff handbook for Northern Star Kids, a non-profit
organization in Prince George, B.C. that offers free quality recreation opportunities for
children living in financial poverty. Research has shown that children living in financial
poverty are less likely than their middle class peers to participate in organized
recreational opportunities or to remain committed without support. The Northern Star
Staff Handbook will help to address these issues by equipping staff with the tools to
deliver a high quality program to the children in the organization' s service area. The staff
handbook has three main functions: a) to ensure the vision, philosophy, and goals of
Northern Star Kids are sustained over time; b) to create a culture of consistency in the
delivery of programs and staff interactions with youth; and c) to articulate a program
focused on the unique needs of youth living in financial poverty.

II

Table of Contents

SECTION ONE
Section One includes the academic rationale for the Northern Star Staff Handbook.

Abstract ............. ...... ....... ................ ........................................ ........................ ........ .... ..... .... ii
Table of Contents .... .................. ... ... ........................................ ....... .... .. .......... ..... .... ........... iii
Acknowledgement ......... ...... ..... ...... .......... .......................... .... ... .. .. .................................... iv

Chapter One: Introduction ............................................................................................... !
Statement of the Problem ........ ...... ... .. ....... ..... ... ............... .. .............................................. 2
Purpose of the Proj ect .... ............ ....... ....... ..... .................. ....... ............... ...... ....... ...... ...... ..4
How I Identify With the Proj ect.. .................................. ...... .. ....... ... .. ........................... ... .4
Relevance to Counselling ............ ...... ..... ....... .... ... ...... ...... .... ...... ... ............ ............... .. ...... 7
Clarification of Terms ............. ............ ... ....... ................ ......... ... .... ........ .. ...... ...... .......... ...8
Overview of the Project. ....... ............ ...... .................... ... ................................. ................ 11

Chapter Two: A Review of the Literature ..................................................................... 13
Learning Communities .... ..... ........ ... ......... ........ ...... ........ ...... .............. .............. .............. 13
Importance of an Employee Handbook ... ......... .......... ...... ....... ....... ..... .... .......... .... ......... 14
Theoretical Framework of the Staff Handbook. .. ....... .... .......... ..... ... .......... ..... ............ ... l5
Summary .......... ... ...... ... .............. ........... .. ................................ .............................. ......... 24

Chapter Three: Development and Intended Use of the Staff Handbook ................... 26
History and Operation of Northern Star Kids ................ ........................... ....... .............. 26
Development of Staff Handbook ......... ..... ............. ........................... ... .. .. ...... ................. 29
From Print to Practice ........ ............. ..... ...... ......... ..... ........ ................. ....... ................... ...3 1
Summary ........ ............. ..... ..................... .... ..................... .. ........ ........... .................. .........32
Bibliography .... ............. ............................................................. ................... ...... ..... .... ..... 33

SECTION TWO
Section Two includes the staff handbook and it appears as it will be used by Northern
Star Kids Organization.
Ill

Acknowledgement
There are a number of people who contributed their time, knowledge and support to help me
complete this project. It is a culmination of material from academic sources, lived experiences of
professional educators and counsellors, and my own personal experience as an executive member
of Northern Star Kids.
My appreciation and thanks go to:
Dr. Willow Brown, my supervisor, for giving me academic guidance and support at every stage
of the project.
Dr. Corinne Koehn and Dr. Si Transken, my committee members, for their valuable insight and
feedback .
Maureen Davis, mental health counsellor, founding member of Northern Star Kids and board
member at Active Support Against Poverty, for reviewing my work and ensuring it was a "good
fit" for the Northern Star Kids Organization.
Kathi Hughes, behaviour "guru" ,friend and mentor, for offering advice on the managing
behaviour section and editing the final product.
Mike Reid, Jonathon Palmer, Elizabeth Thideman, Dan Poulin, and Amy Rowe, Northern
Star Executive Committee members, for their feedback and insight on various aspects of the
handbook.
Lynn Switzman, my friend and colleague, for providing valuable feedback at various stages of
the project and encouraging me to continue.
Jennifer Hepditch , STAR Program Coordinator- Christie Lake Kids, for graciously providing
any information I requested on the Christie Lake Kids Organization.
Sara Muhall,former BCRPA program manager, who introduced me to HIGH FIVE®and
enabled me to attend a HIGH FIVE®workshop in Smithers, BC.
Ginny and Wayne Blackburn, my in-laws, for supporting me by providing childcare or a quiet
place to work over the last two years so I could complete my masters degree.
Eleanor and Bernie Hanlon, my parents, who welcomed my two children and me home for a 2
month stay in Halifax, N.S. so I could finish my revisions.
Greg Blackburn, my husband, for supporting me through the myriad of challenges that came,
over the last four years with working full-time, completing a masters and having two kids.

Lastly, Mya and Andrew, my children, for being adaptable to various people and situations so I
could complete this project.

IV

CHAPTER ONE: INTRODUCTION
The purpose of this project is to create a staff handbook for the Northern Star
Kids organization located in Prince George, British Columbia. Northern Star Kids is a
non-profit organization that strives to have a positive influence on the healthy growth and
development of children living in financial poverty by giving them access to a variety of
free recreational activities. The term "living in financial poverty" is used in this paper to
focus on limited financial resources rather than on more global aspects of poverty
including emotional, mental, spiritual, and physical aspects. This use is consistent with
Northern Star's funding organization, Active Support Against Poverty.
The mission of Northern Star Kids is to foster positive youth development in
children and youth living in financial poverty by intentionally designing programs that
promote skill development, healthy friendships, positive role modeling, life skills and
opportunities to experience success (Northern Star Kids, 2004). Organizations offering
this type of program must have concrete supports and practices in place at the
organizational level to assist the staff in helping young people meet intended outcomes.
Recent professional literature justifies the use of organizational tools in youth
organizations such as a shared vision of philosophy and goals, clear policies and
procedures, comprehensive staff development, and a strategy for continuous growth and
development in order to support their staff effectively (Monroe County, 2007; Senge,
1990/2006)
The theoretical foundation for this project is found in the overlap of the fields of
organizational learning and positive youth development. Organizational learning
provides a framework for viewing Northern Star Kids as a learning community and
establishes the need for sustaining and building capacity in order to continue to have a
1

positive impact on children and youth living in financial poverty. Positive youth
development offers a theoretical framework well grounded in resiliency, intervention, and
prevention research. In particular, the theory of intentionality, which embodies positive
youth developmental practice, provides an organizational approach that bridges theory
and practice by encouraging youth organizations to be intentional in their purpose,
planning and implementation of programs so they can maximize the learning potential
and engagement. Intentional program design relies on research-based knowledge of
topics such as resilience, protective factors, and processes of healthy childhood
development. Further, effective program strategies are created when knowledge and
experience of working with diverse groups of youth is attuned to the community life of
program participants (Walker, Marczak, Blyth & Borden, 2005). The Northern Star staff
handbook will be the blueprint for program design and delivery; intentionality will be the
framework. Staff training and development will be tailored to encompass the philosophy,
vision, and goals of Northern Star to ensure that daily practice of delivering recreation
programs more closely match the intended outcomes of the organization and enable
children and youth living in financial poverty to maximize their learning potential.
Statement of the Problem
Northern Star Kids is at a critical time in its growth and development as a youth
organization. It has been operating informally for three years under the direction and
guidance of five core volunteers who have professional experience in the areas of youth
care, mental health counselling, education, social work, and law enforcement. This group
of individuals serves as the executive committee and are committed to giving youth
living in financial poverty the same opportunities for sport and recreation as peers from
middle and upper class families. I was a member of the original executive committee and
2

took on the role of Program Director for our inaugural summer camp that was held at
Camp Elkness in August, 2004. Since that time, I have been an active committee
member and involved with hiring and developing the staff team.
The organization has been operating with a sense of shared vision but without a
solid organizational framework of formalized policies and procedures and without a staff
handbook. Due to the nature of our work and financial constraints, we depend on
volunteers to be the backbone of our organization. Northern Star Kids has experienced a
high turnover of volunteers in all areas: executive committee, program coordinator, youth
mentors, and skill development instructors. The lack of formal documentation has
exacerbated problems with staff turnover because there are no clearly stated guidelines to
help new staffunderstand the philosophy, the design of programs, and the intended
nature of interactions with youth. This lack of clarity has resulted in new staff delivering
programs that appear to differ from the original philosophy of Northern Star Kids and
have not met our standards of care for children and youth. For example, a couple of
years ago, our winter program became more of a "drop- in" sports night and some nights
had upwards of 40 participants with only 5 staff. This was a diversion from our original
focus on skill-development, tracking the progress ofyouth, and low ratio of participants
to staff. As well, this shift in philosophy increased the level of support required by the
executive committee as they have been called to problem solve, supervise activities, and
be engaged in front-line work. Continuing to function without formal operational
policies and procedures and a staff handbook can be expected to lead to burnout of our
most valuable resources, our volunteer staff members, and the loss of the history, vision,
and founding principles ofNorthern Star Kids. This situation has led to my resolve to

3

create a staff handbook that will help establish a foundation for Northern Star and enable
the organization to sustain and increase its capacity as new people join the team.
Purpose ofthe Project
The purpose of this project is to develop a staff handbook for Northern Star Kids that
will guide practice with philosophy, vision and beliefs that are rooted in current theory
and empirical research. The staff handbook will equip the staff with the necessary tools
to deliver quality recreational activities to youth living in financial poverty. The staff
handbook has three functions: a) to ensure the vision, philosophy, and goals of Northern
Star Kids are sustained over time; b) to create a culture of consistency in delivery of
programs and staff interactions with youth; and c) to articulate a program focused on the
unique needs of youth living in financial poverty.
The handbook is based on current research, theory and practice in the youth
development and recreation fields in the areas of positive youth development, poverty,
recreation, ecological systems theory, and resiliency. It includes practical, accessible
information that will be used by staff to develop and deliver programs that meet the
appropriate developmental needs of youth who participate in Northern Star programs. In
addition to staff use, it is my hope that the staff handbook will be shared with funding
organizations, potential staff members, and other groups in order to build collaborative
partnerships and continue to positively influence the lives of youth through recreation. I
currently have requests for the handbook from Christie Lake Kids, Camp Trapping, and
British Columbia Recreation and Parks Assocation.
How I Identify With The Project
I was raised in a middle-class family who placed a high priority on organized
sport and recreation activities throughout my childhood. My two siblings and I were

4

exposed to organized activities such as music, dance, sport, and Girl Guides and Scouts
as early as age three. As a competitive gymnast, flatwater kayaker, and rugby player I
had many diverse experiences that enabled me to grow and develop physically, mentally
and socially. My positive experiences with sports as a youth and young adult established
a life-long commitment to maintaining a healthy level of physical fitness that contributes
to my general health and well-being. My formative personal experiences have led me to
believe that access to organized sport and recreation programs should be considered an
essential service like education and healthcare. If these programs were considered an
integral part of our society, youth from many backgrounds, especially those living in
financial poverty, would have opportunities to thrive despite adverse living conditions.
My professional experience as a recreation leader, youth care worker, teacher, and
mental health counsellor affirms my belief that recreation is a necessary ingredient for the
healthy growth and development of youth. This belief is based on interactions I have had
with the youth in the classroom, counselling office, and the outdoors. Many of the youth I
work with lack the opportunity to participate in recreational pursuits and miss out on
developing skills and competencies. Much of their free time is spent socializing with
peers partaking in health compromising activities such as smoking, using drugs and
alcohol, and in a small number of cases, participating in criminal activity. I worked for
two years as a youth care worker in a wilderness intervention program for first time
offenders. Our mandate was to offer recreational experiences in the city and weekend
wilderness trips to youth aged 13-18 over a period of three months. The goal was to offer
an array of experiences that would foster a healthy sense of self-esteem and
accomplishment, teach appropriate life skills, and encourage personal responsibility.
Many of the youth appreciated the opportunity to attend the program, were proud of

5

individual achievements, and learned valuable skills. The problem with this type of
intervention is the lack of services available to youth when the program ends; many youth
fall back into their old lifestyle within days of completing the program.
When I left the wilderness program, I decided to focus my energy on prevention
through recreation rather than intervention. For me, prevention is a more positive realm
than intervention and I believe it can have a greater impact on children's lives. I believe
if access to recreation were an essential service, these youth may have had the
opportunity to develop, at a young age, interests that foster healthy self-esteem, build
skills and competencies, and connect them with supportive adults by giving them
something constructive to do outside of school hours.
The knowledge and skill base I developed through my years of working with
youth at-risk in school and in mental health agencies, combined with the theoretical
framework of positive youth development and my studies in graduate coursework, give
me the ability to develop a staff handbook that covers a wide range of issues pertinent to
youth living in at-risk situations such as poverty. Northern Star Kids is different from
many other recreation organizations in that it offers activities free of charge, actively
pursues youth in the surrounding neighbourhood by doing home visits, provides safe
arrival and departure from activities, provides equipment for activities when necessary,
offers snacks before, during and after activities, and is actively involved in the lives' of
the youth. It is the combined effect of these services that keeps the youth connected to
the program and gives them a sense ofbelonging and acceptance. The special
connections Northern Star Staff make with our youth are cultivated by a culture of caring,
consistency, and commitment to improve their life prospects. It is important to articulate
our practice in a staff handbook in order to ensure that the philosophy, the vision and the
6

goals of Northern Star Kids stay with the organization as we continue to develop and
grow.
Relevance to Counselling
I understand counselling as a process that enables individuals to create change in
the way they live their lives so that they can fulfill their hopes and dreams and live in a
more satisfying way. The counselling field, like many professional fields, can be viewed
as a broad spectrum of services starting with programs that promote healthy development
of individuals from prenatal care to adult residential programs that deal with serious,
chronic mental health issues. Northern Star Kids is situated at the beginning of the
spectrum acting as a vehicle to promote healthy development of children and youth living
in adverse situations to keep them on a path of health and wellness throughout their lives.
There is no well-defined path that guarantees a successful transition to adulthood.
However, there is a link between a healthy, opportunity rich childhood and future
positive psychological functioning. Therefore, it is important to give all children and
youth opportunities to have experiences that help them grow and develop into happy,
healthy human beings. Sport and recreation in the form of organized activities is one of
the few venues, aside from school and family, that may have the power to help children
and youth reach their potential. Thus, this project is appropriate for a counselling degree
because it provides organizational support to a particular organization, Northern Star
Kids, that strives to influence the positive development of youth living in financial
poverty. In order to realize our vision, Northern Star staff must be highly skilled and well
trained in the processes that foster optimal growth and development in children. The
staff handbook will serve as a foundation for this work and will complement staff training
and development.
7

Clarification of Terms
Healthy Childhood Development. Healthy development of children and youth
encompasses the physical, intellectual, emotional, and social development of the
individual (Child & Family Canada, 2007a). To thrive, children need a healthy physical
start that includes proper nutrition, sleep, exercise, immunizations, and a healthy living
environment. To develop intellectually, children need a safe and stimulating
environment where they can play, learn and explore. Finally, to ensure optimal
emotional and social development, they need unconditional love from family, selfconfidence and high self-esteem, encouraging teachers and caregivers, safe and secure
surroundings, and appropriate guidance and discipline (Child & Family Canada, 2007b;
Mental Health America, 2007).
Positive Youth Development. Positive Youth Development (PYD) is an approach
to structuring services, systems, and supports for youth so that they develop the skills and
competencies they need in order to prepare themselves for adult life (McCreary Youth
Foundation, 2007). PYD refers to an ongoing growth process in which all youth
endeavor to meet their basic personal and social needs to be safe, feel cared for, be
valued, be useful, and be spiritually grounded as well as to develop skills and
competencies that enable them to function and contribute to their daily lives (Pittman,
O'Brien, & Kimball, 1993). One model ofPYD suggested by Lerner, Fisher and
Wienberg (2002) proposed that youth have achieved positive developmental outcomes
when they can demonstrate the five Cs: a) competence in academic, social, and
vocational areas; b) confidence or a positive self identity; c) connections to community,
family, and peers; d) character or positive values, integrity, and moral commitment; e)

