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• [U04S2] UNIT 4 STUDY 2

  ASSIGNMENT – PREPARATION

  RESOURCES

  • Research Overview Scoring Guide.
  Your Research Overview assignment is due in Unit 5. Take some time in this unit to begin work on this assignment.To learn more about the requirements of the assignment, refer to the assignment description as well as the Research Overview Scoring Guide (given in the resources).
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  [U04A1] UNIT 4 ASSIGNMENT 1

  TOPIC ENDORSEMENT

  RESOURCES

  • Topic Endorsement Scoring Guide.
  • APA Style and Format.
  • Qualitative Research Plan Template.
  Note: You are required to complete the unit discussion before this assignment. After receiving feedback from your fellow learners in the discussion, complete Section 1 of the Qualitative Research Plan Template (given in the resources), which includes:
  • A description of the specific topic you propose to study.
  • An explanation regarding the significance of this topic to your program or field.
  • A brief statement regarding the need for the study that fully describes the problem or need being addressed, often referred to as the research problem.
  You will continue to fill out the Qualitative Research Plan Template as you progress through the course. Be sure to follow current APA guidelines while filling out the template.
• Toggle Drawer

  [U04D1] UNIT 4 DISCUSSION 1

  TOPIC ENDORSEMENT – PEER REVIEW

  RESOURCES

  • Discussion Participation Scoring Guide.
  Note: You are required to complete this discussion before submitting the unit assignment.For this discussion, complete the following:
  • Choose a research topic that is appropriate for qualitative research.
  • Present the need for this research in relation to the field.
  • Support your conclusions with relevant sources from the academic literature.
  • Develop a research question.
  • Define the terms of the question citing the academic literature.
  Once you have received feedback from other learners, complete the unit's assignment based on your revised discussion post. Remember, the earlier in the week you post, the more time other learners have to give feedback.

  Response Guidelines

  Respond to the post of at least one other learner. Addressing the following questions in your response:
  • How appropriate is the research topic to qualitative research?
  • How appropriate is the research question for a qualitative methodology?
  • What thoughts do you have on the research topic's significance to the learner's specialization?
  • Has the learner used relevant references from the academic literature within his or her specialization to support the conclusions

ANSWER MY PEER DISSCUSSION

UNIT 4 - TOPIC ENDORSEMENT - PEER REVIEW

Research Topic

My research topic is School Personnel Perceptions, Attitudes and Awareness of Risk Factors in Domestic Minor Sex Trafficking Victims in Chicago. The research literature on domestic minor sex trafficking (DMST) indicates that an estimated 100,000 children are traded for sex in the United States each year (Polaris Project, 2014). There are multiple factors that place youth at risk of sex trafficking including a history of sexual abuse, runaway youth, homelessness and children involved in the foster care system. Protective factors may decrease the likelihood of at-risk youth becoming victims of domestic minor sex trafficking (Kotrla, 2010).

Research Problem

The research literature on domestic minor sex trafficking indicates that we know there are multiple factors that place youth at risk of sex trafficking, we know protective factors may decrease the likelihood of at risk youth becoming victims of domestic minor sex trafficking (Kotrla, 2010). U.S. schools are emerging as a potentially promising environment for a variety of trafficking prevention and intervention activities youth (IMNRC, 2013). Given the regular interaction between students and educators, school personnel are positioned uniquely to recognize changes in behavior and appearance that may be indicative of trafficking involvement (IMNRC, 2013). By playing a role in the prevention and interruption of the sex trafficking of minors, schools can help put an end to the physical, mental, and emotional trauma suffered by victimized students (IMNRC, 2013). School districts throughout the country have minimal awareness of human trafficking and resulting challenges and barriers in understanding the risk factors surrounding domestic minor sex trafficking (Kotrla, 2010).

Significance of Research Topic in Field of Public Service Leadership - Human Services/Social Work/Counseling

The issue of domestic minor sex trafficking is relevant to the core values of the major principles of the National Association of Social Workers and American Counseling Association Code of Ethics (NASW, 2009; ACA, 2015). These values are designed to enhance human well-being through the primary goal of addressing social problems, pursuing social change, and promoting a person’s dignity and worth. In response to DMST, social workers have a responsibility to uphold the NASW principles of social justice and service by generating educational awareness to the community in order to change the way victims of DMST are viewed by communal leaders, law enforcement officials, and the general population.

