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CSEC 102: Engaging and Serving Children and YouthTrainer GuideVersion 1.2 | February 2016CSEC 102: Engaging and Serving Children and Youth TRAINER GUIDETraining Tips, Activities, & Transfer of Learning (TOL) ExercisesTable of ContentsSegmentPage TOC \h \z \t "Style15,1" Acknowledgements PAGEREF _Toc442304080 \h 2Introduction to Materials PAGEREF _Toc442304081 \h 3Learning Objectives PAGEREF _Toc442304082 \h 6Agenda PAGEREF _Toc442304083 \h 8Lesson Plan PAGEREF _Toc442304084 \h 9Evaluation Protocol PAGEREF _Toc442304085 \h 11Welcome, Framing, Values, and Introductions PAGEREF _Toc442304086 \h 12Recap of CSEC/Y 101 PAGEREF _Toc442304088 \h 15Stages of Change PAGEREF _Toc442304090 \h 21Engagement Strategies PAGEREF _Toc442304092 \h 29Motivational Interviewing PAGEREF _Toc442304094 \h 30Working Toward Safety PAGEREF _Toc442304096 \h 32Screening PAGEREF _Toc442304098 \h 36Application Activity PAGEREF _Toc442304100 \h 39Self Care PAGEREF _Toc442304102 \h 42Evaluation PAGEREF _Toc442304104 \h 44Materials Checklist PAGEREF _Toc442304106 \h 47References PAGEREF _Toc442304107 \h 48AcknowledgementsCalSWEC and the curriculum developer would like to thank and acknowledge those who contributed to the curriculum.The following organizations provided funding support, collaboration, curriculum review, and information sharing:The Child Welfare Council CSEC Action TeamThe County Welfare Director’s AssociationThe California Department of Social ServicesThe Central Training AcademyThe Northern California Training AcademyThe Resource Center for Family-focused PracticeThe Bay Area AcademyThe Public Child Welfare Training AcademyWestCoast Children’s ClinicThe following individuals contributed to the development of the curriculum through providing source material, feedback on drafts, and participation in the pilot:Rayan CruzCatie HartLillian JungleibPatty PoulsenAnzette ShackelfordLeslie ZeitlerLynn Mackey, Director, Student Programs, Alameda County Office of EducationAlex Masden, Services for Victims of Human Trafficking Project, Contra Costa County Zero Tolerance for Domestic Violence Initiative Lesha Roth, Contra Costa County Probation DirectorNicole Heron, Public Defender, Contra Costa County Whit Griffinger, Staff Attorney, Youth Justice Project, Bay Area Legal AidCristina Hickey, Child Abuse Prevention Council of Contra Costa CountyNeely McElroy, Continuous Quality Improvement and Violence Prevention Division, Contra Costa County Children and Family ServicesRobin Lipetzky, Public Defender, Contra Costa CountyCalSWEC would also like to thank the curriculum writer, Carly Devlin for her work to develop and pilot this curriculum and Nola Brantley for her generosity in sharing materials for use in this curriculum. Introduction to MaterialsComponents of the Trainer’s GuideLearning ObjectivesThe Competencies and Learning Objectives serve as the basis for the Training Content. The Learning Objectives are subdivided into three categories: Knowledge, Skills, and Values. They are numbered in series beginning with K1 for Knowledge, S1 for Skills, and V1 for Values. Competencies are defined as broad indicators of essential and best practices. Typically, several Learning Objectives support the development of each Competency. The Learning Objectives are more specific than the Competencies and usually provide measurable indicators of learning. Knowledge Learning Objectives entail the acquisition of new information and often require the ability to recognize or recall that information. Skill Learning Objectives involve the application of knowledge and frequently require the demonstration of such application. Values Learning Objectives describe attitudes, ethics, and desired goals and outcomes for practice. Agenda The Agenda is a simple outline indicating the order of events in the training day, including the coverage of broad topic areas, evaluation, training activities, lunch, and break times. Duration is not indicated on the agenda for participants. Lesson Plan The Lesson Plan in the Trainer’s Guide is a mapping of the structure and flow of the training. It presents each topic in the order recommended and indicates the duration of training time for each topic. The Lesson Plan is offered as an aid for organizing the training.Evaluation It is necessary to follow the step-by-step instructions detailed in this section concerning pre-tests, post-tests, and skill evaluation (as applicable to a particular curriculum) in order to preserve the integrity and consistency of the training evaluation process. Additionally, trainers should not allow trainees to take away or make copies of any test materials so that test security can be maintained.Segments 1-10Segments 1-11 contain step-by-step descriptions of how to facilitate the training. Included are specific tips for preparation, instructions on how to deliver the content, and major points that facilitators should stress. Materials Checklist The Materials Checklist provides a complete listing of all the materials needed for the entire training. Materials specific to each individual training activity are also noted within each subsection of the training content.ReferencesReferences are included in the Trainer’s Guide to provide further information regarding training content. Curriculum OverviewThe Commercial Sexual Exploitation of Children and Youth (CSEC-Y) 102: Engagement Skills Training will provide participants with an opportunity to learn and practice engagement skills to more effectively work with children and youth who have experienced commercial sexual exploitation.Training will utilize scaffolding techniques, interactive discussion, and skill practice exercises to help adult learners integrate knowledge and skills and transfer learning into their practice.Participants will learn strategies to:Engage commercially sexually exploited children and youth andIncrease receptivity to services among children and youth who have experienced commercial sexual exploitation.In order to integrate these strategies into practice, participants will have an opportunity to discuss challenges and brainstorm possible solutions with trainers and colleagues.The target audience for this training is child welfare social workers and probation officers working with commercially sexually exploited children and youth. CSEC 101 is a prerequisite to CSEC 102.Facilitation TipsPhilosophyThis training is shaped by an experiential education framework and social justice-oriented values. It is based on the understanding that people learn through synthesizing their own knowledge and experiences, learning from each other, and gaining meaningful facility with new material by practicing skills. It also acknowledges that working with the population of commercially sexually exploited children and youth includes addressing inequalities and understanding systems like racism, sexism, homophobia, transphobia, and poverty. Background Knowledge Required of TrainersThe project requires that facilitators have direct knowledge of how to work with CSEC and experience implementing the values required for successfully engaging them (culturally sensitive, empowerment, strengths based, trauma informed, and prioritizing youth voice). It also requires content knowledge of the issue, including policy background, methods of collaboration, and ways to identify and respond to CSEC’s needs. Also required is practice working with stakeholders, including child welfare workers and probation officers, facilitating successful communication between these various partners, and creating space for the articulation of various perspectives, including that of the youth. Finally, this project requires experience facilitating experiential education projects. Training on Commercial Sexual ExploitationCSEC/Y 102 covers a very sensitive topic and sometimes thinking through the issue can be challenging because it triggers past trauma or causes us to question implicit biases we may hold. Individuals have varying perspectives and experiences with the issue, professionally and/or personally. This training may trigger participants’ past histories of trauma. Trainers should expect disagreement and also expect that emotions may run high. Participants may say things that offend or trigger others, so an element of delivering this training will be managing intense reactions and potential conflictual situations. The trainer(s) should strive to set up a safe space in which people feel comfortable sharing and feel a sense of mutual respect, but the trainer(s) should also expect conflict to arise. This includes conflict between the trainer(s) and participants. This is also challenging because social workers and probation officers are usually trained separately by their own trainers.A Note on Sharing Personal ExperiencesSharing personal experiences in working with children and youth who have experienced commercial sexual exploitation can add depth to the training. Trainer(s) should be sure to provide thorough context when sharing a personal story as working with youth is an involved and complex endeavor. Citation and UseThe curriculum is intended for public use, to be distributed widely and at no cost, providing that proper citation is noted, as indicated:Use of the curriculum in unmodified form must be cited as follows:California Social Work Education Center (Ed.). (2015). CSEC 102: Engaging and Serving Children and Youth. Berkeley, CA: California Social Work Education Center.Use of the curriculum after any modification must be cited by placing the following text at the top of the first page of the modified curriculum:“This curriculum is based on the curriculum cited below, but has been modified. CalSWEC is not responsible for modifications to the curriculum. For more information, or access to the original CalSWEC curriculum, visit the CalSWEC website at , or call 510-642-9272.California Social Work Education Center (Ed.). (2015). CSEC 102: Engaging and Serving Children and Youth. Berkeley, CA: California Social Work Education Center.”Questions regarding usage of the curriculum should be addressed to CalSWEC. Contact Melissa Connelly mconnelly@berkeley.edu.Learning Objectives KnowledgeK1:The trainee will be able to identify best practices for the delivery of services to children and youth who have experienced commercial sexual