BROWN SCHOOL OF SOCIAL WORK

WASHINGTON UNIVERSITY

SPRING 2018

SEX TRAFFICKING

S S31 SWDP 5157 01

CREDIT HOURS: 3 INSTRUCTOR: Dr. Andrea J. Nichols

GRADE: L/G OFFICE: 212 McMillan Hall

ROOM: Hillman / 130 OFFICE HOURS: By appointment

DAY/TIME: Thursday 5:30-8:30 E-MAIL: ajnichols@wustl.edu

I. COURSE DOMAIN AND BOUNDARIES

COURSE DESCRIPTION

Sex trafficking is a complex social problem with multiple contributing factors largely rooted in intersecting inequalities. Both in the United States and on a global level, interrelated inequities related to sex, sexual orientation, gender identity, gender embodiment, power, class, opportunity, education, culture, politics, race, ethnicity, citizenship, and sexual objectification are among the social phenomena that contribute to those who enter into systems of exploitation and sex trafficking. In this course, we will examine the dynamics of sex trafficking on a local and global level from various perspectives, with particular attention given to the social and structural conditions that impact sex trafficking and commercial sexual exploitation. This course will cover the extent and nature of the problem; including prevalence, experiences of survivors, types of sex trafficking, methods of traffickers, the role of weak social institutions, cultural dynamics, and global power dynamics. In addition, international, federal, and state legislation, intended to prevent and respond to sex trafficking victimization, and its impact on survivors will be analyzed. The course will also examine social work practice, in relationship to identification, prevention, outreach, programmatic design, and promising practices. The aim of this course is to provide students with a holistic understanding of sex trafficking and exploitation drawing from interdisciplinary sources and presenting a variety of perspectives, and the relationship of such understandings to various aspects of practice.

COURSE OBJECTIVES

In completing this course, students will be expected to:

· Describe the extent and nature of sex trafficking.

· Examine the relationship and distinctions between sex trafficking, sex work, and commercial sexual exploitation.

· Synthesize understandings of sex, gender, gender identity, race, ethnicity, sexual orientation, class, politics, economics, migration, global power dynamics, militarization and conflict in the context of sex trafficking/CSE.

· Analyze the relationship of gender and sex to the social dynamics that contribute to sex trafficking/CSE.

· Apply various perspectives, including but not limited to: intersectional perspectives, liberal feminism, radical feminism, transnational feminism, and various sociological and criminological theories to explain, examine, and respond to sex trafficking/CSE.

· Compare and contrast state, federal, and international sex trafficking and prostitution related laws and their impact

· Research and analyze weak social institutions and weak social safety nets and their impact on sex trafficking vulnerability, with an emphasis on prevention and outreach

· Research, analyze, and synthesize models of practice, including but not limited to trauma-informed, survivor-led, survivor-centered, harm reduction, stages of change, and macro practice models

II. MSW COMPETENCIES ADDRESSED IN THIS COURSE

Demonstrate Ethical and Professional Behavior

Reinforced

Engage diversity and difference in practice.

Emphasized

Advance human rights and social and economic and environmental justice.

Emphasized

Engage in practice-informed research and research-informed practice.

Emphasized

Engage in policy practice

Reinforced

Engage with individuals, families, groups, organizations, and communities

Reinforced

Assess individuals, families, groups, organizations, and communities

Intervene with individuals, families, groups, organizations, and communities

Reinforced

Evaluate individuals, families, groups, organizations, and communities

III. BROWN SCHOOL ACADEMIC POLICIES

Academic Integrity: Academic integrity in the completion of tests, oral presentations and written assignments (including statistical syntax) is expected. Violations of academic integrity (e.g., plagiarism) are very serious offenses. Violations will result in notification to the Assistant Dean for the appropriate (MSW or MPH) program and may result in referral to the Academic and Professional Integrity Committee, which could lead to dismissal from the program. Please review and adhere to the entire set of Academic Integrity guidelines in the student handbook on Inside Brown:

Student Handbook 2017-2018

Accommodations: If you have a learning disability, sensory, or physical disability or other impairment, and you may need special assistance in lectures, reading, written assignments, and/or exam taking, please contact the Brown School Director of Student Affairs who can provide coordination of accommodations at Washington University and the Brown School. The Disability Resource Center, a University-wide resource, provides diagnostic and academic accommodations support and referrals.

