Engaging and Serving Children and Youth (v1.2)

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Many people and organizations contributed to the development of this curriculum – please see the acknowledgments page in the Trainee Guide
Special thanks goes to Nola Brantley Speaks for their contribution of key curriculum content
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Parking Bathrooms Cell phones
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The training uses an experiential education framework and is shaped by social justice-oriented values.
Working with the population of commercially sexually exploited children and youth involves addressing inequalities and understanding complex societal issues such as racism, sexism, homophobia, transphobia, and poverty.
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 Identify and engage youth who have experienced commercial sexual exploitation
 Increase the receptivity to services among children and youth who have experienced commercial sexual exploitation
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• Culturally sensitive
• SOGIE affirming
• Empowering
• Prioritizing youth voice
• Trauma-informed
• Strengths-based
• Honoring survivor leadership
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https://www.youtube.com/watch?v=jGy9MxEOxX0
*Note: this clip is not the best quality, but it is very relevant
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What has been your greatest personal challenge in working with this population? (Or, what do you envision it being?)
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What have been your personal successes thus far in working with this population? (Or what do you envision it would be?)
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Role of the Exploiter
Designation as child abuse
Force, fraud, and coercion
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Youth who have been exploited are not criminals
Youth involvement in commercial sexual activity is a form of child abuse
Child welfare is the agency charged with addressing CSEC/Y, as required by statewide policy changes
Ending the exploitation is not the responsibility of youth
Tackling the issue is about providing support AND addressing individual and systemic factors that lead to its occurrence
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Replace Pimp with Exploiter
Replace Prostitute with Youth experiencing commercial sexual exploitation
Replace Prostituting with Being exploited
Replace Victim with Survivor
Refer to children and youth rather than “young woman” or
“young man”
Why is paying attention to this language important?
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Youth’s identities and experiences may be similar or different based on the following points of identity:
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Race
Gender
Gender expression
Class
Age
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Trauma history
Background of system involvement
Reasons why they may be involved/drawn in
Type of exploitation
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Homelessness
Poverty
System involvement
Trauma
Dislocated relationships
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Lack of support system
Structural oppression
Individual vulnerabilities
(low self-esteem, etc.)
Explicit and intentional tactics of exploiters
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Recruitment
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Exploiters’ intentional tactics of coercion and control
Physical
Emotional
Mental
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Emotional connectedness that develops between an exploiter and the person being exploited
Linked to the dependency of the person being exploited because of the increased power of the exploiter
Linked to cycles of good treatment and abuse from the exploiter
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Survival sex involves youth using commercial sexual activity to meet the following needs:
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Material needs such as:
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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
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The stages describe attitudes, intentions, and behaviors about change
The “change” represents a specific targeted behavior and goal
The model represents voluntary change processes
Each stage represents specific tasks in a period of time one must complete before moving to the next stage
The stages are cyclical, not linear
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Conners, DiClemente, Marden Velasquez, & Donovan (2013) Content provided by Nola Brantley Speaks

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Stages of Change Model addresses the following behavior changes
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Creating patterns of behavior
Modifying habitual behavioral patterns
Stopping problematic patterns
Content provided by Nola Brantley Speaks 22 DiClemente (2003)

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Current life situations
Beliefs and attitudes
Interpersonal relationships
Social systems
Enduring personal characteristics
The continuum of abuse
Content provided by Nola Brantley Speaks 23
DiClemente (2003)

Content provided by Nola Brantley Speaks 24
Adapted from DiClemente (2013)

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Not interested or concerned about the problem behavior or need to change
Defensive
Lacking awareness of a problem
Uncommitted to or passive in treatment
25 DiClemente (2003) and Prochaska & DiClemente (1983, 1984) as cited in Conners et al. (2013)
Content provided by Nola Brantley Speaks

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Engaging in little activity that could shift their view or perspective
Consciously or unconsciously avoiding steps to change their behavior
Often pressured by others to seek treatment
Not convinced that the negative aspects of the behavior outweigh the positive
26 DiClemente (2003) & Prochaska and DiClemente (1983, 1984) as cited in Conners et al. (2013)
Content provided by Nola Brantley Speaks

