Boundary Town Parents: Human Trafficking Prevention
Core Code Alignment
Child Abuse and Human Trafficking
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Recommendation
Recommended Primary
Evaluation
No evaluation provided.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : CSA and HT 2025
Final recommendation published; partial rubric scores available.
Human Trafficking Prevention- Parents/Guar
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Adherence to Administrative Rule: Administrative rules change frequently, so please make sure to review prior to all submissions. Are instructional materials in compliance with USBE Rule 277-630? | YES | NA | NA | NO | ||
| Pg. 2 & throughout IM | ||||||
| 2. Limits of training: Overall, awareness, prevention, and interruption of child sexual abuse and/or human trafficking are the focus of the materials and the training does not expand beyond that focus. Is the main focus of the training on awareness, prevention, and interruption of child sexual abuse and/or human trafficking? | NA | NA | NA | NO | ||
| Pg. 2 & throughout IM | ||||||
| 3. Age-appropriate materials: Overall, the materials are age appropriate and comply with the definition of age appropriate instructional material, as defined by Utah Code 53G-9-207 (a)(I) and (II). Are the materials age appropriate as defined in Utah Code? | YES | NA | NA | NO | ||
| Pg. 3 & throughout IM All intended for parents | ||||||
| 4. Prohibited Concepts and Practices: As outlined in Utah Code 53G-9-207, Age appropriate instructional materials does not include materials that: ○ Invites a student to share personal experiences about abuse during instruction; ○ Gives instruction regarding consent described in Utah Code 76-5-406; or ○ Includes sexually explicit languages or depictions Additionally, participants should not be asked to role-play antisocial behavior, such as dividing into pairs where one child takes on the role of an abuser and the other child practices saying no. Do the materials comply with Utah Code 53G-9-207? Do the materials avoid asking students to role-play antisocial behavior? | YES | NA | NA | NO | ||
| Pg. 2 & throughout IM | ||||||
| 5. Sensitivity to prior abuse: Overall, the instructional materials demonstrate a sensitivity and awareness of individuals that may have had prior abuse. Do the materials demonstrate a sensitivity to prior abuse? | YES | NA | NA | NO | ||
| page 3 | ||||||
| 6. Parent responsibilities: The training materials clearly state that parents are the primary trainers for these subjects and the materials empower the parents to discuss these issues with their children. Parents are also the primary protectors of their children. Materials should contain information to assist parents in ○ Reflecting on their own cultural upbringing, background, and background ○ Becoming educated about how to talk to their children and what to look for, ○ And knowing what to do if they suspect abuse. Parents must act on their commitment to keep their children safe by learning to recognize and respond to inappropriate behaviors around youth before a youth is harmed. Parents must also commit to reporting to the proper authorities if something is disclosed to them by a child. Do the materials clearly state that parents are the primary trainers and protectors of their children? Is information included to train parents to know what to look for, what to say or ask their child, and what to do if they suspect abuse? | YES | NA | NA | NO | ||
| page 3, 5 | ||||||
| 7. Developmental Issues: The materials contain a brief overview of childhood developmental issues is to help adults understand how a child’s developmental stage may affect their understanding of sexual abuse and/or human trafficking. Do the materials contain a brief overview of childhood developmental issues? | YES | NA | NA | NO | ||
| page 14 | ||||||
| 8. Community issues: The materials cover examples of issues that may exist in specific communities that may contribute to the prevalence of child sexual abuse and/or human trafficking. Are examples of community issues that contribute to the prevalence of abuse included? | YES | NA | NA | NO | ||
| page 17 | ||||||
| 9. Appropriate adult behavior: Instruction for parents should help them to teach their children what safe and appropriate adult behavior looks like. Parents should teach their children that: ○ It is the responsibility for adults to keep children safe. ○ Adults have a legal responsibility not to abuse or exploit children and can be punished for doing so. ○ All children have the right to ask an adult to stop behavior that makes them uncomfortable. ○ They can report any behavior that concerns them to a trusted adult ○ Adults should not give gifts to children and expect repayment or something in return. (See minimum guidelines for examples of appropriate and inappropriate adult behavior) Are concepts included that teach parents what appropriate and inappropriate adult behavior looks like? Are examples of appropriate / inappropriate behavior included? | YES | NA | NA | NO | ||
