Frau Blücher at Camp (A Little Al from al)

Young Frankenstein is the classic Mel Brooks movie that my friend and peer group quoted over and over throughout junior, senior high school, college and beyond.

Perhaps, my favorite scene (s) were when someone would say the name of the housekeeper, “Frau Blücher” and the horses immediately neigh in terror.
It was as if saying the name was a Pavlovian response of the horses from some unseen part of the story that made them deathly afraid of Frau Blücher. The reaction is wildly out of proportion and unexpected. The repetition makes it funnier each time.

It wasn’t until college that I learned this was actually based on a communication theory by Alfred Karzybski, a Polish American philosopher and educator.

His theory says that words can trigger automatic emotional or physiological responses, even when nothing in the environment changes. In Young Frankenstein, the sound of the name “Frau Blücher” triggers the horses’ panic.

At camp, we often find that words trigger a response in the community or team. A “semantic response” of sorts that produces that reflexive response.

So the horses respond to:

• The symbol (her name)
• Based on an internalized meaning (fear/dread)
• Producing a physiological/behavioral reaction (neighing)

I know, some of you are thinking, “Al, not every camp has horses.” 
Yes, but we all have a staff team and they operate in a similar fashion. 

As chat GPT, likes to say, “Before I continue…”
The gag from Young Frankenstein translates each into actionable, practical, leadership-ready communication takeaways. Especially useful for youth development, camp culture, conflict resolution, and leadership training.

Loving the Neuroscience (4 Views that we can take to Camp)
Karl H. Pribram (a top researcher in the fields of cognitive psychology, cognitive science, neuropsychology, holonomic brain theory) wrote about this in an article on Brain and Meaning.

The link happens in neuroscience with general semantics, showing that meaning isn’t “in the words" it’s in the brain’s patterning, the internal maps that individuals bring with them to camp from their past experience.

Here’s the Practical Application at camp:
    1. The “meaning gap:" People don’t hear your words; they hear their wiring.
A staff member might hear:

• “You need to be more present in the cabin.”…but their brain may interpret:
• “You’re failing.”

Leadership takeaway:
Always check their interpretation, not just your intended message.

2. Emotional reactions aren’t irrational - they’re neurological shortcuts.
This helps explain why certain staff or campers “explode,” shut down, or get anxious at predictable triggers.

Leadership practice:
Identify staff “semantic triggers.”
Reframe rather than repeat loaded terms (“discipline” → “support plan”).

3. Memory is a pattern, not fact. The brain uses patterns to interpret current reality.
Camp application:
When staff give conflicting accounts of a conflict, both may be telling a truth; the truth their patterning produced.
Use:

• reflective listening
• neutral restatement
• structured debriefing (“What did you notice?” vs “What happened?”)

Allen Walker Read, an American etymologist, wrote about it, Is General Semantics Compatible with Utopianism?
Read discusses that general semantics supports utopian thinking. He concludes:
General semantics discourages naive idealism
But encourages practical, incremental improvement
General semantics is anti-utopian in fantasy, but pro-utopian in methodical progress toward better conditions.

Here’s the Practical Application at camp:

1. “Camp utopia” is a trap.
Staff often enter with unrealistic expectations:

• “Everyone will get along.”
• “The kids will listen.”
• “We’ll be a family.”

When reality hits, disappointment often explodes and emotions run hot and hard.

Leadership practice:
Replace utopian expectations with functional expectations:

• “We grow through conflict.”
• “Community requires skill, not vibes.”
• “Hard days are normal; how we respond is leadership.”

2. General Semantics encourages operational definitions.
Instead of staff saying:

• “The culture is toxic,” you ask:
• “What behaviors are you seeing that make you say that?”

3. Progress is GREATER than perfection.
Utopian thinking leads to burnout.
General semantics oriented leadership focuses on:

• “1% improvements”
• “next observable action”
• “better maps, not perfect maps”
• Perfect for mid-summer staff resets.

