What are the summer camp options for autistic individuals in Arizona. How does SEEDs for Autism support young adults with autism through vocational training. What unique programs does SEEDs offer for autism spectrum individuals.
SEEDs for Autism: Empowering Young Adults with Autism
SEEDs for Autism is a pioneering organization in Arizona that offers innovative programs for young adults on the autism spectrum. Their mission focuses on providing vocational training, life skills development, and social skill enhancement through a variety of engaging activities.
Job Development Training Program
The core of SEEDs for Autism’s offerings is their job development training program. This educational initiative is designed to equip young adults with essential vocational skills while simultaneously reinforcing crucial life and social competencies. The program operates with the following structure:
- Open Monday to Friday, 9 AM to 1 PM
- Flexible scheduling options for students
- Low tuition costs with potential partial scholarships
- Individualized program goals for each participant
- Collaboration with staff and professional artists
- Small group settings for social and computer skills classes
A typical day at SEEDs begins with a brief team meeting, followed by a structured schedule that allows students to rotate through various departments. This approach ensures a well-rounded experience in different mediums and skill areas.
Vocational Rehabilitation and Empowerment Scholarship Accounts
SEEDs for Autism has established itself as a qualified vendor for important state programs, expanding accessibility for those who need their services most. These affiliations include:
- Rehabilitation Services Administration (RSA)
- State of Arizona Department of Economic Services
- Empowerment Scholarship Accounts (ESA) program
The ESA program is particularly noteworthy, as it provides funding similar to a checking account with 90% of the state funding that would have been received by the child’s previous school. This financial support can be invaluable for families seeking transitional training and skill-building services for young adults with autism.
Summer Programs: A Unique Opportunity for Growth and Fun
SEEDs for Autism offers specialized summer programs tailored for teens and young adults on the autism spectrum. These programs provide a structured environment for positive social interactions, self-confidence building, and skill development. The summer camp experience includes:
- Culinary activities
- Science experiments
- Music sessions
- Arts and crafts
- Movement, balance, and dance activities
- Drama workshops
- Interactive games
The 2023 summer sessions are structured as follows:
- 1st Session: June 5 – June 16
- 2nd Session: June 26 – July 7
- 3rd Session: July 17 – July 28
Each session runs on Mondays, Wednesdays, and Fridays from 9:30 AM to 1:30 PM, with a cost of $360 per session. Participants also have the option to purchase a SEEDs Summer Camp T-Shirt for an additional $10.
The SEEDs Teaching Approach: Hands-On and Individualized
SEEDs for Autism employs a unique teaching methodology that sets it apart from traditional educational programs. Their approach is characterized by:
- Small class sizes with teacher-student ratios ranging from 1:1 to 1:4
- Hands-on training in various skills including welding, sewing, weaving, woodturning, ceramics, jewelry making, writing, and computer skills
- Focus on developing practical skills such as following directions, processing information, meeting expectations, teamwork, hand-eye coordination, coping strategies, and building self-esteem
- Instruction from professionals who are experts in their respective fields
- Emphasis on creating functional and useful products
This comprehensive approach not only teaches specific vocational skills but also helps participants develop a broader understanding of business operations, from product inception to customer service.
Building a Sustainable Business Model
SEEDs for Autism goes beyond just teaching skills; they’re actively working to create a sustainable business model that could potentially provide employment opportunities for program participants. This forward-thinking approach involves:
- Creating home and garden items for sale to the community
- Teaching all aspects of business operations
- Fostering a production mentality, discipline, and focus
- Developing a model that aims to create jobs for a percentage of program participants
By engaging in real-world production and sales, participants gain valuable experience that can translate directly to future employment opportunities.
Community Connections and Networking
SEEDs for Autism recognizes the importance of community support and collaboration. They actively engage in:
- Networking with other nonprofits that share similar missions
- Building community connections to enhance program offerings
- Creating a supportive ecosystem for individuals with autism
These partnerships help to create a more inclusive and supportive environment for individuals with autism, extending the impact of SEEDs beyond their immediate programs.
Impact and Outcomes of SEEDs Programs
The programs offered by SEEDs for Autism have far-reaching impacts on participants’ lives. Some of the key outcomes include:
- Enhanced communication skills
- Improved ability to handle anxiety and stress
- Greater independence in daily living tasks
- Increased self-confidence and self-esteem
- Better preparedness for potential employment opportunities
- Expanded social networks and peer relationships
These outcomes contribute to a higher quality of life for participants and their families, fostering greater independence and community integration.
Success Stories and Testimonials
While specific success stories are not provided in the original text, it’s common for programs like SEEDs to have numerous positive testimonials from participants and their families. These stories often highlight personal growth, skill development, and increased independence achieved through the program.
Enrollment Process and Requirements
For those interested in participating in SEEDs for Autism programs, there are several steps to the enrollment process:
- Schedule a consultation/tour at least one week prior to acceptance
- Complete any necessary application forms
- Discuss individual needs and goals with program staff
- Determine appropriate program placement and schedule
- Arrange payment or funding through available options (e.g., ESA, vocational rehabilitation)
It’s important to note that camp space is limited, so early registration is encouraged to secure a spot in the desired session.
Funding Options and Financial Assistance
SEEDs for Autism offers several funding options to make their programs more accessible:
- Low tuition costs based on attendance frequency
- Potential partial scholarships
- Acceptance of Empowerment Scholarship Account (ESA) funds
- Qualification as a vendor for vocational rehabilitation services
These options help ensure that financial constraints don’t prevent individuals from accessing the valuable services provided by SEEDs.
