U.S. Department of Justice

Office of Justice Programs

Executive Office for Weed and Seed

Executive Office for Weed and Seed

Weed

Seed

Program

Management

Guide

and
DRUG EDUCATION FOR YOUTH

TM

Weed and Seed DEFY Program

Management Guide
iii

Special thanks are given to the people listed below for the valuable time and effort they gave 

to rewriting the Weed and Seed DEFY Program Management Guide.

William Daniels, DEFY Coordinator

U.S. Attorney’s Office for the Middle District of Florida

Tampa, Florida

Grace Denton, LECC

U.S. Attorney’s Office for the Central District of California

Los Angeles, California

Daniel Drake

Executive Assistant U.S. Attorney

Phoenix, Arizona

Mary Jane Lattie, LECC

U.S. Attorney’s Office for the Eastern District of Louisiana

New Orleans, Louisiana

Carol Neylan, LECC

U.S. Attorney’s Office for the District of Delaware

Wilmington, Delaware

Alvin Overbaugh, LECC

U.S. Attorney’s Office for the Southern District of Iowa

Des Moines, Iowa

Fred Rocha, LECC

U.S. Attorney’s Office for the Northern District of California

San Francisco, California

Nancy Ware, Director

Technical Assistance and Training Division

Executive Office for Weed and Seed

Louise Lucas

DEFY Coordinator

Executive Office for Weed and Seed

Acknowledgments
v

Chapter I. Introduction: Drug Education for Youth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

DEFY Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

DEFY Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Summer Training Camp—Phase I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Mentoring—Phase II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Parent Engagement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Outplacement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Organizational Support for DEFY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Drug Demand Reduction Task Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Executive Office for Weed and Seed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

U.S.Attorney’s Offices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Inter-Agency Working Group—DEFY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Partner Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Steps in Becoming a DEFY Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapter II. DEFY Summer Training Camp Phase I Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Classroom Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Physical Fitness Activities/Physical Challenges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Educational Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Model Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Program Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Chapter III. DEFY Mentoring Phase II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Summary of Workshops and Special Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Model Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Program Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Chapter IV. Local Partners’ Program Management Responsibilities . . . . . . . . . . . . . . . . . . . . . . 13

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Facilities/Logistics/Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Phase I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Phase II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Chapter V. Program Staff Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Sample Organizational Structure for Phase I and Phase II. . . . . . . . . . . . . . . . . . . . . . . . . . . 15

General Staff Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Phase I Staff Positions, Roles, and Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Program Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Camp Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Contents
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Training/Operations Officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Public Affairs Liaison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Team Leaders/Assistant Team Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Administrative Assistant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Phase II Staff Positions, Roles, and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Program Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Public Affairs Liaison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Mentor Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Mentors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Youth Teen Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Additional Staffing Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Chapter VI. Other Program Resource Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Facility/Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Phase I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Phase II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Phase I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Phase II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Types of Authorization Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Letter of Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

General Consent Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Youth Health Information/Certification of Good Health/Permission To Treat Form . . . 30

Types of Services Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Nonemergency First Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Medicine Dosage Supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

“Health Room” Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Additional Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Legal Aspects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Child Safety and Liability Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Ways To Manage and Limit Liability for DEFY Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Types of Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Filling in Coverage Gaps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Ways To Reduce Risks—The Who,What, and Where . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Financial Responsibilities and Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Community Linkages and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Chapter VII. DEFY Planning Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Develop Planning/Implementation Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Solidify Local Partner Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Recruit Community Support and Participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Identify Key Organizations and Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Contact Key Organizations and Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Meet With Potential Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Inventory Community Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Solicit Community Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Develop Media Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
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Contents

Adapt DEFY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Analyze Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Modify Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Develop the Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Prepare Logistics Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Prepare Youth Recruitment Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Criteria for Identifying Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Youth Recruitment Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Recruit Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Orientation Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Prepare Personnel Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

General Selection Criteria for DEFY Staff and Mentors . . . . . . . . . . . . . . . . . . . . . . . . 41

Adult Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Position-Specific Recommendations for DEFY Staff and Mentors . . . . . . . . . . . . . . . . . 42

Recruitment of DEFY Staff and Mentors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Screening and Selection of Staff and Mentors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Guide for Screening Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Youth and Mentor Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Prepare Public Affairs Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Prepare Operations Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Operations Plan Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Time Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Staff Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Facility Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Transportation Arrangements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Eating Arrangements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Supplies/Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Plan Updating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Prepare Fiscal Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Prepare Emergency Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Prepare Medical/Dental Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Chapter VIII. DEFY Implementation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Phase I—Staff Training and Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Phase I—Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Critical Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Staff Performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Disruptive Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Classroom Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Phase II—Staff Training and Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Mentor Coordinator Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Mentor Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Phase II—Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Outplacement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Parent/Guardian Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Chapter IX. Reporting Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Program Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Legal Safeguards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
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Weed and Seed DEFY Program Management Guide

Phase I Reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Youth Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Staff Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Disciplinary Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Incident/Injury Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Abuse Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Final Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Expenditure Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Phase II Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Incident/Injury Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Quarterly Status Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Expenditure Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Chapter X. Awards and Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Length of Service Award Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Community Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Mentors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Chapter XI. Program Policies: Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

DEFY Rules of Conduct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Staff Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Youth Rules of Conduct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Rules for Residential Phase I DEFY Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Disciplinary Action for Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Disciplinary Action for Youth: Strategies for Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Limit Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Reinforcement of Limits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Other Discipline Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Health and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Responsibilities of Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Responsibilities of Parents and Guardians. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Mandatory Reporting of Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Chapter XII. DEFY Public Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 

Authority . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Drug Demand Reduction Task Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

U.S. Attorney’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Marketing DEFY to the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Appropriate Activities for Media Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Inappropriate Activities for Media Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Crisis Public Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
ix

Contents

Appendix A: Adult Certification Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Appendix B: Administrative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Staff/Mentor Handbook

Parent/Guardian Handbook 
1

Background

The Drug Education for Youth (DEFY) program

began as a special initiative of the Secretary of

the Navy in 1992 when the Secretary of the

Navy’s Drug Demand Reduction Task Force

(DDRTF) was established. DEFY fulfills the

DDRTF mission to develop and execute a prototype drug demand reduction project for innovative, positive, long-term community involvement.

To improve the support provided to deployed

sailors and marines and their families and to

demonstrate the Navy’s commitment to families

and encouraging a healthy, drug-free lifestyle,

DDRTF developed the prototype curriculum for

the DEFY program between 1992 and 1993. The

first two programs were conducted in Alameda,

California, and Pensacola, Florida, in the summer of 1993.

From 1993 to 1999, the DEFY program expanded to 35 Department of the Navy sites. The

partnership with the Executive Office for Weed

and Seed (EOWS) at the U.S. Department of

Justice (DOJ) began in 1996. From 1996 to 1999,

Weed and Seed DEFY expanded from 3 to 64

programs nationwide.

In 1999, DEFY experienced its highest ever

annual growth, more than 78 percent, reaching

5,400 kids at 99 sites, 11 of which were overseas. Also in 1998, the first curriculum review

project and review and revision of the Program

Management Guide were completed and the first

meeting of the Inter-Agency Working Group

(IAWG) was held to set the goals, structure, and

agenda for the planned 1999 National Training

Workshop in Dallas, Texas. IAWG was established by an agreement between the director of

DDRTF and the director of EOWS in June 1998.

Members of IAWG, which meets quarterly,

include representatives from EOWS, DDRTF, and

the Executive Office for U.S. Attorneys (EOUSA).

DEFY Mission

DEFY is a preemptive prevention program and a

catalyst for increasing community participation

and commitment to youth. DEFY works with 9- to

12-year-olds and helps them develop character,

leadership, and confidence to engage in positive,

healthy lifestyles as drug-free citizens.

DEFY is a unique, comprehensive, and multiphased 1-year program that strengthens protective factors and reduces risk factors that

scientific research has directly linked to adolescent alcohol and drug abuse, school failure,

delinquency, and violence. It focuses on 9- to

12-year-old youth because the primary exposure to high-risk behaviors occurs during the

middle school years, grades 7 to 9 and ages 11

to 14. To prevent high-risk behavior in the 11 to

14 age bracket, DEFY targets youth who are 9

to 12.

DEFY Program Components

DEFY delivers leadership and life-skills training

for kids ages 9 to 12 by teaching team building,

conflict resolution skills and techniques, ageappropriate goal setting, and self-confidence.

DEFY consists of four integrated components,

which together provide a yearlong experience

for 9- to 12-year-old youth. 

Summer Training Camp—Phase I

A nonresidential or residential leadership training camp experience that kicks off the DEFY

program. Phase I takes place in a focused 

Chapter I. Introduction:

Drug Education for Youth
2

Weed and Seed DEFY Program Management Guide

classroom environment and provides lessons on

leadership, team building, conflict resolution,

goal setting, and self-confidence. The summer

camp is structured to provide focused quality

training time in a fun environment that permits

a relaxed but organized and memorable experience for campers.

Mentoring—Phase II

A 10-month mentoring program during the

school year in which DEFY youth are paired

with adult mentors. Mentoring events are built

around a curriculum module that reinforces

skills, techniques, and procedures taught in the

Phase I camp. Mentors spend time with youth,

attending interactive workshops and participating in special activities such as community service and cultural events.

Parent Engagement

A long-term effort during which DEFY program

coordinators, camp directors, team leaders, and

mentors encourage parents and guardians to

support their children’s commitment to a positive, drug-free lifestyle.

Outplacement

Another long-term effort in which DEFY adults

ensure that all DEFY graduates receive the support and encouragement necessary to participate in a structured, community-based, youth

activity program. Outplacement is a unique element of the DEFY program that ensures the 

continuing engagement of the youth with the

community; youth participate in followup mentoring activities such as Boys & Girls Clubs of

America programs for teenagers (DEFY graduates). Although not required, many DEFY adults

maintain mentoring relationships with youth

well past the yearlong DEFY program. DEFY

adults must become well versed in the youth

programs, requirements, support facilities, and

placement opportunities within their communities. Many community leaders seek out DEFY

adults for their outplacement knowledge—one

way in which DEFY contributes to the 

communities that support the program.

Organizational Support

for DEFY

Drug Demand Reduction Task Force

DDRTF provides the following services to the

DEFY program:

t DDRTF is the budgeting office for all Department of the Navy sites.

t DDRTF maintains, upgrades, and provides

the DEFY curriculum to EOWS and is the

authorizing agent for use of the DEFY trademark logo. These duties include coordination of the annual DEFY national training

workshop.

t DDRTF provides DEFY sites with a national

program-related public affairs coordinator

when possible. 

Executive Office for Weed and Seed

The U.S. Department of Justice, in partnership

with the Department of the Navy, offers the

DEFY program through EOWS to U.S. Attorneys

who have Weed and Seed programs within their

jurisdictions. EOWS is the budgeting authority

for all DOJ DEFY programs. EOWS transfers

funds to EOUSA for distribution at the local

level. All DEFY U.S. Attorneys must sign a memorandum of understanding (MOU) with the local

military partner.

U.S.Attorney’s Offices

U.S. Attorney’s Offices (USAOs) provide a variety

of services including training and consultation,

reviewing and forwarding DEFY program budget

requests to EOWS, and serving as the procurement agent for EOWS authorized expenditures.

A USAO accesses the funds by submitting a

Request for Use of the U.S. Attorney Weed and

Seed Fund signed by the U.S. Attorney (copy

provided in appendix B). Upon approval by
3

Chapter I. Introduction: Drug Education for Youth

EOWS, budget requests are forwarded to EOUSA

Victim-Witness Program Staff for disbursement.

A USAO representative also attends the Phase I

camp and assists in the Phase II mentoring 

program.

Inter-Agency Working Group—DEFY

IAWG–DEFY was established in 1998 by DDRTF

and EOWS to ensure the continued success of

the DEFY program. IAWG serves as a forum for

the discussion and resolution of issues that arise

between the agencies operating DEFY programs

and for the coordination of those events, tasks,

studies, and presentations that have common

interest, impact, and importance. 

Partnerships

DEFY is an inclusive program. Almost any

national program that focuses on delivering a

positive, protective, youth-oriented preemption

program can become a DEFY partner. Previous

military partners have included the U.S. Navy,

the U.S. Air Force, the U.S. Marine Corps, the

U.S. Coast Guard, the National Guard (including

the Air Guard and the Army Guard), and Reserve

Officer Training Corps.

Partner Responsibilities

This Program Management Guide provides guidance for conducting a DEFY program. The local

partners (USAO and military) must provide commitment, leadership, creativity, and staffing.

Each partner—

t Signs an MOU with DEFY partners. (The U.S.

Attorney signs an MOU with the local military partner.)

t Ensures that the DEFY program is executed

in accordance with the DEFY curriculum and

the Program Management Guide.

t Supports the implementation of the DEFY

National Media Campaign. 

t Ensures attendance of the DEFY program

coordinator (or designee) at the appropriate

DEFY training conference.

t Ensures that DEFY funds are used for DEFY

expenses as set out in the approved budget.

t Assumes fiscal responsibility for funds 

allocated to the sponsored sites.

t Ensures support of any authorized DEFY

Performance Measurement Plan.

t Certifies DEFY staff in accordance with the

Adult Certification Program.

t Provides a Phase I final report and quarterly

reports during Phase II.

Additional partner responsibilities may be

included in the specific MOU that each partner

signs.

Steps in Becoming a DEFY Site

Find a military partner. A military partner is

necessary to keep the military character of the

DEFY program. The Phase I camp should be situated, if possible, at a military facility. The partner must be able to provide a suitable place for

children to have both classes and playtime.

Designate a DEFY program coordinator and

assistant coordinator. The DEFY program coordinator (where the buck stops) should be a staff

member of the U.S. Attorney’s Office. The assistant to the DEFY program coordinator should be

someone who works in a job that has liability

coverage (e.g., an employee of the police department, the city, the Federal Government). The

military partner should assign a point person to

work closely with the two coordinators.

Register the two coordinators and the military

point person for DEFY training. It is imperative

that those who will be working as DEFY leaders

attend a DEFY training workshop.
4

Weed and Seed DEFY Program Management Guide

Execute an MOU. The U.S. Attorney’s Office

should sign an MOU with its military partner

and notify EOWS that it has been signed.

Discuss funding with the administrative officer and budget officer of the U.S. Attorney’s

Office. The DEFY program is funded through

the U.S. Attorney’s Weed and Seed Fund—a

fund available for the discretionary use of U.S.

Attorneys. DEFY budgets are estimated in

advance and sent via a Request for Use of the

U.S. Attorney Weed and Seed Fund to EOWS

for approval. EOWS subsequently forwards

approved budgets to the Executive Office for

U.S. Attorneys/Law Enforcement Coordinating

Committee (LECC) Victim Witness Program Staff

for fund distribution to the local U.S. Attorney’s

Office.

For additional information, contact EOWS at

202–616–1152.
5

Overview 

DEFY Summer Training Camp is designed to

strengthen the protective factors that increase

the likelihood that youth will lead healthy, drugfree lives. The two strongest protective factors

are

t A sense of hope and purpose and the belief

in a bright future. 

t A stable, caring, and supportive relationship

with at least one adult, either a parent or

another dependable adult.

The intensive experience of a DEFY Summer

Training Camp surrounds youth with caring

adults who encourage them to believe in themselves and their futures. The individual leadership skills that serve as the building blocks of

every DEFY camp target and strengthen other

key protective factors, such as the ability to 

t Develop good personal relationships. 

t Set realistic goals and expectations. 

t Develop problem-solving skills. 

t Gain self-discipline. 

t Acquire self-confidence. 

t Gain control over one’s life. 

t Keep a sense of humor in the face of 

problems.

DEFY Summer Training Camp can be either residential (youth remain at the site for the entire

period) or nonresidential (youth return home

every night). Residential camps are for 5 days

and nonresidential camps are for 8 days.

Facilities for the camp are made available either

by the military partner or through a community

cohosting partnership. The campsite can be a

Navy, Marine, Army, or Air Force base; a reserve

center; a community center; a university; or a

setting similarly conducive to a positive and safe

experience.

The safety and structure of the camp environment facilitate the development of positive relationships between youth and military and

civilian role models who serve as team leaders.

The team leaders/role models are chosen for

their ability to form positive relationships with

youth and often volunteer as adult mentors for

DEFY Phase II. 

All candidates for Phase II mentors should be

introduced to the youth during the camp. These

youth-mentor relationships become the basis for

a carefully constructed life skills training program designed to develop each youth’s leadership potential and enhance his or her ability to

shape the future.

The Summer Training Camp has three 

components: 

t Classroom instruction. 

t Physical fitness activities/physical challenges. 

t Educational trips. 

The Summer Training Camp covers the following

topics: 

t Self-management skills.

t Drug resistance and information skills.

Chapter II. DEFY Summer Training Camp

Phase I Curriculum
6

Weed and Seed DEFY Program Management Guide

t General social skills.

t Physical fitness.

Classroom Instruction 

Classroom instruction follows the Phase I Youth

Curriculum and is designed to actively engage

youth in learning. Classroom instruction is

intended to be enjoyable while focusing on skill

building. Skills are introduced to and practiced

by youth so that they can incorporate these

abilities into their lives. There is a minimum of

18 hours of classroom instruction in the Phase I

Youth Curriculum. Copies of the curriculum are

distributed to sites upon approval of their DEFY

budgets.

Topics are presented through a combination

of activities such as interactive videos, guided

discussions, and/or role-play. Table 1 provides

a general summary of the Phase I Youth Curriculum, and Table 2 gives a description of each

topic in the curriculum.

The DEFY residential and nonresidential programs use the same curriculum. Most curriculum units are designed to be delivered in 30 to

45 minutes. (Delivery times vary based on the

skill and experience of the presenter, classroom

conditions, and group dynamics.) Careful preparation is necessary to stay on schedule.

Physical Fitness Activities/

Physical Challenges

Physical fitness activities serve many functions

and are an integral part of the camp experience.

They provide an opportunity for youth to develop new skills and uncover hidden talents. They

teach cooperation, facilitate team building,

enhance feelings of self-worth and competence,

and serve as a constructive outlet to reduce

stress and tension and burn off the excess energy that 9- to 12-year-old youth are sure to

accumulate. Seven hours of the Phase I Youth

Curriculum address aspects of physical fitness

activities, including hygiene, safety, nutrition,

and first-aid lessons, which are taught during

cool-down periods following physical activities.

The activities vary and may require equipment

such as climbing ropes and tumbling mats.

Physical activities should be adapted to accommodate the weather and the resources available

at the site.

A physical challenge activity requires youth to

utilize and improve their physical abilities and

team-building skills. This activity may be new

for the youth and may require the development

of new skills. The physical challenge activity

varies by site, depending on available program

resources. Examples include swimming, rappelling, trust falls, rope climbing, leadership practice courses, and any other confidence-building

activity. When structured correctly, a physical

challenge can boost a youth’s self-confidence

tremendously—when he or she succeeds in a

physically and mentally challenging activity.

The Phase I Youth Curriculum devotes 5 hours

to physical challenge activities. This time allotment may need to be modified depending on the

number and experience of youth, the preparation time required, and the nature and complexity of the physical challenge.

Educational Trips

Educational trips such as visits to museums,

special exhibits, and events reinforce the overall

DEFY objectives or present a specific lesson

within the curriculum. For example, a trip to

a ship, police department, or U.S. Attorney’s

Office can be used to reiterate the themes of

responsibility toward others and the importance

of public service. Each camp should determine

appropriate educational trips based on time and

resources.

Model Schedules

A model schedule for DEFY camp is provided in

appendix B. The recommended nonresidential
Table 1. DEFY Phase I Youth Curriculum: Summary

Topics/Units Time

Introduction Total = 30 minutes

Unit 1: Our Flag 30 minutes

Topic 1: Self-Management Skills Total = 2 hours, 45 minutes

Unit 1: My Own Coat of Arms 30 minutes

Unit 2: Solving Conflicts 30 minutes

Unit 3: My Board of Advisers 30 minutes

Unit 4: Ready . . . Set . . . Goals 45 minutes

Unit 5: Resistance Skills 30 minutes

Topic 2: Drug Resistance and 

Information Skills Total = 4 hours, 15 minutes

Unit 1: Drug Information 30 minutes

Unit 2:The Real Deal About Tobacco and Alcohol 30 minutes

Unit 3:The Lowdown on Marijuana and Inhalants 30 minutes

Unit 4: Peer Pressure: Maggie’s Story 30 minutes

Unit 5: Saying No 30 minutes

Unit 6:We Have Better Things To Do 30 minutes

Unit 7: A Natural High 45 minutes

Unit 8:The DEFY Game 30 minutes

Topic 3: General Social Skills Total = 3 hours, 40 minutes

Unit 1: Find Someone Who . . . 30 minutes

Unit 2: Forming DEFY Teams 30 minutes

Unit 3:Team Building:The Landing Zone 1 hour, 10 minutes

Unit 4: Build-Ups and Put-Downs 30 minutes

Unit 5: Speak for Yourself 30 minutes

Unit 6:Where Does This Go? 30 minutes

Total Classroom Instruction Total = 11 hours, 10 minutes

Topic 4: Physical Fitness Total = 11 hours, 55 minutes

Unit 1: Physical Challenge 2 hours, 25 minutes

Unit 2: Aerobics/Cardiovascular Fitness/Hygiene 1 hour, 30 minutes

Unit 3: Upper-Body Strength/Nutrition 1 hour, 30 minutes

Unit 4: Coordination/Balance 1 hour, 30 minutes

Unit 5: Physical Challenge 2 hours, 30 minutes

Unit 6: President’s Physical Challenge (Pretest)/

First Aid/Safety 1 hour, 30 minutes

Unit 7: President’s Challenge (Retest) 1 hour

7

Chapter I1. DEFY Summer Training Camp Phase 1 Curriculum
Table 2. DEFY Phase I Youth Curriculum: Topic Descriptions 

Unit Purpose Objectives

Introduction

Our Flag (30 minutes) To raise awareness of youth regarding the • Handle the American flag, using proper 

history and symbolism of the American flag. flag etiquette.

• Identify key points in the history of the 

American flag.

Topic 1: Self-Management Skills

My Own Coat of Arms (30 minutes) To encourage youth to identify those • Identify youth’s unique talents and 

qualities about themselves of which they characteristics.

are proud. • Share talents and characteristics with

others.

Solving Conflicts (30 minutes) To help youth recognize effective, • Identify the rules for solving conflicts.

nonviolent methods to respond to • Apply the rules for solving conflicts.

provocative situations.

My Board of Advisers (30 minutes) To encourage youth to identify the traits • Identify positive role models in youth’s 

that they admire in others and to use lives.

positive role models when they need • Define those traits that youth most 

support. admire in their role models.

• Imagine seeking advice from their 

personal Board of Advisers.

Ready . . . Set . . . Goals (45 minutes) To identify strengths and bad habits so • Identify strengths and bad habits.

youth can set goals for themselves. • Draw up plans to change bad habits.

• Identify goals.

Resistance Skills (30 minutes) To demonstrate positive and negative peer • Distinguish between positive and 

pressure and to assist youth in developing negative pressures.

methods of saying no. • Identify 10 strategies to resist peer 

pressure.

Topic 2: Drug Resistance and Information Skills

Drug Information (30 minutes) To introduce youth to drug concepts and • State the reasons why some youth 

to the negative experiences of drug use. begin using drugs.

• State the negative consequences of 

using drugs.

The Real Deal About Tobacco and To introduce youth to the health hazards • Identify tobacco and alcohol as drugs 

Alcohol (30 minutes) of tobacco and alcohol. that are legal and dangerous.

• Explain how using tobacco and alcohol 

are harmful to one’s health.

The Lowdown on Marijuana and To provide youth with basic facts about • Describe the short- and long-term

Inhalants (30 minutes) the dangers of marijuana and inhalant use. effects of marijuana and inhalant use.

Peer Pressure: Maggie’s Story (30 minutes) To provide youth with the opportunity to • Recognize peer pressure that encourages

rehearse saying no when they find them- alcohol, tobacco, and other drug use.

selves being pressured to use drugs. • Use a variety of methods to resist peer 

pressure to use alcohol, tobacco, and 

other drugs.

Saying No (30 minutes) To provide youth with strategies to use • Learn the six steps to saying no.

to say no when they find themselves in

situations in which they are being pressured

to do something they do not want to do.

We Have Better Things To Do (30 minutes) To encourage youth to identify activities • Identify three positive activities that 

that they currently enjoy doing, as well youth currently enjoy doing.

as those activities that they would like • Identify three positive activities that 

to try in the future. youth would like to try.

A Natural High (45 minutes) To present positive images of living drug- • Identify those activities in which youth 

free and begin to identify activities that want to succeed.

provide a sense of accomplishment and • Identify those activities that youth find 

achievement. enjoyable.

The DEFY Game (30 minutes) To review and reinforce the drug resistance • Acquire information about alcohol,

information and skills presented in the tobacco, and inhalants.

preceding units. • Identify negative effects of drug use.

• Review drug refusal skills.

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Weed and Seed DEFY Program Management Guide
Table 2. DEFY Phase I Youth Curriculum:Topic Descriptions (continued)

Unit Purpose Objectives

Topic 3: General Social Skills

Find Someone Who . . . (30 minutes) To provide a strategy for DEFY youth to • Demonstrate skills used in meeting new 

meet others in their camp and begin people and forming healthy friendships.

forming healthy friendships. • Accept diversity in others.

Forming DEFY Teams (30 minutes) To divide the large group into teams of 10 • Identify the team to which each youth 

to 12 DEFY youth and to begin to develop belongs.

a team identity. • Determine three aspects that the team 

members have in common.

• Learn each team member’s name.

Team Building:The Landing Zone To teach youth team-building skills through • Work together with other DEFY youth.

(1 hour, 10 minutes) group problem solving. • Step into leadership roles.

Build-Ups and Put-Downs (30 minutes) To help youth identify how others affect • Identify how the words or actions of 

them and they affect others. others affect each youth.

• Distinguish between build-ups and 

put-downs.

Speak for Yourself (30 minutes) To introduce youth to the benefits of using • Identify characteristics of assertive 

assertive communication skills and to communication.

provide the opportunity for them to use • Use assertive communication skills.

their skills.

Where Does This Go? (30 minutes) To increase problem-solving skills. • Work cooperatively to solve problems.

• Listen to others.

• Respect and value the skills of others.

Topic 4: Physical Fitness

Physical Challenge (2 hours, 25 minutes) To build self-confidence in youth by compe- • Gain confidence through physical 

ting in a physically and mentally challen- challenges.

ging activity. • Develop self-confidence and a positive 

view of self (self-esteem).

• Demonstrate a willingness to accept a 

challenge (goal setting).

• Recognize self-determination and 

self-control (self-esteem).

Aerobics/Cardiovascular Fitness/Hygiene To gain an awareness of methods to safely • Improve self-image through physical 

(1 hour, 30 minutes) improve cardiovascular fitness. fitness.

• Learn proper exercise techniques.

• Create an awareness of diverse physical 

fitness activities.

• Learn sportsmanship in team activities.

• Develop self-determination and 

self-control (self-esteem).

• Improve personal hygiene.

Upper-Body Strength/Nutrition To gain an awareness of methods to • Develop an awareness of and 

(1 hour, 30 minutes) improve and sustain upper-body strength. appreciation for lifelong fitness.

• Improve proper exercise techniques.

• Increase routine fitness activities.

• Strengthen sportsmanship in team 

activities.

• Adopt nutritionally sound eating habits 

(nutrition).

Coordination/Balance (1 hour, 30 minutes) To gain an awareness of physical coordi- • Improve self-image through physical 

nation and balance and how they relate to fitness.

overall fitness, physical self-control, and • Increase routine physical fitness activity.

self-esteem. • Develop awareness about diverse 

physical fitness activities.

• Strengthen sportsmanship in team 

activities.

• Develop self-confidence and a positive 

view of self (self-esteem).

• Recognize physical self-determination 

and self-control (self-esteem).

9

Chapter I1. DEFY Summer Training Camp Phase 1 Curriculum
Table 2. DEFY Phase I Youth Curriculum:Topic Descriptions, (continued)

Unit Purpose Objectives

Physical Challenge (2 hours, 30 minutes) To build self-confidence by competing in a • Practice team skills and participate in 

physically and mentally challenging activity. team leadership activities.

• Gain confidence through physical 

challenges.

• Demonstrate a willingness to accept 

challenges.

• Develop self-confidence and a positive 

view of self (self-esteem).

• Recognize self-determination and 

self-control (self-esteem).

• Build mutually beneficial peer relationships (relationship/conflict management).

President’s Physical Challenge (Pretest)/ To gain an awareness and appreciation for • Develop awareness and appreciation for 

First Aid/Safety (1 hour, 30 minutes) lifelong fitness. lifelong fitness.

• Learn how to set physical fitness goals.

• Increase ability to care for minor injuries 

and illnesses.

• Recognize when skilled medical assistance is required.

• Increase ability to make decisions during 

life-threatening emergencies.

• Improve safety awareness.

President’s Physical Challenge (Retest) To further awareness of physical fitness • Learn how to set (and pursue) physical 

(1 hour) through activities that measure fitness fitness goals.

and then learn how to meet or exceed 

previously set goals.

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Weed and Seed DEFY Program Management Guide

schedule includes 56 programmed hours of

activities based on a 9 a.m. to 4 p.m. daytime

schedule over an 8-day period. The recommended residential schedule includes 63 programmed

hours over a 5-day period. Each camp should

develop its own schedule based on its unique

circumstances.

Program Adaptations

The program coordinator should adapt the

Phase I program, after carefully considering the

resources available at the site, to local events

and activities. However, standardization of the

program design is important to the evaluation,

refinement, and dissemination of the program.

Time allotments for other program components,

including educational trips, physical challenge

activities, meals and other breaks, and commencement ceremonies (the only graduation

ceremony occurs at the end of Phase II) may be

lengthened or shortened to meet the needs of an

individual site.
Overview

While Phase I focuses on the introduction of life

skills, Phase II builds on that foundation to help

DEFY graduates incorporate these tools into

everyday decisionmaking. Phase II has two 

components:

t Cluster or group mentoring.

t Workshops and special events.

Phase II uses mentors to provide mentees the

benefit of building and maintaining long-term

relationships with caring, supportive adult volunteers. The involvement of the mentors will

not only assist them in pursuing and achieving

healthy lifestyles but will also provide support

and a sense of safety as mentees try out their

skills in building positive relationships, managing conflict, avoiding substance abuse, improving self-esteem, setting goals, and becoming

leaders. Mentors act as role models, advisers,

sounding boards, and friends; they also teach

mentees by example and share their experiences

and challenges—especially those that require

careful decisionmaking and self-reliance. The

mentor-mentee relationship requires a sustained

personal commitment on the part of the mentor

to provide the mentee with openness, moral

support, and trust.

In Phase I, youth develop skills to help them

pursue personal excellence and become positive

contributors in their communities. With the help

of mentors in Phase II, youth not only find practical use for the lessons they learned in Phase I

but also begin to hone these skills and achieve

the goals that they set for themselves. Through

the mentoring relationships and supported by

workshops and special events, mentees are

challenged to expand their view of the world as

it relates to others and to broaden their visions

of personal success for the future.

Summary of Workshops and

Special Events

The overall goals of the workshops and special

events in DEFY Phase II are to

t Reinforce topics discussed in the Phase I core

curriculum.

t Provide settings in which mentors and

mentees have opportunities to share in a

supportive proactive atmosphere.

At the workshops and special events, experts

on topics of interest to DEFY mentees share

their knowledge and expertise and encourage

the group to talk about their experiences. In

appendix B, the DEFY Phase II Workshop

Summary relates each workshop to DEFY topic

areas and corresponding objectives and lists

the purpose of 14 sample workshops, and DEFY

Phase II Special Events Ideas relates each special event to a DEFY topic area and its corresponding objectives and lists the purpose of

each event.

Model Schedule

A model schedule of workshops and special

events is included in appendix B under DEFY

Phase II Model Workshops and Special Events

Schedule.

Program Adaptations

Phase II must be designed for adaptation to

meet the needs and resources of the host 

Chapter III. DEFY Mentoring Phase II

11

s
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Weed and Seed DEFY Program Management Guide

command. Workshops and special events listed

in appendix B can serve as a basis for planning;

others that better suit the needs and resources

of the host command may need to be developed.

Newly developed workshops and events must

reinforce the themes introduced in Phase I and

further develop life skills for the youth. All workshops and special events should contribute to a

specific DEFY objective. If program staff notice

specific areas during Phase I in which youth

need improvement (e.g., goal setting or physical

fitness), workshops and special events for Phase II

can be chosen that further develop those skill

areas.

At least one workshop and one special event

should be scheduled monthly. Both mentors

and mentees should be involved in the process

of selecting such activities.
13

Overview

Local partners have primary responsibility for

implementing their DEFY program. This responsibility includes staffing, arranging use of facilities, obtaining community resources, and

planning local adaptations of the program.

EOWS assists local partners by providing guidance, training, and mentor and participant curriculum materials; staff, participant, and mentor

recruitment materials; and funds for local program expenses.

Local partners have a vital role in ensuring the

success of a DEFY program. A significant amount

of time is required to plan and implement DEFY.

Although resource requirements are modest,

deficiencies in staffing, facilities, or supplies

have a major impact. A firm commitment and

active support on the part of the local U.S.

Attorney’s Office and other local partners (e.g.,

military, ROTC) are required to ensure that qualified personnel fill DEFY positions and that adequate public affairs and other necessary support

is available.

Responsibilities 

The local partners are responsible for providing

or assembling many of the resources needed to

implement a DEFY program. These responsibilities include the following: 

t Appointing a program coordinator with overall responsibility for the DEFY program.

t Appointing a camp director with direct

responsibility for Phase I.

t Recruiting staff, mentors, and other 

volunteers. 

t Planning logistics required for a successful

program (e.g., lodging, classrooms, 

transportation).

t Implementing DEFY in accordance with an

MOU, the Program Management Guide, and the

Phase I Youth Curriculum. 

t Conducting staff and mentor training.

t Providing EOWS with required reports. 

Facilities/Logistics/Support

Phase I requires considerably more planning and

organization than Phase II. See also chapter VI,

“Other Program Resource Requirements.”

Phase I

Local DEFY partners should provide facilities

adequate to carry out the DEFY program for the

Phase I Summer Training Camp. These facilities

typically include the following:

t A meeting room sufficient to host one or

more parent orientation meetings.

t Sleeping and shower facilities sufficient to

accommodate DEFY youth and staff (residential camps only). 

t Furnished classroom areas sufficient to

accommodate the number and size of youth

teams.

t An indoor gym or other room suitable for 

fitness and sports activities.

t An outdoor recreational area.

t An outdoor instructional/rest area (with picnic tables and outdoor grill sites, if possible).

Chapter IV. Local Partners’ Program

Management Responsibilities
14

Weed and Seed DEFY Program Management Guide

t Food/mess services or an alternative

arrangement for feeding youth and adults.

t Access to health-care services (e.g., onsite

health-care facility or, preferably, doctor,

nurse, corpsman, paramedic, EMT) with

access to or presence of an ambulance as

necessary.

t Adjacent bathroom facilities and drinking

water that are safely accessible.

t A commencement ceremony facility sufficient to accommodate DEFY youth, staff,

and parents. 

t Access to transportation. 

t Other needed materials and services, such as

photocopying, administrative facilities, sports

equipment, and outdoor trash containers, to

aid in the smooth functioning of the program.

t Safe pickup/dropoff points where youth can

assemble to be transported to the program

site and where they can be picked up at the

end of the day. 

The following additional facilities and support

are optional:

t A swimming pool with certified lifeguards. 

t A ship, fire station, police operations division, or other facility appropriate for a tour

by DEFY youth.

t An approved ropes or other physical 

challenge course. 

Phase II

During Phase II mentoring, the local partners

provide or arrange for a facility large enough to

accommodate mentors, youth, and parents or

guardians for monthly workshops. When possible, the local partners provide healthy snacks

during the monthly workshops.
Sample Organizational Structure

for Phase I and Phase II 

Typically, 10 positions are required in the organizational structure for Phase I and Phase II: 

program coordinator, public affairs liaison, camp

director, administrative assistant, mentor coordinator, training/operation officer, team leaders,

assistant team leaders, and mentors. Figure 1

provides a sample organizational chart.

General Staff Requirements 

The success of the local DEFY program depends

on its staffing. Two factors critical to success are

choosing the right staff and providing adequate

time for training, preparation, and thorough execution of the DEFY program. 

Phase I residential camps require adequate supervision from 6 p.m. to 6 a.m. Both residential and

Chapter V. Program Staff Requirements 

15

s

Figure 1. Sample Organizational Structure for Phase I and Phase II

Mentor

Cluster

Program Coordinator

Assistant 

Program Coordinator Public Affairs Liaison

Camp Director Youth Teen Leaders

PHASE I PHASE I

Mentor Coordinator

PHASE II

Administrative 

Assistant

Training/Operations 

Officer

Team Leader

Team Leader

Team Leader

Team Leader

Team Leader

Mentor

Cluster

Mentor

Cluster

Mentor

Cluster

Mentor

Cluster

Assistant 

Team Leader

Assistant 

Team Leader

Assistant 

Team Leader

Assistant 

Team Leader

Assistant 

Team Leader
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Weed and Seed DEFY Program Management Guide

nonresidential camps may want to consider

adding additional staff, such as a camp counselor or a medical staff person, if needed. Some

camps may choose to use resource specialists

to present specific DEFY lessons. 

When possible, DEFY camp staff should comprise an equal number of males and females

and reflect the ethnic backgrounds of the youth

participants. The DEFY program is presented in

English. However, some DEFY participants and

their parents or guardians may not be fluent in

English; therefore, a bilingual staff may be necessary to facilitate communication between DEFY

staff and parents or guardians of participants.

Phase I Staff Positions, Roles,

and Responsibilities 

All staff having direct contact with youth must

complete the adult certification requirements

(see appendix A). Phase I and Phase II staff and

leadership positions may be filled by active duty,

military reservists, and civilian personnel.

Phase I staff, including the camp director, the

training/operations officer, and the team leaders,

must be available for staff training prior to Phase I

camp and available full time during the camp

sessions.

Program Coordinator 

The success of DEFY largely depends on the

effectiveness and creativity of the program coordinator and his or her planning team. The program coordinator is responsible for all planning

activities prior to the implementation of Phase I

and Phase II. All program coordinators, new

and experienced, are required to attend the

annual DEFY training conference to gain basic

and advanced training in the operation and

administration of a DEFY program. Experience

as a team leader or in another DEFY staff position also is valuable to program coordinators.