English Language Proficiency: If your English language proficiency is such that you may need special assistance in lectures, reading, written assignments, and/or exam taking, please communicate these needs to your instructor who may refer you to the English Language Program (ELP), a University-wide resource which provides classes and academic English language support designed to increase non-native English speaking students' English language proficiency and to facilitate their academic success at Washington University. You may also find the Academic Assistance resources available through the Office for International Students and Scholars to be helpful.

Professional Use of Electronic Devices in the Classroom: Computers or other electronic devices, including “smart pens” (devices with an embedded computer and digital audio recorder which records the classroom lecture/discussion and links that recording to the notes taken by the student), may be used by students at the discretion of the faculty member to support the learning activities in the classroom. These include such activities as taking notes and accessing course readings under discussion. If a student wishes to use a smart-pen or other electronic device to audio record lectures or class discussions, they must notify the instructor in advance of doing so. Permission to use recording devices will be at the discretion of the instructor, unless this is an accommodation approved by Disability Resources.

Nonacademic use of laptops and other devices is distracting and seriously disrupts the learning process for everyone. Neither computers nor other electronic devices are to be used in the classroom during class for non-academic reasons. This use includes emailing, texting, social networking, and use of the Internet. The use of cell phones during class time is prohibited, and they should be set on silent before class begins. In the case of an emergency, please step out of the room to take the call. The instructor has the right to hold students accountable for meeting these expectations, and failure to do so may result in a loss of participation points, a loss of the privilege of computer use in the classroom, or being asked to leave the classroom.

Religious Holidays: The Brown School recognizes the individual student’s choice in observing religious holidays that occur during periods when classes are scheduled. Students are encouraged to arrange with their instructors to make up work missed as a result of religious observance, and instructors are asked to make every reasonable effort to accommodate such requests.

IV. WASHINGTON UNIVERSITY ACADEMIC SUPPORT POLICIES

Accommodations based upon sexual assault: The University is committed to offering reasonable academic accommodations to students who are victims of sexual assault. Students are eligible for accommodation regardless of whether they seek criminal or disciplinary action. Depending on the specific nature of the allegation, such measures may include but are not limited to: implementation of a no-contact order, course/classroom assignment changes, and other academic support services and accommodations. If you need to request such accommodations, please direct your request to Kim Webb (kim_webb@wustl.edu), Director of the Relationship and Sexual Violence Prevention Center. Ms. Webb is a confidential resource; however, requests for accommodations will be shared with the appropriate University administration and faculty. The University will maintain as confidential any accommodations or protective measures provided to an individual student so long as it does not impair the ability to provide such measures.

If a student comes to me to discuss or disclose an instance of sexual assault, sex discrimination, sexual harassment, dating violence, domestic violence or stalking, or if I otherwise observe or become aware of such an allegation, I will keep the information as private as I can, but as a faculty member of Washington University, I am required to immediately report it to my Department Chair or Dean or directly to Ms. Jessica Kennedy, the University’s Title IX Director. If you would like to speak with directly Ms. Kennedy directly, she can be reached at (314) 935-3118, jwkennedy@wustl.edu, or by visiting the Title IX office in Umrath Hall. Additionally, you can report incidents or complaints to the Office of Student Conduct and Community Standards or by contacting WUPD at (314) 935-5555 or your local law enforcement agency. See: Title IX

You can also speak confidentially and learn more about available resources at the Relationship and Sexual Violence Prevention Center by calling (314) 935-8761 or visiting the 4th floor of Seigle Hall. See: RSVP Center

Bias Reporting: The University has a process through which students, faculty, staff and community members who have experienced or witnessed incidents of bias, prejudice or discrimination against a student can report their experiences to the University’s Bias Report and Support System (BRSS) team. See: brss.wustl.edu

Mental Health: Mental Health Services’ professional staff members work with students to resolve personal and interpersonal difficulties, many of which can affect the academic experience. These include conflicts with or worry about friends or family, concerns about eating or drinking patterns, and feelings of anxiety and depression. See shs.wustl.edu/MentalHealth

Additional Issues or Concerns: If you feel that you need additional supports in order to be successful in your time at Brown, beyond the afore mentioned accommodations, please contact Essie Rochman, Director of Student Affairs at erochman@wustl.edu. She can assist you in navigating a myriad of concerns. Her office is in Brown Hall, room 320.

