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Running head: HUMAN TRAFFICKING CRISIS

Human Trafficking Crisis Project


Annie Cadwell, Amy Oestreich, & Katie Skramstad
University of Wisconsin-River Falls

Human Trafficking Crisis

The Crisis
Introduction
All students need a school environment that is safe for their engagement. School counselors play
a vital role when crisis occurs. School counselors are first responders when crisis occurs at school as they
provide immediate mental health counseling while simultaneously making referrals and promoting school
safety (ASCA, 2013). According to the U.S. Department of Justice (2003), there are four categories of
school crisis: first, the death of a student, staff member, or community member, which affects a
significant amount of the school population; second, an environmental crisis such as a fire or a hurricane;
third, circumstances which involve the threat of physical harm of students; fourth, circumstances which
involve the threat of emotional harm of students.
The Crisis
The body of Ashley Franks, a 15-year-old high school student, was found dead near Levi Stadium
in Santa Clara, California nearly five days after she was reported missing from her hometown in St. Paul,
Minnesota. Upon investigating the crime scene, police determined the event was a murder. The autopsy
revealed a history of sexual and physical abuse prior to the murder. During the police investigation, it was
found that students and faculty of Highland Senior High School had been noticing a marked change in
Ashley within the past six months. She went from being withdrawn, wearing shabby and usually
unwashed clothes, to wearing name brand, sometimes-designer clothes, and carrying various designer
handbags. They reported the change began when an older student, Anna Hodgens, befriended her. In
addition to the change in appearance, she began missing random periods of school and would often show
up to class late looking very exhausted. Classmates reported her telling them about her out of town trips
she was going to take with her boyfriend, the most recent and notable being her trip to the Super Bowl.
Upon launching the investigation into her murder, it was found that a large human trafficking ring
had popped up and was targeting young girls in her area. Anna Hodgens was found to be guilty of
girlfriending which involves befriending young girls in order to recruit them for the sex trade. After

Human Trafficking Crisis

befriending Anna, Ashley was introduced to the pimp Casey West, who would coerce her into performing
sexual acts for pay. Further investigations lead to the uncovering of other victims attending the same
school. In the aftermath of these events, the school must find a way to handle the shock and trauma
caused by a murdered student along with the implications of human trafficking victims located within
their school.
Crisis vs. Unfortunate Event
This event at Highland Senior High School is considered a crisis according to the U.S.
Department of Justice (2003). The death of a student has affected a large portion of the student body. It
was uncovered that the student was involved with a sex trafficking ring and through uncovering her
school emails it was found that she was recruited at school. Due to the nature of the crisis, the student
body is not the only group adversely affected by the series of events. The communities, especially
parents, are becoming more distrusting of the school and community as worry increases for the safety of
the students. Teachers and staff members at the high school are also adversely affected as they undergo
extensive training to recognize the signs and risk factors of sex trafficking. Resources and time have
become increasingly strained. Administration is tied up with protecting the students as the media has
created a stir around the school. School counselors have responded with group counseling, individual
counseling, as well as with programming for staff and community members in response to the events that
have occurred. The incident, as a result of the events and the subsequent necessary actions, is considered a
crisis.
Demographics
The school is located within a large metro area, St. Paul, MN, which is near multiple interstate
highways and an international airport. These areas, according to American Institute of Research, are likely
hotspots for human trafficking due to the ease of traveling and transporting in the commercial sex
industry (2015).
The high school, which consists of grades 9-12 has a racial makeup as follows: 40% white, 23%
black, 17% Hispanic, 17% Asian, 1% Native American, 0.1% Pacific Islander, and 2% who identify with