Why do people stay in precontemplation?
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Reveling - “I’m enjoying this too much”
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Reluctance - “I really don’t want to change”
Rebellion - “No one can make me change”
Resignation - “I can’t change”
Rationalization - “I don’t need to change”
27 DiClemente (2003) & DiClemente and Velasquez (2002) as cited in Conners et al. (2013)
Content provided by Nola Brantley Speaks

What not to do:
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Don’t push someone into action
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Don’t nag
Don’t give up
Don’t enable
28 Prochaska et al. (1994) Content provided by Nola Brantley Speaks

What this looks like with CSEC victims:
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“I love my daddy. He takes care of me.”
“I’m happy making money.”
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“I’m good with the way things are.”
“I make money doing what other people give away for free.”
Content provided by Nola Brantley Speaks
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OJJDP Curriculum

Tasks
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Increase awareness of the need for change
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Increase concern about the current pattern of behavior
Envision possibility of change
Goal
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Serious consideration of change for this behavior
Content provided by Nola Brantley Speaks 30
DiClemente (2003)

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Seeks to evaluate choices and understand their behavior
Distressed
Thinking about making changes
Ambivalent
Has not begun taking action and are not yet prepared to do so
Content provided by Nola Brantley Speaks
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DiClemente et al, (1991), DiClemente & Hughes (1990), and Prochaska & DiClemente (1984, 1992) as cited in Conners et al. (2013)

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Frequently has made attempts to change in the past
Evaluates pros and cons of their behavior
Evaluates risks and benefits of making changes in his/her behavior
Desirous of exerting control or mastery
Ambivalence
Content provided by Nola Brantley Speaks
DiClemente et al, (1991), DiClemente and Hughes (1990), & Prochaska and DiClemente (1984, 1992) as cited in Conners et al. (2013) 32

What this looks like with CSEC victims:
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“I didn’t think it was going to turn out this way.”
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“I feel like I don’t deserve this.”
“I don’t want this for my daughter.”
“I’m afraid that if I try to leave he’ll just track me down and find me. There’s no point.”
“This is what I’m good at. I’m not good at anything else.”
Content provided by Nola Brantley Speaks
OJJDP Curriculum

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Tasks
Analysis of the pros and cons of the current behavior pattern and of the costs and benefits of change
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Goal
A considered evaluation that leads to a decision to change
Content provided by Nola Brantley Speaks 34
DiClemente (2003)

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Intends to change his/her behavior
Ready to change in terms of both attitude and behavior
On the verge of taking action
Engaged in the change process
Prepared to make firm commitments to follow through on the action options he/she chose
Content provided by Nola Brantley Speaks
35 DiClemente & Prochaska (1998), DiClemente et al. (1991), Prochaska & DiClemente (1992), and Prochaska et al., (1002) as cited in
Conners et al. (2013)

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Making or having made the decision to change
Open to planning and creating a personal change plan
Working through any ambivalence about change
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Content provided by Nola Brantley Speaks
DiClemente & Prochaska (1998), DiClemente et al. (1991), Prochaska & DiClemente (1992), and Prochaska et al., (1002) as cited in
Conners et al. (2013)

What this looks like with CSEC victims:
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“I would really like to finish school.”
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“I still love him and want to be with him, just not with all the other stuff.”
“I want to leave, I just want to save some money first.”
Content provided by Nola Brantley Speaks 37
OJJDP Curriculum

Tasks
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Increasing commitment to change
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Creating a change plan
Goal
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An action plan to be implemented in the near future
Content provided by Nola Brantley Speaks 38
DiClemente (2003)

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Has decided to make a change and reached the date to implement the change
Has verbalized or otherwise demonstrated a firm commitment to making change
Efforts to modify behavior and/or one’s environment are being taken
Presents with motivation and effort to achieve behavior change
Content provided by Nola Brantley Speaks
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Prochaska & DiClemente (1984, 1992) and DiClemente & Hughes (1990) as cited in Conners et al. (2013)