The Importance of Specialized Programs for Autism
Programs like SEEDs for Autism play a crucial role in supporting individuals on the autism spectrum. They address several key areas:
- Bridging the gap between education and employment
- Providing a supportive environment for skill development
- Offering opportunities for social interaction and relationship building
- Enhancing independence and self-sufficiency
- Preparing individuals for potential employment opportunities
By focusing on these areas, specialized autism programs contribute to better outcomes and increased quality of life for individuals on the spectrum.
Comparing SEEDs to Other Autism Programs
While SEEDs for Autism offers a unique approach, it’s beneficial to consider how it compares to other autism programs:
- Focus on vocational skills and potential job creation
- Emphasis on hands-on, practical learning experiences
- Integration of multiple skill areas (e.g., arts, technology, life skills)
- Flexible scheduling options to accommodate individual needs
- Connection to state funding programs for increased accessibility
These features set SEEDs apart and make it a valuable resource for young adults with autism in Arizona.
Future Directions and Potential Expansion
While the original text doesn’t specify future plans, organizations like SEEDs for Autism often have goals for growth and expansion. Potential areas for future development might include:
- Expanding program offerings to serve more individuals
- Developing new skill training areas based on emerging job market needs
- Increasing partnerships with local businesses for job placement opportunities
- Enhancing technology integration in program delivery
- Exploring options for replicating the model in other locations
These potential directions could further enhance the impact of SEEDs and provide even more opportunities for individuals with autism.
The Role of Technology in Autism Support Programs
While not explicitly mentioned in the original text, technology plays an increasingly important role in autism support programs. SEEDs for Autism likely incorporates technology in various ways:
- Computer skills training as part of vocational preparation
- Use of assistive technologies to support learning and communication
- Potential integration of virtual or augmented reality for skill practice
- Online resources for continued learning outside of program hours
As technology continues to advance, its integration into autism support programs like SEEDs is likely to expand, offering new opportunities for learning and skill development.
Getting Involved with SEEDs for Autism
For those interested in supporting or participating in SEEDs for Autism programs, there are several ways to get involved:
- Enroll in a program as a participant
- Volunteer time or expertise to support program activities
- Donate to support program operations and scholarship funds
- Purchase products created by program participants
- Spread awareness about SEEDs and its mission in the community
To learn more or take the first steps towards involvement, interested individuals can contact SEEDs directly:
- Phone: 602-253-4471
- Email: [email protected]
By engaging with SEEDs for Autism, individuals can contribute to creating more opportunities and support for young adults on the autism spectrum in Arizona.
PROGRAMS OFFERED — SEEDs for Autism
job development training
This educational program for young adults teaches vocational job development skills while continuing to practice life and social skills. We develop program goals for each participant and work with our staff and professional artists to implement language and social skill goals while working on vocational techniques. Social skills classes and computer skills classes are also taught in small group settings.
The SEEDs for Autism studio is open Monday – Friday from 9am to 1pm, and Friday from 9am – 1pm. Students can choose to schedule the days each week they would like to participate in. Tuition costs are very low and depend on how many days a week students attend. Partial scholarships may be available. Each day begins with a brief team meeting then students follow their schedule for the day to the various departments. In a typical day, a student will be in 2-3 different departments. Students work in every department to get an experience in each medium.
vocational rehabilitation
SEEDs is a qualified vendor for Rehabilitation Services Administration (RSA) and the State of Arizona Department of Economic Services. Please contact your case manager or contact us to find out more.
EMPOWERMENT scholarship accounts
SEEDs qualifies as a resource for parents who have chosen to apply and receive funding for ESA funds. We can provide services for young adults diagnosed with autism, seeking transitional training and life/social skill building through an ESA. An Empowerment Scholarship Account (ESA) is an account similar to a checking account with 90% of the state funding that would have been received by the school the child previously attended. For more information, The Arizona Department of Education’s website answers a series of frequently asked questions or you can contact us directly.
SEEDs for Autism Summer Program
At SEEDs for Autism we provide summer programs designed specifically for teens and young adults on the autism spectrum.
Our summer participants experience a wide range of age appropriate activities while engaging with peers in a structured environment. Spend the summer at SEEDs and enjoy three session of positive social interactions, building self confidence, developing fine motor skills, improving communication, and most of all… having FUN!
Culinary, Science, Music, Arts & Crafts, Movement, Balance and Dance Activities, Drama, Games and More!
All campers are required to schedule a consultation/tour at least one week prior to acceptance. Camp space is limited, so act now and reserve your spot today!
2023 SUMMER SESSIONS
1st Session: JUNE 5 – JUNE 16 (9:30am – 1:30pm every Monday, Wednesday and Friday, $360)
2nd Session: JUNE 26 – JULY 7 (9:30am – 1:30pm every Monday, Wednesday and Friday, $360)
3rd Session: JULY 17 – JULY 28 (9:30am – 1:30pm every Monday, Wednesday and Friday, $360)
For an additional $10.
00, students can purchase a SEEDs Summer Camp T-Shirt!
Contact us for more information
Phone: 602-253-4471
Email: [email protected]
HOW WE TEACH
SEEDs is a vocational training program that works directly with each individual who comes to our program. Our departments/classes are small, with a 1:1, 1:2 to 1:4 teacher-student ratio, thus allowing for concentrated and direct attention. Skills are taught in welding, sewing, weaving, woodturning, ceramics, jewelry, writing, computers and more. They don’t come simply to learn arts and crafts, as all products are specific in detail and construction. We teach these categories because they are visual and require:
following directions and taking instructions
processing
meeting expectations
teamwork
hand eye coordination and fine motor skills
coping skills
self esteem
This hands on approach allow us to train and interact with our participants, building them up to be active participants who have a better understanding of what is required to communicate, express, deal with anxiety and be involved with others.
