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Virtual Summer Camps 

As we approach Summer 2020, it is important to recognize that children and adults will have different experiences understanding physical distancing and other protocols in place due to COVID-19. Although attending traditional summer camps may not be possible this year, there are alternatives. Many classrooms and businesses are offering virtual services including summer camps. Below is a list of virtual summer camp options. Please note, some camps have a registration fee.

Shadow Lake Camp

Campers will enjoy a wide variety of virtual activities. Each week of virtual camp follows a theme and the activities/crafts are geared to the weeks theme!

Virtual Camp will consist of a combination of large “all camp” activities as well as smaller “Cabin” activities. This enables the campers to have opportunities to interact in large and small groups and with different staff and campers each day/week! Much of the “live” feed will be streaming directly from our actual camp so participants will feel more connected, engaged, and involved. They will also receive a camp kit worth over $50 including tuck treats every day, craft supplies, various activities to do while at home, or with the camp staff through Zoom and a camp shirt! (additional camp kits can be purchased if there are multiple people in the household).

Virtual Camp will be offered Monday to Friday each week beginning June 29, 2020. Morning sessions will run from 10:00am-12:00pm and afternoon sessions will run from 2:00- 4:00pm, (except for Fridays, which will finish by noon). Mid-day breaks will be complemented by Facebook Live activities. 

Cost: $300 per week

Registration: please visit MyCommunityHub.ca. Follow this link or search with registration number: 12412. For more information contact Shadow Lake staff at shadowlake.office@cltoronto.ca or at 905-640-6432.

Kerry’s Place – Camp Connection

Children and youth will have the opportunity to develop skills related to social interaction, maintaining friendships, and learning about others through fun activities that strengthen turn-taking and sharing skills as well as their imagination. 

The camps will be facilitated by the Kerry’s Place Community Services team and will take place on Zoom, an online platform.

Virtual camp will be offered Monday through Friday beginning July 6, 2020. 

9:30am-3:30 pm in one-hour intervals 

Families will be able to express their interest beginning June 10, 2020.

Cost: Free

Registration: https://www.kerrysplace.org/campconnection/

Belwood Lodge and Camps

Live programming will include social time, games, theme days, dances, coffee houses and performances, pageants, dances and more!   Additionally, pre-recorded videos are available that explore the animals and the nature of camp.

June 1st to August 29th, 2020 daily activities online Monday to Saturday. 

Cost: Free

Registration: https://www.belwoodlodgeandcamp.com/virtual-camp

The Boys & Girls Clubs

The Boys & Girls Clubs have partnered with Jays Care to offer a virtual summer camp. Registering for this camp will include weekly activity kits delivered to you, interactive programming and great resources for the whole family!

Camps will run in week-long sessions beginning on June 29 and each session will be 45 minutes to 1 hour long.

Cost: Free

To register, go to https://www.wsncc.org and click “Register Now” to select the week you would like to attend this virtual camp experience! If you have any questions about the camp or regarding registration, please email Northstaff@wsncc.org or call 416-500-9268 for more details.

STEM Camp

Offers virtual camps for gamers and those interested in website building and coding. From website design to Minecraft camp, these sessions will keep young minds busy and engaged.

Cost: $89 per week

Registration: https://stemcamp.ca/virtual-stem-camp/?gclid=EAIaIQobChMIgdXBkfH36QIVkobACh0KxgErEAAYAyAAEgJEZPD_BwE

Easter Seals

Through interactive, fun, and social online activities and programs, campers of all ages and diverse abilities learn with trained counselors through role-playing game adventures, crafts, drawing, cooking and more.

Through live video streaming, counsellors lead discussions, offer mentorship, and cheer on campers during activities.

Cost: $75 per week

Registration: https://www.eastersealsbcy.ca/virtual-summer-camp/

Great Big Theatre Company

Innovative Online Summer Drama Camp with a variety of fun and interactive activities for kids and young people age 6-14 years. Participants will engage in collaborative and engaging drama games, improvisations, art projects, plays and scenes, along with lots of music, mixed in with fun movement activities and dance parties.