exploitation, including:Establishment of physical and emotional safety in the service delivery relationshipKnowledge and application of cultural and SOGIE affirming practicesIntegration of youth development practice models and/or principlesTrauma-informed servicesK2: The trainee will identify a continuum of services to meet the holistic immediate and long-term needs of children and youth who have experienced commercial sexual exploitation, including but not limited to:Physical health, including comprehensive reproductive health information and servicesHarm reduction strategiesBehavioral healthK3: The trainee will be able to identify how to reinforce resilience of children and youth who have experienced commercial sexual exploitation through the development, identification, and utilization of:Trauma-informed practicesStrengths-based practicesIdentifying unsafe and unhealthy situations and relationshipsK4: The trainee will be able to define the Stages of Change Model and identify the appropriate stage to incorporate a trauma-informed approach when working with children and youth who have experienced commercial sexual exploitation.K5:The trainee will be able to define trauma bonds (e.g., Stockholm Syndrome) as they relate to children and youth who have experienced commercial sexual exploitation.K6: The trainee will be able to define compassion fatigue and vicarious trauma and will be able to identify symptoms.SkillsS1: Using a comprehensive scenario, trainees will identify which of the stages of change are potentially associated with a child/youth’s described behaviors or statements, and articulate how to appropriately respond to the child/youth using a trauma-informed, developmentally appropriate, and culturally responsive and SOGIE affirming approach. S2: Using the same comprehensive scenario, the trainee will demonstrate engagement with a child/youth incorporating a trauma-informed approach and exhibiting an understanding of the Stages of Change model. In crafting their approach, trainees will be able to identify and recognize:The child’s strengths and needsAvailable servicesGaps in servicesStrategies to meet the child’s needsObstaclesNext stepsValuesV1: The trainee will value culturally responsive, SOGIE affirming, and trauma-informed practices. V2: The trainee will value collaboration with a multidisciplinary team of service providers and community supports in identifying strengths, needs, and resources for CSEC-Y survivors, while empowering the child to engage in case planning and decision making.V3: The trainee will value meeting the youth where they are because they are youth who have experienced commercial sexual exploitation as a whole person, not just a victim of abuse.V4: The trainee will value and seek out the survivor voice for service planning and an understanding of potential dynamics in service delivery.AgendaSegment 1: Welcome, Framing, Values, and Introductions Segment 2: Recap of CSEC/Y 101 Segment 3: Stages of ChangeBREAKSegment 4: Engagement StrategiesSegment 5: Motivational InterviewingBREAKSegment 6: Working Toward SafetySegment 7: ScreeningBREAKSegment 8: Application ActivitySegment 9: Self Care Segment 10: EvaluationLesson PlanSegment and TimingLearning ObjectivesMethodologySegment 1: Welcome, Framing, Values, and Introductions9:00 - 9:3535 minutesK1, V1, V3, V4LectureVideoSmall group activityLarge group discussionSegment 2: Recap of CSEC/Y 101 9:35 - 9:5520 minutesK1, K5, V2LectureLarge group discussionSegment 3: Stages of Change 9:55 - 10:4550 minutesK4, S1, V2LectureSmall group activityLarge group discussionBreak10:45 - 10:5510 minutesSegment 4: Engagement Strategies10:55 - 11:1520 minutesS2, V3Large group discussionSegment 5: Motivational Interviewing11:15 - 12:0045 minutesS2, V3VideoObservationRole playLarge group discussionBreak60 minutes12:00 - 1:00Segment 6: Working Toward Safety1:00 - 1:2020 minutesK2, V3LectureLarge group discussionSegment 7: Screening30 minutes1:20 - 1:40K5, V3ObservationLectureRole play Large group discussionBreak10 minutes1:40 - 1:50Segment 8: Application Activity60 minutes1:50 - 2:50S2, V2, V3Small group activityRole playLarge group activitySegment 9: Self Care20 minutes2:50 - 3:10K6LectureSmall group activityLarge group discussionSegment 10: Evaluation50 min3:10 - 4:00Evaluation ProtocolIt is necessary to follow the step-by-step instructions detailed in Segment 10 concerning the skill evaluation for this curriculum in order to preserve the integrity and consistency of the training evaluation process. Additionally, trainers should not allow trainees to take away or make copies of any evaluation materials in order to maintain the integrity of evaluation security.Evaluation materials are available through the Regional Training Academies, University Consortium for Children and Families, or CalSWEC. Contact Melissa Connelly at mconnelly@berkeley.edu for more information.SEGMENT 1Welcome, Framing, Values, and IntroductionsSegment Time: 35 minMaterials: Screen, speakers and internet access to play video clip []Trainee Content: Agenda (page 8 in the trainee guide)Chart pad paperMarkersPurpose: Orient participants to dayFrame the training with values and theoretical underpinningSlides: 1-9Preparation:Post the following group agreements on chart pad paper (the group will later add to these agreements):Respect each other’s perspectives and emotions, even if they are different or conflicting with our own.Intentionally participate—watch if you are talking too much or too little and adjust accordingly. Don’t rush, but also be aware of time.Actively listen. Speak from personal experience.Take space if you need it.If possible, organize chairs and tables in a circle so all participants can see each other.Post blank chart pad pages on the wall or on an easel for charting during the introduction activity.Prepare the video clip for this segment. Play from the 7:03 minute mark to the 17:02 minute mark. Link: Training (what to do):Welcome participants to the training and introduce yourself.Provide a brief orientation to the trainee guide, letting the participants know they will use the guide throughout the day. Point out the additional information provided in the Appendices and explain this is included as additional resource information.Refer participants to the trainee content Agenda and review to plan for the day.Describe logistics related to parking, cell phones, and bathrooms.Introduce the philosophy of the training:This training is shaped by an experiential education framework and social justice-oriented values. It is based on the understanding that people learn through synthesizing their own knowledge and experiences, learning from each other, and gaining meaningful facility with new material by practicing skills. It also acknowledges that working with the population of commercially sexually exploited children and youth is an issue of addressing inequalities. This topic can be heavy at times and it may be a hard one to work on due to past experiences, so please feel free to take a break or take care of yourself in whatever way you need throughout the training. Please anticipate being uncomfortable at times and also anticipate disagreement. This is a sensitive topic that can bring up emotional reactions in people due to professional and personal experiences. Introduce the objectives of the training:The Commercial Sexual Exploitation of Children and Youth (CSEC-Y) 102: Engagement Skills Training will provide participants with an opportunity to learn and practice engagement skills to more effectively work with children and youth who have experienced commercial sexual exploitation. It builds upon the CSEY–101 curriculum. Training will utilize scaffolding techniques, interactive discussion, and skill practice exercises to help adult learners integrate knowledge and skills and transfer learning into their practice. Participants will learn strategies to:Engage commercially sexually exploited children and youth;Increase receptivity to services among children and youth who have experienced commercial sexual exploitation; and Collaborate with partners across disciplines.Review the key values for our work together today. Make sure the group understands the following concepts,Culturally sensitive SOGIE affirming Empowering Prioritizing youth voice Trauma-informed Strengths-based Honoring survivor leadership Briefly introduce group agreements, referring to the group agreements posted in the room. Ask participants what they want to add to the group agreements.Solicit questions.Show Rachel Lloyd video clip.Engage in a very brief discussion after the clip. Highlight that Lloyd identifies a “rescue” mentality among many systems and providers involved with the issue and offers an empowering alternative called the Victim, Survivor, Leader Model. In this model, youth are seen beyond their victimization (which is also recognized), and focus is on building upon strengths they already have and offering opportunities for leadership development. Bring up that the model offers:Room to grow in a supportive and nonjudgmental place where they are accepted no matter where they are at in the process of healing: they can learn positive narratives about themselves that they have not gotten from peers, families, or society regarding themselves or their exploitationOpportunity to develop knowledge and skills to understand the issue of commercial sexual exploitation from a larger, systemic perspective and take action in a way that is empowering and not shamingOpportunity to learn communication skills, like public speaking and facilitation, so they can express themselves with confidence, advocate for themselves in various systems, and develop healthier relationshipsSpace and opportunities to regain control and develop a sense of self-worth through activities and relationshipsProgramming that supports youth as thinking about themselves as resilient and strongOpportunity to provide support to others, connect with other youth, and concrete ways to put skills into actionA way to imagine their future, potential, and goals in a new wayAsk the participants to briefly introduce themselves and their role or anticipated role in working with youth who have been commercially sexually exploited. Ask the participants to break into pairs. They will discuss the prompts (below and on slide 9). Each participant should have