8

caring and compassion. Lerner (2004) and Pittman (2000) added one more "C", which
is contribution.
Recreation. The definition used by the Canadian Council on Social Development
(2001) in their report on recreation and youth living poverty is adapted from Mckay,
Reid, Tremblay, and Pelletier ( 1996). "Recreation is defined as being all those socially
acceptable activities that a person chooses to do in order to make their [sic] leisure time
more interesting, more enjoyable and more satisfying" (Canadian Council on Social
Development, 2001, p.3 7). The term "recreation" in this paper refers to structured
activities that place emphasis on connecting with peers and adults while focusing on skill
development in the areas of art, sport, music or leadership, promote competencies and
mastery in an area of interest, and move the participant from a beginning stage to that of
an expert (Mahoney, Larson, & Eccles, 2005). The skill development activities occur
during non-school hours and are characterized by structure, adult-supervision, and a
focus on building skills and competencies. Mastery of increasing skill levels affects self
esteem and enables youth to gain confidence in their abilities to master aspects of their
environment (Offord & Jones, 1983). To foster healthy growth and development,
participation in activities must be blended with an understanding of the experience and
the context in which the activity occurs (Caldwell, 2005).
Children and Youth. The terms children and youth will be used interchangeably
throughout the paper and refer to individuals from age 9 to age 14.
Financial Poverty. Poverty in Canada is measured by using Statistics Canada's
Low Income Cut-Offs (LICOS). "The cut-offs are based on the concept that people in
poverty live in "straitened circumstances"- that is, they spend a disproportionate amount
of their total gross income (54.3% compared to the average of34.3%) on food, clothing,
9

and shelter" (First Call: BC Child and Youth Advocacy Coalition, 2005 , p.l) The term
"living in financial poverty" is used in this paper to focus on limited financial resources
rather than on more global aspects of poverty including emotional, mental, spiritual, and
physical aspects. This use is consistent with Northern Star' s funding organization, Active
Support Against Poverty.
Resilience. Resilience is defined by Masten (2001) as a "phenomena

characterized by good outcomes in spite of serious threats to adaptation or development"
(p. 5). A key requirement of resilience is the presence ofboth risks and promotive factors

that either help foster a positive outcome or reduce a negative outcome (Fergus &
Zimmerman, 2005). In the context of children and youth, a serious threat to adaptation or
development may include living in financial poverty and/or a violent neighbourhood,
experiencing or witnessing abuse, having a family member with a mental illness, or
experiencing educational failure or parental styles that are inconsistent or neglectful. It is
important to note that the presence of these risk factors in the lives of youth does not
guarantee negative outcomes; it simply means there is a greater probability that negative
outcomes will occur (Masten, 2001; Werner & Smith, 1992).
Protective factors. Protective factors and processes 'buffer, modify, or ameliorate

an individual ' s reaction to an adverse situation that, in ordinary circumstances, would
lead to maladaptive outcomes" (Kumpfer as cited in Perkins & Caldwell, 2005, p.156).
Werner and Smith (1992) described three types of protective processes that emerged from
their longitudinal study on children in Kauai, Hawaii: a) dispositional attributes of the
individual; b) affectional ties within the family; and c) external support systems such as
school, youth program, church. Participation in high quality recreational activities may
foster resiliency and act as a protective process to youth living in financial poverty. This
10

participation can give youths an opportunity to access the resources that can foster
healthy development and enable them to thrive despite the challenges and adversity they
face. Research has demonstrated that all youth benefit from protective factors and
processes in their lives; however, the effect is magnified for youth living in adversity
(Werner & Smith, 1992).
Overview of the Project
The outcome of this project is a staff handbook intentionally designed to guide the
delivery and daily practice of recreation programs at Northern Star Kids. The project will
be presented in two sections. Section One will consist of three chapters, including a
statement of the problem, a literature review and a description of the development and
intended use of the handbook. This section provides insight into the importance of a staff
handbook in supporting an organization in actualizing its vision and goals as well as
articulates the theories and research that supports Northern Star programs. Section Two
will consist of the staff handbook, which is organized into six major areas: introduction,
Northern Star Kids Organization, key ideas, program design and delivery, staff health and
wellness, and policies.
In this chapter, I have provided an introduction to the problem and the purpose of
the project. I have explained how I identify with the project and I have clarified relevant
terms. Chapter Two and Three will complete Section One. Chapter Two consists of a
review of the literature from the areas of organizational learning and the youth
development. Organizational learning theory provides a rationale for key resources and
structures, such as a staff handbook, that organizations must have in place in order to
support quality youth development practice. Youth development theory field highlights
the importance of concepts such as resilience, positive youth development, and recreation
11

as necessary ingredients for healthy growth and development of children and youth.
Chapter Three provides a historical overview of Northern Star Kids and describe the
development and intended use of the staff handbook.

12

CHAPTER TWO: REVIEW OF THE LITERATURE
Using recreation programs as a vehicle for the development of children and youth
living in financial poverty requires that the concept and practice of intentionality
permeate every aspect of the organization. In order to gain credibility in the community,
the philosophy, vision, goals, and intended outcomes for youth must be rooted in theory
and research that reflects promising practice in the youth development field. The purpose
of this review of the literature is to position the Northern Star Kids organization as a
learning community, provide insight into the importance of an employee handbook for an
organization, and present the theory and research that provides a foundation for the staff
handbook.
Learning Communities
In order to actualize our vision and dreams as an organization, our staff must
continue to grow and evolve as a learning community, a term derived from the concept of

organizational learning in the business world, which identifies the characteristics of an
adaptive organization that can readily respond to changes in the environment (Brown,
2006). Learning communities came into prominence in education in the early 1990's
when school district personnel were looking for ways to improve the capacity of teachers
through collaborative reflective practice. The educational field adapted principles from
organizational learning but identified the name learning community as a term more fitting
for educational settings. The intended outcome of a learning community is to establish a
culture of continuous improvement and lasting change that is ultimately reflected in
students' learning and success at school. The Mitchell and Sackney (2000) learning
community model is achieved through purposeful development of capacity at the
organizational, personal, and interpersonal levels that results in a synergy that generates
13

energy, commitment, and hope (Brown, 2006). The learning community model is a good
fit for Northern Star Kids as we are at the infancy stages of our growth and have a need to
establish a culture of continuous learning for our staff, committee members and
volunteers. To illustrate the theoretical framework for this process, I will use the analogy
of the Giving Tree (Brown, 2006; Silverstein, 2004) to represent Mitchell and Sackney's
(2000) learning community framework. The trunk and branches of the tree represent
organizational capacity, encompassing formalized operations such as mandate, vision and
mission statements, and tools for organizational consistency that include policies and
documents such as a staff handbook. The personal capacity is illustrated by the leaves of
the tree and represents the personal learning of each individual on the tree. The
interpersonal capacity is represented by the fruit and the flowers on the tree and
symbolizes the growth experienced when individuals collaborate with each other and
enhance the organizational capacity. In terms of my own learning, the process of creating
the handbook represents one of the leaves on the Northern Star Tree and will be a tool for
collaboration, shared vision and team learning (Senge, 1990/2006). As I continue to
consult with all members of Northern Star Kids, our tree will become stronger as a result
of establishing solid roots for the organization and the resulting collaboration that is
inherent in the process.
Importance of an Employee Handbook
An employee handbook is a written communication tool that is designed,
published and distributed by management to help employees and supervisors to
understand what the company expects of them and to ensure employees know what to
expect from the company (Lawson, 2004). In the context ofNorthern Star Kids, the
employee handbook will be referred to as a staff handbook. It will help staff understand
14

the philosophy, goals and objectives of the organization, the programs we offer, and how
we expect staff to interact with children on a daily basis. It will also include what support
staff can expect to receive from the organization as a volunteer or paid employee. The
Northern Star Handbook will differ from most formal employee handbooks in that it will
be more of a guide to designing and delivering quality experiences for children than a
document containing typical information on employee benefits, working conditions, pay
systems, and progressive discipline procedures.
Lawson suggests that an up-to-date employee handbook has numerous benefits
for employees and employers. Following Lawson ' s suugestions, I propose that a staff
handbook will benefit Northern Star by promoting consistency and management
credibility, providing answers to important operating questions therefore saving valuable
time, being used as an efficient new-staff orientation management and recruiting tool,
providing staff with a shared vision and common ground for mutual understanding of
their responsibilities to children in their care, and providing standard criteria for
designing and delivering quality recreation programs. Lawson cautions potential authors
of employee handbooks to remember their audience throughout the writing process. He
stresses that handbooks should be written informally in a friendly, positive tone. The
language should be in line with most writing for print media, television, and mass
communication, which can be read by individuals with a grade 6 to grade 8 level of
education. The handbook needs to be written in clear, concise language, be applicable to
the intended environment, and accessible and inviting to all staff.
Theoretical Framework for the Staff Handbook
This section of the literature review articulates the theory and research that
supports Northern Star Kids, so these aspects can be communicated clearly in the
15

handbook. The literature review will highlight three areas of research: out-of-school
settings as developmental contexts, recreation as a strategy for optimal growth and
development of children living in financial poverty, and using a positive youth
development approach to designing and delivering recreation programs.
An Out-of-school Setting as a Developmental Context.
Yandell, Pierce and Dadisman (2005) reported that investigators have become
increasingly aware over the last ten years of the potential role that out-of-school settings
have on the developmental outcomes of children and youth. This awareness has surfaced
due to a number of factors such as the need for parents to find after school childcare for
their children, concerns of poor academic achievement in youth (particularly in the US),
health and safety risks of children spending time unsupervised, and the increase in free
time. Through their review of relevant literature, Yandell et al. uncovered a number of
interesting findings regarding structured activities: participation under the supervision of
caring adults was consistently linked to positive academic and social developmental
outcomes, low income and at-risk children and youth appeared to derive the greatest
benefits when compared to middle class peers, and finally, participation in structured
activities may be a protective factor for students who are at-risk of dropping out of high
school. Yandell et al. stressed that more research is needed to ascertain the social,
cognitive, and linguistic processes by which participation in structured activities
influences developmental outcomes, to identify other important developmental processes
in structured activities, and to gain understanding of the effects of program content.
The idea of an out-of school setting as a developmental context is supported by
Brofenbrenner' s (2005) hi-ecological systems theory, which looks at children's
development within the context of the system of structures and relationships that shape
16

their environment. Brofenbrenner sees the instability and unpredictability of modem
family life as one of the most destructive forces for a child's development (Addison,
1992). Therefore he advocates for children to develop stable, long-term relationships
with adults other than their parents in schools and community organizations. It is through
these adults that youth may receive the appropriate mutual interaction that is necessary
for their development. Brofenbrenner contends that a child's biological makeup interacts
with various layers of relationships embedded in the environment. These layers are
comprised of immediate social structures such as family, school, and community
organizations followed by the larger systems of society and culture and finally, the global
world. A change in any layer has a ripple effect throughout the other layers and can
impact the development of the child. The inner layer, which consists of family, school
and other community organizations, has the greatest impact on the youth and can foster
or hinder growth and development. Recreation programs that offer structured activities
fall under the realm of community organizations and have great potential to positively
influence the lives of youth.
Recreation - A Strategy for Optimal Growth and Development

Healthy growth and development is a goal all nations around the world have for
their children. Guy ( 1997) states that children are our future; our most precious resource.
The United Nations Convention on the Rights of the Child (1989) contends that all
children have the right to develop their "personality, talents, mental and physical abilities
to their fullest potential" (p.8). In the western world, developing to the fullest potential
requires having access to the opportunities and resources for a rich array of experiences
for self-discovery and development. The Offord Center (2006) affirms that participation
in sport and recreation is important for optimal growth and development in children and
17

youth. "Sport and recreation can enhance self esteem, increase academic performance,
strengthen peer and family relationships, and reduce anti-social behaviours such as
depression and anxiety" (p.l ). As a child psychiatrist, Dr. Dan Offord dedicated his life's
work to improving the life chances of children and youth living in financial poverty. He
believed that "positive experiences in sport and recreation help children become capable,
caring adults who will contribute effectively to the community of the future" (HIGH
FIVE®, 2003 , p.l). This belief was evidenced by his 47 year tenure as Director of
Christie Lake Kids, an organization in Ottawa, Ontario, that provides year-round
recreation activities and summer camp to children living in financial poverty. His
sentiments are supported by Bonne (2000) who proposes that sport and recreation be used
as a strategy to promote healthy growth and development of youth. By participating in
sport and recreation, Bonne suggests that youth can achieve developmental outcomes
such as optimal physical well-being, learning readiness, secure attachments and identity,
social engagement, competence, and "smart" risk taking.
Most children living in financial poverty grow up in environments that put them
at a disadvantage when compared to their middle and upper class peers. Offord and
Jones (1983) reported that starting from birth, children living in financial poverty have a
lower life quality than middle class children, often from poor physical development, poor
nutrition and physical health, poor emotional development, increased incidence of
psychiatric disturbance and poor medical care. The lower life quality may be
compounded by a multitude of problems such as single parenting, inconsistent parenting
styles, having a family member with a mental illness, experiencing educational failure,
substance abuse, and lack of financial resources to participate in non-school recreational
activities.
18

Many of 1.2 million young children living in financial poverty in Canada come
from families headed by lone mothers, recent immigrants, visible minorities, aboriginal
peoples, and people with disabilities. British Columbia has the highest rate of child
poverty at 23.9% compared to the national rate of 17.6%, which translates to 201,000 or
1 in 4 children (Canadian Parks and Recreation Association, 2007). Due to a
combination of economic and environmental stressors on the family, the focus is often on
meeting survival needs for food, clothing, and shelter. There is little money, time, and
energy left for parents to invest in extracurricular activities for their children through
tutoring, organized sport and recreation, and other youth affiliated organizations. Many
activities that occur outside of school hours require expensive user fees, transportation to
the location, and equipment costs.
As sanctioned by the United Nations Convention on the Rights of the Child, all
children have the right to participate in recreation; however, youth living in financial
poverty are often denied this right (Child and Family Canada, 2007b). According to
Statistics Canada (1996) children in low-income families are much less likely than
children in high income families to participate in organized sports (25 percent as
compared to 75 percent) and in arts and cultural activities (19 percent, as compared to 32
percent) There is some evidence in the research that children living in financial poverty
benefit more from extracurricular activities when compared to children from middle and
upper income levels (Mahoney, 2000; Mahoney & Cairns, 1997; Marsh, 1992; Marsh &
Kleitman, 2002).
However, there is a lack of empirical studies that provide evidence of the actual
effects of recreation on development. Jones and Offord (1989) conducted one ofthe first
studies when they investigated the effects of a recreational skill development program for
19

youth living in two different housing projects in the Ottawa-Carleton region. Over a
duration of two years, researchers found that although there were no spillover effects on
school performance or behaviour at home or school, there was a significant reduction of
vandalism in the housing complex and a reduction of calls to the police and fire personnel
during the time the intervention was in place. Another Canadian study by Ott et al.
(2006) offered free recreation for families on social assistance for the duration on one
year. A recreation programmer actively recruited the families and children via phone and
home visits and helped them to choose programs, fill out application forms, and arrange
transportation. After one year, the annual per-person expenditure for mounting the
subsidized recreation paid for itself by the lower use of health care and social services by
the children and their parents.
Posner and Yandell ( 1999) implemented a longitudinal two-year study and
investigated whether participation in after-school activities in grade three predicted
adjustment in grade five. They found that children who attended structured after-school
programs spent more time on academics and extracurricular activities and were better
adjusted in grade five. This study supports the contention that after-school programs can
provide low-income children with experiences similar to those experienced by middle
class children who have access to an array of coached sports and academic tutoring.
Lastly, Herbert (2002) found that the single most important factor in educating youth
from low-income backgrounds was the supportive adults in their lives who looked
beyond their background, recognized their talent and abilities, held high expectations for
them and nurtured their strengths.

20

Positive Youth Development-An Approach to Designing Programs.
Positive Youth Development (PYD) emerged in the early 1990s in the US as
academic researchers, front-line youth workers, and health initiatives worked
collaboratively to respond to the growing concern about the development of children in a
fast changing, technology driven world. The primary goal of PYD is to provide young
people with opportunities, supports, and services to fully prepare them for life as an adult:
simply being free of problems in life does not mean that a youth is fully prepared to take
on the myriad of responsibilities that come with adulthood (Pittman et al., 1993).
Because proponents of PYD want children and youth to thrive and reach their highest
potential, there was a shift toward youth preparation and development rather than merely
problem prevention and deterrence (Pittman, Irby & Ferber, 2000).
Theoretically, PYD is supported by contemporary developmental systems theories
and has been heavily influenced by lifespan developmental psychology, bioecological
developmental psychology, life course sociology, and community psychology (Lerner,
Almerigi, Theokas, & Lerner, 2005). It emphasizes that youth have resources to be
managed rather than deficits to "fix". Roth and Brooks-Gunn (2003) stressed that a
universal definition ofPYD is elusive and evolving despite the number of programs using
the term or the importance of their objectives. PYD has been defined in the literature as a
developmental process for youth (Pittman et al., 1993) a philosophy or approach to
working with youth (Roth & Brooks-Gunn, 2003, McCreary Foundation, 2007),
community-based human development and asset-based community development
(Bensen, 2002), and a conceptual model for psychosocial health (LeBlanc, Talbot &
Craig, 2005). For this project, PYD is used as an organizational approach to deliver high
quality recreational activities to youth living in financial poverty. The fundamental
21

principles and theory ofPYD will be actualized in the daily practice of program delivery
as supported by the staff handbook. Specifically, I will focus on the recent literature
explaining the theory of intentionality which integrates research, theory, and promising
practice in the positive youth development field.
Walker et al. (2005) present the theory of intentionality as a framework that
captures the dynamic relationships between developmental outcomes, youth engagement,
and intentionality in the philosophy, design and delivery of positive youth development
programs. The theory of intentionality includes three ideas that form the basis of the
theory, six principles of the ethos of positive youth development, and three components
of successful learning opportunities. The three ideas that form the basis of the theory are
related to the design and daily implementation of effective learning opportunities for
young people: 1) programs are most effective when attention to long-term developmental
outcomes for children and youth permeates the design of learning opportunities and the
philosophy guiding the youth worker interaction with youth; 2) youth are most likely to
achieve desired developmental outcomes when they are actively engaged in their own
learning and development; and 3) youth engagement results in a good fit between young
people and the learning opportunities in which they engage. All three of these key ideas
can be actualized in daily practice when youth workers ground their work in the ethos of
positive y outh development, which is an intentional way of working with youth and

shaping their learning opportunities. The ethos ofpositive youth development is
grounded in the following six principles (Walker et al., 2005).
1.