Barbara E. Wright, whose work on comparative biochemistry, writes in her article, The Heredity–Environment Continuum. Wright uses general semantics to dissolve rigid “nature vs. nurture” thinking. She further shows how behavior comes from continuous interaction, not either/or.

Here’s the Practical Application at camp:

1. Stop using labels as explanations.
Staff often say:

• “He’s ADHD.”
• “She’s just dramatic.”
• “That CIT is lazy.”

General semantics and Wright remind leaders these are shortcuts, not causes.

Leadership practice:
Shift from label → behavior → context

• “What did he do?”
• “When does it happen?”
• “What’s happening around him?”

2. Behavior is usually situational.

• A camper who’s an angel at archery may melt down at swim because of sensory triggers.
• A staff member who is brilliant one week may falter the next due to cabin dynamics.
• General semantics helps leaders stop making moral judgments and start making contextual maps.

3. Environment matters: change it before you change the person.
Instead of:

• “How do I fix him?” use:
• “What can I change around him to give him success?”

I find this one most intriguing. The classic for returning staff to discuss a camper or leader who says, “John Reily will never be a great leader, he does this….” It is judgement. Pure and simple. The individual has no opportunity to defend themself or have room for growth or redemption.

This is classic youth-development alignment and echoes the behavior management principles that I often write about.

The final example comes from Jeffrey A. Mordkowitz, a computer scientist from Stony Brook University and later served at the Institute of General Semantics. His article, Listener’s Guide to Alfred Korzybski’s 1948–49 Intensive Seminar (It is an interpretive guide, but full of practical tools.)

Korzybski taught that people suffer because they confuse:

• symbol with thing
• map with territory
• inference with observation
• expectations with reality

Here’s the Practical Application at camp:
1. Staff conflict almost always comes from “map-territory confusion.”
Example:
    One staff member says: “You don’t care.”
    What they mean is: “Your behavior didn’t match my needs or expectations.”

Teach staff:
Describe behaviors, not motives.

2. The “ladder of inference” is built into General semantics.
A staff member sees:
    A camper not participating
    Then assumes:
    “He doesn’t like the program,”
    Then concludes:
    “I’m a bad leader.”

General Semantics teaches you to interrupt this type of thinking chain.

3. Time-binding = leadership development.
Korzybski’s defining concept: humans build on prior knowledge across generations.

Camp application:
Great directors time-bind by:

• teaching traditions
• fostering institutional memory
• carrying lessons forward
• building training that accumulates wisdom

Simply put, people don’t react to reality, they react to the maps they carry. Your role as a leader is to help and support the art of updating those maps with clarity and compassion.

General Semantics teaches one simple idea:
People don’t react to reality — they react to the meaning they attach to it. These four tools below are what I have garnered over 4 decades at camp. It will help staff communicate with clarity, empathy, and leadership all summer long.

(I ran my BLOG thru Chat GPT and below are the four steps for you as a takeaway.)

1. Words Don’t Mean - People Mean
(Based on Karl Pribram’s “Brain and Meaning”)
Everyone processes language through their own experiences, emotions, and history.

What this means at camp:
Your words land differently for each person.

• A simple correction might feel like criticism.
• A casual statement might feel like praise or rejection.

Leadership Move:
✔ Always check understanding:

• “Tell me what you heard me say.”
• “How did that come across?”

Result: Fewer misunderstandings → calmer cabins → clearer teamwork.

2. Describe Behavior, Not Motives
(From Korzybski’s seminar principles)
When conflict happens, people jump to interpretations (“you don’t care,” “she’s lazy,” “he’s dramatic”).
GS teaches us to separate:

• What I observed
• What I assumed

Leadership Move:
✔ Replace motive language with observable behavior:
    Not: “You weren’t invested.”
    But: “You sat down twice during the activity and didn’t respond when campers asked for help.”
    Result: Conversations feel fair, factual, and less personal.

3. Context Creates Behavior
(Based on Barbara Wright’s heredity–environment continuum)
Behavior is rarely about “personality.” It is usually about context.