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Has committed to making change and is involved in behavioral change processes
Willing to follow suggested strategies and activities to change
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Content provided by Nola Brantley Speaks
Prochaska and DiClemente (1984, 1992) & DiClemente and Hughes (1990) as cited in Conners et al. (2013)

What this looks like with CSEC victims:
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“It’s so hard and it’s taking so long to get everything together.”
“I’m so glad I left. I hate him…but I miss him.”
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“I can see myself going to college and getting a good job.”
“It’s so weird being in the ‘square’ world. I feel different from everyone else.”
41 Content provided by Nola Brantley Speaks
OJJDP Curriculum

Tasks
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Implementing strategies for change
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Revising the action plan as needed
Sustaining commitment to change in face of difficulties
Goal
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Successful action for changing current pattern
Content provided by Nola Brantley Speaks 42
DiClemente (2003)

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Working to sustain changes achieved to date
Considerable attention is focused on avoiding slips or relapses
May describe fear or anxiety regarding relapse when facing high risk situations
Less frequent but often intense temptations for the old behavior
Beginning to build alternative lifestyles that doesn't include the old behavior
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Content provided by Nola Brantley Speaks
Prochaska & DiClemente (1984, 1992) and DiClemente & Hughes (1990) as cited in Conners et al. (2013)

What this looks like with CSEC victims:
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“I can’t believe I wasted so many years. It’s like I never had a childhood.”
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“I could never go back to the ‘track’/club.”
“I feel bad for other girls/boys who are still in it.”
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“Sometimes I’m bored and kinda miss the drama.”
“It’s hard starting relationships because they only want one thing.”
Content provided by Nola Brantley Speaks 44
OJJDP Curriculum

Tasks
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Sustaining change over time and across a wide range of different situations
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Integrating the new behavior into one’s life
Avoiding lapses and relapses
Goal
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Long-term sustained change of the old pattern of behavior and establishment of a new pattern of behavior
Content provided by Nola Brantley Speaks 45
DiClemente (2003)

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Content provided by Nola Brantley Speaks

 Revictimization vs. Lapse vs. Relapse
 According to the law, anyone under the age of 18 who is brought back into commercial sexual exploitation is being revictimized
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 Common challenges related to revictimization, lapses, and relapse
 Not having basic needs met
 Violence and kidnapping
 Over-confidence
 Daily temptation
 Self-blame
Content provided by Nola Brantley Speaks 47
Prochaska et al. (1994)

Lessons learned
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Whenever someone is brought back into the commercial sex industry, they are being revictimized
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Lapses and relapse are likely to happen
Learn from your mistakes rather than using trial and error
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Change costs you more than what you thought
Use the change processes at the appropriate times
Change is complicated - changing one behavior can exacerbate another
48 Content provided by Nola Brantley Speaks
Prochaska et al. (1994)

Lessons learned continued
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Behavior change isn’t linear, it’s cyclical
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A lapse is not a relapse
Few relapses are conscious - several mini decisions lead to negative consequences
Emotional distress (i.e., anger, anxiety, depression, loneliness, and other emotional problems) precipitates relapse
49 Content provided by Nola Brantley Speaks
Prochaska et al. (1994)

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Content provided by Nola Brantley Speaks

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If you are to advance from precontemplation to contemplation, you must increase your perception of the pros of changing your problem behavior
The cons of changing always decrease from contemplation to action
The pros increase more than the cons decrease
Content provided by Nola Brantley Speaks 51
Prochaska et al. (1994)

“Any activity that you initiate to help modify your thinking, feeling, or behavior is a change process.”
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Change processes are taken from the following theories:
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Psychoanalytic
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Humanistic/Existential
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Gestalt
Cognitive
Behavioral
Content provided by Nola Brantley Speaks 52
Prochaska et al. (1994)

Processes of Change
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Conscious raising
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Emotional arousal/dramatic relief
Self-reevaluation
Environmental reevaluation
Content provided by Nola Brantley Speaks 53
Velasquez et al. (2001) as cited in Conners et al. (2013)