Learning opportunities designed to address the basic developmental needs of
children and youth authentically draw in and create youth engagement

22

2.

Choice and flexibility provide important ways for young people to have a
voice in their learning and development

3.

Opportunities for development and learning are grounded in their everyday
lives giving a chance for application and practice

4.

Learning opportunities are conceived as a cohesive whole rather than
constructed out of a series of fragmented events and activities

5.

Structured supports and opportunities are guided by an asset-based approach
that values their strengths and does not define them by their problems.

6.

Learning and development are enhanced when young people are engaged in
active co-creation with adults and other youth.
The three components of successful learning opportunities are highlighted by

Walker et al. (2005) who found from their recent review of the literature that young
people benefit developmentally when they are engaged in non-school activities that
emphasize relationships, activities, and contextual connections. These components
increase the likelihood of a goodness of fit between what a program offers and what a
young person needs and is especially pertinent when dealing with diverse groups of
children and youth. Being intentional about program design is given the highest
priority; offering a program for youth that come from a middle class, suburban
Caucasian neighbourhood will be much different than a program that serves inner city
Aboriginal youth.
There is a growing body of research that supports each of the components and the
function they have in engaging youth in experiences that contribute to their growth
and development. Relationships have long been emphasized as the critical ingredient
to encouraging resilience in children and youth. Werner and Smith (1992) and
23

Bernard (2004) found early on in their research that relationships with positive, adult
role-models can act as a protective process in vulnerable youth and can positively
influence the lives of all youth. McLaughlin, lrby, and Langman ( 1994) found that
successful youth workers exhibit a highly relational stance in their work as they focus
on youth and their potential rather than their deficits. Their approach is genuine and
sincere and emphasizes mutual trust, valuing, mattering, and respect (Walker et al. ,
2005). The activities are the vehicle through which staff and participants experience
learning opportunities, build relationships, and ideally, achieve developmental
outcomes. It is important to consider the subject matter content, the environment, and
the pedagogical method when designing the activities. The subject matter grabs the
attention of the children and youth, the environment is the physical space, the
atmosphere created by the staff sets the stage for learning and the pedagogical method
is the approach chosen to deliver the activity. The last component of successful
learning opportunities is contextual connections, which include settings such as
schools, neighbourhoods and workplaces; people such as family members, peers,
teachers, and neighbours; and social forces such as culture, spirituality, gender roles,
and socioeconomic status. Children and youth identified the best youth programs to
be the ones that were part of the community and reflected an in-depth knowledge of
the place, the situations and the families that took part (McLaughlin, 2000). The staff
were sensitive to the ethnic, racial and cultural character of the community and were
respectful, caring and empathetic.
Summary

Literature from the organizational learning field supports the process ofNorthern
Star developing as a learning community while sustaining the original philosophy and
24

vision of its founding members. It provides a rationale for developing administrative
structures and tools, such as a staff handbook, to enable staff to actualize intended
outcomes in their daily practice with youth. Literature from the youth development
field informs the content of the staff handbook, which is intended to be the point of
reference for stafftraining, staff recruitment, and networking within the community.
This literature offers insight on promising practices in the youth development field
derived from research in the areas of resilience, healthy developmental contexts for
children and youth, sport and recreation, and positive youth development.

25

CHAPTER THREE: DEVELOPMENT AND INTENDED USE OF THE STAFF
HANDBOOK
In this section I will give a more in-depth look at the programs offered at
Northern Star Kids, the method and process for designing a staff handbook, and
recommendations for using the handbook.
History and Operation of Northern Star Kids
The creation ofNorthern Star Kids was the lifelong dream of Dan Poulin, a
former employee with Intersect Youth and Family Services. He wanted to replicate the
program he experienced as a youth living in financial poverty in Ottawa, Ontario. Dan's
vision was supported by two colleagues from Intersect who helped to establish the
organization. Dan, Maureen Davis and Brenda Hansen spent hours doing community
based research to ascertain need for the program, apply for initial grants, and seek a
parent organization to support their vision.
Northern Star Kids serves low-income children who live in the Ospika North and
South neighbourhoods and attend Quinson and Spruceland Elementary Schools. In the
winter of 2002 a needs assessment was completed by Dan and Maureen. The purpose of
the assessment was to determine the child population in greatest need of this service. The
needs assessment was supported by the Early Child Development research conducted by
Dr. Clyde Hertzman and the team from the Human Early Learning Partnership (HELP) at
University ofBritish Columbia (Kershaw, Irwin, Trafford, & Hertzman, 2005). The
research found that a significant percentage of the children who live in the Ospika North
and South neighbourhoods were deemed at-risk on a variety of measures. For a full
report of the findings refer to the HELP website (Human Early learning Partnership,
2007). Based on the needs assessment, research findings, and knowledge of resources in

26

the city, Dan and Maureen ascertained that the Ospika North and South neighbourhoods
were underserved in Prince George and in need of recreation programs.
Active Support Against Poverty (ASAP) was the agency that took on the legal,
administrative and financial support ofNorthern Star. ASAP is a non-profit agency
located in Prince George, BC that provides assistance to lower income people dealing
with various government agencies including services for disabled, acts as a guide for the
empowerment of education and self-determination of the poor, acts as an agent of change
for inclusive community and provides management for a downtown emergency shelter
(Shared Learnings on Homelessness, 2007). It is governed by a board of directors and
funded largely by the Law Foundation, United Way and the City of Prince George.
Active Support Against Poverty would also like to acknowledge the financial assistance
of the Province of British Columbia, BC Housing and the Housing Partnership
Strategy(HPS) from Service Canada.
Northern Star Kids is an organization modelled after a program in Ottawa,
Ontario that was overseen by the late Dr. Dan Offord, a world-renowned child
psychiatrist and member of the Order of Canada. Dan Offord devoted his life's work to
increasing the life chances of youth living in disadvantaged situations. He was the
executive director of Christie Lake Kids, which provides a year round extracurricular
program and summer camp opportunity to kids living in financial poverty. The year
round Skills Training Through Activities and Recreation (STAR) program offers skill
development programs to children and youth age 9-14 who live in poverty. The skill
development program offers organized activities in art, sport, music or leadership and
promote competencies and mastery in an area of interest. One of the goals of STAR is to
introduce children to an area of interest at a young age and develop their level of
27

competency so they can integrate into a mainstream program with their peers. The
activities are taught by qualified instructors who deliver a ten to twelve week curriculum
designed to increase the skill level of each participant so they can move to the next level.
A unique aspect of both STAR and camp is the ratio of adults to participants. At
STAR we strive to have five youth mentors plus the skill development instructor for each
group of 20 children. The role of the youth mentors is to build a connection with the
children by participating with them and offering guidance and support where necessary.
Ideally, the youth mentors are also camp staff, so they stay connected to the children all
year long. At camp, the overall ratio of staff to campers is two to one, although many of
the staff are in support roles such as cooking or instructing the skill programs.
In each cabin, there are two counsellors responsible for five campers and this
group of adults and children spend the majority of their time at camp together. The youth
have the opportunity to attend summer camp, starting at age nine and continuing through
to age fourteen. Camp life is very structured, with the focus being on accomplishing a
given level in one of the four skill development areas: Naturelore (environmental
education), Canoeing, Swimming, and Campcraft (outdoor survival). Usually a camper
gains a skill level each year; by year five the camper has obtained a level of mastery in
each area. At age 14, campers have the option of participating in a junior leadership
program and start on the path to becoming camp counsellors. A compelling aspect of
Christie Lake Kids and Northern Star Kids is the longitudinal design and the commitment
to stay connected to kids from age 9 to 14 during the critical developmental years.
The program design and implementation of both STAR and the summer camp has
been a culmination of information provided by Christie Lake and the expertise of the
Northern Star committee. Northern Star currently offers recreational activities for three

28

sessions of 10 to 12 weeks throughout the school year to a cohort of approximately 40
children and youth who range from age 7 to 14. We strive to offer one sport and one
cultural activity for example, music, dance, and theatre each session. The children and
youth are also invited to week-long summer camp at Camp Elkness on Ness Lake. We
currently operate on a surprisingly small budget of 40,000 a year. This funds one parttime, paid staff member who is our program director for STAR and camp, the week at
camp, a small honorarium for our camp counsellors and instructors, and food and
supplies for STAR. The committee, youth mentors, and skill-development instructors are
all volunteers committed to giving children and youth living in financial poverty access
to recreation so their life chances will be more similar to those of their middle class peers.
Development of the Staff Handbook
The development of the Northern Star staff handbook required the convergence
of many sources of information: my knowledge of the Northern Star Kids organization,
my personal and professional experience of working with youth, consultation with
experienced supervisors in the human resources field, examples of handbooks gathered
from colleagues, friends, and the internet and finally, research and theory on the essential
ingredients of developing a handbook. I wanted the handbook to stand alone as an
orientation tool for new staff members and potential funders. Therefore, it had to contain
our history as an organization, mission statement and goals, our philosophy and daily
practice of working with youth and important policies and procedures. The policies and
procedures listed in the handbook pertain to the general safety and supervision of
children at Northern Star with an emphasis on the STAR program. Specific policies and
procedures for the operation of the summer camp are beyond the scope of this handbook.

29

In my quest to gather information for the Northern Star Kids Staff Handbook, I
consulted Christie Lake Kids in Ontario, telephoned local organizations in Prince George
and searched the internet. Christie Lake Kids has been offering STAR for almost twenty
years and are currently formalizing their documents into a staff handbook. They
graciously lent me what they had and I agreed to share the results of my project with
them. Although they have a much different mandate then we do, a few local
organizations in Prince George, such as Camp Trapping and Big Brothers, Big Sisters
were willing to share their information.
In the latter stages of researching information for the handbook I learned about
the HIGH FIVE® organization which was developed by Ontario Parks and Recreation.
HIGH FIVE® is a quality assurance and accreditation system to help children's recreation
and sport programs measure the quality of their programs and to support them in their
quest for quality (HIGH FIVE®, 2007). (Incidentally, Dr. Dan Offord was a member of
the HIGH FIVE® strategic advisory council.) HIGH FIVE® is the standard training for
all recreation leaders in Ontario and is quickly becoming the standard for North America.
I was fortunate to attend a HIGH FIVE® workshop in Smithers, B.C. on The Principles of
Healthy Development of Children Through Sport and Recreation and was impressed by
the quality of the material: the information was exactly what I was striving to present in
the handbook. Consequently, I have used parts of the HIGH FIVE® Leaders Handbook
(HIGH FIVE®, 1999) that are applicable to our organization. I also used the HIGH
FIVE®- Guide to Best Practices (Russell-Haas & Bowie, 2001) to format and develop
the policy and procedure section for the handbook.
Aside from HIGH, FIVE® I was able to find little on the internet in the way of
staff handbooks, particularly ones that included information on positive youth
30

development, recreation, and poverty. However, the sample handbooks were helpful in
providing examples of tables of content and writing style. To be successful the Northern
Star Handbook needs to reach members of a diverse audience. It is user friendly and
appealing to youth as young as 16 yet professional enough to share with other
organizations and gain credibility among people who may look to provide us with
funding. A large portion of our staff is young and computer literate; therefore it makes
sense to put the information on a website where it can be accessed at anytime.
Consequently, the handbook is written in simple, user-friendly language that may be
transferred easily to a website format at some future date. Humor and graphics were
intentionally included to keep the attention of the younger readers who may not
understand the importance of reading the entire document.
From Print to Practice
The writing is complete, the graphics look great, and the material is ready to be
shared with the staff. However, the staff handbook could become just another item that
sits on a dusty shelf in someone's office. It will only have meaning to the Northern Star
Kids organization if it is used by the staff facilitating the programs. How can Northern
Star Kids ensure that the print evolves into daily practice with the youth attending
programs? Here is a list of suggestions:
1.

Use the topics in the handbook as a framework for summer camp staff
training or STAR staff orientation.

2.

Create a test or a quiz to be completed after the material is covered alone or
m a group.

3.

Hold weekly discussions on various aspects of the handbook particularly the
sections on program design and delivery and policies and procedures.
31

4.

Role play scenarios from various topics, such as the managing behaviour
section, so that the material comes alive in practice.

5.

Set weekly goals that involve taking an aspect of the text and using it during
program nights, for example, using everyone's name and having the youth
call each other by name.

6.

Have staff assess the information in the handbook and provide feedback to
the program director or to the executive committee.

The Northern Star Staff Handbook is intended to be a useful tool for staff
members and the organization and is therefore a working document that can be modified
as needed so it fits with the Northern Star mandate and represents the work we do with
children living in financial poverty.
Summary
Northern Star Kids operates two programs in Prince George BC for children
living in financial poverty. STAR takes place from September to May and the summer
camp is held in August. The Northern Star Handbook is a synthesis of information from
many sources, including personal experience, consultation with professional educators,
academic research, Christie Lake Kids, HIGH FIVE®, and local organizations in Prince
George. It is intended to be a blueprint for creating quality recreation experiences, a
keeper of Northern Star history and culture, and guide to help foster healthy growth and
development in children living in financial poverty.

32

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Barret(Eds.), Childhood psychopathology and development, (pp.165-188). New
York: Raven Press.

37

Ott, M., Browne, G., Byrne, C., Roberts, J., Gafni, A., & Bateman, A. (2006). Recreation
for children on social assistance, 4-17 years old, pays for itself the same year.
Journal of Public Health, 28(3), 203-208.
Perkins, F., & Caldwell, L. (2005). Resiliency, protective processes, promotion, and
community youth development. In P.A. Witt & L.L.Caldwell (Eds.), Recreation
and youth development. (pp.149-167) State College Pennsylvania: Venture
Publishing.
Pittman, K.J. (2000). Grantmaker strategies Programs and the impacts of unevaluated
grantmaking. Paper presented at Evaluation of Youth Programs Symposium at
the Niennial Meeting of the Society for Research on Adolesence, Chicago, IL.
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Pittman, K.J., O'Brien, R., & Kimball, M. (1993). Youth development and resiliency
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Russell-Haas, J., & Bowie, D. (2001). The HIGH FIVEID guide to best practices. Parks
and Recreation Ontario
38

Senge, P.M. (1990/2006). The fifth discipline. The art and practice of the learning

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9d0-061 0-4c99-80fa-4b59721 d0717
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=f&adm=8&dis=2
United Nations. (1989). Convention on the rights for the child. Retrieved November
20, 2006 from http://www.ohchr.org/english/law/pdf/crc.pdf
Yandell, D.L., Pierce, K.M., & Dadisman, K. (2005). Out-of-school settings as a
developmental context for children and youth. Advances in Child Development

and Behaviour, 33, 43-77.
Walker, J., Marczak, M., Blyth, D., & Borden, L. (2005). Designing youth development
programs: Toward a theory of developmental intentionality. In J.L. Mahoney,
R.W. Larson, & J.S. Eccles (Eds.), Organized activities as contexts of

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adulthood. Ithaca, NY: Cornell University Press.

39

Kids

STAFF HANDBOOK
2008

WELCOME to the Northern Star
Family!
We are a diverse group of individuals who
have a passion for working with kids! We
are committed to supporting the
development of healthy children and youth
through our year-round recreation program.
We offer children and youth (age 9-14) from
low-income families the opportunity to
participate in skill development activities
throughout the school year in the areas
of sport, music, dance, theatre and
computers; we also offer a summer camp.
We are always keen to share what we do
with others. You can join our staff team as a
committee member, a youth mentor, a skilldevelopment instructor, a camp counsellor
or a camp cook! Jump in, get your feet wet,
ask lots of questions and be prepared to
have fun!

Pages 21 , 26 , 27 , 29, 40 , 67 & 66 have been reprinted with the permission of HIGH
FIVE®. Sincere thanks to HIGH FIVE®for the contribution to the Northern Star
Handbook and its' commitment to promoting high quality sport and recreation programs
that support the healthy development of children .

Screen Beans art used with permission , Screen Beans art© A Bit Better Corporation

2
Acknowledgement
Belinda Hanlon developed the Northern Star Handbook in consultation with the Northern
Star Executive Committee as a Masters of Education Project for UNBC. It is important
to recognize the members of the executive committee as well as a number of other
people who contributed their time , knowledge and support to help develop the
handbook. It is a culmination of material from academic sources, lived experiences of
professional educators and counsellors and personal experience as an executive
member of Northern Star Kids.
My appreciation and thanks go to:
Dr. Willow Brown , my supervisor, for giving me academic guidance and support at
every stage of the project.
Dr. Corinne Koehn and Dr.Si Transken, my committee members, for their valuable
insight and feedback .
Maureen Davis, mental health counsellor and a founding member of Northern Star Kids ,
for reviewing my work and ensuring it was a "good fit" for the Northern Star Kids
Organization.
Kathi Hughes, behaviour "guru", friend and mentor, for offering advice on the
"managing behaviour section" and editing the final product.
Mike Reid, Jonathon Palmer, Elizabeth Thideman, Dan Poulin, and Amy Rowe,
Northern Star Committee members, for their feedback and insight on various aspects of
the handbook.
Lynn Switzman, my friend and colleague, for providing valuable feedback at various
stages of the project and encouraging me to continue.
Jennifer Hepditch, STAR Program Coordinator- Christie Lake Kids, for graciously
providing any information I requested on the Christie Lake Kids Organization .
Sara Muhall, former BCRPA program manager, who introduced me to HIGH FIVE® and
enabled me to attend a HIGH FIVE® workshop in Smithers, BC.