The program coordinator should be chosen well

in advance of the Phase I camp; his or her

extensive planning and coordination activities

may begin as much as 8 months prior to commencement of camp. These responsibilities

increase as the start of camp draws near and

may require a half-time commitment in the 3-

month period leading up to camp, depending on

the program coordinator’s experience and the

complexity of the camp. The program coordinator’s responsibility becomes fulltime from the

commencement of staff training to the completion of Phase I.

This position also requires part-time participation throughout Phase II. Due to the extent of

the responsibilities assigned to this position, a

1-year commitment is required.

Roles and responsibilities during Phase I include

the following: 

t Ensure the compliance of the DEFY program

with the Program Management Guide and the

DEFY curriculum.

t Recruit and select staff.

t Supervise the camp director, training/operations officer, and public affairs liaison. 

t Ensure that staff are trained to fulfill their

responsibilities and have completed the

requirements for adult certification.

t Establish and maintain networks with community organizations to recruit youth and

mentors and encourage promotions and contributions (e.g., tickets to sports or other 

special events) that enhance DEFY. 

t Maintain a comprehensive inventory of all

DEFY program information, materials, and

equipment.

t Stay up to date on and administer local or national policy and guidelines on programmatic
17

Chapter V. Program Staff Requirements

issues (e.g., guidelines for mandatory reporting of suspected child abuse).

t Act as liaison between EOWS and the local

military partner.

t Coordinate public affairs activities with the

public affairs liaison.

t Ensure that the appropriate public affairs

officer (PAO)/director from within the military

chain of command and the U.S. Attorney’s

Office are included in all public relations

planning and are promptly notified of all

accidents, incidents, or emergency situations

involving DEFY.

t Procure transportation, meals/snacks,

instructional materials, and equipment for

Phase I.

t Identify and arrange for classroom space and

required facilities.

t Oversee arrangements for educational trips,

physical challenge activities, graduation ceremonies, and special events.

t Ensure that requisite medical and dental

services are available.

t Establish an agreement with health services

to provide emergency health care for youth

and staff. 

t Recruit youth and ensure that all requisite

forms, permission slips, and youth records

are maintained in compliance with program

policies.

t Prepare and administer budgets and comply

with all fiscal procedures. 

t Plan and supervise parent orientation meetings and ensure that parents receive complete and accurate information about the

DEFY program and complete all necessary

admission forms and permission slips.

t Prepare an Emergency Action Plan specific

to site location.

t Ensure that all program reporting requirements are fulfilled accurately and completely. 

t Ensure compliance of all staff with the 

efficient execution of any authorized

Performance Measurement Plan.

t Recommend or provide awards and recognition for staff, youth, and community 

contributors.

t Prepare and submit the Phase I final report

and expenditure report to EOWS.

Camp Director

The camp director assumes responsibility for

youth when they arrive at camp during Phase I

and works to ensure the safe, efficient, and

smooth operation of the camp. The camp director should possess a working knowledge of the

Phase I operational site. The camp director must

be available on a full-time basis during the

entire camp. 

Roles and responsibilities during Phase I include

the following:

t Coordinate all facility, logistic, and support

requirements for Phase I on a daily basis;

participate in staff training and assist program coordinator as required.

t Supervise the execution of the DEFY 

curriculum.

t Oversee the team leaders/assistant team

leaders. 

t Conduct the Daily Operations Critique at the

conclusion of each day.

t Conduct the Lessons Learned Critique following the end of Phase I. 
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Weed and Seed DEFY Program Management Guide

t Based on the recommendations of team leaders, assistant team leaders, and other staff,

provide counseling to staff or youth, when

appropriate. 

t Ensure that the transportation contractor

adheres to the agreed-upon schedule, that

order is maintained during transportation,

and that all youth depart from and arrive

safely at planned destinations. 

t Direct the Emergency Action Plan, if it is put

into effect.

t Communicate problems and concerns to the

program coordinator.

t Generate all required Phase I reports.

t Comply with all requirements of any authorized Performance Measurement Plan to

ensure the timely, efficient collection of 

evaluation data. 

Training/Operations Officer 

The training/operations officer ensures that the

Phase I curriculum is implemented effectively

and accurately. The training/operations officer

should possess a working knowledge of

the DEFY curriculum and should attend the

annual DEFY training workshop. The training/

operations officer must be available for the

entire 40-hour staff training and on a full-time

basis throughout the Phase I camp.

Roles and responsibilities during Phase I include

the following:

t Ensure the successful delivery of the DEFY

curriculum.

t Ensure that all DEFY staff receive the

required youth protection training.

t Ensure that all team leaders and assistant

team leaders are adequately trained to deliver the DEFY curriculum. This responsibility

includes providing training directly, locating

skilled trainers and subject matter experts,

securing the training facility, and procuring

all necessary equipment and resources.

t Provide technical assistance and resource

support to team leaders/assistant team leaders to ensure the successful delivery of the

DEFY curriculum. 

t Ensure that trained backup team leaders are

available to the team leaders/assistant team

leaders. 

t Communicate problems and concerns to the

program coordinator.

t Comply with all requirements of any authorized Performance Measurement Plan to

ensure the timely, efficient collection of 

evaluation data.

Public Affairs Liaison

DEFY public affairs duties are typically assigned

as an additional responsibility to a DEFY staff

member. However, existing local public affairs

offices should be involved in planning for DEFY.

These offices are an indispensable tool for the

program coordinator, offering media and community relations expertise and personnel who

can relieve much of the day-to-day public affairs

workload and ensure that the DEFY program’s

message is communicated effectively to the

media and the community. These offices also

will assume the public affairs authority should

any accident, incident, or emergency occur in

the DEFY program, and it is the responsibility of

the program coordinator to ensure that they be

included in planning from the outset. 

The DEFY public affairs liaison works closely

with the local public affairs resources and the

appropriate military or U.S. Attorney’s PAOs to

publicize the positive messages of DEFY efficiently and appropriately. The public affairs liaison should have working knowledge of the
19

Chapter V. Program Staff Requirements

appropriate DOJ public affairs policies and priorities as well as familiarity with local public

affairs resources. The public affairs liaison provides part-time services beginning 2 months

prior to Phase I and is available on either a fulltime or an on-call basis during the summer

camp. 

Military PAOs within the operational chain of

command or PAOs in the local U.S. Attorney’s

Office should be involved in planning all local

public affairs for DEFY. These offices are an

indispensable tool for the program coordinator.

Roles and responsibilities during Phase I and

Phase II include the following:

t Develop and coordinate the local DEFY public affairs plan. 

t Serve as the media point of contact and

escort.

t Provide media solicitation. 

t Write press releases. 

t Determine who should give interviews about

DEFY to media representatives.

t Coordinate staff and youth interviews. 

t Support public affairs requirements of DEFY

orientation and graduation, as required by

the program coordinator.

t Document media queries, responses, and

media coverage. 

t Coordinate still or motion media 

documentation.

t Distribute marketing material for recruitment

purposes.

t Conduct a media procedures briefing for

DEFY staff (e.g., media must be escorted at

all times). 

t Brief DEFY staff and youth on media “do’s

and don’ts” (e.g., do be polite, don’t speak to

the media without informing the team

leader).

t Communicate problems and concerns to the

program coordinator via the camp director. 

t Coordinate public affairs incentives for DEFY

staff or youth that the program coordinator

may require, including videos and yearbooks. 

t Market DEFY for program expansion and

community support.

t Provide EOWS with videotapes of media coverage, copies of printed articles, and selected

photographs and negatives. 

Team Leaders/Assistant Team Leaders

Team leaders and assistant team leaders are the

backbone of Phase I, in that they are in direct

contact with youth while camp is in session.

They teach the DEFY youth curriculum and lead

almost all of the Phase I activities. They are the

role models whose attitudes, values, and actions

most influence those of the youth. The confidence and trust they establish serve as the

building blocks for the mentor-youth relationships in Phase II. Team leaders and assistant

team leaders should enjoy working with and

have good rapport with youth, be willing and

able to form caring relationships while providing

youth with guidance and instructions, be willing

to work long hours under stressful conditions,

and have an interest in and ability to teach the

classroom lessons and lead the physical education and physical challenge activities in the

Phase I Youth Curriculum. 

Each team leader heads a team of no more than

10 youth. The assistant team leader helps the

team leader in his or her duties and also teaches

the DEFY Phase I curriculum. The roles of team

leader and assistant team leader may be interchangeable; however, ultimate responsibility for
20

Weed and Seed DEFY Program Management Guide

the safety of the youth remains with the team

leader. Team leaders and assistant team leaders

participate in a local staff training prior to the

beginning of Phase I and are available during

the entire camp session. 

The night watch for residential camps should be

covered by a male and a female staff member.

At least two backup trained team leaders also

should be available in the event a team leader is

unable to provide services because of illness, an

emergency, or other unforeseen circumstances.

These individuals should fulfill the same training

requirements and be available to provide services

during Phase I implementation. 

Roles and responsibilities during Phase I include

the following:

t Attend the required staff training.

t Provide appropriate support, encouragement,

and positive discipline when necessary to

youth. 

t Be accountable for the safety and location of

each youth on the team at all times.

t Facilitate the movement of youth from site

to site.

t Facilitate activities and exercises in which

youth participate.

t Prepare and deliver each assigned unit of the

DEFY curriculum.

t Request technical assistance about the DEFY

curriculum from the training/operations officer, as necessary.

t Provide feedback and suggestions on the

DEFY curriculum.

t Serve as the first point of contact for any

youth team member who is experiencing a

problem. 

t Communicate any unresolvable problems

with a team member to the camp director. 

t Document and provide recommendations on

youth to the youth mentors. 

Administrative Assistant 

Many administrative tasks are necessary for the

successful execution of Phase I. The administrative assistant should have good organizational,

clerical, and administrative skills. The right 

person in this position relieves the program

coordinator of numerous time-consuming tasks

and ensures that administrative responsibilities

are met. 

Roles and responsibilities during Phase I include

the following:

t Prepare and maintain youth information files

containing parent contact information, medication requirements, medical emergency

information, pickup/dropoff instructions,

and so on.

t Assemble youth and team leader binders,

consisting of the DEFY songbook, youth

workbook, and a variety of skill-building

materials commonly referred to as “Bag of

Tricks” (word games, math games, trivia,

puzzles, jokes, etc.).

t Maintain inventory of DEFY supplies. 

t Perform daily clerical and administrative

tasks as required. 

t Prepare and print out daily schedules and

charts and make modifications as needed.

t Answer phones, route calls, and take and

deliver messages. 

t Prepare and maintain staff information folders (which contain the DEFY application,

adult certification, clearances, etc.).
21

Chapter V. Program Staff Requirements

t Communicate problems and concerns to the

program coordinator.

t Prepare graduation certificates and thankyou letters.

t Assist in the collection of data for any

authorized Performance Measurement Plan. 

Phase II Staff Positions, Roles,

and Responsibilities 

Program Coordinator

The success of the DEFY Phase II program

depends on the continuity of this position. After

Phase I, this assignment continues on a parttime basis through the completion of Phase II.

Many of the program coordinator’s management

and administrative responsibilities are the same

as those specified for Phase I. Additional responsibilities specific to Phase II include the following:

t Supervise the mentor coordinator, public

affairs liaison, and staff training.

t Approve the final selection of all mentors.

t Submit the Phase I final report and critique to

EOWS. 

t Submit Phase II quarterly reports to EOWS.

Public Affairs Liaison 

The public affairs liaison provides services on

an as-needed basis through the completion of

Phase II. The roles and responsibilities of the

public affairs liaison for Phase II are the same

as those described for Phase I.

Mentor Coordinator

The mentor coordinator is responsible for planning, coordinating, and overseeing the activities

of the mentors. This position is critical because

the mentor coordinator creates the structure for

Phase II workshops and special events and sets

the tone for mentor-youth relationships. This

position requires good organizational and communication skills, knowledge of and linkages to

community organizations, and conflict resolution and problem-solving skills. Although the

mentor coordinator’s role officially begins with

Phase II of the program, this individual starts

laying the groundwork during Phase I by beginning to plan activities for mentors and maintaining contact with parents. The workload is heavy

during the recruitment, screening, selection, and

pairing process; once this work is completed,

the position requires a part-time commitment.

The mentor coordinator manages the content

and logistics of training events and other Phase II

special activities, which requires knowledge of

community resources and good organizational

and planning skills. The mentor coordinator

should be identified at least 1 month prior to

Phase I implementation and provides part-time

services through the completion of Phase II. 

Roles and responsibilities include the following:

t Be available for a 1-year commitment beginning before the commencement of Phase I.

t Assist the program coordinator in recruitment

efforts; screen all prospective mentors via an

interview and a thorough background check

as required by the adult certification program. 

t Make mentor selection recommendations to

the program coordinator. 

t Assign mentors to mentor clusters and, subsequently, match mentors to youth. 

t Coordinate and monitor mentor-youth 

activities. 

t Facilitate mentor-youth communication. 

t Communicate problems and concerns to the

program coordinator.

t Provide ongoing technical and emotional

support to the mentor clusters and individual

mentors. 
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Weed and Seed DEFY Program Management Guide

t Recommend mentors for awards or recognition to the program coordinator. 

t Solicit input from mentors and youth and

develop and publish workshops and special

events schedules. 

t Create and distribute promotional materials

regarding workshops and special events. 

t Identify, screen, coordinate, and manage subject matter experts experienced in providing

youth-oriented presentations. 

t Identify, screen, coordinate, and manage special events appropriate for youth between

ages 9 and 12.

t Recruit, screen, and manage additional support personnel for workshops and special

events.

t Communicate problems and concerns to the

program coordinator. 

t Coordinate and manage arrangements for

workshops and special events to include

facilities, materials, food, and transportation. 

t Send letters of appreciation to speakers

and/or hosting organizations for their participation in workshops and special events.

Mentors

Mentors are the backbone of Phase II; the DEFY

message is delivered through the time they

spend and the relationships they develop with

the youth. Above all they must be reliable and

willing to make a commitment to the full 10

months of Phase II. They also should enjoy

spending time with 9- to 12-year-old children,

be capable of forming caring and supportive

relationships, and have good listening skills and

a lot of patience.

Mentors are assigned to mentor clusters and

subsequently paired with DEFY youth for a 

10-month period following the conclusion of

Phase I. Mentor clusters are groups consisting of

two or more mentors and two to five youth.

Mentors shall never be left alone with any child;

all contact is through group activities and mentor clusters. The ideal ratio of mentors to youth

is 1:1. The availability of qualified mentors

determines the final ratio. Mentors are expected

to provide a minimum of 4 hours per month in

mentor cluster activities. They are encouraged to

maintain weekly phone contact with their youth

between scheduled activities. For certification

purposes, the majority of mentors are recruited

from the military, local law enforcement agencies, or other civil service and community

organizations that require regular background

checks on their employees or members.

Roles and responsibilities include the following:

t Establish a stable, caring, and supportive

relationship with at least one youth.

t Assist youth in clarifying and achieving the

goals they established for themselves during

Phase I. 

t Provide academic tutoring in subject areas. 

t Act as a role model.

t Demonstrate how the values learned during

Phase I camp can be embodied in real life.

t Attend mentor training and all workshops

and special events with youth.

t Participate in the mentor support network

and provide mutual support and encouragement to other mentors. 

t Provide programmatic feedback and bring

problems and concerns to the attention of

the mentor coordinator. 
23

Chapter V. Program Staff Requirements

Youth Teen Leaders

Background. Program coordinators should

ensure that the use of youth teen leaders (YTLs)

is permitted under local State law.

DEFY is a human resource-intensive program.

Adequate numbers of adult staff members may

not be available. Using older youth to assist in

some of the tasks required of adult staff members is one way to supplement staff and ease

the administrative burdens. YTLs can assist in

some of the tasks that take adult staff members

away from their primary jobs of mentoring, educating, and monitoring youth.

Using youth teen leaders has its inherent dangers, however, and the adult staff leaders must

be aware of these dangers and take steps to

ensure that junior staff members are properly

monitored. No guidelines have been written for

program coordinators regarding YTLs. The purpose of this policy is to provide program coordinators with the guidance necessary to properly

use teen leaders while maintaining the integrity

of the DEFY program. 

An advantage to using teen leaders is that DEFY

youth may more readily identify with them.

Anecdotal evidence from several sites that have

used teen leaders indicates that DEFY youth

also become better attached to teen leaders than

to adult staff. Although careful monitoring is

essential and required to ensure program safety,

adults should not discourage a healthy relationship from developing between the DEFY youth

and the youth teen leaders.

Providing a recent DEFY graduate with the

opportunity to be a junior staff member can satisfy the outplacement requirement of DEFY.

Steps must be taken to ensure that the junior

staff member is not used solely as a “go-fer” or

to complete menial tasks. YTLs should be used

during all planning stages and should be given

coordination tasks that match their abilities.

During the execution of both Phase I and Phase II,

YTLs should again be given tasks and responsibilities that meet their capabilities and the needs

of the DEFY program.

There is no reason to prevent interaction

between DEFY youth and a YTL, provided the

YTL is closely monitored. For this reason, an

adult staff member must be assigned as a 

monitor/mentor for each YTL. This ensures that

YTLs are never left alone with DEFY youth, provides YTLs with positive feedback and guidance

on how to interact with youth, and satisfies the

outplacement component for the YTL.

Selection criteria. Youth must

t Be at least 13 years of age.

t Have graduated from a DEFY program or

similar type of youth program. 

t Satisfy the same interview requirements as

adult staff members. 

t Meet the same background check as adult

staff members. (Although minors may not be

“certified” as defined by the adult certification program, steps must be taken to ensure

that YTLs do not have any of the characteristics that exclude adults from being staff

members.)

t Have, in the opinion of the program coordinator and other adult staff members, a 

maturity level commensurate with the

responsibilities inherent with assignment 

as a YTL. 

t Be approved by the program coordinator and

other staff members.

Utilization guidelines. Although not an allinclusive list, youth teen leaders may be used

for the following: 

t All aspects of DEFY planning.

t All aspects of DEFY coordination.
24

Weed and Seed DEFY Program Management Guide

t DEFY Phase I execution requirements.

t DEFY Phase II execution requirements.

Prohibited activities. Youth teen leaders are

prohibited from the following: 

t Having direct one-to-one, unmonitored 

contact with DEFY youth.

t Being required to be certified under the adult

staff member requirements.

t Counting toward DEFY youth-to-adult staff

ratios.

t Being part of any fire and security detail for

residential programs.

t Providing or participating in any formal disciplinary action taken against a DEFY youth.

Program coordinator responsibilities regarding

youth teen leaders include the following:

t Receive and make initial recommendations

for selection of YTLs.

t Forward all YTL nominations/applications

to adult staff members for consideration/

discussion. 

t After selection, ensure that adequate background checks are conducted to verify that

YTL nominees do not have any of the characteristics that exclude adults from being staff

members. 

t After final selection and approval, assign

each YTL to a competent, knowledgeable

adult staff member as mentor.

t Ensure that the adult staff mentor for each

YTL will be present during the entire planning and execution phases for that program

year.

t Conduct followup to ensure compliance.

t In coordination with the adult staff mentor,

assign appropriate tasks and responsibilities

to the YTL for completion.

Adult staff mentor responsibilities regarding

youth teen leaders include the following:

t Educate the YTL about the planning, execution, and wrap-up required for the DEFY 

program. 

t Guide the YTL in the execution of assigned

tasks. 

t Monitor the YTL throughout Phase I and

Phase II. 

t Ensure the YTL is never left alone with DEFY

youth. 

t Provide encouragement to the YTL to ensure

development of desirable skills, ideas, and

lifestyle choices. 

Youth teen leader responsibilities include the

following:

t Report on time for all assigned activities,

events, and tasks. 

t Coordinate closely with adult staff mentor to

ensure that tasks and assignments are completed correctly and punctually. 

t Report any violation of DEFY program, DEFY

camp, or other rules and regulations committed by DEFY youth. 

t Do not spend time alone with DEFY youth. 

t Adhere to rules and requirements set forth

by the local DEFY program coordinator and

adult staff members. 

t Bring to the attention of the adult staff mentor and/or the program coordinator any conflicting assignments or rules. 
25

Chapter V. Program Staff Requirements

Additional Staffing

Considerations

Each staff position is a separate assignment. To

minimize the number of people a local DEFY

program must recruit, one individual can fill

more than one position. For example, the positions of camp director and Phase I program

coordinator could be filled by one person. The

camp director may also serve as the mentor

coordinator. However, inexperienced program

coordinators should not underestimate the

responsibilities associated with operating a

DEFY program. New program coordinators are

advised to seek the advice of experienced program coordinators in their region to help them

determine the appropriate staffing for their 

program. 

If a Weed and Seed coordinator is sharing

responsibility for a Phase I camp with a local

military partner, co-camp directors are advisable: one appointed by the local Weed and Seed

coordinator and one appointed by the military

partner. In this instance, the MOU should delineate the responsibilities of each partner. 

The minimum staff-to-youth ratio for the DEFY

program is 1:8. Experience has shown that a

staff-to-youth ratio of 1:4 is more conducive to a

successful Phase I camp experience. This falls

well within the currently recommended minimum staff-to-youth ratio of 1:10 for nonresidential programs and 1:8 for residential programs.

Program coordinators should be aware of

restrictions in personnel policies that may affect

staffing assignments.
27

Facility/Space

Phase I

The DEFY Phase I program requires facilities for

educational and physical activities. The program

coordinator is responsible for arranging for

space and facilities to match the needs of the

Phase I curriculum. 

Classrooms should be large, open areas with

tables and comfortable seating for DEFY youth

and staff. One large classroom and several

smaller classrooms may be preferable so that

teams can be separated and combined as necessary to optimize instruction. Some units in the

curriculum may require nontraditional classrooms such as open space for arranging chairs

in a circle. The program coordinator should

check with the training/operations officer to

determine requirements before making classroom arrangements. Either the program coordinator or the training/operations officer should

tour the site before arrangements are finalized.

Additional requirements include heating/air 

conditioning and access to men’s and women’s

restrooms, drinking fountains, and telephones

in case of emergency. Classes may be held

indoors or outdoors at places such as picnic

areas, parks, and tennis courts to reinforce that

DEFY is different from school and the program’s

themes are applicable in various situations.

Facilities need to be identified well in advance

of program implementation, especially for the

physical fitness and physical challenge activities.

Ensure that indoor, air-conditioned backup facilities are available for physical fitness and physical challenge activities in the event of inclement

weather (e.g., excessive heat or rain). The 

program coordinator should match equipment

and facility requirements for a specific activity to

the available resources but should not limit the

activity location to the host base if there is a

more appropriate resource available in the community. All applicable State and local laws, 

regulations, and requirements are in effect

whenever DEFY youth are taken off the military

base. In such instances, the program coordinator

is responsible for ensuring that the local DEFY

program is in full compliance with all State and

local legal requirements.

Additional facility and space issues include the

following:

t Regarding facility selection for a residential

program, the program coordinator must

make arrangements well in advance of program implementation for appropriate areas

to house the participants.

t Space selection for a residential program

must take into account the presence of male

and female participants and staff and make

appropriate rooming arrangements. Experience has shown that the lack of privacy typical of most residential camps can become an

issue with some adult volunteers.

t There must be adequate space to allow

for quick and unobstructed exit during an

emergency.

t Sleeping areas must be equipped with smoke

detectors and fire alarms (where applicable).

t There should be a minimum of 1 shower

per 15 youth. Male and female shower and

bathing areas must be separate. Staff and

Chapter VI. Other Program Resource

Requirements 
28

Weed and Seed DEFY Program Management Guide

youth should not shower at the same time in

the same facility.

Phase II 

The DEFY Phase II program requires space for

monthly training events and special activities.

Many of the same factors affecting Phase I

should be taken into consideration to ensure

that the designated space meets the intended

needs. In addition, the program coordinator

should consider the need for mentor-youth 

clusters to have space appropriate for small

group and individual discussions.

Transportation 

Phase I 

The program coordinator must begin the process

of securing transportation for the youth at least

6 weeks prior to Phase I startup. Youth will

require transportation to and from the Phase I

nonresidential site each day or as needed in a

Phase I residential program. Nonresidential programs should identify a central location for parents or guardians to pick up and drop off youth;

this will prove both cost effective and practical. 

If it is not possible or cost effective to obtain

transportation services through the host site, the

program coordinator may need to identify contractors. When using outside vendors, procurement policies, such as the requirement to obtain

competitive bids, must be observed. Program

coordinators must ensure that commercial

transportation is procured from reputable vendors. Liability is always an issue. The local staff

judge advocate or U.S. Attorney’s Office should

always be consulted.

As soon as the DEFY Phase I program schedule

has been determined, the program coordinator

is required to provide the vendor with a final

transportation schedule. The schedule must

specify all transportation needs for the duration

of DEFY Phase I, including pickup and dropoff

locations, times, and the number of youth at

each location. For activities requiring transportation, such as educational trips, the program coordinator also should provide the host

site commander with a copy of the schedule.

The camp director is responsible for ensuring

that the transportation schedule is followed and

that all youth arrive and depart safely from

planned destinations. There should be adequate

adult supervision on the transportation vehicle

at all times to ensure control and discipline.

Under no circumstances should the driver be

responsible for maintaining order during transportation. Sites are encouraged to use a second

chase vehicle for medium- and long-distance

trips. Experience has proved the value of this

vehicle for emergencies and unexpected circumstances. Head counts of youth are mandatory

whenever they are being transported. It is recommended that head counts be taken upon

arrival at the pickup site, once during the event,

and again upon reboarding the bus. 

Some considerations for transportation include

the following: 

t Provide clear, written instructions and maps,

especially to new drivers. 

t Bring cellular telephones or two-way radios,

if available, in case of an emergency or if 

further direction is needed.

t Bring water, especially for long trips. 

t Have first-aid kits on every bus. 

Phase II 

The DEFY Phase II program may require transportation for monthly training events and special

activities. Many of the same factors should be

taken into consideration to ensure the safety and

efficiency of all transportation arrangements.
29

Chapter VI. Other Program Resource Requirements

Food 

Requirements for providing food include arranging for preparation and delivery of all scheduled

meals and snacks. Nonresidential programs

should include breakfast, morning snack, lunch,

and afternoon snack, whereas residential programs should add dinner and an evening snack.

The meals prepared for youth must be nutritious

and appetizing. Be prepared for different dietary

needs for people with diabetes, vegetarians,

those with religious preferences, or children

with food allergies. Provide youth with a variety

of foods. 

The program coordinator is responsible for making arrangements in advance to provide and

deliver meals to alternative settings (e.g., scheduled picnics). Sturdy containers should be used

for transportation to avoid damaging the food,

and provisions must be made to keep food fresh

and at its proper temperature during transportation and when delivering meals to participants.

When appropriate, arrange for boxed lunches

to meet time constraints or to add variety.

Establish a policy that youth clean up after

themselves when the meal is complete.

The program coordinators should make meal

arrangements well in advance. When using military base facilities, be sure to clarify all requirements beforehand, because each base may have

its own unique policies and procedures. For

example, some bases require daily payment by

check, whereas others accept credit cards and

electronic transfers. When using outside vendors, procurement policies must be observed.

It is advisable to allow plenty of time to solicit

bids. 

Equipment

The training/operations officer should determine

and communicate all equipment needs for classroom instruction and physical fitness and physical

challenge activities to the program coordinator

early in the planning phase. The training/operations officer should check all audiovisual equipment and videotapes in advance to be sure they

are operational. Requirements for equipment

and supplies include the following: 

t Classroom/instructional materials: pens, pencils,

scissors, tape, glue, paper, markers (at least

six different colors), televisions, VCRs, and

audiovisual enhancement equipment. 

t Physical activity/physical challenge equipment:

athletic equipment (e.g., balls, bats, bases,

gloves, tennis balls, tennis rackets, volleyballs), camping equipment, pullup bars,

ropes, etc. 

The host site may be able to provide much of

the needed equipment, and community donors

may be able to provide specific equipment and

supplies, such as bathing suits, athletic shoes,

and pencils (see “Community Linkages and

Support” at the end of this chapter). The program coordinator must observe all pertinent

policies and regulations regarding the acceptance of gifts and donations (see “Legal Aspects”

later in this chapter). The program coordinator

should keep an inventory of all nonexpendable

equipment and supplies. 

Health Services 

The program coordinator should have two goals

while arranging health services for the DEFY

program: 

t Ensure all DEFY youth are authorized to

receive emergency and humanitarian treatment should they need medical care while

on- or off-site.

t Plan for the range of health services that

may be needed by DEFY youth.

Arrangements for health services must be made

before youth arrive for the DEFY Phase I camp.

If using military medical facilities, arrangements
30

Weed and Seed DEFY Program Management Guide

should be formalized in a letter of agreement to

treat civilian youth signed by the host site commander, the program coordinator, and the medical

facility administrator. Make similar arrangements

with other medical facilities in the area to use as

backups. These arrangements are particularly

important for any civilian youth who would not

normally be treated in the military medical system. 

The program coordinator is responsible for making sure that all health forms from each youth’s

participation packet have been completely filled

out, signed by the parent or guardian, and are

on file with the DEFY program office. The staff

will notify parents or guardians immediately of

any medical emergencies involving youth. 

During Phase I, the team leader/assistant team

leader pays close attention to the physical

and/or mental well-being of participants and

immediately reports any concerns to the camp

director. During Phase II workshops or special

events, mentors report any concerns regarding

youth’s health and well-being to the mentor

coordinator or the program coordinator. Based

on the judgment of the camp director, mentor

coordinator, or program coordinator, each

youth’s physical and emotional well-being is

assessed and an appropriate referral will be

made if necessary. 

Types of Authorization Needed

Letter of Agreement 

If using military medical facilities, the program

coordinator should prepare a letter of agreement

to be signed by the administrator of the base

medical facility. The letter should ensure that

children participating in DEFY will receive any

needed humanitarian and emergency treatment

while aboard the installation.

General Consent Form

This form is mandatory for both civilian youth

and military dependents because, by signing it,

parents or guardians authorize any necessary

medical care for participants. The form is contained in the Parent/Guardian Handbook. 

Youth Health Information/Certification

of Good Health/Permission

To Treat Form

This form is mandatory for acceptance into

the DEFY program. All parents or guardians

must complete the Youth Health Information/

Certification of Good Health/Permission To Treat

form, which provides information on allergies,

medical conditions, medications, and health

insurance and lists a contact person for emergencies. It is essential for receiving care both on

and off base. If the form is not completed, the

program coordinator should contact the parent

or guardian to obtain the information or reconsider accepting the youth for DEFY participation. 

Types of Services Needed

Nonemergency First Aid 

Both the provider and the location for nonemergency first aid need to be assigned. 

Medicine Dosage Supervision 

The program coordinator must determine where

youth’s medicines are kept as well as who is

responsible for supervising their use. Ensure

compliance with local State law regarding dispensation of prescription medication to minors.

“Health Room” Services 

The DEFY program should provide a supervised

and quiet place for youth to lie down, have their

temperatures taken, and wait for parents or

guardians to pick them up. 

Additional Considerations 

If a parent or guardian thinks that his or her

child may be excluded from DEFY program

because of the child’s medical information, the

parent or guardian might withhold important
31

Chapter VI. Other Program Resource Requirements

medical information about the child, such as

medical problems and prescription medications

being taken. Reassure parents, therefore, that

this information is required for safety and not

exclusionary purposes and must be provided.

Some children with attention deficit disorder/

attention deficit hyperactivity disorder discontinue their medication over the summer to avoid

developing a tolerance to the medication. In

such instances, the program coordinator may

want to discuss this decision with the parent to

determine whether the child’s best interest is

served by resuming his or her medication for

the duration of the DEFY camp.

Technically, the military is not legally allowed

to keep records on nonmilitary personnel. This

may be an issue for DEFY sites and their military partners. In this case, the nonmilitary partner should maintain custody of the consent

forms and health records for all nonmilitary participants, while permitting appropriate access as

needed and complying with all applicable State

and local confidentiality and privacy laws.

Sites may be able to use a youth’s Medicaid/

Medicare card to facilitate completion of the

Youth Health Information form. 

The program coordinators must have someone

who is CPR/first-aid certified available at all

times the youth are on site and when they are

on educational trips.

Medication, especially controlled medication

and including medications that need to be

refrigerated, must be kept in a locked cabinet.

All medication must be provided to DEFY staff

by the parent or guardian in the original container with instructions clearly visible on the

label. Pharmacy/health-care provider instructions must agree with instructions given by the

parent or guardian. Any discrepancies must be

resolved prior to accepting the medication. Only

the exact number of doses to be administered

shall be accepted.

Legal Aspects 

All care and consideration should be taken during the camper selection process to ensure that

there is no illegal discrimination (e.g., discrimination based on ethnicity, gender, or disability)

and no appearance of illegal discrimination.

Mandatory, signed forms must be secured from

parents or guardians prior to receiving youth,

and these forms must be valid and in effect for

the duration of the program. Youth cannot be

accepted for DEFY without having all mandatory

signed forms on file.

Two of the most important legal documents

of the DEFY program are the Sunrise/Sunset

Pickup/Dropoff form and the Youth Roster.

These documents establish the youth’s whereabouts and custodial responsibility for the youth

at any given time. Under no circumstances may

a youth be released to any person not previously authorized in writing on the Sunrise/Sunset

Pickup/Dropoff form.

Volunteers not employed by the U.S. Department

of Defense, U.S. Department of Justice, and/or

States and municipalities assume their own liability when working with DEFY. They must

ensure that they have their own liability coverage. Some youth outreach organizations (e.g.,

Big Brothers/Big Sisters, Boys & Girls Clubs,

police activities leagues) have their own coverage

for youth volunteers. In some cases, a written

agreement can be secured for nongovernment

volunteers to be covered by these organizations. 

Child Safety and Liability Issues

No adult shall be alone with any youth. The

minimum rule of contact is one youth and two

adults at all times. The program coordinators,
32

Weed and Seed DEFY Program Management Guide

camp directors, and mentor coordinator must

ensure that staff and mentors adhere to this 

policy at all times. DEFY programs that use junior staff members also must ensure that they

understand and abide by this policy. 

Youth teen leaders do not count toward the one

youth to two adult minimum contact rule. The

cluster mentoring format of Phase II lends itself

to this policy. If mentors feel the need to speak

with youth in private, they should remain within

visual contact of their cluster partner at all

times. 

Ways To Manage and Limit

Liability for DEFY Sites

Types of Insurance 

DEFY grantees should have comprehensive general liability insurance and collision/auto insurance (if driving vehicles is involved).

Filling in Coverage Gaps

t Identify types of insurance coverage you 

currently have.

t Identify gaps to fill in by evaluating the who,

what, and where of your DEFY programs and

sites (see below).

t Determine what types of insurance coverage

you still need to obtain to fill any gaps.

To cover situations when the Federal Government may be a liable party, insurance policies

should include coverage term “and other

insureds.” Examples of “and other insureds”

may include 

t U.S. Department of Justice, its agents, etc.

t U.S. Department of Defense (e.g., U.S. Navy),

its agents, etc.

t U.S. Government, its agents, etc.

Ways To Reduce Risks—The

Who,What, and Where

Who is involved in your DEFY program?

t Conduct a rigorous screening process for

employees and volunteers who work with

DEFY youth.

t Clearly notify and update staff of program

policies/procedures.

t Have parents or guardians of DEFY youth

sign release forms for program trips and

other outdoor activities.

What activities does your DEFY program participate in?

t Assess and address risks of physical activities

and activities that are unsupervised and/or in

noncontrolled environments.

Where do your program activities take place?

t Assess and address risks of activities indoors

and outdoors, in noncontrolled environments,

and in motor vehicles (e.g., en route to a

DEFY event).

Financial Responsibilities and

Administration

The program coordinator develops a plan for

economically and appropriately expending DEFY

funds to meet the operating expenses of Phase I

and Phase II. 

Funds provided by EOWS for a local DEFY program are general support funds, but they cannot

be used for hiring personnel as program support. EOWS funds (requested through the U.S.

Attorney’s Weed and Seed Fund) may be used

for travel and per diem expenses to attend DEFY

workshops. Sites are encouraged to pursue economic and creative use of material, services, and

personnel to carry out DEFY activities.
33

Chapter VI. Other Program Resource Requirements

The funds provided are to support program

youth and may not be used to equip program

offices. Reasonable expenses include transportation, food, rental equipment, site rental, ticketed

admission, and workshop instruction. Examples

of inappropriate expenditures are personal computers, sports equipment purchases, personal

clothing items, and purchases for any other 

program. 

The approved budget plans for Phase I and

Phase II are the basis for the transfer of funds

from EOWS to the local U.S. Attorney’s Office.

An interim fiscal report of expenditures is

included in the Phase I final report, and a final

fiscal report of expenditures is included in the

Phase II quarterly report. With EOWS approval,

Phase I surplus funds may be reprogrammed

to support Phase II activities. 

Community Linkages

and Support 

Developing linkages between the local DEFY

partner and the community is a very important

aspect of DEFY. Community linkages and

involvement ensure benefits such as assistance

in identifying additional resources, locating

youth for program participation, and recruiting

volunteer mentors and program staff, as well

as gaining the community’s acceptance of the

program.

The objectives for receiving community support

of DEFY are to 

t Strengthen the bond of the partnering command, local U.S. Attorney’s Office, and 

community. 

t Increase the resources available to the DEFY

program. 

t Encourage involvement and participation

from community leaders and organizations. 

t Develop a reciprocal relationship—DEFY

benefits from the community and the community benefits from DEFY. 

Community support can take many different

forms and can come from many different parts

of the community—businesses, schools, and

nonprofit and service organizations. By building

linkages with these resources, the program

coordinator can enhance the DEFY program’s

resources and increase opportunities for community participation. Early in the planning

phases, the program coordinator should put

a plan into action for obtaining community 

support.
Develop Planning/

Implementation Timeline 

The DEFY program timeline is an essential tool

to ensure that each of the planning and implementation program components meets desired

objectives. A suggested Planning/Implementation

Timeline is provided in appendix B. 