What this means at camp:

• A camper who struggles in swim may shine at archery.
• A staff member who falters in one cabin may excel with another group.

Conflict often reflects environment, not character.

Leadership Move:
✔ Ask: “What’s happening around this person that might be shaping the behavior?”
✔ Adjust the environment before trying to “fix” the person.
Result: Increased success, fewer power struggles, more empathy.

4. Progress, Not Perfection
(From Allen Walker Read’s “GS and Utopianism”)
Utopian expectations (“everyone will get along,” “camp will always feel magical”) create disappointment and burnout.

GS promotes incremental improvement, not impossible ideals.
Leadership Move:
✔ Reframe expectations:

• “We’re not aiming for perfect, we’re aiming for better.”
• “Conflict is normal; how we respond is leadership.”

✔ Celebrate 1% improvements.
Result: Staff remain confident, resilient, and realistic — even in tough weeks.

Remember to:
Slow down → Notice more → Assume less → Ask better questions → Adjust the environment → Aim for progress.

This is the heart of communication, the heart of youth development, and the heart of servant leadership.

Blücher

"Unschooling" Leadership (Camp is the best place)

 

I recently read from Michael Hudson on Forbes.com, his article titled, "Unschooling Leadership: It’s Time To Stop Teaching Leaders—Here’s How."

Let me give you the basics of Hudson's article or you can read it yourself at this link. His argument is that we should stop using leadership in a technical sense and instead let it grow naturally or as he calls it, "the need for deeper, inner work..." It is a metaphor for cultivating self-awareness, reflection, and "unlearning." There is no need for a regid program curriculum, and relies on emergent learning. 

It is a mindshift from "collecting skills" to "growing identity." Too often we rely on only on external expert formulas or techniques. To be more succinct, Hudson emphasizes folks to develop or discover, experiment, reflect, iterate, and grow.

THIS IS WHAT SUMMER CAMP DOES!

In a career of working at a summer camps, I have found that it offers one of the most vivid incarnations of that approach. Camp life forces leaders to act, adapt, reflect, and grow in real time, with relational intensity, feedback loops, and evolving responsibilities. The constraints, community, and daily/weekly/seasonal cycles of camp make it a microcosm for leadership development that’s deeply aligned with the "unschooling" philosophy.

(A little Al from al - I asked for a comparison chart based on my BLOG posts)

Hudson’s Unschooling Principle	How Camp Life Embodies / Challenges It	Examples & Nuances
Leadership as lived, emergent learning	Camps force on-the-ground, high-stakes responsibility. There's no substitute for real-time decision making with real people.	A camp leader might have to manage conflict between campers, decide whether to delay an activity because of weather, adapt a game mid-flow. These situations can’t be fully pre-scripted.
Interior development & self-awareness	Camps often provide reflection periods (evenings, debriefs, staff meetings), and require staff to adapt to interpersonal dynamics, fatigue, and emotional stresses.	Leaders must monitor their energy, biases, emotional responses, and learn to lead by example under pressure.
Unlearning and confronting assumptions	Many staff arrive with ideas of “how camp works” or “ideal leadership.” Camp life disrupts those assumptions: not all plans succeed, people behave unpredictably, logistics fail.	A “perfect plan” might fall apart due to rain or a missing piece of gear; staff must unlearn rigidity and pivot.
Experiential rather than theoretical	Rather than sitting in “Leadership 101” lectures, camp staff lead by doing—and learn through feedback, trial and error, and mentoring.	Senior staff or directors coach new staff in situ: “Why did that go sideways? What might you try differently next time?”
Safe space for failure & iteration	Because camp is a time-limited, closed environment, mistakes have lower long-term consequences (within reason). This allows risk-taking.	A camp leader may invent a new activity that flops — debrief and try again next day. The short-term failure doesn’t ruin a career, it becomes a learning event.
Community & peer learning	Camps are tight-knit communities; staff learn from each other through modeling, coaching, feedback, observation.	One camp leader sees how another handles homesickness; over meals, they share tips; junior staff receive “shadowing” or mentoring.
Reduced overemphasis on external expertise	While camps have training sessions, much of learning happens in situ. Staff can’t always rely on “expert instructions” in real-time crises.	Policies and guidelines exist, but in-the-moment judgment calls often dominate.
Tension: structure vs freedom	One challenge is that camps must maintain safety, rules, schedules. That necessary structure can conflict with pure emergent learning.	For instance, risk management, schedules, supervision ratios—some constraints are nonnegotiable. Good leadership growth recognizes constraints rather than pretending they don’t exist.