Lastly, this work is a tribute to the incredible work of the late Dr. Dan Offord for his 47 year
tenure as Camp Director at Christie Lake Kids ' Summer Camp and the development of the
STAR Program. Dr. Dan Offord was a renowned child psychiatrist and founding director of
the internationally recognized Offord Centre for Child Studies at McMaster University in
Hamilton , Ontario. Dr. Dan devoted his career to improving the life prospects for Canadian
children living in financial poverty and earned him the Order of Canada in 2002. Regardless
of how busy he was with his professional responsibilities, he would return to Christie Lake
every summer and spend most of his time at the waterfront encouraging kids to learn to
swim. His hands-on approach to working with youth and commitment to 'leveling the playing
field ' for children living in financial poverty has inspired many to follow in his footsteps.

3
TABLE OF CONTENTS

INTRODUCTION
The Purpose of the Handbook
Definitions

pg . 6
pg. 7

NORTHERN STAR KIDS ORGANIZATION
History of Northern Star Kids
Mission Statement, Philosophy & Goals
The Northern Star Difference
Programs at Northern Star Kids
Northern Star Staff Positions and Responsibilities
Recruitment of Youth

pg.9
pg. 10
pg. 11
pg . 14
pg . 15
pg.18

KEY IDEAS
Key Ingredients of Healthy Child Development
Importance of Recreation for Healthy Child Development
HIGH FIVE® Principles of Healthy Development Through Sport & Recreation
Positive Youth Development- Protective Factors and Resilience
Positive Youth Development -Designing a Program
Challenges of Living in Financial Poverty

pg.20
pg . 20
pg.21
pg.22
pg.23
pg.24

PROGRAM DESIGN AND DELIVERY
Being a Leader
HIGH FIVE® Principles in Daily Practice
Building Relationships
Connections To Home
Facilitating Activities
Behaviour Philosophy
Northern Star Behaviour Policy
Managing Behaviour

pg.26
pg . 27
pg.28
pg . 29
pg.30
pg.31
pg . 33
pg . 34

STAFF HEALTH & WELLNESS
Self Care for Leaders
Self Care Strategies for Camp Counsellors
Working as a Cohesive Staff Team
Recruiting New Staff

pg.38
pg . 39
pg.40
pg.41

POLICIES : SUPERVISION & SAFETY OF YOUTH
Importance of Policies
Leader Behaviour
Emergency Preparedness
Child Abuse Prevention , Detection and Reporting
Child Supervision
Injury and Illness Prevention

pg.43
pg.44
pg.48
pg. 52
pg.54
pg . 56

APPENDIX
Application Form for Staff
Staff Training
Leader Self-Evaluation Form
A Checklist of Critical Forms

pg . 64
pg . 66
pg . 67
pg . 68

4

INTRODUCTION
( The development of the handbooK
... setting the stage for what's to come ..... an
overview and definitions ..

J

5

"When children play, they are
developing the physical,
emotional, social and
cognitive skills they need to
succeed in life. Sport and
recreation programs are the
most common ways children
participate in organized play.
A quality recreation program
can help children learn new
skills, feel good about
themselves and have friends.
Positive experiences in sport
and recreation help children
become capable, caring
adults who will contribute
effectively to the community
in the future."
Dr. Dan Offord

(HIGH FIVE®, 2003)

6

Overview and Purpose of The Handbook
This handbook was written as a guide for the Northern Star Kids Organization. Northern
Star Kids delivers quality sport and recreation programs to youth living in low income
families in the Quinson/Spruceland neighbourhoods in Prince George , B.C. Due to
Northern Star's large volunteer base and high turnover of staff we need a way to share
our vision , values and goals with new members of the organization . The use of the
handbook will create a culture of consistency in how we interact with youth , help us stay
true to the original mandate of Northern Star Kids and enable us to continue providing
the quality programs for which we are known.
The handbook intends to prepare leaders to engage in purposeful interaction with youth
and provide an understanding of the organization's purpose. It consists of six sections:
an introduction to the handbook, an overview of Northern Star Kids Organization , key
ideas that serve as our foundation , program design and delivery, staff health and
wellness , and policies that ensure the supervision and safety of youth . A policy section
was included in the handbook because the policies pertaining to the safety and
supervision of our youth provide a basis for all of our work.
The focus of the handbook is on building relationships with youth through sport and
recreation activities. At Northern Star Kids we do this by creating a supportive learning
environment where youth can participate at their level and feel a sense of mastery over
the skills they are learning. We have to work hard at maintaining a fun yet challenging
atmosphere so they keep coming back! Our goal is to keep children and youth
connected to the Northern Star family from age 9-14 so they have something
constructive to do outside of school hours.
The content of the handbook is a culmination of information taken from various sources
such as : Christie Lake Kids , HIGH FIVE® Leaders Handbook and Best Practice Manual ,
Diane Gossen's book on Restitution , academic research from various child development
areas and personal experience. All materials from outside sources are acknowledged
and identified on the reference page.
This handbook was developed as a Masters of Education project and the complete
project, including academic rationale, is available at the UNBC library.

Note: The Northern Star Staff Handbook provides a general overview of the
organization , our mission and core beliefs, a snapshot of our programs such as
STAR (Skills Through Activity & Recreation) and summer camp and our vision
of how to build relationships with kids through a supportive learning
environment in sport and recreation . It does not contain a comprehensive list
of all our policies and procedures specific to each program or the operational
information for summer camp . There is an additional booklet for camp staff.

7
Definitions
For the purposes of this handbook the following definitions and terminology apply:
Northern Star Kids
Northern Star

All used interchangeably.

Summer Camp
Camp

One week summer camp held at Camp Elkness.

STAR

Skills Through Activity and Recreation. Weekly recreation
activities offered to youth from September-May

Children
Youth

Used interchangeably; refers to children age 9-14

Staff

Anyone involved in Northern Star Kids organization ; this
includes volunteer and paid positions .

Youth Leader
Leader

Used interchangeably; refers to any staff member who
works directly with youth during STAR activities or
summer camp .

Youth Mentor

Staff members that attend STAR nights and support youth
during the skill development sessions.

Recreation

Structured activities that place an emphasis on connecting
with peers and adults while focusing on skill development
in the areas of: art, sport, theatre, music, leadership, and
technology (Mahoney, Larson , & Eccles , 2005).

Financial Poverty

The youth who attend Northern Star Programs live in
families who struggle with financial poverty. Financial
poverty in Canada is measured using Statistics Canada's
Low Income Cut-Offs. (LICO's). LICO recognizes that
people living in financial poverty spend a disproportionate
amount (54 .3% or higher compared to average of 34 .3%)
of their total gross income on food , clothing and shelter
(First Call : BC Child and Youth Advocacy Coalition , 2005)

HIGH FIVE®

HIGH FIVE® is the only quality assurance system in North
America designed for children 's sport and recreation . It
was designed to help program leaders and parents ensure
that sport and recreation programs are delivered in ways
that support the safety, well-being and healthy
development of children . (HIGH FIVE®, 2007)

8

NORTHERN STAR KIDS
ORGANIZATION
( Who are we and what do we do?
... some history and bacKground information
on our programs .... an interesting read ... pay
attention!

)

9
History of Northern Star Kids
Northern Star Kids is modelled after Christie Lake Kids , a year-round recreation program
based in Ottawa, Ontario. The program started in 1912 when Judge John McKinley
founded a summer camp as an alternative to jail. Christie Lake Camp was designed not
only to be fun but to be a place for children to learn skills, build friendships , and find
opportunities for success . In the 1960's the camp staff started organizing sports
activities as a way of touching base with the campers over the winter. In 1985, the Skills
Through Activity and Recreation(STAR) program began and Christie Lake Kids became
a year round operation for children living in low-income families. Christie Lake Kids
gained nationwide recognition for its programs due to the 30 year involvement of Dr. Dan
Offord , a world-renowned child psychiatrist and a member of the Order of Canada. Dr.
Dan , as he was affectionately known at camp, worked tirelessly during his career to
improve the life chances of children and youth living in financial poverty. Despite his
numerous professional commitments he returned to Christie Lake every summer as
Camp Director and was a key figure on the waterfront teaching kids to swim. His
passion and inspiration to help kids develop to their fullest potential has led many to
follow in his footsteps .
It was the dream of Dan Poulin, a Christie Lake Alumni and former Intersect employee,
to offer a similar program to children and youth in Prince George. He worked tirelessly
with Maureen Davis and Brenda Hansen,who were also Intersect employees, to
establish Northern Star Kids as a program under Active Support Against Poverty and
secure our first year of funding . Maureen is still at the helm as our financial advisor and
funding "guru" and we wouldn 't be here without her efforts. The inaugural camp was
held in August, 2004 on the shores of Ness Lake at Camp Elkness and the STAR
program planted its roots at the Kinsman Centre in the fall of 2004. We have stayed
connected to a core base of 30 youth and have provided services to over 50 youth
during the last three years. We have offered skill-development activities such as
basketball , volleyball , soccer, claymation , ballroom dance, hip-hop, singing and
snowboarding. Snowboarding is offered through the CHILL Program which is funded by
Burton snowboarding company and aims to give disadvantaged youth the opportunity to
experience snowboarding over a six week period during the winter months. We are able
to offer all our programs due to the financial assistance of the Province of British
Columbia and we are continuing to seek additional funding to expand our services and
remain a strong force in the lives of youth from low-income families for many years to
come!

10
Mission Statement. Philosophy. and Goals
Mission Statement
To provide a safe and supportive environment for youth from low-income families by
offering qual ity year-round community and camp programs to promote recreation ,
healthy friendships , positive role modeling , life skills and a chance to succeed.
Philosophy
At Northern Star we believe that:
• All kids deserve a safe , healthy childhood.
All kids deserve the opportunity to learn , to achieve , and to succeed.
Teaching skills of all kinds not only builds particular skills , it also builds selfesteem , social skills , and other positive qualities.
Children from low-income families deserve the same recreational and skill
development opportunities as other children .
Caring for child ren and youth is not just a private issue, but a collective
responsibility.

Children at Northern Star Kids are given the opportunity to:
•:• Develop skills and become competent in activities that interest them the most
through exposure to a wide variety of diverse and stimulating experiences.
•:• Achieve success in order to build their self esteem and confidence.
•:• Feel a sense of emotional well-being , belonging and security by making
connections with the Northern Star Community and developing relationships with
nonparental adults and peers.
•:• Develop as considerate , cooperative and caring individuals who show concern
and respect for themselves , others, and their community.
•:• Develop as individuals who are capable of participating in activities that require
decision making, problem solving , responsibility, team bu ilding, and self
management.
•:• Develop life-long leisure skills by participating in physical fitness , creative activity,
and healthy living.

So how will these core beliefs and goals affect our daily practice with kids?
What will the kids notice about our youth leaders?
The youth leaders:
participate with them - focus on the positive - teach in different ways -adapt to their
learning needs -phone them if they miss a session - take time to learn about their
lives - walk them home - lend them equipment so they can participate - let them help
plan events - work on challenging behaviours - teach them how to get their needs
met in a positive way - have fun , laugh and play

11
The Northern Star Difference
We have modelled our organization after Christie Lake Kids in Ottawa , Ontario. The
following information comes from Christie Lake Kids (2006b) and gives an
explanation of how both organizations differ from other recreation programs.

- Volunteerism - Civic Community- Low Income Families -Active
Recruitment- Consistency- Youth Focused- Community ApproachSkill-Development -Tracking - High ratio of staff to youth
Volunteerism
• A group of volunteers from Intersect Youth and Family Services were the
origins of Northern Star Kids (NSK). Members of the inaugural committee
were: Maureen Davis , Dan Poulin, Brenda Hansen, Elizabeth Thideman,
Doug Tedford , Belinda Hanlon, Jonathon Palmer, Cheryl Tedford , and Adele
Link.
• Programs are run almost exclusively by volunteers. Our program coordinator
is the only paid position and it is for 18 hours a week.
Civic Community
• Everyone's feedback is valued , regardless of experience or status.
• Everyone works to get the job done.
• We respect and value the kids and fellow staff members.
• Self-motivated not top-down motivated .
• We all agree to follow the same rules to set an example. Walk your talk.
• We are working towards inclusions of all races, relig ions, genders, sexual
orientations, etc.
• We are a team!!
Youth from Low Income Families
• Many organizations move away from youth from low income families when
middle-class youth start knocking on the door for two reasons: 1) middle
class youth can pay and 2) they are easier to serve. Usually, middle class
youth have more support to attend and use the services with less effort from
the organization.
Active Recruitment of Youth
• We ensure that youth who would not traditionally participate in recreation
programs are given the opportunity. These include youth who may be at-risk
of crime, abuse , and emotional , behavioural and psychological
maladjustment.
• We actively follow youth to keep communication open so we can identify
barriers preventing a child from attending and support families in overcoming
those barriers.

12
The Northern Star Difference

Consistency
• We strive to have the same staff each year, which allows the building of a
positive rapport. Many of the youth we serve may have life challenges that
interfere with an ability to maintain a primary attachment. Positive attachment
has been identified as a protective factor from maladjustment.
• We are consistent in the way we deal with behaviour.
• We continue to welcome and include youth despite the challenging behaviour
they might display. We are committed to working with youth to help them
improve their behaviour and will not remove children from our programs
unless they are negatively affecting the health and well-being of other youth
in the program .
• We guarantee youth a spot in our programs from age nine to fourteen .
Returning campers and STAR participants always receive priority, despite
political pressures to take on additional youth .
• We keep many important traditions such as "opening campfire" at camp and
STAR AWARD nights while we try to adapt to the changing needs of our
population.
• Children who move out of financial poverty remain welcome in NSK
programs.
• Programs are NOT DROP-IN . This assures better tracking and engagement
of participants as well as enabling us to stay true to our purpose of teaching
skills .
Youth-Focused
• Fun is number one!
• We are compassionate and caring .
• We do home visits and get to know our youth and their attachment base .
• We leave adult conversations and hanging out with friends until after program
time.
• We listen to youth and provide opportunities for them to offer their opinions
and explain their needs.
• We strive to ask youth for their input when trying to deal with their challenging
behaviour.
Community Approach
• We welcome all youth living in low-income families from age nine to fourteen
who live in the Ahbau/Quinson/Maclntyre neighborhoods and attend Quinson
& Spruceland Elementary School , or Lakewood Junior Secondary.
• A community approach to recruiting prevents stigmatization with targeting
only those in trouble or other at-risk groups.
Skill-Development
• Earn badges, award tags and certificates.
• Increase self-esteem .
• Competency with skill level is one area that may be a protective factor from
maladjustment.
• No previous skills are required. Our youth have a chance to catch-up to
middle class youth who have more access/practice in these areas of skill
development.

13
The Northern Star Difference
Tracking of Attendance and Skill Development
• A measure to assure youth are developing skills and moving through skill
levels.
• A chart provides a visual way for youth to see their progress and feel pride
and accomplishment.
• Leaders take attendance and follow up with a phone call when sessions are
missed.
High staff to participant ratio
• Our population needs more attention and support, as there are frequently
more complex needs, less family resources and increased family stress.
• Higher ratio allows us to ensure safety and the means to resolve challenges.

14
Programs at Northern Star Kids
SUMMER CAMP

STAR
Who?

What?

Children andyouth age 9-14

Children and youth age 9-14

•

•

•
•

•
When?

•

Weekly skill development activities
offered in the areas of sport, art,
music, and dance.
Sessions delivered by skilled
instructors in their field and
supported by youth leaders.
Northern Star strives to offer one
sport and one other activity per
week so we can target various
interests of the children and youth.
Skill sessions are offered once a
week for 10-12 weeks, three times
a year, during Fall, Winter and
Spring.
Activities are typically held in the
evenings between 6-8pm.

Where?

•

Northern Star Office at the
Kinsman Centre or venues around
town such as the swimming pool,
Tabor Mountain .

Why?

•

To give youth living in financial
poverty equal access to, equal
participation in and equal benefits
from skill development programs
as their middle class peers.
To have a positive influence on
the growth and development of
youth living in financial poverty.
See goal section of handbook .

•
•
How?

An enthusiastic program coordinator
and a fantastic team of volunteers!

•

•

•

•

One week summer camp
Camp focuses on skill
development in the following
areas: swimming, canoeing,
campcraft and naturelore
Campers work to achieve one skill
level per summer in each area
and have the opportunity to
participate in the LIT ( Leadership
in Training Program) during their
61h year at camp.
Usually held during the second
week of August each summer.
The long term goal is to offer three
camps a summer each lasting two
weeks.

•

Camp Elkness on Ness Lake
The long term goal is to own and
operate our own camp facility.

•

To give youth living in financial
poverty equal opportunities to
experience summer camp as their
middle class peers.
To have a positive influence on
the growth and development of
youth living in financial poverty.
See goal section of handbook .

•

•
•

An enthusiastic program coordinator,
skilled summer staff, and a fantastic
team of volunteers!