V. READINGS

Please note that all of the readings are carefully selected for varying purposes: to illustrate a particular perspective or important socio-political or practice area, for general or specific knowledge, or for critique purposes (yes, you may be reading some bad research, i.e., learning through critique).

The required readings for this course include:

1. Nichols, Andrea, Edmond, Tonya, and Heil, Erin. (Eds.) (2018). Social Work Practice with Survivors of Sex Trafficking and Commercial Sexual Exploitation. New York, NY: Columbia University Press.

2. Nichols, A. (2016). Sex Trafficking in the United States: Theory, Research, Policy and Practice. New York, NY: Columbia University Press.

If you order directly from the site https://cup.columbia.edu/book/sex-trafficking-in-the-united-states/9780231172639

use the Promo Code CUP30 in checkout for a 30% discount.

3. Gerassi, L. & Nichols, A. (2017). Sex Trafficking and Commercial Sexual Exploitation: Prevention, Identification, Trauma Informed Practice and Advocacy. Springer Press.

4. Human Trafficking in the Midwest: A Case Study of St. Louis and the Bi-State Area. (2019). Carolina Academic Press.

5. *Supplementary Journal Articles will also compose a large portion of the assigned reading material, and will be posted on Blackboard throughout the course of the semester.

VI. ORGANIZATION OF COURSE

This course will include a variety of teaching methods such as lecture, class discussion, audiovisual materials, small group exercises and guest speakers. Students are expected to be active in the learning process through class participation; however, quality of participation will be judged over quantity. Students are expected to demonstrate their mastery of the course content through class discussion, exams, and written assignments. See the course schedule for more details.

VII. ROLE OF FACULTY AND STUDENTS

PARTICIPATION AND ATTENDANCE

All reading assignments should be completed by the due date, as lectures, discussion, and assignments require you to be prepared with the reading assignments completed. The lectures and group discussions will build upon and synthesize the assigned readings and previous class discussions. In order to participate in a meaningful way, you must be prepared by having read the assigned readings. You should be prepared to both ask and answer questions over the reading materials. In addition, at times, I will provide a list of discussion questions prior to each class meeting that you are to answer ahead of time, to guide and prepare for discussion of the readings. You should bring a hard copy of the assigned reading to class with you, along with relevant notes and your responses to the discussion questions, to refer to in class. You are encouraged to bring “green” materials—such as your laptop or tablet with the readings on it for discussion (see below for caveat). Participation is synonymous with the discussion grade. Attendance is important, because the discussion of the assigned readings will take place in class, and accounts for a large percentage of your grade. Further, additional activities will also be integrated with discussion.

NO LATE WORK WILL BE ACCEPTED. All the due dates for assignments and activities are provided on this syllabus. All work is due at the beginning of the class period on the due date. I do not accept e-mailed assignments, unless previously approved. If you plan on being absent, I am happy to accept your work early. If you have a valid documented excuse, you will be allowed to turn in your completed work within a week of the class period that you are able to return. I do not offer extra credit—if you do what you are supposed to, you will not need it.

VIII. ASSIGNMENTS AND GRADING CRITERIA

All of your grades will be posted on Blackboard (Bb) throughout the semester. Typically, I am able to grade or otherwise review and return your work within one week.

GRADING SCALE

94-100 A

90-93 A-

88-89 B+

84-87 B

80-83 B-

78-79 C+

74-77 C

70-73 C-

69 and below F

GRADING

The grades are weighted. Grading will be based on 100 total percentage points divided accordingly:

Article Analyses/Discussion/Activities: 50%

Writing Assignments/Presentation: 25%

Research Paper: 25%

1. Article Analyses/Discussion Assignments:

a) Each week you will have assigned readings. I will at times give you critical thinking questions over assigned readings each week to be used as a guide for group or small group discussion, and to help you pull out important content from the readings. I will not collect or grade your responses unless discussion falls flat and it appears that some are not completing the readings. You are expected to participate in the class discussion, and must be prepared for each class by completing your reading assignments. Please do not take this class if you are unable to meet this expectation.