A camp week consists of two 75-minute participatory sessions each day, Monday to Friday, in which coaches will share movement games as well as storytelling and playwriting along with music, poems and fun raps.

Cost: $85 per week

Registration: https://www.gbtc.com/virtual-day-camps.php?gclid=EAIaIQobChMIl5PVxNT66QIVydSzCh1C4ArtEAAYASABEgLRcfD_BwE

McMichael ArtVenture Summer Club

McMichael’s art instructors have developed a fun and action-packed curriculum of virtual programming for children aged 6 to 12 years that includes artmaking activities, guided viewing of iconic gallery artworks and creative exercises that will nurture creative spirit and allow them to socialize with their peers in a safe online environment. 

Camps will run in week-long sessions beginning on July 6. 

3-hour daily sessions 

Cost (5-day sessions): $225 per week

Member discounts are available

Registration: https://mcmichael.com/artventure-summer-club/

Available Financial Support 

One to One Summer Support Worker Reimbursement Fund

Do you need support for your child with Autism Spectrum Disorder (ASD) this summer? The 2020 One-to-One Summer Support Worker Reimbursement Fund is available to Ontario families of children or youth with ASD who retain the services of a one-to-one support worker for their child as follows:

 Eligible Services:

  • Respite services to support caregivers during the day, evening or weekend, at home or elsewhere (for example supervision of the child or youth, help with daily living activities or taking child out for an activity); and/or
  • Fees for online or in-person recreational and cultural activities and camp programs that help to promote independence and develop social, communication and life skills (for example sports, arts and music programs, museums, and camps).

Note that these eligible expenses are consistent with OAP eligible expenses. Please click here to apply and for more information: https://www.autismontario.com/camp

Attention Deficit Hyperactivity Disorder

Fact Sheet

What is Attention Deficit Hyperactivity Disorder?

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological condition that is characterized by three main symptoms: inattention, hyperactivity and impulsivity.  It is the most prevalent childhood psychiatric disorder in Canada.  ADHD is not a learning disability but a person with ADHD can have an accompanying learning disability.  Children with ADHD are often labeled as having behaviour problems rather than a medical problem. 

Although it’s not clear what causes ADHD neurological (brain structure and functioning), genetic, and environmental factors play a role.  It is a chronic disorder that persists across the lifespan although symptoms can change over time. Teens may grow out of their hyperactivity or learn to channel it into appropriate physical activities while symptoms of inattention may increase in adulthood.

How is it Manifested?

ADHD effects mood regulation and executive functioning which is responsible for problem solving, organizing and planning things out.  This combination can impact the ability of a child with ADHD to self-regulate.  

Although hyperactivity is one of the main symptoms of ADHD some children may not demonstrate hyperactivity and may appear to lack energy and seem quiet and reserved.  While lack of focus and difficulty attending to task is another symptom of ADHD, when engaged in high interest activities children with ADHD can become hyper focused and may have difficulty moving on from the activity. 

Children with ADHD can have difficulty picking up on the social cues of others and may behave in socially inappropriate ways appearing to act without thinking.  They may interrupt other’s conversations or activities and can have difficulty listening or waiting for a turn in a conversation. 

Children with ADHD can have a short attention span which can lead to difficulty paying attention to long instructions or teaching sessions.  They are likely to daydream or begin to move and fidget when they are expected to sit quietly for long periods. 

Children with ADHD can experience mental health challenges such as anxiety or depression.  Low self-esteem is also a concern as some of the behaviours associated with ADHD can result in strained relationships with educators, and caregivers as well as isolation from peers and siblings.  

Who is Affected?

Boys are up to three times more likely to be diagnosed with ADHD than girls, but this can be attributed to the fact that girls are more prone to inattentive type ADHD which is marked by disorganized and unfocused behaviour.  Impulsiveness in girls with ADHD may be expressed as excessive talking rather than the disruptive, impulsive physical behaviours typically seen in boys.  Because symptoms appear so differently between boys and girls, girls usually go undiagnosed until later in adolescence or even adulthood. 