Human Trafficking Crisis

two or more races. With 1,260 students, females account for 48% and males account for 51% of the
student population. Religious denominations include Christian, 54% of the student body; Islam, 13% of
the student body; and finally Judaism, 1.5% of the student body. This totals out to 68.5% wit 32.5% of the
population who do not identify or undisclosed.
The schools test scores reveal that 54% are proficient in reading, 38% are proficient in math, and
the College Readiness Index is 30.0. The high school currently employs 59 full-time teachers. The
economics of the school include 8% on the Reduced-Lunch Program, and 42% on the Free Lunch
program, totaling 50% of the student body considered economically disadvantaged.
According to the Department of Education (2015), traffickers strategically attempt to recruit
around locations where children congregate, including schools. With the increase of social media and
Internet use, traffickers are utilizing these tools to extend their reach and engage peers to assist in the
recruiting process by befriending potential victims. The schools demographics positively correlate with
the recruitment strategies of the sex trafficking industry. The U.S. Department of Education (2015) lists
possible risk factors associated with child sex trafficking, such as: homelessness, poverty, learning
disabilities, and emotional distress. These risk factors can be seen within the demographics of Highland
Senior High through the racial makeup, geographical location, as well as within the schools test scores.
The school counseling program must develop a crisis plan in order to tackle the issue at hand in a
comprehensive manner.

Developmental Understandings
Eriksons Stage Theory
Erikson and his Eight Stages of Life Theory is greatly influenced by Freuds Psychoanalytical
Theory; both theories focus on the stages of development but Erikson takes Freuds theory a step further.
Erikson enlarges the picture of Freuds theory by including stages of adulthood as well as the social
impact (Psychosocial) on development in addition to Freuds sexual development lens (Crain, 2011).
According to Erikson, there is a social life skill that the child should learn and develop at each stage of
life.

Human Trafficking Crisis

Elementary School. According to Erikson, students in elementary school are transitioning


through multiple stages. At the beginning of elementary school students are at the end of the Phallic Stage
(Crain, 2011). This stage entails students attempting to please adults as they crave adult approval and
thrive on structure and consistency. Children at this age have a limited perspective when presented with
issues and decisions. When confronted with such a tragedy, it affects the entire district, including
kindergarteners. With Eriksons theory in mind, a discussion should be had about the death of the student.
This discussion would transition on to the topic of stranger danger and pushing the thought that if
something is happening that feels uncomfortable, to talk to an adult for help. Knowing that adolescents at
this age are trying to appease adults, this could be abused and therefore educating students to talk to
people they trust about what is going on is important.
The second stage, according to Erikson, that we see during elementary is the Latency Stage
(Crain, 2011). During this stage, students face the ego development task of Industry vs. Inferiority. During
their time in this particular stage, students are becoming more capable of complex learning as well as
accomplishing new skills and developing new knowledge. With an increase in complexity and
knowledge, students begin to develop a sense of self-worth by refining their skills. Even more, as
adolescents transition into the Latency stage there is an increase in socialization amongst classmates
(Crain, 2011). The students are beginning to notice differences between the classes and therefore are just
starting the formation of cliques to rectify these differences. They are also increasingly more aware of
fairness, or the lack thereof. Students at this stage will understand the crisis at hand best, according to
Eriksons Theory, through group activities. Group activities, in order for students to be best supported
through the districts crisis, would lead to discussions about the influence of others and how they do have
a great effect on our actions. This includes the influence of adults, as well as peer pressure that they are
beginning to feel during this stage in Eriksons theory.
Middle School. According to Eriksons theory, students at the middle school level are in the
genital stage, which encompasses Identity vs. Role Confusion (Crain, 2011). At this age adolescents are
experiencing physiological changes as they begin puberty and their sexual and aggressive drives are in

Human Trafficking Crisis

overdrive. Because of these drives, teens have a lot of fantasies and are typically disturbed by new social
conflicts and demands. These conflicts bring on hypersensitivity on personal awareness of social groups
and how they fit in, being accepted by their peers is a top priority. Students will need assistance in
discovering who they are and begin to feel confident in their own skin. Students at this age can
understand the basic issues that surround the crisis at hand. Beginning to talk about the risks and dangers
of society, specifically with trafficking, would serve as a beneficial lesson to the students. Especially as
students are more focused on their peers, misinformation as they talk amongst their friends may spread.
To ensure they are developing an appropriate sense of self, and are making well-informed decisions as
they develop a concrete identity, students needs realistic education and support from the counselors to
digest the crisis the district is facing.
High School. According to Erikson, at the high school level, students are finishing the Genital
stage and beginning to transition into the Young Adult stage (Crain, 2011). The students are still
discovering who they are, where they fit in, and what they are passionate about. With the addition of the
Young Adult stage, students are also discovering what love and care for others looks like. Because Ashley
was a high school student at our school, this is a crucial age to discuss the tragedy with. Many other girls
may be, or already have been, approached to join in and benefit from this life choice. Students have the
ability to think critically about this situation and the school should provided services to help the students
process their grief and the implications of Ashleys choices. Based on the students development of the
aforementioned stages, they may be prone to falling into the sex trafficking ring as well, especially as
they continue to develop into the Young Adult stage of love and care. The school needs to be proactive in
acknowledging this crisis and informing students and parents of the risks.
Kohlbergs Stages of Moral Development
Kohlbergs Stages of Moral Development is a theory heavily influenced by Piagets work.
During his research, Kohlberg interviewed kids and adolescents by presenting them with moral dilemmas
(Crain, 2011). Listening to their answers, Kohlberg was not interested in their answer of whether or not
the dilemma was moral, but instead on their reasoning why it was moral or not. Kohlberg was able to

