Module 1: What is CSEC?

Transcription

1 Training Institute Module 1: What is CSEC? For Community Training Facilitators It s not a choice, no-one just wakes up and wants to do this. You can t just walk away. - CSEC Survivor

2 Objectives Dispel commonly held beliefs and stereotypes that promote CSEC Define terms needed to discuss and understand issues of CSEC Understand the forms and prevalence of CSEC within the U.S. Time Hardware Materials Frame issues of CSEC in a regional context and understand the scope and forms of CSEC in their community 90 minutes LCD projector and laptop (for presentations) Chart paper Markers Tape Handouts & Examples DVD: CNN Anderson Cooper Example 1.1 Myths and Stereotypes Handout 1.1 Language and Sensitivity Handout 1.2 Terms and Definitions Handout 1.3 National Trafficking Routes Handout 1.4 Definitions for Demand Handout 1.5 Demand Wheel Handout 1.6 Understanding the Demand for the Sale of Children and Youth Handout 1.7 Who? What? Where? Why? Working Group Questions Resources Handout 1.8 Facts About CSEC in Your Community Resource 1.1 The Commercial Sexual Exploitation of Children in the United States, Canada, and Mexico Resource 1.2 Trafficking Victims Protection Reauthorization Act of 2005 Resource 1.3 Who Is There to Help Us?: How the System Fails Sexually Exploited Girls in the United States Resource 1.4 Human Trafficking of Children in the United States: A Fact Sheet for Schools Resource 1.5 John s Rules Module 1: What is CSEC? 2

3 Agenda 1. Language and Sensitivity Handout 1.1 Language and Sensitivity 2. Myths and Stereotypes Example 1.1 Myths and Stereotypes 3. CSEC Is Handout 1.2 Terms and Definitions 4. CSEC in the United States Handout 1.3 National Trafficking Routes 5. The Demand Side of CSEC Handout 1.4 Definitions for Demand Handout 1.5 Demand Wheel Handout 1.6 Understanding the Demand for the Sale of Children and Youth 6. Film: CNN Anderson Cooper DVD: CNN Anderson Cooper 7. Who? What? Where? Why? Handout 1.7 Who? What? Where? Why? Working Group Questions Handout 1.8 Facts about CSEC in Your Community Module 1: What is CSEC? 3

4 MODULE 1: INTRODUCTION Slides 1-2 Module 1: What is the Commercial Sexual Exploitation of Children (CSEC)? It s not a choice, no one just wakes up and wants to do this. You can t just walk away - CSEC Survivor Objectives What is CSEC? Dispel commonly held beliefs and stereotypes that promote CSEC Define terms needed to discuss and understand issues of CSEC Understand the forms and prevalence of CSEC within the U.S. Frame issues of CSEC in a regional context and understand the scope and forms of CSEC in your community Increase awareness and sensitivity to CSEC issues according to a philosophy that promotes victim centered programming, investigation, and prosecution Present overview of Module 1 Review objectives Module 1: What is CSEC? 4

5 LANGUAGE & SENSITIVITY Time: 15 minutes Materials: Chart paper & markers; Handout 1.1 Language and Sensitivity T- Chart; slides 3-7 Introduce the topic of language and sensitivity: Language is essential to framing an issue. The domestic violence movement made a once-taboo subject an issue of national importance through legislative change, public awareness, and the use of new and accurate terminology. The issue of CSEC needs the same action taken. The general public and the media label sexually exploited youth with countless degrading and dehumanizing terms. However, professionals working with sexually exploited youth or in the field of CSEC must also analyze the language used to refer to children or to discuss the issue of CSEC. Professionals in this field can also use inappropriate language. The terms commercial sexual exploitation of children and sexually exploited child are internationally recognized over terms such as teen/child prostitution or teen/child prostitute. It is important to use language that more accurately reflects the experiences of youth as well as refers to the greater social context of power and inequality within which they occur. Activity: Language and Sensitivity Instructions: Facilitators create a T-chart using two pieces of chart paper. Write the column heading Teen/Child Prostitute and Teen Prostitution on one piece of chart paper and Sexually Exploited Child and Commercial Sexual Exploitation of Children (CSEC) on the other. Work as one large group or divide participants into smaller groups each group working on one side of the T-chart. Groups should analyze the ideas communicated in each term and write their responses on the chart paper. Use the group questions on slide 4 to help generate ideas. If participants are working in small groups, each group should present. Ask Module 1: What is CSEC? 5