Research Problem Background

Sex trafficking is when a commercial sex act is induced by force, fraud or coercion OR when the person induced to perform the act is under 18 years old. A commercial sex act means any item of value is traded for any sexual service (prostitution, pornography, or sexual performance) (Shared Hope, 2010).

Domestic minor sex trafficking is the commercial sexual exploitation of American children within U.S. borders for monetary or other compensation (shelter, food, drugs, etc.). This is synonymous with child sex slavery, sex slavery, child sex trafficking, prostitution of children, and commercial sexual exploitation of children (CSEC) (Shared Hope, 2017).

Research show the following youth are most at risk for involvement in sex trafficking: runaways, homeless, sexual abuse, dating violence, low self-esteem, and minimal social support, chronic maltreatment and neglect, and otherwise unstable home environments (Orme & Ross-Sheriff, 2015). Lesbian, gay, bisexual, or transgender youth are five times more likely than heterosexual youth to be victims of sex trafficking (Reid, et al, 2017). Other risk factors include but are not limited to: lack of personal safety, isolation, emotional distress, poverty, family dysfunction, substance abuse, mental illness, learning disabilities, developmental delay, and promotion of sexual exploitation by family members or peers (Orme & Ross-Sheriff, 2015).

Research Question

What are the perceptions, attitudes and awareness levels of school personnel’s knowledge of the risk factors associated with domestic minor sex trafficking?

 

Definition of Terms

Sex trafficking (ST) is when a commercial sex act is induced by force, fraud or coercion OR when the person induced to perform the act is under 18 years old.(Shared Hope, 2017). A commercial sex act means any item of value is traded for any sexual service (prostitution, pornography, or sexual performance) (Shared Hope, 2017).

Domestic minor sex trafficking (DMST) is the commercial sexual exploitation of American children within U.S. borders for monetary or other compensation (shelter, food, drugs, etc.). This is synonymous with child sex slavery, sex slavery, child sex trafficking, prostitution of children, and commercial sexual exploitation of children (CSEC) (Shared Hope, 2017).

Perceptions refers to the regarding, understand and interpreting of domestic minor sex trafficking (DMST).

Attitudes refers to a way of thinking or feeling as it relates to domestic minor sex trafficking (DMST).

Awareness refers to the level of knowledge as it relates to domestic minor sex trafficking (DMST).

Risk Factors are the various factors that place youth at risk of domestic minor sex trafficking (DMST).

School Personnel includes but is not limited to the following staff members:

• School Administrators (Principal, Assistant Principal, etc)
• School Counselors
• School Social Workers
• School Nurses
• School Psychologist
• School Teachers and Teacher Aides
• School Deans
• School Office Clerks
• School Security Teams
• School Cafeteria Workers
• School Janitors
• School Engineers

 

References

American School Counselor Association. (2015). The Code of Ethics (2nd). Alexandria, VA: Author.

Institute of Medicine and National Research Council. (2013). Confronting commercial sexual exploitation and sex trafficking of minors in the United States. Washington, DC: The National Academies Press.

Kotrla, K., & Wommack, B. (2011). Sex Trafficking of Minors in the U.S.: Implications for

Policy, Prevention and Research. Journal of Applied Research on Children: Informing Policy for Children at Risk, 2(1), 5.http://digitalcommons.library.tmc.edu/childrenatri...

National Association of Social Workers. (2009). Code of ethics of the National Association of

Social Workers.Washington, DC. NASW Press.

Orme, J., & Ross-Sheriff, F. (2015). Sex Trafficking: Policies, Programs, and Services. Social

Work, 60(4), 287-294. doi:10.1093/sw/swv031

Polaris Project (2014a). Human trafficking. Retrieved from http://www.polarisproject.org/human-trafficking/ overview

Reid, J. A., Baglivio, M. T., Piquero, A. R., Greenwald, M. A., & Epps, N. (2017). Human

Trafficking of Minors and Childhood Adversity in Florida. American Journal Of Public Health,107(2), 306-311. doi:10.2105/AJPH.2016.303564

Shared Hope International, Polaris Project, and ECPAT. (2017). H.R. 5575 – ‘Domestic Minor

Sex Trafficking Deterrence and Victims Support Act of 2010.’ Retrieved from https://www.ecpatusa.org/EcpatUSA_PDF/HR5575Summar...