one minute to discuss each prompt uninterrupted. Let participants know they will have a chance to ask each other questions after. Participants will alternate in answering the questions. Encourage participants to share from specific personal experience. What has been your greatest personal challenge in working with this population/what do you envision your greatest challenge being?What have been your personal successes thus far/what do you envision would be successful with this population?Engage the group in a large group discussion by encouraging volunteers to share their successes and challenges. If there are no volunteers, share comments you heard as you traveled around the room during their discussions. Use the chart pad paper to highlight key challenges and successes.End of ActivitySEGMENT 2 Recap of CSEC/Y 101Segment Time: 20 minMaterials:Trainee Content: CSEC/Y 101 Recap (pages 9-11 in the trainee guide)Purpose: Get all participants on the same page about the issueReview CSEC/Y 101 materialProvide participants with a common vocabulary for discussing the issueSlides: 10-19Preparation: Familiarize yourself with the powerpoint slides for this segmentDuring Training (what to do):Framing: “During this part of the day, we will be going over the foundational knowledge from CSEC/Y 101 to make sure we are all on the same page. I would like you to focus particularly on youth’s vulnerabilities and the process of exploitation. I would also like to emphasize understanding youth as individuals who have things in common, but also have many differences as well. This is a very important concept when we discuss various interventions.”You should be able to move through this content fairly quickly as a review of the CSEC 101 content. Refer participants to the trainee content CSEC 101 Recap and start with a discussion about some key concepts. Youth who are experiencing commercial sexual exploitation may or may not have a third party exploiter. The youth is considered a CSEC victim regardless of the presence of an exploiter. Youth cannot legally consent to participate in commercial sexual activity.CSEC is considered a form of child maltreatment and the juvenile court may take jurisdiction under Welfare and Institutions Code 300(b)(2) if CSEC happening.The presence of force, fraud and/or coercion are used to determine whether or not an exploiter is involved.For the sake of clarity, you may mention that adult commercial sex workers may also experience exploitation via force, fraud, and/or coercion. Adult sex workers may also participate in consensual commercial sex work.Note that the presence of an exploiter must be considered when developing safety plans and service interventions. Further, if there is an exploiter, it is important to work with youth to provide safety from the exploiter and empower the youth to end participation in the relationship.Move on to a discussion of values. Note that this work is part of a cultural shift among child welfare organizations. Empower participants to make this cultural shift across systems. Briefly review the importance of using clear language that identifies youth involved in commercial sexual exploitation as people first and recognizes them as victims of exploitation who cannot consent to participate in sex work. Explain that the word pimp can be loaded as a glorified street term so we will avoid using it in this training. However, it is a legal term that you may encounter. Further note that the differentiation between victim and survivor is not simple and some youth may identify first as victims before identifying as survivors. Note that youth who have experienced commercial sexual exploitation are a diverse group whose experiences will differ based on key points of identity.Discuss some of the key reasons youth may be vulnerable to exploitation:HomelessnessFrequently leaving family home or placement Abandonment by parents or primary caregiversFamily homelessness (living out of car, couch surfing)Being pushed out of a home or placement, particularly due to homophobia/transphobia/racismPovertySystem involvementOut-of-home foster care placement Juvenile justice system involvementTrauma Sexual abuse Physical abuse Neglect Emotional abuse Family violence Substance abuse and mental health challenges Dislocated relationshipsFamilyPeerFrequent placement changesLack of support systemService providers may not be sensitive to the challenges facing youth who have been exploitedFaithCommunityStructural oppression, including:RacismSexismHomophobiaTransphobiaExplicit and intentional tactics of exploitersNote that being exploited via commercial sexual activity may fill many legitimate needs, including those of:Social connectionBasic necessitiesFeelings of worthClarify that someone who has a 3rd party exploiter has been coerced into doing sex work. So although the relationship is meeting the victim’s needs on some or many levels, they are likely participating in sex work to protect their own safety against whatever the exploiter is using against them. For someone without a 3rd party exploiter, it is important that the service provider try to identify why sex work seems to be this person’s strategy. Are they being chronically abused in their home setting? Do they need food, shelter, etc? Differentiate between the impact of these factors for youth who have a third party exploiter and youth who do not. Unresolved trauma and lack of support are things third party exploiters look for while financial insecurities or chronic abuse within the home can make a youth vulnerable to engaging I regardless of an exploiter.Discuss the importance of being Sexual Orientation, Gender Identity and Expression (SOGIE) affirming in our practice. Because youth who are gay, lesbian, transgender or gender non-conforming are over-represented in the population of youth who are commercially sexually exploited, it is very important to be SOGIE affirming in our interactions with youth. Ask youth about their gender identity and expression and follow their preferences in use of pronouns or other gender identifiers. Talk to youth about their sexual orientation in a way that allows them to disclose what they want to disclose and gives them control over who the information is shared with.Emphasize that CSEC is linked to these factors, but these factors do not cause CSEC to occur.Review the following information about exploiters’ recruitment, coercion, control tactics, and further traumatization of youth:Note that exploiters target youth who are lacking systems of support. They can intentionally seek out vulnerable youth:At group homesTargeting system involved youthAt schools, both middle school and high school (exploiters are increasingly targeting younger youth; average age being 11/12)On the street (targeting youth who are homeless/have left placement or home)Youth may be recruited others ways as well (at the mall, through peers).Exploiters often make false promises of a romantic relationship, financial success, excitement, or safety. This is often known as “grooming.” Exploiters may use youth to recruit other youth or may employ some of the following tactics of coercion and control:The exploiter pretends to be a romantic interest, a business person, or other character that will fulfill a perceived needThe exploiter isolates the victim, systematically driving wedges between the victim and their friends and family, or anyone else in their support system Exploiter uses any form of coercion available, in order to force the victim to engage in commercial sex workThreatens violence, shaming, exposure of secrets, exposure of any known illegal activityExploiter creates and maintains a trauma bondMaintenance of trauma bond and exploitative relationshipIncreased violence and threatsIncreased demands for victim to prove love and loyaltyConstant isolation from anyone the exploiter perceives as a threat, including movement around the city, state and/or countryForced participation in the victimization of othersYouth without an exploiter may be responding to a problem such as lack of money/food/shelter, or lack of safety in their home setting, being forced out of their home, etc. When they learn they can make money by participating in sex work, some youth consider this a viable option. These factors also contribute to the differences between youth experiencing exploitation and should be considered when developing safety plans and interventions. Exploiters differ greatly in the way they perpetrate this crime, and those without an exploiter are unique as well. No two youth are the same. Make a special note regarding trauma bonding. Trauma bonding is important to understand for three reasons:It is a common strategy used by exploiters and results in youth feeling a positive emotional connection towards their exploiters and seeking to protect and care for the exploiter. Youth experiencing trauma bonding may not be able to identify exploiters’ behavior as being coercive, controlling, manipulative, or unsafe. Youth may perceive that their exploiter(s) are caring, supportive, and/or protective. It is difficult to address as their relationship with their exploiter(s) can fill many legitimate social, and material psychological needs. It can be an empowering concept to convey to youth. Intervention can be compromised if the service provider does not consider and address trauma bonding. Youth who are trauma bonded are more likely to leave their placement, and more likely to recruit from within placement. When a youth is trauma bonded, the exploiter has almost full mind control over them. A trauma bond must also be continuously reinforced, so it is important to keep that in mind when developing a safety plan. The exploiter is going to try desperately to keep in contact with their victim, even if just over online messaging. Youth who are trauma bonded are going to have very different circumstances & things that need to be considered for safety than those who are not. Note that survival sex is also a form of commercial sexual exploitation. Survival sex involves youth using commercial sexual activity to meet the following legitimate needs:Material needs such as: FoodShelterProtection from dangers of commercial sexual activityPsychological and psychological needs, involving perceived:ConnectionCareSupportIdentity Exploiters/other exploited youth as being friends