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Senior Capstone Project
Macro-Level Change Process
Human Trafficking: How to Protect Yourself on Social Media
TRIO Educational Talent Search of Briar Cliff University
Social Work Practice III
Professor Sister Shirley Fineran
Student Intern Sabrina Landesman
May 8, 2017
Landesman 1
Table of Contents
Pre-Phase: Introduction…………………………………………………………………………....3
The Need for Change……………………………………………………………………………...5
Identifying the Change Opportunity………………………………………………………………7
Analyzing the Change Opportunity……………………………………………………………...10
Setting Goals and Outcomes……………………………………………………………………..12
Designing and Structuring the Change…………………………………………………………..14
Determining Resources…………………………………………………………………………..16
Implementing the Change Process……………………………………………………………….18
Monitoring the Change Process………………………………………………………………….19
Evaluating the Change Process…………………………………………………………………..20
Reassessing and Stabilizing the Change…………………………………………………………21
Conclusion…………………………………………………………………………….................22
Reference………………………………………………………………………………………...23
Appendices
Appendix A: Agency Mission Statement………………………………………………..24
Appendix B: TRIO Eligibility Requirements……………………………………………25
Appendix C: TRIO Program Description……………………..........................................26
Appendix D: TRIO Program Workshops………………………………………………..27
Appendix E: Curriculum Social Media…………………………………………………..28
Appendix F: Curriculum Internet Safety…...……………………………………………29
Appendix G: Curriculum Cyber-bullying………………………………………………..30
Landesman 2
Appendix H: Practicum Contract…………………………………...................................31
Appendix I: Human Trafficking Brochure………………………………………………33
Appendix J: Sanctioning Letter………………………………………………………….35
Appendix K: Social Media Survey……………………....................................................36
Appendix L: Data Collection Table………………….......................................................37
Appendix M: Internal Review Board Letter……………………………………………..38
Appendix N: Monitoring Checklist………………………...............................................39
Appendix O: Gantt Chart…………………………...........................................................40
Appendix P: Change Process Budget……………………………………………………41
Appendix Q: Service Delivery System…………………………………………………..42
Appendix R: Evaluation Tool……………………………………………………………43
Landesman 3
Pre-Phase: Introduction
TRIO Educational Talent Search of Briar Cliff University adheres to the agency’s
mission statement, “our agency assists, empowers, and advocates for eligible adolescences to
succeed in higher education. Through academic resources and support, service, and openness,
participants develop positive and lasting relationships, educational experiences, and
opportunities” (TRIO, 2017) (Appendix A).
TRIO Educational Talent Search of Briar Cliff University serves students in grades 6th
through 12th and currently offer services in five high schools and four middle schools (TRIO,
2017). Participation in Educational Talent Search is available to students whose parents haven’t
graduated from a four-year college, a disability, disadvantaged youth, and students in danger of
not continuing to postsecondary education without participation (TRIO, 2017) (Appendix B).
The United States Department of Education is the government agency responsible for
setting the guidelines and regulations for programs offered by TRIO’s Educational Talent Search
agencies. Programs currently offered through TRIO Educational Talent Search agencies include,
“identifying and assisting individuals from disadvantaged backgrounds who have the potential to
succeed in higher education. The program provides academic, career, and financial counseling to
participants, encouraging them to graduate from high school and continue to move forward with
pursuing postsecondary education. The goal of TRIO Educational Talent Search is to identify
students from disadvantaged backgrounds and increase the number of youth who complete high
school and aid them in enrolling and completing postsecondary education” (U.S. Department of
Education, 2014) (Appendix C).
TRIO Educational Talent Search of Briar Cliff University offers a variety of workshops
to students from disadvantaged backgrounds which focus on various aspects of pursuing
Landesman 4
postsecondary education. Examples of projects include, tutorial services, career exploration,
aptitude assessments, needs assessments, counseling, mentoring programs, a variety of
workshops, campus visits, financial and economic literacy, assistance for students who are in
foster care or are aging out of foster care system or other disconnected students, students from
groups that are traditionally underrepresented in postsecondary education, students with
disabilities, cultural activities, and financial aid assistance (U.S. Department of Education, 2014)
(Appendix D).
TRIO Educational Talent Search of Briar Cliff University offers students a range of
curriculum-based experiences students in middle school have modules on social media safety
(Appendix E), internet safety (Appendix F), and cyber-bullying (Appendix G). Research
indicates the most usual form of communication for America’s youth is through social media
sites creating a ripple effect where youth post too much personal information, tag locations, and
do not use their privacy settings. Youth agreeing to meet an online friend in person has increased
in recent years making increasing their vulnerability and likelihood to be exploited by a human
trafficker (Vartapetiance & Gillam, 2014).
