Mentoring for Summer Camp Counsellors
- Barry Smith
- Jun 12
- 7 min read
Introductions
If you do one meaningful thing this summer as a camp counsellor, let it be this: help one child build a friendship.
Maybe it's helping a child meet someone new. Maybe it's helping a shy child join a group. Maybe it's helping a child develop the confidence, social skills, or habits that make friendship easier.
We often think the biggest impact comes from the spectacular moments, but for many children, the thing they'll remember most is whether they felt like they belonged.
A child who finds a friend at camp gains more than someone to sit with at lunch. They gain confidence. They gain a sense of connection. They learn that they are someone others want to be around. Sometimes that experience changes how they see themselves for years to come.
As a camp counsellor, you are in a unique position to make that happen. You notice who is standing alone. You can introduce children who might connect. You can encourage inclusion. You can teach kindness, conversation, and teamwork.
If, by the end of this summer, one child leaves camp with a genuine new friend, or with the skills and confidence to make friends more easily in the future, you may have changed the trajectory of that child's life.
Never underestimate that influence. You have that power.
My new friend activity.
30mins
Crash Course in Crisis Prevention
Working with Challenging Behaviour
If helping one child build a friendship can change a life, then understanding one child's challenging behaviour can change their camp experience. Often the children who need us most don't ask for help directly, they communicate through their behaviour.
One of the most important things to remember as a camp counsellor is this:
All behaviour is a message.
Children communicate through words when they can, but often they communicate through behaviour. A child who is acting out, refusing to participate, disrupting a group, or becoming emotional is usually trying to tell us something.
The question is not:
"How do I stop this behaviour?"
The better question is:
"What is this behaviour trying to tell me?"
The Space Between Stimulus and Response
When challenging behaviour happens, it's easy to react.
A child refuses to listen. A child is rude. A child breaks a rule.
Our instinct is often to react immediately.
But effective counsellors learn the difference between reacting and responding.
Reacting is automatic and emotional.
Responding is thoughtful and intentional.
Between what happens (the stimulus) and what we do (our response), there is a moment of choice.
The best counsellors use that moment to pause, think, and choose their response rather than letting the situation choose it for them.
Four Questions to Ask Yourself
When faced with challenging behaviour, ask yourself these four questions:
1. What does this child need or want?
What is the message behind the behaviour?
Could they be:
Seeking attention?
Feeling left out?
Frustrated?
Tired?
Hungry?
Overstimulated?
Embarrassed?
Looking for control or independence?
Remember: behaviour is often a clue to an unmet need.
2. How am I feeling?
Before helping the child, check in with yourself.
Are you:
Frustrated?
Embarrassed?
Angry?
Rushed?
Tired?
Our emotions affect how we respond. If we aren't aware of them, we can accidentally make a situation worse.
3. How is the environment affecting the child?
Sometimes the problem isn't the child.
Consider:
Is the activity too difficult?
Is it too easy?
Is it too loud?
Is there too much waiting?
Are expectations clear?
Is the child struggling socially?
Often, changing the environment is more effective than trying to change the child.
4. How do I best respond?
Once you've considered the child's needs, your own emotions, and the environment, choose a response that helps rather than simply punishes.
Ask yourself:
"What response will teach, support, and move this child toward success?"
The goal is not to win a power struggle.
The goal is to help the child succeed.
Remember
Children rarely give us a hard time.
More often, they are having a hard time.
When we view behaviour as communication, we become more patient, more effective, and more capable of helping children grow.
That's what great camp counsellors do.
Activity:
Roll the dice. What is my hidden talent?
Portable, skill-based activities that a summer camp counsellor can pull out almost anytime (during downtime, transitions, rainy days, waiting for pickup, etc.), here are lots of options in the same spirit as juggling, Rubik's cubes, music, and card tricks:
Performance & Skill Activities
Yo-yo tricks
Diabolo (Chinese yo-yo)
Kendama
Hula hoop tricks
Jump rope tricks
Basic magic tricks
Improvisation games
Storytelling
Creative Activities
Cartoon drawing
Comic strip creation
Origami
Doodling challenges
Friendship bracelet making
Creative writing prompts
Collaborative storytelling
Nature art
Clay or modeling putty creations
Sticker design
Mini filmmaking
Puzzle & Brain Activities
Speed cubing
Logic puzzles
Riddles
Brain teasers
Chess
Checkers
Sudoku
Memory challenges
Tangrams
Escape-room style puzzles
Code-breaking games
Trivia contests
Sports & Physical Skills
Frisbee tricks
Hacky sack
Soccer juggling
Table tennis tricks
Obstacle course design
Relay races
Balance challenges
Beanbag toss games
Target throwing games
Cup stacking
Social & Group Games
Charades
Would You Rather?
Scavenger hunts
Minute-to-Win-It challenges
Team trivia
Camp talent showcases
Nature-Based Activities
Bird identification
Animal tracking
Leaf collecting
Nature journaling
Rock balancing
Cloud spotting
Plant identification
Shelter building
Orienteering
Nature photography
"Always Works" Camp Counsellor Go-To Skills
These are especially valuable because they require little equipment and can engage a wide age range:
Card tricks
Juggling
Origami
Storytelling
Rubik's cubing
Charades
Frisbee tricks
Simple magic tricks
Collaborative storytelling
Cup stacking
Riddles and brain teasers
Friendship bracelets
Scavenger hunts
A great camp counsellor often has one performance skill (juggling, magic, music), one creative skill (origami, drawing), and one group game (charades, scavenger hunts) ready at all times. That combination can keep kids engaged in almost any situation.