| pages 6-8 | ||||||
| 10. Explanation of grooming: The materials should cover the concept of “grooming”. Grooming is a subtle (hard to notice), gradual (slow), and escalating (more and worse over time) process of building “trust” with a child and the child’s parent(s) or other caregivers, when the intent is to hurt or abuse the child. Do materials cover the concept of “grooming”? | YES | NA | NA | NO | ||
| 11-14 | ||||||
| 11. Grooming red flags: This section may include activities that help parents recognize “red flags”, such as what an abuser might say or do at different stages in the grooming process. The material should point out how grooming might be hard to recognize at first, that grooming often happens at a gradual pace, and that the red flags may escalate over time. (See examples of grooming in minimum guidelines). Do the materials help parents recognize “red flags” of grooming, how it is difficult to recognize, and how it escalates over time? Are examples of grooming red flags included? | YES | NA | NA | NO | ||
| 11-14 | ||||||
| 12. Create a safety plan: The material should include activities to help parents design a safety plan that is clear and concise with their children. Both a physical safety plan (what the physical boundaries are of the child) and verbal safety plan (such as a safe word that a child can say to a parent when the child feels unsafe) and provide various examples on what to do in dangerous situations. (See examples in minimum guidelines.) Are activities included to help parents design both a physical and verbal safety plan? Are examples of creating a safety plan included? | YES | NA | NA | NO | ||
| Pg. 5-6 & 33 15 | ||||||
| 13. Mandatory reporting and requirements: The materials should cover the mandatory reporting requirements in Utah, which is that all adults are legally obligated to report any type of suspected child abuse or human trafficking, they must call and report it to the proper authorities. There is an added importance for parents and guardians to report as they are in a position of power and trust and have a responsibility to protect their children. If a parent suspects a child is being (or has been) abused, that person should immediately call Utah’s 24-hour Child Protection Line: 1-855-323-3237. The hotline makes it easy to share concerns about a youth with a trained social worker. A person does not need to be certain abuse has occurred to call. Do the materials cover the mandatory reporting requirements in Utah (Utah Code Sections 53E-G-701)? Is Utah’s 24-hour Child Protection Line (1-855-323-3237) included? | YES | NA | NA | NO | ||
| 2-3 | ||||||
| 14. What to expect when you report: The materials should cover the basics of what will happen if the parent needs to make a report. For example, they need to have as much information on hand as possible, including the child’s name, date of birth, address, school or childcare provider, and the nature of the concerns. The system is set up to handle an investigation in a way that considers the well-being of the child/youth. Include a discussion that by following the appropriate steps for reporting, it is more likely that the youth will not be subjected to multiple interviews and the case will remain strong. Do the materials cover the basics of what will happen if a parent makes a report? Is there an included discussion on the importance of following appropriate steps for reporting? | YES | NA | NA | NO | ||
| 28-30 | ||||||
| 15. Abusers can be anyone: The material should cover that abusers often look and act like everyday people. They can be charming, charismatic, admirable, and respected pillars in the community, workplace, or school. Any adult who has access to youth regularly in private situations has more opportunity to sexually abuse youth. Perpetrators will work to earn trust in an attempt to challenge parents and guardians’ instincts causing them to let down their guard. Parents should be made aware that even other children living in the home or neighborhood can abuse other children. Do the materials cover that child abusers often look and act like everyday people and include examples? Do the materials mention that children can also abuse other children? | YES | NA | NA | NO | ||
| 11 | ||||||