2. Writing Assignment/ Presentation (A Rubric for Essays is posted on Bb)

a) Guest Speaker Writing Assignment Essay: Guest speakers from local agencies and universities will present to the class, and you will choose one, to turn in a 3-5 page response to the information provided summing up key points, providing any critiques, and incorporating/relating it to other information learned in the class. You are to submit your assignments on Bb under the Assignments Button.

b) Film Writing Assignment: I will show and/or provide a list of several documentary films, of which you will choose one to write a 3-5 page response to the information provided in the film, summing up key points, providing any critiques, and incorporating/relating it to other information learned in the class. You are to submit your assignments on Bb under the Assignments Button.

3. Research Paper: The research paper will follow the related theme of Sex Trafficking/CSE/Sex work, and you MUST focus your research paper on a topic related to outreach, prevention, policy, programmatic design, or direct practice. You will be required to write a 20 page research paper. You are welcome to submit a paper topic, outline, thesis statement, and rough draft for feedback, but it is not required. You must use at least 15 professional sources, which may include books, professional/peer reviewed journal articles, and website material from recognized academic or professional organizations. If you question a source, ask me about it. A detailed rubric of the requirements/ structure of the paper is available on Bb.

· All papers should include a title, introduction, body with appropriate headings and subheadings, conclusion, and references page.

· Papers will follow the APA style guide.

· I also have a requirement to submit your article to test for plagiarism, available under the Assignments button on Bb.

Service Learning Project: If you would rather do a service learning project instead of a research paper, you are welcome to do so. This would entail developing a project and project plan to benefit a local sex trafficking social service organization, Healing Action or The Covering House. Healing Action serves adults who experience or have experienced sex trafficking or commercial sexual exploitation. They have a food panty and list of other needs of their service population on their site, or you can contact them for an updated list of needs. The Covering House is a local organization that serves children and adolescents who experience trafficking/ exploitation. They also have a wishlist posted on their website, or you can call to get their most current list. You can develop an event or collection drive in your community, neighborhood, gym, religious institution, or any other group or organization you may belong to. This can be done completely online if you would like. You may work collaboratively with others in the class if you would like to. The “evidence” of participation will be the items you collect for the organization. You will also submit a 1 page management plan as you begin your project, and a short response paper. Details are provided under Course Project, Service Learning Project, on Canvas.

IX. COMPETENCY ALIGNMENT TO ASSIGNMENTS AND COURSE ACTIVITIES

Graded Assignments/Activities

Competency/ies

Dimension/s

Essay Exams

C2, C3, C4, C5

Knowledge/Skills/Cognitive and Affective Processes

Article Analyses

C2, C1, C3, C4, C5,C6, C8

Knowledge/Skills/Cognitive and Affective Processes/ Values

Film/Speaker Response Papers

C1, C3,C6

Knowledge/Skills/Cognitive and Affective Processes/ Values

Research Paper

C2, C3, C4

Knowledge/Skills/Cognitive and Affective Processes

X. COURSE OUTLINE

(Subject to change if necessary due to inclement weather or other unforeseen events).

MODULE I. THEORETICAL/POLITICAL PERSPECTIVES

Intro to Sex Trafficking 1/18

Review of Syllabus, Introduction to Course

Lecture Sex Trafficking: The Basics

(Read Chapters 1 and 2, Sex Trafficking in the United States: Theory, Research, Policy and Practice)

Feminist Perspectives and The Politics of Sex Trafficking- Radical Feminist and Abolitionist Perspectives 1/25

Mini-lecture/ brief review of concepts in Chapter 2 Sex Trafficking in the United States: Theory, Research, Policy and Practice)

Gunilla, Ekberg. (2004). The Swedish law that prohibits the purchase of sexual services: Best practices for prevention of prostitution and trafficking in human beings. Violence Against Women, 10, 1187-1218.

Madden-Dempsey, M. (2011). In Defense of Feminist Abolitionism.