Human Trafficking Crisis

classify the various responses into stages and levels. These stages are not a product of maturation, but
instead emerge from personal thinking of moral issues (Crain, 2011). These moral stages, according to
Kohlberg, emerge when the individuals mental processes are stimulated. Social experiences do have a
part in that, however, they only do so by promoting development through mental stimulation (Crain,
2011).
Elementary School. In elementary school, students are most likely to be seen in Level one
thinking according to Kohlbergs Theory of Moral Development. Because Kohlbergs theory is not a
maturation theory, meaning it is not biologically age bound, students will be moving from stage to stage
when they are mentally ready (Crain, 2011). Students only move through the stages when they are being
mentally stimulated and challenged. Stage one, according to Kohlberg, adolescents believe that behavior
is a dichotomy, that is it is either right or wrong (Crain, 2012). Adolescents at this age also believe that
actions are wrong because of an external source; morality is separate from themselves. Dealing with the
crisis with Kohlbergs theory in mind would focus on the actions and whether they were right or wrong.
What happened to Ashley was wrong, her becoming friends with the person who got her wrapped up in
the crisis was wrong, more specifically because the law says it is wrong.
Elementary aged adolescents would also experience and grow into Kohlbergs second stage. In
this stage the childs perspective of crisis expands as they begin to understand the idea of relativity (Crain,
2011). What is wrong and what is right is no longer a dichotomy, instead individual interests weigh
heavily into what people decide to do. The reasoning behind why people do not make bad decisions is
because they do not want to be punished. Adolescents also tend to focus on whether or not what was
happening was fair, as fairness takes center stage. In this stage students would focus on what happened to
Ashley was not fair, she was only looking out for what was best for her.
Middle School. Kohlberg noted that children at this age, typically entering their teen years,
would be exhibiting stage three behavior: Good Interpersonal Relationships. At this stage, Kohlberg says
that children view morality at a deeper level. The expectations of the family and community are

Human Trafficking Crisis

paramount at this stage and people should be acting in accordance with these expectations. Adolescents
should be acting on good motives and express interpersonal feelings such as love, empathy, trust and
concern for others, (Crain, 2011). Children at this stage (especially those close to her) might see this
situation as though it were all the fault of the murderer and the older girl and that Ashley was just trying
to be friends with them and feeling special because of their friendship. They may not see that what she
did in connecting with this unknown individual through the Internet was wrong. The blame falls on the
others involved.
Some children at this age may be entering what Kohlberg called stage four, Maintaining the
Social Order. This might be true especially of older middle-schoolers and those children that maybe
didnt know of Ashley on a personal level. At this stage, Kohlberg says, the children may be looking at
this situation from a broader perspective. They can now see that Ashley may have contributed in part to
her own death by establishing a relationship with someone on the internet and that given all the training
and warnings children are given about how dangerous the internet can be in the hands of the wrong
people, she should have been more weary. They are able to see the bigger picture and how this tragedy
fits into our bigger societal norms and rules.
High School. By high school, many students may have entered Kohlbergs stage five: Social
Contract and Individual Rights. At this stage, the students may be thinking more deeply about the
situation. They may be thinking about solutions - state laws that can be put into place to stop such a
thing, district policy and procedure changes that need to be made within the school to protect children
from predators, and even community programs and nonprofits that assist those who become involved in
sex trafficking. They may be thinking of ways to change this for the future - how can we warn students
about this injustice. High School students are attempting to discover and gain understanding in what
makes a just society. They tend to steer away from thinking that it is laws that make society moral, but
instead they believe that the production of a social contract, socially created standards, that are the basis
of moral laws. More so, students at this stage will begin to question and critically think about how society
can function with both the good and the bad.