Simple Behaviour Management Techniques
When behaviour becomes challenging, start with the least intrusive strategy first.
1. Use Supervision and Proximity
Often, simply moving closer to a child can prevent a problem from escalating.
Stay engaged and aware
Position yourself where you can see everyone
Move closer to children who may need support
Use your presence before using your voice
2. Manage the Environment
Sometimes the environment is the problem, not the child.
Consider:
Is there too much waiting?
Is the activity too difficult or too easy?
Is the space too loud or overwhelming?
Does the child need a different partner or group?
Changing the environment can often change the behaviour.
3. Redirect
When possible, redirect rather than confront.
Instead of focusing on what a child shouldn't do, guide them toward what they should do.
"Let's try this.""Can you help me with something?"
"Why don't you join this group?"
4. Prompt and Provide Hurdle Help
Sometimes children want to participate but get stuck.
Give small prompts and support to help them get started.
Break tasks into smaller steps
Offer encouragement
Help them overcome the first hurdle
Success builds confidence.
5. Use AAC Strategies
When giving directions:
Use gestures and visual cues
Use clear, direct statements
Keep instructions short and simple
Children often respond better when they can both hear and see what is expected.
Augmentative and Alternative Communication
AAC strategies are ways of supporting communication beyond spoken language. They're especially helpful for children who:
Have communication difficulties
Are autistic
Have developmental disabilities
Are overwhelmed, anxious, or struggling to express themselves
Are young and still developing language skills
For camp counsellors, AAC strategies are often very simple and can help all children, not just those with identified communication needs.
Examples of AAC Strategies
Visual Supports
Show rather than just tell.
Point to where children should go
Use schedules or activity boards
Show examples of the finished activity
Use pictures, symbols, or signs
Gestures
Support your words with actions.
Point
Wave children over
Thumbs up
Demonstrate what you want them to do
Clear, Direct Statements
Keep instructions short and specific.
Instead of:
"Guys, maybe we should start cleaning up because we're going to be heading over soon."
Try:
"Please put the balls in the bin."
Modeling
Show the behaviour you want.
Demonstrate a game
Show how to line up
Model introductions and conversations
Choice-Making
Give visual or verbal choices.
"Would you like to play soccer or frisbee?"
This gives children a way to communicate preferences and increases cooperation.
Wait Time
Give children a few extra seconds to process and respond after asking a question or giving a direction.
For a Camp Counsellor Training
You might simplify it to:
Use AAC strategies whenever possible: Use gestures and demonstrations. Show, don't just tell. Give clear, direct instructions. Use visual supports when available. Give children time to process and respond. The more ways a child can understand your message, the more likely they are to be successful.
6. Use Respectful Language
Model the behaviour you want to see.
Use:
"Please"
"Thank you"
"Excuse me"
Respect is contagious. Children are more likely to be respectful when they feel respected.
7. Use Breaks and Time Outs Appropriately
Breaks are not punishments.
Sometimes a child needs:
Time to calm down
A quieter space
A chance to reset
The goal is to help the child regain control and successfully return to the group.
Remember
The best behaviour management is often invisible.
Strong supervision, positive relationships, clear expectations, and a well-managed environment prevent many problems before they start.
Children may forget your activities. They may forget your instructions. But they will remember how you made them feel. Lead with connection, consistency, and care.
What's the Difference Between a Camp Counsellor and a Mentor?
A camp counsellor leads activities.
A mentor changes lives.
Of course, every counsellor is responsible for safety, supervision, and making camp fun. But the counsellors children remember years later are often the ones who became mentors.
A Counsellor Focuses on Activities
A counsellor asks:
Are the children safe?
Is the activity running smoothly?
Is everyone participating?
Are we on schedule?
These things matter and are an important part of the job.
A Mentor Focuses on People
A mentor asks:
Who is being left out?
Who needs encouragement?
Who is struggling?
Who needs someone to believe in them?
How can I help this child succeed?
Mentors see the child behind the behaviour, the activity, and the group.
Mentors Create Lasting Impact
Children may not remember every game, craft, or activity.
But they often remember:
The counsellor who included them.
The counsellor who listened.
The counsellor who believed in them.
The counsellor who helped them make a friend.
The counsellor who made them feel like they belonged.
Small Actions Matter
Being a mentor doesn't require a grand speech or a life-changing conversation.
Sometimes mentoring looks like:
Learning a child's name quickly
Sitting beside a child who is alone
Encouraging a child who wants to quit
Noticing when someone is having a difficult day
Helping a child build a friendship
Celebrating effort, not just success
Small moments, repeated consistently, create a big impact.
The Challenge for This Summer
Every counsellor can run activities.
The challenge is to become something more.
At the end of the summer, don't just ask:
"Did I run good programs?"
Ask:
"Did I make a difference in a child's life?"
If you help one child feel included, gain confidence, make a friend, or believe in themselves a little more than they did before camp began, then you have done something truly meaningful.
That's the difference between being a camp counsellor and being a mentor.
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