They learn from professionals who are experts in their fields and know how to create products that are useful and functional. Skills taught include inception, development, quality control, packaging, shipping, all the way through to customer service. The same is true with SEEDs. As we build and create home and garden items that are available for sale to our communities, we teach all aspects of a business to help recognize and understand the model and needs.
These products they make require production mentality, discipline, and focus in order to keep up with sales. On top of that, SEEDs is also creating a business model that is intended to eventually create jobs directly for a percentage of those who are in the program.
We rely heavily on community connections and networking with other nonprofits, whose mission is also to educate, this allows us to bring diversity to our participants, and collaborate. It is our goal to introduce and appeal to a wide array of interests and concepts that connect with others in our state.
Finally, we exist to bring friendships to our participants with their peers. They have opportunities to enjoy such experiences through role playing, group activities, social curriculum, and the variety of clubs we offer.
SEEDs for Autism is a place without limitations, that offers encouragement, possibilities, mentors, friendships, and genuine life triumphs.
“I now walk with purpose.”
–a quote from one of our participants
Summer Camp | The Phoenix Theatre Company
Summer Camp
The Phoenix Theatre Company is dedicated to making the arts accessible to children and young adults of all ages and abilities through our Summer Camp programming. We are pleased to offer eight weeks of in person classes and performances this summer.
Our mission is to create an inclusive environment where young people can communicate their thoughts and feelings effectively through the arts while developing confidence, a positive sense of self, and nurturing their inner artist.
All our staff members have previous experience in the arts, as well as working with children, and they are tasked with developing each child’s unique talents and form of expression. From campers to counselors to teachers – the sense of community and togetherness is strong – building new friendships and memories to last a lifetime.
Summer Camp 2023 runs weekly June 5th through August 4th with the week of July 3rd off to observe the holiday. Join the premiere professional arts organization in creating something special for your child or young adult this summer! Class sizes are limited so early registration is recommended!
Know a child ages 4-17 on the Autism Spectrum who is looking for a fun summer camp experience? We offer an inclusive camp for all students through our partnership with Southwest Autism Research and Resource Center. Contact our Camp Director, Michelle Chin, at [email protected] or 602-889-7608 for more information.
We offer Little Playmakers courses for ages 4-6, Weekly Musical Theatre Camps for ages 7-17 (grouped by age: 7-9, 10-12, and 13-17), and Master Classes for ages 12-20.
All our camp and class options follow the same daily schedule. We also offer Pre and Post Camp outside the camp hours of 9:00am-3:30pm.
Little Playmakers
Ages 4 – 6
Monday – Friday
Half Day: 9:00 AM – 12:00 PM $185/week
Full Day: 9:00 AM – 3:30 PM $295/week
Learn to sing, act, and dance with us! Each week, we focus on a new theme as we create an original mini-musical revue. Campers use imaginative play to learn how to work together, create characters, and tell stories all while moving, dancing, singing, and having fun! There is a live in person showcase performance every Friday at 11:30 for family and friends. Registration for camp includes one camp T-shirt per camper.
Class size is limited. Camp themes subject to change.
June 5 – June 9: Songs of the Beatles
June 12 – June 16: Cinderella
June 19 – June 23: Frozen 1/2
June 26 – June 30: Paw Patrol
July 10 – July 14: Sing
July 10 – July 14: Sing (B)
July 17 – July 21: Aristocats
July 24 – July 28: Tangled
July 31 – August 4: My Little Pony
Extend the fun for your camper with the afternoon session and sign up for the Full Day option! After lunch, the Little Playmakers enjoy a literacy-based program where your child develops characters and stories and enjoys the fun of favorite books.
Theatre games, improvisation, and play pretend sparks your child’s creativity and gives them a sense of confidence, as they create their own stories and make new friends.
Please Note: The afternoon program can only be added for a camper who is attending in the morning session – there is not a separate afternoon program. This is an extended day program and does not have a separate sharing performance at the end of the week.
Weekly Musical Theatre Camps
Ages 7 – 17
(Age groups: 7 – 9, 10 – 12, and 13 – 17)
Monday – Friday 9:00 AM – 3:30 PM
$285/1 week session
$525/2 week session*
These workshops are perfect for young artists interested in learning the basics of acting, singing, and dancing!
Campers have fun learning collaborative skills while putting together a different musical revue each week based on popular musicals and contemporary hits. Throughout the week a new show is rehearsed featuring music, choreography, and scene work.
The show is polished for a performance on Friday which friends and family can attend in person. Each age group tackles more challenging material and works with professional teaching artists to create new and exciting experiences every week! Registration for camp includes one camp T-shirt per camper.
Please note: Our 13-17 age group offers both one- and two-week sessions. Participants in the two-week programs perform once on the final Friday of their camp session.
*The two-week price only applies to the 13 – 17 two week sessions.
Class size is limited. Camp themes subject to change.
Rock On!
JUNE 5 – JUNE 9
7 – 9: Emperor’s New Groove
10 – 12: School of Rock
13 – 17: Six
Classics
JUNE 12 – JUNE 16
7 – 9: The Little Mermaid
10 – 12: Anastasia
13 – 17: Singin’ in the Rain
Musical Movies
JUNE 19 – JUNE 23
7 – 9: Encanto
10 – 12: Mamma Mia!