or familyEmphasize that youth’s reasons for being vulnerable to commercial sexual exploitation can be very different, including variations between different types of exploitation, exploiters’ tactics (ranging from emotional to physical) and/or survival sex, are very relevant in determining interventions. Responses will be different based on differences among youth and their situations (presence of a third-party exploiter, support systems, etc.).Before moving on, make sure the participants understand the role of the Multi-disciplinary Team (MDT) in working with youth who have experienced commercial sexual abuse. The MDT is designed to coordinate the development of a case plan for each youth to provide appropriate services, develop a safety plan, address basic needs, and create a plan for an effective placement. MDTs should be convened post-identification, at regular intervals, at major changes such as change in school placement, leaving a placement. ? End this segment by engaging the group in a large group discussion using the following questions (if time allows):What are your reactions to this presentation?What information was new to you? What do you know about: Trauma bondingExploiters tacticsDifferences between youth who have experienced exploitationWhat questions do you still have?End of ActivitySEGMENT 3Stages of ChangeSegment Time: 50 minMaterials:Trainee Content: Stages of Change (pages 12-19 in the trainee guide)Trainee Content: Stages of Change Scenario Worksheet (pages 20-21 in the trainee guide)Purpose: Orient participants to the stages of change framework that will be used as the basis for work throughout the dayLearn specific ways the stages of change model can be applied to youth who have experienced commercial sexual exploitationSlides: 20-58Preparation: Familiarize yourself with the powerpoint slides for this segmentDuring Training (what to do):Framing: “A very helpful model for thinking about supporting youth is the stages of change model. Some of you may have learned this before, but this section is designed to focus on the stages of change model as it specifically applies to children and youth who have experienced commercial sexual exploitation. Examples of these specifics will be provided through the presentation.” Begin with a brief explanation of the Stages of Change model. Refer participants to the trainee content: Stages of Change as you provide a brief orientation. As you move through the slides describing the stages, you may refer to the CeCe vignette parts 1-8 to help the trainees understand each stage.Start by explaining the 6 parts of the model (Precontemplation, Contemplation, Preparation/Determination, Action, Maintenance, Recycling. Explain that the Stages of Change model was initially developed for thinking through addiction. It involves a cycle of various levels of motivation and behavior. It can be applied to intervening in commercial sexual exploitation of children and youth, but there are some important differences. Note also that the presence of a third party exploiter impacts the youth’s capacity and receptivity to change. As you discuss the Stages of Change, briefly discuss how a third party exploiter could impact someone in each stage. As you review the cyclical nature of the Stages of Change, point out that the image on the slide is a circle, but people do not always move through the stages in order. People may move back and forth between two stages several times for example. It’s also important to know that a return to a prior stage is not a return to square one for that stage. Even if a youth returns to unsafe situations with an exploiter, the work completed in moving through the cycle previously is not lost.Precontemplation: Not yet acknowledging that there is a problem behavior to be changed.Youth may share things like:“My boyfriend loves me and I like supporting him,”“I don’t want to stop what I’m doing.”“I’m independent and can take care of myself.” “Everything is fine.” Youth may: Continue to engage in commercial sexual activityActively display behaviors stemming from trauma bonding (protecting exploiter, denying there is anything harmful going on or denying any negative consequences, present as defiant or disengaged)Leave placement or home (especially if they will not disclose where they are staying or say they are staying with their boyfriend), not attend school or engage in activities such as sports or after-school programsDisengage from or refuse supports or servicesExploitation issues in this stage:For a victim with a 3rd party exploiter it is important to consider the impact of trauma bonding in the precontemplation stage. Trauma bonding usually prohibits a person from thinking logically. It is crucial that law enforcement is notified about the exploiter. If the youth has access to their cell phone, it is a good idea to see if a restraining order can be filed, in order to keep the exploiter from making any contact, as constant contact is needed to maintain the trauma bond. Also, the chance the victim recruit others from within their placement is much higher, as exploiters often direct their victims to do so. This should be taken into account when considering placement options.For a victim who does not have a 3rd party exploiter, it is important for the service provider to try to figure out what needs are being met via the victim’s sex work. Is their home setting safe? Does the victim have access to food and other necessities? Is their involvement related to where they are living (i.e., are their family members and/or peers participating in sex work)? Goal for this stage:Gain awareness about what change would look like and how it might help.How to identify when this stage is ending: There may be an external event or “reality” that interrupts the precontemplation stage, for both victims who do and those who do not have an exploiter. Social workers should be on the lookout for this event to occur. As soon as a youth starts asking questions about how their life might look once they make a change, it is a good sign they are in stage two. For instance, youth will say something like, “I’m worried that if I leave my ‘boyfriend’, he won’t be able to support him/herself,” or “I am worried I will never be able to have a real job”. Any sign at all that the youth is beginning to even consider other options is a fabulous sign that he or she is starting to move through the stages of change. This should be taken seriously and celebrated when appropriate.What not to do during this stage: Push someone into action, give up, enable. This stage can be very frustrating for service providers. It is important to manage that frustration so that youth do not feel pressured or shamed.Contemplation: Acknowledging that there is something they intend to change but not being ready, prepared, or sure of wanting to make a change. The pros of continuing the behavior still outweigh the cons of changing during this stage. Youth may share seemingly contradictory things like:“I don’t really like some things about this situation (being assaulted, verbally harassed, fear of being robbed/other dangerous things happening, feeling guilty, unpleasant, or “dirty” for having been exploited).” “I don’t always like the way I’m treated.”“I still believe my boyfriend loves me even though he doesn’t treat me well all the time.”Youth may display seemingly contradictory behaviors like:Begin to engage more in services or with family and other supports Spend less or the same amount of time with exploiters/other individuals associated with commercial sexual activityDecrease or maintain engagement in commercial sexual activityActively display behaviors stemming from trauma bonding (protecting exploiter, denying there is anything harmful going on may present as defiant or disengaged)Spend more time or decrease time spent away from placement or home, spend more time or decrease absences from school, engage more in other activities or ask about opportunities to engage in other activities including finding a jobGoals for this stage:Develop capacity to make change, become interested in positive outcomes change will bring.How to identify when this stage is ending: Youth will show a thoughtful evaluation that leads to a decision (commitment) to changePreparation/Determination: Getting ready to change, express intention to take action in the immediate future, make plans or have made plans to change behavior. This is a critical stage for service providers and supports to assist the child in taking concrete action. Youth may share things like:“I want to do things differently.”“I can tell he just wanted to take my money.”“This is a dangerous situation that makes me nervous.”Youth may:Make concrete plans to changeCommit to staying at a placement or home or decrease the number of times they leaveBegin to re-engage in efforts to attend school or get involved in other activitiesTake steps to identify ways they can stay away from their exploiterEngage in services and be open to accepting help with finding social supports (note that the onus to find social supports should not be with the youth [although their efforts to do so should be validated and supported], but this is a critical moment for providers to assist the child with taking action in a timely and coordinated manner.)Goal for this stage:Become ready to change – have a plan and supports in place to facilitate successful action.How to identify when this stage is ending: Youth will have an action plan to be implemented in the near futureAction: Has enacted specific life-style and/or behavior change.Youth may share things like:“I’m really excited to be back in school.”I love my job.” “I like my therapist/counselor/case manager/group,etc.” “I feel motivated and like I’m on the right path.”Youth may:Stay at a placement or homeAvoid commercial sexual activityAvoid interacting with their exploiterEngage more frequently and actively in services and build other support systemsEngage in positive activitiesExploitation issues in this stageFor those with an exploiter, the act of leaving is usually absolutely terrifying and it is imperative that safety mechanisms are in place to provide protection. Youth without an exploiter will need help disengaging from aspects of commercial sexual exploitation such as changing phone numbers so that clients cannot contact them and disabling online connections such as ads or email addresses. The social worker should support the youth in the logistics of how this action will take place. Goals for this stage:Gain comfort with the new status quo so that change no longer feels “new” and old habits and behaviors are replaced by new ones.How to identify when this stage is ending: Youth will exhibit successful action for changing the current patternMaintenance: Maintaining the behavior change.Youth may share things like:“I feel motivated and like I’m on the right path.”