Currently, in the Midwest, human traffickers are seeking victims as young as twelve
using social media networking sites as a common recruitment method (Shade, 2017). According
to Pew Research (2017), ninety-two percent of youth between the ages of twelve and seventeen
use their real names, towns, birthdates, and establish daily routines unknowingly making
themselves potential targets for human traffickers. The preliminary analysis revealed a high need
to educate students of how they creating unnecessary vulnerabilities to human traffickers on
social media and the benefits of combining this with TRIO Educational Talent Search of Briar
Cliff University academic-based curriculum (Appendices E, F, G).
Landesman 5
Ms. Landesman, a senior student at Briar Cliff University, interviewed with Mrs. Nissen,
Director of TRIO Educational Talent Search of Briar Cliff University, regarding a possible
practicum opportunity. Mrs. Nissen extended a practicum opportunity and accepted the role of
field supervisor. Ms. Landesman accepted the opportunity and accepted the role of practicum
intern student for the required 450 hours required to graduate with a Bachelors of Social Work
degree with Sister Shirley Fineran to finalize the practicum contract (Appendix H).
In December 2016, Ms. Landesman, Mrs. Nissen, and Sister Shirley Fineran met to sign
the practicum contract (Appendix H), discuss the roles and responsibilities expected during the
practicum, and discuss the macro-level change process. During the meeting, they discussed the
change process, Sister Shirley Fineran suggested identifying a need for change rooted in human
trafficking. A need for change was identified recognizing that students needed education on how
they were unknowingly exploiting vulnerabilities to human traffickers through social media
applications.
Pre-Phase: The Need for Change
The change opportunity was defined while conducting an analysis on the impact of
youth’s vulnerability to human trafficking while using social media applications. Next, the
change agent moved the analysis to the population of students that would be served and
recognized the diversity of the target population. The arena where human trafficking exists has
become a worldwide phenomenon. In consideration of this event, the change agent will use
TRIO Educational Talent Search of Briar Cliff University students’ families, schools, and
communities to define the change opportunity.
America’s social communication has rapidly changed over the last three decades
allowing a new form of slavery to flourish undetected. Through the darknet, an unregulated
Landesman 6
market has allowed human trafficking to explode creating a worldwide phenomenon known as
modern-day slavery (Whiting, 2015). In addition, human traffickers further utilize technology to
create a level of autonomy allowing them to become whoever and whatever they need to be, and
go wherever they wish (Vartapetiance & Gillam, 2014). To further compound the issue, youth
post excessive amounts of personal information on social media sites, fail to use privacy settings,
and unintentionally expose vulnerabilities to human traffickers (Hirsch, 2014).
The student became aware of the change opportunity during a meeting with Mrs. Nissen
and Sister Shirley Fineran. Ms. Landesman presented her preliminary findings to Mrs. Nissen
and recommended designing an educational brochure on “Human Trafficking: How to Protect
Yourself on Social Media” (Appendix I) and limit the scope of the change process to young teens
unknowingly exploiting vulnerabilities to human traffickers through social media. Mrs. Nissen
sanctioned (Appendix J) the change opportunity and the staff at TRIO Educational Talent Search
of Briar Cliff University, whom showed no resistance and approved the change.
Change Process Statement
To develop and initiate an educational brochure on social media safety to sixth, seventh,
and eighth-grade students at North and East middle schools.
Antecedent conditions are existing conditions within an organization, prior to, or at the time
of an initial idea-gathering process (Fineran, 2017, p. 30). Preliminary research conducted by the
change agent concluded that the agency did not offer sufficient academic-based material on
human trafficking, social media, or youth exposing vulnerabilities online. The change agent
spoke with staff members of the agency to inquire about possible change residue and confirmed
that none currently exist.
Landesman 7
According to the U.S. Census Bureau (2015), the Small Area Income and Poverty Estimates
Division indicates that 19.6 percent of Siouxland families are living below the poverty level. The
U.S. Census Bureau (2015), also shows an increase in Siouxland’s Hispanic, Asian/Pacific
Islanders, African American, and Native American populations. Race, gender, sexual orientation,
age, and education diversity were additional components considered when determining an
effective problem-solving method for the change opportunity.
Phase I: Identifying the Change Opportunity
The student defined the change by developing an analysis on the impact of youth’s
vulnerability to human trafficking using social media networking sites. Next, the change agent
analyzed the population of students that would be served and recognized the diversity of the
target population. The arena where human trafficking exists has become a worldwide
phenomenon. In consideration of this event, the change agent will use, TRIO Educational Talent
Search of Briar Cliff University students’ families, schools, and communities to define the
change opportunity.