Solidify Local Partner Support 

A successful DEFY program requires broadbased support from both military and nonmilitary partners. Active support from a base

commander, a U.S. Attorney, or their counterpart in another partnering organization may

facilitate all areas of program planning and 

execution, including staff and mentor recruitment; procurement of equipment and supplies;

arrangements for space, meals, and transportation; and public affairs support. 

Support from unit or commanding officers, department heads, and other management staff

also is essential to the success of a DEFY program. Soon after being appointed, the program

coordinator should arrange a briefing with the

base commander, U.S. Attorney, or their counterpart for these key personnel. The purpose of

the briefing is to demonstrate the partnering

organization’s support of DEFY and introduce

the program coordinator to partner personnel.

The program coordinator should then provide

an overview of DEFY.

The following are recommended briefing topics:

t DEFY history, goals, and objectives.

t Information regarding the youth to be 

recruited. 

t Benefits to DEFY youth.

t Benefits to the partner. 

t Benefits to volunteer staff.

t Benefits to the community.

t Type of assistance provided by EOWS. 

t Requirements of the local partners.

t Relevant policy issues, including release time,

travel, legal considerations, and liability. 

Additional briefings may be required to increase

awareness and generate support for DEFY within the partnering organizations.

Additional strategies to build partner support

include

t Publicizing DEFY.

t Informing key people who may be able to

facilitate planning and secure commitments.

t Creating a bulletin board in public facilities

(e.g., libraries, recreational centers, elementary schools) and posting messages, clippings,

and pictures about DEFY to increase public

awareness for children and their parents.

Recruit Community Support

and Participation 

Community support is another essential component of a successful DEFY program. The community, after all, is where DEFY kids live, go to

school, and play, and it is where many of your

staff and mentor volunteers live and work. The

community contains many valuable resources

Chapter VII. DEFY Planning Phase

35

s
36

Weed and Seed DEFY Program Management Guide

that can make the planning staff’s job easier

and the overall DEFY program more successful.

Community support should be sought early in

the planning process and continue as an ongoing activity of the program coordinator.

There are six key elements of successfully

recruiting community support.

Identify Key Organizations and Leaders

Every community has a variety of city, county,

and not-for-profit agencies and organizations

that provide services for youth. In addition,

funding organizations such as United Way and

service and fraternal organizations such as

Rotary and Elks clubs provide financial and

other types of support to agencies serving

youth. Businesses and private corporations may

donate products and in-kind services. Many

communities also have a volunteer services

agency that helps connect volunteers with 

community service projects. 

Schools generally have a variety of services and

resources for children and their families. The

program coordinator should begin to familiarize

himself or herself with the resources available

in the DEFY community. Some of the key

groups, organizations, and individuals found

in most communities include the following: 

t City/county youth services.

t Drug-Free Schools coordinator and family

services coordinator of the local school 

district.

t Police department’s D.A.R.E.® officer, 

community-oriented policing coordinator,

school resource officer, or crime prevention

coordinator. 

t United Way. 

t Big Brothers/Big Sisters. 

t Boys & Girls Clubs.

t YMCA/YWCA and community centers. 

t Local alcohol and drug abuse prevention 

programs.

t Chambers of commerce. 

t Local businesses. 

t Churches. 

t Parent-teacher associations.

t Fire departments. 

t Service clubs and fraternal organizations. 

Contact Key Organizations and Leaders

As a new program in the community, DEFY

must to be introduced to those programs, organizations, and individuals who offer services for

youth. In addition to familiarizing community

members with DEFY, the program coordinator

should assure them that DEFY wants to supplement, not replace, community programs and

that he or she wants to collaborate, not compete, with them. 

Unfortunately, the competition for limited funds

makes some local programs wary of all new

programs. A good place to begin is with the

local school district’s Drug-Free Schools coordinator, the youth services agency, or the United

Way’s youth program coordinator. They should

be knowledgeable of the network of community

resources and programs and helpful in identifying those that may be beneficial to DEFY. Another way to elicit otherwise reluctant support

from other youth programs is to explain the outplacement component of DEFY and that the

youth programs in the community are often the

programs DEFY graduates are referred to for

outplacement.

Meet With Potential Resources

The next step is to meet with each potential

resource. This can be accomplished by hosting a
37

Chapter VII. DEFY Planning Phase

meeting for all of them at one time or participating in a meeting that most of them would be

attending. The latter is usually the easiest and

least time consuming. Many community organizations sharing a common interest get together

regularly to collaborate on specific projects. The

program coordinator should ask for time on the

agenda to introduce and provide a brief overview of DEFY.

Inventory Community Resources

As the program coordinator becomes familiar

with the resources available in his or her community, he or she should create an inventory of

resources and contact people. The names on

this list should be added to the key contacts list

of people who receive regular updates on DEFY

activities and events, press releases, and success

stories. The program coordinator should make a

special effort to identify community programs

and services to which Phase II graduates can be

referred for outplacement. 

Solicit Community Support

One way to enlist support from community

leaders is to reach out to the Weed and Seed

Steering Committee. This group can assist the

program coordinator in gaining community

input and support for the DEFY program. For

the program coordinator, the steering committee

represents a group of key community contacts

providing advice, contacts, and support. Two

keys to successful community support presentations are to show the potential supporters the

mutual benefits realized from DEFY and to creatively explore ways in which the potential supporters can be of assistance.

Develop Media Contacts

The program coordinator should seek partner

public affairs support to develop local media

contacts for DEFY. Press releases and positive

stories have tremendous influence on community acceptance and support of DEFY. They also

help facilitate youth and mentor recruitment.

The program coordinator should keep in mind

that Federal law prohibits military and Federal

employees from soliciting money from private

organizations. In questionable situations, the

appropriate staff judge advocate office or the

ethics officer of the local U.S. Attorney’s Office

must be consulted. 

Adapt DEFY

Background 

Each local host site should adapt the DEFY program to accommodate its specific needs and

resources. The program coordinator is encouraged to plan activities that take advantage of

unique features of the host site and vicinity.

A second, equally important reason to adapt

the DEFY program is time. The schedule should

allow sufficient time for relationships to develop

between youth and their team leaders/assistant

team leaders and for lessons and activities to be

conducted as designed. DEFY lessons go beyond

a simple presentation of facts. They are designed

to engage youth in discussion and thought,

make them question their attitudes and perceptions, and expose them to the positive values of

their adult leaders/facilitators. The lessons also

are intended to progressively build on each

other. Therefore, the schedule must allow sufficient time to complete the objectives for each

lesson. Camps that schedule too many lessons

and activities too close together shortchange

the youth and staff, and the success of the

DEFY program.

The program coordinator, together with the other

members of the planning staff, should begin

adapting the local DEFY program soon after

returning from the DEFY training workshop.

Analyze Resources

Once familiar with the DEFY Phase I Youth

Curriculum and Phase II objectives, planning

staff should analyze the available resources and
38

Weed and Seed DEFY Program Management Guide

compare them to the program model’s requirements. In this process, the availability of

resources should be examined, to include the

following: 

t Physical fitness activities/physical challenges:

Space, personnel, and equipment requirements need to be examined to match potential fitness or challenge activities to available

resources.

t Educational trips and special events: A careful

examination of the host site and the surrounding community should be completed to

identify possible educational trips and special

events that will be of interest to DEFY youth

and can reinforce DEFY program objectives.

t Workshops: Workshops for Phase II should be

chosen after analyzing personnel and equipment requirements for the suggested workshops. Program coordinators should develop

and implement workshops for Phase II that

fulfill the DEFY objectives. 

Modify Program

To maintain program integrity, the four major

topic areas identified in the youth curriculum

must be covered by every host site (refer to

chapter II, specifically tables 1 and 2). Program

modifications that compromise the DEFY mission or weaken a local program’s ability to realize the DEFY objectives are not permitted. The

DEFY mission and objectives shall take precedence over the needs of local DEFY partners and

should govern decisions on program modifications based on such needs. 

Program activities that may be modified include

physical fitness activities/physical challenges,

tours and educational trips, and Phase II workshops and special events. Depending on facilities, the program also may include activities that

have not been presented in the model. The program coordinator should try to identify community activities that are free or low cost to

promote ongoing participation in such activities

following DEFY.

Once modifications are completed, a second

audit of resource requirements should be conducted to ensure that all necessary resources

are available before the program is finalized.

Develop the Schedule

Once the modified DEFY program is finalized,

the program coordinator and planning staff

should develop the DEFY schedule. 

The schedule for Phase I should cover the content of the four topic areas identified in the

youth curriculum and include one or two educational trips (refer to chapter II, specifically

tables 1 and 2).

The schedule for Phase II should include one

special event and one workshop for each month

(refer to sample Phase II Budget Request in

appendix B).

For each planned activity, an alternative activity

should also be planned. The alternative activity

can be implemented when weather, an instructor’s illness, or other unforeseen circumstances

require that the planned activity be canceled. 

Prepare Logistics Plan 

Following the adaptation of the Phase I Youth

Curriculum and Phase II objectives, the program

coordinator should prepare a logistics plan. The

logistics plan should identify specific materials,

equipment, space, transportation, and personnel

needs for each activity to be implemented for

each day of the Phase I camp and for each

workshop and special event for Phase II.

Prepare Youth Recruitment Plan

To recruit the optimal number of DEFY youth, a

youth recruitment plan should be developed and

implemented. Youth recruitment processes
39

Chapter VII. DEFY Planning Phase

should begin at least 10 weeks before the beginning of Phase I. Programs that recruit through

the schools should begin at least 4 weeks before

the end of the school year. 

Criteria for Identifying Youth 

Background. DEFY is a youth preemptive prevention program designed to promote and support healthy lifestyles and prevent involvement

with drugs and gangs. The DEFY program

serves all youth between the ages of 9 and 12

(fourth to sixth grades). DEFY lessons and activities are designed to be developmentally appropriate for this age group.

DEFY is also an effective early intervention for

youth in the target age group who are at risk

for future involvement with drugs and gangs.

Ideally, the participants recruited and selected

for each local DEFY program will reflect the

diversity of the host community. 

At-risk youth. Program coordinators should take

steps to ensure that their recruitment and selection processes reach at-risk youth. The following risk factors are widely accepted indicators of

future drug and gang involvement:

t Living in a poverty area or an urban, 

high-density community.

t Family problems, e.g., lack of parental 

support or guidance. 

t Parent absence due to extended deployment

or other reason.

t Drug use or gang involvement by older 

siblings. 

t School failure or lack of interest and 

involvement in school. 

t Drug use and trafficking where the youth

lives.

t Incidence of gang activity where the youth

lives. 

t Incidence of crime and violence where the

youth lives. 

Additional selection criteria. Program coordinators also should establish selection criteria to

ensure that youth are physically, emotionally,

and socially capable of participating in the

DEFY program; are not safety risks to themselves or the other participants; and will benefit

from participation in DEFY.

Youth who have completed the DEFY program

are not permitted to attend a second time. This

component should be noted in all recruitment

materials and announcements to avoid creating

unnecessary expectations and disappointments.

(Exceptions have been made in remote settings

at the discretion of the program coordinator.)

Youth Recruitment Sources 

To begin the recruitment process, the program

coordinator should identify local agencies and

organizations that serve youth between the ages

of 9 and 12. Local elementary schools are a logical source for potential DEFY youth. Third- to

fifth-grade teachers are excellent referral

resources because they know the children and

their families and can recommend youth most

likely to benefit from DEFY. 

The program coordinator should assemble DEFY

Youth Recruitment Packets for distribution to

each potential recruitment source. The packet

should include a copy of the Parent/Guardian

Handbook to acquaint the potential recruitment

source with the program and provide recruitment fliers that can be posted on bulletin

boards. 

Recruit Youth 

The goal of recruitment is to generate a pool 

of applicants sufficient to provide the desired

number of qualified participants without turning

away large numbers of disappointed youth. A

typical Weed and Seed site has a maximum of
40

Weed and Seed DEFY Program Management Guide

40 youth participants in a DEFY camp; however,

camps may be successful with fewer participants.

Most camps must recruit between 15 and 25

percent more youth applicants than available

places to account for natural attrition due to

youth failing to meet admission criteria, family

factors, change of interest, and so on. First-time

program coordinators are advised to take advantage of the experience of other program coordinators in their region to plan and execute a

successful recruitment campaign. 

Application process. Applications should be

reviewed by a selection committee selected by

the program coordinator and the camp director

to determine whether they meet the established

selection criteria. The selection committee determines the eligibility of all accepted applications

in a manner that avoids any perceptions and

allegations of discrimination in the selection

process. 

The selection committee should ensure that all

application rejections are based on objective

selection criteria and that the reason for rejection is documented and kept along with the

application in confidential program files. The

selection committee should select at least five

applicants for a waiting list in the event of cancellations.

The program coordinator should notify the parents of all applicants to inform them if their 

children have been accepted or rejected. All

accepted and wait-listed applicants should

receive notification of their status and a copy of

the Parent/Guardian Handbook with forms to be

completed by the youth or youth’s parents or

guardians. 

Required documentation. The following are

required:

t Youth Acceptance Letter: The Youth Acceptance

Letter invites parents and guardians to attend

a DEFY orientation. This letter should make

it clear that parents and guardians are to

complete the registration forms and deliver

them to the program coordinator by the 

conclusion of the parent/guardian orientation

event. 

t Registration forms:

; Youth Application.

; Rules of Conduct/Youth Agreement.

; Parent/Guardian Fact Sheet.

; General Consent Form.

; Youth Health Information/Certification of 

Good Health/Permission To Treat Form.

; Sunrise/Sunset Pickup/Dropoff Form and

Behavioral Contract for DEFY Youth (for

informational purposes only). 

Orientation Event

The parent/guardian orientation event is a critical kickoff activity for the DEFY program. At this

time, parents and guardians meet DEFY staff

and learn what the program is about. The orientation is an opportunity for the program coordinator and staff to inform parents that DEFY is

not just a program that does things for children:

the DEFY program does things with children and

their parents. Parents should be invited to form

partnerships with the DEFY staff and mentors

over the next year and beyond to build the character, leadership skills, and confidence their children will need to lead healthy, drug-free lives. 

All parents or guardians must attend the DEFY

orientation. The orientation should be thorough,

allowing sufficient time for staff to share all

the necessary information and for parents and

guardians to ask any questions that they may have. 

The orientation should include the following

components:
41

Chapter VII. DEFY Planning Phase

t Introduction to DEFY staff. 

t Brief explanation of the benefits of DEFY. 

t Brief profile of the military base or site where

Phases I and II will be conducted. 

t Brief statement of commitment by the U.S.

Department of Justice and local partners to

DEFY and to the community. 

t Explanation of the highlights, schedules, and

rules of DEFY. 

t Questions from parents and guardians. 

t Assistance in completing all necessary 

registration forms.

t Overview of community resources available

to parents and families. 

t Tour of the facilities (if practical). 

t Light refreshments and time for socializing. 

While the orientation is still in progress, registration forms should be briefly reviewed by

DEFY staff for completeness and to doublecheck

that each youth can effectively participate in

scheduled DEFY activities. If the registration

forms are not completely filled out, they must be

completed by the end of the orientation. Have

extra forms on hand in case parents forget them.

It may be necessary to have translators and registration forms available in other languages if a

significant number of parents cannot understand, read, or write English.

Efforts should be made to emphasize that parents and guardians are welcome to observe

DEFY activities or programs at any time and

that they are welcome to take pictures. The

camp director may want to discourage parents

from attending certain training sessions if he or

she feels that having parents present would distract youth from the lesson. Staff also should

stress that DEFY intends not to take the place

of parenting but to enhance it. Parents and

guardians should be made to feel that they are

critical to the success of the DEFY program. 

Extra copies of the Parent/Guardian Handbook

should be available to ensure that every parent

and guardian has a copy.

The orientation should be offered twice—on two

different evenings or once during the day and

once in the evening—to make the session more

accessible to working parents and guardians. 

Prepare Personnel Plan 

Once the program coordinator is selected by

the U.S. Attorney or designee, he or she should

immediately begin recruiting Phase I planning

staff, consisting of a camp director (if different

from the program coordinator) and training/

operations officer. The mentor coordinator also

should be recruited early so that mentor recruitment can begin well in advance of Phase II. It is

recommended that mentor selection be completed in time for mentors to visit Phase I camp and

meet the youth. 

General Selection Criteria for 

DEFY Staff and Mentors

Volunteers. All staff and mentors must be 

volunteers. 

Skill requirements. Final applicants for all staff

and mentor appointments should possess skills

to match the requirements of the specific position as outlined in chapter V and be able to

meet the following selection criteria: 

t Physical requirements: Phase I camp usually

consists of several full days of physical activity under summer conditions. Phase I candidates should be physically fit and capable of

participating in the physical fitness/physical

challenge regimen. Phase II physical requirements are far less demanding. Phase II staff
42

Weed and Seed DEFY Program Management Guide

and mentors should be able to fulfill any

physical requirements of scheduled activities

and be able to model the merits of physical

fitness to the youth. 

t Availability: All candidates should be available

to participate fully in all DEFY training and

activities. Candidates for positions should be

made aware of the time commitments

required for participating in DEFY. 

; Phase I involves attendance at staff/mentor training, parent/guardian orientation,

the entire camp session, nightly staff

debriefings, and a wrap-up debriefing at

the end of camp.

; Phase II involves 8 hours of orientation

and training, 4 hours of monthly activities

each month during the school year, and a

wrap-up debriefing session.

t Personal characteristics: All candidates should

enjoy working with 9- to 12-year-old youth

and be capable of developing caring, positive

relationships with them. Dealing with youth

can be a challenging, exhausting, and sometimes frustrating experience, especially in a

summer camp environment. Selected staff

and mentors should be energetic, enthusiastic, and flexible. Phase I residential staff

should be aware of expectations related to

sleeping, rooming, showering, eating, and so

on and agree to accept the camp conditions. 

t Role-model characteristics: All staff and mentors should embrace and support DEFY’s 

primary mission to develop youth character,

leadership, and confidence so that they

engage in healthy drug-free lifestyles. Candidates should be willing to teach by example

and be honest and reliable, and display good

judgment. They should maintain a positive

outlook, demonstrate a cooperative spirit, be

respectful of others (adults and youth), exercise good manners, and display a willingness

to work hard. Candidates should also recognize that as a drug-abuse prevention program, tobacco and alcohol use are not

acceptable during the DEFY camp and in

the presence of the youth. 

Adult Certification 

All adults who lead DEFY lessons and activities

and who come into direct contact with youth

must be certified in accordance with DEFY procedures (see appendix A).

Position-Specific Recommendations 

for DEFY Staff and Mentors 

In addition to the general staff selection criteria

identified in this chapter, the following positionspecific criteria are recommended for each staff

position (all DEFY program staff assignments

require the approval/recommendation of the

position’s parent command/supervisor):

t Camp director 

; Has demonstrated organizational skills.

; Has working knowledge of the host site 

operations and personnel. 

; Has working knowledge of the principles

and practices of positive discipline. 

; Has working knowledge of Emergency

Action Plan implementation.

; Has the ability to manage multiple complex tasks concurrently.

t Training/operations officer 

; Has experience and understanding of

training principles and skills.

; Is knowledgeable about the developmental

characteristics of 9- to 12-year-old youth

and the special developmental requirements of this age group. 
43

Chapter VII. DEFY Planning Phase

; Can provide leadership, direction, and

support to team leaders so that they may

effectively lead lessons and activities for

9- to 12-year-old youth.

; Demonstrates problem-solving, logistics

management, and crisis-management

skills. 

t Team leader/assistant team leader 

; Has supervisory skills to direct youth

in planned activities and emergency 

situations. 

; Is capable of directing, encouraging, and

using appropriate positive discipline

methods with youth. 

; Is an enthusiastic and energetic leader.

; Has previous experience working with

youth between the ages of 9 and 12. 

; Possesses good interpersonal communication skills.

; Has an understanding of the DEFY 

curriculum subject matter. 

t Mentor coordinator

; Has the ability to develop good rapport

with mentors, parents/guardians, and

youth. 

; Is able to provide training, motivation, and

support to mentors.

; Has a basic understanding of mentoring 

principles and practices. 

; Has prior experience as a mentor or team

leader. 

; Has knowledge of community resources to

identify special events and subject-matter

experts. 

; Has experience and good judgment in

identifying programs and subject-matter

experts who are appropriate for DEFY

youth.

; Has demonstrated organizational skills. 

; Is detail-oriented and capable of handling

the planning and logistics involved in setting up workshops and special events. 

t Mentor

; Has training or experience working with

youth between the ages of 9 and 12.

; Is a good listener and has good interpersonal communication skills.

; Demonstrates a desire and ability to 

create caring, trusting relationships with

9- to 12-year-old youth. 

; Is reliable and willing to invest time and

energy in making the relationship with his

or her youth work.

Recruitment of DEFY

Staff and Mentors 

The goal of the recruitment process is to generate a pool of well-qualified candidates from

which to choose staff and mentors. The following recommended strategies can help the program coordinator realize this goal:

t Integrate recruiting with DEFY promotional activities: Recruiting DEFY staff can and should be

integrated with the program coordinator’s

efforts to recruit local partner and community

support (see discussion in “Recruit Community Support and Participation” earlier in this

chapter). Many of the activities outlined in

this chapter are also recruitment opportunities. Position descriptions and information

can be included in briefing packets and 

presentations.
44

Weed and Seed DEFY Program Management Guide

t Use designated facilities and community

resources: The program coordinator should

take advantage of military, governmental, and

community resources available through the

partnering organizations. Most organizations

have well-established systems and networks

for recruiting personnel. 

t Provide the facts: Because participation is voluntary and the time and emotional commitments are significant for both staff and

mentors, they must be given a clear understanding of the responsibilities and the time

commitment when they are recruited. Staff

and mentors need to know the 

; Nature of their roles and responsibilities.

; Amount of time involved. 

; Schedule of events, including appropriate

Phase I and Phase II training, orientations,

and graduation. 

; Resources and support available to them.

t Promote the benefits of DEFY participation: The

benefits of DEFY can be explained at presentations, posted on bulletin boards, and

included in publications to generate interest

and encourage recruitment. Examples

of recruitment materials are provided in

appendix B.

Screening and Selection of

Staff and Mentors 

Staff selection must be application based. All

Phase I and Phase II staff candidates are required to complete the Adult Staff/Mentor

Application (see sample included in appendix

B). The program coordinator should interview

all qualified candidates and check their references to determine those most qualified for each

position. The program coordinator and mentor

coordinator should work together to interview

mentor candidates and check their references.

The “Guide for Screening Staff” in the next section is provided to ensure that only qualified

staff are selected. In making staff and mentor

selections, the program coordinator should

ensure that the final staff and mentor selections

are representative of the cultures and genders of

the local DEFY youth participants. Staff and

mentors should have the language skills necessary to assist with translations and to facilitate

communication between the staff and mentors

and the youth and their families.

Once final staff selections are determined, the

program coordinator should promptly notify all

candidates, those selected as well as those not

selected, to inform them of their status. 

Guide for Screening Staff

Screening staff protects both the staff and the

youth participating in the DEFY program and

ensures that volunteers are placed in the roles for

which they are best suited. The following are

guidelines the program coordinator should use

when determining whether an individual is an

appropriate candidate for participation in Phase II.

Careful staff screening contributes significantly

to the success of the program, and diligence in

screening prospective staff members is critical.

Temperament. Many youth selected to participate in DEFY live in environments that place

them at risk for alcohol and other drug problems. These youth require attention, acceptance,

patience, and innovative and sometimes repetitive instructional approaches. If a staff member

has a low frustration threshold and cannot “roll

with the punches,” the resulting DEFY experience will be unsatisfactory both for the youth

and the staff member.

Judgment. Staff members often are called on to

make judgments on serious and sensitive issues.

They must be able to make mature decisions

and understand potential dangers and liability

when interacting with youth in DEFY activities.

They need to exercise sound judgment if they
want to promote success and minimize possible

liability.

Reliability. When screening staff members, the

program coordinator should carefully consider

each individual’s commitment to the program

and his or her demonstrated degree of dependability. DEFY youth need to know that they can

count on adults to fulfill promises and keep

appointments. DEFY youth are very disappointed

when a staff member arrives late or fails to

show up. This is a negative experience for the

youth, especially during Phase II. It also reflects

poorly on the local program partners.

Occasionally, plans must be postponed or canceled. Staff members must be reliable and notify

the program coordinator or mentor coordinator

in advance when a change of plans is required.

Advance notification allows DEFY staff to prepare participants for a change in plans and

make alternative arrangements.

Communication skills. To be effective, the staff

member needs to have good communication

skills. More important, the staff member must be

a good and patient listener who engenders trust

and confidence and encourages the youth to

express his or her thoughts and feelings. The

staff member also should be capable of communicating his or her thoughts, feelings, and ideas

in a clear and understandable manner. 

Behavior and attitudes. Staff members must set

an example for DEFY youth when it comes to

behavior and attitudes. The youth should be

able to see that adults exercise good manners in

their dealings with one another, accept responsibility freely, maintain a positive outlook, and

demonstrate a cooperative spirit. DEFY youth

should see the staff members embodying a good

work ethic, including punctuality; thoroughness

in completing assignments; respect for supervisors, peers, and youth; willingness to work hard;

and positive attitudes that foster cooperation

and morale.

Appearance. Physical appearance is as important as other screening criteria. Staff members

are role models for DEFY youth and represent

the military and civilian sponsors of the DEFY

program. A neat, clean appearance is important

for all military and civilian staff members.

Positive personal habits. Staff members must

demonstrate positive personal habits in their

capacity as role models. Personnel with alcohol

or other drug-abuse problems cannot participate in DEFY. Staff members who smoke should

be willing to refrain from tobacco use while they

are in the company of the youth program participants. Those who have a history of disciplinary

situations or poor work performance/selfdiscipline cannot be permitted to participate as

DEFY staff until they have adequately demonstrated that these conditions no longer exist. 

Youth and Mentor Match 

The mentor coordinator assigns each youth to a

mentor cluster of two or more adults. Research

shows that the key to creating effective mentoring relationships lies in the development of

trust.1 In addition, successful relationships in

which both the youth and adult mentor are most

satisfied share several characteristics:2

t The adult is able to identify areas in which

the youth needs help and is able to address

those areas in a way that the youth will

accept. 

1 Sipe, Cynthia L., Mentoring: A Synthesis of P/PV’s Research 1988–1995, Philadelphia, PA: Public/Private Ventures,

1996.

2 Styles, Melanie B., and Kristine V. Morrow, Understanding How Youth and Elders Form Relationships: A Study of Four

Linking Lifetimes Programs, Philadelphia, PA: Public/Private Ventures, 1992

45

Chapter VII. DEFY Planning Phase
46

Weed and Seed DEFY Program Management Guide

t The adult allows the relationship to be youth

driven in its content and timing.

t The adult waits for the youth to lower his

or her defenses and to determine when and

how trust will be established.

t The adult waits for the youth to signal if,

when, and how personal problems or 

challenges will be divulged. 

The mentor coordinator should try to gather

information and mentoring recommendations for

each youth from the camp director, team leaders, and assistant team leaders during the Phase I

wrap-up. He or she also should solicit information and recommendations from parents and

guardians. Time permitting, the mentor coordinator should get to know each youth and talk

with him or her about interests, needs, and

expectations. This information, together with a

profile of each mentor’s strengths, interests,

skills, hobbies, and experience, should facilitate

the creation of mentor clusters and the assignment of youth to each cluster. Mentor coordinators should not expect to make perfect matches

every time. Changes may be necessary for youth

and mentors to find optimal pairings.

Prepare Public Affairs Plan 

A carefully thought out public affairs plan is

invaluable for presenting DEFY’s “best face” to

the public. Specific media information is included in chapter XII, “DEFY Public Affairs.”

Prepare Operations Plan

Operations Plan Components

A detailed DEFY operations plan is required for

each day of Phase I and for each special event

or workshop presented in Phase II. The operations plan includes the following components:

t A detailed time schedule indicating the time

each activity is to begin and end.

t A roster of staff personnel who participate in

all activities (including staff meetings) and

individual assignments.

t A designation of the facility and required

equipment to be used for each activity. 

t A description of transportation arrangements

with the source of that transportation.

t A description of arrangements for meals,

including the menu for each meal or snack.

t A list of consumable materials needed for

each activity, including quantities required

and the sources of supplies. 

Time Schedule 

A specific time schedule of activities is required

for each day. The daily schedule should identify

each activity and indicate the beginning and end

times for that activity. Provisions must be made

for moving from one location to the next, for

regular rest periods and bathroom breaks, and

for site preparation and cleanup. (A common

mistake of first-time camps is to underestimate

the time required for movement and breaks.)

Provisions also should be made in the time

schedule for alternative activities, for example,

if weather prevents an outdoor event or if transportation is delayed. A sample Phase I DEFY

Camp Model Schedule is in appendix B.

An activity plan is required for each activity

included in the daily schedule. Generally, an

activity plan can be taken from the curriculum

lesson plan. Adaptation may be required to

accommodate the size of the group, facility limitations, or opportunities for physical challenge

activities, tours, or other highlight events. The

sequence and duration of activities are important. For example, a visit to a major event

should be scheduled so that the youth arrive in

clean clothes. Songs or other activities should

be planned in advance to occupy youth during

long bus rides. Some camp directors have
47

Chapter VII. DEFY Planning Phase

scheduled lessons for long bus rides with mixed

results. Seek the advice of experienced camp

directors before attempting to teach lessons on

a bus.

The timing of each activity is critical to maintaining the daily schedule. Whenever possible,

dry runs should be conducted with staff to

establish how much time is needed for youth to

walk between the classroom and the athletic

field, for example, or for a snack to be distributed and eaten. Generally, allow more time for

an activity than you expect it will take. Team

leaders may use brief waiting periods for small

skill-building sessions (e.g., those identified

in the curriculum under “Bag of Tricks”), but

allowing too little time for one activity can result

in successive delays for the remainder of the

day. Do not schedule any other activities during

meals or snack time because this prevents

socialization among the youth. 

Staff Roster

The names and the roles of the staff members to

be present at each activity must be specified in

the daily schedule. Each individual should clearly understand what preparation is needed and

his or her duties. Substitutes should be designated to fill in for any scheduled staff member

who may be absent. A sample Staff Roster is

included in appendix B.

Facility Selection 

The location of each activity must be specified

in the daily schedule. The location must be

reserved or set aside for DEFY. Each location

should be inspected in advance to ensure that

it is safe, that it is large enough for its planned

use, that bathrooms and drinking fountains are

conveniently located, that a telephone is readily

available for emergency use (cellular phones

qualify), and that the planned activity will not

disrupt other events scheduled for adjacent

areas or vice versa.

Transportation Arrangements 

Except in exigent circumstances, privately

owned vehicles should not be used to transport

youth during Phase I. Either chartered buses or

public transportation may be used. If public

transportation is used, a staff member must

accompany each group of youth. The operator

of the system also should be contacted in

advance to check on schedules, prepaid fares,

and how many individuals can be accommodated in each vehicle. If chartered buses are used,

sufficient seats should be available for all youth

and staff going on the tour. The Trip Checklist

(see appendix B) must be completed for each

trip away from the DEFY host site.

Eating Arrangements 

Nonresidential DEFY camp programs schedule

daily morning snacks, lunch, and afternoon

snacks. Residential programs, in addition, furnish breakfast, dinner, and an evening snack.

When appropriate, DEFY Phase II workshops

and special events also include a snack. Assistance in planning menus for meals and snacks

may be needed to determine appropriate quantities, to provide alternatives for youth who may

have food allergies or be on special diets, and

to select foods that meet commonly accepted

nutritional standards. Care must be taken to

consider both nutrition and taste when planning

menus.

Supplies/Equipment

All supplies and equipment needed to conduct

each activity must be identified and acquired.

Sufficient copies of youth curriculum materials

must be reproduced. With advanced planning,

many consumable items can be purchased in

bulk and at a low cost. The training/operations

officer is responsible for ensuring that the proper equipment is available for all aspects of the

program. A list of recommended supplies and

equipment is included in appendix B.
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Weed and Seed DEFY Program Management Guide

Plan Updating 

Each day’s schedule and accompanying activity

plans should be updated the afternoon before.

Previously postponed activities may have to be

rescheduled or other changes may be required

to adjust for inclement weather or unexpected

interruptions. New activities should not be

inserted into the schedule unless the needed

facilities, equipment, transportation, and supplies are available. If a sufficient number of

alternative activities has been planned in

advance, the likelihood is slim that some item

for the activity will have been overlooked.

Prepare Fiscal Plan

Phase I and Phase II require operating funds.

Program coordinators are responsible for developing and preparing budget plans and forwarding them to EOWS for approval, along with a

Request for Use of the U.S. Attorney Weed

and Seed Fund form signed by the local U.S.

Attorney. Program coordinators should first

seek no-fee activities or no-cost alternatives for

services to stay within the average per-child

amount authorized by EOWS for program implementation. EOWS forwards approved budgets

to the Executive Office for U.S. Attorneys LECC

Victim-Witness Program Staff for the transfer

of funds to the local U.S. Attorney’s Office. 

In planning Phase II mentoring activities, keep

in mind that workshops should be designed to

reinforce skills and techniques taught in Phase I.

Therefore, special events/activities must relate

to the workshops and topic areas discussed in

chapter III. (The workshops are the driving

force, not the special event.)

The budget plan must include all operating

expenses for the program. Program coordinators

should seek guidance from EOWS or other program coordinators, as necessary, to prepare the

fiscal plan; reprogram/reallocate funding from

one budget category to another, as deemed necessary, to implement the program successfully;

and consult with their local host site procurement person or comptroller to learn about

unique fiscal requirements or prohibitions.

Program coordinators should seek out this person as an adviser during the planning stage to

avoid the frustration of developing a budget

plan that, even if approved, cannot be executed

because of a fiscal restriction on use or transfer

of funds.

Prepare Emergency Action Plan

The program coordinator must develop an

Emergency Action Plan specific to the particular

facility or residential setting where DEFY activities occur. A sample Emergency Action Plan is

provided in appendix B. 

Prepare Medical/Dental Plan

DEFY staff certified in first aid and CPR must be

present at all times to handle medical emergencies. The DEFY program coordinator is responsible for ensuring that staff and youth receive

emergency and humanitarian medical/dental

services when participating in a DEFY program

on a military facility, should they be needed.
49

s

Phase I—Staff Training and

Orientation

All Phase I staff must attend Phase I staff training designed to provide orientation, knowledge,

and the skills needed to implement the DEFY

Phase I curriculum. The training provides a theoretical grounding in child development and at-risk

youth behavior and basic information on drugs

and gangs. Staff participate in role-playing exercises on disciplining and counseling youth and

helping youth help one another. The DEFY curriculum is reviewed, and team leaders/assistant

team leaders have an opportunity to practice

presenting curriculum units and receive feedback on their presentations. Basic CPR certification/recertification training may be provided.

Program coordinators must ensure that staff and

mentor training covers all subjects addressed in

the Staff/Mentor Handbook and any other subjects deemed necessary by program staff. 

The training/operations officer or other subject

matter experts identified by the training/operations officer conduct the staff/mentor training.

The program coordinator, on the recommendation of the training/operations officer, may

exempt selected staff from training on topics

for which they have demonstrated expertise.

If possible, staff/mentor training should be 

completed not more than 1 month prior to the

beginning of Phase I. Staff/mentor training can

be scheduled to accommodate local needs. 

Phase I—Implementation

Phase I should be an enjoyable and stimulating

experience. Youth acquire new skills and attitudes that create a foundation for continued

growth during Phase II. In addition to selecting a

qualified staff, three other ingredients are essential to a successful, safe, and enjoyable DEFY

Phase I camp: training, planning, and careful

supervision.

The training/operations officer, program coordinator, and camp director are responsible for

Phase I program oversight. In addition to concerns for youth safety, adherence to the schedule, and managing logistics, senior staff need to

be alert to signs of problems and to intervene

appropriately. Appropriate command-and-control

practices should be in place. 

Regular staff meetings should be held to review

the schedule and activities, to acknowledge

problems and weaknesses, and to suggest solutions. Staff meetings also should be used to

monitor DEFY operations in general and staff

performance, youth relationships, and classroom

disturbances (discussed below) in particular. 

The Incident/Injury Report is a record of any

incident involving injury to a youth, loss of a

youth’s property, or damage caused by another

youth; disciplinary action taken against youth or

staff; suspected child abuse; and any other significant event. The report provides a commandand-control technique to monitor youth

relationships. It also is a means to monitor

youth relationships and classroom disturbances

and is the basis for dismissal and/or referral. 

Critical Areas

Several areas in particular should be monitored

closely. If problems are detected, quick action is

necessary.

Chapter VIII. DEFY Implementation Phase
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Weed and Seed DEFY Program Management Guide

Staff Performance 

A central design feature of DEFY is staff who are

effective role models for youth in at-risk environments. Despite having volunteered and

received training, not all staff may possess the

patience, warmth, leadership, and other qualities expected of DEFY role models. Youth are

likely to test team leaders/assistant team leaders

using disruptive behaviors, taunts, misrepresentations, and other challenges. Staff who respond

inappropriately may lose the trust and respect

of the youth and their credibility. Reminders to

staff, or even a helpful afterhours discussion,

may be needed to strengthen staff role-modeling

performance. 

Disruptive Behaviors 

Most youth at the age targeted by DEFY have

not yet developed the interpersonal skills that

characterize teenagers and adults. They may be

immature, form exclusionary cliques, attempt to

dominate other participants, resort to aggression, and vie for the attention of their peers and

team leaders. However, the DEFY experience

does not categorize “winners” or “losers.” Each

youth should learn that he or she is a distinct

and valued person. Team leaders/assistant team

leaders should address problem behaviors using

positive discipline techniques, the goal of which

is to confront the undesirable behavior and use

the incident as an opportunity to establish a

relationship with the youth. (Additional information is provided in chapter XI.)

Classroom Management 

Youth at this age are not willing to sit still for

long periods if the activity does not engage them

or hold their attention. This is especially so in

the summertime, when they would rather be

outside playing. Presentations should therefore

be interesting and interactive. Effective classroom management is essential to maintain

order, discipline, and mutual respect. It should

be an established norm in the DEFY camp that

all classrooms are orderly, and all students are

respectful of teachers and other students. Any

breakdown in discipline must be dealt with

promptly, consistently, and effectively. A minimum of two adults shall be in the classroom 

at all times. If one or more students become 

disruptive, one instructor should address the

disruption and the other should continue the

lesson to demonstrate that the instructors, not

disruptive students, control the classroom. 

