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

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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

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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

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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

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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).

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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

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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.

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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

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(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.

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“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

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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

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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.

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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.

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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.

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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

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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

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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

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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.

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“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.

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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,

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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.

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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? ____ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________