Human Trafficking-Related Field Placements: Tensions in the Work

Overview: In a study of human trafficking-related social work field placements, MSW students and field instructors discussed several themes related to the theoretical tensions in their placements, including those related to application of a harm reduction approach to sex work, and between workers with lived experience and formal educational training.Proposal text:

Background: Social workers and other human service workers are often the first to respond to the needs of victims of human trafficking, so their education in this area is critical (Mace, 2018). Since 2000, prevention of trafficking, protection of victims, and prosecution of traffickers are legislated and funded through the Trafficking Victims Protection Act (U.S. Department of State, 2017), with victim services for child sex trafficking falling to local departments of social services. Survivors experience posttraumatic stress disorder, substance use problems, malnutrition, anxiety, and self-destructive behaviors (Clawson & Goldblatt Grace, 2007). Since being in the child welfare system is a key risk factor for entry into child sex trafficking, so the role of social workers in educating vulnerable children about risks and dangers of trafficking is central (Mace, 2015). Social workers have been called upon to: lead a cultural shift to change language from “prostitute” to “victim of domestic minor sex trafficking”; help implement public education campaigns; implement broader use of human trafficking screening tools among law enforcement and child welfare organizations; serve survivors with a range of supports; and advocate for reduction in demand through creative campaigns against and programs for “johns” (Kotrla, 2010).
Along with continuing education, human trafficking education through field placements is a critical method for filling the gaps between the need for excellent services to survivors, and the current knowledge base in the profession.

Method: Seven MSW students and 4 field instructors with social work field placements serving survivors of human trafficking were interviewed by phone. Interviews were recorded, transcribed, and analyzed for themes within and across respondents. Open coding for organizational, substantive, and theoretical themes was accomplished using NVivo qualitative data analysis software, version 11 (NVivo 11, 2016). The analysis is organized thematically, and as a series of more narrative case study vignettes (Maxwell, 2012).

Results: Field instructors and MSW students discussed key themes in these challenging human trafficking-related field placements related to harm reduction versus rescue paradigm and the value of lived versus professional experience. Tensions discussed included students’ difficulty with working comfortably and confidently within a harm reduction model among trafficking survivors and other sex workers. Another tension involved balancing the contributions and ideas of coworkers with lived experience and supervisors with professional experience and formal education. Finally, adapting to informal service provision in unusual settings while maintaining formal records was a third key tension.

Discussion: Findings are discussed in the context of improving learning for students in human trafficking related field placements, as well as other social work field placements serving populations who are seriously victimized, marginalized, and fairly new recipients of social work services.