“It’s great to be working towards my goals.”“I’m looking forward to the future.”Youth may: Stay engaged in services, activities, and support systems--usually not as frequently as during action stageDisplay increased self-efficacy and confidenceRemain disconnected from their exploiter as well as places and other individuals and activities connected with commercial sexual exploitationOngoing interventionDuring this stage, trauma therapy should always be sought; if the youth isn’t ready, the topic should be revisited as often as is appropriate. It is a good idea to talk to the youth about what they guess might make them vulnerable to returning to unsafe situations. If there is/was a trauma bond, service providers should do their best to educate the youth about trauma bonding. This is a good time to check out pairing the youth with a mentor. If they are in school, work with the foster youth liaison to assess eligibility for specialized services through a 504 plan or IEP (PTSD, other trauma issues, or the history of exploitation may qualify the youth for these services). Anything positive, any strengths the youth has should be very mindfully supported; even the tiniest of things; maintaining is not necessarily about being a rock star right away; it is about making small steps in any direction that is positive.Exploitation issues in this stage:If there is a 3rd party exploiter, it is critical to discuss what the youth will do if the exploiter contacts them. It is important to engage law enforcement (the best way to keep an exploiter away from the victim is for the exploiter to be in custody). It is also important to discuss a safety plan if the youth finds themselves missing their exploiter at some point (it can be assumed that these feelings will come up at some point, as is the nature of the trauma bond). If the exploiter is in custody for any reason, one should know their release date, and talk about what the youth will do if the exploiter attempts to reengage upon release.Goal for this stage:Long-term sustained change of the old pattern of behavior and establishment of a new pattern of behaviorRecycling (also referred to as Relapse, Regression, or Return to Unsafe Situations): Reverting to a previous stage of change and associated behaviorsThe term relapse is a common term used for the recycling stage due to the Stages of Change being utilized widely in addiction treatment. Care should be used to refer to the youth's return to unsafe situations, as opposed to relapse because youth cannot relapse into abuse.Youth may share:“It was really hard to keep that change up.”“I needed to go back to making money.”“I really missed him.”“This life is much more exciting.” Youth may:Return to unsafe situationsDisengage in services (though not necessarily)Display behaviors and emotions stemming from trauma bondingGoal for this stage:It is important to remember that if youth return to unsafe situations, the youth is doing so with the benefit of what they learned in stages 1-5. For all victims, service providers should take some time to think about how the victim can be supported upon their return. Returning to unsafe situations behaviors is part of the change process and when they are ready to move on again youth should be welcomed back with love and support, rather than judgment. Exploitation issues in this stage:If there is a 3rd party exploiter that should be taken into account and law enforcement should be notified. Briefly discuss some concerns related to use of this model:Youth don’t have to move within this cycle in a cyclical way. They might go from preparation (making plans to avoid the behaviors), back to contemplation (weighing their options) or move through several stages very quickly. It is important to be understanding and kind to youth no matter where they are at in this process. It does not necessarily capture the context of exploitation and puts the onus of change onto the individual. Trauma history, poverty, sexism and racism are all systemic elements that impact a child’s ability to make decisions about their lives. Furthermore (and perhaps more importantly), tactics of exploiters also impact a young person’s actions and their capacity to engage in interventions.It assumes youth are making rational, calculated decisions about their behavior. Trauma and trauma bonding may impact youth’s ability to make well thought out decisions, as well as hunger, thirst, and sleep deprivation. Divide the group into pairs and ask them to review the trainee content Stages of Change Scenario Worksheet. Ask them to work together to review the scenarios and identify where each young person fits in the stages of change model.Engage the group in a large group discussion by reviewing the scenarios and giving the answers below.Scenario 1:Mia is a 16 year old girl who has been identified as experiencing commercial sexual exploitation and has been leaving her group home frequently. She has explained that she goes back to her family.? The family lives in a neighborhood experiencing community violence.? Many people live in close quarters in the house and there has been past child welfare involvement.? This case has been reported as a human trafficking case and a new child welfare worker has been assigned. You are the investigating child welfare worker. When you meet her, she shares, “I just want to live with my family. I hate living in group homes and don’t want to be doing this (engaging in commercial sexual activity).” Answer: Preparation (motivated to change, has been leaving to go back to them)Scenario 2:River is a 13 year old transgender youth being released from juvenile hall after being detained for several months following a weapons charge from holding her exploiter’s gun.? While in juvenile hall, she experienced discrimination and poor treatment from staff and other youth due to her transgender identity. It is unclear as to whether she will go to a probation placement or child welfare placement. ??Her family is not accepting of her identity and will not take her back into their home. She is very nervous and unsure of where she will go.? You are her probation officer (discussing placement with her). She shares, “no one has ever been able to understand. I don’t trust you and you are not here to help me.” Answer: Precontemplation (doesn’t see an issue to be changed)Scenario 3:A team has convened for an emergency multidisciplinary team meeting after Efram has been identified as experiencing commercial sexual exploitation.? The 15 year old arrived late and once he got there, he was quiet and presented with a flat affect.? He is from a state 1,500 miles away and was identified in a rural area of California at a bus stop after a report was made.? During the initial meeting with the child welfare worker, he said his “daddy” had paid for his ticket and that he would be expected to engage in commercial sexual activity on the street once he got to an urban area. He explains that he did not plan to meet up with his “daddy”. You are facilitating an MDT as the child welfare worker. Answer: Preparation (making plans to stop)Scenario 4:Juliana is a 15 year old girl detained in juvenile hall.? She has been both angry and volatile on the unit, starting fights and initiating conflict with other girls and staff. The unit therapist understood her behavior as stemming from trauma, including a history of sexual and physical abuse by a family member and her experience of exploitation. The therapist reported the abuse and exploitation. You are the child’s assigned child welfare worker discussing placement with her. She shares, “I have nowhere to go and need to take care of myself, but I’m really hoping to slow down.” Answer: Contemplation (conflicting motivations)Scenario 5:As an assigned child welfare worker, you are interviewing 17-year-old Ardent for the first time after picking up the case because her previous worker had left the job. The youth had been previously identified as commercially sexually exploited by a different child welfare worker and they had developed a close relationship. ? The youth had been away from her exploiter for some time, but recently reconnected. ?She has experienced a great deal of trauma, and has reattached to her exploiter, who is currently in jail for human trafficking charges. She tries to protect him when asked about him and says, “I just want him to get out and not be on probation. I don’t care what happens to me.” Answer: Return to Unsafe Situations (has returned to behavior)Conclude the segment by asking the following questions.How can you differentiate which stage of change someone is in?Which stages might make engagement easier?Which stages might make engagement more challenging?What might happen if a social worker or probation officer pushes a youth to make changes before he or she is ready (risk of alienation, mistrust, reactance)?End of ActivitySEGMENT 4 Engagement StrategiesSegment Time: 20 min Purpose: Introduce participants to tips for engaging youthSlides: 61-82Preparation:Review the slides content for this segmentDuring Training (what to do):Framing: “During this segment of the training, we will be learning about some key engagement strategies to use when working with youth who have been victimized.”Move through the slides for this segment, using the slides to discuss the following key concepts related to engagement Knowing your triggers to remain calm and model effective emotion regulationConsidering the impact of transference and countertransference when working with youthBeing a healthy role model and using that engage and encourage youthEnsuring you consider the developmental age of the youth you are working with and ensure your expectations of them are developmentally appropriateUsing an individualized approach to meet the needs of youthUsing an attachment-focused