Processes of Change
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Self-reevaluation
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Environmental reevaluation
Social liberation
Two Clear Changes in Thinking
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Begins to focus on the solution rather than the problem
Begins to focus more on the future than the past
54 Velasquez et al. (2001) as cited in Conners et al. (2013); Prochaska et al. (1994)
Content provided by Nola Brantley Speaks

Processes of Change
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Social liberation
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Stimulus control
Counterconditioning
Helping relationships
55 Velasquez et al. (2001) as cited in Conners et al. (2013)
Content provided by Nola Brantley Speaks

Processes of Change
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Self-liberation
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Stimulus control
Counterconditioning
Reinforcement management
Helping relationships
Content provided by Nola Brantley Speaks 56 Velasquez et al. (2001) as cited in Conners et al. (2013)

Processes of Change
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Self-liberation
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Stimulus control
Counterconditioning
Reinforcement management
Helping relationships
Social liberation
Content provided by Nola Brantley Speaks 57
Velasquez et al. (2001) as cited in Conners et al. (2013)

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Assess the stage of change the majority of the youth are in that you work with and make sure your organization is designed to work with youth in the respective stage(s)
Ensure that the program, including the organizational structure, treatment, policies, and protocols, are designed with the stages of change in mind
Provide training to staff about the stages of change, client-centered treatment, resistance, and treatment planning
Determine how your agency will work with youth who recycle to an earlier stage
Content provided by Nola Brantley Speaks 58

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People don’t always follow the identified progression
Lacks context for the coercion aspect of Commercial
Sexual Exploitation
Assumes that people make rational decisions about their own behavior, but these decisions are impacted by trauma, exploitation techniques, hunger, thirst, sleep deprivation, and other factors.
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Working in pairs, review the Trainee Content Stages of
Change Scenarios and Worksheet
Work together to review the scenarios and identify where each young person fits in the Stages of Change model and what that means about how to engage them
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Know your triggers and push buttons because youth will find out what they are and push them. Sometimes youth will push your buttons as a means of testing you to see what you will do. If you are able to remain calm and respond appropriately, it will go much farther than if you lash out at them.
This is also a great opportunity to model how to effectively
regulate your emotions.
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Content provided by Nola Brantley Speaks

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There may be times when youth transfers emotions he/she feels about someone else onto you. These could be feelings of anger, rage, disappointment, etc. It’s important to recognize this and don’t take it
personally.
Similarly, it’s important for you to be attuned to yourself and be aware of your feelings towards the youth. These feelings could range from wanting to avoid meeting with the youth to the youth tugging on your heart and wanting to save the youth.
If you notice that the youth is experiencing strong emotions towards you or you are experiencing strong emotions towards the youth, it’s recommended to process this in supervision.
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Content provided by Nola Brantley Speaks

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Often times youth haven’t had examples of healthy role models, which makes it essential that as providers we model and embody what it means to be
confident and empowered as well as encouraging
& empowering those around us.
We can’t expect them to build a sense of community amongst themselves, if we as the adults, aren’t doing the same.
Content provided by Nola Brantley Speaks
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Interact with the youth according to their developmental age and not just their chronological age. This can be tricky because sometimes youth may talk and act like an adult, but it’s important to respond to them in a developmentally
appropriate manner.
It’s important that if you are unfamiliar with adolescent development that you learn more about it. This will help you understand what non-traumatized youth experience and give context to how trauma impacts youth’s cognitive and emotional development.
Content provided by Nola Brantley Speaks
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Raging hormones cause teenagers to “go mad” or
“lose their minds”
Adolescence is simply a time of immaturity and teens just need to “grow up”
Growing up during adolescence requires moving from dependence on adults to total independence from them.
Content provided by Nola Brantley Speaks 66
Siegel (2013)

