Specialized Summer Camp for Children and Adolescents with Learning Disabilities: A Naturalistic Context for Enhancing Social Competence, Friendship, and Self-Concept

• Main Author: Case, Emily Kathryn
• Other Authors: Tannock, Rosemary
• Language: en_ca
• Published: 2012
• Subjects: learning disabilities; social competence; self-concept; summer camp; ADHD; adventure based counseling; 0621; 0622
• Online Access: http://hdl.handle.net/1807/33947

Social competence and positive self-concept are essential to future adaptive outcomes and overall well-being; but children and adolescents with learning disabilities (LD) frequently struggle in these domains. This dissertation examined changes in the social competence and self-concept of campers with learning disabilities (LD), within a specialized summer camp, with particular focus on friendship development. The dissertation is presented in two manuscripts, which will be submitted for publication. The objective of the first manuscript was to examine changes in campers’ social skills, social acceptance, self-worth, and self-esteem, within the context of summer camp, as reported by parents and campers. Parental reports indicated small gains in social skills, social acceptance, and self-worth from the beginning to the end of camp; with gains in social acceptance and self-worth maintained four to five months later. Campers did not report changes in any domains. Parents and campers reported declines in camper self-esteem at follow-up. In general, campers with LD+ADHD exhibited smaller gains in social competence and self-concept, than those with LD. Results are discussed in relation to theoretical frameworks and existing camp and LD research. The objective of the second manuscript was to investigate campers’ friendship development, within the summer camp context. Many campers reported having high-quality, reciprocal friendships at the beginning of camp. Campers reported more reciprocal friendships after camp, but these were not maintained at follow-up. Campers also reported having a best camp friend by the end of camp, and this relationship was maintained at follow-up. In terms of friendship quality, campers reported increased closeness by the end of camp and conflict ratings were low, overall. This study examined factors predicting changes in social competence. High-quality, reciprocal friendships predicted changes in campers’ social acceptance, according to parents. Similarly, reciprocal friendships predicted changes in camper reported social acceptance. These results highlight the inter-connections between friendship and aspects of social competence. Camp attendance was found to be a relevant factor in friendship development and quality. The concluding chapter discusses social competence, friendship, and self-concept outcomes for campers with LD within the context of a specialized summer camp. The implications of the findings for present theory and clinical practice are discussed, including specific recommendations for this camp’s structure and program evaluation procedures.