6 participants if, after hearing the other groups ideas, there is anything else to add to either list. Use Handout 1.1 Language and Sensitivity T-Chart as a discussion guide. Slides 3-4 Activity: Language and Sensitivity Activity: Language and Sensitivity Group Questions: What first comes to mind when you hear these terms? What ideas/images/concepts are communicated through these terms? How do these terms impact how children are seen and treated? How do these terms impact how the issue of CSEC is addressed? Handout 1.1 Language & Sensitivity T-Chart Refer to Handout 1.1 Language and Sensitivity T-Chart when discussing the T-chart. Continue discussing the issue of language using slides 5-6. Module 1: What is CSEC? 6

7 Slides 5-6 Question: Language and Sensitivity What difference does it make to change the language we use to talk about CSEC or sexually exploited children? Changing the Language: Reframes the issue as a form of child abuse Expresses the philosophy that sexually exploited children deserve support services instead of jail sentences More accurately represents the scope of the issue and the reality of exploited youth s experiences Creates a common language to facilitate moving toward facilitating a community response plan Module 1: What is CSEC? 7

8 MYTHS & STEREOTYPES Time: 5 minutes Materials: Chart paper; markers; Example 1.1 Myths and Stereotypes; slide 7 Activity: Myths & Stereotypes Instructions: Use the question on slide 7 to facilitate a group discussion. Facilitators record responses on chart paper, using Example 1.1 Myths and Stereotypes as a guide for discussion. (Note: Some participants may voice points that are partially accurate record these points on the paper too.) Connect language with myths and stereotypes: We ve just discussed different ways of framing language. However, changing the terminology alone does not automatically change the way people see commercially sexually exploited children. Prevalent ideas about commercially sexually exploited children and youth exist in our culture that are harmful to the victims and that often perpetuate the abuse. Slide 7 What are some myths and stereotypes about CSEC or sexually exploited children? Module 1: What is CSEC? 8

9 Example 1.1 Myths & Stereotypes Explain the purpose of the list: Now that we ve listed these ideas and concepts, we ll put them to the side and revisit them in several modules to check them for accuracy and to discuss if these ideas are myths or realities about CSEC. Put the myths and stereotypes list aside out of view, but be sure to save it. You will use the paper again when you revisit this activity at the end of Module 4. Do not display the list of myths and stereotypes in the room, put it out of sight. The following modules are designed to debunk myths and stereotypes, and the chart paper a visual reminder could detract from this aim. Module 1: What is CSEC? 9

10 CSEC IS Time: 10 minutes Materials: Handout 1.2 Terms and Definitions; slides 8-17 Establish the working definition of CSEC for the training: Now that we ve established appropriate language and exposed the myths, we should also come to a common definition of the crime of Commercial Sexual Exploitation of Children (CSEC). As a side note, during the rest of the training, commercial sexual exploitation of children will be referred to using the acronym CSEC. Read aloud the definition of commercial sexual exploitation of children that will be used in the training. Refer to Handout 1.2 Terms and Definitions. The commercial sexual exploitation of children (CSEC) comprises sexual abuse and remuneration in money, goods, or services or the promise of money, goods, or services to the child or a third person or persons for the sexual use of a child. The child is treated as a commercial and sexual object. CSEC is violence against children. CSEC can occur through a variety of mediums including street prostitution, pornography, stripping, erotic/nude massage, escort services, phone sex lines, private parties, truck stops, gang-based prostitution, interfamilial pimping, and forms of Internet-based exploitation. What differentiates CSEC from other forms of sexual exploitation is an element of organization and/or intent, and/or the context of the commercial sex industry. Module 1: What is CSEC? 10