and strength-based approach and getting to know each youth as a person to build trustEngage in activities with youth to provide a focus on something fun and build shared experiencesValidate feelingsBe consistent, responsive, calm, patient, non-judgmental, and non-reactiveSEGMENT 5 Motivational InterviewingSegment Time: 45 min Materials: Screen, speakers and internet access to play video clipTrainee Content: Motivational Interviewing Script (pages 22-27 in the trainee guide)Trainee Content: Motivational Interviewing Worksheet (page 28 in the trainee guide)Motivational Interviewing video clip []Purpose: Introduce participants to a specific tool for engaging youthProvide an opportunity to both observe and practice this skillSlides: 83-87Preparation:Review the Motivational Interviewing video and the trainee content for this segmentDuring Training (what to do):Framing: “During this segment of the training, we will be learning about and practicing motivational interviewing. Motivational Interviewing fits well within stages of change. According to Miller and Rollnick, the individuals who developed this style, Motivational Interviewing refers to:“A collaborative, goal-oriented style of communication with particular attention to the language of change. It is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person’s own reasons for change within an atmosphere of acceptance and compassion.” Introduce the video clip for this activity by explaining that in this section, we will first watch a 20 minute video that explains the basic principles of motivational interviewing. While it is not specific to commercial sexual exploitation, it does provide a basic overview of motivational interviewing. We will then watch an in person example of motivational interviewing specific to youth who have experienced commercial sexual exploitation using the trainee content Motivational Interviewing Script. After observing the sample interview, participants will have a chance to practice followed by a large group discussion about the experience. Show the video: the sample role play for the group to observe.Explain that in this part of the training, we will observe an example of motivational interviewing that is specific to issues facing youth who have been commercially sexually exploited. The focus of this interview will be engagement. We will use the script provided in your trainee content Motivational Interviewing Script. Identify two volunteers who would like to role play the interview using the script.Ask the participants to follow along with their trainee content and note examples of the following:Open ended questionsScaling questionsAffirmationsReflective statementsSummariesExpressing empathySupporting self-efficacyTwo participants will then read from a script an example of motivational interviewing from the trainee guideConduct the Motivational Interview analysis activity. Divide the group into groups of three and explain that in this exercise, groups will work together to identify questions using motivational interviewing elements and the Stages of Change. For each of the scenarios in the Stages of Change activity, groups will formulate an approach and questions for helping the youth meet the goals of their current stage to facilitate movement along the cycle. Participants will use the Motivational Interviewing Worksheet during the activity. Conduct a large group discussion about the activity by asking for examples of each of the interviewing elements from the Motivational Interviewing Worksheet and the follow-up questions listed below.Follow up questionsWhat parts of motivational interviewing do you think would be especially valuable in building connections and addressing goals with youth who have experienced commercial sexual exploitation?What do you think might be a challenge in using motivational interviewing?End of ActivitySEGMENT 6 Working Toward Safety Segment Time: 20 min Materials: Trainee Content How Would You Respond (page 29 in the trainee guide)Trainee Content Safety Planning (pages 30-35 in the trainee guide)Trainee Content Harm Reduction (page 36 in the trainee guide)Trainee Content Working Toward Safety Scenario Worksheet (pages 37-38 in the trainee guide)Purpose: Review trauma as it pertains to safetyDevelop a list of action steps to be taken when working toward safetySlides: 88Preparation:Post 3 pieces of chart pad paper on the wall. Label them as Physical Safety, Psychological Safety, and Relationship Based safety.During Training (what to do):Framing: “We will now turn to looking at working toward safety. We are going to view this from a trauma informed perspective. We will also be looking at taking a youth centered approach.” Start this segment with a brief discussion of traumaExplain that trauma can shape youth’s perceptions of the way people treat each other, leading to the normalization of negative and abusive relationships. It can also impact brain development and cause youth to struggle to regulate emotions and think through decisions. Trauma can shape the expectations they have for youth have for own lives. For example, youth may think about the world as an unsafe place, which becomes normalized.Note that youth may not necessarily identify trauma as the issue that is most important to them. While it is important to understand their thoughts, behaviors, and emotions in terms of trauma, addressing it explicitly may not always be appropriate. Additionally, it is crucial to understand that youth are more than their trauma and that there is a larger context at play when approaching the issue and supporting them.Refer participants to the trainee content How Would You Respond?. Engage the group in a discussion of how trauma can impact behavior and facilitate a brief discussion about the value of a calm, trauma-informed response.Move on recognize safety as an ongoing and complex issue. Refer participants to the trainee content Safety Planning and the trainee content Harm Reduction. Note that a safety plan is a step-by-step guide in which possible unsafe situations are assessed and potential solutions are identified. Safety plans are living documents and should be revised frequently to reflect youth’s changing needs, experiences, and opinions. Social workers will use their standardized safety assessment tools and planning forms when working with youth who have been commercially sexually exploited, but may experience challenges when what the social worker identifies as safe is not acceptable to the youth. Social workers and probation officers must:Follow local protocols for safety planningRely on MDTs to provide creative solutions to meet youth’s needsFind ways to honor youth agency and develop ways to reduce harm if the youth is unwilling to follow the plan that meets agency safety criteriaExplain that moving toward safety requires consideration of Harm Reduction strategies. Harm reduction allows us to be youth-centered and meet the youth where they are in the Stages of Change. It can seem counterintuitive because we want them to get out of risky situations and be safe, but telling youth who have experienced commercial sexual exploitation what to do is not an effective strategy. It is ultimately about respecting their perspectives, giving them agency to make decisions about their lives, and supporting their feelings to encourage small steps in the right direction toward healthier decisions.Provide the following strategies for harm reduction:Providing education around options to leave, identifying risk behaviors, potential outcomes of these behaviors, and alternatives. Supporting youth in identifying alternative coping mechanisms and engaging in activities that are meaningful to them.Creating safety plans that include a discussion on safe places (i.e., shelters, public places to receive support from bystanders) to go if youth feel threatened or unsafe (i.e., being stalked, threats or acts of physical or sexual violence, etc.)Providing transportation vouchersIdentify some of the benefits of harm reduction:Harm reduction allows us to be youth centered and meet the youth where they are at. It can seem counterintuitive because we want them to get out of risky situations and be safe, but telling youth who have experienced commercial sexual exploitation what to do is not an effective strategy. It is ultimately about respecting their perspectives and decisions they make about their lives.Define safety as inclusive of physical, mental, and relationship safety.Provide examples of physical safety interventions.Providing food and spaces to rest and sleepFinding youth a safe place to stay, considering:Proximity to exploiter (threats, stalking, implications of trauma bonding)Likelihood of leavingProximity to support systemConnecting youth to medical care, including:Emergency needs (physical injuries, sexual assault)Reproductive healthDental careProviding transportation and protection when youth are in/moving through unsafe places, including:NeighborhoodsCourtEstablishing and considering family’s physical safetyProvide examples of psychological safety interventions.Supporting the development of healthy identity, self-esteem, and self-efficacyConnecting youth to meaningful (to them) activitiesCreating an environment free of discriminationProviding nonjudgmental support when youth display understandable behaviors stemming from traumaProviding servicesCrisis interventionOngoing therapyCase managementMedication managementSchool and residential related behavioral health servicesProvide examples of relationship safety interventions.Peer and caregiver supportsSupport for identifying healthy/unhealthy relationshipsConnection to meaningful activitiesSupport for developing healthy relationship skillsIdentify the following tips for engaging youth in safety planning.Holding meetings and interviews in spaces that feel safe and comfortable to youth (which may not be home, placement, or where they were exploited/engaging in commercial sexual activity)Prioritizing youth’s visions of their own placementsPrioritizing youth’s attendance at MDTs, if they so desire to attendAsking youth about their desires to engage in services and taking them into account when connecting them to resourcesSetting short-term and long-term goals Providing consistency of workers to ensure continuity of services.Refer participants to the Working Toward Safety Scenario