Camp is and has always been a great "living laboratory" for the kind of unschooling that Hudson calls for.

I have written lots of stories about camp leadership and here are a few that I believe make my point on what Hudson is calling for.

Example 1. You Don’t Learn Leadership — You Live It

At camp, leadership isn’t an abstract concept or a skill. It’s right there in front of you — hungry campers, a broken griddle, and 45 minutes until breakfast.

In my post “The Pancake Problem,” I wrote about the morning the cook’s griddle broke down, the line of campers got longer, and nobody panicked. One outdoor skills leader grabbed a spare pan, another started flipping on a camp stove, and together they made it happen — with smiles and laughter.

No one “taught” them that. They just lived it.
That’s leadership unschooled, unpolished, and absolutely real.

Example 2. The Myth of Control Gets Washed Away

During one particular summer story, “When the Sky Opened Up,” a young camp leader watched her carefully planned soccer tournament vanish in a downpour. Instead of giving up, she invented “Rain Olympics” complete with a towel relays and a soggy tug-of-war in the lodge. The campers had the time of their lives.

Control is overrated. Creativity and presence are what matter.

Example 3. Reflection Is the Real Curriculum

In his article, Hudson calls for inner work, reflection, not instruction. Camps do that naturally.

In “Leaders Gotta Lead,” I shared about a staff circle where a camp leader admitted she lost her cool with a homesick camper. Instead of judgment, she got support and a quiet realization that vulnerability is strength, not weakness.

That’s not a seminar. That’s soul work; the kind of growth no PowerPoint can teach.

Example 4. The Community Is the Classroom

In “The Kitchen Table Effect,” I described how a shared meal in the camp kitchen became a masterclass in empathy. The Cooks, cabin leaders, activity leaders, and support staff (directors) swapped stories, laughed about disasters, and built trust that no training manual could ever replicate.

While Hudson would call that “peer-led learning.” At camp, we just call it a Tuesday.

Exampl 5. Failure Is Part of the Lesson Plan

Hudson’s “unschooling” model depends on safe spaces to fail. I have found that that is camp to it's core.

In “Burned Marshmallows and Second Chances,” I talked about a new leader who botched a campfire story — and got a standing ovation the next night after trying again.

Summer Camps offer do-overs. (Michael Brandwein calls it an OOPS!)
Grace.
Growth.

Where else in life do you get that?

Why Camps Are the Perfect “Unschool” for Leadership

Hudson’s Principle	Camp in Action
Learning through doing	The Pancake Problem — crisis turned into collaboration
Unlearning control	When the Sky Opened Up — plans collapse, creativity thrives
Inner reflection	Leaders Gotta Lead — humility becomes strength
Learning in community	The Kitchen Table Effect — leadership shared over supper
Freedom to fail	Burned Marshmallows and Second Chances — safe failure, real growth

Here's what I know..."

While Michael Hudson challenges us to stop teaching leadership and start creating conditions where leadership emerges. At camp, we’ve been doing that all along. I have found that every meal served, every thunderstorm endured, every mistake redeemed are the moments that shape humble, hungry, and smart leaders.

No classroom required!

What are your examples from camp? Let me know in the comments.