11 Slides 8-9 CSEC is. The commercial sexual exploitation of children (CSEC) is: Sexual activity involving a child in exchange for something of value, or promise thereof, to the child or another person or persons. The child is treated as a commercial and sexual object. CSEC is a form violence against children. CSEC includes: street prostitution pornography stripping erotic/nude massage escort services phone sex lines private parties gang-based prostitution interfamilial pimping forms of Internet-based exploitation Explain the difference between instances of CSEC and instances of child abuse or child sexual exploitation (SEC) using slides 10-13: Though all instances of CSEC are forms of child sexual abuse and child sexual exploitation, not all cases of abuse or exploitation are considered CSEC, or commercial sexual exploitation. CSEC happens in the context of the commercial sex industry and includes a demonstrated level of intent and/or organization. Sometimes it is hard to distinguish between instances of child sexual abuse, SEC, and CSEC; this is because they are very closely related. In this training we will be focusing on CSEC, but referring often to sexual exploitation of children and sexual abuse. Module 1: What is CSEC? 11

12 Slides Related Issues: CSA Child Sexual Abuse (CSA) Any sexual activity with a child where consent is not or cannot be given. The sexually abusive acts may include penetration, creation of pornographic images, sexual touching, or non-contact acts such as exposure or voyeurism. Related issues: SEC Sexual Exploitation of Children (SEC) Taking unfair advantage of the imbalance of power between an adult and a youth or child under the age of 18 for the purpose of sexual pleasure. Can also involve remuneration in money, goods, or services, or the promise of money, goods, or services to the child. (Based on Berliner & Elliott, 2002) Related Issues: DMST Domestic Minor Sex Trafficking (DMST) Domestic Minor Sex Trafficking (DMST) consists of all forms of CSEC involving a third party that profits from the sexual activity with a child originating from the country in which the activity occurs. Intersections of Abuse Child Sexual Abuse Sexual Exploitation of Children Commercial Sexual Exploitation of Children Domestic Minor Sex Trafficking Clarify the term trafficking in relation to CSEC: We often think about the issue of human trafficking as something that involves movement, similar to human smuggling or some form of forced migration. Based on popular depictions in the media, people also assume that human trafficking always involves border crossing and happens to foreign-born victims who are brought forcibly into the United States. For the purposes of this training, it is important to dispel many common myths about human trafficking and to discuss the linkages and relationships between the issues of human trafficking and CSEC. Module 1: What is CSEC? 12

13 Clarify the myths and misconceptions about the definition of human trafficking: The most critical overlap between human trafficking and CSEC occurs in the definition of sex trafficking of children. The definition of CSEC is broader than the definition of sex trafficking of children. While all instances of sex trafficking of children can all be considered forms of CSEC, there are types of CSEC that do not meet the definition of sex trafficking of children. The main distinguishing characteristic is the presence of a third party exploiter who profits from the exploitation. Upon reading the definition of human trafficking as found in the TVPA of 2000, we learn that nowhere in the definition is an explicit mention of border crossing or a transnational requirement. Transportation is only one of many potential actions involved in the crime. Recruitment, harboring, provision, or obtaining of a person for a commercial sex act are the other actions that define trafficking. It is not necessary to cross borders or state or national lines for the crime of human trafficking to occur. Based on the definition, it is also clear that human trafficking can occur to citizens within a particular country, as well as to foreign nationals who are brought across borders into a different country. When the crime of human trafficking is discussed, it is important to recognize that the victims of the crime can be men or women, adults or children, and U.S. citizens or foreign nationals. Most relevant to the current training is that child victims of sex trafficking can be boys or girls, and U.S. citizens or foreign-born minors. Slides Related Issue: Sex Trafficking FACT: The Trafficking Victims Protection Act (TVPA) of 2000 defines sex trafficking as the recruitment, harboring, transportation, provision, or obtaining of a person for a commercial sex act. Sex Trafficking (continued) FACT: TVPA of 2000 defines severe forms of trafficking in persons in this two-tiered definition: Sex trafficking in which a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age; or, The recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, fraud, or coercion for the purposes of subjection to involuntary servitude, peonage, debt bondage, or slavery. Module 1: What is CSEC? 13