The general prevalence of ADHD is estimated at between 5-9% for children and adolescents, however, because girls are typically diagnosed so much later this statistic is likely low.  Up to approximately half of children diagnosed with ADHD also have another neurological disorder such as autism or mental health condition such as anxiety or depression.

How is ADHD Diagnosed or Detected?

The first step in diagnosing ADHD is for the family to discuss their concerns with their family doctor or pediatrician.  If the doctor does not have specific training regarding ADHD they will make a referral to a medical professional that is able to assess the child.  A diagnosis is made based on family history, the professional’s observations of the child and questionnaires filled out by the family and the child’s teachers.

ADHD is categorized into one of three categories, depending on the presence or absence the three core symptoms: inattention, hyperactivity and impulsivity.

  • Predominantly inattentive presentation (used to be referred to as ADD)
  • Predominantly hyperactive-impulsive presentation (very rare)
  • Combined presentation (most prevalent)

ADHD can be diagnosed in children as early as age four however, some professionals may hesitate to provide a diagnosis at such a young age. 

Resources 

The Centre for ADHD Awareness Canada 

The CADDAC website is a comprehensive source of information about ADHD.  They are a “Canadian national charitable organization dedicated to improving the lives of those with ADHD through ADHD awareness, education and advocacy.” https://caddac.ca/adhd/

They provide a series of 3 videos explaining ADHD to children: Me and My ADHD: A series of animated videos helping children understand ADHD. 

Regroupment Des Associations Panda Du Québec

French language ADHD information and resources.  https://www.associationpanda.qc.ca/

ADHD & You

A comprehensive website with downloadable stories, practical tips and resources designed for parents of children with ADHD as well as teens and adults who have ADHD.   http://www.adhdandyou.ca/

References 

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

Anti-Bullying: Session 6

 It’s Cool to Care (Week Six)

  1. Hello Song
  2. Review visual schedule/rules
  3. Review Kids Bill of Rights
  4. Puppet show: Script of scenario “Caring is Cool” with the puppets:
    • Act out two scenarios with puppets
    • Feedback from kids on puppets’ actions in between scenarios; the first scenario has someone not telling when a child is bullied, the second scenario shows puppet telling the teacher when a child is bullied, (discuss which scenario is right)
    • Skill Development:
      • if you are being bullied
      • tell an adult right away
      • if someone else is being bulled
      • tell an adult right away
      • remember no one deserves to be bullied
  5. Read “I Care About Others” and/or “I’m a Good Friend”
  6. Games: Motorboat, Paper Punch/Basket Ball Throw, Ring around the Rosie”
  7. Goodbye Song

Caring is Cool

Inappropriate Way:
[Frankie is talking to Zawar when Daisy approaches.]
Daisy [pushes Zawar saying:] “Move and get out of my way dummy” [and she pushes Zawar again.]
Zawar [starts to cry:] “Stop pushing me”.
Daisy [pushes Zawar again and says:] “Oh yeah, make me.” [Zawar cries again.]
Frankie [says to himself:] “I don’t know what to do, I’m out of here” and runs away.

Appropriate Way:
[Frankie is talking to Zawar when Daisy approaches.]
Daisy [pushes Zawar saying:] “Move and get out of my way dummy” [and she pushes Zawar again.]
Zawar starts to cry: “Stop pushing me”.
Daisy [pushes Zawar again and says:] “Oh yeah, make me.”
Frankie: “Stop it Daisy” [and calls the teacher:] “Mrs.Garcia, Daisy is hurting Zawar”

Anti-Bullying: Session 5

What to do if You’re Bullied (Week Five)