Phase II—Staff Training and

Orientation

Mentor Coordinator Orientation

The program coordinator presents the Phase II

program orientation to the mentor coordinator.

The orientation is held shortly after personnel

for both positions have been identified, approximately 1 month prior to Phase I implementation.

Because only two individuals are oriented at

each site and some of the topics may have been

covered during the recruitment and selection

process, this orientation is less formal than the

Phase I staff training. Ample time is allocated for

questions and discussion. 

The orientation consists of the following: 

t A brief history of DEFY, a program description, and the DEFY goals and objectives.

t An overview of the DEFY Phase I curriculum,

including objectives for the modules and

types of planned activities.

t A detailed description of DEFY Phase II,

including principles and practices of effective

mentoring programs.

t An overview of effective mentor recruitment,

screening, and management practices.

t A detailed description of the roles and

responsibilities of each position.
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Chapter VIII. DEFY Implementation Phase

t An introduction to the administrative duties

for each position.

t A review of each suggested Phase II workshop module and special events.

Additionally, the mentor coordinator is encouraged to attend at least part of DEFY Phase I

camp. Phase II staff must observe the training

and group dynamics of Phase I and get to know

the youth who will be in Phase II. The amount

of time they are able to spend attending Phase I

depends on their own schedules.

Mentor Orientation 

All mentors are required to attend an 8-hour

orientation and training session prior to initiation of the mentor-youth relationship. The purpose of the mentor orientation is to provide an

overview of the DEFY program and an understanding of the important role mentors play in

realizing the program’s goals. Mentors review

their roles and responsibilities and have an

opportunity to ask questions regarding program

policies, procedures, and expectations. The

training focuses on the skills necessary to develop and maintain positive, caring, mutually satisfying relationships with youth. Mentors have an

opportunity to practice their newly acquired

skills and to ask questions about any concerns

they may have. 

The mentor coordinator conducts the mentor

orientation. It is recommended that the mentor

training be held shortly prior to the first mentoryouth meeting. 

Phase II—Implementation

Phase II is a period of continuous reinforcement

of the new attitudes, skills, and outlooks participants acquired during Phase I. The success of

DEFY Phase II depends on the establishment

and maintenance of trusting and caring relationships between mentors and youth. 

The Youth Action Plan (located in the youth

workbook in the Phase I Youth Curriculum) can

be a useful tool to help mentors “break the ice”

with youth. It lists up to 10 objectives developed

during Phase I that the youth has committed to

achieving. Examples are exercising at least three

times per week, tutoring a younger sibling, taking responsibility for having clean clothes, reading a book each month, organizing a trash

pickup in the park, avoiding youth who use

drugs or belong to gangs, and sticking to a

weekly study schedule. Mentors can ask about

and be supportive of Youth Action Plan accomplishments, offer guidance and suggestions for

reaching targets, and help restructure selected

objectives when necessary to make them more

attainable. Helping participants reach as many

of their Youth Action Plan objectives as possible

is important for their self-esteem and future

growth.

The Youth Action Plan should be used as a tool

to get youth talking about themselves and their

interests. This communication helps ensure that

the mentor-youth relationship is youth focused

and directed and provides the mentor with an

opportunity to demonstrate his or her listening

skills. Both are important components of successful mentoring relationships. 

The mentor coordinator has primary responsibility for Phase II oversight. The mentor coordinator’s principal duties are to monitor mentor

cluster contacts, provide guidance and assistance to mentors, and replace mentors when

needed through additional recruiting and training or through reassigning or coassigning mentors. The mentor coordinator also must assist in

providing temporary substitute mentors when

necessary, either by doubling up or by assigning

alternative mentors. 

Mentors must recognize that they have a commitment to the youth with whom they are paired

as well as to the DEFY program. Any loss of
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Weed and Seed DEFY Program Management Guide

trust by a youth during Phase II can offset benefits accrued thus far. Followup should occur

whenever a youth appears to be withdrawing

from the program during Phase II or when a

mentor’s contact reports indicate that contacts

are diminishing in frequency or quality.

When appropriate, one or two meetings for

mentors should be scheduled during the year

to motivate them, refocus their efforts, and provide opportunities to talk about problems, raise

issues, or ask questions. It is important, for

example, to remind mentors that some youth

take longer than others to open up and trust

others. In many cases, the mentor has to take

on most of the responsibility for creating and

maintaining the relationship. 

Mentor coordinators are responsible for maintaining the schedule of special events and for

organizing transportation, admissions, snacks,

speakers, facilities, or other resources needed

for a scheduled event. Workshops and special

events should facilitate and support the mentoryouth relationships, as well as DEFY’s leadership training objective, and build on the skills

the youth developed in Phase I. Whenever possible, youth should have an opportunity to provide input and choose activities that interest

them. One strategy is to offer youth a selection

of activities from which to choose. The mentor

coordinator also should take cost and logistics

factors into consideration.

Special attention must be given to the graduation scheduled at the end of Phase II. This

event is more than an award ceremony for those

who have successfully completed the DEFY 

program—it represents a change in a youth’s

strong attachment to his or her mentors.

Mentors should properly prepare youth for this

farewell event, and the graduation itself should

be a memorable occasion. Youth should be 

recognized for their accomplishments during

Phase II and throughout the DEFY program.

Recognizing the transition in this positive way in

an event attended by all mentors, participants,

and participant family members may help youth

accept the termination of their DEFY relationships.

Outplacement 

Outplacement is the process of matching youth

needs with community resources. It begins with

knowledge of the DEFY youth and his or her

strengths and weaknesses, interests, talents,

and special needs or circumstances (such as

being from a single-parent family). The program

coordinator should then attempt to match youth

needs with available community programs and

services. The Weed and Seed Steering Committee can be used to help identify appropriate 

outplacement resources for DEFY youth, for

example, Boys & Girls Clubs of America programs.

Outplacement is recommended for all DEFY 

programs. The program coordinator works to

identify an appropriate outplacement referral 

for every DEFY graduate. Outplacement is

one important way to ensure that the gains

made during Phase I and Phase II do not erode

over time.

Once a match has been made for each youth,

the program coordinator should provide the parent or guardian with all necessary outplacement

enrollment information and applications. The

program coordinator should closely monitor

each DEFY graduate’s progress until he or she

is successfully enrolled in an outplacement program. DEFY staff must make all reasonable

efforts to involve each youth in an activity after

completion of DEFY.

The mentor coordinator can schedule an outplacement orientation near the end of Phase II

for parents/guardians and youth, at which

potential outplacement referral organizations

can provide information about their programs

and services and sign up youth. 
53

Chapter VIII. DEFY Implementation Phase

Parent/Guardian Involvement 

Parent/guardian involvement is another important component of DEFY; it ensures that the

gains made during Phase I and Phase II are

maintained. Educators and health and human

service professionals have recognized parent/

guardian involvement as the single most important contributor to achieving educational success and preventing drug and gang involvement.

The DEFY program should attempt to actively

involve parents/guardians and encourage and

support their involvement during the program.
Reporting procedures for DEFY are designed to

minimize record keeping while providing the

documentation needed for program control,

evaluation, and legal safeguards. All DEFY staff

should be aware of reporting requirements and

be responsible for ensuring the completeness,

accuracy, and timeliness of program reports.

Purpose 

Program Control 

EOWS, under an MOU between the U.S.

Department of Justice and the Department of

the Navy, has established standards relating to

staffing, facilities, and curriculum for DEFY.

EOWS provides financial support, program curriculum and other materials, and technical assistance. Each program must establish and maintain

record systems that provide accountability. 

Legal Safeguards 

Various military, State, and Federal regulations

govern activities involving youth to ensure their

safety and well-being. Staff certification, maintenance of adequate records of contact with

youth, and documentation of all events concerning possible injury, abuse, and neglect affecting

youth are essential. 

Phase I Reporting 

Responsibility 

Recording and reporting for Phase I usually are

the responsibility of the camp director, but all

staff must be alert to reportable events and must

be diligent in maintaining necessary records.

Youth Roster

A Youth Roster must be prepared prior to the first

day and maintained daily throughout Phase I.

A sample Youth Roster is included in appendix B.

The camp director is accountable for the whereabouts of all youth while they are in DEFY’s

custody and is responsible for the accurate

completion of the Youth Roster. For nonresidential camps, the roster contains each youth’s

name, the time in the morning when custody of

that youth begins, and the time in the afternoon

when the youth is released to a parent, a

guardian, or another designated person.

A headcount is mandatory whenever transportation is used for moving youth from one location

to another, whenever youth return from activities in which they were divided into small

groups or worked individually, and whenever

youth are involved in a tour or other activity

away from the DEFY site. 

Detailed records should be maintained explaining any irregularity such as the reason for a

youth’s absence, if known, the reason a youth is

excused from an activity (such as for first-aid

treatment), or the disposition of a youth at the

end of the day if the parent or designated substitute does not arrive at the dropoff point.

Staff Roster 

A roster of DEFY staff must be prepared each

day showing the time each staff member reports

and the time each is dismissed. The roster also

should indicate each person’s assignments for

the day. A sample Staff Roster is included in

appendix B.

Chapter IX. Reporting Requirements 

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Weed and Seed DEFY Program Management Guide

Disciplinary Action

DEFY does not permit physically disciplining

any youth, the use of punitive assignments (e.g.,

cleanup assignment above the youth’s abilities),

or verbally abusive reprimands. 

Youth who are disruptive or engage in unacceptable behavior are taken aside by the team

leader or other staff for constructive counseling

and problem resolution. Disciplinary actions for

youth are explained in the Staff/Mentor Handbook.

The Incident/Injury Report is used to record a

disciplinary action.

The Behavior Contract included in the Parent/

Guardian Handbook is also a disciplinary tool

designed to remind youth of the rules they

agreed to at the beginning of DEFY. The

Behavior Contract should be filled out by each

youth during a counseling session. When a

youth’s continued disruptive behavior results in

his or her being sent to the camp director or

program coordinator, the youth must be told

that his or her behavior yields two options: correct the behavior or be dismissed from DEFY.

Dismissal, although rare, does occur. Records of

all disciplinary counseling sessions are needed

in case a youth’s continued disruptive behavior

requires dismissal. Records should indicate the

date and time, the names of the disruptive youth

and staff person recording the incident, the incident that occurred, the action taken, and the

length of the disciplinary action. Parents or

guardians should be notified immediately of a

youth’s dismissal.

Incident/Injury Reports

All incidents involving injury to a youth, loss

of a youth’s property, or damage caused by a

youth must be described fully in an Incident/

Injury Report (see sample in appendix B). The

completed Incident/Injury Report is given to 

the camp director. The report must describe the

relevant details of what occurred. In case of

injuries, all medical assistance given must be

described or refusal of assistance noted. If property is involved, the circumstances and value of

the item or damage to it must be provided. All

transportation accidents must be reported to the

camp director even if there are no injuries.

An Incident/Injury Report also must be prepared

if a youth becomes ill while in the custody of the

DEFY program. Nonmedical DEFY staff are not

authorized to provide medical assistance except

in emergency situations while waiting for medical help. Illnesses of any kind should be

referred to the medical facility specified in the

site’s DEFY medical plan. Youth similarly shall

not be permitted to possess or self-administer

medications. All youth requiring medication

must submit a Youth Health Information/

Certification of Good Health/Permission To

Treat form signed by their parent or guardian

indicating the type and daily dosage of necessary

medication, including any special instructions. All

medications are kept, and their administration

supervised, according to the procedures outlined

in chapter VI under “Types of Services Needed.”

Abuse Reports 

All States require mandatory reporting of suspected child abuse. Any DEFY staff person with

reason to suspect child abuse must immediately

and completely document all observations on

the Incident/Injury Report and give it to the

camp director or program coordinator, who shall

immediately file a report either with the local

police or a community social agency, as

required by State law. 

Final Report 

Each site is required to prepare and submit a

final report to EOWS within 30 days of completion of Phase I. This report should be a standalone document that provides an accurate
57

Chapter IX. Reporting Requirements

description and analysis of Phase I. The final

report should

t Identify the site, date, and location of camp. 

t Identify the number of youth and number of

staff/mentors. 

t Summarize accomplishments in Phase I planning, staff training, and operations; discuss

program successes, observed weaknesses,

and lessons learned;3 and recommend

improvements. 

t Describe any incidents (e.g., injuries) or

problems and how they were resolved.

t Identify the budget authorized for Phase I,

the actual amount expended, and the

remaining balance, if any. 

t Include a copy of the camp schedule. 

t Discuss media coverage and include copies

of news-related articles.

t Identify other funding support and in-kind

contributions.

A sample format/outline for the Phase I final

report is provided in appendix B.

Expenditure Reports 

Details of all expenditures of DEFY funding and

associated receipts and/or documentation must

be maintained by the U.S. Attorney’s Office.

With prior EOWS approval, unexpended funds

for Phase I may be used to support Phase II

mentoring activities. Requests to reallocate these

funds should be submitted with the Phase I final

report. Approval is granted on a case-by-case

basis.

Phase II Reporting 

Phase II consists of a sequence of group workshops and special events.

Incident/Injury Reports 

The procedures for Incident/Injury Reports outlined for Phase I apply to all Phase II staff and

mentors. Incident/Injury Reports should be prepared by the mentor and filed immediately with

the mentor coordinator. 

Mentors must be very careful not to violate their

youth’s privacy by reporting personal information offered confidentially. However, mentors

and all Phase II staff are required to comply

with all mandatory child-abuse reporting laws.

The procedures outlined in chapter XI in

“Mandatory Reporting of Child Abuse” apply to

all Phase II staff and mentors.

Quarterly Status Reports 

Each DEFY site is required to submit a quarterly

status report to EOWS throughout Phase II

(within 15 days after the end of each quarter),

summarizing all workshops and special events

held in that quarter.

The quarterly status report should

t Identify the project site.

t Identify workshop topic areas and special

events completed each month during the

quarter, including date and location of each.

t Identify the number of youth and number of

staff/mentors.

t Identify the goal/objective of each monthly

workshop and briefly describe how the special event/activity relates to the workshop

3 The purpose of this section is to identify strengths and weaknesses in the program design, daily schedules, conduct of activities, staffing and logistics, or other factors and to suggest improvements for the future. What worked

well and what worked poorly should both be established. All findings are valuable for revising the program to optimize its operational ease and effectiveness. 
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Weed and Seed DEFY Program Management Guide

topic area. (Examples are provided in 

appendix B under “DEFY Phase II Special

Event Ideas.”)

t Identify amount budgeted, amount expended,

and remaining balance.

t Summarize accomplishments, observed

weaknesses, and lessons learned.

t Describe media coverage and include copies

of news-related articles and other pertinent

reports and documentation.

t Describe any incidents or problems and how

they were resolved.

t Identify other funding support and in-kind

contributions.

At the completion of Phase II, the quarterly status report should include the completed Request

for Use of the U.S. Attorney Weed and Seed

Fund (a copy of the Request for Use of the U.S.

Attorney Weed and Seed Fund is provided in

appendix B).

Expenditure Reports 

Details of expenditures, related receipts, and

documentation relating to in-kind contributions

must be maintained by the U.S. Attorney’s

Office.
59

Awards and recognition are an important way to

acknowledge the contributions of staff, mentors,

and the community to DEFY’s success. It is

easy to overlook awards and recognition since

acknowledgment of individual contributions

usually occurs at the end of a phase or program

when many activities compete for limited time.

Throughout the planning phase of DEFY, the

program coordinator must assume responsibility

for acknowledging contributions and extraordinary performance. Sample letters of appreciation

are provided in appendix B. 

Youth 

DEFY is a youth program based on individual

development within the framework of teamwork

and citizenship. The curriculum has been

thoughtfully constructed and program policies

have been carefully developed to ensure that

every youth can achieve the program goals.

However, progress toward these goals is highly

individualistic and subjective. Therefore, awards

and recognition must be based on the development of the total person and be supportive of all

participants. Awards and recognition must be

inclusive, excluding no youth. Phase I Completion

Ceremonies should publicly congratulate each

youth with a diploma or certificate and provide

each participant with a group photo if possible.

Single-event awards to individual youth or staff

at commencement are not consistent with the

team spirit of the DEFY program.

Similarly, Phase II awards and recognition

should support the overall program. Certificates

of completion may be awarded, and recognition

of each youth’s completion of his or her Youth

Action Plan may be highlighted.

Staff

Staff recognition should occur in two settings.

The first is public recognition, in the presence of

the youth, to acknowledge the significant impact

DEFY leaders have had on DEFY youth. Phase I

and Phase II staff certificates of completion

should be issued to document this unique contribution and should be presented publicly.

Second, appropriate record-book entries and

special fitness reports for military personnel

should be written, as appropriate, to reflect the

importance and value of the individual’s contribution. When appropriate, personal recognition

letters can be sent to the employers of nonmilitary personnel for inclusion in their personnel

file. Timely means of recognition cannot be

stressed enough.

Extraordinary performance may be recognized

by the submission of service awards. This recognition is governed by the provisions of service

awards manuals and, in the case of military personnel, the commander’s guidance. 

Length of Service

Award Program

EOWS has instituted the Length of Service

Award Program (LOSAP) to publicly recognize

DEFY sites that have implemented the DEFY

program for a minimum of 3 consecutive years.

LOSAP awards are presented at the DEFY 

training workshop.

Community Recognition

The program coordinator’s planning must

include recognizing the contributions of 

Chapter X. Awards and Recognition
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Weed and Seed DEFY Program Management Guide

community leaders and organizations to the

success of the DEFY program. Letters of appreciation to the appropriate community agency or

mayor’s office in praise of community leaders

ensure that their contributions are not overlooked or taken for granted. Letters written for

publication in the local newspaper’s editorial or

community pages are a good way to publicly

acknowledge individual and organizational 

contributions. 

Mentors 

Because of their long, direct, and supportive

interaction with DEFY youth, mentors play a

significant role in ensuring the success and

long-term impact of the DEFY program. The

types of awards and recognition events highlighted above are appropriate for acknowledging

the contributions of both military and civilian

mentors. Program coordinators must ensure that

mentors receive the recognition they deserve

based on the contributions they have made.

Individual letters of appreciation copied to their

commander/employer are a good way to

acknowledge the contributions of mentors, as

is a group thank-you letter to all mentors published in the local newspaper’s editorial or 

community pages. 

Partners

Community awards and recognition are often

given to acknowledge organizational contributions to the community. The program coordinator should ensure that EOWS is informed in

the event a DEFY partner receives community

acknowledgment. Once notified, EOWS can

ensure appropriate followup for possible service

and national recognition. 
All DEFY staff are required to be aware of and

adhere to the DEFY rules of conduct for staff

and youth outlined below. These guidelines are

designed to foster a positive mentor-mentee

relationship.

DEFY Rules of Conduct

DEFY has developed rules of conduct for adult

staff as well as for youth. Both adults and youth

must agree to follow the rules of conduct. These

rules were developed to create a safe environment for youth that is conducive to their achieving DEFY goals.

Staff Rules of Conduct

t Tobacco or alcohol: Tobacco and alcohol use,

or evidence of their use, cannot take place in

the presence of the youth.

t Attendance: All staff are required to attend

designated staff meetings and to be present

for all activities as instructed by the program

coordinator.

t Profanity: Use of profanity by staff is prohibited.

t Military protocol: Sites may determine to use

military rank or first name (Sgt. Bill, Lt.

Mary). Sites may require Mrs., Ms., Miss, and

Mr. Military etiquette/protocol should be

used while on military bases/facilities. Sites

can determine the manner in which youth

addresses staff. 

t Youth conflict: DEFY staff must use methods

outlined in this chapter to regulate youth

conduct.

t One-on-one contact is prohibited: Staff and

mentors must have two or more youth in

their presence at all times. 

t Emergency preparedness: All DEFY staff must

read and know the procedures outlined in the

Emergency Action Plan (sample provided in

appendix B).

t Release of youth: Only individuals whose

names appear on the Sunrise/Sunset

Pickup/Dropoff form are allowed to pick

up or drop off youth.

t Money, gifts, or loans to youth: Staff may not

give or lend money to DEFY participants or

borrow money from youth. The camp director must clear all gifts to youth. Youth

expressing financial or material needs must

be referred to the camp director or program

coordinator. 

t Mandatory reporting: DEFY staff must know

and comply with Federal and State laws and

regulations regarding mandatory reporting

requirements for suspected drug use/sale or

suspected child abuse.

Youth Rules of Conduct

t Youth must practice good listening skills.

; Staff call the name of the person who

speaks.

; When a youth’s name is called, everyone

else must be silent.

; When a team leader or another DEFY

staff member is speaking, everyone must

be silent.

Chapter XI. Program Policies:

Rules of Conduct 

61

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Weed and Seed DEFY Program Management Guide

t Youth must attend all Phase II sessions

unless otherwise excused because of emergency and/or illness. Parents or guardians

must notify camp in the event of a youth’s

absence and explain the nature of the

absence.

t Youth must call each other by their names,

touch no one, and follow directions. 

t Youth must be in their seats 2 minutes before

the start of an activity and remind others of

the rule. 

t Youth must prepare snacks and meals and

clean up after meals and activities. 

t Youth must follow staff directions.

t Youth must bring to camp only items provided by the camp director for classroom activities and appropriate swimming clothing.

Only approved prescription medications are

allowed. The following items will be confiscated and returned at the end of camp: 

jewelry, expensive watches, games, toy

guns/knives, cameras, radios, pagers,

cell phones, and food items. Tobacco,

alcohol, drugs, and gang-related material

are forbidden.

t Youth must wear only the DEFY uniform—

a DEFY shirt, DEFY hat, shorts, socks, and

tennis shoes.

t When youth leave the premises, an adult

staff member must accompany them. Youth

can be released only to parents or guardians.

Youth must be supervised at all times. 

t Staff must be notified immediately of injuries,

sickness, or personal problems. 

Rules for Residential Phase I

DEFY Camp

Youth in the residential Phase I of the DEFY 

program must comply with the rules above, plus

the following rules:

t Youth must wake and turn lights out at the

designated times. 

t After lights out, youth can only leave the residential area accompanied by two adult DEFY

staff members.

t Youth must make their beds in the morning,

pick up trash, put away clothing, etc.

Disciplinary Action for Staff

Disciplinary action for military personnel is in

accordance with existing guidelines of the

Uniform Code of Military Justice (UCMJ).

The program coordinator must address civilian

staff discipline. Nonserious breaches of conduct

result in a termination warning. Serious breaches

result in the program coordinator notifying local

and State authorities as well as the organization

with which the civilian is associated. A breach

of conduct that places youth and/or staff in danger or direct conflict with the DEFY program is

cause for immediate dismissal from the program.

Disciplinary Action for Youth:

Strategies for Intervention 

EOWS has developed a system for determining

which strategies for intervention would be most

effective under various circumstances. Strategies

have been divided into four categories—

prevention, limit setting, reinforcement of limits,

and control—which are listed by degree of intrusiveness, from the least intrusive in terms of disruption (prevention) to the most intrusive

(control).
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Chapter XI. Program Policies: Rules of Conduct

Because discipline styles vary, some staff may

find that a particular category is more or less

intrusive than suggested.

Prevention

Checking for understanding. Make sure that the

youth understand the assignment. Frustration

caused by confusion or misunderstanding can

lead to talking, laughing, or heightened activity.

Simply ask the youth to repeat the directions or

presentation to prevent such problems.

Implementation Guidelines

1. Explain directions or present information in a

number of ways (e.g., orally, in writing, or

using diagrams, outlines, or flowcharts).

2. Give instructions that approximate the actual

task as closely as possible. 

Ignoring misbehavior. Often youth repeat misbehavior if they receive reinforcement of any

kind. A youth may misbehave to temporarily

steal the staff’s attention. Ignoring such behavior can be very effective. Remove the reinforcement, and the youth’s behavior is useless and

will most likely cease. Of course, this method

can be used only for less disruptive behaviors.

Implementation Guidelines

1. Note repeated misbehavior that consistently

receives attention.

2. Decide whether the behavior could be

allowed to continue for a short period, even

at an increased level, without significantly

disturbing the rest of the group. 

Increasing physical proximity. Many youth feel

comfortable misbehaving only when they think

they are out of adults’ reach or attention. When

youth misbehave, staff should walk or stand

next to the youth. Staff can continue the lesson

and reduce the youth’s misbehavior by exercising

greater control of his or her proximity. If this

method is used consistently, the youth eventually adapts to the adult presence and continues

to behave when staff are farther away. If staff

approach the youth only when he or she is acting up, the adult presence may prove more of a

distraction than a correction.

Implementation Guidelines

1. Circulate throughout the area, especially

while teaching. 

2. Walk up and down the aisles near the misbehaving youth without interrupting the teaching process.

3. Sit on an empty chair near the youth. 

4. Ask the youth questions or focus discussion

near him or her. 

Using humor to relieve stress. Youth sometimes take certain situations very seriously—the

simplest problems can be stressful, causing

insecurity and illogical behavior. Using humor

in the midst of stress can comfort youth and

communicate to them that everything will work

out fine. 

Implementation Guidelines

1. Do not use mean or sarcastic humor.

2. Use humor when a youth seems insecure or

about to panic, is becoming too serious or

negative, is on the verge of misbehaving to

create a diversion, or is trying hard but

becoming frustrated. 

3. Use humor that the youth understands. 

Introducing role models. One of the most

important ways youth learn is by studying a

role model. Staff, peers, and idealized characters

are the most common role models. Staff, of

course, should always try to be good role models. In addition, because youth notice peers

who receive rewards, you can sometimes 
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Weed and Seed DEFY Program Management Guide

eliminate the need for endless demands for obedience by moving the emphasis to rewarding

proper behavior. 

Implementation Guidelines

1. Identify a role model that youth respect and

encourage them to emulate the best qualities

of that person. 

2. Reward those who imitate the correct 

behavior.

Identifying idealized characters. Determine

which role models or characters youth might

want to be like. Look for traits in that character

that youth should imitate and encourage such

behavior. The role model could be a real-life 

figure or a character in literature, film, or 

television. 

Implementation Guidelines

1. Talk with youth about which characters

(potential role models) they consider to be

most important. 

2. Ask youth to identify the things they admire

most about those characters. 

3. Identify the qualities that youth are expected

to imitate. 

4. Reward youth who imitate the correct behavior and praise behavior that is similar to that

admired in an idealized character. 

5. Point out significant examples of inappropriate behavior that are inconsistent with the

traits of an idealized character. 

Probing for values. Under certain circumstances, youth tend to express their attitudes,

aspirations, purposes, interests, and activities.

By looking for and encouraging such situations,

staff can gain insight into why certain behaviors

are present. That information can enhance

understanding between staff members and youth. 

Implementation Guidelines

1. Watch for situations in which youth reveal

their values. If convenient, encourage continued conversation at those times. 

2. Identify subjects that interest youth. Then, in

a mentor cluster, bring up those subjects and

probe for additional insights into the youth’s

values. 

3. Look for consistent, repetitive responses to

make sure that the values expressed are not

simply the youth’s mood of the moment. 

Limit Setting

Limit-setting strategies are necessary when

behavior problems occur despite the use of prevention strategies. Many strategies in this category require some restructuring of the youth’s

environment, which involves a minimal to moderate amount of the staff’s time. These strategies

are appropriate for youth who have enough

internal control with support from the staff to

correct their own behavior. 

Using affirmative statements. If a youth is disruptive because of a need for attention, identify

the positive behaviors that can be reinforced

(e.g., completing assignments or helping others)

and encourage that behavior. If staff have a hard

time identifying praiseworthy behavior, it may

be because the youth is engaged in activities

that he or she cannot do well. Change the

youth’s environment or responsibilities, and

then acknowledge positive behavior in the new

role. 

Implementation Guidelines

1. Match the youth with others who are willing

to help him or her. 

2. Avoid placing youth in competition with one

another unless it is a competitive activity,

e.g., sports. 
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Chapter XI. Program Policies: Rules of Conduct

Describing misbehavior as it occurs. Youth are

not aware of the behavior required of them in

many situations. Therefore, a youth may cause a

disturbance without knowing it. This lack of

understanding may cause staff to think the

youth is about to misbehave. Instead of correcting the youth, staff should describe to the youth

what he or she has just done or is doing and

explain why it is inappropriate. The youth

should then correct the situation.

Implementation Guidelines

1. Describe to the youth exactly what you see

happening (e.g., say, “I notice you are tapping your foot fast and loud”). Avoid suggesting a solution to the problem. 

2. Wait for some sign that the youth understands how his or her behavior could constitute a problem. Allow him or her to solve the

problem or suggest a solution. 

3. Describe the impact of the youth’s action on

other youth (e.g., say, “When you raise your

voice, some of the other campers can’t concentrate and may stop working”). 

Modeling expected behavior. Modeling the

desired behavior is one of the best methods

available. Because youth learn from the staff’s

example or demonstration, wise staff model the

academic and social behavior they want to

encourage. By modeling the appropriate youth

response, whether in word or deed, staff provide youth with instructions about how to act

properly. 

Implementation Guidelines

1. Determine whether youth have learned the

correct behavior. If not, state the correct

behavior you want the youth to demonstrate.

Remind the misbehaving youth of the correct

way to act. 

2. Model the correct behavior. 

Reinforcement of Limits

Reinforcement of limits strategies should be used

when the youth’s behavior dictates the need for

moderate amounts of extra staff time and attention. These strategies are based on the assumption that, although the youth does not have

enough internal control to correct the problems,

with the staff’s intervention the situation can be

corrected. 

Stopping and redirecting. To stop and redirect

a youth’s inappropriate behavior, first let the

youth know that the misbehaving has been discovered by asking him or her to stop. Next, redirect the youth’s attention to the task at hand.

For example, if a youth begins calling people

names instead of making his or her bed, say,

“Stop calling people names and begin to make

your bed.” This provides a clear message without a lot of extra information. 

Implementation Guidelines

1. Determine what is preventing the youth from

paying attention, and ask him or her to stop

that behavior. 

2. Tell the youth what he or she should be

doing. 

3. Shortly thereafter, check to see whether the

youth obeyed. 

Asking “what” questions. Asking a “what”

question in response to misbehavior (e.g.,

“What are you doing?”) forces a youth to

address the misbehavior rather than offer the

myriad excuses that a “why” question elicits.

Do not stop asking “what” until the youth verbalizes a response indicating that he or she 

realizes the given action or reaction was inappropriate. Then form an agreement with the

youth to stop the misbehavior. Agree on a consequence for the misbehavior should it continue. 
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Weed and Seed DEFY Program Management Guide

Implementation Guidelines

1. Ask a “what” question that addresses the

youth’s misbehavior. 

2. Get the youth to describe his or her misbehavior without making excuses for it. 

3. Ask a “how” question (e.g., “How did this

outburst help you complete this activity?”). 

4. Ask another “what” question (e.g., “What

would be a better way to handle your math

question next time?”). Make suggestions if

the youth runs out of solutions. 

5. Establish a plan for improvement that

includes consequences for continued 

misbehavior. 

Control

Control strategies are required when the youth’s

behavior problems are frequent, intense, or

highly disruptive. In such cases, a great deal of

staff intervention is needed; most strategies in

this category require constant adult supervision.

Use these strategies with youth who have little

or none of the internal control needed to stop

their own misbehavior and correct themselves.

Relocating within the group. This is the first

and least intrusive of a series of strategies that

call for moving youth to a less problematic location when misbehavior persists. For example, if

a youth is drawing pictures instead of concentrating on the assigned task, move him or her

to the front of the room. Placing the youth in 

a new environment underscores the need for

better behavior. It also frees the youth from the

environment that contributed to his or her 

trouble. 

Implementation Guidelines

1. Identify the object or person that is contributing to the youth’s misbehavior. 

2. Move the youth to another location in the

room closer to you and away from the distraction without disrupting the group plan. 

3. Leave the youth in the new location for a

specified time or until the desired behavior

is demonstrated.

Removing stimuli. Remove objects that tempt

youth to create a disturbance. For example, if a

youth is tapping his or her pencil, staff should

walk over and take the pencil without interrupting the group. By removing the stimulus, staff

can stop the distracting behavior and keep the

group going so that other youth are not disturbed. Sometimes staff may need to interrupt

the group to intervene appropriately. Either way,

remove the stimulus object to stop the youth’s

behavior. 

Implementation Guidelines

1. Determine whether a particular stimulus is

causing misbehavior. 

2. Remove the stimulus without disrupting the

group. 

3. Later, explain to the youth why the object

was removed.

4. Replace the stimulus after a time to see

whether the youth is able to handle the

temptation it provides. 

Other Discipline Issues4

Staff should recognize that youth misbehaviors

generally fall into one of four categories: 

4 For more on this topic, see Selig, W.G., and A.A. Arroyo, Handbook of Individualized Strategies for Classroom

Discipline, Los Angeles, CA: Western Psychological Services, 1995; and Sprick, R.S., Discipline in the Secondary

Classroom, West Nyack, NY: Center for Applied Research and Education, Inc., 1985.
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Chapter XI. Program Policies: Rules of Conduct

attention getting, power, revenge, and helplessness. At times, staff may find themselves confronted with youth’s misbehavior for which none

of the strategies outlined above is effective. In

such an instance, staff should use the technique

listed below.

To determine the goal behind the youth’s behavior, ask the following questions immediately

after the misbehavior:

t Do I feel annoyed? Attention getting may be

the goal.

t Do I feel intimidated? Power may be the goal.

t Do I feel wronged or hurt? Revenge may be

the goal. 

t Do I feel incapable of reaching the youth?

Helplessness may be the goal.

Some ways of responding to the above motives

include the following:

t Attention getting: deprive the youth of 

attention.

t Power: state the rules and consequences and

move on; do not allow open conflict.

t Revenge: determine the reason for the youth’s

hurt feelings. 

t Helplessness: provide opportunities for the

youth to succeed.

Health and Safety

DEFY staff and youth’s parents or guardians

play important roles in ensuring the health and

safety of DEFY youth.

Responsibilities of Staff

Safety is the primary concern of the staff

throughout all phases of DEFY. Adequate safety

measures must be used during every camp

activity. All staff must be familiar with the

Emergency Action Plan (see “Prepare Emergency

Action Plan” in chapter VI). Additional health

and safety guidelines include the following:

t During all DEFY activities and events, staff

must comply with all Program Management

Guide and safety requirements to ensure the

safety of DEFY youth and staff.

t DEFY staff must be present with youth at all

times. Youth must never be unaccompanied

or unsupervised by staff.

Responsibilities of Parents 

and Guardians

The following health and safety requirements

must be explained during the parent/guardian

orientation; these requirements are also listed in

the Parent/Guardian Handbook:

t The parent or guardian must complete all

participation packet forms, including the

Youth Application, General Consent,

Certification of Good Health, Permission To

Treat, Youth Health Information, and the

Sunrise/Sunset Pickup Dropoff forms (see

Parent/Guardian Handbook for samples).

t The parent or guardian must complete the

Special Event Permission Slip for special

events held during Phase II (see appendix B

for sample).

t The parent or guardian must review the

Youth Rules of Conduct with the youth before

the start of Phase I (see Parent/Guardian

Handbook).

t The parent, guardian, or designated representative must accompany the youth to pickup

and dropoff sites at the stated hours. Only

the adults listed on the Sunrise/Sunset

Pickup/Dropoff form are permitted to leave

with the youth. Some sites have modified this

form to include specific names of persons

not authorized to pick up the youth (e.g., 

ex-spouse).
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Weed and Seed DEFY Program Management Guide

t The parent or guardian must notify DEFY

staff, in writing, of requirements for the

youth to take medication of any kind.

Arrangements must be made for the administration of the medication under supervision

of DEFY staff (see Parent/Guardian Handbook,

page 5).

Mandatory Reporting of 

Child Abuse

1. Child abuse is against the law.

2. Every State has an agency mandated by State

law to receive and investigate reports of suspected child abuse and neglect.

3. When child abuse is suspected, staff members shall complete an Incident/Injury Report

and submit the form to the program coordinator or camp director.

4. The program coordinator or camp director

must ensure adherence to local laws and

policies.
69

Public affairs is an important element in the

success of a DEFY program. A well-prepared

public affairs plan includes efforts to tell the

positive, little-known stories of this unique

approach to reducing drug demand and working

with youth to provide life skills for drug and

gang avoidance.

Mission

The public affairs mission of DEFY is to increase

public awareness of the Department of the

Navy’s and the U.S. Department of Justice’s

commitment to drug demand reduction through

sponsorship of the DEFY program. The mission

is also to gain and build public support of DEFY

by publicizing the unique benefits of the program

design and its military and civilian sponsorship.

Objectives

t Describe through the media the benefits of

the DEFY program by focusing on its curriculum and the importance of mentors and positive role models and by recognizing youth

participants for their commitment.

t Reinforce local military/community ties and

build a support base for future DEFY programs

by publicizing organizational partnerships.

t Promote volunteerism within the military and

civilian communities to promote positive

change in youth attitudes and behavior and

reduce the risk for drug and gang involvement.

Authority

DEFY public affairs authority rests with the local

partners, their public affairs offices, and DEFY

program staff. Specific public affairs procedures

at the local partner level are determined during

planning sessions.

Roles and Responsibilities

Drug Demand Reduction Task Force

t Provide on-call public affairs guidance, information, and suggestions to local program

coordinators/local PAOs.

t Assist in promoting local DEFY initiatives to

national media and servicewide media.

U.S. Attorney’s Office

t Act as the primary point of contact for all

media and public inquiries concerning the

DEFY program, both positive and negative.

t Act as the overall spokesperson for the entire

local DEFY program (Phase I and Phase II).

t Publicize the program in accordance with the

local partners’ wishes, relying on the guidance contained in this chapter.

t Coordinate arranging visits of all guests and

VIPs to the DEFY program.

t Approve all DEFY program information, press

releases, and media kits.

t Coordinate all internal and external media

interviews.

t Assist the program coordinator in marketing

the program to recruit staff, mentors, and

youth.