For a copy of my Number 1 selling book, “Serving From The Heart,” visit: https://clpli.com/al_ferreira

SWAG for Leaders

Leadership Path (A Little AI from AI)

 

Growing A Career In Youth Development Through Summer Camps and Outdoor Environmental Education

How did it all begin? Day camp Leader

FROM FACEBOOK:

I am currently an Outdoor Educator at camp (for many years), but would want to see what opportunities lie when taking the next step, perhaps as a seasonal Program Coordinator for Groups or Senior Instructor or something along those lines. My interests would be creating fantastic camp schedules for OE/Retreat groups and also staff and perhaps documenting photos and videos for social media. I would want to stick with the school year seasonal - Sept-May since I already have a summer camp gig.

Looking forward to seeing what is out there!

I see these messages pop up and I want to help and support everyone in Camp or youth development work. 

I asked Al to help me organize my thoughts from my BLOG and some folks that I continue to read from their leadership journeys.

Perhaps you are already on the journey and at best, this may help with some affirmation. This is what I would suggest!

a Five-Year Guide to Becoming a

Camp Director/Executive Director

Year 1: Foundation – Learning & Immersion

• Focus: Mastery of frontline leadership, learning the “DNA” of camp. I can honestly say, that I have done every job at camp somewhere along the line. Junior Leader, dishwasher, archery, low ropes, underwater basket weaving, high ropes, assistant program director, program director, Camp Director and dishwasher. (Yes, I know I mentioned it once, but I do like to wash dishes every now and then.)

• Priorities:

  • Take on program or unit leader roles—live the frontline experience.

  • Document what works: reflections, feedback loops, and camper outcomes. Dan Weir talks about training and he has a mastery when it comes to this.

  • Learn risk management, ACA standards, and parent communication basics.

  • Build mentoring relationships (find a “board of advisors” like Michael Garcia often recommends). Michael also has some great training guides that are the fundamentals of camp work.

• Skills: Observation, adaptability, emotional intelligence, crisis response.

• Output: Create a “Lessons Learned Journal” that you can later share with staff or in blogs.

Year 2: Growth – Supervision & Systems

• Focus: Transition from doing to leading. At each step along my journey, I gained more responsibility and made more mistakes. Lots of them. I had the fortune to have some great leadership/mentors who allowed for mistakes. 

• Priorities:

  • Supervise seasonal staff—practice coaching and conflict resolution. I also read a lot of books on leadership (The One Minutes Manager, Leader and Self Deception - there are hundreds and in this fascinating modern world, we have BLOGs, Podcasts, and more books to choose from. (Did I mention YouTube channels?)

  • Get involved in budget shadows or fundraising events—learn financial basics.

  • Start presenting at regional ACA events (following Dan Weir’s advice: share early, share often). Are you following what Dan shares?

  • Introduce a new project or pilot (inspired by Jack Schott’s “third place” concept)—maybe a family night, an alumni weekend, or a fresh program model.

• Skills: Delegation, communication systems, scheduling, evaluation.

• Output: A portfolio of projects (programs you built, staff you mentored, presentations you gave).

Summer Camp Director

Year 3: Influence – Strategy & Partnerships

• Focus: See beyond your cabin, your unit, your camp. I had some great opportunities to "lead, follow, or get out of the way," credit to James Orendorf, Esq. And, I took a lot of risk early on that helped me go beyond myself and what I was doing and feeling. That part is never easy.

• Priorities:

  • Join cross-departmental leadership teams; contribute to 3-year/5-year planning. (That common thought these days is that 6 to 14 months is long term.)

  • Develop fundraising chops: grant writing, donor stewardship, and sponsor relations.

  • Build equity and belonging frameworks into hiring and staff training (Michael Garcia's influence).

  • Expand professional network: ACA committees, Campfire or Camping Coast-to-Coast type gatherings.

• Skills: Systems thinking, equity-minded leadership, public speaking, parent partnerships.

• Output: Lead a camp-wide initiative that shows measurable impact (e.g., improved staff retention, expanded DEI pipeline, or alumni giving).

---

Year 4: Leadership – Operational Readiness

• Focus: Prepare to run the entire operation. The best way to take a risk in doing this is to take a risk in doing this. I know that is a simplistic view. I asked for opportunity and was again fortunate to be given those chances to grow and fail.