13 – 17: Hamilton (Week 1 of 2)
Creatures
JUNE 26 – JUNE 30
7 – 9: Zombies
10 – 12: Stranger Things
13 – 17: Hamilton (Week 2 of 2)
Villains and Heroes
JULY 10 – JULY 14
7 – 9: Descendants
10 – 12: Wicked
13 – 17: Matilda
Amazing Animations
JULY 17 – JULY 21
7 – 9: Shrek
7 – 9: Shrek (B)
10 – 12: Alice in Wonderland
13 – 17: Beetlejuice (Week 1 of 2)
From Screen to Stage
JULY 24 – JULY 28
7 – 9: Spider-Man
7 – 9: Descendants (B)
10 – 12: High School Musical
13 – 17: Beetlejuice (Week 2 of 2)
Popular Pictures
JULY 31 – AUGUST 4
7 – 9: The Lion King
10 – 12: The Greatest Showman
13 – 17: Dear Evan Hansen
Master Classes
Ages 12-20
The Phoenix Theatre Company is invested in creating future artists.
Our Master Classes are for the serious-minded students who want to learn about the industry and dive deeper into their craft. Class size is very limited to enhance the experience of our various offerings. Early registration is highly encouraged. Registration for camp includes one camp T-shirt per camper.
Camera Ready! Acting for TV and Film
June 5 – 9
Monday – Friday: 9:00 AM – 3:30 PM
$225
Camera Ready! is a student favorite and focuses on all the skills needed to be successful in the performing arts: improvisation, public speaking, body language, memorization techniques, and more. Students learn how to get a talent agent, develop audition techniques, and better understand the business of TV, film, and stage. They present what they have learned on the last day of class with family and friends in a classroom sharing.
Legally Blonde Jr.: Performance Master Class – Ages 10-17 Welcome
June 12 – 30
Monday – Friday: 9:00 AM – 3:30 PM
$749/3 weeks
A brand-new offering, this three-week class will further develop vocal, dance, and acting technique while rehearsing a full-length musical – title to be revealed soon! Participants will have the opportunity to audition and learn all the music, blocking, and choreography for this full production with added technical elements.
This master class will culminate in a special evening performance in our Hormel theatre for friends and family.
Master Class Series: Behind the Curtain
July 30 – August 4
Monday – Friday: 9:00 AM – 3:30 PM
$285
Back by popular demand, this course will take students through a series of Master Classes with working professionals to take a look behind the curtain at different roles in production and behind the scenes. In this exclusive offering, students will learn about the role of the casting director, the importance of dramaturgy, the art of prop design and construction, sound design and how to mix sound for theatre, scenic painting and the techniques of a scenic charge artist, and more!
Camp Schedule Breakdown
All of our Summer Camp courses are offered Monday-Friday from 9:00am-3:30pm but here is a breakdown of the Summer Camp schedule to get a better understanding of the day-to-day camp flow!
7:30 – 9:00 AM: Pre Camp*
9:00 AM: Camp Begins (Arrive between 8:55 and 9:00am if not in Pre Camp)
9:00 AM – 9:15 AM: Warm–Ups in Classroom
9:15 AM – 10:30 AM: Session I
10:30 AM – 10:45 AM: Morning Break – Campers may bring their own morning snack or purchase from the Snack Bar**
10:45 AM – 12:00 PM: Session II
12:00 PM: Ages 4 – 6 attending half day are picked up.
No lunch needed.
12:00 PM – 12:30 PM: Lunch – Campers bring their own lunch.
12:30 PM – 1:45 PM: Session III
1:45 PM – 2:00 PM: Afternoon Break – Campers may bring their own morning snack or purchase from the Snack Bar**
2:00 PM – 3:30 PM: Session IV
3:30 PM: Camp Ends – Campers must be picked up promptly at 3:30.
3:30 PM – 6:00 PM: Post Camp*
*Pre and Post Camp are available for an additional fee. Any camper who arrives before 8:45 AM or leaves after 3:45 PM will be charged the daily rate for Pre or Post Camp. Pre and Post Camp are both supervised free time. Staff provides age–appropriate movies, games, art supplies, etc. for campers to play with.
**Snack Bar options include chips, crackers, granola, cookies, fruit gummies, etc.
Health and Safety
In an effort to keep all of our campers, camp families, and staff safe we are monitoring local and national COVID-19 protocols. As this guidance evolves we may make changes to our safety protocols throughout the spring.
Any updates will be given here. Our current protocols are as follows:
What we ask from our campers and families:
- Face masks are no longer required of campers, families, and staff, however anyone who would like to wear a mask is welcome to do so.
- Camper check out will also take place outdoors but will be split between two locations (the check in location by the Box Office off of Coronado Road [ages 7-9 and 10-12] and the loading dock off Alvarado Road [ages 4-6, 13-17, and Master Classes]). If a camper is self check out, the camper will sign themselves out and staff will monitor as they walk to their respective pick up vehicle. For campers who are not self check out, parents/guardians should park and walk to the check-out tables. Once a student has been signed out, they are welcome to leave campus with their approved parent/guardian.
- Hand sanitizer will be available in each classroom. Campers should also wash hands for a minimum of 20 seconds in the restroom.
- If any camper is feeling sick we require that child stay home — Symptoms of COVID-19 infection include headache, loss of taste or smell, sore throat, diarrhea, congestion or running nose, and/or a temperature of 100.4 or higher.
How our staff are keeping campers safe:
- All staff are fully vaccinated and up to date on their COVID-19 vaccines.
- High contact surfaces will be regularly disinfected with an EPA or NEA regulated disinfectant.
- We will continue to monitor local and national guidance from authorities to update these Health and Safety Protocols as needed.