Chapter XII. DEFY Public Affairs
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Weed and Seed DEFY Program Management Guide

Marketing DEFY to the Media

DEFY is not generally covered as a news story.

DEFY is a feature story or a human interest

story and requires more effort to get media coverage. The two most important elements of a

successful DEFY public affairs program are

t Timing: Having a plan and issuing news

releases to the media well in advance of 

significant DEFY events.

t Persistence: Regularly contacting editors, producers, and reporters and “pitching” the

DEFY program based on each medium’s

needs and limitations. There is no such thing

as sending or faxing too much information

if you truly want your DEFY program to 

be publicized. There is no substitute for 

personal interaction with reporters.

Appropriate Activities for 

Media Coverage

t Individual or group actions/activities that are

visually interesting or out of the ordinary.

t Outdoor activities, especially those involving

physical and mental challenges (e.g., swimming or ropes courses).

t Activities that lend themselves to colorful

quotes or “sound bites” (e.g., staff-youth

competitions, challenges, races).

t Kickoff and commencement ceremonies,

especially if a celebrity is present and available or the event is otherwise unusual (e.g.,

youth cooking a meal to show their appreciation to DEFY staff).

t Educational trips, especially if they include

extensive hands-on involvement for DEFY

youth and take place close to media stations.

t Human interest stories (e.g., “before and

after” stories, unusual staff stories/

background).

t Workshops involving youth participation

(e.g., role-playing exercises).

Inappropriate Activities for 

Media Coverage

Any activity that would portray DEFY in a negative manner or constitute a violation of privacy

is inappropriate for media coverage.

Crisis Public Relations

The possibility of accidents, incidents, and

emergencies involving DEFY youth that would

draw the immediate scrutiny of the media and

the public is high. Extra care should be taken to

ensure an organized and swift response should

a crisis occur. Coordination with the military

PAO is essential for a unified media response.
DRUG EDUCATION FOR YOUTH

TM

Appendix A

Adult Certification Module
Appendix A: Adult Certification Module

I. Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

II. Components of Adult Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Reference Checks With Telephone Contact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Comprehensive Personal Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Preventing Child Abuse and Neglect: Course of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Supplemental Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

III. Preventing Child Abuse and Neglect: Course of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

What Is Child Abuse and Neglect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Preventing Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Recognizing Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Reporting Child Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

IV. Recognizing Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Contents

73
75

Appendix A: Adult Certification Module

Child abuse is a national problem, physically

and emotionally harming the most vulnerable

members of our society. The DEFY program’s

dedication to the prevention of child abuse and

neglect is reflected in the DEFY Risk Reduction

Program, a series of preventive, systemic measures designed to protect DEFY program participants by reducing susceptibility to child abuse

and neglect. All DEFY staff are mandatory

reporters of child abuse and neglect to the DEFY

program. All adults serving as staff or mentors

must complete a certification course as part of

the program to protect DEFY children. 

This appendix is a guide for certifying program

staff and mentors in the DEFY program. Components include the Adult Application, the

Preventing Child Abuse and Neglect course of

instruction, and the DEFY Child Interaction

Guidelines. The Adult Certification Module

should be used in conjunction with the sections

of the Program Management Guide that cover the

selection of staff/mentors.

Child abuse and neglect may be immediate or

may take time to manifest. They can cause one

or more of the following harms to children:

t Poor learning ability. 

t Low self-esteem and self-confidence.

t Abusiveness toward others. 

t Sexual promiscuity. 

t Increased chance of suicide. 

t Unsatisfactory personal relationships. 

t Chemical dependencies.

t Eating disorders. 

t Criminal behavior. 

t Difficulty in understanding family and community expectations. 

t Impossible or low self-expectations. 

t Anger/rage. 

t Self-hatred. 

t Impulsiveness/lack of self-awareness. 

t Feelings of incompetence. 

t Loneliness. 

Children most often are abused by someone

they know who is in a position of power over

them: a parent, a relative, a teacher, a trusted

adult, or an older child. However, almost any

person could be a child abuser. Child abuse can

occur anywhere and at any time a child is vulnerable. Child abuse may occur only once, or

there may be multiple instances (causing even

more harm to the child). Regardless of the circumstances, child abuse causes the victim physical harm and emotional pain and suffering and

can harm the child’s future development. The

DEFY program seeks to prevent these injuries

through the Adult Certification program.

As a preemptive prevention program, DEFY is

designed to create a safe environment in which

children can learn positive life skills from a caring adult. The DEFY Adult Certification process

supports this objective, but the certification of

adults does not fully insure against the possibility of child abuse and neglect. DEFY adults protect all involved with the DEFY program by

I. Background 
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Weed and Seed DEFY Program Management Guide

ensuring a safe environment for children during

the operation of DEFY events. 

The DEFY program also strictly enforces adultchild interaction policies to prevent situations in

which child abuse can occur and to protect volunteers from the liability associated with allegations of child abuse. These policies, titled DEFY

Child Interaction Guidelines, are outlined at the

end of this appendix under “Preventing Child

Abuse and Neglect.” 

Any DEFY volunteer who suspects child abuse

should document his or her suspicions and

report them to the local law enforcement or

community social agency, as required by State

law. DEFY volunteers should know the indicators of child abuse; these are outlined at the end

of this appendix under “Recognizing Child

Abuse.”
77

Appendix A: Adult Certification Module

The Adult Certification program comprises four

interrelated processes designed to reduce the

risk of child abuse and neglect occurring in the

DEFY program.

First, the DEFY program requires a written

application for staff and mentor positions with

a signed statement attesting to the veracity of

the statements made by the applicant. Second,

the application requires that applicants list references who will be contacted to confirm the

veracity of the statements provided in the application. Third, the program sponsor conducts

comprehensive interviews with all staff and

mentor candidates to ensure their suitability to

interact with DEFY children. Fourth, all DEFY

program staff must complete the mandatory

child abuse and neglect course of instruction

and abide by the DEFY Child Interaction

Guidelines.

Application

The application for staff and mentors contains

information essential to determining the suitability of volunteers to serve in the DEFY program, particularly information to determine the

suitability of the applicant to work with 9- to

12-year-old children (refer to appendix B for a

sample application). Program sponsors must

ensure that a signed copy of this application is

kept on record and appropriately safeguarded.

Criteria for disqualifying an applicant based on

the Adult Certification process are as follows: 

t Mandatory disqualification: Any conviction for a

sexual offense, drug felony, violent crime, or

criminal offense involving a child or children.

t Discretionary disqualification criteria:

; Acts that tend to indicate poor judgment,

unreliability, or untrustworthiness in

working with children.

; Any behavior, illness, or mental, physical,

or emotional condition that in the opinion

of a competent medical authority may

cause a defect in judgment or reliability.

; Offenses involving assault, battery, or

other abuse of a victim, regardless of the

age of the victim.

; Evidence or documentation of substance

abuse dependency.

; Illegal or improper use of, possession of,

or addiction to any controlled or psychoactive substance, narcotic, or other

dangerous drug.

; Sexual acts, conduct, or behavior that,

because of the circumstances in which

they occur, may indicate untrustworthiness, unreliability, lack of good judgment,

or irresponsibility in working with 

children. 

; A range of offenses such as arson, homicide, robbery, or fraud or any offense

involving possession or use of a firearm.

; Evidence that the individual is a fugitive

from justice.

; Evidence that the individual is an illegal

alien not entitled to accept gainful

employment in this country.

II. Components of Adult Certification
78

Weed and Seed DEFY Program Management Guide

; A finding of negligence in a mishap causing death or serious injury to a child or

dependent person entrusted to the applicant’s care. 

The ultimate determination on disqualification

shall be made by the local U.S. Attorney.

Applicants who are disqualified based on the

above criteria have no right of appeal.

Reference Checks With

Telephone Contact 

Program partners must ensure that telephone

contact with references for each prospective volunteer is made prior to acceptance as a staff

member or mentor. During the course of each

phone conversation, the interviewer should confirm the correctness of statements made by the

applicant on the signed application and adult

certification questionnaire and be alert for information indicating the individual is not well suited for interaction with children between ages 9

and 12. The criteria listed in the section above

must be used as a guide for identifying disqualified candidates.

Comprehensive Personal

Interview 

The interviewer, typically the program coordinator or camp director, should be similarly thorough in the personal interview. In particular, the

interviewer should focus on the veracity of the

statements made on the written application and

supplementary adult certification questionnaire.

The interviewer should be alert for information

indicating the applicant is not suitable for working with children between ages 9 and 12. The

criteria listed in the section above must be used

as a guide for identifying disqualified candidates.

Preventing Child Abuse and

Neglect: Course of Instruction

All staff and mentors must complete the following Preventing Child Abuse and Neglect course

of instruction.

Supplemental Checks

Supplemental checks may be required in addition to those described in this appendix. Adult

certifications must also meet the specific

requirements of all jurisdictions where DEFY

events will occur. There may be installation- or

State-specific requirements that need to be met

in addition to the criteria listed here.

Observation

Completion of adult certification training is only

the beginning of the DEFY Risk Reduction

Program. During program operations, every staff

member and mentor must be fully aware of the

DEFY Child Interaction Guidelines, correct the

behavior of other staff members when appropriate, and immediately report incidents in accordance with the Program Management Guide. 
79

Appendix A: Adult Certification Module

Background

Child abuse, physically and emotionally harming

the most vulnerable members of our society, is a

national problem. The DEFY program is dedicated to efforts to prevent child abuse and all DEFY

staff are mandatory reporters of child abuse.

The DEFY program requires staff and mentors to

complete this course as part of the DEFY Risk

Reduction Program. The course ensures that

DEFY volunteers are able to properly identify

child abuse and neglect, accurately document

suspected child abuse and neglect, and effectively and efficiently report suspected child abuse

and neglect.

The course is designed for volunteers in the

DEFY program and is mandatory under the

DEFY Risk Reduction Program. It is to be used in

conjunction with the Boy Scouts of America’s

video Youth Protection Guidelines.

The effects of child abuse and neglect may be

immediate or may take time to manifest. Child

abuse and neglect can cause one or more of the

following harms to children:

t Poor learning ability.

t Low self-esteem and self-confidence.

t Abusiveness toward others.

t Sexual promiscuity.

t Increased chance of suicide.

t Unsatisfactory personal relationships.

t Chemical dependencies.

t Eating disorders.

t Criminal behavior.

t Difficulty in understanding family and community expectations.

t Impossible or low self-expectations.

t Anger/rage.

t Self-hatred.

t Impulsiveness/lack of self-awareness.

t Feelings of incompetence.

t Loneliness.

The DEFY program contains elements designed

to educate children, parents, and volunteers on

the prevention, identification, and reporting of

child abuse.

Children most often are abused by someone

they know who is in a position of power over

them: a parent, a relative, a teacher, a trusted

adult, or an older child. However, almost any

person could be a child abuser. 

Child abuse can occur anywhere and at any time

a child is vulnerable. Child abuse may occur only

once, or there may be multiple instances (causing even more harm to the child). Regardless of

the circumstances, child abuse causes the victim

physical harm and emotional pain and suffering

and can harm the future development of the child.

As a preemptive prevention program, DEFY is

designed to create a safe environment in which

children can learn positive life skills from a caring adult. The DEFY Adult Certification process

supports this objective, but the certification

of adults does not fully insure against the 

III. Preventing Child Abuse and Neglect:

Course of Instruction
80

Weed and Seed DEFY Program Management Guide

possibility of child abuse and neglect. Therefore,

the DEFY program strictly enforces adult-child

interaction policies to prevent situations in

which child abuse can occur and to protect volunteers from liability associated with allegations

of child abuse. These policies are outlined later

in this chapter under “Preventing Child Abuse.”

State and local laws may require certain supervising adults—such as DEFY volunteers—who

suspect child abuse or neglect to report it.

Any DEFY volunteer who suspects child abuse

should document his or her suspicion and

report it to the local police or community social

service agency, as applicable. Certain indicators

of child abuse that DEFY volunteers should

know are outlined later in this chapter under

“Recognizing Child Abuse.” 

This lesson plan should be taught to DEFY 

volunteers in the staff training portion of the

program.

What Is Child Abuse

and Neglect?

For the purposes of the DEFY program, there are

4 basic types of child abuse and neglect:

1. Physical abuse: The offensive touching of a

child, including, but not limited to, kicking,

biting, striking, or slapping a child.

2. Sexual abuse: The use, persuasion, or coercion

of any child to engage in sexually explicit

conduct or simulation of it for incest, rape,

molestation, prostitution, or the production

of any visual depiction thereof.

3. Emotional abuse: The harming of a child

through belittling, blaming, ridiculing, or

ignoring the child’s needs.

4. Neglect: The failure to provide a child with

adequate food, clothing, medical attention, or

supervision.

Preventing Child Abuse

The DEFY program is designed to minimize the

risk of child abuse and neglect through systemic

measures and this training. These measures take

the form of program guidelines governing how

children and adults will interact, modeled on the

Boy Scouts of America’s guidelines and designed

to create an environment in which the situations

that create opportunities for child abuse and

neglect are minimal.

DEFY Child Interaction Guidelines

1. Two-deep leadership. Two certified adult

volunteers must be present at all times during DEFY events.

2. No one-on-one contact. One-on-one contact

between adults and children is not permitted.

In situations that require one adult to have

contact with one child, the contact must be

done in sight of other children and certified

volunteers. No unobserved contact between a

single adult and a child is allowed.

3. Respect of privacy. Volunteers must respect

the privacy of children using restrooms,

changing, and bathing. Adults must also protect their own privacy.

4. Separate accommodations. Volunteers and

children must not bunk together in private.

Open barracks are acceptable only if there is

no one-on-one contact.

5. Risk assessments. A physical risk assessment is required for DEFY program activities.

6. No secret organizations. All aspects of the

DEFY program are open to parents and legal

guardians. No secret organizations are

allowed.

7. Appropriate attire. Proper clothing is

required for activities at a DEFY camp. Nude

bathing is not allowed.
81

Appendix A: Adult Certification Module

8. Constructive discipline. Discipline must be

constructive. No corporal punishment is

allowed.

9. Hazing prohibited. No physical hazing or

initiations are allowed.

The Three R’s of Child Abuse

Prevention

During the execution of the DEFY program, children should be reminded periodically of the

three R’s of child abuse prevention: 

1. Recognize. Know the indicators of child

abuse, and recognize them when they occur.

2. Resist. Emphasize to children that they

should resist going to places alone with

adults when they are uncomfortable and that

they should scream or flee when they find

themselves in a vulnerable situation with an

adult or older child.

3. Report. Children should be made to feel

comfortable reporting abuse, and adults

should recognize their duty to report.

Recognizing Child Abuse

Indicators of an Abused Child

t Physical abuse

; Has unexplained or frequent bruises,

burns, cuts, or broken bones.

; Fears parents or other adults.

; Does not want to go home.

; Cowers when an adult approaches.

; Says that he or she has been hurt by an

adult.

; Inflicts pain on self or others.

; Acts withdrawn or lacks self-esteem/

self-confidence.

; Is frightened by sudden movement or loud

noises.

; Exhibits excessive fear of punishment.

; Avoids the abusive person.

; Acts out abuse on dolls.

t Sexual abuse

; Has torn, stained, or bloody undergarments.

; Has bruises or bleeding around the 

genitalia.

; Has pain walking or sitting.

; Scratches the genital area.

; Talks of sexual activity or “secrets.”

; Has premature sexual knowledge.

; Touches genitalia or breasts.

; Fears specific places like bedroom or

bathroom (place where abuse occurred).

; Has trouble sleeping, and fears “monsters” that come in the night.

t Emotional abuse

; Has lagging physical development.

; Has speech disorders.

; Has low self-esteem.

; Has difficulty getting along with peers.

; Is overly attached to staff.

; Acts out abuse on dolls.

t Neglect

; Is inappropriately dressed.

; Is always hungry.
82

Weed and Seed DEFY Program Management Guide

; Has dirty, frayed, or torn clothes.

Indicators of Abusive Adults

An abusive adult may

t Belittle a child when dropping off or picking

up.

t Treat children in a negative manner.

t Routinely miss picking up child or miss

appointments.

t Seem indifferent to a child’s needs.

t Abuse alcohol or drugs.

t Refuse to discuss problems with child.

t Admit to past abuse. (If a parent or guardian

admits to acts of past child abuse, you must

report it in accordance with the section

below, “Reporting Child Abuse.”)

In a youth program, the indicators may include a

t Child refusing to be supervised by a particular staff member.

t Child having apprehension or showing fear

toward a particular staff member.

t Staff member disappearing for prolonged

periods alone with a child.

t Staff member speaking negatively about 

children.

t Child repeatedly crying when a staff member

is present.

Reporting Child Abuse

Reporting suspected child abuse by a DEFY 

volunteer is simple:

1. Remove the suspected person from contact

with the children immediately and report the

incident to the camp director or program

coordinator, who will notify the appropriate

authorities. Keep the suspected person away

from children until law enforcement authorities have cleared the individual of any possible wrongdoing.

2. Prepare an oral or written report and submit

it to the appropriate authorities.
83

Appendix A: Adult Certification Module

There are physical and emotional indicators of

each type of abuse in children as well as indicators of abusive adults. These indicators are 

outlined in the preceding section, “Preventing

Child Abuse and Neglect: Course of Instruction.”

IV. Recognizing Child Abuse 
DRUG EDUCATION FOR YOUTH

TM

Appendix B

Administrative Forms
87

Appendix B: Administrative Forms 

Planning/Implementation Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Request for Use of the U.S. Attorney Weed and Seed Fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Phase I Budget Request. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Phase II Budget Request . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Phase I DEFY Camp Model Schedule: Nonresidential. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Phase I DEFY Camp Model Schedule: Residential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Phase I Final Report Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Phase II Quarterly Report Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

DEFY Phase II Workshop and Special Event Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

DEFY Phase II Workshop Summary: At a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

DEFY Phase II Workshop Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

DEFY Phase II Special Event Ideas: At a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

DEFY Phase II Special Event Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Youth Participant Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Adult Staff/Mentor Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Teen Staff Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Youth Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Staff Roster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Emergency Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Incident/Injury Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

DEFY Medication Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Trip Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Special Event Permission Slip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Invitation To Participate as a DEFY Mentor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Mentor Recruitment Announcement Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Supply List for the DEFY Phase I Youth Curriculum (or Camp). . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Letter of Appreciation: Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Letter of Appreciation: Guest Speaker/Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Invitation Letter to Parent/Guardian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

List of Sample Forms, Reports,

Schedules, and Letters
89

Appendix B: Administrative Forms 

Planning/Implementation Timeline

Based on Phase I Startup on 6/6

PLANNING

t Recruit Local Command Support 4/4 and ongoing

t Recruit Community Support and Participation 4/18 and ongoing

t Prepare Personnel Plan

; Recruit DEFY Planning Staff 4/4–4/18

; Recruit, Certify, and Train Phase I Implementation Staff 4/18–5/23

; Recruit Phase II Staff 4/4–5/16

; Recruit, Certify, and Train Mentors 5/16–8/29

t Adapt Curriculum

; Phase I 4/18–4/25

; Phase II 5/30–7/31

t Prepare Logistics Plan

; Phase I 4/26–6/6

; Phase II 7/31–9/12

t Prepare Youth Recruitment Plan

; Identify Youth Sources 4/18–4/25

; Recruit/Select Youth 4/25–5/22

; Conduct Orientation Event 5/29

t Prepare Public Affairs Plan 4/25–5/23

t Prepare Administration Plan 5/9–5/30

t Prepare Fiscal Plan 5/9–5/30

t Prepare Emergency Action Plan 5/2–5/23

t Prepare Medical/Dental Plan 5/2–5/23

EXECUTION

t Conduct Phase I Staff Training 5/23–5/27

t Phase I Implementation 6/6–6/10–17

t Conduct Phase I Lessons Learned 6/11 or 6/18

t Conduct Phase II Special Event and Workshop Leader Orientation 8/1 and ongoing

t Conduct Phase II Mentor Training 9/12

t Phase II Execution 9/26 and ongoing

REPORTS

t Phase I Final Report No later than 7/6

t Phase II Quarterly Report No later than 30 days 

after last Phase II event

Note:The examples provided are estimates of the average time needed to complete each task. Each site should consider its

own unique circumstances when developing a timeline. First-time camps should allow additional time if possible.
91

Appendix B: Administrative Forms 

Request for Use of the U.S. Attorney Weed and Seed Fund

District: _________________________________________ Date of Request: ___________________________

U.S. Attorney:_______________________________________________________________________________

Weed and Seed Site(s) Affected:________________________________________________________________

Amount of Request (per site): Site 1 ____________________________________________________________

Site 2 ____________________________________________________________

Site 3 ____________________________________________________________

Site 4 ____________________________________________________________

Site 5 ____________________________________________________________

Purpose of Request (F = Fiscal Year, XX = District Reg):

General Weed and Seed—Accounting Classification Code FE6409XX 

DEFY ( Phase I Phase II)—Accounting Classification Code FE640901XX

Please explain:______________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Date of Event:______________________________________________________________________________

Itemized Expenditures of Requested Funds (must be completed for approval):

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

This portion must be completed and returned to EOUSA within 60 days of Weed and Seed activity.

Amount authorized $__________

Actual expenditure $__________

Amount returned to USA W&S Fund $__________

I, ___________________________________, U.S. Attorney, certify that the above expenses are to be used for

Weed and Seed program activities in the manner stated above.

__________________________________________ _____________________

U.S. Attorney Date

FOR EOUSA USE ONLY:

__________________________________________ _____________________

Assistant Director, LECC/VW, EOUSA Date

Approved Other Copy sent to EOWS ________________________
[Name of site] 

Type of Camp: __X__Residential

_____ Nonresidential

Camp Dates: June 21–25, 2000

Location of Camp: Naval Air Station (NAS),Washington, DC

Number of Children: 40 

Number of Staff/Mentors: 10

Phase I Request: $ 7,352.00

Phase II Request: 2,648.00

Total Amount Requested: $10,000.00

PHASE I

Unit Amount

Items Quantity Price Total Donations Requested

MEALS (5 days)

Breakfast 50 $2.50 $625 $625

Lunch 50 2.50 625 625

Dinner 50 2.50 625 625

Snacks 50 2.50 625 625

Bottled water 3 cases 6.00 90 $90

Total $2,590 $90 $2,500

UNIFORMS 

T-shirts 150 6.00 900 900

Hats 50 4.00 200 200

Shorts 40 6.00 240 240

Adult shirts 30 7.00 210 210

Total $1,550 $1,550 

CLASS MATERIALS

Pencils 2 boxes 6.00 12 12

Color pens 40 pks. 2.00 80 80

Poster boards 40 1.00 40 40

Glue sticks 40 2.00 80 80

Scissors 40 2.00 80 80

Markers 10 pks. 2.00 20 20

Index cards 2 pks. 2.50 5 5 

Total $317 $37 $280 

FIELD TRIPS

Museum 

Children 40 4.00 160 160

Adults 10 5.00 50 50

Bowling 50 10.00 500 100 400

Total $710 $100 $610

TRANSPORTATION

Field trips 2 days $75.00 $150 $150

Pickup/dropoff 2 days 75.00 150 150

Total $300 $300

93

Appendix B: Administrative Forms 

Phase I Budget Request

Phase I—DEFY

Proposed Budget Request

(continued)
94

Weed and Seed DEFY Program Management Guide

Unit Amount

Items Quantity Price Total Donations Requested

MISCELLANEOUS

Cameras 40 5.00 200 200

Developing 40 6.00 240 240

Certificates 40 3.00 12 12

Backpacks 50 5.00 200 200

Emergency/incidentals 100

Closing ceremony 

Luncheon 150 10.00 1,500 1,500

Total $2,152 $2,352

HYGIENE

Deodorant 40 1.00 40 40

Toothbrushes 40 1.00 40 40

Toothpaste 40 1.00 40 40 

Soap 40 1.00 40 40

Total $160 $160

Total Phase I Budget Requested $7,479 $227 $7,352

Phase I Budget Request (continued)
Phase II Budget Request

Phase II—DEFY

Proposed Budget Request

Amount 

Month Workshop Event Donations Requested

September Good Communication Meet Your Mentor (refreshments) $50 $100

October Community Service Halloween party (pizza, drinks,

trick-or-treat bags) 200

November Leadership Volunteer at homeless shelter/

soup kitchen (transportation cost) 100

December Relationships Holiday party/parent open house 

(Christmas dinner) 300

January Physical Fitness Sports event/skating (transportation, tickets, breakfast) 525

February Gang Awareness Drug-free event/tour police 

department/jail (Transportation,

snacks/refreshments) 200

March Good Nutrition Visit local restaurant (transportation, dinner) 177 323

April Academic Excellence Zoo field trip 100 400

May DEFY graduation (certificates,

cake, luncheon, etc.) 500

Total Phase II Budget Requested $2,648

95

Appendix B: Administrative Forms 
97

Appendix B: Administrative Forms 

Flag Flag Flag Flag Flag Flag Flag Flag

Lowering Lowering Lowering Lowering Lowering Lowering Lowering Lowering 

Phase I DEFY Camp Model Schedule: Nonresidential

Field Trip

Lunch

1.3 My 

Board of

Advisors

3.6 Where

Does This

Go?

Flex Time

1.2 Solving

Conflicts

4.4

Coordination/

Balance

Break

4.1 Physical

Challenge 1

DEFY Youth

Pre-Survey 

3.2 Forming

DEFY Teams

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8

Flag Raising Flag Raising Flag Raising Flag Raising Flag Raising Flag Raising Flag Raising Flag Raising

Orientation

Break

3.1 Find

Someone

Who. . .

Introduction

Our Flag

Lunch

4.2 Physical

Fitness

(Aerobics/

Cardiovascular)

2.2 The Real

Deal

2.3 The

Lowdown

Flex Time

3.3 Landing

Zone

1.1 My 

Own Coat

of Arms

Lunch

3.4 

Build-ups

2.1 Drug

Information

3.5 Speak 

for Yourself

Break

2.4 Peer

Pressure

2.5 Saying

No

Lunch

4.3 UpperBody

Strength

Field Trip

Lunch

Flex Time

2.6 We 

Have Better

Things

Break

2.7 A 

Natural 

High

4.2 Aerobics/

Cardiovascular

4.6

President’s

Physical

Challenge

(Pretest)/

First Aid/

Safety

Lunch

4.3 UpperBody

Strength

Physical

Fitness Free

Choice

(Team Sport/

Activity)

4.5 

Physical

Challenge II

Lunch

Graduation

Practice

1.4 Ready . . .

Set . . . Goals

1.5 Resistance

Skills

Physical

Fitness Free

Choice

(Team Sport/

Activity)

2.8 The 

DEFY Game

Break

Physical

Fitness Free

Choice

(Team Sport/

Activity)

Lunch

4.7

President’s

Physical

Challenge

(Retest)

DEFY Youth

Post-Survey

Wrap-Up

Graduation

0900–0915

0915–0930

0930–0945

0945–1000

1000–1015

1015–1030

1030–1045

1045–1100

1100–1115

1115–1130

1130–1145

1145–1200

1200–1215

1215–1230

1230–1245

1245–1300

1300–1315

1315–1330

1330–1345

1345–1400

1400–1415

1415–1430

1430–1445

1445–1500

1500–1515

1515–1530

1530–1545

1545–1600
99

Appendix B: Administrative Forms 

2.6 We Have

Better Things

0700–0715

0715–0730

0730–0745

0745–0800

0800–0815

0815–0830

0830–0845

0845–0900

0900–0915

0915–0930

0930–0945

0945–1000

1000–1015

1015–1030

1030–1045

1045–1100

1100–1115

1115–1130

1130–1145

1145–1200

1200–1215

1215–1230

1230–1245

1245–1300

1300–1315

1315–1330

1330–1345

1345–1400 

1400–1415

1415–1430

1430–1445

1445–1500

1500–1515

1515–1530

1530–1545

1545–1600

1600–1615

1615–1630

1630–1645

1645–1700

1700–1715

1715–1730 

DEFY Youth Survey

4.4 Coordination/

Balance

4.2 Physical Fitness

Aerobics/Hygiene

Flex Time

3.2 Forming DEFY

Teams

3.3 Landing Zone

Break

Day 1 Day 2 Day 3 Day 4 Day 5

Lunch

Lunch

3.4 Build-Ups and 

Put-Downs

Wake Up Wake Up Wake Up Wake Up

Arrival

Orientation

Flag Raising

3.1 Find Someone

Who

Lunch

Preparation/ Preparation/ Preparation/ Preparation/

Breakfast/Cleanup Breakfast/Cleanup Breakfast/Cleanup Breakfast/Cleanup

2.1 Drug 

Information

1.2 Solving Conflicts

1.1 My Own

Coat of Arms

1.3 My Board of

Advisors

4.1 Physical 

Challenge

2.3 The Lowdown

2.2 The Real Deal

Field Trip

2.5 Saying No

4.3 Physical Fitness:

Upper Body

3.5 Speak for Yourself

Graduation

2.4 Maggie’s Story 2.8 DEFY Game

4.5 Physical

Challenge II

DEFY Youth 

Post-Survey

Wrap-Up

Lunch

Break

Introduction:

Our Flag

Morning Prep Morning Prep Morning Prep Morning Prep

Flag Raising Flag Raising Flag Raising Flag Raising

1.4 Ready . . .

Set . . . Goals

Break

4.6 President’s

Challenge

(Pretest)/First

Aid/Safety

3.6 Where Does

This Go?

1.5 Resistance Skills

Flex Time

Lunch

2.7 A Natural High

4.7 President’s

Challenge (Retest)

Break

Graduation Practice

Flex Time

Phase I DEFY Camp Model Schedule: Residential

(continued)
100

Weed and Seed DEFY Program Management Guide

Quiet Time/ Quiet Time/ Quiet Time/ Quiet Time/

Dinner Prep Dinner Prep Dinner Prep Dinner Prep

1730–1745

1745–1800

1800–1815

1815–1830

1830–1845

1845–1900

1900–1915

1915–1930

1930–1945

1945–2000

2000–2015

2015–2030

2030–2045

2045–2100

2100–2115

Campfire

Day 1 Day 2 Day 3 Day 4 Day 5

Interactive Game

Video/

Discussion

Interactive Game

Talent Night

Phase I DEFY Camp Model Schedule: Residential (continued)

Video/Discussion

Flag Lowering Flag Lowering Flag Lowering Flag Lowering

Dinner Dinner Dinner Dinner

Personal Personal Personal Personal

Cleanup Cleanup Cleanup Cleanup
Phase I Final Report Format

Drug Education for Youth

Weed and Seed City, USA

Phase I Final Report

Date of Camp: _____________________________________________________________________________

Location: __________________________________________________________________________________

Attendees: _________________________________________________________________________________

Youth: _________________________________________________________________________________

Mentors: _______________________________________________________________________________

Summarize Accomplishments in Phase I Planning, Staff Training, and Operations: ___________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Discuss Program Successes and Observed Weaknesses: _____________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Lessons Learned: ____________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Recommendation for Improvement: _____________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Funds Approved: ____________________________________________________________________________

Funds Spent: _______________________________________________________________________________

Discuss Media Coverage and Include Copy of Article: _______________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Other Funding Support and/or In-Kind Contributions: _______________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Incident/Problems: ___________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Attach Copy of Camp Schedule.

101

Appendix B: Administrative Forms 
Phase II Quarterly Report Format

Drug Education for Youth

Weed and Seed City, USA

Phase II Quarterly Report

October, November, December

Month: ____________________________________________________________________________________

Topic: _____________________________________________________________________________________

Objective(s): _______________________________________________________________________________

Special Event Activity: ________________________________________________________________________

Date of Event: ______________________________________________________________________________

Location: __________________________________________________________________________________

Attendees: _________________________________________________________________________________

Youth: __________________________________________________________________________________

Mentors: ________________________________________________________________________________

Funds Approved: ____________________________________________________________________________

Funds Spent:_____________________________________________________________________________

Balance Remaining: _______________________________________________________________________

Comments/Highlights: ________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Incident/Problems: ___________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Other Funding Support and/or In-Kind Contributions: _______________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Media Coverage (provide copy of article): ________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

103

Appendix B: Administrative Forms 
105

Appendix B: Administrative Forms 

Month Workshop Special Event

September Good Communication Meet Your Mentor

October Community Service Halloween party

November Academic Excellence Community cleanup

December Relationships Holiday party/parent open house

January Handling Conflict Television station tour

Knowing Limitations Visit city hall

February Physical Fitness Sports event

Leadership Volunteer at homeless shelter/

soup kitchen

March Gang Awareness Drug-free event

April Good Nutrition Local restaurant

Substance Abuse Nature appreciation

May Handling Emergencies Trip to museum

June Goal Setting Career Day

DEFY Olympics Relationship transitions

DEFY Phase II Workshop and Special Event Schedule
Topic/Objectives

Relationships/ Hygiene/

Conflict Physical Nutrition/ Citizenship/ Goal

Workshop Management Prevention Fitness Urgent Aid Self-Esteem Leadership Setting

Good 

Communication X X

Community 

Service X

Academic 

Excellence X X X

Relationships X X

Handling 

Conflict X X

Knowing 

Limitations X

Physical Fitness X X X

Leadership X X

Gang Awareness X

Good Nutrition X X

Substance Abuse 

Prevention X X

Handling 

Emergencies X X X

Goal Setting X X

Relationship 

Transitions X

107

Appendix B: Administrative Forms 

DEFY Phase II Workshop Summary: At a Glance
109

Appendix B: Administrative Forms 

Objectives (At unit

completion, workshop

Unit Purpose participants will ...)

Good Communication Assist mentors and mentees in • Define active listening and 

developing effective communication discuss skills needed to be a 

skills.The mentor will become more good listener.

attuned to areas in which the mentee • Understand common barriers 

may need improvement while enhancing to communication and how to 

his or her abilities to communicate. Both avoid them.

can share information about personal • Use verbal and nonverbal

beliefs and values, which will assist in techniques for effective

developing open, trusting mentoring communication.

relationships. • Demonstrate effective listening 

and communication techniques.

Community Service Encourage mentees to take part in • Display an understanding of

volunteer activities in their communities volunteer programs and their

by discussing the benefits to self and importance to the community.

others.This unit presents an opportunity • Demonstrate an interest in 

for mentors to share their reasons for volunteering for community 

volunteering for the DEFY program and service programs.

the benefits they have gained. • Identify community service

programs that would benefit 

mentees.

Academic Excellence Encourage and assist mentees to pursue • Identify academic areas that 

academic excellence by helping them need improvement and ways to

assess their strengths and weaknesses. receive help.

Help them determine areas for improve- • Relate academic pursuits with

ment and understand the value and im- any short- or long-term goals

portance of education in achieving their developed by the mentee 

goals. during Phase I.

• Demonstrate an ability to set 

academic priorities and create 

schedules for completing homework, projects, or other related 

activities.

Relationships/Families Help mentees understand the dynamics • Discuss reasons that might 

of family relationships and how every keep family members from

member has a role in creating and opening up to one another, and

maintaining a healthy family life. Under- identify possible methods for 

stand “roadblocks” that sometimes opening up the lines of commuoccur and can prevent positive feelings nication.

and interactions among family (and non- • Identify barriers to developing

family) members. Determine ways to positive relationships within and

keep the lines of communication open. outside of the family.

Additionally, increase awareness and • Understand the importance

appreciation of diversity in others. of respecting one another’s

feelings and beliefs.

• Discuss methods that might 

help with typical problems that 

sometimes arise within a family,

and demonstrate methods to 

handle them.

DEFY Phase II Workshop Summary

(continued)
Objectives (At unit

completion, workshop

Unit Purpose participants will ...)

Handling Conflict Reinforce the lesson introduced in • Understand factors that cause

Phase I and further assist mentees in conflict.

developing skills to identify and anticipate • Develop an early warning 

conflict (if avoidance is not possible) system—skills that help in recto solve subsequent problems. ognizing problems and assist in 

avoiding conflict.

• Demonstrate an ability to distinguish avoidable and unavoidable 

conflicts.

Knowing Limitations Review what mentees learned about • Demonstrate an understanding 

self-esteem in Phase I, and assist youth in that self-esteem comes from 

determining values, decisionmaking, and within and is not based on 

carrying through decisions under external influences.

peer pressure. • Improve ability to increase selfesteem and learn how to shield 

against negative external 

influences.

• Demonstrate ability to determine values, and to make and 

effectively stand by decisions 

that are based on those values.

Physical Fitness Assist mentees in developing physical • Identify ways in which they can 

fitness routine and reinforce the idea of improve their physical fitness 

setting personal fitness goals as introduced and set personal goals.

in Phase I. • Choose a workout or physical 

activity that interests them and 

suits their specific needs.

• Use mentoring relationships as 

a means of encouraging the 

commitment to physical fitness 

for both mentors and mentees.

Leadership Help mentees assess the leadership • Recognize the qualities of a 

qualities that each of them possesses and good leader.

realize that everyone is called on to be • Demonstrate an improved 

a leader in a variety of ways. capacity to display leadership 

qualities.

• Demonstrate an ability to 

identify situations in which 

mentees can be leaders.

Gang Awareness/ Improve the mentee’s awareness and • Discuss reasons gangs form.

Deglamorization understanding of gangs: why and how they • Recognize ways to identify 

start, how they incorporate new gangs.

members, why they are dangerous, and • Determine ways to avoid gangs/

how to avoid gang involvement. gang activities.

• Identify positive alternatives to 

gangs.

110

Weed and Seed DEFY Program Management Guide

DEFY Phase II Workshop Summary (continued)

(continued)
111

Appendix B: Administrative Forms 

DEFY Phase II Workshop Summary (continued)

Objectives (At unit

completion, workshop

Unit Purpose participants will ...)

Good Nutrition Improve the mentees’ understanding of • Identify foods that are and are

the benefits of good nutrition. Develop not nutritionally sound.

their abilities to identify nutritionally • Demonstrate an ability to read 

deficient foods and to choose foods that and comprehend food labels

are healthy and appetizing. based on nutritional value.

• Demonstrate an understanding 

of the effects of poor nutrition 

on the body.

Substance Abuse Build on previous knowledge acquired • Identify ways in which mentees 

Prevention during Phase I. Reiterate the benefits for come in contact with drugs, and 

mentees to abstain from drug use, and discuss the availability of drugs 

discuss their perceptions of the effects of to mentees.

drug use in their communities. • Demonstrate an ability to 

recognize factors that encour

age drug use by youth, and 

make informed decisions concerning drug use.