Human Trafficking Crisis

Resilience
Resilience is the complex interaction of child characteristics and external supports that buffer the
effects of adverse situations that place children at risk of negative outcomes (Prince-Embury, p. 56,
2015). It describes how one processes, learns from, and adapts to a situation that is out of their normal.
The strength of each persons ability to recover is determined by two factors: their development of key
qualities and the nature and severity of the adversity. According to the Prince-Embury (2015), in order to
have a high level of resilience, a child must develop self-mastery, a sense of relatedness, and emotional
reactivity . All three of these traits work together to help the child understand the situation, how it might
affect them, to be prepared to support others and embrace the people who they trust, and control their
emotions and reactions to the event. If the child did not develop these characteristics in their infant and
childhood years, their resilience will not be as strong and they will have a harder time processing and
adjusting to adversity.
In this crisis, the counseling and administrative staff needs to approach resilience from a school
wide perspective as well as on an individual level for the students. As a school, it is crucial to address the
issue head on and provide school-wide services for students to cope. This could include an assembly,
conversations in each classroom, and small group discussions. Each method provides the students with
information about the tragic event and gives them space to process what they understand and how they
feel. Having the support and camaraderie of others in the school will help many of the students cope.
Additionally, individual counseling services provide students a place to be even more vulnerable and the
counselor can provide the help that they need. Based on a students level of resilience, they may need
more help than even the school can provide. Overall, the students need to be educated about the event
itself and how to process their emotions and reactions in order to move ahead as a stronger student body.

Crisis Intervention
All-District

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* Emergency administration and crisis team meeting will be held at Central Services. All administration
and crisis teams from all schools within the district are mandated to be in attendance. Discussion should
entail the facts of the crisis at hand and a review of the Crisis Management guidelines. This meeting
should happen in the morning before schools are open.
*Emergency all-staff meetings will be held at each individual building within the school district. Staff
will be notified via email and will happen prior to the school day starting. The meetings will cover the
facts of the crisis as well as a review of the Crisis Management plan. Talking to reporters or media is
highly discouraged, all comments and questions should be directed to the principal of the school. An
overview of resources available to students and staff will be reiterated and an appropriate response to the
students and their questions and concerns will be addressed.
Elementary School
Kids want to be helpful; they have sense of needing to have purpose and will attempt to channel
their ambition to help the crisis (Crain, 2011). Students are also experiencing industry versus inferiority
as they begin to master important cognitive and social skills (Crain, 2009). Students, morally, see right
and wrong as very dichotomous; it is necessary to talk about the crisis and death of a student in a broadlens perspective (Crain, 2009).
Administration

Announce an emergency all-staff meeting for before school.


Bring awareness to teachers of the facts known at the time. Direct teachers to not share any other facts

that are found outside of administration communication nor share any opinions of the crisis.
Offer support and resources to staff that may be affected by crisis.
Deal with any and all media inquiries that are directed towards the school.
Counselors

Give resources to teachers on how to deal with students in grief.


Be present in any classrooms that are affected by the crisis to give support.
Assist with lessons or activities that are surrounding the topic of death or the crisis itself.
Offer and be available for emergency counseling
Teachers

Refer students who are seemingly distressed or at risk to counseling department.

Human Trafficking Crisis

Let students know that grief and showing emotions is okay. There is no normal way to grieve.
Answer any questions the students may have to the best of your ability. Only give facts that were

communicated by the administration.


Create activities and lessons on the subject of death.

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Middle School
Students at the middle school age are going through some major changes. This is the age where
students are developing their personal identities, as well as are undergoing drastic changes physically
causing them to seek out affirmation from peers (Crain, 2009). Morally, students begin to connect an
individuals traits with the motives behind their actions (Crain, 2009). The discussions around the crisis
should fall heavily on the victims death and peer relations.
Administration

Call an emergency all-staff meeting to discuss the crisis.