Positive COVID 19 Case Protocol
As national guidance evolves for positive COVID-19 protocols, these protocols may also evolve. Our current plan is as follows:
- If a camper is experiencing symptoms of COVID-19 or receives a positive test result for the virus, they will not be allowed to attend camp and must confidentially report this information to TPTC so that we may take effective safety precautions. This may be confidentially reported to the Camp Director, Michelle Chin.
- If a camper tests positive, all individuals will be informed that the class has experienced a positive COVID test.
- Any campers in a class that has experienced a positive case cannot return to our campus until after the 5 day window has passed and it is recommend they quarantine from others.
- Campers will be welcome to return and take future classes after 5 days have passed, they have experienced no fever for a 24-hour period without the use of fever-reducing medications, and they are no longer experiencing other symptoms of COVID-19.
- The Phoenix Theatre Company will work with you to reschedule campers into future classes after the quarantine timeframe has lapsed. If rescheduling is not possible, a refund for the unattended class will be offered.
This may be confidentially reported to the Camp Director, Michelle Chin. Pre and Post Camp
Supervised early drop off and late pick up are available each day of camp for all ages.
This service does not have specific programming. Instead, campers are able to play games, read, practice for their Friday showcase, and/or relax while under the supervision of camp staff.
Pre Camp Hours 7:30AM – 9:00AM
Post Camp Hours 3:30PM – 6:00PM
Daily Pre Care: $12
Daily Post Care: $20
Weekly Pre Care: $45
Weekly Post Care: $80
Weekly Pre & Post Care: $125**
**With a full week of pre and post camp care, you get the 5th day free!
Cancelation/Refund Policy
Please give full consideration to your summer plans before signing up for classes! Our classes are limited in size to give each student the best experience possible. Full refunds are available only with a minimum of four weeks advanced notice from your camper’s first day of camp. All cancelations occurring between two and four weeks prior to camp qualify for a refund of up to 50%.
If a cancelation is made within two weeks or less of the start of a camp session, no monies will be refunded. This refund policy is enforced regardless of your reason for cancellation.
Scholarships
Through the generosity of our donors, The Phoenix Theatre Company is pleased to offer scholarships for campers with challenging economic needs. Since the availability of scholarship money is extremely limited and will cover only a portion of the cost to attend Summer Camps, we have implemented an application process to ensure that available funds are distributed as fairly as possible. If you feel you need scholarship assistance, please carefully review and complete the application at the link below to be considered for a scholarship (incomplete applications cannot be considered).
Please note that scholarship awards may only be applied to the direct cost of camp attendance and may not be applied to pre or post camps or other products and/or services that may be offered.
Scholarship applications are due Friday April 14th, 2023.
LINK TO SCHOLARSHIP APPLICATION PACKET
Not a good candidate for scholarship assistance, but could benefit from a payment plan? Contact us!
Location
The Phoenix Theatre Company
1825 North Central, Phoenix, AZ 85004
(Central and McDowell, next door to the Phoenix Art Museum)
Enter off of McDowell and Alvarado. Free parking is available in the north and south lots. Camp Headquarters is located in Rehearsal Room A, which is located at the Southeast corner of McDowell and Alvarado. Look for the large sign facing Alvarado.
Questions?
Explore our FAQs or contact
Michelle Chin
Camp Director
602-889-7608
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Subaru Loves Learning benefits The Phoenix Theatre Company’s Summer Camp and Partners that Heal Programs.
How does a summer camp help develop self-reliance?
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When parents send their child to summer camp, their main goal is that he should have a good rest from school loads. Sometimes, if the camp is thematic (languages, science, programming, and so on) – to get useful skills. But the camp can also be an indispensable means of developing independence in a child (with which many children now have huge problems).
How can a children’s camp help here? By Tatyana Yuryevna Smirnova, director of the Obraz Orthodox school near Moscow and organizer of school summer camps.
Why children are afraid of independence
Let me start with a very illustrative example. There is a kindergarten at our school, and once we took a child there, already quite large, almost six years old.
This boy did not talk, could not dress himself, eat on his own. He was diagnosed with autism. To pay for expensive treatment, my mother got several jobs, and grandmothers took care of the child. And then one day I watched a picture of a school bus with kindergarteners pulling up to a stop, the children getting out, and this boy is walking from a high step, not even looking into the void. Because I’m sure that grandmothers will pick him up. And indeed, they do! This picture impressed me, I began to figure it out – and it turned out that the child’s problems were not so much due to autism, but because of the grandmother’s overprotectiveness. Why should he try to do something on his own, if everything is fine anyway, if he is surrounded by absolute care, he is dressed, spoon-fed, dust is blown off him? After that, I advised the boy’s mother to quit most of her jobs and come to grips with her son, without such close participation of grandmothers.
Unfortunately, this case is not unique.
Maybe not with such vivid manifestations, but childhood lack of independence is a massive problem, and parents are most often to blame for it. Because a dependent child is convenient and safe. These words “convenient” and “safe” must, of course, be put in quotation marks. But as many people think. If you put a child at a computer or give him a tablet, then he will be in front of his eyes, he will not go outside, where he can fall from a tree, where hooligans can offend him, and so on. If you collect a briefcase for him at school, he will not forget the pencil case and the Russian textbook. If you clean his room daily, it will be clean.
As a result, children grow up who do not have basic self-care skills, who do not have experience in solving a variety of life problems, who are unable to build relationships in a team, and who easily fall under someone else’s (and sometimes dangerous) influence. Moreover, the lack of independence is also manifested in the intellectual sphere – such children (and later adults) are afraid to master new areas of knowledge for themselves, they are afraid to consider any issues from different points of view.