| 16. Abuse can happen anywhere and at any time: The materials should help parents understand that abuse can happen anywhere and at any time. It generally happens in places where it is easy to be alone with a child and when there is some assurance that the abuse will not be seen, discovered, or interrupted by others. There is no specific time of day that abuse happens, although children may be more vulnerable when they are tired or asleep. It is important that parents emphasize safety with their child, but also that is not the child’s fault if they find themself in a place or situation where an adult abuses them. The responsibility falls on the adult who committed the acts and children are in no way to blame. Do the materials help parents understand that abuse can happen anywhere and at any time and include examples? Is it emphasized that the responsibility falls on the adult who committed the acts and children are in no way to blame? | YES | NA | NA | NO | ||
| 11-12 | ||||||
| 17. Risk factors: Certain traits of behaviors of a child or youth can put them at higher risk of sexual abuse. (See examples of risk factors in minimum guidelines) Are examples given of certain traits or characteristics of children or youth included that are susceptible and at higher risk of abuse? | YES | NA | NA | NO | ||
| 17 and 25 | ||||||
| 18. How to react: TThe materials should discuss concepts regarding how adults should react when they have a suspicion that abuse or trafficking is occurring, or when the youth has disclosed being subjected to abuse. When a child or youth discloses sexual abuse or potential trafficking, the parent’s reaction plays an important part in whether they will continue to trust and confide in the parent. Children will pick up on everything from mannerisms to attentiveness (or lack thereof), and potentially judge themselves “guilty” or “dirty” according to how they feel their parent or guardian perceives them. Parents should try not to shame a child/youth by any conversation or explanation of abuse. It is important to learn what to say, and what not to say. Parents and guardians should actively listen as the child or youth shares their experiences. Parents should also ask themselves: Am I showing care and love, or am I quick to disbelieve them? Is my response a reaction to my own uncomfortable feelings? Is the importance of how a parent acts when abuse or trafficking is occurring covered in the materials, including what to say and what not to say? | YES | NA | NA | NO | ||
| 27-28 | ||||||
| 19. Establishing trust when abuse or trafficking is suspected: The materials should cover ways that parents and guardians can establish trust with a child or youth that they suspect may be experiencing abuse or that has disclosed sexual abuse or human trafficking. (See minimum guidelines for examples of establish trust when abuse or trafficking is suspected) Do the materials cover ways that parents can establish trust and include examples? | YES | NA | NA | NO | ||
| 27-28 | ||||||
| 20. School policy: Each school has procedures and prevention policies set in place to protect against abuse and/or human trafficking. Parents and guardians should educate themselves on schools’ programs and work closely with school officials to reinforce prevention practices at home. Parents should coordinate efforts to provide a clear and unified discussion of abuse, its terminology and signs, and the proper ways to report when one suspects abuse. Are parents encouraged to educate themselves on their school’s prevention policies on CSA and HT? | YES | NA | NA | NO | ||
| 14, 15, 21 | ||||||
| 21. Minimize risk: The materials should discuss how parents can minimize the risk of abuse with their children. Parents should set clear boundaries and rules and think carefully about the safety of situations. (See the minimum guidelines for examples on actions that adults can take to minimize risk) Are the ways that parents can minimize the risk of abuse including setting clear boundaries and rules discussed, including examples? | YES | NA | NA | NO | ||
| 9 | ||||||
| 22. Trust your intuition: The materials should encourage parents to reflect on situations and behavior of those that are around their children. Parents should consider the following: Does their behavior seem odd? Does it make you feel uncomfortable? Does it seem to happen all the time or too often? Has anyone else commented or noticed? If the answer is yes to any of these questions, then parents should trust their instincts and act by reporting suspicions. Contact law enforcement or child welfare authorities who will then open an investigation. Reporting may save the life of a child. Do materials encourage parents to reflect on situations and behavior of those that are around their children? | YES | NA | NA | NO | ||
| 9 | ||||||