Ms. Landesman, a Briar Cliff University student completing her senior practicum with
TRIO Educational Talent Search accepted the role of change agent; she will coordinate all
meetings and activities throughout the process. Mrs. Nissen’s roles in the change include field
supervisor, agency director, and provides formal approval for the change effort as the
sanctioning system. Mr. Ricke, Ms. Corey, Mrs. Hamman, and Ms. Gallagher the staff at TRIO
Educational Talent Search of Briar Cliff University have agreed to be support staff and
participate in the change opportunity when available.
Ms. Landesman began reviewing TRIO Educational Talent Search of Briar Cliff
University academic-based curriculum on social media awareness (Appendix E), internet safety
Landesman 8
(Appendix F), and cyber-bullying (Appendix G) to determine if human trafficking was identified
and to what extent in the modules. Next, the student located peer-reviewed studies on what
defines risky social media and risky behaviors by age groups.
Sister Shirley Fineran in Macro Social Work Change Process Handbook (2017), states
“sanctioning is an authorization for the change agent to proceed with the change effort” (p. 40).
Using the decision-making process the change agent presented the research findings for formal
approval to proceed with the change opportunity. On January 24, 2017, Mrs. Nissen notified the
staff by an email sanction letter of her approval (Appendix J) allowing the change to move
forward with staff support.
Next, the change agent identified boundaries and parameters that may hinder the forward
movement of the change opportunity (Fineran, 2017, p. 44). TRIO Educational Talent Search of
Briar Cliff University staff, North middle, and East middle school administration staff did not
have conditions, boundaries, or parameters that would prevent the change opportunity from
moving forward. Successful macro-level change opportunities have various change systems
assisting with the forward momentum of the change process.
The change agent system consisted of Mrs. Nissen, Mrs. Hamman, Ms. Corey, Mr.
Ricke, Ms. Gallagher, and Ms. Landesman assisted with the change process to varying degrees
and every member participated in the development of the brochure. The planning committee and
change agent system are comprised of Ms. Landesman, Ms. Gallagher, Mrs. Nissen, and Mrs.
Hamman volunteered to participate in the change when available. Activities included research,
brainstorming, suggestions for the brochure, and feedback throughout the change process. The
roles of the planning committee members were not consistent throughout and were contingent
upon participant’s availability.
Landesman 9
“Individuals who will carry out the change process make-up the implementation system”
(Fineran, 2017, p. 47). A key element to the change is preparing to implement the change and
this involves knowing who will be involved. The change agent will implement the change the
first two days of the change process and Mrs. Hamman will continue to implement the change
through the remainder of the school year.
Sister Shirley Fineran states in Macro Social Work Change Process Handbook (2017),
individuals, groups, organizations, or communities who will benefit from the change process
make-up the client system. (p. 46). The primary beneficiaries are those who will benefit directly
from the change, the participants of TRIO’s Educational Talent Search of Briar Cliff University.
The change process is to develop and initiate an educational brochure on social media safety,
“Human Trafficking and How to Protect Yourself on Social Media” (Appendix I) to sixth,
seventh, and eighth-grade students at North and East middle schools. It is projected that a ripple
effect will occur, students who receive the educational brochure (Appendix I) will open a line of
communication on human trafficking and social media that will spread to family, schools, and
the communities will benefit indirectly from the change representing secondary beneficiaries.
An important aspect considered was the target system which “consists of the people who
are the targets of the change effort; the people who need to be changed to accomplish the goal of
the change strategy and produce the benefits for the client system” (Fineran, 2017, p. 46). The
change episode will benefit the Siouxland community as a direct result TRIO Educational Talent
Search of Briar Cliff University, students who receive the educational brochure “Human
Trafficking: How to Protect Yourself on Social Media” (Appendix I). Indirect beneficiaries of
the change episode resulting from the trickle-down effect are the student’s friends, family, and
Landesman 10
neighbors. Having identified key components of the change opportunity, Ms. Landesman
received approval from Mrs. Nissen to continue with the change effort.
Phase II: Analyzing the Change Opportunity
Kettner et al (1985), described the value of data analysis during the change process,
explaining that analysis provides the link between the opportunity and how to respond to the
opportunity (p. 86) … (as cited in Fineran, 2017, p. 49). To give meaning for why there is a need
for change, the change agent limited the scope of her research to youth between the ages of
eleven and fourteen, what this age group is posting on social media and their knowledge of
human trafficking. The change agent analyzed TRIO Educational Talent Search of Briar Cliff
University academic-based curriculum (Appendices E, F, G) to determine if the material
addressed the need for change. Recognizing that sufficient content was missing from the
academic-based curriculum the student proceeded to gather research from peer-reviewed journal
articles, and obtain outside statistical information to add substance and depth to the change.