Bring awareness to teachers of the facts known at the time.
Direct teachers to not share any other facts that are found outside of administration communication nor

share any opinions of the crisis.


Offer support and resources to staff that may be affected by crisis.
Deal with any and all media inquiries that are directed towards the school.
Plan a parent meeting:
Present on facts surrounding the crisis
Education on prevention strategies
Tell parents how the school will be supporting students with coping
Communicate quickly and effectively facts surrounding the crisis when information becomes available.
Counselors

Counselors should go into a core subject class for all grade levels and discuss the crisis.
Lead discussion
Educate on coping strategies for students
Reiterate that everyone grieves differently and there is no normal way to grieve
Create curriculum for homeroom to educate and develop confident students.
Teachers

Be aware of students who are at-risk or are distressed and refer them to counseling department.
Share facts with students as questions are asked. Report only to the facts provided by administration.
Encourage students to come up to teachers or counselors and ask questions.
Prepare students for classroom time with counselors.
High School

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This is the school where the victim attended. Because of the close nature to the students, extra
support will be needed at this level. The lens covered of the crisis is very specific to what happened, a
student was killed due to human trafficking. Students at this developmental level morally are becoming
more aware of social order and begin to think from the standpoint of a society member (Crain, 2009).
Students are also transitioning into the Young Adult stage and are discovering their passions (Crain,
2009). The school needs to be both reactive and proactive with the details of the crisis.
Administration

Announce an emergency all-staff meeting for before school.


Bring awareness to teachers of the facts known at the time. Direct teachers to not share any other facts

that are found outside of administration communication nor share any opinions of the crisis.
Offer support and resources to staff that may be affected by crisis.
Deal with any and all media inquiries that are directed towards the school.
Plan a parent meeting:
Present on facts surrounding the crisis
Education on prevention strategies
Tell parents how the school will be supporting students with coping
Communicate quickly and effectively facts surrounding the crisis when information becomes available.
Send emergency letter/email home with details surrounding the crisis to all parents.
Contact the victims home and offer the districts condolences and ask for any facts that they would be
able to share to protect students.
Counselors

Collect victims items from locker and store in a safe area until family is ready to pick up belongings.
Bring in outside mental health resources for students and staff.
Bring in outside prominent community members as a resource for students and staff.
Set up emergency classrooms for grief counseling.
Hold grief groups for any students who would like to discuss and grieve in a group setting.
Give teachers resources about students in grief.
Address feelings of responsibility.
Be in attendance of parent meeting; provide information on outside resources as well as your contact
information for parents. Provide parents with information on how and what to talk to their kids about.
Teachers

Allow for daily schedules to be loose in curriculum.


Answer and questions to the best of your ability with facts that have been communicated by

administration. (Only if comfortable doing so)


Encourage help seeking.
Allow questions and discussion to happen in a classroom structure, if comfortable and appropriate.

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Address blaming and scapegoating.


Take victims name off of roster.
Leave victims desk empty.
Be aware of students who are at-risk or are distressed and refer them to counseling department.

LocalMentalHealthServicesandResources

Advocacy and Support Groups and Classes Re: Mental Illness


National Alliance on Mental Illness Minnesota
651-645-2948
Mental Health Association of Minnesota
651-439-6634
Conceptual Counseling
651-221-0334
Mental Health Consumer Survivor Network of Minnesota
651-493-6634
Minnesota Coalition for Battered Women
866-223-1111
Minnesota Coalition Against Sexual Assault and
Sexual Violence Justice Institute at MNCASA
651-209-9993

Alcohol, Drugs & Other Addictions (ADOA)


Calix Society
Meridian Behavioral Health Network
Alcoholics Anonymous
Alcohol and Drug Abuse Program St. Paul

651-773-3117
651-645-3661
651-645-4005
651-254-4804

Mental Health Counseling Services


Highland Park Counseling Associates
Counseling Psychologists of St. Paul
Christian Heart Counseling
Minnesota Care Counseling Services
Behavioral Health Services Inc.
St. Anthony Mental Health Clinic Ltd
Cornerstone Therapy
Hamm Clinic
River City Clinic
Lss Counseling
Pathways Counseling Center
HealthPartners Regions Mental Health - St. Paul