| 23. Set and respect family boundaries: Parents should intentionally make clear family rules and boundaries. All members of the family should know that everyone in the family has rights to privacy in dressing, bathing, sleeping, and other personal activities. If anyone does not respect these rights, the parent should clearly tell them the family rules and monitor to make sure those rules are honored. The parent should also continue to check with their children that those rules are being followed by others in the home. Are parents educated about the importance of family boundaries around dressing, bathing, sleeping and other personal activities? | YES | NA | NA | NO | ||
| 6 | ||||||
| 24. Right to say no: The materials should help parents know how to teach their child that they have the right to say no in any situation that makes them feel unsafe or uncomfortable. For example, they can teach the right to say no when anyone wants to touch anywhere normally covered by a swimming suit. Parents should explain that doing this will not get them in trouble. Parents should teach their children about “bad secrets” and the difference between a surprise and a secret. Parents should understand how to empower their children with the right to privacy and to say no, but pair it with the understanding that adults are the ones responsible for addressing and correcting behavior of others. Do the materials help parents know how to teach their children that they have the right to say no in unsafe or uncomfortable situations? Does the material cover teaching children about “bad secrets” and the difference between a surprise and a secret? | YES | NA | NA | NO | ||
| 6, 7, and 37 | ||||||
| 25. Communication: The materials should help empower parents and guardians to talk to youth about sexual abuse with clarity and confidence and in a trauma-informed way. The materials should provide opportunities to allow parents to practice what to say and to help prepare for these conversations. Also, make explicit that the parent needs to make sure that their children know the words they need to describe situations that make them feel uncomfortable. Do the materials empower parents to talk to youth about sexual abuse with clarity and confident and in a trauma-informed way? Are there opportunities for parents to practice? Is the importance of using correct words to explain abuse explicitly mentioned? | YES | NA | NA | NO | ||
| 7, 8, 36 | ||||||
| 26. Teach children why they should report: The materials should help parents have the ability to articulate to their child the reasons that telling an adult is important. Telling a parent who can help about suspected abuse can lead to protecting the person who may be experiencing abuse. No one deserves to be abused or afraid. Do the materials help parents have the ability to articulate to their child the reasons that telling an adult is important? | YES | NA | NA | NO | ||
| 8, 34-35 | ||||||
| 27. Reporting: The materials should include that if anyone suspects a child is being (or has been) abused or trafficked, that person should immediately call the proper authorities. They should cover how the parent can report abuse or trafficking if they suspect it is occurring. For example, the parent should call law enforcement and Utah’s 24-hour Child Protection Line 1-855-323-3237. The national human trafficking hotline is 888-373-7888. Do the materials include that if abuse or trafficking is occurring the proper authorities should immediately be called? Are resources for reporting included? | YES | NA | NA | NO | ||
| 4, 28-31 | ||||||
| 28. Requirements for Clergy: The materials will cover the responsibility that clergy have for reporting information about abuse. Utah statute 80-2-602 (4)(a) requires that when a member of the clergy receives information about abuse or neglect from any source other than confession of the perpetrator, the member of the clergy is required to report the information, even if the member of the clergy also received information about the abuse or neglect from the confession of the perpetrator. Do the materials cover the responsibility that clergy have for reporting abuse? | YES | NA | NA | NO | ||
| 29 Sexual extortion: Yes 16, 29 Protective Factors: Yes 2, 21 | ||||||