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Don’t assume that all CSEC survivors are the same. Each youth is unique and requires individualized treatment. What may work with one youth, may not work with another youth. Also, CSEC survivors have different needs . For example, one youth may benefit from substance use counseling while another youth may benefit from parenting classes.
Also, develop realistic and individualized measures of success for each youth. Success is going to look different for each youth. For one youth, success may mean staying at a placement for 72 hours before AWOLing. For another, success may mean graduating high school. It’s important for case workers to remain patient and not impose their own definitions of success on the youth.
Content provided by Nola Brantley Speaks 67

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Given the abuse that many of these youth experienced prior to being commercially sexually exploited, not to mention the abuse while being exploited, it’s important to understand the impact it has on relationships and attachment patterns.
Hurt and betrayal occurred in the context of relationships, so naturally, healing will also occur in the context of relationships
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Focus on providing corrective experiences for the youth in relationship to you.
Content provided by Nola Brantley Speaks
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Build off the youth’s strengths and leadership qualities. Find activities in the community that can help the youth flourish
. For example, if the youth enjoys sports, find an after school sports program they can join. It’s vital in working with the youth that we build on their strengths so that they see they are good at things besides just sex.
No matter how challenging a youth may be, find the youth’s strengths and build off them.
How are you helping youth see that they are more than survivors?
Content provided by Nola Brantley Speaks
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Get to know the youth on your caseload in order to establish a mutual relationship of trust
. It’s important to keep in mind that you are working with children who have been exploited by adults, and often times, adults who have been in roles of authority.
You are going to need to earn their trust and prove that you are an adult who can be trusted. You can try to engage the youth by talking to the him/her about what has worked or not worked in the past, finding out about the youth’s family history directly from him/her, and engaging in activities he/she enjoys. This can also include making sure all the youth’s basic needs are being met in a timely manner.
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Content provided by Nola Brantley Speaks

How can providers start to develop rapport with CSEC survivors?
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Play cards
Bring a magazine - it’s a great way to start off conversations and find out what the client likes such as their favorite color, style, etc.
Create friendship bracelets
Paint or do an art project together
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Talk outside of the office, if possible
Ask the youth what they like
Be genuine
Take them out to eat
Listen to what has worked and hasn’t worked for them
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Validation goes a long ways. Regardless if you agree or disagree agree with what the youth says, validate his/her experience and emotions
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Sometimes youth need the simple reminders, such as, “you’re safe here,” “I care about you,” “I enjoyed getting to hang-out with you earlier,” etc. Never underestimate these simple statements; they can go a long ways.
Validate not only what youth do, but also who they are as a person.
Content provided by Nola Brantley Speaks
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 Be consistent and clear with your expectations, boundaries, and communication
. Consistency is one way in which youth learn to trust you. It’s also important to follow through on what you say you will do as these youth will hold you accountable for what you say. So, if you can’t do something for them, it’s better to realistic, say no, and problem-solve the issue rather than committing to something you won’t be able to do.
Content provided by Nola Brantley Speaks
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 Be careful to not be too reactive to the youth’s behavior or what he/she says. It’s important to understand where the behavior is coming from and understand the function of this behavior in the context of their attachment, development, and trauma history (i.e., what underlying need does the behavior serve) as well as their cultural upbringing. This can be especially challenging as sometimes these youth can sound and act like a grown adult, nevertheless, it’s still important to understand their behavior through a trauma-informed lens
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Content provided by Nola Brantley Speaks
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 It’s essential to meet CSEC survivors where they are in their stages of change . This is much easier said than done, but it is important to be patient with the youth and where they are in their readiness to change. Each youth progresses through the stages of change at his or her own pace. If you find yourself getting frustrated that the youth is not making more progress, it’s important for you to check-in with yourself to see where this frustration is coming from. Sometimes providers take on too much responsibility and see the youth’s slow progress as a reflection of themselves. If this happens, it’s important to remind yourself that this process isn’t about you, it’s about the youth.
Content provided by Nola Brantley Speaks
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This can be particularly challenging when youth talk about missing “the life” or her “boyfriend/girlfriend.”
It’s important to see things from the youth’s perspective and why he/she might miss some of these things. This can be challenging, but extremely important. If the youth feels judged by you, he/she will likely shut down.
Content provided by Nola Brantley Speaks 77