Film, DEMAND

Feminist Perspectives and The Politics of Sex Trafficking- Liberal Feminist and Neoliberal Perspectives 2/1

Weitzer, R. (2010). The Movement to Decriminalize Sex Work in the United States. Journal of Law and Society, Vol. 37, Issue 1, pp. 61-84

Hoyle, C. Bosworth, M. and Dempsy, M. (2011). Labeling the victims of sex trafficking: Exploring the Borderland between Rhetoric and Reality. Social and Legal Studies, 20, 313.

Lecture on Models of Prostitution Policy, impact on survivors and practice implications.

Chapter 4, Prostitution, Sex Trafficking in the United States: Theory, Research, Policy and Practice

FILM: Where’s the Justice? Sex Workers’ Rights in Hungary

Feminist Perspectives and The Politics of Sex Trafficking 2/8

Mini-lecture: Why the perspectives material is important to coalition work, policy development, activism, and practice.

Guest Lecturer via Skype, Dr. Lara Gerassi

Any Overflow from previous week

Reflexivity Activity

MODULE II. DOMESTIC SEX TRAFFICKING

Domestic Sex Trafficking 2/15

Documentary: Very Young Girls Trigger Warning x 2—1) discusses personal stories of sex trafficking in some detail that may be triggering to those who have had similar experiences, and 2) an African American young woman frequently uses the N word in the film, as a term of endearment for her friends, as a negative term to describe her abusive boyfriend pimp, and just in informal vernacular. Students can skip the film or step out of the room if it makes them uncomfortable, is traumatizing, or otherwise interferes with well-being.

Film Discussion

Chapters 3, Human Trafficking in the Midwest

Lecture, Sex Trafficking in St. Louis

Chapter 5, Survivors, Sex Trafficking in the United States: Theory, Research, Policy and Practice

Domestic Sex Trafficking 2/22

Lecture related to Traffickers

Read Chapters 6, 7, 8 Traffickers/ Trafficking Operations, and Buyers Sex Trafficking in the United States: Theory, Research, Policy and Practice

Raphael, J. & Myers-Powell. (2010). From Victims to Victimizers: Interviews with 25 ex-pimps in Chicago. DePaul College of Law.

Raphael, Richert, & Powers. (2010). Domestic Sex Trafficking of Chicago Women and Girls.

LGBTQ Identities, CSEC, and Sex Trafficking, Practice Implications 3/1

Lecture on Sex Trafficking and LGBTQ youth

Excerpts from Dank, M. (2015). Surviving the Streets of New York: Experiences of LGBTQ Youth, YMSM, and YWSW Engaged in Survival Sex

Urban Institute Study. CSEC.

Excerpts from Murphy, L. 10 city trafficking analysis.

Excerpts from Dank, M. (2015). Urban Institute Study. Locked In: Interactions with the Criminal Justice and Child Welfare Systems for LGBTQ Youth, YMSM, and YWSW Who Engage in Survival Sex

LGBTQ Identities, CSEC, and Sex Trafficking, Practice Implications 3/8

Chapter 10. Sex Trafficking and Exploitation of LGBTQ+ People: Implications for Practice. In Social Work Practice With…..

Excerpts from Chapter 6, Human Trafficking in the Midwest

Egyes- Borders and Intersections. Chapter from Broadening the Scope of Human Trafficking Research. (on Canvas)

3/15 NO CLASS SPRING BREAK

MODULE III. SEX TRAFFICKING IN INTERNATIONAL PERSPECTIVE

Global Systems of Sex Trafficking 3/22

Mini-lecture Transnational Feminism

Kempadoo, K. (2015). The Modern-Day White (Wo)Man’s Burden: Trends in Anti-Trafficking and Anti-Slavery Campaigns. Journal of Human Trafficking.

Documentary Film, Prostitutes of God (Use your critical thinking caps and transnational feminist lenses).

Documentary Film Invisible Hands

Broken global explorations - The lived experience of Korean women working in the entertainment and sex industries in Sydney

Ch. 8 Sex Trafficking Among Immigrant Women in the United States: Exploring Social Work Response Within a Landscape of Violence Against Immigrant Women Cook-Heffron in Social Work Practice with survivors of sex trafficking and CSE.