They very often become victims of a variety of manipulators.
Not always, by the way, such people suffer from their lack of independence. On the contrary, for the time being, many of them are satisfied with this state of affairs. Life is calm, no need to worry about anything, you will always be taken care of. And independence seems to them a way out of the comfort zone and therefore scares.
Actually, a normal, healthy child tends to strive for independence. He wants to master the world around him, he imitates adults – yes, often overestimating his strength, not seeing any dangers, but this desire in itself is natural. But if adults prevent this in every possible way, if they deprive it of any opportunity to show independence, then something breaks in the child, he loses his desire to know both the world and himself. More precisely, he has subconscious fears that block his craving for independence.
What are these fears? Fear that you will not succeed – and you will be laughed at.
Fear that you will fail and you will be punished. Fear that nothing will work out for you, and you will once again see what an empty place you are, zero without a wand. A child may not always be rationally aware of these fears, but they exist, and they do not grow out of nowhere. They are almost always based on traumatic experiences caused by adult mistakes.
Photo: fernandoalmeida/pixabay.com
If such a child is offered: let’s try to run chasing, let’s teach you to play chess, let’s take part in the filming of an amateur short film, and so on – he will most likely refuse. He will refuse with the words: “Yes, well,” “I don’t want to,” “I’m not interested.” But in fact, fear is hiding behind these “do not want” and “not interested”.
What is children’s independence
Let’s first understand: what do we mean by children’s independence? Naturally, it is hardly possible to give an exact definition here, but for myself I formulate it this way.
Firstly , an independent child knows how to build relationships with other children without the help of adults, knows how to overcome his fears, is able to show himself in a children’s team, is able to overcome the first difficulties by entering a new team for himself.
Secondly, , an independent child is able to take care of himself – get dressed, wash, clean up after himself, heat up food, wash dishes, and so on.
Thirdly, , an independent child is able to choose from the options offered, and not wait for adults to decide for him. For example, when children come to our school camp, they choose an activity. Maybe you want to communicate with local residents, interview them? Or maybe you are more interested in making a feature film with the guys? Or maybe you are attracted to the development and implementation of a role-playing game? Or maybe you want to learn some new skills for yourself – learn to swim, for example? Or learn to bake pies? Or learn to take great pictures? Or archery?
How not to kill independence?
What should be done so that the natural desire for independence inherent in any healthy child develops in the right direction? The obvious answer is that it is necessary to give him the opportunity to act in his own way from infancy.
Here, however, we are faced with the problem of risks. After all, it’s risky when a child acts in his own way. What if he falls and hits you? What if he gets burned? What if he gets lost on the street? What if he put some filth in his mouth and get poisoned? And suddenly plops down in a puddle? What if he doesn’t do his homework? But what if? And these “what if” any parent can name as many as you like.
The natural desire to protect against any risks leads to complete lack of independence. But ignoring any risks will also not end in anything good, you can’t completely eliminate yourself, relying on “maybe”. It is too likely that something really tragic will happen to the child. Not snot, not a broken knee and not a deuce in mathematics.
In my opinion, the way out is to divide the risks into acceptable and unacceptable ones and create a space of freedom for the child , limited only by unacceptable risks . The baby is learning to walk. If he falls, that’s an acceptable risk.
And if he wants to play with a kettle boiling on the stove, this is already an unacceptable risk. If he gets into a puddle in the yard and gets his feet wet, that’s an acceptable risk. And if it gets into the transformer box, it is already unacceptable.
What risks are considered acceptable and which are not, of course, is up to parents and teachers who take into account the specific situation, take into account the characteristics of the child. There may be a situation where getting your feet wet is an unacceptable risk, or there may be a situation where jumping off the roof of a barn is an acceptable risk. If you don’t believe me, watch the episode in the movie “Kingfisher” when the student, encouraged by the teacher, jumps from the roof of the barn… into a haystack!
You have to understand that you can’t spread straw everywhere, that tragedy can happen even where everything seems safe. A man at home stood on a stool to change a light bulb, lost his balance, fell – and please, a multiple broken leg.
Happens? Rarely, but it happens.
And then everything depends on the psychological characteristics of the person. If he has a neurotic personality, then he seeks to control everything and everyone around him, it seems to him that, acting correctly, he is able to nullify any risks. A striking example is the director of the camp, comrade Dynin, from the film “Welcome, or No Trespassing”. Such people multiply any potential threat by a hundred and take such precautions that the space of freedom shrinks to a point. And the opposite option is the cheerful comrade Mitrofanov from the same film. “Guys, go to the river to swim!” – without any thought that it is necessary to think about children’s safety, that a crowd of children thoughtlessly rushing into the water needs at least some kind of control.
Extremes are always bad, and the way out is in the “middle way”. That is, both parents and teachers should create such a space of freedom, which, although not infinite, is large enough so that the child can fully develop inside it.
Yes, there should be categorical “no”, but there should not be too many of them. These “don’ts” should prevent threats to life and health, threats that are indisputable, obvious, and not far-fetched.
Photo by Krists Luhaers on Unsplash
Within this space of freedom, the child is forced to make choices and face the consequences. Climbed into a puddle, wet your feet – you will not be scolded and punished. But if you catch a cold, get sick, you will have to lie in bed and take medicine, walks, trips and so on are canceled for some time. I got on the Internet, found a bunch of information about dinosaurs, drew a comic book about them, showed it to the class, earned universal approval, raised my self-esteem. I wanted to go to the grocery store on my own, tried it – and felt my demand. You did a great job of unloading your parents.