14 Slides Sex Trafficking (continued) MYTH: Trafficking is defined by the crossing of state or national borders. Only foreign nationals can be victims of trafficking. Sex Trafficking (continued) FACT: CSEC victims are victims of sex trafficking in children when there is a third party exploiter who profits from the exploitation. Victims of human trafficking can be men and women, adults and children, and U.S. citizens and foreign nationals. Review the terms at the bottom of the Handout 1.2 Terms and Definitions: Child Any person younger than age 18 is considered a child under U.S. law. Exploiter The term exploiter may be used interchangeably to either describe a pimp/trafficker or a john / customer. Essentially, it is anyone who is exploiting a child for commercial sex. Specifically, it can mean: o Any person who purchases in cash or kind the use of a child for sexual purposes, who engages a child in sexual acts, and/or who creates images of a child engaged in sexual acts for the exploiter s gratification. o Any person who benefits in cash or kind by pimping, trafficking, recruiting, restraining, advertising, recording, filming, coordinating, housing, transporting, selling or otherwise making a child available to a third person or persons for sexual purposes. Sex Tourism The commercial sexual exploitation of children by men or women who travel from one place to another, usually from a richer country to one that is less-developed, for the purpose of engaging in sexual acts with children, defined as anyone younger than age 18. Sex tourism can occur between countries as well as within countries. Module 1: What is CSEC? 14

15 Child Pornography Any visual or audio material of a child engaged in real or simulated sexual activities or any representation of the sexual parts of a child, the dominant characteristic of which is depiction for a sexual purpose. Module 1: What is CSEC? 15

16 CSEC IN THE UNITED STATES Time: 20 minutes Materials: Handout 1.3 National Trafficking Routes; slides Now that we understand what CSEC is, we re going to examine what CSEC looks like in nationally. Facilitators read slides to give training participants an overview of what CSEC looks like in the U.S. Important research and observations show that Slides CSEC in the United States At least 100,000 to 300,000 youth are at risk for commercial sexual exploitation annually in the U.S. (Estes and Wiener, 2001) The average age of entry into the commercial sex industry in the U.S. is 12 years old. (US Department of Justice, Child Exploitation and Obscenity Section) CSEC in the United States The National Incidence Studies of Missing, Abducted, Runaway, and Throwaway (NISMART) children estimate that 1.6 million children run away from home each year in the U.S. One in three teens will be recruited by a pimp within 48 hours of leaving home and becoming homeless. Refer participants to Handout 1.3 National Trafficking Routes. Show slide 20. We know that commercially sexually exploited youth are moved from state to state, but why are CSEC victims moved around? What do these specific trafficking routes tell us about CSEC in the United States? CSEC routes correspond to conventions, events, truck stop routes, strip club locations, drug & gun-trafficking routes, as well as fetish, ethnic and racial demand. Module 1: What is CSEC? 16

17 We have also started to see some federal convictions made against domestic traffickers. (slide 21) With respect to service provision, there are about 20 organizations in the U.S. that provide services to CSEC victims. And there are less than 50 beds across the country specifically designated for CSEC victims. Show slides 21 & 22 and highlight a few federally prosecuted cases of CSEC, as well as some areas where there are specialized service providers for CSEC victims. Slides Use slides to discuss some of the federal and international responses to CSEC. Facilitators do not need to read every item on the slides; instead facilitators should select several key examples. We have seen a response to CSEC at the federal, national, and international levels. I will not read each response, however I recommend that you read through the list to familiarize yourself with some of the programs designed to combat CSEC. Just to highlight a few initiatives, there is: At the federal level, there is the Office for Victims of Crime (OVC), which has provided comprehensive service grants to organizations serving victims of human trafficking. At the national level, the Fund for Nonviolence launched the US Campaign against CSEC in Module 1: What is CSEC? 17