Internal and external research material identified self-esteem issues have been reported as
a common factor leading to victimization and exploitation of adolescences in human trafficking
cases (Williamson, 2017). Also, studies indicate adolescences with a history of low self-esteem
experiencing cyber-bullying and/or peer-pressure have high rates of becoming victims of human
trafficking due to their activity on social media (Vartapetiance & Gillam, 2014).
After conducting the preliminary research the change agent derived that to enhance the
need for a change she would need to develop a measuring instrument representing North and
East middle school students. The change agent created the Social Media Survey (Appendix K), a
non-standardized survey which was designed to measure the student general awareness of human
trafficking in relation to social media, posting behaviors, and privacy on social media (Appendix
Landesman 11
K). Social Media Surveys will be administered to sixth, seventh, and eighth-grade students at
North and East middle schools.
Once the data is collected the change agent will place the quantitative information into
the Social Media Data Collection Table (Appendix L) where it will be analyzed and translated
for qualitative purposes. Once translated the change agent will document the findings and make
necessary adjustments for the change effort. On March 6, 2017, the Social Media Survey
(Appendix K) was approved on behalf of the Internal Review Board of Briar Cliff University by
Dr. Daniel Jung, Ph.D.
Social Media Data Collection TableResearch Category Yes NoSocial Media Facebook 62% 38%Snapchat 74% 26%Twitter 62% 38%Instagram 18% 82%What They PostFull Date of Birth 8% 92%Post Hometown 92% 8%Name of School 89% 11%Activities 78% 22%Personal Issues 37% 63%Privacy SettingsSocial Media Apps 90% 10%Why Available 76% 24%How to Use 76% 24%Block Advertising 18% 82%
Data collected by Ms. Landesman from sixth, seventh, and eighth-grade students of East and
North middle school schools of the Siouxland area school district.
Landesman 12
Phase III: Setting Goals and Outcomes
TRIO Educational Talent Search of Briar Cliff University: Agency Mission Statement
o “TRIO Talent Search of Briar Cliff University assists empowers, and advocates
for eligible adolescences to succeed in higher education. Through academic
resources and support, service, and openness, participants develop positive and
lasting relationships, educational experiences and opportunities.” (TRIO, 2017)
(Appendix A)
Goal 1: To examine TRIO Educational Talent Search of Briar Cliff Universities academic-based
curriculum and identify a need for change.
Objective 1: To review current and outdated academic course material (Appendices E, F,
G) used with middle school students in the East and North middle schools by
February 8, 2017.
Objective 2: To ascertain which vulnerabilities addressed in the academic course
(Appendices E. F. G) material has been linked to human trafficking by February 10,
2017.
Outcome 1: Middle school students will benefit directly by being educated on vulnerabilities
that lead to becoming a potential victim of human trafficking.
Goal 2: To create an instrument representing the knowledge of East and North middle school
students pertaining to human trafficking and social media awareness.
Objective 1: To design a non-standardized survey (Appendix K) for East and North TRIO
middle school students by February 15, 2017.
Landesman 13
Objective 2: To receive approval to administer surveys to TRIO students at East and
North middle schools from the Internal Review Board of Briar Cliff University
(Appendix M) by March 10, 2017.
Outcome 2: Middle school students will benefit directly from having a voice in the change
opportunity and providing the knowledge basepoint for the educational brochure (Appendix I).
Goal 3: To design a monitoring tool to (Appendix N) use during the change process.
Objective 1: To design and implement a monitoring checklist (Appendix N)
by February 20, 2017.
Objective 2: To design and implement a Gantt Chart (Appendix O) by February 24, 2017.
Outcome 3: Middle school student will benefit indirectly by having a change agent dedicated to
the change opportunity, respecting time frames, and continually moving the project forward.
Goal 4: To determine the anticipated resources related to the change process.
Objective 1: To develop the anticipated resource budget for the change process by
(Appendix P) March 1, 2017.
Objective 2: To obtain approval for the anticipated resource budget (Appendix P) from
Mrs. Nissen by March 2, 2017.
Outcome 4: Middle school will benefit directly at this point and the project will be fully funded
allowing forward movement for the change process.
Goal 5: To distribute an educational brochure on human trafficking and how to protect yourself
on social media (Appendix I) to TRIO Educational Talent Search of Briar Cliff University
middle school students at East and North middle schools.
Objective 1: To obtain approval from decision-making committee for the information in
the educational brochure (Appendix I) and design by March 24, 2017.
Landesman 14
Objective 2: To implement the change process at the East and North middle schools by
April 11, 2017.