In this way, the habit of independence is formed – through experience, positive and negative. And the more such experience a child has, the less likely it is that he will realize his independence according to the scenario “I’ll freeze my ears to spite my mother,” that is, he will begin to act specifically in defiance of adults.
This happens when a child is constantly squeezed, squeezed, limited in everything, petty controlled – and then suddenly stopped. Naturally, at first he will get drunk from the freedom that has suddenly fallen on him, and then, perhaps, he will be frightened and again ask for the zone of his former comfort. But if the parents acted competently, if from infancy they created a space of freedom for the child and constantly expanded it according to age, then independence becomes a natural thing for the child, he will not strive for independence for the sake of independence – he already has as much of it at any given time as he can really pull.
And another important point: children not only need to be given space for freedom, but also to be explained what kind of thing freedom is. This is also a topic of discussion. How do we understand freedom? What is it – an end in itself or a tool that we use in the name of some higher goals, based on higher values? We are discussing this in our camp “Khorobrovo”.
Moreover, in August we will have a special shift (named the same as the already mentioned film – “Welcome, or No Trespassing”), dedicated to the theme of freedom. Children will not only become participants in discussions, but also in practice, in a game format, will learn to use freedom.
How the camp develops independence
Children develop independence not only through home education. Of course, the school and other children’s institutions also make their contribution. For example, a summer camp (as well as a winter one). And this contribution can be huge! In one shift, sometimes it is possible to achieve what parents have not been able to do for years.
What happens to a child who ends up in a camp? He finds himself in a new environment for himself (or, if he is not going to the camp for the first time, in a familiar, but not at all the same as at home). The circle of contacts is expanding. The routine of the day is changing. Living conditions are changing. There are many more opportunities, more interesting activities.
Responsibility to friends also appears, and for a child, especially a teenager or pre-teenager, this is extremely important, because if children go to camp of their own free will, then mainly in order to make new friends or meet old ones again.
For a teenager, the opinion of friends about him is extremely important – and this opinion is formed from the attitude towards his actions. If the guys see that you are a reliable person, that you have your own opinion and you know how to defend it, that you have interesting ideas and you are able to implement them, that you don’t whine for any reason, that you don’t let your squad down in various common affairs, then you gain authority. So the goal here is clear.
But in order to achieve this goal, you have to show independence wherever possible. Even in elementary things. For example, at home you are not used to cleaning your room, there is a mother or grandmother for this. But in the camp, if you screwed up in the ward and didn’t clean up after yourself, it will show up – and your squad will receive penalty points, lose in the competition with other squads.
Maybe even a terrible thing will happen: you will be deprived of ice cream. Because of you! And so that this does not happen, in order not to be disgraced in the eyes of the guys, you have to strain, you have to do something that you are not used to at home. And it’s not that someone forced you to do it: no, you make the decision yourself, freely and consciously. Or, let’s say you have a cool idea – to develop an adventure game for younger children and run it. It is almost impossible to do it alone, which means that you are looking for helpers, and you do it, and everything works out, the kids are delighted, and your authority among peers is noticeably increased.
By the way, this example shows a very important facet of independence: an independent person knows how to soberly assess his strengths, knows how to work in a team, he does not try to replace everyone with himself, he feels responsible for a common cause, he, if he was invited to some project, does not thoughtlessly carry out the assigned task, but thinks about how to do it better, makes his proposals.
And how many opportunities for independence appear if children go hiking in the camp! They themselves cook food on a fire, put up tents themselves, figure out for themselves who and how to help.
Or, for example, in some camps there is such a line of work as expeditions (in different camps this may be called differently). The bottom line is that a team of children (usually not the entire squad, but only part of it) goes to some area and begins to explore it. For example, this is the nearest village. How to explore? Learn its history by talking to locals, find out what interesting places there are (and take photos), find out how people live here now. Maybe if some legends are associated with this place, find out this too (including through an Internet search). And then, returning to the camp, make a report on the expedition, a presentation – different formats are possible here, from a “living newspaper” to a theatrical scene. But in the process of such an expedition, how many things do the children have to do that they have not done before! Take interviews, search for information on the Web, take landscape or reportage photographs, navigate on a map or on a navigator to find the necessary objects .
.. Of course, no one sends children alone, adults accompany them and insure them, but at the same time they do not do their work for children. They can suggest something, give advice – but in such a way that the children themselves take the initiative.
Photo by Artem Kniaz on Unsplash
In other words, in a good, proper camp, teachers set themselves the goal of developing independence in children, and for this they create the very space of freedom, and also create motivation so that, once in this space, children do not get bored, but find something to strive for. Yes, as in the family and at school, this space of freedom is not infinite, yes, it has boundaries, there are unconditional prohibitions.
For example, when children are swimming, adults are of course present and take the necessary safety measures. If children go to the forest, then, of course, you have to control that they dress appropriately for the situation, so that their clothes are treated with ticks. But if everything is organized reasonably, if adults are guided by common sense, and not by neurotic fears, then children quite calmly perceive such external restrictions and are not particularly fixed on them.
They have something to do in the space of freedom created for them.
By the way, the older a child becomes, the greater the amount of freedom he has, but at the same time, the greater his responsibility. In the right camp, this is expressed in the fact that children are given the opportunity for “career growth”. That is, to us, for example, to our summer camp “Khorobrovo”, teenagers of 15-16 years old go already as counselors, and at 13-14 years old they can become assistant counselors. There is also such a ladder of growth in scout groups. The detachments are divided into patrols, there is a patrolman and his deputy in the patrol, children from 13-14 years old become junior instructors and conduct training sessions with younger children, organize various gaming and cognitive activities for them. And from the age of 16-17 they become senior instructors and act almost on a par with adults. For children, such prospects are extremely important, they have something to strive for, and this greatly contributes to their independence.