18 And at the international level, there have been 3 world conferences organized against CSEC. These conferences were held in Sweden, Japan and Brazil. If time permits, you can elaborate on some of the agency-specific initiatives: Department of Justice U.S. Department of Justice (DOJ), Office of Justice Programs (OJP), Office of Juvenile Justice and Delinquency Prevention (OJJDP) have launched a number of specific initiatives targeted to combat CSEC. These initiatives include two pilot demonstration sites in New York City and Atlanta, concurrent research projects in these two pilot sites, four additional funded research studies, four funded CSEC service providers, and the (CCIP). OJJDP also is a significant supporter of the National Center for Missing and Exploitation Children (NCMEC) and the supporter for 61 Internet Crimes Against Children (ICAC) task forces nationwide. The Child Exploitation and Obscenity Section (CEOS) within the Criminal Division of the Department of Justice (DOJ) prosecutes CSEC cases. The FBI Crimes Against Children (CAC) squad has partnered with CEOS and NCMEC to launch Innocence Lost Task Forces in more than 21 U.S. cities. These task forces focus on protecting prostituted children. DOJ/OJP Office for Victims of Crime (OVC) has provided comprehensive services grants to organizations serving victims of human trafficking. Many of these organizations provide services to victims of sex trafficking of children, a form of CSEC. DOJ/OJP Bureau of Justice Assistance (BJA) has launched 42 Human Trafficking Task Forces nationwide. These task forces combat all forms of human trafficking, including sex trafficking of children. The DOJ Civil Rights Division has launched a specific Human Trafficking Prosecution Unit (HTPU) to address a wide variety of human trafficking cases, including sex trafficking of children. Department of Homeland Security (DHS) Immigration and Customs Enforcement (ICE) within DHS has launched Operation Predator to focus on crimes against children. Department of State The Office to Monitor and Combat Trafficking in Persons (G/TIP) has launched a number of specific initiatives to combat CSEC, including efforts to combat child sex tourism, a form of CSEC. Module 1: What is CSEC? 18

19 Department of Health and Human Services (HHS) The Unaccompanied Refugee Minor (URM) program, funded by HHS, provides long-term foster care placements for victims of sex trafficking of children. This program is operated through contracts with the U.S. Conference of Catholic Bishops (USCCB) and Lutheran Immigrant and Refugee Services (LIRS). The Division of Unaccompanied Children s Services (DUCS) works with DHS/ICE to provide emergency shelter care for unaccompanied children. These shelters are also available to serve CSEC victims. HHS is responsible for providing certification and access to benefits for all foreign-born victims of human trafficking, including foreign-born victims of sex trafficking of children. Department of Education The Office of Safe and Drug-Free Schools within the U.S. Department of Education has released a fact sheet on Sex Trafficking of Children to be distributed to all U.S. schools. This Fact Sheet raises awareness about the issue of CSEC and its impact on schools. (see Resource 1.4) Slides Federal, National and International Responses to CSEC Federal, National and International Responses (continued) Federal Responses US Department of Justice (DOJ) Office of Justice Programs (OJP) Office of Juvenile Justice and Delinquency Prevention (OJJDP) National Center for Missing and Exploitation Children (NCMEC) Internet Crimes Against Children (ICAC) task forces Child Exploitation and Obscenity Section (CEOS) Criminal Division of the Department of Justice (DOJ) FBI Crimes Against Children (CAC) squad Innocence Lost Task Forces DOJ/OJP Office for Victims of Crime (OVC). DOJ/OJP Bureau of Justice Assistance (BJA) Human Trafficking Task Forces DOJ Civil Rights Division Human Trafficking Prosecution Unit (HTPU) Department of Homeland Security Immigration and Customs Enforcement (ICE): Operation Predator Department of State The Office to Monitor and Combat Trafficking in Persons (G-TIP) Department of Health and Human Services (HHS) Federal Responses Continued The Unaccompanied Refugee Minor (URM) U.S. Conference of Catholic Bishops (USCCB) Lutheran Immigrant and Refugee Services (LIRS) Division of Unaccompanied Children s Services (DUCS) Department of Education The Office of Safe and Drug-Free Schools Other National Responses The Fund for Nonviolence Launched the U.S. Campaign Against CSEC in 2003 GEMS sponsored a Congressional Youth Summit in 2003 The U.S. Mid-Term Review of CSEC is sponsored by Shared Hope International, ECPAT, and the Protection Project International Responses First World Congress in Stockholm, Sweden in 1996 Second World Congress in Yokohama, Japan in 2001 Third World Congress is projected to occur again in 2008 With respect to legislation, there are a few critical pieces of CSECrelated legislation to be aware of. Read the items on slide 25. While the TVPA of 2000 and its Reauthorization in 2003 stood as the country s landmark legislation against human trafficking, the TVPRA of 2005 combined with the End Demand for Sex Trafficking Act to Module 1: What is CSEC? 19