15
Northern Star Staff Positions and Responsibilities

•

•
•
•
•

•
•
•
•
•
•
•
•
•
•
•

•
•
•
•

•
•

•
•
•

•
•
•

EXECUTIVE COMMITTEE MEMBERS
Provide guidance and direction for all programs at Northern Star.
Fundraise, network in the community, provide professional support .
Responsible for hiring program director and all other staff.
Support and collaborate with program director on all Northern Star programs .
Develop and ensure consistent application of policies and procedures .
Attend reqular monthly meetinqs as scheduled .

STAR

PROGRAM DIRECTOR
Plan and implement STAR activities under the guidance and direction of the
executive committee. Attend all STAR nights.
Attend monthly committee meetings .
Work in conjunction with the committee to recruit certified instructors/coaches to run
the skill development programs.
Recruit youth leaders who work to support kids in their activities .
Track weekly attendance , cleaning schedule , volunteer participation, behaviour and
first aid incidents.
Make weekly phone calls to kids who are not attending and find out why .
Ensure safe arrival and departure procedures are in place for kids .
Purchase and organize food for nightly snacks .
Maintain inventory of program and cleaning supplies .
Organize AWARD nights at the end of each 10-12 week Skill session .
Build partnerships in the community .
Organize fundraisers .
Provide timesheet and petty cash reports to committee accountant.
Keep open communication with executive committee; let committee know of any
concerns regarding family circumstances or child well-being.
SKILL DEVELOPMENT INSTRUCTORS
Design and deliver developmentally appropriate skill development programs in the
areas of sport, music, art, or dance.
Present a copy of curriculum to program coordinator before the start of a 10/12 week
session .
Track progress of children and youth and encourage skill development over the
duration of the session.
Attend AWARD night.
Create an environment that maximizes learning potential
Set expectations, be positive, and have fun .
STAR MENTOR
Support the skill development instructors by ACTIVELY participating in all activities
with the youth. Be a positive role model.
Build relationships with the youth & help them be successful at STAR.

16
Northern Star Staff Positions and Responsibilities
SUMMER CAMP
•
•
•
•

•
•
•
•
•
•
•
•

•
•
•

CAMP DIRECTOR
Supports program director and oversees all aspects of camp.
Builds relationships with staff and campers.
Facilitates significant events such as opening and closing campfire.
PROGRAM DIRECTOR
Coordinate all tasks for preparation of camp such as : organizing staff training, menu
planning , transportations, games and activities, issuing curriculum for award heads,
conducting home visits, gear lists, communication with parents, preparation for the
final banquet, camp newsletter, first aid supplies, ordering clothes and award tags.
Participate in all aspects of staff recruitment and hiring process.
Facilitate staff training by creating a schedule and organizing instructors.
Create a welcoming, supportive atmosphere for both staff and campers.
Conduct camper home visits.
Be the "go to" person on site.
Support staff in all areas : staff/camper interactions, activities, theme nights, groups
and clubs, and campfire.
Plan and deliver "ALL CAMP" activities twice a day.
Work in conjunction with camp director to ensure campers have a safe, rewarding ,
fun time at camp!
SENIOR COUNSELLORS
Responsible for the care, health and well-being of 5 campers for the week.
Actively participate in all aspects of camp with campers: award sessions , swim times,
meals, all camp activities, groups and clubs, campfire etc.
Complete tasks as directed by Senior Staff. (Award Heads, Program and Camp
Director)

•

JUNIOR COUNSELLORS
Support senior counsellors in taking care of the health and well-being of 5 campers
for the week.
Learn the role of senior counsellor.
Actively participate in all aspects of camp with campers: award sessions, swim times,
meals, all camp activities, groups and clubs, campfire etc.
Complete tasks as directed by Senior Staff.

•
•

FIRST AID
Responsible for first aid needs of all campers and staff.
Work in conjunction with program director to ensure all first aid supplies are provided.

•
•
•

•

LIFEGUARD
Responsible for all activity occurring at the waterfront. This includes swim programs,
canoeing and other water-based activities.

17
•
•
•

AWARDHEADS (Naturelore, Campcraft & Canoeing)
Plan and implement curriculum according to the skill level and age of participants.
Create stimulating activities and capture the interest of the campers.
Evaluate the progress of the campers throughout the week and award levels to those
campers who have met expectations.

•

CAMP COOKS
Responsible for menu planning , coordinating the food purchases , and feeding 18-20
staff members and 20 campers for the duration of camp.

•
•

CAMP MOM/DAD
Provide emotional support to anyone at camp who needs it!
ROVER
Drives back and forth to town countless times a week picking up supplies and doing
odd tasks to support camp in one way or another.

18
Recruitment of Youth
Northern Star Kids serves low-income children who live in the Ospika North and South
neighbourhoods and attend Quinson and Spruceland Elementary Schools. In the winter
of 2002 a needs assessment was completed by Dan Poulin and Maureen Davis. The
purpose of the assessment was to determine the child population in greatest need of this
service. The needs assessment was supported by the Early Child Development
research conducted by Dr. Clyde Hertzman and the team from the Human Early
Learning Partnership (HELP) at the University of British Columbia(Kershaw, Irwin,
Trafford, & Hertzman, 2005). The research found that a significant percentage of the
children who live in the Ospika North and South neighbourhoods were_deemed at-risk on
a variety of measures. For a full report of the findings refer to the HELP website (Human
Early Learning Partnership, 2007).
Northern Star Commitment
Once youths participate in a program at Northern Star, ideally at age 9, we are
committed to providing them with STAR activities and summer camp until they turn 14.
At age 14 they can apply to our L.I.T. (Leader In Training) Program and have the
opportunity to become a STAR mentor or summer camp counsellor.
Initial Recruitment of Youth
In May 2004, a member of our executive committee gave a presentation on Northern
Star Kids to the staff at Spruceland and Quinson Elementary Schools. She explained
who we were, what we did and how kids qualify for the program . In order to qualify for
the program , the students: had to be age 9-12, live in families struggling with poverty,
were not able to access organized recreation and sport activities due to financial
constraints, and demonstrated a need for support outside school hours. The teachers
and staff at the school had a period of a couple of weeks to recommend 20 students to
our summer camp program. Once we received the recommendations, we did a home
visit with each family to confirm that they qualified for our program and their child was
interested in attending the summer camp .
Our Current Status
Since the summer of 2004 we have retained 10-12 of our original youth and welcomed
many more through word of mouth. Many of the youth who attended summer camp in
2004 brought their friends to STAR the following fall and we haven't had to do a formal
recruitment at the school for four years. Because of our long- term commitment to each
youth and our limited resources we only have openings when children move away or
become youth mentors.
Vision for the Future
Research demonstrates that the best time to engage children and youth in sport and
recreation is between the ages of 6-8 because of the natural curiosity to try new things
and socialize with peers. After this window of time, children tend to fall behind in skill
development in comparison to their peers and miss the opportunity to become interested
in a particular activity. The lack of engagement can have a negative effect on their selfesteem and self-confidence (Offord, 2002). We hope that one day we will have the
resources to recruit children each year in grade 1 from Quinson and Spruceland
Elementary and get them involved in STAR activities at an early age. We also would like
to create a fund to sponsor kids who show potential or develop an interest in a chosen
area so they can participate with mainstream peers .

19

KEY IDEAS
(

WhY do we do what we do?
... Stimulating BAAINY STUFF....

)

20
Key Ingredients of Healthy Child Development
There are many researchers working hard to discover what kids need in order to
experience a happy, healthy childhood.
Here is a list of the basics from the Mental Health America (2007) website:
~

~
~
~

~
~

~
~
~
~
~

Nutritious food
Adequate shelter & sleep
* Exercise *
Immunizations
Healthy living environment
Unconditional love from family
*Self- confidence & high self- esteem*
* Opportunity to play with other kids *
* Encouraging teachers & supportive caretakers *
Safe and secure surroundings
Appropriate guidance and discipline

*Starred items can be found in high quality recreation programs .

Importance of Recreation for Healthy Child Development
Research indicates that participation in recreation programs enables children and youth
to:
• Develop skills and competencies.
• Be exposed to positive role models.
• Achieve better physical and emotional health.
• Develop psychosocial skills.
• Improve self-esteem, academic performance, peer & family relationships .
• Acquire pro-social skills and develop life skills such as leadership,
decision-making and problem-solving .
• Form healthy habits that can be transferred into their adult lives.
• Participate , volunteer and take pride in their community.
• Have fun and be with friends .
(Canadian Parks and Recreation Association , 1997)

21
HIGH FIVE ®Principles of Healthy Development Through Sport and Recreation
At Northern Star Kids we follow the principles of HIGH FIVE®, a Canadian organization
that promotes quality programs for sport and recreation (HIGH FIVE®, 1999). We ensure
that the following five principles guide the design of all our activities:
Caring Adults - Friends - Participation - Play - Mastery
Importance

Principle

•

Acts as an anchor and a model for the roles children and
youth will try on .
A mentoring relationship with at least one successful adult
who is available over the long-term can protect children
from adverse circumstances (Werner & Smith, 1992).

A CARING ADULT

•

FRIENDS

•
•

Introduce children to the bigger world beyond family .
Help create a safe environment.
Create a space where children can talk about feelings ,
learn social skills and work out conflicts .

•

Gives children the opportunity to have a voice , make
choices, and do things by and for themselves .
Asking children and youth to help plan activities, set
rules , lead games and solve problems enables them to
feel independent, involved and competent.

PARTICIPATION

•

•

•
•

PLAY

•

MASTERY

•

Engages the imagination .
Gives children and youth the freedom to shape their
environment and be who they want to be.
Lets them control their environment without input from
adults .
Mastering new skills {physical , social and intellectual) is
the key way children develop self-esteem and a positive
identity.

The HIGH FIVE® principles are supported in environments that foster healthy
development. (HIGH FIVE®, 1999) Youth leaders who create environments that foster
healthy development:
1. Understand the developmental stages of children and youth and offer
age appropriate activities.
2. Respect and support the children and youth by honoring their
uniqueness and diversity.
3. Create safe places to play, both physically and emotionally, by
establishing boundaries that everyone can live by.

22
Positive Youth Development- Protective Factors and Resilience
Positive Youth Development is an approach to working with children and youth to help
them develop to their highest potential. (McCreary Youth Foundation, 2007; Witt &
Caldwell, 2005) Youth workers using the Positive Youth Development approach focus
on the strengths of the youth in their care rather than on their challenges. Research has
shown us that quality programming in supportive environments is essential for helping
kids to succeed.
First of all you need to know about two important words : PROTECTIVE FACTORS and
RESILIENCE.

Protective Factors - protective factors are supports in a person's life that help them
become resilient such as a caring teacher, belonging to a sports team or youth group or
having a youth mentor like a Big Brother/Big Sister.
Resilience- resilience means that people who experience difficult life experiences such
as living in financial poverty, having a parent die at a young age, being exposed to
abuse, or growing up with a learning disability still do okay despite the troubles they
experience along the way!

Northern Star strives to be a protective factor for kids living in financial poverty. We
offer kids caring relationships, cool stuff to do, and special ways to develop skills so they
become resilient despite the circumstances of growing up in financial poverty!

•Growing up under

adverse circumstances

such as living in
financial poverty,
losing a parent, being
exposed to abuse or
growing up with a
disability.

YOUTH

PROTECTIVE
FACTOR
•NORTHERN STAR
KIDS PROGRAMS
•Developing skills,
connecting with
youth and caring
adults, positive role
models, developing
positive selfesteem.

•Individual has a

general sense of

health and wellbeing.
•Graduate from high
school.
•Makes a positive
contribution to the
community as a
young adult.

23
Positive Youth Development- Designing a Program
(Walker, Marczak, Blyth, & Borden, 2005)

KEY IDEAS OF POSITIVE YOUTH DEVELOPMENT:

1. Before we plan programs we need to know WHAT we want kids to learn and
WHY.
2. Kids need to be involved in their learning and development.
3. We need to give kids what they need based on their interests, skills, and life
circumstances. This is called having a "GOOD FIT".

THE BEST LEARNING WILL HAPPEN WHEN:

1. The activities match the age and skill level of children and youth . In other words,
experiences need to be challenging- not too easy and not too hard .
2. The children and youth have choice in what they do.
3. Opportunities they participate in during program time are something they can do
on their own.
4. Youth workers focus on the strengths of the children and youth ; they do not focus
on their problems .
5. Kids and adults work together to plan programs.
HIGHLY SKILLED YOUTH LEADERS (like the ones at Northern Star) consider three
factors when they design programs:
RELATIONSHIPS

ACTIVITIES

CONNECTIONS

A key protective factor for
encouraging resilience in
kids!! Be sincere , genuine,
and REAL when working
with kids as these qualities
build TRUST - they will
know if you are just putting
in time!

Grab the kids' attention,
make the learning
interesting, and make the
surrounding safe!

Get to know the
background of your kids the world they live in which
includes family, school and
neighbourhood .

RELATIONSHIPS

ACTIVITIES

CONNECTIONS

24

Challenges of Living in Financial Poverty
Reading about the challenges of living in financial poverty does not make one an expert
in the subject nor does it replace an individual's "lived experience". Living in financial
poverty is different for everyone ; it is critical to not assume you understand or relate to
how other people live unless you have experienced it firsthand. Even then , it is
important to realize that individuals respond differently to similar situations. It is
appropriate to describe some of the challenges of living in financial poverty so that we
can better understand our kids when they come into the program .
Christie Lake (2006a) reported that the need for a program for kids living in
financial poverty arose from years of research that revealed three important
findings:
1. Economically disadvantaged children are at a far greater risk of poor physical
and emotional development than their middle class counterparts.
2. Involvement in physical activity improves children 's physical development, while
gaining skills in the arts and sports improves their positive emotional
development.
3. Sadly, such programs , known to be beneficial to children are not easily accessed
by those living in financial poverty. In fact, the National Longitudinal Survey of
Children and Youth (NLSCY) revealed that more than three-quarters of poor
children had almost never participated in arts or community programs, and the
same was true of sports for more than one-half of poor children (Statistics
Canada , 1996).
Children and youth living in financial poverty have a greater risk of health
problems, disability and death and are more likely to: (Public Health Canada , 2005)
• Drop out of school.
• Have emotional problems and mental health disorders.
• To get in trouble with the law.
• Engage in risk-taking behaviour and die as a result of the injuries.
Barriers to Participation in Recreational Programs
• Transportation, registration costs, and equipments costs.
• Cultural (limited experience in swimming and ice skating).
• Linguistic (many people living in financial poverty are newcomers to Canada).
• Educational (can't fill out form if you cannot read it).
• Family commitments.
• Gender (females not as encouraged to play sports).
Financial Poverty in BC (CPRA, 2005 ; First Call : BC Child and Youth Advocacy
Coalition , 2006)
• BC has the highest rate of child poverty in Canada (23.5% vs. national rate of
17.6%) which translates to nearly 1 in 4 children .
• Most of the income for those living in financial poverty goes towards food ,
clothing , and shelter.
• Lack of access to organized sport and recreation reinforces social exclusion .
• Children in low-income families are much less likely than children in high income
families to participate in organized sports (25% as compared to 75 %) and in
arts and cultural activities (19 %, as compared to 32 %).

25

PROGRAM DESIGN AND
DELIVERY
[

HOW do we do it?

________

.._____

The fUn stUff...WAKE UP!

•
•
•

•

•

J

_____..

26
Being a Leader
The youth leaders at Northern Star have the responsibility to work with all the youth in
our programs, regardless of their ability or background , to help them develop
intellectually, socially, physically, and emotionally by creating opportunities for them to
learn and play. As long as you give the kids your best effort and quality time you will be
doing a fantastic job!

faCilitators

who create environments and activities that help
children shine.

Mentors

who make themselves available to listen to children and
provide guidance and support as needed.

Teachers

of new skills.

"RPie models

for children to look up to and learn positive
behaviours.

Ambassadors

for the program , who welcome parents and children
into the broader community.

(adapted from HIGH FIVE®- A Handbook for Leaders, 1999)

A mentoring relationship with at leaSt one successfUl adult who
is available over the long-term protectS Children from adverse
circumstances. (Werner o/ Smith, 1992l

-

----

-

27
HIGH FIVE® Principles in Daily Practice

Caring Adults - Friends - Participation - Play - Mastery
Here is how we put the HIGH FIVE® Principles in ACTION in our daily practice with
youth at Northern Star! (HIGH FIVE®, 1999)

Principle

A CARING ADULT

FRIENDS

What does it look like?

.
.•
.
..
.
..
.
.
•

PARTICIPATION

PLAY

MASTERY

..
..
..
..
.
..
.
•

.