Worksheet (page 37 in the trainee guide) and engage in a discussion about increasing safety based on the scenario.End of ActivitySEGMENT 7Screening Segment Time: 30 min Materials: Trainee Content Screening (pages 39-41 in the trainee guide)Trainee Content Screening Script and Worksheet (pages 42-46 in the trainee guide)Trainee Content Screening Activity Worksheet (page 47 in the trainee guide)Chart pad paperMarkersSlides: 101-107Purpose: Introduce participants to screening toolsAllow participants to practice screeningFacilitate participants’ development of their own screening style Preparation:Post chart pad paperDuring Training (what to do):Framing: “A crucial element of working with CSEC is screening and identification, which is a skill and art. This may be an uncomfortable process and youth may be reluctant to engage due to previous negative experiences with screenings or assessments, trauma bonding, or fear. In this section, we will discuss principles of having these conversations, observe a screening, and practice having them.”Start this activity by defining screening. Refer participants to the trainee content Screening. Note that screening and assessment are two important elements of responding to the issue of the commercial sexual exploitation of children. While both involve identifying needs, their purposes are different. Screening is used to identify and refer to appropriate resources while assessment is a lengthier process that involves gathering information to inform case planning. The purpose of screening is identification, not case planning. After identification, it is important to connect youth with the appropriate resources. There are currently many different forms of screening tools and assessments being circulated. Which ones will be used will be decided on the county level. Share the following strategies for screening.Before beginning a screening, the focus should be on engagement and rapport building..Questions and supportive statements made during the screening process must be non-judgmental and strength affirming. Avoid using language that places any blame on the youth.Screening questions do not have to be asked in rapid succession. Use open-ended questions.Choose language carefullyyouth may not recognize themselves as being victimized or abuseduse language the youth understandsActively and empathetically listen.Use reflective statements to provide validation and support. For example, if a youth shares, “My neighbor molested me, which stuck with me for a while,” you could say, “that experience has been hard for you for a long time.” Be patient and caring.Refrain from expressing strong reactions.Avoid judgmental or accusatory language. Phrase questions in a way that do not place blame or responsibility on a young person. For example, instead of staying, “why were you involved in the child welfare system, you could say, “what was going on when you were involved in the child welfare system?” Understand youth may be reluctant to talk given mistrust of systems.Assess for youth’s safety—give young people permission to not answer questions, take a break, or stop the interview.It should also be noted that if there is a 3rd party exploiter, they have probably given the youth a scripted story to tell I recommend asking more specific questions when/if it feels as though the youth is answering the questions from a script. So, if the youth says they work promoting nightclubs, which clubs? What kind of music? What is their favorite part about their job?, etcWhile taking into account the above principles, develop your own authentic and organic style.Point out that screening can and should happen in a variety of settings.Move on to a scripted role play activity. Identify a volunteer to help and decide who will play each role using the Screening Script and Worksheet. Ask the participants to use the trainee content to identify the following elements in the script during the role play:Open ended questionsNonjudgmental reflective statementsEngagementThemes of:Housing instabilityExploiter relationshipSupportsBasic needsSystem involvementRefer participants to the trainee content Screening Activity Worksheet. Break the group into pairs and engage them in a screening activity. Working together, formulate 5 motivational interview questions for someone who is in precontemplation stage and has a 3rd party exploiter (and is therefore likely trauma bonded). Engage the group in a large group discussion of the screening activity by asking the following questions. What are some good open-ended questions for someone experiencing a trauma bond?What is a challenge you expect in screening for CSEC/Y with someone in the precontemplation stage (disengagement? Suspicion? Interviewer feeling compelled to tell youth what to do? Interviewer’s emotions taking over?)How would screening be different in other stages?What is a potential solution for this challenge?Use the chart pad pages to write down successful strategies for screening.End this segment with a reminder that after a youth is identified as being exploited, the social worker or probation officer who completed the screening should enter the information in CWS/CMS (ACL15-49).End of ActivitySEGMENT 8Application ActivitySegment Time: 60 min Materials: Trainee Content: Lily Scenario and Worksheet (pages 49-50 in the Trainee Guide)Trainee Content: Application Scenario Role Play Worksheet (pages 51-52 in the Trainee Guide)Supplemental Handout: Application Activity Stage of Change CardsPurpose: Provide a space to identify how to engage youth when they are in various stages of changePractice responding to youth when they are in various stages of changeSlides: 108-111Preparation:Make enough Application Activity Stage of Change Cards for each group to have one.During Training (what to do):Framing: “During this activity, we will break participants up into five groups. Each group will be assigned to role play working with Lily at a specific stage of change. We would like each group to come up with a 5 minute example of a conversation that the child welfare worker or probation officer would have with her given her stage of change. Other group members may be included in the role play as members of the MDT. The group will present their conversation to the whole group. Participants do not need to come up with a full script when preparing. The content earlier (motivational interviewing, safety considerations, screening and assessment) should be incorporated. The following elements should be included:A discussion of Lily’s priorities and current perspectivesOne potential manifestation of trauma and something you can do to address itOne needOne strengthOne next stepFor those role playing Lily, we encourage you to be thoughtful about the way you portray her. We would like people to avoid making assumptions or stereotypes. If we notice something that could be a concern, we will (gently!) bring this up for the sake of learning.” Before you start the activity, give a brief review of key concepts from Motivational Interviewing. Note that Motivational Interviewing is a good fit for working with youth who have experienced exploitation. This training provides an introduction to Motivational Interviewing but should be followed by additional training.Refer the group to the trainee content Lily Scenario and Worksheet. Ask them to review the scenario and answer the questions about Lily. They’ll use this youth’s story in the next part of the activity. Review the answers with the group regarding Lily’s strengths, needs, stage of change and possible intervention.Direct the group to the trainee content Application Scenario Role Play Worksheet and explain that they’ll use the worksheet to develop the 5 minute role play that they’ll present to the group. Explain that they’ll be given a starting point that matches one of the stages of change and then they will use the worksheet to develop a scenario that incorporates Discussion of Lily’s priorities and current perspectivesOne potential manifestation of trauma and something you can do to address itOne needOne strengthOne next stepDivide the participants into groups of 5 and assign one of the following staring points using the Application Activity Stage of Change Cards.Precontemplation: Start the role play where the scenario ends.Contemplation: Lily has been discussing the pros and cons of leaving her exploiter while in juvenile hall. She says things like, “I love him and he loves me,” and also, “I don’t like having sex for money.” Preparation: Lily is set to be placed in a CSEC/Y specific, child welfare group home. As she is nearing her release, you, as her previous child welfare worker, will be meeting with her to conduct an assessment and come up with a case/safety plan. She has shared that she is motivated to go back to school and succeed in her placement.Action: Lily has been attending school and remaining at her placement for several months. You are having a check in meeting with her. She is bubbly and excited.Return to Unsafe Behavior: Lily, who had been away from her exploiter for several months, leaves her child welfare placement. The police identify her as she is committing a robbery with her exploiter and bring her back to juvenile hall. As her assigned child welfare worker, you meet with her in juvenile hall after her arrest. She is embarrassed and disengaged.Give the groups 10 minutes to prepare their scenarios and then ask each group to present their role play to the large group. Explain that we appreciate everyone’s participation in this activity, which we know can make people a bit nervous.Engage in a large group discussion to debrief the activity by asking the following questions.What was it like to participate in this activity?What did you learn from watching others?What are some challenges related to:Using motivational interviewing?Prioritizing youth voice?Including safety concerns?Addressing trauma?What do you think you could apply in your work?NOTE: If participants represent Lily in a way that perpetuates stereotypes or assumptions, gently interrupt them to correct it.End of ActivitySEGMENT 9Self Care Segment Time: 20 min Materials: Trainee Content: Prompts for Small Group Vicarious Trauma Discussion (page 53 in the trainee guide)Trainee Content: Personal Goals (page 54 in the trainee guide)Purpose: Provide a space to prepare for