• Demonstrate an ability to separate fact from fiction concerning 

drug use.

Handling Emergencies Inform mentees of the proper use of • Define the purpose of EMS 

Emergency Medical Services (EMS) and the nature of situations hanto determine when an emergency dled by this service.

warrants calling 911. • Demonstrate an ability to properly use EMS and to give the 

necessary information when 

making a 911 phone call.

• Demonstrate an ability to identify the correct service to handle 

an emergency when EMS is 

not the right choice.

Goal Setting Revisit information introduced in Phase I • Demonstrate an ability to set 

and discuss goals mentees set and realistic goals and modify goals

progress made.This unit will provide an when circumstances dictate 

opportunity to assist mentees who need change.

help refining or modifying their goals or • Demonstrate an ability to

setting more realistic goals, as well as to clearly articulate goals and

provide positive reinforcement to mentees identify steps needed to reach 

who have achieved any of their goals. the goals

• Demonstrate an ability to

follow through and maintain a 

level of commitment.

Relationship Transitions Prepare mentors and mentees for the • Discuss ways to alleviate emoend of the mentoring relationship.This tions such as sadness, confusion,

unit will discuss ways to deal with many anger, and tendencies to blame.

of the feelings that come with ending a • Identify healthy and unhealthy 

relationship. relationships and recognize 

problem signs.

• Understand the importance of 

ending a relationship in a 

positive manner and accepting 

the termination as part of the 

development process.
DEFY Phase II Special Event Ideas: At a Glance

Topic/Objectives

Relationships/ Hygiene/

Conflict Physical Nutrition/ Citizenship/ Goal

Special Event Management Prevention Fitness Urgent Aid Self-Esteem Leadership Setting

Meet Your

Mentor X X

Halloween 

Party X X

Community 

Cleanup Day X X X

Holiday Party/

Open House X

Television Station

Tour X X

Visit to City Hall X X

Sports Event X X X X

Volunteer/Soup

Kitchen X X X

Drug-Free Event X X X

Trip to Local

Pizza Restaurant X X X

Nature 

Appreciation X X

Trip to Museum X X

Career Day X X X

DEFY Olympics X X X X

113

Appendix B: Administrative Forms 
115

Appendix B: Administrative Forms 

Event Purpose

Meet Your Mentor This occasion will be the first time that mentors will meet their 

mentee matches.The event will allow for initial contact to be made 

in a relaxed, supportive setting. Parents/guardians should be invited so

that they can feel comfortable with the program from the beginning.

Halloween Party The party will allow mentees to see the less serious sides of their 

mentors and provide an opportunity for them to work together to 

develop costumes and/or masks. A fun, casual atmosphere may help 

mentors and mentees feel more comfortable in getting to know one 

another.

Community Cleanup Day After choosing a centralized and/or public section of the community,

the DEFY team will come together to make an area cleaner and 

safer so that the mentees will realize that being part of the community also means taking pride in your community’s appearance. A 

perfect place for this event may be a park, a recreation area, or an area 

around a civic center or a playground.

Holiday Party/Open House There can be an open house sometime during December when 

parents/guardians are invited to talk with mentors and program staff.

The project coordinator could make a presentation about the program’s achievements throughout the year and plans for the upcoming 

year.

Television Station Tour Many young people watch television but never get to see what 

happens behind the scenes.Television stations often allow tours 

and usually have a staff person assigned to schedule tours.This event 

will probably be as educational for the mentors as for the mentees.

Visit City Hall or the Mentees will visit city hall or the mayor’s office to have an

Mayor’s Office opportunity to see government in action.This tour will offer mentees 

an opportunity to witness the inner workings of government and to 

learn how policies are made, who makes up the legislative body, and 

the importance of government in our society.

Sports Event This will be an opportunity for mentees to experience a professional 

sports event, the first time for many of them. Mentors and mentees

will be able to discuss the hard work and commitment involved in 

playing professional sports, the role of sports in American society,

and—most of all—they will be able to enjoy the excitement and entertainment of the event. Program staff should contact sports organizations and explore ticket donations for events.

Volunteer at a Homeless Mentees need opportunities to learn the value of helping others.

Shelter or Soup Kitchen Mentors and mentees can volunteer for a community service to 

assist those who are less fortunate, especially during the Thanksgiving 

holiday.

Drug-Free Event Program staff, in conjunction with mentors and mentees, can plan a 

drug-free activity to show mentees that there are many ways to have 

fun without doing drugs. Drug-free activities can include a dance,

bowling, roller skating, ice skating, kite flying, etc.

Trip to Local Pizza Restaurant This event will provide enjoyable hands-on learning about the 

ingredients and procedures involved in nutritious meal planning.

Through prior arrangement with the restaurant, mentees can tour 

the kitchen, then participate in preparing their own meal. (This would 

be an excellent photo opportunity!)

DEFY Phase II Special Event Ideas

(continued)
Event Purpose

Nature Appreciation This event will help mentees appreciate nature. Have them pot their 

very own plant and be in charge of its growth.Visit a local greenhouse 

where they can learn about the process of growing different varieties 

of plants and flowers. If possible, work with the host command or the 

community to schedule for the mentees to plant flowers or trees under 

the guidance of professionals. Mentors and mentees can decide on 

growing a plant that the mentees can take home and care for.

Trip to a Museum Many mentees may not have been exposed to places such as museums and are often stimulated by the experience. A trip to the local 

museum of art (perhaps to an ethnic art exhibit) may help mentees 

appreciate their culture’s contributions to the arts and humanities.

Many cities offer “discovery” museums where children can experience 

intriguing, tactile learning opportunities and exhibits.

Career Day This event will allow DEFY program staff and mentors to share information about their professions with the mentees. Likewise, mentees 

will have an opportunity to discuss their career goals and can be 

encouraged by mentors and their peers.

DEFY Olympics The objective of this event is to encourage mentees to continue 

striving toward their physical fitness goals, which they set in the Phase I 

summer camp, and to help them make physical activity fun and exciting.

The nature of the “olympics” does not have to be competitive but 

should provide a positive atmosphere for promoting physical fitness.

Mentees may receive greater benefit from doing noncompetitive sports 

such as sack races, three-legged races, water balloon and egg tossing 

competitions, etc.

116

Weed and Seed DEFY Program Management Guide

DEFY Phase II Special Event Ideas (continued)
117

Appendix B: Administrative Forms 

Youth Participant Application

I.To be completed by parent or guardian Today’s Date: ___________________

Participant’s Name: __________________________________________ Date of Birth: ___________________

Last First MI

Participant’s Address: _________________________________________________________________________

__________________________________________________________________________________________

Name of Participant’s School: ___________________________________ Grade (Fall 2000): _______________

Mother’s Name: ____________________________________________________________________________

Mother’s Address: ___________________________________________________________________________

Mother’s Day Phone: (______)_______________________ Evening Phone: (______)______________________

Father’s Name: _____________________________________________________________________________

Father’s Address: ____________________________________________________________________________

Father’s Day Phone: (______)_______________________ Evening Phone: (______)______________________

Legal Guardian’s Name: ______________________________________________________________________

Legal Guardian’s Address: _____________________________________________________________________

Legal Guardian’s Day Phone: (______)________________ Evening Phone: (______)______________________

This form was completed with assistance from a translator (circle one): Yes No 

I permit my child to participate in the DEFY program.

___________________________________ _________________________________

Name of Parent/Guardian Signature of Parent/Guardian 

DRUG EDUCATION FOR YOUTH

TM

(continued)
118

Weed and Seed DEFY Program Management Guide

Youth Participant Application (continued)

II.To be completed by the participant

My name is: ___________________________________________________

I like to be called: _______________________________________________

Let me tell you about myself:

t These are the people who live with me at home:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t These are the chores that I do around my home:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t These are the afterschool activities that I am involved in:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t These are the community and church/synagogue groups that I am involved in:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(continued)
119

Appendix B: Administrative Forms 

Youth Participant Application (continued)

t These are my favorite subjects at school:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t This is what I think I will learn in the DEFY program:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

t This is why I want to participate in the DEFY program:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

t This is what I like best about myself:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

t This is what I like best about other people:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________
121

Appendix B: Administrative Forms 

Adult Staff/Mentor Application

Personal Information

Name: ____________________________________________________________________________________

Last First MI

Home address: _____________________________________________________________________________

__________________________________________________________________________________________

Work phone: _______________________________________ Home phone: ___________________________

Emergency contact: _________________________________________________________________________

Name Relationship Phone

Employer: _________________________________________ Position: ________________________________

Employer Address: __________________________________________________________________________

__________________________________________________________________________________________

Supervisor: ________________________________________ Phone: _________________________________

Are you over 21 years of age? ❒ Yes ❒ No

If you are under 21 years of age, are you in the military? ❒ Yes ❒ No

References

List three people, not related to you, who have known you for a minimum of 2 years on a personal basis.

Name Address Phone Number

Why are you interested in becoming a DEFY staff member or mentor? _________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Availability

Please indicate your availability (a.m., p.m., all day).

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Are you available for the entire DEFY program year? ❒ Yes ❒ No

Are you available for an intensive 5- or 8-day Phase I 

Summer Leadership Camp? ❒ Yes ❒ No

Are you available to meet once a month during the 

school year to mentor DEFY youth? ❒ Yes ❒ No

DRUG EDUCATION FOR YOUTH

TM

(continued)
Adult Staff/Mentor Application (continued)

Please check which skill areas you are willing to share with DEFY youth.

Classroom/Tutoring

❒ Reading ❒ Language: ___________________ (specify)

❒ Writing ❒ Math

❒ Science ❒ Spelling

❒ Physical education/fitness ❒ Computer skills

❒ Art ❒ Other: ____________________________________________________

Hobbies/Interests/Other Skills

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Previous Youth Program Experience

Responsibilities, Duties,

Dates Name and Location of Program Position Experience

Criminal History

Have you ever been convicted of a felony? ❒ Yes ❒ No

Have you ever been convicted of a crime involving a child 

or for a sexual offense? ❒ Yes ❒ No

Have you ever been arrested or charged with substance abuse felony? ❒ Yes ❒ No

Have your parental/guardian or custodial rights been terminated 

because of child abuse (sexual, physical, emotional, psychological)? ❒ Yes ❒ No

Are you now or have you ever been subject to any court order 

involving sexual or physical abuse of a minor, including, but not limited 

to, a domestic order or protection? ❒ Yes ❒ No

Have you ever been refused participation or had your 

participation revoked in a foster program? ❒ Yes ❒ No

Has your driver’s license ever been suspended or revoked? ❒ Yes ❒ No

Do you use illegal drugs? ❒ Yes ❒ No

If you answered “yes” to any of the above questions OR there is any fact or circumstance involving you or your

background that would call into question your being entrusted with the care and supervision of children, please

explain: ___________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

122

Weed and Seed DEFY Program Management Guide

(continued)
123

Appendix B: Administrative Forms 

Adult Staff/Mentor Application (continued)

Read the following carefully before you sign:

t A false statement on any part of your application will be grounds for rejection of your application or for

removing you as a DEFY mentor after you have been selected.

t I consent to the release of information about my background, ability, and fitness for service as a DEFY staff

member by my employer, schools, law enforcement agencies, and other individuals and public and private

organizations to investigators, personnel staffing specialists, and others authorized by the DEFY program.

t I certify that, to the best of my knowledge and belief, all of the statements are true, correct, complete, and

made in good faith.

Privacy Act Statement

This statement is provided in compliance with the provisions of the Privacy Act of 1974 (Public Law 93–579),

which requires that Federal agencies inform individuals who are requested to furnish personal information about

themselves as to certain facts regarding the information requested above.

1. Principal Purpose:To screen and select staff members for participation in the DEFY program.

2. Disclosure Is Voluntary: If you do not provide the requested information, required screening may not be 

conducted, and you may not be eligible to serve as a staff member.

I certify that the information contained herein is true and accurate. I hereby give permission for the DEFY program to perform any and all reference and background checks deemed necessary to certify my fitness and

appropriateness to serve as a staff member in the DEFY program.

____________________________________ _________________

Signature Date
125

Appendix B: Administrative Forms 

Teen Staff Application

Name: _________________________________________ Phone: ____________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Employer: ______________________________________ Position: ___________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Supervisor: _____________________________________ Phone: ____________________________________

School Name: _____________________________________ City: ____________________________________

Father’s Name: _____________________________________________________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Phone (home): ________________________________ Phone (work): _________________________________

Mother’s Name: ____________________________________________________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Phone (home): ________________________________ Phone (work): _________________________________

Guardian’s Name: ___________________________________________________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Phone (home): ________________________________ Phone (work): _________________________________

Please list three adult references who are not related to you:

Name: ____________________________________________________________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Phone (home): ________________________________ Phone (work): _________________________________

Name: ___________________________________________________________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Phone (home): ________________________________ Phone (work): _________________________________

DRUG EDUCATION FOR YOUTH

TM

(continued)
126

Weed and Seed DEFY Program Management Guide

Teen Staff Application (continued)

Name: ___________________________________________________________________________________

Address: __________________________________________________________________________________

__________________________________________________________________________________________

Phone (home): ________________________________ Phone (work): ________________________________

Please explain why you want to become a DEFY staff member: _______________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________ 

Please explain your past experience working with youth: _____________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Please read the following carefully with your parent or guardian and then sign below:

t A false statement on any part of your application may be grounds for nonselection or for removal from

the DEFY staff after being selected.

t I consent to the release of information about my/my child’s abilities and fitness for service as a DEFY staff

member by employers, law enforcement agencies, and other individuals and organizations to investigators, personnel staffing specialists, and other authorized employees of the participating DEFY agencies.

t We certify that, to the best of our knowledge and belief, all of the above statements are true, correct, complete, and made in good faith.

Privacy Act Statement

This statement is provided in compliance with the provisions of the Privacy Act of 1974 (Public Law 93–579),

which requires that Federal agencies must inform individuals who are requested to furnish personal information

about themselves as to certain facts regarding the information above.

1. Principal Purpose:To screen and select teen volunteer staff for participation in the DEFY program.

2. Disclosure Is Voluntary: If the requested information is not provided, screening may not be conducted, and the 

applicant may not be eligible to serve as a staff member.

______________________________________________ _______________

Teen Signature Date 

______________________________________________ _______________

Parent/Guardian Signature Date
127

Appendix B: Administrative Forms 

DRUG EDUCATION FOR YOUTH

TM

Youth Roster

Day: Date: Team:

Team Leader:

Name Arrive A B C D Depart Note/Released to

A–D: Head counts
129

Appendix B: Administrative Forms 

Staff Roster

Day: ________________________ Date: _____________________________________

Name In Out Assignments

Today’s Duty Officer: _______________________________________________

DRUG EDUCATION FOR YOUTH

TM
131

Appendix B: Administrative Forms 

DRUG EDUCATION FOR YOUTH

TM

Emergency Action Plan

Steps for an Incident Requiring Emergency Services

t Bring the situation under control. In the event of any injury to a member of the DEFY program, the

senior DEFY staff member at the scene is responsible for ensuring that the proper actions are taken.The foremost objective is to prevent further injury to the DEFY participant or staff member. After the situation is

under control, the primary objective is to administer first aid (as instructed in pre-DEFY training) to those

requiring it. Emergency services should be summoned as soon as possible.

t Remove other students from the scene of the incident. All other students should be removed from

the scene to reduce any confusion or anxiety and so that emergency personnel will be able to do their job.

DEFY staff members should do their best to keep the atmosphere calm and to avoid broadcasting the seriousness of the situation. If the situation warrants it, transportation should be acquired as soon as possible to

bring the DEFY youth, under supervision, back to the camp command post.

t Coordinate the response to the incident. As soon as feasible, the senior DEFY staff member at the

scene should direct one of the staff to contact the camp command post at _____________ and inform the

program coordinator, __________________, of the situation.The program coordinator is responsible for

coordinating the effort to respond to the crisis and notifying the partner agency representatives.

t Contact the parent/guardian. Once the extent of the injuries is confirmed, the program coordinator

should contact the parents/guardians of the injured parties immediately. If there is a fatality involved, notification must be done in person.

t Identify witnesses and protect the scene. Should there be any witnesses to the incident, the DEFY staff

members at the scene are responsible for finding and identifying them.This will aid any future investigations.

t Direct any media responses to the Public Affairs Officer of the local U.S. Attorney’s Office.

Steps for an Incident Not Requiring Emergency Services

t Get medical attention for any injured youth. In the event that a minor injury occurs during the DEFY

program, the main objective is to get the injured youth medical attention as soon as possible. It is the responsibility of the senior DEFY staff member at the scene of the incident to ensure that proper first aid is administered. If further medical care is required, the senior staff member on the scene will ensure that the victim is

provided swift transport to _______________ (location for care). A minimum of two staff members will

accompany the injured youth to the emergency room and stay with him or her until relieved.

t Continue DEFY activities for the other youth. DEFY staff members should attempt to keep a minor

incident from interfering with the continued running of the program for the other youth.

t Inform the DEFY program coordinator. As soon as possible, the senior staff member will direct one

staff member to inform the program coordinator of the situation. Once the extent of the injury is known, the

program coordinator will call and inform the parent/guardian of the youth of the injury. If the parent/ guardian

is not able to immediately pick up the youth, the youth will be brought back to the command post building

until the parent/guardian can arrive.

(continued)
Emergency Action Plan (continued)

t Take appropriate disciplinary steps. If an incident occurs that involves fighting, for which counseling and

separation do not prove sufficient, or if a case involves weapons or racial motives, all participants will be

accompanied back to the DEFY command post.The program coordinator is responsible for entering the incident in the incident log and ensuring that appropriate disciplinary procedures are followed.The parents/

guardians of the youth will be called, and the participant will be kept under supervision until picked up by

his or her parent/guardian.

Emergency Action Checklist

t Prevent further injury.

t Provide proper first aid.

t Secure ambulance, police, and chaplain as appropriate.

t Contact camp command post and program coordinator.

t In the event of a fatality or another serious accident, always notify police. Retain a responsible person at the

scene.

t As soon as the state of any injured youth is known, notify the parent/guardian. If a fatality has occurred, the

parent/guardian must be notified in person.

t The program coordinator should inform the appropriate agency officials (e.g., U.S. Attorney).

t Refer all media inquiries (press, radio, television) to the military and U.S. Attorney’s Public Affairs Office.

t Do not answer any inquiries personally.

Emergency Phone Numbers

Police . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Fire Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Emergency Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .911

Base Officer on Duty (OOD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Base Safety Officer (include name) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Military Public Affairs Officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

U.S. Attorney’s Public Affairs Officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chaplain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

132

Weed and Seed DEFY Program Management Guide
133

Appendix B: Administrative Forms 

Incident/Injury Report

❒ Injury ❒ Incident ❒ Disciplinary

❒ Abuse ❒ Other: _______________________________

Date and time of incident: __________________________________________

DEFY site: _______________________________________________________

Involved person: ______________________________________________________________

Name (include address and phone number on reverse side for outside parties)

DEFY association with involved person:

❒ Staff ❒ Youth ❒ Parent/guardian ❒ Other: ________________________

Parent/guardian notified? ❒ Yes ❒ No By: _____________________ Date and time: _____________

Description of incident/injury (include location of incident, extent of injury, observations, etc.):

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Action taken:

❒ Treated by DEFY staff: _____________________________________________________________________

❒ Treated by hospital: _______________________________________________________________________

(name, location, phone number)

Describe treatment given: _____________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

❒ Verbal warning ❒ Time out for ___________ (length) ❒ Expulsion from DEFY

❒ Exclusion from __________________________________________________________________________

❒ Reported to ____________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(name, address, phone number of agency and contact person)

❒ Other: _________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Release:

Did involved party return to the DEFY program? ❒ Yes ❒ No, released to:

❒ Self ❒ Parent/Guardian ❒ DEFY staff ❒ Other: ___________________________

DRUG EDUCATION FOR YOUTH

TM

(continued)
134

Weed and Seed DEFY Program Management Guide

Incident/Injury Report (continued)

Media contact? ❒ Yes ❒ No Describe: __________________________________________

__________________________________________________

__________________________________ _______________________________

Person Submitting Report Signature

__________________________________ ______________________________

Program Coordinator Signature

__________________________________ _______________________________

Site Representative Signature, if applicable

Send original to: Local U.S. Attorney’s Office.
DEFY Medication Record

DEFY site: ___________________________________________________

Name Team

Drug Allergies Parent/Guardian Name

Staff Responsible for Parent/Guardian 

Custody of Medication Phone Number

Scheduled Medications

Medication 

(Name, Dose, Date/ Date/ Date/ Date/ Date/ Date/ Date/ Date/ Date/ Date/ Date/

Route, Frequency) Time Time Time Time Time Time Time Time Time Time Time

Initials Full Signature Initials Full Signature

1 6

2 7

3 8

4 9

5 10

PRN and One-Time Medications

Medication (Name, Dose,

Route, Frequency) Reason for Medication Date,Time, and Initials Effects Noted

Documentation of Omitted Dose of Medication

Medication (Name, Dose,

Route, Frequency) Dose Omitted Initials

135

Appendix B: Administrative Forms 
137

Appendix B: Administrative Forms 

Trip Checklist

To be completed before departure

DEFY site: _________________________________________________________________________________

Date of trip: ____________________________________ Destination: ________________________________

Number of campers:___________ Number of staff: _________________ Person in charge: ________________

Emergency contact number for group while away (if applicable): _______________________________________

❒ Yes ❒ No One staff member is currently certified in appropriate level of first aid/CPR.

❒ Yes ❒ No A written itinerary has been filed with the command.

❒ Yes ❒ No Copies of health questionnaires for DEFY youth.

❒ Yes ❒ No Signed medical consent forms for each DEFY youth.

❒ Yes ❒ No Drinking water or other appropriate beverages are available or will be 

procured en route.

❒ Yes ❒ No Restroom and rest breaks have been appropriately scheduled.

❒ Yes ❒ No Trip/Event Permission Slips completed for each DEFY youth 

(when applicable).

❒ Yes ❒ No Facilities are available for the safe preparation and storage of foods to be 

eaten on the trip.

❒ Yes ❒ No All staff and youth are aware of safety rules and procedures to follow in 

case of an accident, injury, or other mishap.

❒ Yes ❒ No Off-limit areas have been designated.

❒ Yes ❒ No Rendezvous times and places have been established.

❒ Yes ❒ No Proper refuse disposal, requiring all refuse to be carried out, biodegradable,

or disposed of in accordance with regulations governing the area.

❒ Yes ❒ No Transportation vehicles clearly marked for DEFY program.

❒ Yes ❒ No Parents/guardians informed of pickup time (if applicable).

For DEFY staff drivers on long trips only:

❒ Yes ❒ No Are rest/sleep facilities available for driver?

❒ Yes ❒ No Has driver been instructed to sleep or rest for return trip?

❒ Yes ❒ No Has time been set aside for driver to sleep/rest before return trip?

DRUG EDUCATION FOR YOUTH

TM

(continued)
138

Weed and Seed DEFY Program Management Guide

Trip Checklist (continued)

To be completed before departure from field trip destination

❒ Yes ❒ No Head count completed; all accounted for.

❒ Yes ❒ No Drinking water or other appropriate beverages are available or will be 

procured en route.

❒ Yes ❒ No Restroom and rest breaks have been appropriately scheduled.

❒ Yes ❒ No Has driver complied with sleep/rest requirement, and is he/she fully capable 

to drive on return trip?
139

Appendix B: Administrative Forms 

Special Event Permission Slip

I, _____________________________, the legal parent/guardian of _______________________, give permission

for the above-mentioned child/ward to participate in:

Special event: ______________________________________________________________________________

Event location: ______________________________________________________________________________

Departure location: __________________________________________________________________________

Departure time: ____________________________________________________________________________

Return time: _______________________________________________________________________________

Name of person authorized to pick up child/ward: _________________________________________________

Special event information: _____________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

In the event that said minor is injured or becomes ill while participating in the special event, I hereby authorize

whatever medical care and services are necessary under the circumstances to correct the injury or treat the illness of said child. I understand that the DEFY program will attempt to notify me immediately through the telephone number I have provided.

____________________________________ _______________________ ____________

Parent/Guardian Signature Phone Number Date

DRUG EDUCATION FOR YOUTH

TM
141

Appendix B: Administrative Forms 

Invitation To Participate as a DEFY Mentor

MENTORS NEEDED!

for

DEFY is a joint effort by the U.S. Department of Justice, the military, and the community to keep youth drug and

gang free. _____________ area youngsters have already participated in a camp, learning drug and gang resistance

skills, leadership skills, physical fitness, and self-esteem. Now these students need mentors for the second phase of

the program. Area adults will participate in workshops, field trips, and individual mentoring with their DEFY students throughout the school year.

MAKE A DIFFERENCE!

Join the DEFY Program and participate in an enjoyable and rewarding experience!

Fill in your information below.

Name: ___________________________________________________ Phone: __________________________

Command/employer: ________________________________________________________________________

Area(s) of interest: __________________________________________________________________________

_________________________________________________________________________________________

Return form to: ____________________________________________________________________________

DRUG EDUCATION FOR YOUTH

TM
Mentor Recruitment Announcement Ideas

Whether a program is in the formation stage or ongoing, the program coordinator must periodically recruit mentors to carry out the activities supporting DEFY’s goal and objectives.To assist program coordinators in recruiting

mentors, the following mentor recruitment announcements are provided for use in fliers, newsletters, and other

recruitment venues.The text can be modified as needed to make it appropriate to the locality in which it is being

used.

t Play a part in building a stronger America and a brighter future by becoming a mentor in the nationally recognized Drug Education for Youth (DEFY) program. Mentors support youth physical fitness and recreation activities, serve as positive role models, and encourage healthy lifestyles. If you are interested or want more

information, contact program coordinator (name and telephone).

t Developing educated, healthy, responsible citizens is in everyone’s best interest.You can help our next generation of Americans by supporting youth physical fitness and recreation activities, discouraging substance abuse

and gang involvement, and serving as a positive role model for youth as part of the nationally recognized

Drug Education for Youth (DEFY) program with local youth-related community organizations. Get involved by

volunteering to mentor in this nationally recognized program.To volunteer or obtain additional information,

contact program coordinator (name and telephone).

t Make a difference in the lives of young Americans by becoming a mentor through the nationally recognized

Drug Education for Youth (DEFY) program. DEFY partners the military, the U.S. Department of Justice, and

the local U.S. Attorney with a community youth organization to focus on the academic, health/fitness, and citizenship development of youth. Not only will you be helping to build a stronger America, but you’ll be having

fun and gaining the satisfaction of knowing you have helped youth develop to their full potential.To volunteer

or learn more about DEFY, contact program coordinator (name and telephone).

t Mentors are needed to tutor students, support sports and recreation activities, escort students on field trips,

provide special academic instruction, and promote healthy lifestyles for our Drug Education for Youth (DEFY)

program. If you’re interested in becoming a volunteer or want additional information, contact program coordinator (name and telephone).

t When was the last time you were asked for your autograph or told you were special? You can be a real

celebrity by becoming a mentor in the nationally recognized Drug Education for Youth (DEFY) program.

Mentors make a positive difference in the lives of local youth by tutoring, discouraging substance abuse and

gang involvement, and serving as positive role models.To become a mentor or obtain additional information,

please contact program coordinator (name and telephone).

t Personnel, both military and civilian, are encouraged to volunteer to participate in the nationally recognized

Drug Education for Youth (DEFY) program. By helping local young people develop to their full potential, you’ll

be making a major contribution to ensure a bright future for America.To volunteer or obtain additional information, contact program coordinator (name and telephone).

t Help focus America’s youth on success by mentoring in the nationally recognized Drug Education for Youth

(DEFY) program. By helping local young people develop to their full potential, you’ll be making a major contribution to ensure a bright future for America.To volunteer or obtain additional information, contact program

coordinator (name and telephone).

143

Appendix B: Administrative Forms 
Supply List for the DEFY Phase I Youth Curriculum (or Camp)

The following is a compilation of standard supplies that will be required for many of the units in DEFY Phase I:

t Pads of newsprint

t Felt-tip markers for youth:

; 5 sets of 4 different-colored markers per team

; Blue and red markers for each youth to use (or share)

; Black pen (fine point) for each youth to use when making his or her own American flag

t Felt-tip markers for instructors: 3 or 4

t 8.5" x 11" white paper

t 8.5" x 11" construction paper (in a various colors)

t Pencils: at least 1 per youth

t Scissors, blunt-edged: 5 per team

t Glue: 5–10 bottles per team

t Glue sticks: 5–10 per team

t 3" x 5" index cards (plain white): 2 or 3 packages

t Masking tape (3 or 4 rolls)

t Clear tape (5–10 rolls per team, if using instead of glue)

t Small notebooks: 4 

t Large manila envelopes: 4

The following is a list of special supplies that will be required to implement specific units of DEFY Phase I:

t VCR, monitor: 1 per team/classroom

t Cassette player, exercise/music tapes: per team/classroom

t Stickers (stars and other shapes)

t 12" rulers: 1 per youth

t Muslin fabric (or old, white pillowcases): 1 yard per youth

t 4-footed sticks (for team flagpoles): 4

t Balloons: 1 per youth

t American flag (for demonstrating flag-folding procedures)

t Small box: 1 per youth, for first-aid kit

t Bandages, toothbrush, and a bar of soap for each youth’s first-aid kit

t Soccer balls: 1 per team

t Thick climbing/tug-of-war rope (long enough to reach the gym ceiling)

t Sturdy ladder (or bench or plank)

t Tumbling mats

t Bean bags, cardboard boxes (various sizes), hula hoops, old shoes

t Fresh fruit (for relay game in Topic 7.4)

t Playground balls: 16–20

t Stopwatch

t Shuttle blocks (wood 2" x 2" x 4" or school eraser)

t Horizontal bar

t Measuring tapes: 15–20

t Chalk

145

Appendix B: Administrative Forms 
147

Appendix B: Administrative Forms 

Letter of Appreciation: Mentor

From:

To:

Via:

Subject: LETTER OF APPRECIATION

I want to extend my personal appreciation for the outstanding (tour/_____________________) you gave/provided to the young people enrolled in our Drug Education for Youth (DEFY) Camp.Thanks to the unselfish giving of

your valuable time and the sharing of your wealth of experience, the DEFY youth were immeasurably touched. In

particular, your expertise at communicating an understanding of what it takes to be successful in _____________,

and your personal portrayal of commitment inspired all present to follow your example.

By personally contributing to the success of the DEFY program, you have given a significant gift to the well-being

of our Nation in the years to come. In addition to an introduction to the complex and challenging careers of

__________________, these young future leaders received from you an education in positive attitudes, selfesteem, [military/public/community] responsibility, and goal setting.

I hope that we can count on your assistance again during DEFY Phase II this school year, when each child is

paired with a military or civilian mentor for reinforcement of the camp lessons. I welcome your continued support in the years to come, as we improve and build on [command] DEFY programs.
149

Appendix B: Administrative Forms 

Letter of Appreciation: Guest Speaker/Presentation

From:

To:

Via:

Subject: LETTER OF APPRECIATION

I want to extend my personal appreciation for the outstanding presentation you gave to the young people

enrolled in our Drug Education for Youth (DEFY) Camp as their graduation speaker on ___________________.

Thanks to the unselfish investment of your time and sharing of your wealth of experience, the DEFY youth and

staff were immeasurably touched. In particular, your expertise at communicating an understanding of what it takes

to be successful and your personal portrayal of national allegiance inspired all present to follow your example.

By personally contributing to the success of the DEFY program, you have given a significant gift to the well-being

of our Nation.These young future leaders received from you an education in healthy conflict resolution, positive

attitudes and self-esteem, resisting unhealthy and illegal substances, overcoming adversity and prejudice, good citizenship, and goal setting.

I hope that we can count on your assistance again during DEFY Phase II in September, when each child is paired

with a mentor for reinforcement of the camp lessons.We welcome your continued support in the years to

come.
151

Appendix B: Administrative Forms 

Invitation Letter to Parent/Guardian

[Appropriate Letterhead]

[Date]

[Name]

[Address]

[Address]

[Address]

Dear [Name],

I would like to invite you to attend an orientation for parents or guardians of youth selected to participate in

Drug Education for Youth (DEFY). DEFY is a joint program between the U.S. Department of Justice, U.S.

Attorneys’ Offices, the California National Guard, and your community.The DEFY program encourages youth to

develop life skills such as physical fitness, self-esteem, drug prevention, and goal setting.Your child has been selected to participate in DEFY. DEFY is a yearlong program that begins with a summer camp experience.The second

part of DEFY continues into the following school year, when your child will be paired with an adult mentor and

will participate in workshops and special events.

The DEFY orientation will be held on [Date] at [Time] at [Orientation Location]. During the orientation, you will

learn more about DEFY and be able to have all of your questions about the program answered.

At this orientation, you will receive the DEFY Parent/Guardian Handbook, which will also answer some of your

questions about the DEFY program.The handbook also contains all forms needed to register your child for DEFY.

If you have any questions about orientation, need additional information before the orientation, or are unable to

attend the orientation, please call your community coordinator, [Name and Phone Number]. I and the DEFY staff

look forward to seeing you on [Date].

Very truly yours,

[Name]
DRUG EDUCATION FOR YOUTH

TM

Staff/Mentor Handbook

U.S. Department of Justice 

Executive Office for Weed and Seed 

810 Seventh Street NW.

Sixth Floor

Washington, DC 20531

Phone: 202–616–1152

Fax: 202–616–1159

2000
iii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The DEFY Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

About the Drug Education for Youth Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Local Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Your Role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Program Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Program Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

General Roles and Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Mentor Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The Adult-Youth Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

DEFY Staff Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

DEFY Youth Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Rules of Conduct for Residential Phase I DEFY Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Disciplinary Action for Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Disciplinary Action for Youth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Limit Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Reinforcement of Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Other Discipline Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Interactions With Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Establishing the Relationship: Strategies for the First Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Build on the Youth Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Continuing and Maintaining the Relationship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Possible Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Do’s and Don’ts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Support and Referrals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Terminating the Relationship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Health and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Health Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Mandatory Child Abuse Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Interactions With Parents/Guardians. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Mentor Reporting Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Incident Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Contents
Preventing Child Abuse and Neglect: Course of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

What Is Child Abuse and Neglect? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Preventing Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

DEFY Youth Interaction Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

The Three R’s of Child Abuse Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Recognizing Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Indicators of Abused Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Indicators of Abusive Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Reporting Child Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

iv

Weed and Seed DEFY Staff/Mentor Handbook
1

A well-designed Drug Education for Youth

(DEFY) program includes a variety of activities

that, along with the basic DEFY curriculum,

contribute to the program’s effectiveness. The

youth activities required for DEFY are intended

to provide training on substance abuse prevention, gang awareness/deglamorization, conflict

management, citizenship, and leadership;

enhance the enjoyment of participation; improve

physical fitness; expand knowledge horizons;

and encourage positive peer interaction. DEFY

activities also foster growth among youth

through shared meals, games, sports, and ceremonies. Although the activities reinforce DEFY

curriculum objectives, the relationship between

youth and trained adult staff members and mentors cements the teaching of respect, responsibility, cooperation, and other important values.

This handbook is provided to help staff and 

mentors understand DEFY and their role in the

program, its goals and objectives, and required

activities. It provides background on the DEFY

program, rules of conduct, descriptions of the

main program positions, techniques designed to

improve the mentor-youth relationship, and a

number of suggested activities appropriate for

the DEFY age group that can be undertaken at

most program sites.

Each adult participant in the DEFY program

must be aware of the impact that his or her

actions and words have on DEFY youth. Staff

and mentors must present an acceptable

appearance and provide a positive role model

for youth. Inappropriate behavior, such as

swearing, tobacco and alcohol use, and public

displays of disagreement with other staff, is

detrimental to the youth and cannot be tolerated

or accepted. Adult staff members must keep in

mind that their personal appearance and

grooming make an impression on the youth.

Adults must make every effort to ensure that

they present a clean, neat appearance in the

company of DEFY youth.

Introduction
About the Drug Education for

Youth Program 

DEFY is a comprehensive, two-phased prevention program for kids ages 9 to 12 that emphasizes the positive development of mind, body,

and spirit. DEFY deters at-risk behaviors by

giving youth the tools they need to resist

drugs, gangs, and alcohol. The leadership

and life skills provided by DEFY include goal

setting, team building, conflict resolution, and

decisionmaking.

The DEFY curriculum is based on two decades

of research and incorporates key characteristics

of successful prevention programs identified by

the U.S. Department of Health and Human

Services. Annual reviews of the curriculum

ensure that it is current and accurate.

A study by Pennsylvania State University in

1996 demonstrated that the DEFY curriculum

produced a measurable, positive outcome in

t Resistance skills.

t Social behavior.

t Gang attitudes.

t Self-esteem.

t Attitudes toward alcohol.

t Attitudes toward smoking.

t Knowledge about drugs.

Phase I occurs in a structured camp environment during the summer. During Phase I, DEFY

youth participate in classroom learning that

covers

t Self-management skills.

t Drug resistance and information skills.

t General social skills.

Phase I participants engage in physical activities

and local field trips. In addition to the education

and training the youth receive, Phase I enables

youth to bond with adult staff to enhance the

impact of Phase II. 

Phase II is a school-year mentoring component

designed to support the training and education

received in Phase I by focusing on the youth’s

individual development. During regularly scheduled activities, mentors and staff provide tutoring and positive reinforcement for youth through

group or cluster mentoring and interactive 

workshops.

Local Responsibilities

Weed and Seed sites are supported through

their local U.S. Attorney’s Office. Each local

DEFY partnership hosting a camp is responsible

for

t Appointing a program coordinator for overall

responsibility for the DEFY program.

t Appointing a camp director for direct responsibility for Phase I.

t Recruiting staff, mentors, and other 

volunteers.

The DEFY Program

3
4

Weed and Seed DEFY Staff/Mentor Handbook

t Arranging logistics required for a successful

program (lodging, classroom, transportation,

etc.).

t Executing DEFY in accordance with a memorandum of understanding, the DEFY Program

Management Guide, and the youth curriculum

(developed by the Drug Demand Reduction

Task Force [DDRTF]).

t Conducting staff and mentor training (with

materials developed by DDRTF).

t Providing the Executive Office for Weed and

Seed (EOWS) with a final report.