Outcome 5: Middle school students will benefit directly by being the primary beneficiaries of
the change opportunity and the information in the educational brochure has been designed for
their age group.
Goal 6: To reassess and stabilize the implemented change.
Objective 1: To review the change process, revise, and document change process
when necessary by April 14, 2017.
Objective 2: To stabilize the change process, ask for feedback, and document responses
by April 18, 2017.
Outcome 6: Middle school students benefit directly from the data relevant to them versus what
the change agent believed was relevant to their age group.
Phase IV: Designing and Structuring the Change Process
Kettner et al (1993), states “macro-level practice be having three major parts:
conceptualizing and developing the substantive parts of a change effort (defining the change
opportunity), preparing a strategy designed to get the change accepted (creating a service
delivery system), and implementation of the strategy (begin the change)” (p. 223) … (as cited in
Fineran, 2017, p. 65). The change agent combined previously collected data from the curriculum
(Appendices E, F, G), peer-reviewed journal articles, and statistical information reported from
the social media data collection table (Appendix L) to define the nature and purpose of the
change opportunity.
“The design and structure serve as a blueprint to make the goals and objectives of the
change process have a clear direction for the implementers of the action phase of the change
Landesman 15
effort” (Fineran, 2017, p. 65). Using the project approach the change was opportunity was
designed and structured around a “pilot” response strategy. The project would be implemented
during a brief period, by persons involved in the change, and the change may not continue past
implementation time-frame. The next step involved creating a service delivery system including
who would participate and what their roles would entail.
The student’s role was to research the need for change, obtain sanction, analyze
academic-based curriculum (Appendices E, F, G), analyze data from the social media survey
(Appendix K), analyze statistical data from the social media data collection table (Appendix L),
and to develop and initiate an educational brochure entitled “Human Trafficking: How to Protect
Yourself on Social Media” (Appendix I). Ms. Gallagher’s roles were to assist with the design,
pricing, and ordering of the educational brochure (Appendix I). Mrs. Nissen’s role were to assist
with analyzing agency’s academic-based curriculum (Appendices E, F, G) agency program
information (Appendices A, B, C, D), educational brochure (Appendix I), and had formal
authority to approve or disapprove the change, implementation, and/or any phase of the process
(Appendix J). Mrs. Hamman’s role was to provide feedback on the educational brochure
(Appendix I) and implement the change until the end of the school year.
The service delivery system provided clarity going into the action phase, for this to occur
the change agent assigned job roles and responsibilities to improve the flow of the change
process (Appendix Q). Ms. Landesman’s roles and responsibilities were to oversee the change
process, implement the social media survey (Appendix K), analyze and input data into the social
media data collection table (Appendix L) and design the educational brochure (Appendix I). Mr.
Ricke and Ms. Corey’s roles were to provide feedback on the educational brochure (Appendix I),
Mrs. Hamman’s role was to implement the social media survey (Appendix K) to East middle
Landesman 16
school students, and Mrs. Nissen’s role was to assist the student with designing and approving
the social media survey (Appendix K) and providing feedback and suggestions on the
educational brochure (Appendix I).
Phase V: Determining Resources
Decision-makers may change their minds about allocating money for the change process
if they don’t want to risk the change or don’t have the money anticipated for the change process
(Fineran, 2017, p. 71). To determine the cost of the change, the student educated herself of how
the agency is funded, anticipated costs relative to the change process, and to ascertain if the life
of the change effort hinged on funding approval.
TRIO Educational Talent of Briar Cliff University is fully funded by a Federal grant from
the United States Department of Education (Appendix C) and receives no in-kind donations.
Funding for the change effort will be allocated from the 2016-2017 academic-year grant-cycle
upon approval from Mrs. Nissen. Printing and supplies, publication, and personnel salary were
the necessary costs that were considered for the budget (Appendix P).
Resource Budget Table
Revenue Trio-Talent Search ProjectFederal Grant $466,560.00 $38.50Other 0.00 0.00
Expenses Trio-Talent Search ProjectStaff Personnel $284,347.00 $25.00Student Assistant 2,900.00 0.00Tutor 4,000.00 0.00Fringe Benefits 71,087.00 0.00Staff Travel 9,360.00 0.00Office Supplies 18,615.00 38.50Participant Travel 41,691.00 0.00Total Direct Costs 432,000.00 63.50Total Indirect Cost 34,560.00 0.00
Landesman 17
Total Federal Cost 466,560.00 63.50
Phase VI: Implementing the Change Process
Sister Shirley Fineran in Macro Social Work Change Process Handbook (2017), states
“the implementation phase is quite simply a description of how the change will happen” (p. 76).