  1. Hello Song
  2. Review visual schedule/rules
  3. Review Kids’ Bill of Rights
  4. Puppet show: Script of “What to do if You’re Bullied”
    • Act out two scenarios with puppets
    • Feedback from kids on puppets’ actions in between scenarios; first scenario shows puppet telling an adult when bullied, the second scenario has someone not telling (discuss which scenario is right)
    • Skill Development:
      • if you are being bullied say “stop”
      • tell an adult right away
      • remember no one deserves to be bullied
  5. Hot Potato
  6. Read from “Bye-Bye Bully”
  7. Game:  Anti-Bullying Strategies Fishing Game
  8. Hurray Song

What to Do if You’re Bullied

Inappropriate Way:
[Daisy is busy looking at a book when Frankie approaches.]
Frankie: “What a dumb book, give it to me, I want it”
[Daisy tries to ignore Frankie.]
Frankie [pushes Daisy, grabs the book and throws it away]: “I said give it to me, you better listen from now on and don’t tell anyone” 
Daisy [begins to cry]: “Okay, Frankie, whatever you say.”

Appropriate Way:
[Daisy is busy looking at a book when Frankie approaches.]
Frankie: “What a dumb book, give it to me, I want it”
[Daisy tries to ignore Frankie]
Frankie [pushes Daisy, grabs the book and throws it away]: “I said give it to me, you better listen from now on and don’t tell anyone” 
Daisy [begins to cry and says:] “Stop it.” [Daisy goes towards her teacher:] “Mr. Koala, Frankie took my book and he pushed me.”

Anti-Bullying: Session 4

Telling vs. Tattling? (Week Four)

  1. Hello Song
  2. Review visual schedule/rules
  3. Review Kids’ Bill of Rights
  4. Puppet show: Script of scenario “Telling vs. Tattling” with the puppets:
    • Act out two scenarios with puppets
    • Feedback from kids on puppets’ actions in between scenarios; first scenario shows puppet tattling to get someone in trouble, the second scenario has someone telling to get someone out of trouble 
    • Skill Development:
      • telling is when you tell an adult to get someone out of trouble
      • tattling is when you tell an adult to get someone in trouble 
  5. Read Story of “Telling is o.k.” 
  6. Games: One Potato, Motorboat, Silly Bones, We are Special Chant
  7. Goodbye Song

Telling vs. Tattling?

Inappropriate Way:
Frankie [is scribbling on a paper while the teacher is saying “everyone draw a flower”]
Daisy [looks over and sees Frankie scribbling and says:] “Teacher, Frankie is just scribbling, he is not drawing a flower”

Appropriate Way:
[Frankie is busy drawing when Daisy approaches.]
Daisy: “Give me that paper, that’s an ugly picture Frankie”
[Frankie tries to ignore Daisy.]
Daisy [pushes Frankie, grabs the paper and crumples it up]: “I said give it to me, you better listen from now on” [Daisy pushes Frankie again]
Frankie [begins to cry and says:] “Stop it”
Zawar [who is watching this goes to get a teacher:] “Teacher, Daisy is hurting Frankie”

Anti-Bullying: Session 3

Bullying:  Who is a Bystander? (Week Three)

  1. Hello Song
  2. Review visual schedule/rules
  3. Review Kids’ Bill of Rights
  4. Puppet Show: Script “Who is a Bystander?”
    • Act out two scenarios with puppets
    • Feedback from kids on puppets’ actions in between scenarios; the first scenario shows bystander watching and not telling and the second scenario has the bystander getting an adult 
    • Skill Development:
      • when you see someone else getting bullied you are a Bystander, you can:
      • tell the bully to stop
      • go tell an adult that someone needs help
  5. Read bystander page from “Bye, Bye Bully”
  6. Games: clapping, row your boat (as a group), ring around the rosie, or motorboat
  7. Read “Bullying is Wrong”
  8. Hurray Song

Who is a Bystander?

Inappropriate Way:
[Frankie is busy playing with Zawar when Daisy approaches]
Daisy: “Zawar move away, I’m playing with the crocodile.”
[Zawar keeps playing with Frankie and tries to ignore Daisy.]
Daisy [pushes Zawar]: “I said move loser… I’m going to play with the crocodile.”
Zawar: “Stop it” [and starts crying.]
Frankie: “I have to go Zawar” [and runs away.]