651-690-0953
651-262-5721
651-439-2059
612-353-4191
651-662-0900
651-634-4082
651-645-0980
651-224-0614
651-646-8985
651-698-1046
651-641-1555
952-967-7992

Psychiatric Services
Childrens Hospitals and Clinics
Center for Grief, Loss and Transition
Minnesota Center for Psychology
People Inc Hewitt Crisis Center

651-220-6000
651-641-0177
651-644-4100
651-774-0011

Local Mental Health Services and Resources

Psychological Testing
Childrens Hospitals and Clinics MN Psychological Services
Natalis Counseling

651-220-6720
651-379-5157

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Associated Clinic of Psychology


Pathways Psychological Service
Minnesota Center for Psychology

Veterans Mental Health Services


Call your Veterans Service Officer for referral

612-925-6033
763-525-8590
651-644-4100

Crisis resources
For those individuals or families that are not connected to a
9-1-1
Mental Health provider dial 911 and ask to speak with a
Behavioral Health on-call worker and dispatch will connect
you with a telephone crisis worker.
For those connected with a Mental Health provider, each provider
is responsible for providing their own crisis services to the clients
they serve. Please contact your provider.
Crisis Connection
866-379-6363
Tubman Crisis Line
612-825-0000
United Way First Call for Help
2-1-1
Ramsey County Childrens Mental Health Services 24/7
Crisis Hotline
651-266-7878
Ramsey County Adult Mental Health and Chemical Health
Services 24/7 Crisis Hotline
651-266-7900
National Suicide Lifeline
800-273-8255
ECHO Minnesota - Childrens Mental Health Crisis Teams
in Ramsey County
651-774-7000

Prevention and Preparation


Elementary School
As previously discussed, elementary school students are at a point developmentally where they
crave adult affirmation, start to shift from viewing the world as right or wrong, and begin to recognize
that each person is an individual (Crain, 2011). It is important to consider these developmental stages
when planning prevention activities for the students. At the elementary school level it is imperative to
discuss strangers and what to do if a student encounters someone they do not know. The National Crime
Prevention Council (NCPC) has a variety of lessons available to help students learn what to do in these
situations (NCPC.org). At a K-1 or 2-3 level, teachers can help student define what a stranger is and read
off scenarios, asking students to think through what they should do in each situation. This challenges the
students to think critically about the situations and learn from their peers in a class discussion setting.

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Older elementary school students, grades 2-3 or 4-5, would benefit from an Internet safety
program. Students are using the Internet at younger ages all the time and therefore teaching them how to
be safe and to determine who and what you can trust online is a key skill. A great lesson from the NCPC
is to have the teacher read off information about an individual and have the students draw what that
person may look like. After all the information has been shared, the teacher will then reveal a photo of
that person (NCPC.org). This lesson teaches students that people are not always what they seem,
especially on the Internet. It challenges them to think deep and not take everything and everyone they
encounter at face value. Both of these activities will help elementary school students to develop the skills
needed to protect themselves from strangers that could potentially harm them or lure them whether in
person or online.
Middle School
At the middle school level, students are starting to really think about who they are and if they fit
in, especially with their peers (Crain, 2011). In order to prevent a similar crisis, it is crucial that middle
school students develop a strong sense of self in this stage. One activity to start with is asking the students
to define what a person is worth, how we determine a persons worth, and how much a person is worth
(Michiganabolitionistproject.org). This activity can then lead to further discussion of self worth, value of
relationships, and how to value each other. It is important at this stage for students to learn to value
themselves and those around them.
Additionally, they are developmentally at a point where it is appropriate to start talking
specifically about human trafficking. The classroom activity will teach students what human trafficking is
and how prevalent it is todays world (Teachunicef.org). The activity will define the different types of
trafficking that exist and will challenge the students to think about how our society contributes to
trafficking every day. Additionally, the teacher can share real life stories of middle school aged people
that experienced human trafficking first hand. It is important for middle school students to face the reality
that kids their age get caught in trafficking all the time.
High School