Use each child 's name .
Greet all children when they arrive and say goodbye as they leave
Make eye contact when children talk to you and actively listen
to what they have to say
Take time to have at least one brief conversation with each child
every day.
Smile & have fun!
Uses appropriate physical contact eg. a handshake or a pat on the
shoulder
Introduce the kids to each other and new kids to the rest of the
group.
Ask the children to use names when they talk to other people
Do not tolerate name calling, teasing , scapegoating , personal
vendettas or sarcasm and never use these yourself.
Organize games and activities that require kids to work with
different people.
Support and celebrate the diversity of cultures within a group .
Challenge the group as a whole to solve problems and work
together toward a common goal.
Involve children in planning , carrying out, and evaluating activities .
Give them choices about what they can do, make, or play.
Respect their views and ideas .
Make sure everyone participates regardless of ability .
Give children enough time to do the activities they want.
Build play into structured activities.
Keep a sense of humour.
Be fair in how you manage games and activities .
Use descriptive feedback to help children understand what they do
well.
Provide challenges that are age developmentally appropriate .
Praise children when they succeed.
Find something each child can be successful at and give him or her
opportunities to demonstrate this mastery.
Recognize each child's uniqueness and build on his or her
strengths.
Children learn by doing -minimize standing around .

28
Building Relationships
Building relationships with the kids who come to STAR and Camp is the most important thing you
can do as a youth leader. It is your most valuable tool. Research shows that it takes one
important person in a child's life to help them overcome difficulties they may face at home, school
or in the community.

The Essential Ingredients
Remember why you chose to work for Northern Star- to make a difference in the lives of kids
living in financial poverty. For this reason , they are your focus during program time.

Share personal learning experiences when
appropriate. Be real , genuine, and sincere.
Use each child 's name

Ask about life outside of Northern Star -interests, movies, music, hobbies,
school etc. Have at least one brief conversation with each child every day.

Always do what you have said you will do.
Avoid making promises that will be difficult to
keep.

"Lead by example". Be on-time, be respectful, do what you expect the kids
to do, model good behaviour.

Give kids your undivided attention.
Make eye contact with children when
they talk to you and validate what
they say.

Set appropriate boundaries to keep kids emotionally and physically
safe. You can interact in a playful manner but remember your role as a
mentor.

Value the unique strengths by finding ways that
children can be successful when they are in
your care. Acknowledge the good things they
do everyday.

29

Connections to Home: Communication With Parents or Other Family Members
Parents are key partners in their child's healthy growth and development. It is important
to encourage parents to be involved in Northern Star at whatever level they choose.
They are welcome to visit programs in session, volunteer to do various tasks, be
involved with program evaluation , and attend special events such as STAR Awards
Nights. We want parents and other family members to feel welcome at Northern Star
Kids and feel secure about their child's involvement.
We like to maintain an open communication policy with parents by:
•

Sharing daily information on their child's experience . (if requested)

•

Informing parents of any incidents their child is involved in. (if appropriate)

•

Providing access to the staff handbook including policies and procedures.

•

Keeping parents up-to-date with events and activities through the monthly
newsletter.

•

Requesting that they evaluate Northern Star Programs.

•

Contacting home if the child is not attending and working with parents to
determine what support is needed for attendance .

TIPS FOR BUILDING HEALTHY RELATIONSHIPS WITH PARENTS
(HIGH FIVE®, 1999)

·:· Make parents your partners in making sure their child has a good experience.
·:· Get to know parents by name and initiate conversations to show that you are
attentive to their child; ensure that children and parents know your name.

•!• Remember that parents are concerned about their child, not about the other
children or how hard your job is. Support them in their concerns about their
child .

•!• Talk to parents about the principles of healthy child development and how
you use them in your program.
•!• Enlist the parents' help in problem-solving .

30
Facilitating Activities
OK ... so you have all the theory memorized from chapter one ... .you have picked an activity to do
for Naturelore or a STAR night or clubs at CAMP. You know what you want the kids to learn , you
have made sure it is something they are interested in and it is developmentally appropriate .. .so
now what? How will you actually deliver the material? How will you create a learning environment
that fosters healthy growth and development? You need to consider the following when planning
an activity:

EQUIPMENT
SEQUENCE

TIME

SAFETY

[

SPACE

ADAPTATIONS

~

AGE & SKILL
LEVEL

SPACE- Is the area away from distractions? Will the kids hear you? Is the sun in their eyes?
Are there any hazards? Is there enough room to do what you want? Do you need to set up
physical boundaries with pylons or other markers?
SAFETY- This means both physical and emotional safety. For example, emotional safety may
require a reminder of behaviour expectations and physical safety may involve a survey of
equipment and area in which the activity takes place. How will you respond to an emergency?
AGE & SKILL LEVEL- Consider the developmental needs of your group. Is the activity
challenging to the group? Think of how you will adapt the activity if it is too easy or hard?
ADAPTATIONS- Consider the unique needs of individual kids in the group. Know their strengths
and challenges. Do you need to modify the rules , have small breaks, offer more adult support or
provide visual instructions so they can be successful?
TIME- How much time do you have? Plan out every minute of your activity so there won 't be
any surprises. But even careful plans can go awry! Be flexible and plan extra activities in case
you need them.
EQUIPMENT- What do you need in order to do the activity? Have all equipment on site and in
place before you start the activity.
SEQUENCE- What will you say first? How will you get the kids attention? What expectations
do you have? How will you have kids form groups? What is your back up plan in case the activity
doesn't work? Activities unfold differently with every group even for the most seasoned leaders as mentioned previously, it is always good practice to have PLAN B in your back pocket.

31
Behaviour Philosophy
At Northern Star we choose to help kids learn how to manage their behaviour so they
develop a sense of control over what they are doing. The ultimate goal is to strengthen
the youth and give them tools to use in the future. The material for this section of the
handbook comes from the Restitution Work of Diane Gossen (Gossen , 1996; Gossen,
2006).The foundation of Gossen's work is a counselling theory called Reality Theory that
was developed by Dr. William Glasser (Glasser, 1965). Gossen combined aspects of
Glasser's work with her experience in addictions counselling and her observations of
First Nations Elders working with young offenders to create her model of Restitution. In
order to use the principles of Restitution at Northern Star Kids Programs, we need to rethink four common beliefs about disciplining children and youth.
OLD BELIEF

NEW BELIEF

We can control people

We can 't control anyone! When people
do what we want, it is because they want
to. They allow us to control them .

All positive reinforcement works and is
good for kids.

Criticism and guilt build character.

Adults have the right to coerce (force)
kids . Force can be persuasion in a
friendly manner, threats of a loss of
privilege , or at the extreme end ,
warnings of physical harm.

Constant positive reinforcement is a way
of controlling people . It makes kids
dependent on external rewards and they
start doing things to please others
instead of for themselves. We need to
teach kids to do things for themselves
because it gives them satisfaction . We
can do this by using descriptive feedback
which helps them see their own strengths
in comparison to criteria. When they do
something well we can ask them what
they think of their performance and have
a discussion about that instead of
constantly heaping on the praise. The
key word here is CONSTANT - it is okay
to use praise at appropriate times.
Punishing kids using criticism and guilt
make kids feel bad about themselves.
We want them to become stronger by
learning from their mistakes. We talk
about changing their behaviour so they
can be more effective in getting what
they need.
Adults need to work with kids to teach
them how to manage their behaviour so
they are effective in getting their needs
met. This means spending time getting
to know the kids they work with and
working through difficult situations
without resorting to coercing kids into
behaving in a certain way.

32
Behaviour Philosophy
Why do some youth engage in disrespectful or disruptive behaviour?
Dr. Dan Offord , Christie Lake Kids Camp Director, as well as William Glasser, founder of
Reality Therapy, believed that people are always behaving in one way or another in
order to meet one of their FIVE BASIC NEEDS (Glasser, 1965). The five basic needs of
human beings are: survival, love and belonging, freedom , power, and fun . Here is a
more detailed look at the five needs:
SURVIVAL

Food , shelter, protection , clothing .

LOVE & BELONGING

Feeling connected to and cared for by family, friends , and
groups.

FREEDOM

Being independent, making decisions for yourself.

POWER or
COMPETENCY

Feeling worthwhile, succeeding in areas of interest, mastering
skills .

FUN

Experiencing pleasure and enjoyment in life.

It is much easier to work with youth who are displaying challenging behaviour if we stop
and think about what need they are trying to meet instead of only focusing on the
disrespect or disruption .
Example # 1: Every mealtime, Sam is pushing and shoving other campers so he can be
the first to get his food. His behaviour is causing fights among the cabin members and
making mealtime a challenge for the counsellor. Instead of the counsellor trying to stop
the behaviour by laying out consequences, he/she can have a private conversation with
Sam about what he needs at mealtime and work on a plan on how he can meet that
need more effectively. He or she can then model and practice the replacement
behaviour with Sam and give descriptive feedback about his new behaviour. It is
possible at Sam 's house that in order to "survive " you need to push and shove at
mealtime so you get enough to eat.
Example #2 : Callie is constantly putting down another girl in the hip-hop dance group.
She is influencing two other girls in the group to do the same thing. A staff member can
discuss with Callie what need she is trying to meet by excluding the other girl and come
up with a plan for her to meet her needs in a positive way. Chances are she is trying to
belong to the group but does not know how to connect in a constructive way. The staff
member can model and practice the replacement behaviour with Callie and give her
descriptive feedback about her new behaviour.
Okay, I understand the theory. How do I actually manage difficult behaviour at STAR or
CAMP? What steps do I take? .. ... .
First of all the kids must know what the expectations are ..... .see next page .... .

33
Northern Star Behaviour Policy
One of the best ways to prevent unwanted behaviour is to keep kids busy and engaged
in activities. This means that you need to be organized and in tune with where your kids
are at and how they doing at any given moment. The kids need to know ahead of time
what will happen if they do not meet Northern Star expectations.
The Northern Star behaviour policy needs to be visible at STAR program locations and
summer camp. All staff must review the policy with youth at the beginning of every
STAR or CAMP session and be consistent in reminding youth when they are and are not
meeting expectations. Staff will have the most success with managing behaviour if they
model the behaviour they expect and are consistent with their follow through.

NORTHERN STAR BEHAVIOUR POLICY
Staff and youth at Northern Star Programs believe in showing respect for
themselves, other people, and their environment.
This means that we:
1. Listen to one another.
2. Give our best effort during all program activities.
3. Encourage people to do well instead of putting them down.
4. Take care of our equipment and our surroundings.
5.

Recognize that when we hurt someone or make a mistake we come up with §.
plan to deal with it. Examples of "dealing with it" are: doing something for the
person you have hurt, volunteering to help staff, fixing something you break, or
coming up with a plan to better manage your behaviour next time . If making a
plan is difficult for some kids the leader may help them make a plan .

Northern Star Staff are committed to working with youth and
giving them ample opportunity and support to change
unwanted behaviours. As an organization, we do not
believe in coercing kids to behave in a certain way through
loss of privilege. However, we do need to have a bottom
line that protects the safety of all our youth. Therefore,
youth who consistently display behaviour that is harmful to
the health and well-being of other youth will be asked to
leave the program.

34
Managing Behaviour
There is no magic formula for dealing with disruptive or inappropriate behaviour.
PREVENTION (as mentioned on the last page) is the best way to help prevent unwanted
behaviours. Many situations depend on the needs and characteristics of the child you
are working with . At Northern Star we are kid-focused and want our kids to learn from
their mistakes. We want to make them STRONGER. The following STEPS are a guide
for dealing with unwanted behaviour and will work with MOST but not ALL of our youth.
There is an additional section for dealing with kids with specific learning needs or
social/emotional difficulties who display unwanted behaviour(see pg. 33) .
STEP

PURPOSE

1

Assess your
leadership

2

Youth awareness of
unwanted behaviour

3

Problem solving with
youth

ACTION
Do a quick assessment on the situation and yourself.
1. Is the activity organized, engaging, and
developmentally appropriate?
2. Is the ratio of staff to youth sufficient?
3. Did the youth understand the instructions?
4 . Did I give the instructions in a clear manner,
one step at a time?
5. Did I model the behaviour I want?
6. Did I post instructions visually?
Give the youth information about the unwanted
behaviour. This is meant to be a short, simple piece of
feedback . Keep it positive. Do this in the group or
take them aside taking care not to embarrass them in
front of their peers.
"John, I notice that you are talking while I am giving
the instructions for the game. I need you to pay
attention so you will understand what to do "
Staff member removes youth from the activity and has
a private conversation using the four questions below.
These four questions will only work if the youth
understands cause and effect and can take
responsibility for behaviour. This is not appropriate for
kids who have Fetal Alcohol Spectrum Disorder
(FASD) (See next section (pg.36) for tips on dealing with
youth with FASD)
If the kids can 't answer the questions, the staff
member can tell them what they need to see in order
for them to continue the activity
1. What do you want? This is what I need from
you ....
2. What are you doing? This is what I see ...
3. Is it working? Does it fit with the Northern
Star Behaviour Policy? It's not working .. ..
4. Do you want to make a plan? Can you
figure out a better way to get what you
want? This is what I want you to do ...

35

4

Continued problem
solving - add the
consequence

When youths continue to display the unwanted
behaviour they should be removed from the group and
asked to spend more individual time with a staff
member. They need to review their plan for getting
what they want, make amends for their behaviour, and
reintegrate as a member of the group. They may
choose to do something for the instructor or the whole
group when they have disrupted an activity.

5

Get support for
yourself and the youth

It can be draining and frustrating dealing with difficult
behaviour. If the youth is still acting out at this point,
the leader can ask the Program or Camp director for
advice or to deal with the youth directly.

Issues with a group of youth
If there is an issue that is affecting the entire group, it is important to find a solution with
everyone involved. A front-line staff member should take the lead on facilitating the
discussion and have the program coordinator or camp director sit in for support. Use the
questions above when addressing the entire group.

1 Give the expectations of a group discussion:
• No names are used even if the issue is with a specific camper in the group .
"People" are being picked on instead of Sam is picking on Tyler and Joe.

.. No one may interrupt when another person is talking .
It is important to respect and listen to others when they are sharing their feelings .

2 State and define the problem.

•

What do you want? What is happening? Is it working for the group? Coach the
youth to use "I" when they speak to the group and try to get them to say what
they feel.

I want the cabin to get along because I feel frustrated when everyone is fighting all
the time.
• Each person takes a turn speaking to the group. The leader then summarizes
what has been said by stating different points of view and highlighting the
statements of agreement.

3 Identify skills and solutions to the problem.

• What can we do differently? Can you think of a plan that will help the group?
• Ask each youth what they are prepared to do to contribute to the solution instead

4

5

of having them determine what other people should do.
• Remind each person in the group about things they do well and then brainstorm
the solution to the problem.
Decide on a mutually agreed upon goal for the group and a time frame for
accomplishing the goal.
• The group needs to come up with a plan for themselves if they accomplish the
goal (a celebration) and an alternate one if they don't.
Review their progress at an appropriate time
.... ..at camp that might be the next day ... at STAR it might be the next session.

36
Managing Behaviour

r
What do you do if you have tried every trick in the book and still can't help a youth
change his/her behaviour? SCREAM? 'PULL YOURHAIR.OUT!

NOT YET! .. .keep reading ....

The brains of some youth are wired in a way that prevents them from understanding
cause and effect of their behaviour. They may do something inappropriate and deny it
immediately. Their brains cannot make the connection that their behaviour has an
effect on others. This is very often the case with youth who have FASD or other special
behaviour difficulties.
For these youth you need to be very direct with your instructions. Here are some
strategies:
1. Give one instruction at a time.
2. Be aware of the sensory stimulation of the environment (is there a lot of noise?
color? distraction?) If this is the case , take the youth to a quiet place so he or she
can "calm down" and then continue.
3. Write out instructions to games/activities/daily schedules .
4. Keep your language short and specific.
5. Only give two choices at a time.
6. Model and practice the behaviour you want (over and over).
7. Allow extra time for processing- State the request or instruction, count to 10 and
state again, count to 10 and state again . You may have to repeat a few times
and have them repeat instructions to you in their own words .
(Provincial Outreach Program for Fetal Alcohol Spectrum Disorder, 2007)

37

STAFF HEALTH &
WELLNESS

(______H
__o_w_d_o_w__e_st_a_Y_s_a_ne_?______)
....... important stUff..... we need to taKe of
ourselves o/ each other ..... .

38
Self Care for Leaders
The old saying goes ...if you don 't take care of yourself, you can 't take care of others. So
next time you think about missing an exercise session or passing up a healthy meal for a
quick stop at Burger King remember the friendly faces you work with every week.
Working with children and youth can be an exhausting job and working with youth at
Northern Star can be even more demanding due to the various challenges in their lives.
It is important that you learn to take care of yourself so you can stay healthy and
maintain the work you are doing .
General Self-care Strategies
1. Avoid overworking- when you get a break or time off-TAKE IT!
2. Know your limits - be aware of what tasks or situations leave you depleted and
get help with them or delegate them to someone else.
3. Maintain a healthy diet-eat nutritious food and drink lots of water.
4. Maintain a regular sleep schedule -the recommendation is 7 hours sleep at
night.
5. Exercise regularly- recommendation is 3 cardio workouts a week.
6. Make connections with staff - have someone you can debrief with after difficult
situations.
7. Remember your social needs- spend time with family , friends and significant
others.
8. Make time for yourself- make time every week to do something you enjoy.
9. Know when to seek help - talk to senior staff or a health professional if you are
having difficulty managing circumstances at work and it is interfering with your
quality of life.

