The benefits of summer camps for identity building and socio-relational development of young people: development of a theoretical model adapted to young Francophones from disadvantaged backgrounds

Abstract

Several studies document the benefits of summer camp environments for the positive development of young people. However, existing work focuses almost exclusively on the experience of American and economically well-off campers. This article proposes a review of the writings allowing the emergence of a new theoretical model in the study of summer camp environments. The proposed model consists of an adaptation of the defining moments model of Garst and Whittington (2020) for French-speaking and disadvantaged campers. The article paves the way towards a better understanding of the reality of young people whose experiences in summer camp settings are under-studied, in particular by the creation of new interview guidelines adapted to this population. Future avenues considered include refining qualitative research on summer camp environments, in particular by conducting interviews with parents of campers and members of camp staff.