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Students at the high school level are focused on discovering who they are and what love and care
look like in their life (Crain, 2011). For those that have not properly developed a sense of love for
themselves, the initial lures of human trafficking may make them feel loved and cared for. At this level, it
is important to discuss human trafficking in depth, specifically sex trafficking as a result of this crisis. A
paper or in class project can be utilized to help students research and think critically about the situation.
Since this tragedy happened to one of their peers, many students may feel empowered to take matters into
their own hands and fight for change in their school.
High school students are also highly focused on their friendships. A classroom lesson focused on
the warning signs of trafficking can help students to identify potentially dangerous situations or recognize
if their peers are already caught in trafficking. The students can be challenged to advocate for each other.
It is also crucial to equip students with their next steps if they suspect human trafficking is happening
around them. They need to be aware of teachers, counselors, faculty, and community members that can
help them deal with a potential trafficking situation as well as the national trafficking hotline (State.gov).
In addition to educating the students at all three levels, the faculty and staff need to be trained in
human trafficking awareness (State.gov). It is important that these adults have an understanding of the
warning signs and what action steps need to be implemented if trafficking is suspected. School staff needs
to be fully equipped to advocate for their students in this specific situation and recognizing the risk factors
and warning signs is the first step. From there, staff needs to know who their next point of contact is and
the follow up steps in the process. It will take the whole school and community working together to fight
human trafficking in the area.

Cultural Considerations
Cultural considerations are an important component in the education system. Unfortunately,
prominent developmental and learning theories that are used to build the structure of the academic system
have failed to address the racial disparities students face. As educational professionals it is our duty to
address systemic problems with the schools infrastructure as well as to address the school staff, students,
and community in a developmentally appropriate and culturally sensitive approach when crises occur.

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Given the fact that 60% of our school population is racially diverse and potentially marginalized, it is
crucial for the school to keep these demographics in mind while coping with the crisis. It is possible that
students were raised in a home that did not allow conversations around sexuality or dealing with their
grief based on their cultural norms and family structure. It is important to keep this in mind as the school
begins to counsel students through this crisis.
Some research suggests that there is an education deficit due to years of the educational system
failing to provide an education that competently fulfills the needs of students from diverse backgrounds
(Cavanagh, Macfarlane, Glynn, & Macfarlane, 2012). Viewing this deficit in regards to Eriksons Stages
of Development Theory can be troubling. According to Erikson, students eventually enter the stage
plagued by the issue of identity versus role confusion (Crain, 2012). During this stage, students are hyperaware of how others view them and are striving to fit in the status quo. With a lack of representation and
inclusivity in the educational structure, minority students face many obstacles during their academic
careers. Students of color embody identity that is central to their race and ethnicity, creating differential
challenges and opportunities (Akos & Ellis, 2008). Social identity threat has adverse outcomes on
marginalized students that lead to damaging results, including: low academic performance, physiological
stress, worries, doubts, lower working memory, and increased vigilance to identity threat cues
(Hanselman, Bruch, Gamoran, & Borman, 2014).
Furthermore, marginalized students typically have more difficulty accessing effective mental
health services. This is especially true for immigrant families, Latinos, and those who are uninsured
(Beehler, Birman, & Campbell, 2012). The lack of access to mental health resources is problematic for
proper development. Traumatic experiences that students face, especially if gone without support, are
linked to damaging consequences such as an increased risk of mental illness, physical health impairment,
and substance abuse (West, Day, Somers, & Baroni, 2014). With the many obstacles that marginalized
students face it is critical that schools develop plans and curriculum that is culturally appropriate and
inclusive of all students. Academic achievement, and other positive outcomes are correlated with
achieved ethnic and racial identity (Akos & Ellis, 2008).