• Priorities:

  • Lead year-round staff hiring, evaluations, and contracts.

  • Take responsibility for a budget line (food, aquatics, program supplies)—and manage it end-to-end.

  • Present at a local, regional, or national ACA conference or publish an article/blog that reflects your voice.

  • Deepen board relationships—attend board meetings, learn governance structures.

• Skills: Financial acumen, board relations, legal/risk oversight, vision casting.

• Output: “Mini-executive experience”—a season or project where you shadow the Director/ED role. I had a great experience as a Program Director, early on, where my Executive handed me a budget binder for "my department" at camp (it was the 80s so the binder was two inches think). It was a Friday, and he said, "Be prepared to discuss this on Monday." Now mind you, I had never had a budget before. You may think it was a bit harsh of that director, and yes, leadership culture was a bit different in that time. I did study it  bit over that weekend and had two or three things that I could reasonably ask questions about.

Camp Executive Director

Year 5: Transition – Executive Readiness

• Focus: Move from camp leader to organizational leader. This is a tough one. I misunderstood this along my path. I heard that I had to leave camp to grow. Not true at all. Taking a greater role is about growing your influence. John Maxwell says it best, "Leadership is influence, nothing more and nothing less."

• Priorities:

  • Oversee full camp season logistics (budget + staff + operations).

  • Take leadership in fundraising campaigns, alumni relations, or capital projects.

  • Build strategic partnerships with schools, nonprofits, or municipal groups (Schott’s lens on camp as community hubs).

  • Mentor Year 1–3 professionals—be the “link in the chain” (from my BLOG).

• Skills: Vision, strategic planning, external relations, advocacy.

• Output: A polished “Executive Portfolio”: impact metrics, references, professional writings, and a vision statement for your leadership philosophy.

---

Key Anchors Throughout the 5 Years

• Reflection & Storytelling: Like your blog—write, speak, and share. Leaders who tell stories gain credibility.

• Mentorship: Both receive and give; Dan Weir emphasizes “pay it forward,” and Michael Garcia models mentoring as inclusion.

• Innovation: Jack Schott reminds us—camps are cultural laboratories. Try, test, pivot.

• Character: Your throughline—make decisions based on developmental assets, integrity, and the “on the way from archery to horseback riding” philosophy.

Let me know if you find this helpful? What would you add?

Or if you are interested in a check box style pdf that you can use? (Includes Checkboxes for goals and tips; Lined spaces for notes/reflections; Checkpoints for mentors and mentees to track progress.) Email me at alfatcamp@gmail.com

SWAG for Leaders

Camper Character Session: Turning Feelings Into Something Constructive

 

Character Fuel for Campfire: Turning Feelings Into Something Constructive

I’ll never forget a camp "Olympic" theme session. The cabin groups took on different country roles to learn about that country and compete in different camp competitions. Archery, swimming, obstavcle courses, and of course the infamous "tag team chicken wrestling" that was the highlight of the penultimate campfire night. (An entire other story)

Two teams had battled for the lead all week, and it all came down to the last relay. Our cabin’s runner stumbled right before the finish line. The other side won, and just like that, the championship slipped away.

The air was thick with emotions. Some campers were angry, blaming the runner. Others tried to laugh it off, even cheering that the other team had messed up earlier in the day. And a few just looked scared—worried that the loss would divide the cabin.

That’s when our cabin leaders stepped in. They didn’t scold, they redirected. “Channel it,” they said. “If you’re mad, use it to cheer louder at campfire tonight. If you’re tempted to celebrate someone else’s mistake, flip it and celebrate their effort. And if you’re afraid, lean on each other, that’s what makes us a team.”

By the time the closing campfire rolled around, something shifted. The anger had turned into the loudest songs of the summer. The cheap laughs gave way to genuine applause for everyone’s effort. And the fear had melted into arm-in-arm unity around the fire.