MODULE IV. RESPONSES TO SEX TRAFFICKING

Prevention 3/29

Chapter 2, Prevention, in Sex Trafficking and Commercial Sexual Exploitation…

Ch. 16. Preventing the Commercial Sexual Exploitation of Children: The My Life My Choice Model, by Goldblatt Grace and colleagues, in Social Work Practice with survivors of sex trafficking and CSE.

Ch. 17. Prevention and Outreach to At-Risk Groups, in Social Work Practice with survivors of sex trafficking and CSE.

Guest Speaker, A friend who was involved in the commercial sex industry will talk about her experiences. Macro issues, such as economic inequality and inequality in access to education are some of the things she will highlight.

Justice System Responses to Sex Trafficking , Identification, Indicators, and End-Demand Approaches 4/5

Lecture, Indicators and Identification

Chapter 2 , Identification, Assessment, and Outreach, by Rebecca Macy, in

Social Work Practice with survivors of sex trafficking and CSE.

Guest Speaker, Juvenile Officer, Child Protection Department

Lecture on working with the Justice System

Chapter 9, The Criminal Justice System, Sex Trafficking in the United States: Theory, Research, Policy & Practice

Chapter 7, Criminal Justice System and Legislative Responses, Sex Trafficking and CSE…

Safety Planning, Stages of Change, and Motivational Interviewing

4/12

Lecture: Promising Practices with sex trafficked/exploited people

Guest Speaker

Ch. 3. Safety Planning with Survivors of Sex Trafficking and Commercial Sexual Exploitation, by Abby Howard and Amber Sutton, in Social Work Practice with survivors of sex trafficking and CSE.

Ch. 4. Change Is a Process: Using the Transtheoretical Model with Commercially Sexually Exploited and Trafficked Youth and Adults, by Rachel Lloyd, in Social Work Practice with survivors of sex trafficking and CSE.

Ch. 5. Evidence-Based Trauma Treatments for Survivors of Sex Trafficking and Commercial Sexual Exploitation by Tonya Edmond , in Social Work Practice with survivors of sex trafficking and CSE.

Chapter 10, Sex Trafficking in the United States: Theory, Research, Policy & Practice

Chapter 4 Direct Practice, in Sex Trafficking and Commercial Sexual Exploitation…

Programmatic Design Considerations 4/19

Guest Speaker, Relational Model

Chapter 5 Programmatic Design, In Sex Trafficking and Commercial Sexual Exploitation…

Ch. 13 How Do We Help? A Clinical and Empirical Review of Challenges to Service Provision for Sexually Exploited Clients, by Lara Gerassi and Abby Howard, in

Social Work Practice with survivors of sex trafficking and CSE.

Ch. 15 Supporting Sex-Trafficking Survivors Through a Collaborative SinglePoint-of -Contact Model: Mezzo and Micro Considerations, by Nsonwu and colleagues, in

Social Work Practice with survivors of sex trafficking and CSE.

Ch. 6 Client-Centered Harm Reduction, Commercial Sex, and Trafficking: Implications for Rights-Based Social Work Practice, by Kathy Preble, in

Social Work Practice with survivors of sex trafficking and CSE.

Challenges in the Anti-Trafficking Movement 4/26

Guest Speaker

Lecture on Community Based Responses to Sex Trafficking and CSE

Chapter 18 Challenges to Sensational Imagery Used in the Anti-Trafficking Movement and Implications for Practice by Lauren Peffley, in

Social Work Practice with survivors of sex trafficking and CSE.

Chapter 6 Interagency and Community Based Responses, particular attention on section on Avoiding Re-Exploitation/Revictimization of Survivors in Coalition Work, in Sex Trafficking and Commercial Sexual Exploitation…

Article (On Canvas) Sex Trafficking Captivity and Narrative....Cojocaru.

Article (on Canvas) The Road to Anti-Trafficking is Paved with Good Intentions, by Rachel Lloyd

Grassroots Activism and Survivor-Led Advocacy 5/3

Lecture on The Anti-Trafficking Movement in the United States

(Chapters 11 & 12, Nichols Sex Trafficking in the United States: Theory, Research, Policy & Practice)

Chapter 8 Recommendations and Reflections, in Sex Trafficking and Commercial Sexual Exploitation…

Research Paper or Service Learning Projects Due