How to choose a camp
We talked about how a camp can develop independence. But not every camp! I rely on my own experience, that is, on the experience of summer camps that we organize at our Obraz school, on the experience of other camps known to me, where pedagogical teams adhere to the same approaches. However, there are a lot of camps, and among them there are such as in Klimov’s film “Welcome, or No Trespassing”. Camps where the main emphasis is on comfort and safety, where fluff is blown off children, where the formula “rest = entertainment” is taken into account.
It’s good when parents know which camp to send their child to. They know about this camp from acquaintances whose children have already been there, they know from people who worked in this camp. Word of mouth is sometimes the best source of information. After all, not only students from our school come to our camps, but also children who somehow found out about us. And then they tell the other kids.
Some come to us for many years, waiting for the camp for a whole year. It even happens that such “camp” children are ready to study with us in our school near Moscow, they are ready to travel every day from Moscow, just to stay in the atmosphere that they liked so much in the camp.
But parents who want to send their child to a camp do not always have one in mind. And then they start using search engines, trying to find the optimal ratio “price – quality”. Sometimes it works out, sometimes it doesn’t. I’ll give you a few tips on what you should pay attention to.
1. Be sure to read the reviews on the Web about this camp. And look for them not only on the camp site (there, quite possibly, there will be only complimentary ones). However, having met negative reviews, do not rush to immediately perceive them as the ultimate truth. There are all kinds of people, all kinds of situations. Now, if there are a lot of such reviews, there really is reason to be wary.
2. Carefully study the site of the camp, pay attention to the teaching staff.
What kind of people they are, what achievements they have, what they do professionally, how long they have been working with children, whether they studied this somewhere or have mastered everything in practice. Look for information about them in third-party sources.
3. It is very important that the site of the camp has a detailed program of its work. It is a detailed program, and not general words like “development of creative thinking”, “outdoor games” and so on. Assess how realistic what is written in the program. For example, it says that the children from the first shift plant potatoes, and the children from the last shift dig them up and bake them on a fire. Considering that potatoes are planted in central Russia in early May and dug up in early September, this raises questions.
4. In addition to the program of work, it is important to find out the daily routine and, most importantly, what the children will be doing at any given time. And then it happens, for example, that the camp seems to be sports, they really go in for sports with the children, but in total it takes four hours a day, and the rest of the time the children are left to themselves.
5. Don’t put too much emphasis on comfort. That is, there is nothing wrong with comfort in itself, but if the main emphasis is placed on it, this may mean that, apart from comfort, there is nothing for children to offer there. And one more thing: small rooms for three or four people are not always good. Imagine that the children did not agree on the characters, and in a room for three, two begin to poison one. After all, this may not be such a monstrous bullying, when you need to urgently take action, up to contacting the police. But it can be constant teasing, jokes, ridicule. This makes the child feel bad, but he himself, most likely, will remain silent, and even if he did, there are no witnesses. Large rooms for eight to ten people are much better in this respect. There is a much higher probability that someone will see, someone will intercede, someone will tell adults.
6. If possible, before signing the contract, it is better to come to the camp and see everything with your own eyes, talk live with the management and teachers, ask them questions (which can be written down in advance so that you don’t get confused and don’t forget anything important at the time of the conversation).
In general, how willingly they make contact with you can say a lot. If they see you as an annoying nuisance and try to get off as soon as possible, this is a serious wake-up call. And if you understand that you are glad that they are ready to tell and show you everything, then you are most likely enthusiasts of their business.
Prepared by Vitaly Kaplan
Camps for children and teenagers
In 2016, our employees completed their first internship at the Rising Sun camp in New Mexico, USA – this opportunity was provided to us by the Naked Heart Foundation. The American camp is just for teenagers, and we decided, having gained such an experience, to also make our own teenage camp.
Why is this needed? Communication is one of the main deficits of people with autism spectrum disorders. At the camp, we learn from each other: how to communicate, how to invent the most outstanding costume for a party, how to meet a giant fish in the aquarium for the first time in our lives.
In fact, we are learning the most common things that are still closed to teenagers with autism.
Roma, for example, ate soup for the first time in the camp. Before that, he spent most of his life sitting at home and not eating soup (eating disorders are common in people with ASD). Roma studies at home, which means that his chances of meeting a friend are usually zero. And then he got out of the house, and ate the soup, and was able to spend a whole week with new people (more precisely, friends).
Summer camp is a space for the movement of various people towards each other. Neurotypical teenagers – teenagers without autism – are faced with a previously unknown, and it turns out: friendship is simpler than it seems. And friendship with a person who is not like you reveals something new in yourself, teaches you to be flexible and responsive.
“This is a camp where you always feel protected and never alone: there are so many different, beautiful and incredible people around you.
Sonya Khruskina, camp participant
All were involved without exception. It was nice to see how we all gradually acquire new skills, get to know people, open up, bloom, stop being shy and just stay in an environment that is comfortable for us” 90 141
Usually camps are mobile: for a whole week we go to the forest without our parents, to the base, where we settle down and create an anti-teacher settlement. Due to the coronavirus, we have been camping in the city for the past two years, but in 2022 we plan to get out into nature: this is an important first independent trip experience for many teenagers with autism.
The camp lasts 7 days: animation, theater, costumes, trips to museums and parties.