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There will be times when you have to confront youth about some behaviors they’re engaging in or times when you have to deliver news that they will not take well. Remember to speak
to the youth in a loving and respectful way.
They may engage in some inappropriate behaviors, but they still need to hear the message that they’re cared for. The core beliefs that are formed when youth experience trauma can be triggered when they’re getting disciplined. For example, a youth may begin to feel unloved and rejected simply by being told “no.”
Content provided by Nola Brantley Speaks
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It’s important to not get caught up with giving advice and solving their problems.
They aren’t our problems to solve.
This can get hard because sometimes the answer seems blatantly clear to you but it’s important to remember that the answer doesn't seem blatantly clear to the youth. Our job is to empower the youth to develop and enhance their own problem-solving skills so that they’re able to solve their problems and be patient with them as develop these skills.
Content provided by Nola Brantley Speaks
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 Help the youth identify and regulate his/her emotions by identifying coping skills he/she can use. Traumatized youth need extra help with this as they likely have not learned how to manage their emotions and may revert to inappropriate and ineffective behaviors if stressed or fearful. This also becomes an opportunity for case workers to model healthy and adaptive ways of expressing and managing emotions
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Content provided by Nola Brantley Speaks
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Be attuned to the situation
Practice your own affect management skills so you don’t become overactive
Practice skills that the youth is working on in treatment. This may involve modeling it for the youth and coaching them on the use of the skill
After the crisis subsides, debrief with the youth
Content provided by Nola Brantley Speaks 81