39
Self Care Strategies for Camp Counsellors (Muchnick. 2002)
Life at summer camp is hectic and people can get frustrated with one other due to the
intense nature of the job and the amount of time they spend together. Muchnick (2002)
created a list of self-care strategies that help summer camp leaders take care of
themselves and their staff team . He listed them under four themes : promote health,
challenge expectations , provide support, and schedule staff events.
Promote Health
Extra sleep-ins , lazy days, early nights
Importance of self care and humour (humour team , joke board)
Relaxation training , yoga (throughout the summer)
Special theme meals, silent meals, meals to music
Build and maintain support networks
Challenge Expectations
Changes in day's routines (eg. change in activities)
Unanticipated free time
New games throughout summer
"Stop & think" problem solving sessions
New staff members during the summer
Provide Support
Staff appreciation (appreciation circles)
Informal staff meetings
Motivational speakers and other professional through the summer
One person be designated "staff resource" person
Debriefing opportunities
Schedule Staff Events
Recreational and sport activities for staff only
Staff talent show
Out-of-camp trips
"Secret friends"
Costumed events

40
Working as a Cohesive Staff Team
At Northern Star Kids we pride ourselves on working as a family unit. We don't always
see eye-to-eye but we respect each others' opinions and ensure everything we do is in
the best interest of the l outh we work with . When you join the Northern Star Team you
will notice (HIGH FIVE , 1999):
- Our team effort - Discretion with confidential matters - Use of appropriate language
and behaviour- The focus of our work is on the children, not on relationships with other
staff- Openness, trust - We are willing to support each other- The supervisors are
approachable , accessible people and the staff are comfortable talking to them TIPS FOR BUILDING HEAL THY RELATIONSHIPS WITHIN THE STAFF TEAM
(HIGH FIVE®, 1999)

•!• Never discuss the youth in your group in front of others
•!• Use discretion with confidential matters concerning youth in the program
•!• Use appropriate language and behaviour with your peers
•!• Do not ignore children or make them wait while you talk with other leaders
•!• Choose to be with youth during mealtimes, activities , and events, instead of
with your peers

·:· Support your peers and offer assistance if needed
•!• Seek advice from experienced peers or your supervisor
•!• Let your supervisor know immediately if a child is hurt or in danger
•!• Be inclusionary with your peers; DON'T FORM CLIQUES!
•!• Work as a team to produce a high-quality program
•!• Have fun with your peers in an appropriate manner when you are off duty

41

Recruiting New Staff
Recruiting new staff is essential to the Northern Star Kids Organization because we rely
on volunteers . We like recruiting through organizations that maintain stability over time
such as a school or university program. We have a strong network with Lakewood
Junior Secondary, DP Todd Secondary School , Intersect Youth and Family Services ,
and are making inroads with the UNBC rugby team .
Hiring Procedure
Volunteer Positions: committee member, skill development instructor, youth leader
1. The applicant applies in writing to the executive committee by filling out a
Volunteer Application Form and enclosing a resume .
2. The applicant completes the criminal record check.
3. The executive committee reviews the information and conducts a formal
interview.
4. When an applicant is successful , he or she must undergo an orientation session
with the program director and/or a member of the executive committee before
commencing work with the Northern Star Kids organization.
Paid Positions: Program Director (STAR & Summer camp), Summer Camp
Staff (small honorarium)
1. The applicant applies in writing to the executive committee by filling out a Staff
Application Form and enclosing a resume .
2. The applicant completes the criminal record check.
3. The executive committee reviews the information and conducts a formal
interview.
4. When an applicant is successful , he or she must participate in ALL aspects of
staff training as designated by the program director and/or executive committee

•!• The program director will receive orientation training from one of the
executive committee members

Screening Criteria For New Staff (High Five®, 1999)
Does the applicant have ...
•
•
•
•
•
•
•
•

Genuine interest in children.
An understanding of child development.
A caring attitude toward children.
Experience working with children .
Knowledge and skills to provide quality leadership to children .
A satisfactory criminal record check.
Recognized certification in first aid and/or willing to take training .
Positive reports from reference checks.

42

POLICIES
SUPERVISION & SAFETY of YOUTH

[____H
__ow__d_o_w_e__Ke_e_p_K_id_s_s_a_fe_?__~
The Important StUff.....

43
Importance of Policies
Policies are official written instructions that ensure leaders know their role and
understand their tasks clearly. They also ensure consistency of procedures by all staff
members and give leaders the support they need to do their job well. The following
section is not a comprehensive list of all the policies at Northern Star, which is beyond
the scope of this handbook. The policies that are listed deal directly with the safety and
supervision of children in Northern Star Programs.
List of Policies (adapted from Russell-Haas & Bowie. 2001)
Section 1

Leader Behaviour
1.1
Treatment of children
1.2
Prohibited practices in the treatment of children
1.3
Managing confidential information
1.4
Dealing with inappropriate behaviour by youth

Section 2

Emergency Preparedness
2.1
Crisis management procedures
2.2
First aid kits, equipment checks , telephone access
Safety of equipment and environment
2.3
2.4
Access to telephones

Section 3

Child Abuse Prevention, Detection and Reporting
3.1
Leaders receive training on detecting and reporting child abuse
and on dealing with a child 's disclosure of abuse
3.2
Procedures are in place for dealing with and reporting suspected
child abuse

Section 4

Injury and Illness Prevention
4.1
Safe and secure greetings and departures
4.2
Supervision of youth

Section 5

Child Supervision
5.1
Information files for each child
5.2
Dealing with sick youth
5.3
Administering medication
5.4
Participation of youth with illness or health conditions
5.5
Sanitary procedures
5.6
Safe preparation & serving of food
5.7
Transportation of youth by Northern Star Staff

r

'

STAFF refers to anyone involved in the Northern Star Kids
organization; this includes paid and volunteer positions.
LEADER refers to any staff member who works directly with youth in
programs at camp and STAR.

44
Leader Behaviour

Policy 1.1

Treatment of youth

All youth who use Northern Star Kids programs and facilities are treated in a
positive manner that supports healthy development.

All staff are obligated to:
Treat youth with respect, acceptance, and honesty.
Interact with youth in a patient, interested, understanding and caring manner.
Promote feelings of competency and self-esteem.
Make youth feel physically and emotionally safe and secure.
Encourage responsible, safe and mutually-respectful behaviour through positive
methods, such as role-modeling , setting reasonable limits, providing choices and
recognizing appropriate behaviour.
Guide inappropriate conduct by using positive child-guidance and behaviour
management practices .
Accommodate individual differences and make all youth feel equally welcome
regardless of gender, race , culture , economic status , religion , personal
characteristics , life circumstances or ability.
Deviation from this policy will result in :
~ Documentation of the situation.
~ An investigation.
~ An intervention such as re-training and disciplinary action if necessary.
Expected Outcomes:
•!• Youth are observed modeling the positive behaviour of leaders.
•!• Youth feel secure, safe and good about themselves while participating in programs .

45
Leader Behaviour
Policy 1.2

Prohibited practices in the treatment of youth

All youth will be treated respectfully, in ways that protect their well-being,
individuality, self-worth and self-esteem

The following behaviours are unacceptable:
Corporal punishment, physically-aggressive or harmful treatment of youth .
Sexual abuse and sexual harassment of youth.
Leaving youth unattended.
Depriving youth of nurturing care and not meeting their basic, human needs.
• Any form of prejudicial behaviour or derogatory comments directed at youth due to
their race, ethnicity, religion , gender, ability, socioeconomic status, personal
characteristics or life circumstances.
Mocking, ridiculing , embarrassing, threatening, intimidating , evoking fear or any other
form of verbal, emotional or psychological abuse of youth .
Use of alcohol , tobacco products or narcotics while caring for youth .
Swearing at or in front of youth.
Deviation from this policy will result in:
~ Immediate removal of staff from contact with youth.
~ A full investigation into his/her conduct.
~ An intervention such as re-training , disciplinary action or dismissal depending on the
circumstance.
Expected Outcomes:
•!• Youth are protected from inappropriate behaviour that compromises their well-being.
•!• Youth will experience role modeling of healthy conflict resolution strategies .

46
Leader Behaviour
Policy 1.3

Managing confidential information

Northern Star Kids protects the privacy of the youth and families involved in
our programs.

All staff members are obligated to:
• Keep confidential information pertaining to youth and their families secure at all times
by securing files, attendance forms, registration binders or any paper records so they
are not accessible or left unattended in program and public areas. This includes
information about medical conditions, family status, personal information, personal
issues or delicate matters regarding a child and his/her family.
Shred or otherwise properly dispose of paper containing confidential information.
Refrain from engaging in casual conversations about youth and their families with
third parties, such as other youth and parents, teachers, personal acquaintances,
staff not directly involved in leadership or supervision of Northern Star programs.
Take precautions to avoid being overheard when discussing confidential information
or concerns about a child or family with co-leaders.
• Keep all confidential records on site unless required by organization officials or those
with legal entitlement.
• Only release (verbal or written) information about a youth or their family with consent
from youth/family and program director.
Deviation from this policy will result in:
~ Documentation of the situation.
~ An investigation.
~ An intervention such as re-training and disciplinary action (if necessary).
Expected Outcome:
·:· Youth and families trust the Northern Star organization and their leaders and feel
confident that information about themselves or a family situation is safe and secure .

47

Leader Behaviour
Policy 1.4

Dealing with inappropriate behaviour by youth

All youth who participate in Northern Star programs and facilities are expected to
treat others in a respectful manner. Bullying, racism, sexual harassment, substance
use, and disrespectful behaviour will be dealt with by staff in an appropriate manner.

All staff members are obligated to:
Follow the Northern Star Behaviour Policy (see pg . 33 in handbook).
Document incidents that occur and inform the supervisor at STAR or CAMP.
Participate in behaviour interventions as directed by supervisor.
Deviation from this policy will result in:
);> Documentation of the situation .
);> An investigation.
);> An intervention such as re-training and disciplinary action (if necessary).
Expected Outcome:
•!• Youth feel protected and cared for by program leaders.

48
Emergency Preparedness
Policy 2.1

Crisis management procedures

All leaders are aware of how to handle emergency situations.

Leaders are equipped to deal with emergency situations by having the following
conditions in place:
• Evacuation procedures are practiced monthly at STAR and twice during the week at
camp .
• Evacuation procedures are documented for each program location and filed centrally
and on-site for regular review.
• Location of the nearest telephone and emergency telephone numbers.
• Each leader has a complete list of all registered youth , information about special
health conditions, Care Card number, and emergency telephone numbers.
In the event of an emergency the following steps must be taken:
• In case of a fire- evacuate the building , close all doors adjoining the fire and prohibit
access to the facility to all but fire department personnel.
• In the case of an injured or sick child who requires immediate medical attention:
1. Have one person take charge of the situation. This will be "designated first
aid person".
2. Have a responsible person call 911 and report back to the designated first aid
person .
3. Remove all youth from the scene of the emergency and have a leader
supervise them .
4. Notify the parents of the youth involved in an emergency situation as soon as
immediate steps have been taken to manage the crisis.
5. The program coordinator will contact a designated individual on the
excecutive committee to disseminate information to parents, caregivers , and
the media.
•

All emergency situations (serious illness, accidents , fires, facility hazards and
violence), whether life-threatening or not, are reported to the supervisor verbally
within one hour of the incident and documented in writing within 12 hours.

Expected Outcomes:
•!• All program/facility users and personnel are protected from harm when a crisis
occurs .
•!• In the event of a personal injury, appropriate steps are taken to administer first
aid and seek assistance from emergency services.

49
Emergency Preparedness
Policy 2.2

First aid kits, equipment checks, telephone access

First aid kits are adequately stocked and readily available at all facilities and
program sites. In the event of an off-site trip or outdoor activity, a first aid kit is
taken along. First aid kits must be checked on a weekly basis to ensure they
are is fully stocked
All leaders must be aware of:
• The central location of first-aid kits and extra supplies.
• The minimum required contents of first-aid kits.
• The responsibility for re-stocking kits.
The obligation to carry first-aid kits during all off-location activities.
Expected Outcome:
•!• All minor injuries requiring first-aid treatment are tended to quickly and appropriately.

50
Emergency Preparedness

Policy 2.3

Safety of equipment and environments used by youth at Northern Star

All equipment and environments are thoroughly checked by leaders prior to
use to ensure conditions are safe.
Program leaders must:
Know how to detect problems with equipment and how to conduct daily inspections.
Know how to conduct a risk assessment of an outdoor area that will be used for an
activity.
Have up-to date information on wildlife in the area as well as a current weather
forecast when embarking on outdoor trips . ****See section the summer camp
handbook on conducting outdoor trips.
Remove damaged equipment immediately or erect a barrier to prevent youth from
using it.
Supervise youth appropriately to prevent them from using hazardous equipment.
• Make equipment repairs an immediate priority.
Discard non-repairable equipment and inform committee members so a replacement
can be considered.
Expected Outcome:
•!• The risk of injury to youth is reduced because the environment is kept safe.

51
Emergency Preparedness

Policy 2.4

Access to telephones

Leaders have immediate access to a telephone or reliable communication
device at every program site so that they are able to call for emergency support
services at all times.

Phone Protocol at STAR

Phone Protocol at Camp

Telephone is available at the office and
emergency numbers are posted on the
wall.
When walking youth home or playing
outside within the vicinity of the office,
youth leaders will have access to a cell
phone. When a group is at a venue
outside the office such as a swimming
pool, ice rink, and/or Tabor Mountain,
all staff will be briefed by site personnel
on emergency procedures at that
particular site.
Phone or two-way radio. If using a two
way radio -one of the people with a
radio must be in close proximity to a
telephone.

Pay phone is available in the dining
room; all emergency numbers and
directions to camp are posted on the
wall beside the phone.
In the event that the pay phone will not
work, there is a phone located in the
caretaker's residence.

Expected Outcome:
•!• Emergency services are telephoned immediately in all cases when they are required.

52
Child Abuse. Detection and Reporting
Policy 3.1

Leaders will receive training on detecting and reporting child
abuse, and on dealing with a child's disclosure of abuse.

Northern Star Kids is committed to protecting youth from abuse and is
obligated by law under Section 14 of the Child, Family and Community Service
Act to report cases of suspected abuse. Leaders are trained on how to detect
and report suspected cases of child abuse, and on how to handle a child's
disclosure of abuse. Northern Star will support leaders in understanding and
fulfilling their obligations for reporting disclosures or suspected abuse.

Staff training will include:
The moral and legal obligation of all leaders to report disclosures of abuse or
suspicions of abuse and the consequences on not reporting .
• The various types of abuse and how to respond to a disclosure.
How to listen to a child 's disclosure with compassion.
• Knowledge of the procedures for reporting and documenting child abuse and for filing
all related documents.
Expected Outcomes:

•!• Leaders are sensitive to and supportive of youth in abusive situations and handle

cases appropriately and discretely. Youth trust the leaders and feel supported by
them .

•!• All suspicions and disclosures are reported to the Ministry of Children and Family
Development promptly and in accordance with legal requirements. The Ministry of
Children and Family Development is responsible for determining any interventions
required for ensuring that the safety and well-being of the child are protected.

53
Child Abuse. Detection and Reporting
Policy 3.2

Procedures are in place for dealing with and reporting suspected child
abuse.

As required by law under Section 14 of the Child, Family and Community
Service Act staff will follow procedures outlined in the staff handbook to report
suspicions or disclosures of child abuse to the Ministry of Children and Family
Development.
Staff will follow the protocol for reporting a disclosure of child abuse.
1. During the disclosure - let the child tell their story without interruption. Do not
ask him/her questions about the facts. Leave this to the professionals.
Reassure the child that you are here to support them . Tell the child that you
have to do two things in order to help keep him/her safe: Report the abuse to
your supervisor and make a report to the Ministry of Children and Family
Development. Ask the youth what they need from you during this process appreciate the fears that reporting might cause in the youth and ensure they are
not left alone.
2. Notify the site supervisor immediately. This will be the STAR Program
Director, Camp Program Director, or Camp Director. If the person suspected of
abuse is a Northern Star staff member he/she will be immediately removed from
all duties that put him/her in direct contact with youth while his/her conduct is
being investigated.
3. Document the suspected abuse with the support of the supervisor. Your
report should include:
• Date and time of report.
• Child's name, address, telephone number, date of birth , gender, school ,
parent contact information and names of siblings.
• A factual and detailed description of the child 's story.
• Whether parents are aware that a report is being made.
• Whether the suspected abuser is aware that a report is being made.
• The name, address and phone number of Northern Star, and position of staff
making the report.
• Signatures of supervisor and staff member.

4. Phone in the report to the Ministrv of Children and Family Development
(310-1234). Tell them that you are phoning to report suspected abuse.

5. File the report with the supervisor. The report must be kept in a secure filing
system either at the Northern Star Office or at CAMP.
Expected Outcomes:
•!• The Ministry of Children and Family Development will determine if they will
investigate and if intervention is required.
•!• Northern Star Kids ' Organization provides the staff member with support, such as
the option of talking to a counsellor if he/she is having personal difficulty dealing
with the situation .

54
Child Supervision
Policy 4.1

Safe and secure greetings and departure

Leaders follow all procedures to ensure safe and secure greetings and
departures for all Northern Star Programs. This includes releasing youth to
adults other than parents, planning safe-arrival and daily attendance.