| 3.1 Consistency with the law: ○ Utah Code 53E-9-203 Activities prohibited without prior written consent - Validity of consent - Qualifications - Training on implementation. ○ Utah Code 76-5-308 Human trafficking for labor. ○ Utah Code 76-5-308.5 Human trafficking of a child - Penalties. ○ Utah Code 76-5-309 Benefitting from trafficking and human smuggling - Penalties. ○ Utah Code 76-5-310 Aggravated human trafficking - Penalties. ○ Utah Code 76-5-311 Human trafficking of a vulnerable adult - Penalties. ○Understanding human trafficking as a form of abuse: Curriculum content should include both sex and labor trafficking. See Utah Code 78A-6-105, which specifies the definition of “Abuse”. Do the materials demonstrate an understanding of Utah code as it applies to providing material to students? Are they consistent with Utah’s laws in regard to human trafficking or the code related to human trafficking prevention instructional materials? | YES | NA | NA | NO | ||
| Pg. 32 & throughout | ||||||
| 3.2 Definition of Human Trafficking: Materials cover the definition and concepts related to human trafficking. Human trafficking is a form of modern-day slavery in which traffickers use force, fraud, or coercion to control those they abuse for the purpose of engaging in commercial sex acts or labor services against their will. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks. Children who are exploited for commercial sex acts or for labor are unwilling subjects of human trafficking, even if force, fraud, or coercion are not used to compel their participation in those acts. It may be helpful to also explain the concepts of force, fraud, and coercion. Do the materials generally cover the definition of human trafficking? Are the concepts of force, fraud, or coercion covered? | YES | NA | NA | NO | ||
| 15, 16 | ||||||
| 3.3 Forms of human trafficking: The materials must cover concepts for both sex trafficking and human trafficking? ● Sex trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for the purpose of a commercial sex act, in which the commercial sex act is induced by force, fraud, or coercion; or in which the person induced to perform such act has not attained 18 years of age. ● Labor trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for labor or services, using force, fraud or coercion. See Utah Code 76-5-308. (See minimum guidelines for examples and nonexamples of labor trafficking) Does the material explicitly define both sex trafficking and labor trafficking? | YES | NA | NA | NO | ||
| 15, 16 | ||||||
| 3.4 Recognizing general warning signs of human trafficking: In addition to the general warning signs that a person may be abusing a child (outlined in section I), the information should focus on teaching parents how to recognize specific warning signs that a child has possibly been or is being trafficked or exploited. No single indicator is necessarily proof of human trafficking, but recognizing the signs is the first step in identifying those who are potentially being subjected to trafficking. (See minimum guidelines for examples of general warning emotional and physical signs of human trafficking) Do the materials discuss emotional and physical signs of human trafficking in addition to the general warning signs that a person may be abusing a child (outlined in section I)? | YES | NA | NA | NO | ||
| 22-23 | ||||||
| 3.5 Human trafficking safe harbor amendments: Utah law clarifies that victims of human trafficking should be treated as such, and not subjected to arrest or criminal prosecution for acts they engaged in as a result of trafficking. This concept is known as “safe harbor”. Children engaged in commercial sex cannot be subjected to juvenile delinquency proceedings, but must be treated as victims of abuse and referred to services through DCFS (See U.C.A. 78A-6-1114). Children victimized in any form of labor trafficking should also be considered abuse victims. Children wrongfully adjudicated as “delinquent” for conduct they engaged in only as a result of trafficking can petition courts to have those convictions vacated. (See U.C.A. 78A-6-1114.) Legislation has removed references to “child prostitution” or “child prostitutes” throughout the Utah Code. This recognizes the fact that children engaged in commercial sex are being exploited and are legally considered victims of human trafficking. Are Utah “safe harbor” laws addressed? Do the materials avoid using references to “child prostitution” or “child prostitutes”? | YES | NA | NA | NO | ||
| Pg 3, 15 & 30, yes, sort of. The first section lists a bunch of things the trainer needs to know, but the document doesn't really show exactly where it is addressed in the training. The printout is sort of a list of things being trained, rather than the actual training. 3, 15, 30 | ||||||