The change agent implemented the change at East and North middle schools to sixth, seventh,
and eighth-grade students. The student implemented the change, the method chosen to
implement the change was through facilitating social conversation groups where the change
brochure on “Human Trafficking: How to Protect Yourself on Social Media” (Appendix I) was
distributed to students.
The change agent distributed the change brochure “Human Trafficking: How to Protect
Yourself on Social Media” (Appendix I) at different two different time slots during the social
conversation. To ascertain if the change brochure enhanced the social conversation groups as
supplementary material or would it be a distraction during the group. Prior to facilitating each
social conversation group at North middle school the change agent distributed the change
brochure, opened the conversation, and documented her findings. At East middle school the
change agent began facilitating each social conversation group with questions related to
information from the change brochure, distributed the brochure near the end of the conversation,
and documented her findings.
The change agent documented students receiving the brochure after the social
conversation had higher participation rates in the conversation, showed maturity at sensitive
times and were more respectful of fellow students than their counterparts. Students receiving the
change brochure prior to the social conversation were easily distracted, making inappropriate
comments, and demonstrated how distribution before the group can be a distraction.
Landesman 18
“A project approach to a changing situation or opportunity involves a short-term or a test-
pilot type of response” (Fineran, 2017, p. 68). A project approach was selected for the change
opportunity due to time restraints, elevated levels of student involvement, and having the change
agent involved in the implementation phase. Ms. Landesman initiated the change understanding
that her role in the change effort would phase out after her part in the implementation. Mrs.
Hamman, an academic advisor for TRIO Educational Talent Search of Briar Cliff will continue
the change effort through the end of the school year.
Phase VII: Monitoring the Change Process
“Monitoring involves developing a process, a monitoring tool, and a simple tangible
method to keep the change effort on course and to keep track of the implementation activities”
(Fineran, 2017, p. 78). The change agent chose to design and implement a monitoring tool that
would work collaboratively tool designed during the evaluation phase. The method chosen for to
monitor the change was through process evaluation using a checklist as the monitoring tool
(Appendix N). The benefits of using a checklist included simplification of activity and progress
tracking, issue resolution, and ability to track meetings. The change agent managed the
monitoring tool (Appendix N), delegated responsibilities, planned, and obtained sanction when
needed.
The process evaluation determined that the change brochure was printed and entitled
“Human Trafficking: How to Protect Yourself on Social Media” (Appendix I), distributed to
students at two middle schools, and discussed in social conversation groups facilitated by the
change agent. Using the process evaluation, it was determined that data obtained from the social
media survey (Appendix K) produced insufficient results necessary to continue the change effort
on its current path.
Landesman 19
The change agent reviewed the preceding data and recognized the error and meet with the
decision-makers and the sanctioning committee to propose a solution. The survey was the second
goal and outcome for the change process with the first goal and outcome indicating that the
objective was met making change modifications at this stage did not hurt the budget or deter the
decision-makers.
Phase VIII: Evaluating the Change Process
“While monitoring keeps track of activities, events, and outcomes, evaluation makes a
judgment about or attaches a value to the phenomena monitored” (Fineran, 2017, p. 78). The
evaluation process occurs throughout the change effort; however, a dedicated and thorough
evaluation needs to be completed either by the change agent or an allocated representative to
measure the change outcome (Fineran, 2017, p. 79). Using the outcome evaluation method
during this phase of the change process coincides with the process evaluation from the
monitoring phase.
The Student Evaluation Survey (Appendix R) was created as post-evaluation to establish
to ascertain the student’s value judgments on the change effort. Students are asked to provide
information on their knowledge of human trafficking, statistics, and social media before and after
the change effort. Students are also asked if they found the change brochure helpful and/or the
group conversation helpful. The purpose of the survey is to determine if the outcome of the
change which was to educate youth on human trafficking and how to educate them on how they
can protect themselves on social media occurred.
Phase IX: Reassessing and Stabilizing the Implemented Change
“The reassessment and stabilization phase is the last phase of the change process” and a
time for the change agent to either follow the change or hand it over to somebody else (Fineran,
Landesman 20
2017, p. 82). The change agent for TRIO Educational Talent Search knew from the onset of the
change effort that she would either need to bring closure to the change or ensure that the change
brochure would continue to be implemented, reassessed, and updated after her withdrawal.
The change was implemented on behalf of TRIO Educational Talent Search of Briar Cliff
University by the change agent. Adjustment made prior to the implementation occurred during
the preliminary stages of the change process, modifications occurred, approvals received, and the
change process moved forward. Ms. Landesman has been the primary person responsible for
reassessing the change process, using the monitoring tool (Appendix N), the Gantt chart
(Appendix O), and the Student Evaluation Survey (Appendix R) to gauge the success of the
change effort. Adjustments and accommodations that were required throughout the change
process have been discussed and approved by Mrs. Nissen.