Your Role 

Mentor relationships depend on stability and

consistency for effectiveness. Adults who must

leave the program because of job changes,

Permanent Change of Station (PCS) orders, or

other known commitments adversely affect the

youth they become involved with. Therefore,

adults are highly encouraged to take a less

active role in the program if they are aware of a

situation that may remove them from the program prior to its completion.

Adult participation can include indirect or direct

support. Indirect support involves jobs or tasks

that do not have primary oversight or interaction

with DEFY youth. Examples of indirect support

include budgetary/financial support, logistics

planning, and meal preparation/serving. Direct

support is daily, intensive interaction with the

youth. Mentors are perfect examples of direct

support participants. Regardless of how an adult

volunteers, his or her contributions are essential

to a successful DEFY program.

While providing direct support, adult staff members assist DEFY youth with curriculum lessons

and activities, provide encouragement, serve as

positive role models, and function as mentors

throughout the DEFY program year. Adult 

volunteers are the primary reason DEFY is effective. By doing their jobs well, volunteers ensure

that DEFY youth gain the self-confidence,

knowledge, and skills they need to stay clear 

of drugs, gangs, violence, and other negative

influences.

Program Goals 

The relationship between youth and adult staff

and mentors makes it possible for each activity

in Phases I and II to support the six principal

goals for youth in the DEFY program.

1. Improve self-image through activities that

increase self-esteem, confidence, optimism,

responsibility, and critical thinking.

2. Improve interpersonal skills by learning

how to interact with peers, parents, and

authority figures; how to avoid and manage

conflicts and violence; and how to participate

in and contribute to positive individual and

group relationships.

3. Expand life opportunities through sessions

that increase skills in leadership, communication, learning, goal setting, and accepting

challenges.

4. Develop a healthy lifestyle through physical

fitness, better eating habits, and appropriate

hygiene.

5. Increase awareness of the harmful effects

of alcohol, tobacco, and other drugs, and

build competency in refusing and avoiding

these substances.

6. Improve understanding of citizenship, such

as loyalty, service, community responsibility,

ethical standards, and respect for others.
5

The DEFY Program

Program Benefits

DEFY’s returns affect four groups: youth participants, adult staff members/mentors, the host

organization (e.g., military base), and the community. Participating youth, through the DEFY

curriculum and interaction with trained adults,

develop the skills, knowledge, and abilities to

maintain a positive lifestyle, free from the influences of negative peer pressure. 

Adult participants benefit from the DEFY program by learning new skills and knowledge that

improve their ability to interact with others and

their own children, improving planning and

supervisory skills, and giving them the satisfaction that they have made a difference in a child’s

life. As mentors become significant and positive

adult role models for youth, they mature in their

leadership roles. Adults report that participating

in DEFY gives them an opportunity to “give

something back to the community” and helps

them “feel good about themselves.” 
7

Individual job descriptions for all DEFY program

positions are contained in the DEFY Program

Management Guide. Volunteers for, or appointees

to, one of these positions are responsible for

knowing the duties of that position. There is no

rank requirement for any of the DEFY program

positions. Not all positions are necessary to

every program. The site’s program coordinator

is permitted to decide which jobs are required

to ensure a smooth operation. Although the program coordinator is the only position with a

designated assistant, he or she can assign an

assistant to any position that may need one.

The following are the most common positions

used in the DEFY program:

t Program Coordinator: This person has 

overall responsibility for the execution of

Phase I and Phase II of the local DEFY 

program. The person is responsible for the

safe and effective operation of the local

DEFY program.

t Assistant Program Coordinator: This person

assists with operation of the local DEFY program. The program coordinator may delegate

certain DEFY responsibilities to the assistant

program coordinator.

t Camp Director: This position is primarily

responsible for the day-to-day operations of

the Phase I camp. In small programs, the

program coordinator may assume these

duties.

t Mentor Coordinator: This position is responsible mainly for the training and instruction

of the local DEFY program, including mentor

training, staff training, and the Phase I youth

curriculum and Phase II activities.

t Team Leaders: Team leaders are those

assigned to a specific group of DEFY youth

for accountability and safety purposes.

The program coordinator may define other 

positions as necessary for a particular site. For

example, in large DEFY programs, a transportation coordinator may be necessary. Whatever

positions are created, specific job responsibilities must be established before the program

begins to avoid miscommunication.

General Roles and Responsibilities
9

DEFY mentors are supportive adult volunteers

from the military, law enforcement, private 

corporations, and the community who make 

a sustained personal commitment to building

relationships with youth during Phase II of the

program. DEFY mentors must demonstrate leadership, tact, resourcefulness, and enthusiasm as

they help 9- to 12-year-old youngsters pursue

and achieve healthy lifestyles. They act as role

models, advisers, tutors, sounding boards, and

friends, but not as replacements for parents,

guardians, or teachers. DEFY mentors provide

openness, moral support, and trust to youth at 

a critical time in their young lives. 

DEFY Phase II reinforces the new attitudes,

skills, and outlooks the youth have acquired

during Phase I. This crucial reinforcement is

provided by mentors. Mentors are matched with

youth, and mentor-youth pairs then work

together in mentor clusters over a 1-year period

(usually the school year). Mentors provide support and a sense of safety as the youth try out

new skills in building positive relationships,

managing conflict, avoiding substance abuse,

improving self-esteem, setting goals, and

becoming leaders. 

Phase II activities focus on accomplishing the

Youth Action Plan objectives developed during

Phase I and on reinforcing the DEFY goals.

Mentors review and support these objectives,

offer guidance and suggestions for reaching as

many of the objectives as possible, and, if necessary, help restructure objectives to make them

more realistic and attainable. Mentor assistance

is always positive and constructive to help promote youth self-esteem and future growth. If

youth fall short in achieving objectives, mentors

help them examine why, which helps youth

avoid blaming themselves for events beyond

their control. 

The specific duties and responsibilities of a 

mentor include the following:

t Helping youth achieve the goals they established for themselves during Phase I.

t Providing academic tutoring in subject areas

in which youth need extra help.

t Serving as role models to demonstrate how

values promoted by the mentor and DEFY

can be embodied in real life.

t Attending the 1-day mentor training session

and all workshops and special events with

the youth.

t Participating in the mentor support network.

(Each mentor is paired with at least one

other mentor to provide mutual support and

encouragement.)

t Providing program feedback to the mentor

coordinator.

A successful mentoring experience rewards both

the youth and the mentor. Mentor qualities that

help ensure a successful DEFY program include

the following:

t Personal commitment throughout the

school year to the youth and the DEFY program. A mentor wants to be part of a youth’s

life, to help the youth achieve his or her

objectives and become the best he or she can

be. Successful mentors invest in the mentoring relationship for the long haul.

Mentor Responsibilities
10

Weed and Seed DEFY Staff/Mentor Handbook

t Respect for individuals, their abilities, and

their right to make their own choices.

Successful mentors convey respect and dignity in the mentor-youth relationship. This

quality helps them win the trust of youth and

gives them the privilege of being a guide,

adviser, and friend.

t The ability and willingness to listen and to

accept different points of view. Finding

someone to give advice or express an opinion

is easy. Finding someone who suspends his

or her own judgment and really listens is

much harder. Successful mentors simply listen, ask thoughtful questions, and give youth

an opportunity to explore their own thoughts

with a minimum of interference. When a

youth feels accepted, he or she is much more

likely to ask for and respond to a mentor’s

suggestions and ideas.

t The ability to empathize with another person’s struggles. Successful mentors can “feel

with” youth without feeling pity for them.

Even without having had the same life experiences, mentors can empathize with the

feelings and personal situations of youth.

t The ability to see solutions and opportunities as well as barriers. Successful mentors

balance a respect for the real problems faced

by youth with an optimism about finding real

solutions. Successful mentors are able to

make sense of jumbled issues and point out

positive alternatives.

t Flexibility and openness. Successful mentors

know that relationships take time to develop

and that communication is a two-way street.

They take the time to get to know youth and

learn about things that are important to them

(e.g., music, styles, philosophies). Successful

mentors are willing to be changed by the

mentor-youth relationship.
11

Establishing a positive mentor-youth relationship is important to the success of DEFY, particularly during Phase II. DEFY mentors can be

rewarded, exhilarated, challenged, and sometimes frustrated by the experience. The following

are guidelines to foster a positive mentor-youth

relationship.

DEFY Staff Rules of Conduct

t Tobacco or alcohol: Tobacco and alcohol use,

or evidence of their use, cannot take place in

the presence of the youth.

t Attendance: All staff are required to attend

designated staff meetings and to be present

for all activities as instructed by the 

program coordinator.

t Profanity: Use of profanity by staff is prohibited.

t Military protocol: Sites may determine to use

military rank or first name (Sgt. Bill, Lt.

Mary). Sites may require Mrs., Ms., Miss, and

Mr. Military etiquette/protocol should be

used while on military base/facilities. Sites

can determine the manner in which youth

address staff. 

t Youth conflict: DEFY staff must use methods

outlined in chapter XI of the Program

Management Guide to regulate youth 

conduct.

t One-on-one contact is prohibited: Staff and

mentors must have two or more youth in

their presence at all times. 

t Emergency preparedness: All DEFY staff must

read and know the procedures outlined in the

site’s Emergency Action Plan. A sample is

provided in appendix B of the Program

Management Guide.

t Release of youth: Only individuals whose

names appear on the Sunrise/Sunset Pickup/

Dropoff form are allowed to pick up or drop

off youth.

t Money, gifts, or loans to youth: Staff may not

give or lend money to DEFY participants nor

borrow money from youth. The camp director must clear all gifts to youth. Youth

expressing financial or material needs must

be referred to the camp director or program

coordinator. 

t Mandatory reporting: DEFY staff must know

and comply with Federal and State laws and

regulations regarding mandatory reporting

requirements for suspected drug use/sale or

suspected child abuse.

DEFY Youth Rules of Conduct

t Youth must practice good listening skills.

; Staff call the name of the person who

speaks.

; When a youth’s name is called, everyone

else must be silent.

; When a team leader or another DEFY

staff member is speaking, everyone must

be silent.

t Youth must attend all Phase II sessions

unless otherwise excused because of emergency and/or illness. Parents or guardians

The Adult-Youth Relationship
12

Weed and Seed DEFY Staff/Mentor Handbook

must notify camp in the event of a youth’s

absence.

t Youth must call each other by their names,

touch no one, and follow directions. 

t Youth must be in their seats 2 minutes before

the start of an activity and remind others of

the rule. 

t Youth must prepare snacks and meals and

clean up after meals and activities. 

t Youth must follow staff directions.

t Youth must bring to camp only items provided by the camp director for classroom activities and appropriate swimming clothing.

Only approved prescription medications are

allowed. The following items will be confiscated and returned at the end of camp: jewelry, expensive watches, games, toy

guns/knives, cameras, radios, pagers, cell

phones, and food items. Tobacco, alcohol,

drugs, and gang-related material are 

forbidden.

t Youth must wear only the DEFY uniform—

a DEFY shirt, DEFY hat, shorts, socks, and 

tennis shoes.

t When youth leave the premises, an adult

staff member must accompany them. 

Youth can be released only to parents 

or guardians. Youth must be supervised 

at all times. 

t Staff must be notified immediately of injuries,

sickness, or personal problems. 

Rules of Conduct for

Residential Phase I DEFY Camp

Youth in the residential Phase I of the DEFY program must comply with the rules above, plus

the following rules:

t Youth must wake and turn lights out at the

designated times. 

t After lights out, youth can only leave the residential area accompanied by two adult DEFY

staff members. 

t Youth must make their beds in the morning,

pick up trash, put away clothing, etc.

Disciplinary Action for Staff

Disciplinary action for military personnel is in

accordance with existing guidelines of the

Uniform Code of Military Justice (UCMJ).

The program coordinator must address civilian

staff discipline. Nonserious breaches of conduct

result in a termination warning. Serious breaches

result in the program coordinator notifying local

and State authorities and the organization with

which the civilian is associated. A breach of conduct that places youth and/or staff in danger or

direct conflict with the DEFY program is cause

for immediate dismissal from the program.

Disciplinary Action for Youth

EOWS has developed a system for determining

which strategies for intervention would be most

effective under various circumstances. Strategies

have been divided into four categories—prevention,

limit setting, reinforcement of limits, and control—which are listed by degree of intrusiveness,

from the least intrusive in terms of disruption

(prevention) to the most intrusive (control).

Because discipline styles vary, some staff may

find that a particular category is more or less

intrusive than suggested.

Prevention

Checking for understanding. Make sure that the

youth understand the assignment. Frustration
13

The Adult-Youth Relationship

caused by confusion or misunderstanding can

lead to talking, laughing, or heightened activity.

Simply ask youth to repeat the directions or 

presentation to prevent such problems.

Implementation Guidelines

1. Explain directions or present information in a

number of ways (e.g., orally, in writing, or

using diagrams, outlines, or flowcharts).

2. Give instructions that approximate the 

actual task as closely as possible. 

Ignoring misbehavior. Often youth repeat misbehavior if they receive reinforcement of any

kind. A youth may misbehave to temporarily

steal the staff’s attention. Ignoring such behavior can be very effective. Remove the reinforcement, and the youth’s behavior is useless and

will most likely cease. Of course, this method

can be used only for less disruptive behaviors.

Implementation Guidelines

1. Note repeated misbehavior that consistently

receives attention.

2. Decide whether the behavior could be

allowed to continue for a short period, even

at an increased level, without significantly

disturbing the rest of the group. 

Increasing physical proximity. Many youth feel

comfortable misbehaving only when they think

they are out of adults’ reach or attention. When

youth misbehave, staff should walk or stand

next to the youth. Staff can continue the lesson

and reduce the youth’s misbehavior by exercising greater control of his or her proximity. If this

method is used consistently, the youth eventually adapts to the adult presence and continues to

behave when staff are farther away. If staff

approach the youth only when he or she is acting up, the adult presence may prove more of a 

distraction than a correction.

Implementation Guidelines

1. Circulate throughout the area, especially

while teaching. 

2. Walk up and down the aisles near the misbehaving youth without interrupting the teaching process.

3. Sit on an empty chair near the youth. 

4. Ask the youth questions or focus discussion

near him or her. 

Using humor to relieve stress. Youth sometimes take certain situations very seriously—the

simplest problems can be stressful, causing

insecurity and illogical behavior. Using humor in

the midst of stress can comfort youth and communicate to them that everything will work out

fine. 

Implementation Guidelines

1. Do not use mean or sarcastic humor.

2. Use humor when a youth seems insecure or

about to panic, is becoming too serious or

negative, is on the verge of misbehaving to

create a diversion, or is trying hard but

becoming frustrated. 

3. Use humor that the youth understands. 

Introducing role models. One of the most

important ways youth learn is by studying a role

model. Staff, peers, and idealized characters are

the most common role models. Staff, of course,

should always try to be good role models. In

addition, because youth notice peers who

receive rewards, you can sometimes eliminate

the need for endless demands for obedience by

moving the emphasis to rewarding proper

behavior. 
14

Weed and Seed DEFY Staff/Mentor Handbook

Implementation Guidelines

1. Identify a role model that youth respect and

encourage them to emulate the best qualities

of that person. 

2. Reward those who imitate the correct 

behavior.

Identifying idealized characters. Determine

which role models or characters youth might

want to be like. Look for traits in that character

that youth should imitate and encourage such

behavior. The role model could be a real-life figure or a character in literature, film, or television.

Implementation Guidelines

1. Talk with youth about which characters

(potential role models) they consider to be 

most important. 

2. Ask youth to identify the things they admire

most about those characters. 

3. Identify the qualities that youth are expected

to imitate. 

4. Reward youth who imitate the correct behavior and praise behavior that is similar to that

admired in an idealized character. 

5. Point out significant examples of inappropriate behavior that are inconsistent with the

traits of an idealized character. 

Probing for values. Under certain circumstances, youth tend to express their attitudes,

aspirations, purposes, interests, and activities.

By looking for and encouraging such situations,

staff can gain insight into why certain behaviors

are present. That information can enhance

understanding between staff members and

youth. 

Implementation Guidelines

1. Watch for situations in which youth reveal

their values. If convenient, encourage continued conversation at those times. 

2. Identify subjects that interest youth. Then, in

a mentor cluster, bring up those subjects and

probe for additional insights into the youth’s

values. 

3. Look for consistent, repetitive responses to

make sure that the values expressed are not

simply the youth’s mood of the moment. 

Limit Setting

Limit-setting strategies are necessary when

behavior problems occur despite the use of prevention strategies. Many strategies in this category require some restructuring of the youth’s

environment, which involves a minimal to moderate amount of the staff’s time. These strategies

are appropriate for youth who have enough

internal control with support from the staff to

correct their own behavior. 

Using affirmative statements. If a youth is disruptive because of a need for attention, identify

the positive behaviors that can be reinforced

(e.g., completing assignments or helping others)

and encourage that behavior. If staff have a hard

time identifying praiseworthy behavior, it may

be because the youth is engaged in activities

that he or she cannot do well. Change the

youth’s environment or responsibilities, and

then acknowledge positive behavior in the new

role. 

Implementation Guidelines

1. Match the youth with others who are willing

to help him or her. 

2. Avoid placing youth in competition with one

another unless it is a competitive activity,

e.g., sports. 

Describing misbehavior as it occurs. Youth are

not aware of the behavior required of them in

many situations. Therefore, a youth may cause

a disturbance without knowing it. This lack of

understanding may cause staff to think the youth

is about to misbehave. Instead of correcting the
15

The Adult-Youth Relationship

youth, staff should describe to the youth what

he or she has just done or is doing and explain

why it is inappropriate. The youth should then

correct the situation.

Implementation Guidelines

1. Describe to the youth exactly what you see

happening (e.g., say, “I notice you are tapping your foot fast and loud”). Avoid suggesting a solution to the problem. 

2. Wait for some sign that the youth understands how his or her behavior could constitute a problem. Allow him or her to solve the

problem or suggest a solution. 

3. Describe the impact of the youth’s action on

other youth (e.g., say, “When you raise your

voice, some of the other campers can’t concentrate and may stop working”). 

Modeling expected behavior. Modeling the

desired behavior is one of the best methods

available. Because youth learn from the staff’s

example or demonstration, wise staff model

the academic and social behavior they want to

encourage. By modeling the appropriate youth

response, whether in word or deed, staff provide youth with instructions about how to act

properly. 

Implementation Guidelines

1. Determine whether youth have learned the

correct behavior. If not, state the correct

behavior you want the youth to demonstrate.

Remind the misbehaving youth of the correct

way to act. 

2. Model the correct behavior. 

Reinforcement of Limits

Reinforcement of limits strategies should be used

when the youth’s behavior dictates the need for

moderate amounts of extra staff time and attention. These strategies are based on the assumption that, although the youth does not have

enough internal control to correct the problems,

with the staff’s intervention the situation can be

corrected. 

Stopping and redirecting. To stop and redirect a

youth’s inappropriate behavior, first let the

youth know that the misbehaving has been discovered by asking him or her to stop. Next, redirect the youth’s attention to the task at hand.

For example, if a youth begins calling people

names instead of making his or her bed, say,

“Stop calling people names and begin to make

your bed.” This provides a clear message without a lot of extra information. 

Implementation Guidelines

1. Determine what is preventing the youth from

paying attention, and ask him or her to stop

that behavior. 

2. Tell the youth what he or she should be doing. 

3. Shortly thereafter, check to see whether the

youth obeyed. 

Asking “what” questions. Asking a “what”

question in response to misbehavior (e.g.,

“What are you doing?”) forces a youth to

address the misbehavior rather than offer the

myriad excuses that a “why” question elicits. Do

not stop asking “what” until the youth verbalizes a response that indicates that he or she

realizes that the given action or reaction was

inappropriate. Then form an agreement with the

youth to stop the misbehavior. Agree on a consequence for the misbehavior should it continue. 

Implementation Guidelines

1. Ask a “what” question that addresses the

youth’s misbehavior. 

2. Get the youth to describe his or her misbehavior without making excuses for it. 

3. Ask a “how” question (e.g., “How did this

outburst help you complete this activity?”). 
16

Weed and Seed DEFY Staff/Mentor Handbook

4. Ask another “what” question (e.g., “What

would be a better way to handle your math

question next time?”). Make suggestions if

the youth runs out of solutions. 

5. Establish a plan for improvement that

includes consequences for continued 

misbehavior. 

Control

Control strategies are required when the youth’s

behavior problems are frequent, intense, or

highly disruptive. In such cases, a great deal of

staff intervention is needed; most strategies in

this category require constant adult supervision.

Use these strategies with youth who have little

or none of the internal control needed to stop

their own misbehavior and correct themselves.

Relocating within the group. This is the first

and least intrusive of a series of strategies that

call for moving youth to a less problematic location when misbehavior persists. For example, if

a youth is drawing pictures instead of concentrating on the assigned task, move him or her to

the front of the room. Placing the youth in a

new environment underscores the need for better behavior. It also frees the youth from the

environment that contributed to his or her trouble. 

Implementation Guidelines

1. Identify the object or person that is contributing to the youth’s misbehavior. 

2. Move the youth to another location in the

room closer to you and away from the distraction without disrupting the group plan. 

3. Leave the youth in the new location for a

specified time or until the desired behavior is

demonstrated.

Removing stimuli. Remove objects that tempt

youth to create a disturbance. For example, if a

youth is tapping his or her pencil, staff should

walk over and take the pencil without interrupting the group. By removing the stimulus, staff

can stop the distracting behavior and keep the

group going so that other youth are not disturbed. Sometimes staff may need to interrupt

the group to intervene appropriately. Either way,

remove the stimulus object to stop the youth’s

behavior. 

Implementation Guidelines

1. Determine whether a particular stimulus is

causing misbehavior. 

2. Remove the stimulus without disrupting the

group. 

3. Later, explain to the youth why the object

was removed.

4. Replace the stimulus after a time to see if

the youth is able to handle the temptation it

provides. 

Other Discipline Issues1

Staff should recognize that youth misbehaviors

fall generally into one of four categories: attention getting, power, revenge, and helplessness.

At times, staff may find themselves confronted

with youth’s misbehavior for which none of the

strategies outlined above is effective. In such an

instance, staff should use the technique listed

below.

To determine the goal behind the youth’s behavior, ask the following questions immediately

after the misbehavior:

t Do I feel annoyed? Attention getting may be

the goal.

t Do I feel intimidated? Power may be the goal.

1For more on this topic, see Selig, W.G., and A.A. Arroyo, Handbook of Individualized Strategies for Classroom Discipline, Los Angeles,

CA: Western Psychological Services, 1995; and Sprick, R.S., Discipline in the Secondary Classroom, West Nyack, NY: Center for

Applied Research and Education, Inc., 1985.
17

The Adult-Youth Relationship

t Do I feel wronged or hurt? Revenge may be

the goal. 

t Do I feel incapable of reaching the youth?

Helplessness may be the goal.

Some ways of responding to the above motives

include the following:

t Attention getting: deprive the youth of 

attention.

t Power: state the rules and consequences and

move on; do not allow open conflict.

t Revenge: determine the reason for the youth’s

hurt feelings. 

t Helplessness: provide opportunities for the

youth to succeed.

Interactions With Youth

The points that follow provide general guidelines for ensuring a productive mentor-youth

relationship.

t Be sensitive to the backgrounds of youth.

DEFY youth may come from environments

that include risk factors for alcohol and other

drug use, such as the following:

; Socioeconomic status of where the youth

live.

; Family structure.

; Drug use, violence, and crime where the

youth live.

; Rates of school dropouts and teenage

pregnancy among older teens served by

schools where the youth live.

Mentors must discuss alcohol, tobacco, other

drugs, and any of the above subjects carefully to avoid making disparaging or judgmental

remarks about situations the youth faces.

Mentors also must be sensitive to the diverse

cultures and values of youth while stressing

the values of the DEFY program. Mentors

must show respect for different life experiences and avoid making assumptions or

judgments about the youth and their 

environments.

t Promote successes. DEFY is designed to

show youth alternative activities and life

choices. Unlike school, where academics may

be the only measurement of success, DEFY

gives each youth many opportunities to

achieve success that builds a positive sense

of identity and fosters self-esteem.

t Minimize failures. Mentors must allow for

and be accepting of mistakes and failures.

Mentors should not compare the abilities of

youth and should not criticize, use sarcasm, or

give too much advice. Youth should never be

embarrassed or shamed into trying activities.

If a youth is having trouble achieving success, mentors must make a special effort to

be attuned to that youth’s strengths. Mentors

must find ways in which the youth can succeed, sometimes on a different or smaller

scale than was expected originally. Another

technique is to share responsibilities with the

youth; this helps the youth feel that he or

she is making a contribution and is needed.

Mentors can ask the youth to help another

youth in some area—helping others fosters a

sense of cooperation and boosts self-esteem.

t Create a safe and secure environment; safety is paramount. Youth must feel safe and

comfortable before they can concentrate on

learning new things and taking risks. Mentors

must never yell at a youth or use any threatening techniques. Mentors should invite

youth to participate and make them feel individually welcome at all times.
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Weed and Seed DEFY Staff/Mentor Handbook

t Build mutual respect among mentors and

youth. Mentors can promote trust by showing

respect for youth and by being credible

sources of information. A youth may have

experienced things the mentor has not and

may have knowledge or skills that the mentor

has not yet acquired. Mentors also can

encourage respect among the youth by

insisting on courteous listening when others

are talking during a DEFY-sponsored special

event or workshop. This respect provides

youth with the opportunity to express feelings in a supportive environment and to 

realize their comments have value. The

opportunity to share with peers and to realize that others feel the same way is extremely important to youth at this age.

t Promote excellence. While mentors should

communicate that they have high expectations for their youth, they should not have

unrealistic demands for perfection. Youth

should be praised for efforts and not just for

successes. Youth also should be rewarded for

following rules and demonstrating other positive behaviors.

t Be a good role model. Youth pay close

attention to the actions and words of

adults—even when they may appear not to

be paying attention. Mentors must demonstrate the highest standards of appearance,

behavior, and lifestyle at all times. By their

words and actions, mentors should promote

a positive attitude toward life.

t Practice effective discipline. A gentle sense

of humor and an awareness of the developmental characteristics of youth can help

defuse potential power struggles. The goal of

effective discipline is to do everything possible to allow each youth to participate successfully in DEFY, without detracting from

the participation of other youth.

t Put the youth first. During each contact,

mentors should concentrate on the youth’s

needs and problems—and leave theirs at the

door. Mentors must be flexible. If the youth

wants to review a previous lesson or talk

about a problem, the mentor should drop any

planned activity and instead focus on the

youth’s immediate needs.

t Be the youth’s friend (but not a buddy). A

mentor who is a friend looks out for the

youth’s best interests and never allows the

youth to do less than his or her best. A mentor who is a friend does not allow a youth to

shirk responsibilities or do things that are

harmful, such as not participating in a

scheduled event.

t Use straightforward questions and take the

time to get to know the youth. Some youth

are open, others are not. To be effective in

their role, mentors must gain insight into

their youth’s behavior. Often, conversations

drag because mentors are unable to frame

questions to elicit information. The kinds of

questions that can produce more than a yes

or no answer include the following:

; Descriptive: What is it like? What kind of

situation is it?

; Comparative: How are two or more things

different or alike?

; Historical: How did things get the way

they are?

; Causal: What is the reason for such a

thing? Why?

; Experimental: If you do this, what will

happen?

; Predictive: What will it be like 10 years

from now?
19

The Adult-Youth Relationship

; Value: What is good? What is better?

What is best? What do you like about it?

What do you dislike about it?

; Application: How is this relevant to your

situation?

; Methodological: How can I find out? How

can I do this?

; Creative: How can this be improved? How

can this be changed?

t Become familiar with various response

styles. When youth talk to mentors, the

mentors should respond in one of five ways: 

; Evaluative: Judging.

; Interpretive: Teaching.

; Supportive: Reassuring.

; Probing: Developing a point further.

; Clarification: Checking for understanding.

In mentoring, the evaluative response should be

used rarely because it closes the door on further

communication. The interpretive, supportive,

and probing response styles can be useful and

effective. The clarification response may seem

hard for most mentors at first, but with practice

in active listening it can become an effective

response style.

Establishing the Relationship:

Strategies for the First Meeting

As DEFY mentors begin a relationship with their

youth, they have many things to keep in mind.

Among these are the characteristics of 9- to 12-

year-old youth, the characteristics of youth in

at-risk environments, and the need to be aware

of and appreciate cultural diversity. Good communication skills are essential. 

Mentors need to be clear about what they want

to accomplish during the first meeting with their

youth. In the DEFY program, the first mentoryouth meeting begins as part of a larger group

activity.

Mentors can use open-ended questions to break

the ice and initiate a one-on-one conversation,

such as the following: 

t My name is _________. What’s yours? (Be

sure to get the pronunciation right. Names

are precious and highly valued. Call the

youth by name at every opportunity.)

t How old are you? What grade are you in?

t Do you like school? Why? Why not? Which

are your favorite subjects? Which subjects

don’t you like as much? What do you like to

read about?

t What did you do in school this week that

made you feel good? (Comment briefly on the

answer and move on.)

t What are some things you like to do? What

are your hobbies? What are your favorite television programs? What are your favorite

sports? (Mentors should listen carefully

because there might be something in these

responses they can build on. For example,

the mentor may be able to tutor and explain

school work within the context of the youth’s

interests or hobbies.)

t When do you feel important?

t Who are some of your heroes?

t What is your family like?

Build on the Youth Action Plan

Each mentee developed an action plan during

DEFY Phase I (outline located in the youth

workbook in the Phase I Youth Curriculum).
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Weed and Seed DEFY Staff/Mentor Handbook

The plan contains several goals the youth developed for himself or herself to achieve during

DEFY Phase II, such as exercising three times

a week, tutoring a younger sibling, taking responsibility for clean clothes, reading a book

each month, organizing a trash pickup in the

park, avoiding youth who use drugs, or sticking

to a weekly study schedule. These goals become

goals for the mentor-youth relationship. Mentors should support youth goals to the fullest

and be ready to offer guidance and suggestions

for accomplishing the goals or, if needed, help

restructure the goals to make them achievable.

However, a youth’s goals must be his or her own.

No matter how outrageous or impossible they

might seem at first to the mentor, what is important is that these objectives belong to the youth. 

Reaching as many of the Youth Action Plan

goals as possible is important for youth selfesteem and future growth. Mentors must

remember that sometimes the youth’s objectives

cannot be achieved for reasons and events

beyond the youth’s control. When that happens,

mentors must help youth to understand that the

nonachievement is not their fault.

Characteristics to remember in setting or resetting goals include the following:

t A goal should be realistic (so it will not be

too difficult to accomplish, bringing frustration and defeat).

t A goal should be challenging (so it will not

be too easy to accomplish, providing little

incentive and little reward).

t A goal should have a deadline (so there will

not be a tendency to put it off).

t A goal should be specific (so a youth knows

exactly what he or she wants to do).

t A goal should be attainable (so a youth

knows exactly when he or she has accomplished it).

Continuing and Maintaining 

the Relationship

Possible Activities

As the mentor-youth relationship develops,

mentors are sure to gain insights into the

youth’s special interests and favorite hobbies,

sports, and places. In addition to the special

events that are part of DEFY, mentors may want

to incorporate activities such as visiting the

mentor’s workplace or going to a sporting event,

a concert, or an activity at the youth’s school.

Mentors should be creative in planning possible

activities. Mentors should become familiar with

and take advantage of those activities within the

community that are free or inexpensive. Mentoryouth activities, as with all DEFY activities,

should reinforce the goals of the program.

Mentors should not plan activities that do not

reinforce the DEFY goals. All mentoring activities must be conducted in a group setting. Oneon-one mentor-youth contact is prohibited.

Do’s and Don’ts

Suggestions that mentors may find helpful in 

continuing and maintaining the mentor-youth

relationship—and that supplement the tips for

productive mentor-youth relationships—include

the following:

t Do be enthusiastic, have a positive attitude,

and be accepting.

t Do disregard any past failures of the youth

and concentrate on the “here and now.”

t Do drop the authoritative teacher role. Be an

interested human being.

t Do communicate by transmitting attitudes and

feelings. Do this by being “real,” which is more

effective than simply using words.

t Do arrange the physical setting in a manner

that eliminates physical barriers.
21

The Adult-Youth Relationship

t Don’t sit behind a desk or across a table.

Share a table and sit side by side instead.

t Do (ideally) talk about one-third of the time

when the youth discusses problems, which will

give the youth the opportunity to do most of

the talking and show him or her that the mentor is interested.

t Do ask questions that cannot be answered

with “yes” or “no.” For example, instead of

asking, “Do you like the class?” ask, “What do

you like or dislike about the class?”

t Do ask questions that show a personal interest

in the youth. Don’t sound like an interrogator.

t Do give the youth silence in which to think.

This may take practice because it might for the

moment produce a feeling of awkwardness. Do

pause before talking. The youth may want to

say something further, and a pause of a few

seconds may enable the conversation to continue.

t Do switch from intellectual thought to emotional response when feelings are being discussed. Ask, for example, “What does this

mean to you?” and “How do you feel about

that?”

t Do observe and interpret nonverbal cues.

Notice, for example, body movement and finger tapping. Try to understand the relationship

between the nonverbal cues and the subject

being discussed.

t Do be alert to any changes in the youth’s rate

or volume of speech, or pitch or tone of voice. 

Such changes may indicate emotions connected with the subject being discussed that need

to be considered.

t Do use brief remarks. Don’t confuse the youth

with long complicated questions or comments.

t Do share experiences with the youth, but

focus on the youth and his or her situation.

t Do clarify and interpret what the mentee is

saying. Use such lead-in phrases as “What

you are saying to me is. . . .” Summarize

remarks as appropriate. Be sure any interpretation is brief, and make one only after the

youth has presented the idea.

t Do be sincere in praise of the youth. Praise the

attempt as much as, or more than, the right

answer. Give positive reinforcement whenever

possible.

t Do be flexible. If the youth has an assignment

or project coming up and needs help, or if the

youth needs to talk about a certain problem,

put those needs first.

t Don’t interrupt the youth when he or she is

talking. Interruptions imply that the mentor

feels what the youth is saying is not important.

If the youth digresses from the subject, the

mentor should say, for example, “How does

this apply to the subject we started talking

about?” or “What does this mean to you?”

t Don’t give lectures on ways to behave. Instead,

ask the youth to suggest alternative behaviors

for a given situation. Mentor and youth can

look at the consequences of the alternatives

together. The mentor can present feedback,

possibilities, and further alternatives for consideration, but the youth must make the decision about what behavior is most appropriate. 

t Don’t be alarmed at remarks made by the

youth. Instead, focus on the motives behind

what was said or done.

t Don’t make false promises or reassurances.

Instead, communicate concern for the youth

and the desire to see and understand the situation. Look for ways to demonstrate the

potential for change and progress.
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Weed and Seed DEFY Staff/Mentor Handbook

t Don’t make moral judgments. Instead, focus

on the reason for the youth’s behavior. The

mentor should ask himself or herself, “What

is there about this youth that causes this

behavior to occur?” Don’t blame the youth

for a failure. Instead, try to understand why

there was a failure, accept the failure, and go

on from there.

t Don’t reject the youth through remarks or

nonverbal cues. Make every effort to be

accepting. Don’t show impatience! Don’t

threaten or argue. Guard against any act that

might appear to belittle.

t Don’t ignore a problem. Seek immediate help

from the mentor coordinator.

t Don’t become discouraged quickly. The

youth’s behavior patterns have taken a long

time to develop, and permanent changes

come slowly. Be patient.

t Don’t complete assignments or activities for

the youth. Instead, help the youth develop

skills that encourage independence. 

t Don’t allow the youth to get off track so

much that every contact becomes a rap session instead of a work session. Explain the

need to work on DEFY objectives, and save

the last few minutes of the contact for just

talking. 

Support and Referrals

The DEFY mentor coordinator is available to 

provide mentors with guidance and assistance.

Mentors may need guidance with a particularly

complicated issue raised by a youth or may

have discovered that a youth requires services

beyond the scope of DEFY (e.g., the youth does

not have enough to eat or is living in an unsafe

home environment). The mentor coordinator

provides guidance to the mentor and makes

referrals for the youth to community or onbase

resources for youth services.

Providing support to mentors is a key component of the DEFY program because mentors are

essential to the success of the program. Mentors

can best ensure that youth achieve their Youth

Action Plan goals. If a youth falls short, the

mentor can help reformulate the objectives or

use new approaches, so the youth does not see

himself or herself as a failure.

Terminating the Relationship

The DEFY program’s structured mentor-youth

relationship is a short-term relationship lasting

approximately 10 months or less. Ideally, the

mentor and youth are paired at the beginning of

the school year, have a successful relationship

throughout, and terminate the formal relationship with the graduation ceremony. However,

unforeseen circumstances might cause the mentoryouth relationship to end before the 10 months

are over. The relationship may be terminated

because the mentor-youth match was not successful, the mentor or youth moved, the mentor

cannot commit to the relationship any more, the

youth withdraws from the relationship, or the

youth requires more serious intervention such

as professional counseling.

It is to be expected that both mentor and youth

will have a variety of feelings about premature

termination of the relationship. Each may feel

sadness, anger, abandonment, guilt, fear of

change, or a sense of loss.

It is important to actively terminate the relationship, if possible, rather than allowing it to end

passively. The mentor should be very clear about

how the relationship will end. Decide where the

last meeting will be and what will happen.

During the meeting, the mentor must be honest

about how he or she feels about the end of the

relationship and encourage the youth to also be

honest about his or her feelings.
23

The Adult-Youth Relationship

The graduation scheduled for the end of Phase II

of the DEFY program is more than an award

ceremony for those who have successfully completed the program. The graduation represents

the end of mentor-youth relationships, in which

attachments can be strong and difficult to end. 

Mentors need to prepare their youth properly

for this farewell event to preserve their youth’s

hard-won gains in self-esteem. Mentors need

to talk about the end of the relationship and

their feelings about it. They should encourage

their youth to do the same. Youth need to feel

that it is time to set new goals and start new

relationships. The end of the mentor-youth relationship must be seen as part of a process.