| 3.6 Effects of Human Trafficking: Materials should cover that human trafficking can cause various physical and/or mental health problems. The effects of human trafficking are numerous and widespread. Survivors report increased likelihood of substance abuse, anxiety, insecurity, fear, medical issues, and trauma. The side effects include increased risk of cognitive impairment, memory loss, depression, eating disorders, and even suicide. Both male and female survivors are more likely to engage in prostitution and many report a loss of innocence and lifelong, devastating emotional effects, carrying shame throughout their life. Are physical and/or mental health problems and side effects that may be caused by human trafficking covered? | YES | NA | NA | NO | ||
| 18 | ||||||
| 3.7. Trauma bond: The materials should cover that those who perpetrate human trafficking hold control of their victim to include commercial sex or forced labor. The trafficker sustains control by using privilege, intimidation, manipulation, isolation, coercion, minimizing, denying, blaming, and forms of abuse that includes economic, emotional, and sexual abuse. The trafficker’s imposed controls often lead to the trauma bond that is created between the trafficker and the person being trafficked. A strong emotional attachment can form that is characterized by cycles of abuse and intermittent positive reinforcement. The trauma bond can make it difficult to leave the relationship and also sometimes results in the person who is being trafficked being extremely defensive of their abuser. The victim may be extremely loyal, seem to be obsessive over the trafficker, continue to seek contact with the trafficker even though it continues to cause pain, or return to the trafficking situation voluntarily. Do the materials explain the strong emotional attachment that can form between the trafficker and person being trafficked? | YES | NA | NA | NO | ||
| 18 | ||||||
| 3.8 Poly-victimization: The materials should cover that victims of human trafficking who undergo multiple mental, physical, and emotional forms of trauma experience poly-victimization. The traumatization leads to change in the plasticity of the brain and a “rewiring” of cognitive functions. Do the materials discuss poly-victimization? | YES | NA | NA | NO | ||
| 18 | ||||||
| 3.9 Using a trauma-informed approach to discuss possible victimization with a child: The materials should cover that trauma changes normal or typical reactions of a child. Parents/guardians need to be provided tools to help them formulate the proper questions and responses to the child. The trauma-informed approach changes an adult’s perspective from questioning why a youth is difficult, to understanding what has happened to the youth and asking questions in a more sensitive, focused manner. Do the materials cover that trauma changes normal or typical reactions of a child? Are parents provided tools to help them formulate the proper questions and responses to the child? | YES | NA | NA | NO | ||
| 18, 27, and 28 | ||||||
| 3.10 Facts regarding human trafficking: Materials should state the following facts regarding human trafficking in order to diffuse common misconceptions that are common/prevalent. The materials must include (but are not limited to) all of the following: ○ Fact: Human trafficking exists in every country. It exists nationwide-in cities, suburbs, and rural towns-and probably in your own community. ○ Fact: Human trafficking victims can be of any age, race, gender, or nationality. Victims come from all socioeconomic backgrounds. ○ Fact: Forced labor is a significant and prevalent type of human trafficking. Victims are found in legitimate and illegitimate labor industries, including sweatshops, massage parlors, agriculture, restaurants, hotels, and domestic service. Sex trafficking and forced labor are both forms of human trafficking involving the exploitation of a person. ○ Fact: According to state and federal law, any minor under the age of 18 who is induced to perform commercial sex acts is a victim of human trafficking, regardless of whether he or she is forced or coerced. ○ Fact: Human trafficking is not the same as smuggling. “Trafficking” is exploitation-based and does not require movement across borders. “Smuggling” is movement-based and involves moving a person who is not lawfully entitled to be in the state, in violation of immigration laws. ○ Fact: Human trafficking is often a hidden crime. Victims may be afraid to come forward and get help. Do the materials include all of the required facts regarding human trafficking? | YES | NA | NA | NO | ||
| 18 | ||||||
| 3.11 Where trafficking occurs: The materials should cover that traffickers may systematically target vulnerable individuals by frequenting locations where said individuals congregate (e.g., malls, schools, shelters, parks, bus and train stations, foster and group homes, and social media networks). Do the materials cover locations where traffickers may target vulnerable individuals? | YES | NA | NA | NO | ||
| 16, 19 | ||||||