the difficulty in working with youth who have been exploitedProvide tools for coping with vicarious traumaWrap up workshop Prepare participants for the work moving forwardSlides: 112-116Preparation:Familiarize yourself with the vicarious trauma reduction resources listed on Beverly Kyer’s resource list, “Surviving Compassion Fatigue, Help for Those Who Help Others.” Training (what to do):Framing: “Now we will spend some time talking about the impact of this work on providers such as social workers and probation officers. It’s important to be aware of how we experience vicarious trauma so that we can address our own needs and maintain our resilience so we have the capacity to provide empathy and strength-based interactions with youth.”Briefly explain this concept.Vicarious trauma?is the emotional residue of exposure that professionals have from working with people as they are hearing their?trauma?stories and become witnesses to the pain, fear, and terror that?trauma?survivors have endured.Secondary traumatic stress?is the emotional duress that results when an individual hears about the firsthand?trauma?experiences of another. Its symptoms mimic those of post-traumatic stress?disorder (PTSD).Compassion Fatigue refers to the emotional residue or strain of exposure to working with those suffering from the consequences of traumatic events.Note that the term vicarious trauma (Perlman & Saakvitne, 1995), sometimes also called compassion fatigue, is the latest term that describes the phenomenon generally associated with the “cost of caring” for others (Figley, 1982). It is believed that professionals working with trauma survivors experience vicarious trauma because of the work they do. Talk about some strategies that can be helpful when feeling overwhelmed (such as clearing a space, honoring feelings, self-care, etc.)Divide the participants into pairs and ask them to discuss the prompts on the trainee content Prompts for Small Group Vicarious Trauma Discussion.Engage in a large group discussion to share ideas from the pair conversations by asking for volunteers to share.As a final activity, ask the participants to use the trainee content Personal Goals to write down one thing they have learned, one thing they will apply, and one thing they still want to learn. End of ActivitySEGMENT 10Evaluation Segment Time: 50 min Materials:Pen/pencils for filling out assessment forms (Please use ballpoint blue or black ink pens or other types of dark-ink pens that will not bleed through to the back of the answer sheet. Please avoid the use of felt-tip pens for the answer sheets.)Trainer Supplemental Material: Answer key for scenarios Evaluation Packet #1: To be distributed during Step 1 of this activity. (Letter to participant explaining the evaluation; Informed consent page; ID Code Assignment instruction sheet) Evaluation Packet #2: To be distributed during Step 4 of this activity. (Embedded evaluation questions; Evaluation answer sheet [please ensure these are printed on WHITE PAPER ONLY; otherwise, the scanner will have difficulty capturing the data.]) If you do not have copies of these documents, please contact your respective RTA/UCCF/county point person to obtain copies of the documents for your training.Two 9x12 envelopes: 1 in which trainer collects completed embedded evaluations; 1 in which trainer collects all remaining evaluation materials—all scenarios and evaluation forms (see Step 7 below). Slide: 117Preparation:Trainers should read the content contained within the Evaluation Protocols section of the Trainer’s Guide prior to proceeding with any type of evaluation. More specifically, trainers should be very familiar with the sections of content labeled “Coding & Confidentiality” and “Maintaining Security of the Knowledge and Skill Evaluations.”In addition, trainers should review this activity in its entirety well before attempting to facilitate the embedded evaluation process. When facilitated well, this activity is an invaluable learning tool for trainees and provides critical information about the fidelity of the curriculum.During Training (what to do):Follow the evaluation protocols below to conduct the embedded evaluation using the vignettes. Distribute evaluation packet #1 to all trainees at this time. (Trainer: Wait to distribute evaluation packet #2 until Step 4.) Explain how to generate the ID code: Ask trainees to put an ID code on their evaluation form. They have directions in their packets, but it is best to go over the procedures and answer their questions. Also explain to the trainees that code numbers are needed because evaluation results will be linked to demographics they provide to be sure that the evaluation is fair and that bias does not exist in how different groups of people answer the questions (based not just on race, but gender, experience, education or region, etc). Only aggregate results will be reported and only the participants themselves will know their code. The purpose of the assessment and confidentiality are also explained in a cover letter for the trainees. Instruct participants on how to take the embedded evaluation.For the embedded skills assessment, you will be given written scenarios. For each scenario, you will answer a set of questions.Trainees complete the formal embedded evaluations: Trainer should allow 30 minutes for trainees to complete the embedded evaluation. Remind trainees to focus on/use only the information that is made available in the scenario when answering questions about the scenario. Distribute evaluation packet #2 to each trainee; this packet includes the embedded evaluation scenario. Collect the top page of the NCR answer forms (if applicable) when the group has finished.Remind trainees to put their ID codes at the top of each assessment form. As you collect them, please check for missing, or incorrectly generated ID codes, and encourage people to fill them in or correct them. If any codes are missing, we can’t use the data. Trainers should place all completed assessment forms in the envelope provided and give it to your RTA/UCCF/county contact for the training. RTA/UCCF contacts should forward the top (white) copy of ALL completed NCR forms to CalSWEC for data entry and analysis. Debrief the evaluation (about 10-15 min total). Correct answers may be given and discussed for the scenarios, with trainees able to look at the bottom (2nd) copy of the NCR paper for reference. Allow about 10 -15 minutes for debrief. This is a learning opportunity for the trainees. Facilitate a discussion about the answers. Collect ALL of the remaining pages of the scenario and forms. Trainer should be sure to collect the scenario and ALL second copy (yellow) embedded evaluation forms. We ask that no copies of the scenario or written answer keys be allowed to leave the room. Trainers, RTAs, or others responsible for administering the embedded evaluations should keep ALL scenarios for use with future classes. Make sure there is no writing on the scenarios from previous trainees before using with other training classes. The second copy of ALL remaining embedded evaluation forms should be given to the respective RTA/UCCF contact to keep for RTA/UCCF recordsEnd of ActivityMaterials ChecklistPowerPoint presentationProjectorSpeakersChart pad paperEaselTape Marker for facilitators Small slips of paperPost it notesRachel Lloyd video clipTrainee GuideSupplemental handoutPowerpoint Sign-in sheetEvaluation materialsMotivational Interviewing video clipApplication Activity Stage of Change CardsReferences Ahmed, S., Wilson, K.B., Henriksen Jr., R.C., & Jones, J.W. (2011). What Does it Mean to be a Culturally Competent Counselor? Special Issue on Multicultural Social Justice Leadership Development (3)1. Retrieved from Counseling Association (2011). Vicarious Trauma. Retrieved from University School of Public Health (2013). The Transtheoretical Model (Stages of Change). Retrieved from . Boston University School of Public Health (2013). [Graphic Illustration of the Stages of Change Model]. The Transtheoretical Model (Stages of Change). Retrieved from . California Child Welfare Council CSEC Action Team (2015). Holistic Needs of Commercially Sexually Exploited Children. Retrieved from Child Welfare Council CSEC Action Team (2015). Memorandum of Understanding Template for the Commercially Sexually Exploited Children (CSEC) Program. Retrieved from Child Welfare Council CSEC Action Team and WestCoast Children’s Clinic. Memorandum Summarizing the Available Screening Tools to Identify Commercially Sexually Exploited Children. Retrieved from . Contra Costa County Zero Tolerance Initiative for Domestic Violence (2015). Human Trafficking 101 Training.Ending the Game (2015). What is Ending the Game? Retrieved from Family Based Treatment Association (2014). Domestic Minor Sex Trafficking. Retrieved from . Watch (2014). [Graphic illustration of Alameda County CSEC Data]. Children At Risk: A Snapshot. Retrieved from Rights Legal Support Centre. What is Discrimination? Retrieved from . Gluck, E., Mathur, R., & Focus First (2014). Child Sex Trafficking and the Child Welfare System. Retrieved from , B. (2013). Surviving Compassion Fatigue: Help for Those who Help Others References. Retrieved from . Lloyd, Rachel. From Victim to Survivor, from Survivor to Leader. Retrieved from . National Association of Social Workers. Diversity and Cultural Competence. Retrieved from Child Welfare Resource Center for Youth Development (2008). Positive Youth Development Toolkit: Engaging Youth in Program Development, Design, Implementation, and Service Delivery. Retrieved from Traumatic Stress Network. Types of Trauma Stress. Retrieved from Health Network (2009). Training for Change: An Integrated Anti-Oppression Framework. Retrieved from , K. (2009). Motivational Interviewing Glossary and Fact Sheet. Retrieved from . State of California, Department of Social Services (2014). All County Information Notice No. I-23-15. Retrieved from Trauma Institute (2015). What is Vicarious Trauma? Retrieved from . Walker, K. (2012). Ending the Commercial Exploitation of Children: A Call for Multi-System Collaboration in California. Retrieved from . WestCoast Children’s Clinic (2012). From Research to Action: Sexually Exploited Minors’ Needs and Strengths. Retrieved from . ................
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