Mentors should help their youth say goodbye

in a healthy and respectful way.

The graduation itself is dramatic and memorable, helping to end the mentor-youth relationships on a happy note. Marking the separation

in a group setting attended by all mentors,

youth, and youth’s family members helps youth

find support from others and makes the change

easier for them. In addition, mentors and youth

often decide to write letters or keep in touch by

phone after the official end of the relationship.
25

Health Services

During workshops and special events, supervised health room and nonemergency first aid

provisions are available for DEFY youth. They

may also receive onbase medical services if necessary. Mentors must be familiar with the

Emergency Action Plan and the locations for

onbase and off-base emergency care, as needed.

During Phase II, mentors must pay close attention to the physical and mental well-being of the

youth and immediately report any concerns to

the program coordinator or mentor coordinator.

The youth’s well-being will be assessed and a

referral made, based on the judgment of the

program coordinator, if appropriate. In the

case of a medical emergency involving a youth,

the mentor will notify the parent or guardian

immediately.

Mandatory Child Abuse

Reporting

Child abuse is against the law, and an agency in

every State is mandated by State law to receive

and investigate reports of suspected child abuse

and neglect. When necessary, mentors complete

an Incident/Injury Report and submit it to the

program coordinator, who ensures adherence to

local laws and policies. Mentors should be aware

that they may be contacted by the appropriate

State agency during followup investigation.

Interactions With

Parents/Guardians

Parents and guardians are important to DEFY

program success. They give permission for the

youth to participate, fill out the application

forms, arrange to pick up and drop off the

youth, attend the orientation, and support the

goals and objectives of DEFY. In turn, parents

and guardians are welcome to observe DEFY

activities at any time, and family members are

encouraged to attend and photograph the graduation ceremonies. If special arrangements are

required at the graduation facility for photographs or for parent/guardian access, the program coordinator should make necessary

arrangements early.

All materials for and meetings with parents and

guardians regarding DEFY stress that the program does not exist to replace the parent or

guardian in any way. In accordance with this

understanding, the relationship of the mentor to

a parent or guardian should be cordial, but not

close. Mentors should focus on the relationship

with the youth, not the parent. Keeping these

relationships separate prevents the DEFY mentors from compromising the youth’s trust and

from getting into the middle of any parent/

guardian-child interactions or problems. The

mentor must notify the project coordinator or

mentor coordinator about any concerns regarding the parent’s or guardian’s involvement with

the program.

Mentor Reporting Form

Incident Report

All incidents involving injury to a youth, loss of

a youth’s property, or damage caused by a

youth must be described fully in an Incident/

Injury Report. (See appendix B of the Program

Management Guide, “Administrative Forms.”) The

completed Incident/Injury Report is given to the

mentor coordinator or program coordinator and

Health and Safety
26

Weed and Seed DEFY Staff/Mentor Handbook

must specify the date and time of the occurrence, the names of the youth and mentor

involved, and what happened. In case of

injuries, all assistance must be described or

refusal of assistance must be noted. If property

is involved, the circumstances of the incident,

the value of the item, and the damages to it

must be described. All transportation accidents

must be reported even if no one was injured.

An Incident/Injury Report also must be prepared

when a youth becomes ill while in the custody

of the DEFY program. Illnesses of any kind

should be referred to the medical facility specified in the site’s DEFY medical plan. Youth are

not permitted to possess or self-administer

medications brought from home except with

prior approval from a parent or guardian.

The Incident/Injury Report is prepared for any

significant event that occurs during the DEFY

program, if it is injury or property damage that

occurs. This form is a way to communicate

issues and events to EOWS that may affect the

DEFY program.
27

Background

Child abuse is a national problem, physically

and emotionally harming the most vulnerable

members of our society. The DEFY program is

dedicated to efforts to prevent child abuse and

all DEFY staff are mandatory reporters of child

abuse. The DEFY program requires staff and

mentors to complete a course as part of the

DEFY Risk Reduction Program. The course

ensures that DEFY volunteers are able to properly identify child abuse and neglect, accurately

document suspected child abuse and neglect, and

effectively and efficiently report suspected child

abuse and neglect. 

The course is designed for volunteers in the

DEFY program. It is a mandatory class under

the DEFY Risk Reduction Program. It is to be

used in conjunction with the Boy Scouts of

America’s video Youth Protection Guidelines.

The effects of child abuse and neglect may be

immediate or may take time to manifest. Child

abuse and neglect can cause one or more of the

following harms to children:

t Poor learning ability.

t Low self-esteem and self-confidence.

t Abusiveness toward others.

t Sexual promiscuity.

t Increased chance of suicide.

t Unsatisfactory personal relationships.

t Chemical dependencies.

t Eating disorders.

t Criminal behavior.

t Difficulty in understanding family and community expectations.

t Impossible or low self-expectations.

t Anger/rage.

t Self-hatred.

t Impulsiveness/lack of self-awareness.

t Feelings of incompetence.

t Loneliness.

The DEFY program contains elements designed

to educate children, parents, and volunteers on

the prevention, identification, and reporting of

child abuse.

Children are abused most often by someone

they know who is in a position of power over

them: a parent, a relative, a teacher, a trusted

adult, or an older child. However, almost any

person could be a child abuser. 

Child abuse can occur anywhere and at any

time a child is vulnerable. Child abuse may

occur only once, or there may be multiple

instances (causing even more harm to the child).

Regardless of the circumstances, child abuse

causes the victim physical harm and emotional

pain and suffering and can harm the future

development of the child.

As a preemptive prevention program, DEFY is

designed to create a safe environment in which

Preventing Child Abuse and Neglect:

Course of Instruction
28

Weed and Seed DEFY Staff/Mentor Handbook

children can learn positive life skills from a caring adult. The DEFY Adult Certification process

supports this objective, but the certification of

adults does not fully insure against the possibility of child abuse and neglect. Therefore, the

DEFY program strictly enforces adult-child

interaction policies to prevent situations in

which child abuse can occur and to protect volunteers from liability associated with allegations

of child abuse. These policies are outlined later

in this chapter under “Preventing Child Abuse.”

State and local laws may require certain supervising adults—such as DEFY volunteers—who

suspect child abuse or neglect to report it. Any

DEFY volunteer who suspects child abuse

should document his or her suspicion and

report it to the local police or community social

services agency, as applicable. Certain indicators

of child abuse that DEFY volunteers should

know are outlined later in this chapter under

“Recognizing Child Abuse.”

This lesson plan should be taught to DEFY 

volunteers in the staff training portion of the

program.

What Is Child Abuse and

Neglect?

For the purposes of the DEFY program, there are

four basic types of child abuse and neglect:

t Physical abuse: The offensive touching of a

child to include, but not limited to, kicking,

biting, striking, or slapping a child.

t Sexual abuse: The use, persuasion, or coercion of any child to engage in sexually

explicit conduct or simulation of it for incest,

rape, molestation, prostitution, or the production of any visual depiction thereof.

t Emotional abuse: The harming of a child

through belittling, blaming, ridiculing, or

ignoring a child’s needs.

t Neglect: The failure to provide a child with

adequate food, clothing, medical attention, or

supervision.

Preventing Child Abuse

The DEFY program is designed to minimize the

risk of child abuse and neglect through systemic

measures and through this training. These measures take the form of program guidelines governing how children and adults will interact,

modeled on the Boy Scouts of America’s guidelines and designed to create an environment in

which the situations that create opportunities for

child abuse and neglect are minimal.

DEFY Youth Interaction Guidelines

1. Two-deep leadership. Two certified adult

volunteers must be present at all times during DEFY events.

2. No one-on-one contact. One-on-one contact

between adults and children is not permitted.

In situations that require one adult to have

contact with one child, the contact must be

done in sight of other children and certified

volunteers. No unobserved contact between a

single adult and a child is allowed.

3. Respect of privacy. Volunteers must respect

the privacy of children using restrooms,

changing, and bathing. Adults also must protect their own privacy.

4. Separate accommodations. Volunteers and

children must not bunk together in private.

Open barracks are acceptable only if there is

no one-on-one contact.

5. Risk assessments. A physical risk assessment is required for DEFY program activities.

6. No secret organizations. All aspects of the

DEFY program are open to parents and legal

guardians. No secret organizations are

allowed.
29

Preventing Child Abuse and Neglect

7. Appropriate attire. Proper clothing is

required for activities at a DEFY camp. Nude

bathing is not allowed.

8. Constructive discipline. Discipline must be

constructive. No corporal punishment is

allowed.

9. Hazing prohibited. No physical hazing or

initiations are allowed.

The Three R’s of Child Abuse

Prevention

During the execution of the DEFY program, children should be reminded periodically of the

three R’s of child abuse prevention: 

1. Recognize. Know the indicators of child

abuse and recognize them when they occur.

2. Resist. Emphasize to children that they

should resist going to places alone with

adults when they are uncomfortable and that

they should scream or flee when they find

themselves in a vulnerable situation with an

adult or older child.

3. Report. Children should be made to feel

comfortable reporting abuse, and adults

should recognize their duty to report.

Recognizing Child Abuse

Indicators of Abused Children

Physical abuse

t Has unexplained or frequent bruises, burns,

cuts, or broken bones.

t Fears parents or other adults.

t Does not want to go home.

t Cowers when an adult approaches.

t Says that he or she has been hurt by an

adult.

t Inflicts pain on self or others.

t Acts withdrawn or lacks self-esteem/

self-confidence.

t Is frightened by sudden movement or loud

noises.

t Exhibits excessive fear of punishment.

t Avoids the abusive person.

t Acts out abuse on dolls.

Sexual abuse

t Has torn, stained, or bloody undergarments.

t Has bruises or bleeding around the genitalia.

t Has pain walking or sitting.

t Scratches the genital area.

t Talks of sexual activity or “secrets.”

t Has premature sexual knowledge.

t Touches genitalia or breasts.

t Fears specific places like bedroom or bathroom (place where abuse occurred).

t Has trouble sleeping and fears “monsters”

that come in the night.

Emotional abuse

t Has lagging physical development.

t Has speech disorders.

t Has low self-esteem.

t Has difficulty getting along with peers.

t Is overly attached to staff.

t Acts out abuse on a doll.
30

Weed and Seed DEFY Staff/Mentor Handbook

Neglect

t Is inappropriately dressed.

t Is always hungry.

t Has dirty, frayed, or torn clothes.

Indicators of Abusive Adults

An abusive adult may

t Belittle a child when dropping off or picking

up.

t Treat children in a negative manner.

t Routinely miss picking up child or miss

appointments.

t Seem indifferent to a child’s needs.

t Abuse alcohol or drugs.

t Refuse to discuss problems concerning the

child.

t Admit to past abuse. (If a parent or guardian

admits to acts of past child abuse, you must

report it in accordance with the section

below, “Reporting Child Abuse.”)

In a youth program the indicators may include

t A child refusing to be supervised by a particular staff member.

t A child being apprehensive or showing fear

toward a particular staff member.

t A staff member disappearing for prolonged

periods alone with a child.

t A staff member speaking negatively about

children.

t A child repeatedly crying when a staff 

member is present.

Reporting Child Abuse

Reporting suspected child abuse by a DEFY volunteer is simple:

1. Remove the suspected person from contact

with the children immediately and report the

incident to the camp director or program

coordinator, who notifies the appropriate

authorities. Keep the suspected person away

from children until law enforcement authorities have cleared the individual of any possible wrongdoing.

2. Prepare an oral or written report and submit

it to the appropriate authorities.
DRUG EDUCATION FOR YOUTH

TM

Parent/Guardian Handbook

U.S. Department of Justice 

Executive Office for Weed and Seed 

810 Seventh Street NW.

Sixth Floor

Washington, DC 20531

Phone: 202–616–1152

Fax: 202–616–1159

2000
iii

Acceptance Confirmation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

What Is the DEFY Program? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

How Is DEFY Structured?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

What Are the Goals of DEFY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Parent/Guardian Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Mandatory Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Cost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Camp Location and Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Camp Attire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Meals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Information Telephone Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Adult-Youth Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

DEFY Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Staff Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Youth Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Rules of Conduct for Residential Phase I DEFY Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

You Can Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

DEFY Completion Ceremonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Rules of Conduct for Youth Agreement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Parent/Guardian Fact Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

DEFY Fact Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Youth Participant Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

General Consent Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Youth Health Information/Certification of Good Health/Permission To Treat Form . . . . . . . . . . 21

Sunrise/Sunset Pickup/Dropoff Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Behavior Contract for DEFY Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Contents
1

Dear _______________________________,

I am happy to inform you that ____________________________________ has been accepted into the

Drug Education for Youth (DEFY) program. The DEFY program encourages youth to develop life skills

such as physical fitness, self-esteem, drug prevention, and goal setting. DEFY is a yearlong program

that begins with [an 8-day/a 5-day] summer camp experience (Phase I). Following the summer camp,

the second part (Phase II) of DEFY continues into the school year. During the school year, your child

will be paired with an adult mentor and will participate in workshops and special events.

I would like to invite you to attend a mandatory orientation for parents or guardians of youth selected

to participate in DEFY. During the orientation, you will learn all about the DEFY program and have an

opportunity to meet the staff and ask questions about DEFY. The orientation will be held on

Date: __________________ Time: ___________________

The Parent/Guardian Handbook provides you with information on DEFY and will answer some of your

questions before the orientation. This Handbook includes forms that must be completed to ensure your

child’s safety while participating in DEFY. The forms are

t Youth Participant Application.

t General Consent form.

t Youth Health Information/Certification of Good Health/Permission To Treat form.

t Sunrise/Sunset Pickup/Dropoff form.

t Behavior Contract for DEFY Youth.

Please complete all forms and bring them with you to the orientation. If you have questions about the

forms or do not know how to answer some of the questions, please bring your questions and all the

forms with you to the orientation. We will be happy to answer all your questions and assist you in

completing the forms. 

The DEFY staff look forward to seeing you at the orientation. If you have any questions or need additional information prior to the orientation, or if you are unable to attend the orientation, please call me

at ______________________.

Sincerely,

__________________________________________

DEFY Program Coordinator

Acceptance Confirmation
3

Positive values and relationships, concern for

others, good health, a good education, and a

steady job—these are things we would like our

youth to have. Unfortunately, though, youth

today face many obstacles to reaching these

goals, including the use of alcohol and other

drugs. 

The Department of the Navy has created an

innovative program—Drug Education for Youth

(DEFY)—for 9- to 12-year-olds. The U.S.

Department of Justice (DOJ), via a unique partnership with the Department of the Navy, offers

the DEFY program through the Executive Office

for Weed and Seed (EOWS) to U.S. Attorneys

with Weed and Seed programs within their jurisdictions. DEFY is designed to reinforce positive

values at a young age and teach important life

skills that will help youth resist drug use and

grow up to be happy, healthy, productive adults.

How Is DEFY Structured?

DEFY has two phases. In Phase I, youth attend

summer camp at a military base, college campus, or community setting. Over the course of

several days, they learn important skills such

as setting goals, avoiding violent conflicts, and

refusing drugs offered by a friend. Some of the

camps last 8 days (nonresidential programs)

and youth return home at the end of each day.

Others are 5-day residential programs in which

youth sleep overnight at the camp. In all programs, military personnel help out by serving as

teachers, staff, and role models. These DEFY

staff are volunteers—adults who enjoy being

with young people and who truly care about

helping youth achieve a bright future. 

DEFY uses a variety of activities to develop the

whole person: body, mind, and spirit. For example, in Phase I, youth attend special classes on

the following topics:

t Substance abuse prevention.

t Self-esteem.

t Setting goals.

t Developing healthy, positive relationships.

t Conflict resolution.

t Citizenship.

t Gang awareness/deglamorization.

t Hygiene, nutrition, safety, and first aid.

Each day, youth also take part in physical

activities like swimming. They even go on field

trips to fun, interesting places—such as a fire

station or a Navy ship—that reinforce the classroom learning. By the time camp ends, youth

have identified one or more realistic goals they

can achieve during the following school year.

The DEFY program doesn’t end with the end of

the camp experience. During Phase II (when

youth return to school) your child will be placed

in a mentor cluster. A mentor cluster is a group

of several mentors who work with a small group

of children. Mentors are recruited from a variety

of sources, including the military, law enforcement agencies, private corporations, and the

community. Over the school year, youth and

mentors will work together to accomplish the

youth’s individual goals.

What Is the DEFY Program?
4

Weed and Seed DEFY Parent/Guardian Handbook

What Are the Goals of DEFY?

The goals of DEFY are to

t Improve the youth’s positive self-image

through increased self-esteem, self-confidence, optimism, and responsibility.

t Improve the youth’s interpersonal skills

needed to interact successfully with peers,

parents and guardians, and authority figures;

avoid and manage conflicts and violence; and

participate in and contribute to positive individual and group relationships.

t Improve the youth’s growth through goal setting, developing leadership and team skills,

communicating, accepting challenges, and

helping others.

t Improve the youth’s lifestyle through physical

activities, nutrition, safety, and hygiene.

t Improve the youth’s awareness of the harmful effects of alcohol and other drugs, including tobacco, and increase competency in

refusal and avoidance.

t Improve the youth’s awareness of peer pressure to join dangerous street gangs and

encourage membership in appropriate youth

organizations.

General Information

Parent/Guardian Orientation

You will be required to attend a parent/guardian

orientation before your child begins the DEFY

program. The time, date, and location of the

parent/guardian orientation is included on

the acceptance confirmation and the Parent/

Guardian Fact Sheet. At this orientation, you

will have a chance to meet DEFY staff and have

your questions about the program answered.

Mandatory Forms

This Parent/Guardian Handbook contains several

forms that must be completed prior to the

beginning of the Phase I camp. You must fill out

these forms to ensure the health and safety of

your child and DEFY staff, to help staff get to

know the campers better, and to ensure that you

are aware of the DEFY Youth Rules of Conduct.

DEFY staff will review your completed DEFY

registration forms. Please bring them with you

to orientation.

t Youth Participant Application: The completed Youth Participant Application is the beginning of the screening and selection process

for participation in DEFY. In addition to the

usual application information, the form

allows youth applicants to share personal

preference information with the reviewer. A

parent/guardian authorization to participate

statement is also part of the application

form.

t General Consent: This form records the consent necessary to allow DEFY youth to participate in the program (which includes

physical fitness activities) and to be photographed or otherwise interviewed for public

affairs purposes. By signing this form, you

acknowledge your responsibility to attend

the parent/guardian orientation.

t Youth Health Information/Certification of

Good Health/Permission To Treat: This form

provides DEFY staff with important information about your child’s health, including

physical condition, allergies, medical conditions and history, and medication that your

child takes on a daily basis. By signing this

form you also give permission to treat your

child should it become necessary.

t Sunrise/Sunset Pickup/Dropoff: Youth may

be picked up and dropped off at two types of

locations: the DEFY campsite or a designated

location in the community. For either 
5

What Is the DEFY Program?

location, you are required to complete the

enclosed Sunrise/Sunset Pickup/Dropoff

authorization form. To ensure the safety of

each youth, DEFY staff will only release

your child to an authorized person listed

on this form. You will be notified of the exact

times and locations during orientation.

t Behavior Contract for DEFY Youth: This

form is included to let you see the “contract”

DEFY staff make with youth should disciplinary problems occur. This form is completed

by the youth with a staff member and identifies any behavioral problem, what rules have

been broken, and the effects of the youth’s

actions. To resolve disciplinary problems,

staff and youth work together to develop 

reasonable solutions and identify what will

result when the youth corrects the behavior.

This contract also serves to notify the youth

of what could happen should the behavior

problems occur again.

Cost

There is no fee to youth participating in the

DEFY program. 

Camp Location and Hours 

Specific information about the camp is provided

on the Parent/Guardian Fact Sheet.

Attendance

Youth must attend camp for the full day, every

day. Except in the case of emergencies, youth

who are absent will not be allowed to complete

the program.

Camp Attire

Youth should wear appropriate clean clothes—

shirts, shorts or pants, tennis shoes, and socks.

When they arrive, staff will provide youth with

special DEFY camp attire (provided free of

charge), as specified in the Parent/Guardian

Fact Sheet. If your youth is attending a residential camp, a list of clothing items that he or

she will need to pack is included with the

Parent/Guardian Fact Sheet.

Safety

For safety and security, youth may not bring

jewelry, expensive watches, games, pagers, cell

phones, toy weapons, or electronic equipment

(radios, TVs, etc.) to camp. We also ask youth

not to bring food—they won’t need it! 

Medicine

DEFY staff need to know if your child needs to

take any medication during camp hours. On the

Youth Health Information form, please tell us the

medicine your child needs to take and when he

or she needs to take it. The medication must be

provided in the original packaging with the original directions. DEFY staff are allowed to accept

only the amount of medication that will be

needed for camp.

Meals

We will provide healthy food to your child during the time he or she is at camp; no money for

food is required.

Emergencies

We will notify you of any emergencies immediately. You have information on how to contact

the camp in the Parent/Guardian Fact Sheet. 

Information Telephone Number

If you have any questions about any of the

information in the Parent/Guardian Handbook,

please call the program coordinator. The telephone number is included on the Parent/

Guardian Fact Sheet.

The Adult-Youth Relationship

Establishing a positive mentor-mentee relationship is important to the success of DEFY, particularly Phase II. Being a DEFY volunteer or

mentor can be rewarding and exhilarating, 

challenging, and sometimes frustrating. The 
6

Weed and Seed DEFY Parent/Guardian Handbook

following are guidelines to help in fostering a

positive mentor-mentee relationship.

DEFY Rules of Conduct

DEFY has developed rules of conduct for adult

staff as well as for youth. Both adults and youth

must agree to follow the rules of conduct. These

rules were developed to create a safe environment for youth that is conducive to their achieving DEFY goals.

Staff Rules of Conduct

t Tobacco or alcohol: Tobacco and alcohol use,

or evidence of their use, cannot take place in

the presence of the youth.

t Attendance: All staff are required to attend

designated staff meetings and to be present

for all activities as instructed by the program

coordinator.

t Profanity: Use of profanity by staff is 

prohibited.

t Military protocol: Sites may determine to use

military rank or first name (Sgt. Bill, Lt.

Mary). Sites may require Mrs., Ms., Miss,

and Mr. Military etiquette/protocol should be

used while on military base/facilities. Sites

can determine the manner in which youth

addresses staff. 

t Youth conflict: DEFY staff must use methods

outlined in chapter XI of the Program

Management Guide to regulate youth 

conduct.

t One-on-one contact is prohibited: Staff and

mentors must have two or more youth in

their presence at all times. 

t Emergency preparedness: All DEFY staff must

read and know the procedures outlined in the

site’s Emergency Action Plan. A sample is

provided in appendix B of the Program

Management Guide.

t Release of youth: Only individuals whose

names appear on the Sunrise/Sunset

Pickup/Dropoff form are allowed to pick up

or drop off youth.

t Money, gifts, or loans to youth: Staff may not

give or lend money to DEFY participants or

borrow money from youth. The camp director must clear all gifts to youth. Youth

expressing financial or material needs must

be referred to the camp director or program

coordinator. 

t Mandatory reporting: DEFY staff must know

and comply with Federal and State laws and

regulations regarding mandatory reporting

requirements for suspected drug use/sale or

suspected child abuse.

Youth Rules of Conduct

t Youth must practice good listening skills.

; Staff call the name of the person who

speaks.

; When a youth’s name is called, everyone

else must be silent.

; When a team leader or other DEFY staff

member is speaking, everyone must be

silent.

t Youth must attend all Phase II sessions

unless otherwise excused because of emergency and/or illness. Parents or guardians

must notify camp in the event of a youth’s

absence.

t Youth must call each other by their names,

touch no one, and follow directions. 

t Youth must be in their seats 2 minutes before

the start of an activity and remind others of

the rule. 

t Youth must prepare snacks and meals and

clean up after meals and activities. 
7

What Is the DEFY Program?

t Youth must follow staff directions.

t Youth must bring to camp only items provided by the camp director for classroom activities and appropriate swimming clothing.

Only approved prescription medications are

allowed. The following items will be confiscated and returned at the end of camp:

jewelry, expensive watches, games, toy

guns/knives, cameras, radios, pagers, cell

phones, and food items. Tobacco, alcohol,

drugs, and gang-related material are forbidden.

t Youth must wear only the DEFY uniform— 

a DEFY shirt, DEFY hat, shorts, socks, and

tennis shoes.

t When youth leave the premises, an adult

staff member must accompany them. Youth

can be released only to parents or guardians.

Youth must be supervised at all times. 

t Staff must be notified immediately of injuries,

sickness, or personal problems. 

Rules of Conduct for Residential 

Phase I DEFY Camp

Youth in the residential Phase I of the DEFY 

program must comply with the rules above, plus

the following rules:

t Youth must wake and turn lights out at the

designated times. 

t After lights out, youth can only leave the residential area accompanied by two adult DEFY

staff members. 

t Youth must make their beds in the morning,

pick up trash, put away clothing, etc.

You Can Help

There are many things that you can do to

help your child get the most out of the DEFY

experience. 

During Phase I, you can make sure that your

child

t Arrives at the DEFY pickup and dropoff sites

on time.

t Is wearing the appropriate clothes.

t Brings only designated items to camp.

t Understands and accepts the Rules of

Conduct that he or she will be asked to sign

to participate in the program.

Also, you can help by becoming familiar with

the DEFY goals (listed on page 4) and stressing

these goals in home activities.

During Phase II, you can help by continuing to

reinforce DEFY goals during the school year and

by supporting the mentor-youth relationship.

For example, you can make sure your child is

dressed appropriately and is on time when the

mentor comes to pick up your child.

You are welcome to observe DEFY activities at

any time during Phases I and II. You also are

welcome to bring a camera and take pictures.

Please note that special rules apply to cameras

and photos at some military locations. If applicable, these are noted on the Parent/Guardian

Fact Sheet.

DEFY Completion Ceremonies

We urge you to attend the special ceremonies

that will be held at the end of each phase of

DEFY. These ceremonies will be a fun and exciting way to celebrate your child’s success in the

DEFY program. We will give you more details

about when and where the ceremonies will be

held as the events draw nearer.
9

While I am in the DEFY program,

t I will be courteous to and respectful of staff and other youth.

t I will be a good listener:

; One person speaks at a time. I will raise my hand to speak.

; When a youth is called on, I will listen.

; When an adult is speaking, I will listen.

t I will attend and be active in the entire DEFY program and will graduate from camp. I can be absent

only in an emergency. My parent or guardian must call the camp in advance when I am going to be

absent.

t When chosen as the leader, I will treat my teammates with respect.

t I will not join in name calling, hitting, or disobedience. I will not use profanity.

t I will be on time and help others to be on time.

t I will help prepare snacks and meals and clean up after meals. I will help DEFY adults set up events

and clean up after them.

t I will obey DEFY staff members.

t I will bring only DEFY items to camp. I will not bring jewelry, expensive watches, games, toy guns or

knives, cameras, radios, pagers, cell phones, candy, or food to camp. 

t I will not bring to camp or use tobacco, alcohol, or drugs. Required medicine must be approved by

the DEFY program coordinator.

t I will come each day with the proper DEFY clothes and gear. I will not write on my clothing or gear

with a marker, pen, or pencil.

t I will stay with DEFY staff at all times. I will not leave the camp without an adult DEFY staff member or my parent or guardian.

t I will notify staff immediately of injury, sickness, or personal problems.

Rules of Conduct for Youth Agreement

(continued)
10

Weed and Seed DEFY Parent/Guardian Handbook

The following additional rules apply for youth attending overnight camp:

t I will follow the rules for lights out in the evening and morning wake-up.

t I will not leave the sleeping area after lights out without an adult DEFY staff member.

t I will make my bed in the morning and keep my room neat.

I understand that some actions will not be tolerated because they are harmful or against the law.

Therefore, I understand that I can be sent home from the DEFY program for

t Bringing weapons, alcohol, tobacco, or other drugs.

t Dangerous actions.

t Fighting.

t Being unable to obey any of the other Rules of Conduct.

The DEFY program coordinator will tell my parent or guardian of my dismissal. I will be kept under

DEFY staff supervision until I can be picked up by or delivered to my parent or guardian.

Name of youth: ____________________________________________________________________________

Date: _____________________________________________________________________________________

Youth’s signature: __________________________________________________________________________

Parent’s signature:__________________________________________________________________________
11

Parent/Guardian Fact Sheet

Time/date/location of DEFY camp: ______________________________________________________________

t Program coordinator’s name/telephone number: ________________________________________________

t Emergency contact: _______________________________________________________________________

t Morning pickup time and location: ____________________________________________________________

t Afternoon dropoff time and location: _________________________________________________________

t Items your child should pack (for residential camps only): _________________________________________

_______________________________________________________________________________________

Time/date/location of parent/guardian DEFY orientation: _____________________________________________

t Forms to bring:___________________________________________________________________________

t Program coordinator’s name/telephone number:_________________________________________________

Time/date/location of Phase I commencement:_____________________________________________________

t Program coordinator’s name/telephone number: ________________________________________________

t Special DEFY camp attire and items provided at no cost: _________________________________________

_______________________________________________________________________________________

t Special rules about cameras, getting on/off site to visit, etc.: ________________________________________

_______________________________________________________________________________________

DRUG EDUCATION FOR YOUTH

TM
13

DEFY Fact Sheet

DEFY Program Description

The DEFY Mission

DEFY is a catalyst for increasing community participation and commitment to youth. DEFY helps 9- to 12-year-olds

develop character, leadership, and confidence to engage in positive, healthy lifestyles as drug-free citizens.

DEFY Program Goals

DEFY is a unique, comprehensive, and multiphased program that reduces risk and strengthens protective factors

that research has directly linked to adolescent alcohol and drug abuse, school failure, delinquency, and violence.

DEFY strengthens the ability and resolve of its young graduates to resist the pressures to become involved with

illegal drugs and gangs that many of them will eventually experience. Simply stated, DEFY has three goals:

1. Develop relationships between youth and positive adult role models.

2. Deliver life-skills training.

3. Deter drug use and gang involvement.

DEFY Program Components

DEFY consists of four integrated components that together provide a yearlong experience for 9-to 12-year-old

youth:

1. Camp—Phase I: A nonresidential or residential summer camp that kicks off the DEFY program.

2. Mentoring—Phase II: A 10-month mentoring program in which DEFY youth are matched with an adult mentor for the school year.

3. Parent involvement: Throughout, and on completion of, the DEFY program, DEFY program coordinators,

camp directors, team leaders, and mentors actively encourage parents and guardians to become involved in

supporting their children’s commitment to a positive, drug-free lifestyle.

4. Outplacement: All DEFY graduates receive support and are encouraged to enroll and actively participate in

an appropriate followup program in their school or community.

DRUG EDUCATION FOR YOUTH

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15 Youth Participant Application

I.To be completed by parent or guardian Today’s Date: ___________________

Participant’s Name: __________________________________________ Date of Birth: ___________________

Last First MI

Participant’s Address: _________________________________________________________________________

__________________________________________________________________________________________

Name of Participant’s School: ___________________________________ Grade (Fall 2000): _______________

Mother’s Name: ____________________________________________________________________________

Mother’s Address: ___________________________________________________________________________

Mother’s Day Phone: (______)_______________________ Evening Phone: (______)______________________

Father’s Name: _____________________________________________________________________________

Father’s Address: ____________________________________________________________________________

Father’s Day Phone: (______)_______________________ Evening Phone: (______)______________________

Legal Guardian’s Name: ______________________________________________________________________

Legal Guardian’s Address: _____________________________________________________________________

Legal Guardian’s Day Phone: (______)________________ Evening Phone: (______)______________________

This form was completed with assistance from a translator (circle one): Yes No 

I permit my child to participate in the DEFY program.

_________________________________ _________________________________

Name of Parent/Guardian Signature of Parent/Guardian 

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16

Weed and Seed DEFY Parent/Guardian Handbook

Youth Participant Application (continued)

II.To be completed by the participant

My name is: ___________________________________________________

I like to be called: _______________________________________________

Let me tell you about myself:

t These are the people who live with me at home:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t These are the chores that I do around my home:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t These are the afterschool activities that I am involved in:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t These are the community and church/synagogue groups that I am involved in:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(continued)
17

Youth Participant Application

Youth Participant Application (continued)

t These are my favorite subjects at school:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

t This is what I think I will learn in the DEFY program:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

t This is why I want to participate in the DEFY program:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

t This is what I like best about myself:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

t This is what I like best about other people:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________
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General Consent Form

I hereby give permission for the youth applicant named below to participate in the Drug Education for Youth

(DEFY) program at _________________ from ____________________ to ____________________.

(DEFY Program Site) (Date) (Date)

As a condition of his/her acceptance into the DEFY program I hereby certify that

1. I am the parent/legal guardian of the youth applicant named below.

2. I understand that the program may involve rigorous physical, recreational, and outdoor activities as well as

field trips that may include travel via public and private transportation.These activities will include, but are not

limited to,_______________________________________________________________________________

_______________________________________________________________________________________

I fully understand and accept the risks involved in the activities and transportation scheduled for DEFY.

3. I understand that public affairs personnel and other media representatives (radio, television, etc.) may be present during DEFY-sponsored activities. I hereby give permission to the DEFY program to copyright, use, release,

and publish any sound recording, picture, or video image of my child taken during these DEFY-sponsored

activities for any lawful purpose.

4. It is my responsibility to attend the scheduled DEFY parent/guardian orientation to learn about program activities involving my child. I understand that I am responsible for understanding program activities and preparing

my child to participate in them.

I have read and understand this authorization consent form. I agree to all terms and conditions contained herein.

My child, listed below, has my permission to fully participate in all DEFY program activities and field trips and to

travel on public and private transportation provided by the DEFY program to and from activities and field trips.

__________________________________________

Youth Applicant’s Name

__________________________________________ ____________________

Signature of Parent/Guardian Date

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21

Youth Health Information/Certification of Good Health/

Permission To Treat Form

Please provide all requested information so that DEFY can help ensure the safety of your child.

Child’s Doctor: ____________________________ Phone: __________________________

Please attach a copy of the child’s insurance card, Medicaid medical card, or applicable military identification.

Physical Information

Child’s eye color: _________ Hair color: _________ Height: _________ Weight: _________

My child’s health is (circle one): Excellent Good Fair Poor

Physical Condition

Please note conditions that may limit your child’s participation in physical activities and symptoms that may help

us identify problems.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Allergies

t Food Allergies: ___________________________________________________________________________

Symptoms: ______________________________________________________________________________

t Drug Allergies: ___________________________________________________________________________

Symptoms: ______________________________________________________________________________

t Insect Allergies: __________________________________________________________________________

Symptoms: ______________________________________________________________________________

t Other Allergies: __________________________________________________________________________

Symptoms: ______________________________________________________________________________

Conditions

t Separation Anxiety/Homesickness: ___________________________________________________________

t Asthma (Symptoms): ______________________________________________________________________

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Weed and Seed DEFY Parent/Guardian Handbook

Youth Health Information/Certification of Good Health/

Permission To Treat Form (continued)

t Diabetes (Symptoms): _____________________________________________________________________

t Seizures (Symptoms): _____________________________________________________________________

t ADD/ADHD (Symptoms):__________________________________________________________________

t Other (Symptoms): _______________________________________________________________________

Residential Camps Only

t Sleeping Problems/Conditions: _______________________________________________________________

Symptoms: ______________________________________________________________________________

t Bedwetting: _____________________________________________________________________________

t Nightmares: _____________________________________________________________________________

t Sleepwalking: ____________________________________________________________________________

Please list all medications your child takes regularly, even if he or she has discontinued the medication for the

summer.

Name of Medication Dosage Purpose of Medication

In the event that my child is injured or should become seriously ill while participating in the DEFY program, I

hereby give full authorization for all medical treatment and care to correct the injury or to treat the illness of my

child.This treatment may include transporting my child to a medical facility should the need arise. I understand

that all reasonable efforts will be made to notify me immediately and that it is my responsibility to provide phone

numbers where I can be reached while my child is in the DEFY program.

Over-the-Counter Medications

I (parent/guardian) hereby give permission for DEFY medical personnel to administer the following over-thecounter medications if it is deemed necessary. Dosages will be administered according to directions on the bottle

unless a physician directs otherwise. My child is not allergic to any of the following medicines:

Aspirin/Tylenol® or equivalent (headache) Imodium A-D® or equivalent (diarrhea)

Pepto Bismol® or equivalent (upset stomach) Calamine lotion/Cortaid® or equivalent (poison ivy)

__________________________________________ ____________________

Signature of Parent/Guardian Date

(continued)
23

Youth Health Information/Certification of Good Health/Permission To Treat Form

Youth Health Information/Certification of Good Health/

Permission To Treat Form (continued)

Privacy Act Statement

This statement is provided in compliance with the provisions of the Privacy Act of 1974 (Public Law 93–579),

which requires that Federal agencies inform individuals who are requested to furnish personal information about

themselves of certain facts regarding the information requested.

1. Principal purposes:To provide immediate medical care to your child while he or she is involved in the DEFY

program.

2. Disclosure is voluntary: If you do not provide the requested information, required screenings may not be conducted and you may not be eligible to participate in DEFY.

I certify that my child is in good health and suffers from no disabilities or conditions that would prevent him or

her from effectively and fully participating in the DEFY program.

The information provided above is complete and accurate.

__________________________________________ ___________________

Signature of Parent/Guardian Date
Sunrise/Sunset Pickup/Dropoff Form

I authorize the following individuals to pick up and/or drop off _______________________________________.

(Name of Child)

Relationship to 

Name Address Telephone Number Parent/Guardian

I understand that my child will only be released to individuals named above and that identification may be

required. My child will not be released to any other individual without my written consent.

__________________________________________ ___________________

Signature of Parent/Guardian Date

25

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27

Behavior Contract for DEFY Youth

Name of Youth: ____________________________________________________________________________

1. I have read the Rules of Conduct for DEFY Youth with my team leader,_____________________________

2. The problem I am having is ________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. I have broken the following rule: _____________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. The effects of breaking this rule are (Ask:What happens to the youth? What happens to the team? What

happens to the leaders?) ___________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. My team leader and I agreed to try this solution: ________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

6. The consequences of my actions if I correct my behavior are ______________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

7. If I do not correct my behavior, _____________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Date: _____________________________________

__________________________________________ _________________________________________

Signature of Youth Signature of Staff Member

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