| 3.12 How victims are trafficked: The materials should cover that traffickers use force, fraud, and coercion to compel individuals to engage in these activities. Victims of human trafficking include men, women, and children who are U.S. Citizens, permanent residents, or foreign nationals. Do materials cover that traffickers use force, fraud, and coercion to engage in activities? | YES | NA | NA | NO | ||
| 16, 19 | ||||||
| 3.13 Force: The materials should cover the concept of force. Force can involve the use of physical restraint or serious bodily physical harm. Physical violence, including rape, beatings, and physical violence, including rape, beatings, and physical confinement, is often employed as a means to control victims, especially during the early stages of victimization when the trafficker breaks down the victim’s resistance. Do the materials cover the concept of force? | YES | NA | NA | NO | ||
| 16, 19-20 | ||||||
| 3.14 Fraud: The materials should cover the concept of fraud. Fraud can involve false promises regarding employment, wages, working conditions, or other matters. For example, individuals might travel to another country under the promise of well-paying work at a farm or factory only to find themselves manipulated into forced labor. Others might reply to advertisements promising modeling, nanny, or service industry jobs overseas, but be forced into commercial sex once they arrive at their destination. | YES | NA | NA | NO | ||
| 16,19 | ||||||
| 3.15 Coercion: The material should cover the concept of coercion. Coercion can involve threats of serious harm to or physical restraint against any person. Any scheme, plan or pattern intended to cause a person to believe that failure to perform an act would result in serious harm to or physical restraint against any person, or the abuse or threatened abuse of the legal process are other forms of coercion. These methods used to traffic victims are often subtle, to the point that the victim themselves may not recognize the full scope of the coercive scheme. If the victim is not working voluntarily but because they fear some serious consequence (including physical, emotional, reputational, or financial harm), they are being trafficked. Do the materials cover the concept of coercion? | YES | NA | NA | NO | ||
| 19 | ||||||
| 3.16 Familial trafficking: The materials should cover the concept of familial trafficking, which is when a family member (parent, sister/brother, aunt/uncle, etc.) exploits the family power dynamics and vulnerabilities of the child or youth to compel them into a trafficking situation it is called familial trafficking. Do the materials cover the concept of familial trafficking? | YES | NA | NA | NO | ||
| 17 | ||||||
| 3.17 How traffickers target, recruit, and control vulnerable children: The material must discuss how traffickers target, recruit, and control vulnerable children and use specific examples. Traffickers target vulnerable children and lure them into forced labor and commercial sex and other forms of sexual exploitation. In fact, the vast majority of child victims in the commercial sex industry and in forced labor are recruited and controlled by traffickers. Traffickers often use the internet to recruit their victims. Trafficking victims can also become traffickers by recruiting their peers. Does the material discuss how traffickers target, recruit, and control vulnerable children and use specific examples? | YES | NA | NA | NO | ||
| 20 | ||||||
| 3.18 Recruitment and control tactics: The materials must include (but are not limited to) all of the following recruitments and control tactics of human traffickers: ○ Provide false feelings of love and affection ○ Create a dependency on drugs or alcohol or exploiting or manipulating an existing drug addiction ○ Isolate the victims from others ○ Physically, sexually, or verbally abuse the victim ○ Confine the victim ○ Control access to food or shelter ○ Place the victim in “debt” ○ Exhaust victims with long work hours and quotas ○ Threaten friends, family, or other victims ○ Convince the child that engaging in commercial sex or other forced labor is better than the life they have at home ○ Supplying or buying expensive items Does the material include all of the required recruitment and control tactics of human traffickers? | YES | NA | NA | NO | ||
| 20 | ||||||