That night, the cabin learned something bigger than winning a game: feelings are powerful, but how we channel them decides whether they divide us or bring us together.

This is the essence of servant leadership. Just like camp leaders model calm, respect, and encouragement, we can lead in our families, schools, and communities by putting others first, helping them grow, and guiding strong emotions into positive action. When we do, we don’t just hold people together; we inspire trust, build resilience, and create a culture where everyone can thrive.

For a copy of my Number 1 selling book, “Serving From The Heart,” visit: https://clpli.com/al_ferreira

Camper Character Session: Strength in Restraint

Confronting differing views in aquatics training.

Camper Character Session:

Strength in Restraint (A camp lesson we all need to emphasize )

“Sometimes people think being strong means hitting back or shouting louder. But real strength shows up when you hold back — when you choose kindness, patience, or respect instead of anger.

At camp, that happens every day: when someone cuts in line, takes your stuff, or says something that hurts. You always have a choice. You can blow up, or you can show character.

People remember how you handle those moments. And when you choose respect, you make camp stronger for everybody.”

Camper and Leader Reflection Questions

 1. What’s one small thing at camp that makes you upset sometimes?

 2. When that happens, what’s one way you could show character instead of anger?

 3. Who do you look up to at camp who handles tough situations calmly?

 4. How would camp feel if everyone treated each other with respect, even when they were upset?

You Just Finished Camp. Now What? (for cabin and activity leaders)

 

Inspriational thought I found on the interwebs.

Camp is all about beginnings and endings. 

 

You arrived unsure. Unsure of the kids, unsure of your co-leaders, unsure of yourself.  

 

But you kept showing up. 

 

You learned names. You led games. You cleaned up messes—literal and emotional. 

 

You made it through homesickness and rainy days and lost water bottles. 

 

And now, it’s over. 

The bunks are empty. Your hoodie smells like campfire. Your emotions are all over the place. You're proud, relieved, tired, and maybe a little heartbroken. 

 

You did something that mattered—and it mattered more than you know. 

 

AND, here’s my message to you:  

 

Don’t rush to conclusions about your summer. Not yet. 

 

Give yourself 30 days before you decide what it really meant. 

 

Why wait? 

 

Because endings are emotional. And reflection takes time. 

 

Right now, you might be thinking:  

 

“That was the hardest thing I’ve ever done, I can’t do it again.” 

 

“I crushed it. I’m definitely coming back!” 

 

“I wish I’d handled that one camper better.” 

 

“I miss my campers already.” 

 

All of those thoughts are valid—but they’re raw. And raw doesn’t mean wrong—it just means unfinished. 

 

“Keep showing up doesn’t just mean showing up for others. It means showing up for yourself—with honesty, patience, and grace.”— alFerreira coaching 

 

So, here is what I suggest: 

 

Step 1: Rest. No joke—sleep. Hydrate. Stretch. Watch a dumb movie. Let your brain and body recover. 

 

Step 2: Reflect. Ask yourself:  

  What am I most proud of? 

  What was harder than I expected? 

  When did I feel like I made a real difference? 

  What feedback did I get, and how did I respond? 

 

Step 3: Record it. Write it down. Journal. Voice memo. Whatever works for you. You’ll thank yourself later. 

 

Step 4: Reconnect. Talk with a fellow staff member who “gets it.” Camp friendships are gold. Don’t let them fade. 

And you have to let go of this past summer.

 

Then, after 30 days—when your sleep debt is paid and your heart has settled—you’ll be in a better place to decide: “What did this summer teach me about myself?” 

 

“Do I want to do it again?” And if so, what kind of leader do I want to be next time? 

 

Camp changes people. 

 

Sometimes you won’t even realize how much until you’re standing in a very different place—school, work, home—and a moment from camp shows up in your leadership, your patience, your confidence. Let it all land. 

 

Camp gave a lot to you. 

 

And you gave a lot to camp. 

 

So, before you move on too fast, take the time to really see it. 

 

You showed up. And that mattered. 

 

See you down the path, – al