Conclusion
Implementing the change brochure on “Human Trafficking: How to Protect Yourself on
Social Media” (Appendix I) for TRIO Educational Talent Search of Briar Cliff University
middle school students will benefit from the change by obtaining a better understanding of
human trafficking and the dangers of self-exposure on social media. The change was
implemented in two middle schools with one school displaying a higher rate of understanding on
the dangers of human trafficking, exploitation, and social media.
Landesman 21
References:
Archer, D. (2013, April 11). Human trafficking in America. [Web log comment]. Retrieved from
https://www.psychologytoday.com/blog/reading-between-the-headlines/20134/human-
Fineran, S. (2017). Macro social work change process handbook. Sioux City, IA, Briar Cliff
University.
Hirsch MD, L. (2014, August). Teaching kids to be smart about social media. Retrieved from
https://kidshealth.org/en/parents/social-media-smarts.html#
Leary, M. G. (2014). Fighting fire with fire: technology in child sex trafficking. Duke Journal of
Gender Law & Policy, 21(2), 289+. Retrieved from
https://link.galegroup.com/apps/doc/A4007866/OVIC?u=bclu4321&xid=36555fb
Pew Research. (2017). How teens share information on social media. In Internet & tech.
Retrieved from http://www.pewresearch.org/2013/05/21/teens-social-media/
TRIO Talent Search. (2017). Educational talent search. [Brochure]. [Sioux City, IA].
United States Department of Education. (2014, October 14). Talent search program. Retrieved
from https://www2.ed.gov/programs/TRIOtalent/index.html
United States Census Bureau. (2015). Small area income and poverty estimates. Retrieved from
http://www.census.gov/did/www/saipe/data/
Williamson, S. H. (2017). Globalization as a racial project: Implications for human trafficking.
Journal of International Women’s Studies, 18(2), 74-88, Retrieved from
https://briarcliff.idm.oclc.org/login?url=http://search.proquest.com.briarcliff.idm.oclc.org
Whiting, A., (2015, November 15). How traffickers use social media to lure vulnerable
teenagers into sex work
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Vartapetiance, A., & Gillam, L. (2014). “Our little secret”. Pinpointing potential predators.
Security informatics, 3(1), 1-19.
Whiting, A., (2015, November 15). How traffickers use social media to lure vulnerable
teenagers into sex work
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Appendix A
“Our agency assists, empowers, and advocates for eligible adolescences to succeed in
higher education. Through academic resources and support, service, and openness, participants
develop positive and lasting relationships, educational experiences, and opportunities”
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TRIO Talent Search. (2017). Educational talent search. [Brochure]. [Sioux City, IA].
Appendix B
Students in Grades 6th through 12th
Whose parents have not graduated from a four-year college OR meets
The U.S. Department of Education income guidelines
Who has an academic or physical disability
Considering an education beyond high school
Who needs information or assistance applying for post-secondary education
Who are concerned about being able to afford college
Who needs information on career choices available to them
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TRIO Talent Search. (2017). Educational talent search. [Brochure]. [Sioux City, IA].
Appendix C
“The Talent Search program identifies and assists individuals from disadvantaged
backgrounds who have the potential to succeed in higher education. The program
provides academic, career, and financial counseling to its participants and
encourages them to graduate from high school and continue to and complete their
postsecondary education. The program publicizes the availability of financial aid
and assist participant with the postsecondary application process. Talent Search
also encourages persons who have not completed education programs at the
secondary or postsecondary level to enter or reenter and complete postsecondary
education. The goal of Talent Search is to increase the number of youth from
disadvantaged backgrounds who complete high school and enroll in and complete
their postsecondary education.”
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United States Department of Education. (2014, October 14). Talent search program. Retrieved
from https://www2.ed.gov/programs/TRIOtalent/index.html
Appendix D
High School
Career Information
Academic Advisement
ACT/SAT Test Information
Financial Aid Information and Scholarship Search Assistance
College Orientation and Admission Information
Mentoring and Tutoring
Campus Visits
Cultural Activities
Middle School
Tutoring, Mentoring, and Academic Advising
Goal Setting, Decision-Making Skills, and Self-Esteem Activities
High School Orientation
College Awareness and Career Exploration
Cultural Activities and Summer Enrichment
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TRIO Talent Search. (2017). Educational talent search. [Brochure]. [Sioux City, IA].