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With the creating of crisis plans that are culturally appropriate, it is important that schools view
students and school personnel as equal stakeholders (West, Day, Somers, & Baroni, 2014). According to
Akos and Ellis (2008), school counselors need to recognize multicultural counseling competencies,
apply racial identity development theory in practice, and evaluate and manipulate systemic influences to
promote racial and ethnic identity development school-wide (pg. 28). Taking this into consideration, we
will want to develop crisis programming specifically addressing cultural differences among our students
and how this crisis would affect them based on their cultural perspectives.
As it applies specifically to the crisis, the plan will include family meetings with the crisis team
that have interpreters as well as important community members present. At the family meetings, it would
be important to give talking sheets to families on how to talk to their students about the crisis they face.
These informational sheets will need to be written with regard to the specific demographics of our diverse
population to include sheets written in multiple languages. Even more, the school needs to engage
students to share their thoughts and experiences with school personnel and within the school culture
(West, Day, Somers, & Baroni, 2014). In order to accomplish this students will be allowed to engage in
discussion within the classroom, with group counseling, as well as within individual counseling. Teachers
will also be made aware of possible student reactions and will need to pay particular attention to the needs
of our more marginalized population that they are not lost in the aftermath. Referrals will be made to the
counseling department if students are distressed in the classroom setting.
Conclusion
Moving forward from this crisis, it will be important to touch base with parents of students after a
short time has passed to refresh them of concerns to watch for in their student and remind them of the
resources available to their children and families. In addition, we will want to solicit feedback from
parents regarding what measures they felt were helpful or what may have been lacking in our plan. This
information will be helpful as we continue to improve upon the crisis plan making sure our programs
address the specific needs of our diverse population. The school will continue to provide ongoing

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counseling services, implement prevention programs, and always adhere to the schools mission
statement.

19

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References
Akos, P., & Ellis, C. (2008). Racial identity development in middle school: A case for
school counselor individual and systemic intervention. Journal of Counseling & Development,
86, 26-33. Retrieved from http://web.b.ebscohost.com

Beehler, S., Birman, D., & Campbell, R. (2012). The Effectiveness of cultural adjustment
and trauma services (CATS): Generating practice-based evidence on a comprehensive, schoolbased mental health intervention for immigrant youth. Society for Community Research and
Action, 55-59. doi: http://dx.doi.org.ezproxy.uwrf.edu:2048/10.1007/s10464-011-9468-2

Cavanagh, T., Macfarlane, A., Glynn, T., & Macfarlane, S. (2012). Creating peaceful and
effective schools through a culture of care. Discourse: Studies in the Cultural Politics of
Education, 33(3), 443-455. Retrieved from http://web.b.ebscohost.com

Crain, W. C. (2011). Theories of Development: Concepts and Applications (6th ed.).


Upper Saddle River, NJ: Prentice Hall.

Hanselman, P., Bruch, S., Gamoran, A., & Borman, G. (2014). Threat in context: School
moderation of the impact of social identity threat on racial/ethnic achievement gaps. American
Sociological Association, 87(2), 106-124. Retrieved from
http://soe.sagepub.com.ezproxy.uwrf.edu:2048/content/87/2/106.full

Michigan Abolitionist Project. Human trafficking awareness. Available from:


http://www.michiganabolitionistproject.org/wp-content/uploads/2013/01/Lesson-Plan-pdf.pdf
http://www.michiganabolitionistproject.org/wp-content/uploads/2013/01/Lesson-Plan-pdf.pdf

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National Crime Prevention Council. Strangers: K-1. Available from: http://www.ncpc.org/topics/byaudience/law-enforcement/teaching-children/activities-and-lesson-plans/strangersgrades-k-1


http://www.ncpc.org/topics/by-audience/law-enforcement/teaching-children/activities-and-lessonplans/strangers-grades-k-1.

Prince-Embury, S. (2015). Assessing personal resiliency in school settings: The


resiliency scales for children and adolescents. Journal of Psychologists and Counselors in
Schools. 25(1). 55-65.

Teach Unicef. End trafficking. http://www.teachunicef.org/sites/default/files/documents/units-lessonplans/end_trafficking_ms_unit.pdfhttps://teachunicef.org/sites/default/files/documents/unitslesson


plans/end_trafficking_ms_unit.pdf

U.S. Department of State. 20 ways you can help fight human trafficking.
http://www.state.gov/j/tip/id/help/
http://www.state.gov/j/tip/id/help/

West, S., Day, A., Somers, C., & Baroni, B. (2014). Student perspectives on how trauma
experiences manifest in the classroom: Engaging court-involved youth in the development of
trauma-informed teaching curriculum. Children and Youth Services Review, 38, 58-65. Retrieved
from http://www.sciencedirect.com.ezproxy.uwrf.edu:2048/science/article/pii/S01907409140
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