 Sometimes we can get in the mindset that the only time we can intervene is when we’re doing actual interventions like creating a case plan, following up about something, etc. However, sometimes the smaller moments become the moments where we leave the biggest impact
- whether it’s giving the youth a hug when you see him/her, treating them like a normal teenager, calling them in between your monthly visits to check-in on them, etc.
Content provided by Nola Brantley Speaks
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Never underestimate the power of active listening. Often times, CSEC survivors have not had trustworthy adults in their lives they could talk to. Simply listening
, reflecting back what they said, and validating their feelings can go a long ways.
Motivational Interviewing
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O pen-ended questions
A ctively listen
R eflective statements
S ummarize
Content provided by Nola Brantley Speaks
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https://www.youtube.com/watch?v=s3MCJZ7OGRk
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Open ended questions
Affirmations
Reflective statements
Summaries
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Expressing empathy
Supporting self-efficacy
Developing discrepancy
Rolling with resistance
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Divide into groups of three and 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 formulate an approach and questions for helping the youth meet the goal of their current stage to facilitate movement along the cycle
Use the Motivational Interviewing Worksheet (page 26 in the trainee guide) during the activity.
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Professionals can sometimes look at youth’s behavior and see it as oppositional, defiant, disengaged, or shut down.
In using this language, blame and responsibility for change is placed on youth.
These behaviors are understandable reactions to past or current trauma and make sense, given youth’s experiences.
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It’s important to keep in mind the extent of trauma youth experience.
For many of them, they experienced not just the trauma while being commercially sexually exploited, but they also experienced trauma before they were exploited. Trauma greatly impacts how one relates to the self, the world, and others. Therefore, it’s important to not assume that just because
CSEC survivors are teenagers, they should know basic life skills. For some of the youth, they may need help knowing how to do basic life skills such as proper hygiene while other may need help identifying and regulating their emotions.
Understand what’s underneath the behavior.
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Vignette: Sarah
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Trauma can take many different forms.
Acute trauma: a one time event, like an injury or single instance of sexual assault.
Complex trauma: ongoing and multiple traumas occurring at the same time.This can look like combinations of ongoing neglect, persistent physical or sexual abuse, or domestic violence.
Other examples of trauma include community violence, natural disasters, or school violence.
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Trauma has a deep and lasting impact on youth and their relationship formation, brain development, and way of thinking about the world.
Trauma is correlated with child welfare involvement, which renders youth vulnerable emotionally (lacking a support system) and physically (leaving a placement).
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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 agency’s standardized safety assessment tools and planning forms when working with youth who have been commercially sexually exploited
Challenges may happen when what the social worker identifies as safe is not acceptable to the youth
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The goal of the harm reduction model is to reduce negative consequences of exploitation and increase safety through small steps in the right direction
For example, harm reduction could mean a young person reducing the number of days or nights they engage in commercial sexual activity, using safer sex supplies, knowing who to call for help, and connecting with service providers
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Safety is not just physical, but mental (emotional and psychological) and relationship-based as well. There are both immediate and long term considerations of safety.
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Food and shelter
Medical care
Transportation
Physical safety needs of the family
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Support for the development of healthy identity
Connections to meaningful activities
An environment free of discrimination
Nonjudgmental support
Behavioral health services including trauma therapy
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Support for building positive caregiver relationships
Support for overcoming challenges in peer relationships
Support for identifying healthy/unhealthy relationships
Connection to meaningful activities
Support for developing healthy relationship skills
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Hold meetings and interviews in spaces that feel safe and comfortable to youth
Prioritize youth’s attendance at MDTs
Understand where youth are in the Stages of Change and take that into account
Prioritize youth’s goals and vision for services and placement
Set short-term and long-term goals for education, placement, etc.
Provide consistency of workers to ensure continuity of services.
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Screening tools are designed to be brief and to identify commercially sexually exploited youth or those who are at risk.
Screening is used to identify and refer to appropriate resources
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Focus on engagement and rapport building
Move slowly through the screening tool
Use reflective statements to provide validation and support.
Avoid judgmental or accusatory language
Use language the youth will understand
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During child welfare interactions
During law enforcement interactions
During interactions with a probation officer
In medical settings
In mental health settings
At school
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Identify the following elements in the script during the role play:
Open ended questions
Nonjudgmental reflective statements
Engagement
Themes of:
Housing instability
Exploiter relationship
Supports
Basic needs
System involvement
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Work together in pairs to formulate 5 motivational interview questions for someone who is in the precontemplation stage and has a
3 rd party exploiter (and is therefore likely trauma bonded).
Use the Screening Activity Worksheet
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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?
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OARS
Expressing empathy
Developing discrepancy
Rolling with resistance
Supporting self-efficacy
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Using the Application Scenario Role Play Worksheet, develop an outline for a 5 minute role play between Lily and her social worker or probation officer
Use content from throughout the day (motivational interviewing, safety considerations, screening and assessment) in developing your outline
If you are playing Lily, be thoughtful about the way you portray her. Avoid making assumptions or stereotypes.
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What was it like to participate in this activity?
What did you learn from watching others?
What are some challenges related to:
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Using motivational interviewing?
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Prioritizing youth voice?
Including safety concerns?
Addressing trauma?
What do you think you could apply in your work?
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It’s important to stay connected to why you got into this
work. Working with traumatized youth in the foster care and juvenile justice system is trying and stressful at times. In the midst of the stress, feeling overwhelmed and overworked, it’s important to remember why you are choosing to work with this population.
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Working with traumatized youth can impact how you view yourself, others, and the world. It’s important to regularly
reflect on how the work impacts you.
Content provided by Nola Brantley Speaks
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When working with traumatized youth, it is essential for providers to take care of themselves.
If you start to experience vicarious trauma or become burnt out, you won’t be as effective as you can be with the youth.
Who’s responsible for your self-care
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You
Your coworkers
Your supervisor
Your organization
… it’s a team effort
Content provided by Nola Brantley Speaks
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Feels helpless/hopeless
Feels like you can't do enough
Hypervigilant
Minimizes
Chronic exhaustion/physical ailments
Has trouble listening or deliberately avoids things
Experiences dissociative moments
Experiences a sense of persecution, fear, or guilt
Experiences anger and cynicism
Unable to empathize
Addictions
Inflated sense of importance related to one’s work
Content provided by Nola Brantley Speaks 115 van Dernoot Lipsky & Burk (2009)

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Content provided by Nola Brantley Speaks

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