Appendix E
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Appendix F
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Appendix G
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Appendix I
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Appendix J
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Appendix K
Social Mediao Do you have or use Facebook?
o Yeso No
o Do you have or use Snapchat?o Yeso No
o Do you have or use twitter?o Yeso No
o Do you have or use Instagram?o Yeso No
Personal Information posted on social mediaDo you post your actual date of birth?
o Yeso No
o Is the name of your real hometown posted?o Yeso No
o Is the name of the school you attend posted?o Yeso No
o Do you post where you are going for example your activities, the time, and who you will be with? A basketball game, a dance, or going for a walk.
o Yeso No
o Do you post when you are struggling or having a tough time? For example, you are upset with a parent and you post that online? You and your best friend are fighting.
o Yeso No
Privacy Settings
o Do you use the privacy settings on your social media applications? o Yes o No
o Do you know why the privacy settings are available?o Yeso No
o Do you know or understand how to use the privacy settings?o Yeso No
o Do you block advertising on your applications?o Yeso No
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Appendix L
Research Category Yes NoSocial Media FacebookSnapchatTwitterInstagramWhat They PostFull Date of BirthPost HometownName of SchoolActivitiesPersonal IssuesPrivacy SettingsSocial Media AppsWhy AvailableHow to UseBlock Advertising 18% 82%
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Appendix M
Sabrina and Sister Shirley, On behalf of the Briar Cliff University Human Subjects
Committee, I have reviewed your project proposal titled “Macro change process” dated 2/24/2017 and have concluded that the project poses no more than minimal risk to participants and therefore is approved. You may begin data collection.
Sincerely, Daniel Jung, Ph.D.Chair of Human Subjects committeeAssistant Professor of BiologyBriar Cliff University
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Appendix N
Identify a change opportunity
Identify change agent role
Obtain Sanction
What are the boundaries
Who will be in the change system
Preliminary data and research for change opportunity
Survey-develop, get approval, distribute
Set goals, objectives, and outcomes
Determine change approach
Design the approach and strategy
Design structure if needed
Determine resources for change opportunity
Create budget for change opportunity and obtain approval
Design the brochure for the change opportunity
Receive approval from Mrs. Nissen and decision making committee for brochureDistribute brochure to target population – middle school students Talent Search
Collect data from surveys
Reassess change opportunity
Make and document modifications to change opportunity based on assessment
Appendix P
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Appendix Q
Revenue Trio-Talent Search ProjectFederal Grant $466,560.00 $38.50Other 0.00 0.00
Expenses Trio-Talent Search ProjectStaff Personnel $284,347.00 $25.00Student Assistant 2,900.00 0.00Tutor 4,000.00 0.00Fringe Benefits 71,087.00 0.00Staff Travel 9,360.00 0.00Office Supplies 18,615.00 38.50Participant Travel 41,691.00 0.00Total Direct Costs 432,000.00 63.50Total Indirect Cost 34,560.00 0.00Total Federal Cost 466,560.00 63.50
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Planning Committee
Ms. Landesman
o Research the need for change
o Obtain sanction
o Analyze academic-based curriculum
o Analyze data from survey
o Enter survey data to data collection table
o Design and implement change brochure
Ms. Gallagher
o Design, price, and order educational brochure
Mrs. Nissen
o Assist with analyzing agency academic-based curriculum
o Agency program information
o Educational brochure
o Sanction
Mrs. Hamman
o Feedback on educational brochure
o Implement the change
Service Delivery System
Ms. Landesman
o Implement survey
o Analyze survey
o Input survey findings into data chart
o Design educational Brochure
o Assign the roles and responsibilities and guide the process
Mr. Ricke
o Provide feedback on educational brochure
Ms. Corey
o Provide feedback on educational brochure
Mrs. Hamman
o Implement social media survey at East middle school
o Feedback on educational brochure
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Appendix RStudent Evaluation Survey Dear Student: (The Evaluation Tool Measures “did the brochure have value/worth to the participants?)You are being asked to complete this evaluation because you participated in a social conversation group with TRIO Educational Talent Search of Briar Cliff University and received an educational brochure titled “Human Trafficking: How to Protect Yourself on Social Media”. Please complete the survey your responses are confidential and thank you.
Yes NoDid you understand human trafficking before the group conversation? ___ ___
Did you know human trafficking happened in Iowa before the group conversation? ___ ___
Were you aware of the link between social media and human trafficking victims? ___ ___
Did the information shock or surprise you? ___ ___
Will you change your social media behaviors? ___ ___
Will you talk to your friends about reducing risks of becoming victims? ___ ___
Will you discuss information in the brochure with your family or community members? ___ ___
Please explain your responses:
Was the group conversation helpful to you? ____ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Was the information provided in the brochure helpful to you? ____ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________