Search

Research has shown that summer camps provide unique opportunities for positive youth development, due in part to the emotionally safe environments they can provide (Garst et al., 2016; Henderson et al., 2005; Sibthorp et al., 2010). Emotionally safe environments consist of “a combination of inclusion, belonging, trust, care, and the absence of bullying and exclusion” (Wong et al., 2022). Summer camp programs can also be emotionally safe places for young people to develop self-determination skills, while school may not provide the same safety, particularly for students with visual impairments (Garst et al., 2011; Opie, 2018; Sibthorp et al., 2010). This research utilizes a theoretical framework of positive youth development to investigate emotional safety for children with visual impairments at summer camp. This research on emotional safety was part of a larger mixedmethods study on self-determination at an educational sports camp for youth with visual impairments. Athletes and coaches at an educational sports camp for youth with visual impairments in the mid-Atlantic United States completed qualitative questionnaires regarding self-determination at camp. Five randomly selected athletes also participated in semi-structured interviews. Both questionnaires and interviews highlighted instances of meaningful adult interaction, emotional support, and inclusion throughout the week of camp. Additionally, the data resulting from questionnaires and interviews revealed that comfort in asking questions and relationships between athletes contributed to an emotionally safe environment. Limitations included low sample size, compounding impact of multiple years of camp attendance, differences between this camp and other similar camps, and familiarity of the researcher. The present study supports the prior research on summer camp, finding that low child-to-staff ratios, emotional support, and inclusion contribute to emotionally safe environments (Garst et. al, 2011; Henderson et al., 2005). Additionally, at a summer camp for youth with visual impairments, relationships between athletes and comfort asking questions supported emotional safety. [ABSTRACT FROM AUTHOR]

Youth with disabilities are less likely to participate in community activities than their nondisabled peers (Bedell et al., 2013). For participants with physical disabilities, summer camp can increase knowledge of one's own abilities (Aggerholm & Moltke Martiny, 2017). Camp Abilities is an international sports camp model that recognizes the ongoing challenges that people with disabilities have with respect to accessing physical activity and living active lifestyles. There are over 25 independent camp programs throughout the world with a mission of providing high quality sport, health, and physical activity programming to youth with visual impairments. In the summer of 2020, the COVID-19 pandemic caused many camps to close their in-person sessions. In order to continue summer camp programming for the youth they serve, the staff at several Camp Abilities programs for youth with visual impairments developed a virtual service delivery model based on collaboration between physical activity and visual impairment processionals. Staff used digital platforms such as YouTube and Zoom, as well as emails, text messages, and video chats to safely create a camp experience despite the pandemic. Both camps had positive responses to the virtual model from children, parents, and staff. Leadership teams at both programs discovered methods that were successful for their participants, as well as some approaches that they would not use again. [ABSTRACT FROM AUTHOR]