Appropriate Way:
[Frankie is busy playing with Zawar when Daisy approaches.]
Daisy: “Zawar, move away, I’m playing with the crocodile.”
[Zawar keeps playing with Frankie and tries to ignore Daisy.]
Daisy [pushes Zawar]: “I said move loser. I’m going to play with the crocodile.” [Daisy pushes Zawar again]
Zawar [begins to cry and says]: “Stop it”
Frankie: “That’s not nice Daisy” [and Frankie goes to get a teacher] “Teacher, Daisy is hurting Zawar.”

Anti-Bullying: Session 2

Bullying: Who is a Victim? (Week Two)

  1. Hello Song
  2. Review visual schedule/rules
  3. Puppet Show: Script of “Who is a Victim?”.
    • Act out two scenarios with puppets
    • Feedback from kids on puppets’ actions in between scenarios; have children see which puppet is victim and which puppet is bully 
    • Skill Development: “Who do Bullies Bother”
    • bullies bother children that might be different in some way (smaller, wear glasses, wear different clothes, speak differently)
  4. Same and Different activity
  5. Kids’ Bill of Rights
  6. Simon Says
  7. Read Part Two from “Bye-Bye Bully”
  8. Musical Hula Hoops
  9. Read “Bullying is Wrong” book
  10. Hurray Song

Who is a Victim?

[Frankie is busy playing with a car when Daisy approaches.]
Daisy: “Frankie, why are you so short?”
[Frankie keeps playing with the car and tries to ignore Daisy.]
Daisy [pokes Frankie]: “I’m talking to you, shorty. You are sooo small you look like a baby.”

[Frankie stops playing with the car and looks at Daisy]
Frankie: “That’s not nice Daisy”
Daisy: “Are you going to cry baby, wa wa wa wa” [taunts Frankie and pokes him. Frankie cries.]

[Frankie is busy talking to a friend when Daisy approaches]
Daisy: “Hey big nose, how can you see over your huge nose?”
Frankie: “That’s rude Daisy.”
Daisy: “O.K big nose, why don’t you go and hide in the corner, big nose, big nose” [pushes Frankie]
Frankie: “Stop it” [walks away crying.]

Anti-Bullying: Session 1

What is a Bully? (Week One)

  1. Hello Song
  2. Review visual schedule/rules
  3. Puppet Show: Script for what is a bully:
    • Act out scenario
    • Feedback from kids on puppets’ actions: “What did Daisy do?” 
    • Skill Development:
      • a bully gives physical hurts
      • a bully uses mean words
      • a bully uses scary words
  4. Freeze Dance
  5. Read part one from “Bye-Bye Bully”
  6. Clapping Game
  7. Read “Bullying is Wrong”
  8. Hurray Song

What is a Bully?

Puppet show scripts

[Frankie is busy colouring when Daisy approaches.]
Daisy: “Frankie, I want that red crayon.”
[Frankie stops colouring, looks at Daisy and is quiet.]
Frankie: “I’m using it now Daisy. You can have it when I’m finished.”
[Daisy pinches Frankie and takes the crayon]
Daisy: “I said give it to me…” [Daisy takes the crayon and goes away]
Frankie cries.  * Bully uses physical hurts

[Frankie is busy colouring when Daisy approaches]
Daisy: “Hey stupid, give me the red crayon”.
Frankie: “I’m not stupid Daisy and I’m using the crayon now”
Daisy: “O.K you’re ugly then… I want that crayon.”
Frankie cries, drops the crayon and walks away. * Bully uses mean words.

[Frankie is busy colouring when Daisy approaches]
Daisy: “I want that red crayon Frankie. Give it to me now”
Frankie: “I’m using it but when I’m finished you can have it Daisy”.
Daisy: “Give it to me Frankie or I will beat you up after school”.
Frankie cries, drops the crayon and runs away. * Bully uses scary words.

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