The following procedures must be followed by all program leaders:
ARRIVAL

•
•
•
•
•

Set up program areas before youth arrive , so that the attention will be focused on
them as they arrive.
Have a leader at the entrance who is responsible for greeting and supervising
youth as they arrive.
Greet the youth by name with a smile!
Take attendance within the first 10 minutes of the program.
If a child does not arrive 10 minutes into a program take the following steps:
1. Ask other youth in the program if they saw the child on their way to the
program.
2. Conduct a quick scan of the immediate area to see if the child is playing
or detained for some reason.
3. Call the child 's home and/or the parent's place of work to determine the
child 's whereabouts .
4. Call the emergency contact number in the event that the parents cannot
be reached at work or home.
5. Call the program supervisor within 20 minutes of the program's Start
time to advise him/her of the situation and to seek further direction or
assistance.
6. In the event that a child cannot be located and has not arrived at the
program by the time parents had expected, the parent should be
advised to alert police.

DEPARTURE
•
•

•

Organize and supervise the release of youth to adults at the end of the program .
If the youth are allowed to leave the program on their own , the parents must sign
a waiver; indicating this at the time of registration.
Under no circumstances will youth be released to unauthorized individuals until
verbal or written consent is obtained directly from the parent. If an unauthorized
adult arrives to pick up a child , the program director should phone the parent to
get consent to release the child. Ensure that the child remains with you while
you make the phone call.

Expected Outcomes:
•!• Youth are safe and feel secure while at the program.
•!• Parents are aware of the safety procedures in place at Northern Star and feel
comfortable and confident that the youth are safe and secure .

55
Child Supervision

Policy 4.2

Supervision of Youth

Program leaders are to supervise youth appropriately at all times.

Leaders must ensure that:
Youth get permission from a leader if they have to leave the group.
Youth must have a leader or buddy accompany them when they leave the group.
Youth are supervised by a staff member at all times. If one leader needs to leave the
program area , he/she must arrange for another leader to supervise the group.
Leader-child ratios facilitate effective supervision and are appropriate for the
developmental level of youth.
Assess risks before introducing an activity and adjust the program plan and
supervision accordingly.
Restrict unauthorized individuals from program rooms or transition areas.
Expected Outcomes:
•!• Youth are safe and feel secure at all times during a program .
•!• Parents feel comfortable and confident that their youth are well supervised.

56
Injury and Illness Prevention
Policy 5.1

Information Files for Each Child

Basic personal information for each child is on file in a safe and secure
location and accessible to all staff. Leaders carry this information when they
are participating in activities away from the Northern Star facility.

The following information is recorded for each child registered in a Northern Star
Program:
1. Name, address and phone number.
2. Date of birth.
3. Name(s), address(es) and phone number(s) of parent(s) and emergency
alternates.
4. BC Medical Number.
5. Health Conditions record (allergies, medical conditions , and directions for
administering medication).
6. Any medication he/she is currently taking.
7. Any medical procedures he/she is currently undergoing.
8. Name of doctor, pediatrician , and specialists.
Northern Star staff will be trained during their orientation on how to:
Record , maintain and store accurate child information .
• Maintain confidentiality.
Keep personal information when away from the Northern Star Office and at Camp.
• Record and file pertinent medical information that must be passed along to
emergency personnel in the event that a child requires medical attention .
Expected Outcomes:
•!• The well-being of the youth is protected at all times during the program.
•!• In the event of an emergency, or if there is a concern for a child , leaders are able to
immediately contact the child 's family and communicate crucial medical information
to emergency-services personnel.

57
Injury and Illness Prevention

Policy 5.2

Dealing with sick children

If a child shows signs of illness while participating in a Northern Star Program,
leaders follow procedures to help the child receive proper care and protect
other youth from getting ill through the spread of contagious germs.
If a child is ill, a leader will:
Take the child to a designated "sick room " or "quiet spot" where the child can rest
under supervision until feeling better, or picked up by a parent, or transported by
ambulance to the hospital.
Call the parents or an emergency contact to advise of the child's condition and
request that the ill child be picked up.
Document the child 's illness, using the illness report form . Forward a completed
copy of the report to the supervisor for review and signature.
IN THE EVENT OF SERIOUS ILLNESS, call 911 immediately and notify a
supervisor.
Expected Outcomes:
•:• The chance of youth being infected by contagious illness is reduced .
•:• Sick youth receive appropriate treatment and care , resulting in a speedy recovery.

58
Injury and Illness Prevention
Policy 5.3

Administering medication

Under no circumstances are leaders to administer prescription or nonprescription medication to a child unless an Authorization for the
Administration of Medication Form has been completed in advance by the
parents or guardians. In the case of administering medication at CAMP, the
form must be filled out and medication will be kept secure and administered by
the First Aid Attendant for all staff and campers.
In order to administer medication to a child the first aid attendant must:
Have a copy of a completed Authorization for the Administration of Medication Form.
Ensure the medication is in its original container and has the prescription label. If
non-prescription medication, ensure the container has its original label with dosage
amounts and instructions. When a unit of measurement is prescribed for dosages,
the parents must supply a dosage measurement with the medication.
Ensure the medication is stored in a locked box out of the reach of youth and kept at
a temperature recommended on the label.
For self-administered items, such as epi pens or ventolin inhalers, the extra set
should be locked away and only used if the child loses the original.
Any medication that is not used , or whose prescription term has expired , is to be
returned directly into the hands of the parents in the original container.
When administering medication , the first aid attendant will:
Observe proper hygiene by washing their hands and the measurement implement.
Administer medication at the exact time and in the dosage prescribed.
Observe the child if the medication is to be self-administered .
Clean the measurement implement and return it with the medication to the locked
storage box.
Complete and sign the chart on the Authorization for the Administration of Medication
Form.
Observe the child for side effects . If side effects occur, the parents should be notified
immediately and information regarding the side effects be recorded on the chart.
Expected Outcomes:
•!• The administration of medication by program personnel has positive effects on the
child 's health and well-being.

59
Injury and Illness Prevention
Policy 5.4

Participation of children with Illness or health conditions

A child may be restricted from participating in a Northern Star Program if
he/she has contracted a contagious illness or a condition that could affect the
health and safety of others, or if his/her continued participation in an activity or
program could have negative implications for his/her own health and safety.
In the event that a child develops signs and symptoms of infectious or contagious
diseases Northern Star staff must:

•

Follow the procedures for dealing with a sick child (see policy 5.2).
Notify a supervisor immediately in cases where a child is infected with an illness or a
condition that warrants denying access to a program .
Notify all parents as soon as possible if a child with a contagious illness, such as
chicken pox or head lice, have been present in the program.

Expected Outcomes:
•!• Sick children do not participate in programs until they feel well and are not
contagious.
•!• The risk of other children , facility users, and staff becoming infected is reduced.

60
Injury and Illness Prevention
Policy 5.5

Sanitary Procedures

Sanitary practices such as washing hands, cleaning necessary equipment, and
cleaning all areas of the program space that are used, are followed for all
Northern Star Programs.
At CAMP

Counsellors are responsible for ensuring that campers:
Wash hands with antibacterial hand soap
1. Before every meal or food prep .
2. After using the washroom .
3. After sneezing or coughing.
Do not share drinks, cups , or water bottles.
Keep their cabin clean and share in the duties of keeping the washroom clean during
camp.
• Designated counsellors are expected to clean the washroom facilities
(sinks/toilets/showers/removal of garbage) daily.
At STAR

All leaders are responsible for ensuring that program participants:
Wash hands with antibacterial hand soap
1. Before every meal or food prep.
2. After using the washroom .
3. After sneezing or coughing.
Do not share drinks, cups , or water bottles.
Clean up after themselves.
• Program director/leaders are expected to clean the washroom facilities (sinks/toilets/
/removal of garbage) following each program night.
..,. Program director is expected to vacuum the office space on an "as needed" basis .

lllr Program director is responsible for keeping an inventory of supplies and replenishing
as needed . This involves the purchasing of: antibacterial hand-soap, toilet paper,
paper towel , garbage bags , and cleaning materials.
Expected Outcomes:
•:• The spread of germs and illness is reduced.
•!• Youth develop sanitary health habits.

61
Injury and Illness Prevention
Policy 5.6

Safe preparation and serving of food

All staff members follow safe procedures at all times when food is being
prepared, served and stored. Precautions are taken to prevent food-related
illnesses resulting from allergies, bacteria or other forms of contamination.
AT CAMP :
Camp cooks must have FOODSAFE certification or an equivalent. Anyone cooking at
camp outside of the main meals or assisting the cooks must be supervised by someone
with food safe certification at all times in the preparation , serving and storing of food.
AT ALL NORTHERN STAR PROGRAMS staff must adhere to the following procedures:
Allergies Alert:
Be aware of medical information on each child at the time of registration .
Have access to a list of youth with allergies. The list can be posted in the office,
kitchen , or in a binder where food is being prepared.
Advise youth that sharing food is prohibited because of food allergies.
Read food labels to identify ingredients that may trigger an allergic reaction .
Ban any food product and all foods containing the allergen as an ingredient if there is
a youth with a life-threatening allergy such as peanuts .
Store Food Safely:
Store food safely at a cool temperature to prevent the growth of bacteria that can
cause food poisoning.
Cleanliness:
Wash their hands prior to preparing food and when switching between preparing one
type of food to preparing another, to ensure that foods causing allergic reactions are
kept separate.
Clean preparation areas, counters , and all utensils and serving dishes with hot,
soapy water prior to use, with anti-bacterial soap .
Expected Outcomes:
•!• The risk of food-related illness or allergic reaction is greatly reduced .
•!• Parents feel comfortable and confident that food will be handled safely by program
personnel and that efforts are being made to protect their youth 's well-being.

62
Injury and Illness Prevention

Policy 5. 7

Transportation of youth by Northern Star Staff

In the event of an emergency, staff can transport youth in the vehicles if they
have the appropriate insurance and have been approved by the committee.
An example of an emergency requiring transportation would be sprained or broken
limbs, a cut that needs attention, a possible concussion. The transport must be
approved by the certified first aid person on site.
Any staff transporting youth in their vehicle must have:
Business insurance on their vehicle which enables them to use it for work purposes.
The maximum amount of liability insurance on the vehicle.
Approval from the parents of the youth that you are transporting. A form should be
filled out at the time of registration for the duration of the specific session.
Proof of regular maintenance of their vehicle.
Expected Outcomes:
•!• Youth will be transported safely by Northern Star Staff.

Transportation for Northern Star
Program activities will typically be on
the public transportation system such
as: bus, shuttle or taxi.

63

APPENDIX
[______F_o_rm_s_a_n_d_C_h_e_c_K_Iis_t_s____
Yawn ... paperworK o/ more paperworK ...... .

~

64
Northern Star Staff Application Form

PERSONAL INFORMATION
Name: _______________________________________________________________
Address: ______________________________________________________________
Home Phone:

Cell Phone:

-------------------------

------------------

E-mail address: --------------------------------------------------------Place of Employment: ______________________________________
S c h o o l : - - - - - - - - - - - - - - - - Grade: _ _ _ _ _ _ _ _ _ _ _ _ __

POSITION YOU ARE INTERESTED IN (check one)

0

Executive Committee

0

Program Director

0

Youth Leader

0

Senior Counsellor

0

Junior Counsellor

0

Canoe Awardhead

0

Naturelore Awardhead

0

Campcraft Awardhead

0

Lifeguard

0

First Aid

0

Camp Cook

0

Skill Development
Instructor

FOR PEOPLE INTERESTED IN A POSITION WITH THE EXECUTIVE COMMITTEE:
You are expected to attended monthly meetings and sit on one working committee. Where do
you see your expertise and interests best utilized?
_ _ Personnel & Staffing
_ _ Finances & Fundraising

_ _ Policy & Procedure
_ _Training & Development

How long are you prepared to be committed to the executive committee?
6 months

1 year

2 years

3 years

65
How did you hear about Northern Star Kids and what is your understanding of its
role in the community?

What are you hoping to contribute to the organization?

Northern Star Kids is a program under the auspices of Active Support Against
Poverty- what are some of your views about financial poverty and the
people/children who live under such financial limitations?

Please describe any experiences you have had that are relevant to the position
that you are applying for and beneficial to working with our youth. (employment,
education, volunteer work, personal skills, hobbies, teams or clubs)

What do you hope to gain from working with Northern Star Kids organization?

PLEASE ATTACH A COPY OF YOUR RESUME TO THE APPLICATION FORM

66
Staff Training Guidelines
Leaders should know: (Russell-Haas & Bowie, 2001)
CORE TRAINING
~ The developmental stages, characteristics and needs of children (cognitive,
physical, social and emotional) .
~ Activities appropriate for each stage of development.
~ How to access developmental ability to maximize participation and to promote
mastery.
~ The principle that every child is different and requires consideration of his/her
needs.
~ How to promote friendships, sharing and teamwork among children .
~ How to handle conflicts between children in a positive manner.
~ The philosophy and goals for children 's programs.
~ How to plan, implement and evaluate high-quality a program in a way that
includes children in the decision making process and allows for "play".
~ How to make the best use of an environment, equipment and materials so that
children are stimulated , interested, safe and enjoying their experience.
~ How to communicate appropriately and effectively with children, other leaders
and parents.
~ All relevant policies and procedures.
CHILD BEHAVIOUR
~ Why some children may display disrespectful behaviour.
~ How to effective and positive interventions for disrespectful behaviour when it
does occur.
~ How to provide positive reinforcement and specific feedback to children to
encourage appropriate behaviour.
~ How to anticipate negative behaviour
~ How to guide children to resolve their own conflicts and interpersonal problems .
~ How to facilitate individual and group discussions with children about their
thoughts and feelings as a means of prevention.
~ How to lead groups through the process of developing a "code of conduct" based
on positive values such as mutual respect, caring and responsibility.
~ How to promote mutual respect, sharing and cooperation through team activities.
CHILD SAFETY & HEALTH
~ Child release procedures.
~ Attendance-taking and safe arrival procedures.
~ Reporting and handling disclosures of child abuse.
~ Procedures for administering medication and record keeping.
~ How to recognize the signs and symptoms of infectious diseases or contagious
illness.
~ Safe handling procedures for preparing, serving and storing food.
~ Sanitation procedures.
~ How to record, maintain and store accurate child information.
EMERGENCY SITUATIONS
~ How to detect problems with equipment and conduct inspections as needed.
~ Evacuation procedures.
~ How to manage emergency situations.
~ Why reports are important.
~ Required timing for written and verbal reports.
~ Types of incidents that require reporting .

I

67

Leader's Self-Evaluation Form
Use this form from the HIGH FIVE® Handbook for Leaders (HIGH FIVE®, 1999) to
reflect how you use a child-first focus in your work ©
When peof>le watch me working with children, they would say that 1:
Show warmth and interest.
Smile and make direct eye contact.
Speak kindly with a calm and friendly tone.
Give children priority at all times.
Consistently use the children 's names.
Make sure that the children in my group know each other's names.
Encourage the children to include everyone in the group.
Help children cooperate with one another.
Help children resolve their conflicts without fighting .
Treat everyone with respect.
Show that I accept and appreciate all children .
Show that I am aware of their individual needs.
Always make sure that I am available to the children .

Yes

No

When people watch me work with other leaders, they would say that 1:
Always use appropriate language and tone of voice.
Don't chat and make children wait.
Don't talk about other children , except in a positive way.
Try my best to cooperate and support my peers.

Yes

No

When people watch me interact with parents or other family members, they
would say that 1:
Know them all by name and show that they are always welcome .
Try to include them in their experience .
Look for ways to communicate with them.

Yes

No

When people watch the programs and environments that I design for
children, they would say that they:
Are appropriate to the age and interests of the children .
Allow for each child 's individual pace.
Allow for plenty of choice and participation .
Provide opportunities for each child to experience success .
Provide a balance of structure and unstructured activities.
Ensure that the children are challenged and having fun .
Avoid "dead time" between activities where children have to wait.
Make good use of appropriate equipment and materials.
Stress participation and fun , not winning .
Ensure that there is enough space for the program .
Provide protection from physical harm.
Provide protection from emotional harm.

Yes

No

When people watch me supervise children, they would say that 1:
Know where they are at all times.
Supervise more closely in a high risk activity.
Am concerned and aware of issues related to children 's safety and security.

Yes

No

I

68
A List of Forms & Checklists Used in Northern Star Kids Organization
1. Participant registration form which includes:
a. Name, Address and Home telephone number.
b. Date of Birth.
c. Parent's Names and alternate phone numbers.
d. Emergency contacts if the parents are in accessible.
e. Name and number of school.
f. BC Medical Number.
g. Medical Information such as: allergies, current medication and/or
conditions.
h. Family Doctor's Name and number.
i. Names of those authorized (with parent signature) to pick up child.
2. Staff Information Form (include all information listed in participant form)
3. Emergency Contact Information - Off Site Form
4. Consent for release of confidential information
5. Emergency/Incident Report (for emergencies life threatening or not, behaviour
incidents & illnesses)
6. Reporting Suspected Child Abuse
7. First-Aid contents checklist
8. Authorization for the administration of medication
9. Home Visit Form
10. Attendance Tracking Form
11. Skill Development Tracking Form
12. Staff Application Form
13. Staff Contract
14. Staff Orientation Checklist
15. Leader's Self-Evaluation Form
16. Staff Evaluation Form (evaluated by program director)
17. Program Evaluation Form (evaluated by parents)

69
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