| 3.19 Possible indicators that a child is being trafficked: There are various indicators that may be present in a youth who is a victim of human trafficking. Some signs could indicate that there are other stressors occurring in a youth’s life that are affecting their well-being, such as divorce or bullying. However, if a parent or guardian observes a combination of these signs, they should be attentive and make sure to talk to the child about them immediately. The materials must cover (but are not limited to) all of the following indicators of child sex trafficking: ○ An inability to attend school on a regular basis and/or unexplained absences ○ Frequently running away from home ○ References made to frequent travel to other cities ○ Bruises or other signs of physical trauma, withdrawn behavior, depression, anxiety, or fear ○ Lack of control over a personal schedule and/or identification or travel documents ○ Hunger, malnourishment, or inappropriate dress (based on weather conditions or surroundings) ○ Signs of drug addiction ○ Coached or rehearsed responses to questions ○ A sudden change in attire, behavior, relationships, or material possessions (e.g. expensive items) ○ Uncharacteristic promiscuity and/or references to sexual situations or terminology beyond age specific norms ○ A “boyfriend” or “girlfriend” who is noticeably older and/or controlling ○ An attempt to conceal cars, tattoos, or bruises ○ A sudden change in attention to personal hygiene ○ Tattoos (a form of branding) displaying the name of moniker of a trafficker, such as “daddy” ○ Hyperarousal or symptoms of anger, panic, phobia, irritability hyperactivity, frequent crying, temper tantrums regressive behavior, and/or clinging behavior ○ Hypo arousal or symptoms of daydreaming, inability to bond with others, inattention, forgetfulness, and/or shyness ○ Use of terminology associated with the sex industry such as “the life” or “the game,” “turning tricks,” “hustling,” and “the track”. ○ Use of websites and apps known for selling explicit services. The materials must include (but are not limited to) all of the following indicators of a child labor trafficking victim: ○ Being unpaid, paid very little, or paid only through tips ○ Being employed but not having a school-authorized work permit ○ Being employed and having a work permit but clearly working outside the permitted hours for students ○ Owing a large debt and being unable to pay it off ○ Not being allowed breaks at work or being subjected to excessively long work hours ○ Being overly concerned with pleasing an employer and/or deferring personal or educational decisions to a boss ○ Not being in control of his or her own money ○ Living with an employer or having an employer listed as a student’s caregiver ○ A desire to quit a job but not being allowed to do so ○ Hunger, malnourishment, or inappropriate dress (based on weather conditions or surroundings) Do the materials include all of the possible indicators that a child is being trafficked, for both child sexual trafficking and child labor trafficking? | YES | NA | NA | NO | ||
| 22-25 | ||||||
| 3.20 Recognize the characteristics of healthy relationships: With the prevalence of feigned love and affection in the recruitment of trafficking, parents and guardians should teach their children what a healthy relationship looks like and what are red flags in the relationship. Do the materials recognize the characteristics of healthy relationships? | YES | NA | NA | NO | ||
| 17 | ||||||
| 3.21 Responsibility to respect boundaries: Parents need to understand that a person who is uncomfortable with some behavior or unwilling to participate may be reluctant to actively say “no”. Sometimes they are fearful or feel social pressure or have other reasons for keeping quiet, freezing up, or even reluctantly going along with the behavior. It is the responsibility of every person to recognize and respect the wishes of others, even if they are not always communicated verbally. Parents should teach children to understand the need to empathize and understand others’ desires or wishes and avoid pushing their boundaries. Do the materials assist parents in teaching children about the responsibility to respect boundaries? | YES | NA | NA | NO | ||
| 17 | ||||||
| 3.22 How to react: In addition to the items about how to react in Section I, parents need to know that victims of human trafficking sometimes may not realize they are being abused or they may not self-identify as a “victim”. Those being trafficked often blame themselves for their situation or often feel responsible for it to some degree. If you suspect a youth or child is being trafficked, don’t force the label of victim, or; interview or force the youth to talk; or show injuries. Immediately report what you suspect to law enforcement. Do the materials educate parents about how to react, specifically not forcing the youth to identify as a victim, forcing them to talk, or to show injuries? | YES | NA | NA | NO | ||
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UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807