20 create important amendments that bring needed recognition, funding, and initiatives to combat the sex trafficking of U.S. citizens within the United States. These provisions are included in Title II of the TVPRA of Some of the commitments outlined in the TVPA 2005 include: (refer to slide 26) Grant programs to increase services to victims, including U.S. citizen victims; Residential treatment centers and shelter programs for minor victims of sex trafficking; and Training for law enforcement. Slide 25 Slide 26 Federal Legislation that Addresses CSEC The Trafficking Victims Protection Act (TVPA) of 2000, and its subsequent Reauthorizations in 2003 and 2005 The PROTECT Act of 2003 The Adam Walsh Child Protection and Safety Act of 2006 The Mann Act of 1910 (Also known as the White Slave Traffic Act) SPOTLIGHT: Trafficking Victims Protection Reauthorization Act (TVPRA) of 2005 Title II Provisions of the TVPRA of 2005 outline a Federal commitment to: New prevention initiatives Research studies and statistical review of severe forms of trafficking Grant programs to increase services to victims, including U.S. citizen victims Residential treatment centers and shelter programs for minor victims of sex trafficking Training for law enforcement Grant programs for law enforcement to address demand reduction initiatives Read the excerpt below from the Findings Section of the TVPRA of 2005: Since the enactment of the Trafficking Victims Protection Act of 2000, United States efforts to combat trafficking in persons have focused primarily on the international trafficking in persons, including the trafficking of foreign citizens into the United States. Trafficking in persons also occurs within the borders of a country, including the United States. No known studies exist that quantify the problem of trafficking in children for the purpose of commercial sexual exploitation in the United States. According to a report issued by researchers at the University of Pennsylvania in 2001, as many as 300,000 children in the United States are at risk for commercial sexual Module 1: What is CSEC? 20

21 exploitation, including trafficking, at any given time. Runaway and homeless children in the United States are highly susceptible to being domestically trafficked for commercial sexual exploitation. Use slide 27 to wrap-up the discussion on the national responses to CSEC. Read the slide aloud and allow training participants time to answer. Facilitators can use the following questions to help prompt discussion: How do federal responses to CSEC shape peoples perceptions and knowledge of CSEC? How do responses at the federal level impact the legitimacy of local work? Slide 27 Question: What impact do federal responses to CSEC have at the local level? Module 1: What is CSEC? 21

22 THE DEMAND SIDE OF CSEC Time: Materials: 10 minutes Handout 1.4 Definitions for Demand, Handout 1.5 Demand Wheel, Handout 1.6 Understanding the Demand for the Sale of Children and Youth; slides Facilitator introduces the issue of demand. If there are an estimated 300,000 potential CSEC victims in the U.S., how many customers/john do you think there are buying children and youth? Participants do not need to calculate the exact number (which is not known.) However, it is useful to think about the number by thinking about the following formula: If a girl is exploited 6 nights a week for 300 days out of the year, and she is forced to meet a nightly quota of $500 to $1200 each night, she must serve between johns per night. With those numbers in mind, we can realistically estimate that there are between 1-4 million men purchasing sex in the U.S. each year. No one really knows exact figures; however, we can do some math and guesstimate that every day, hundreds of thousands of men in America purchase children and youth for sexual purposes. Facilitator asks the question on slide 28. Slide 28 Addressing Demand If at least 300,000 children are estimated to be at risk for CSEC in the U.S. who do you think is buying children for sex? Module 1: What is CSEC? 22

23 We generally think of men who sexually abuse children as pedophiles. This is technically a strict, clinical diagnosis. Many of the men who buy children are not technically pedophiles, rather they are situational abusers. Direct training participants to Handout 1.4 Definitions for Demand. Read the clinical definitions of pedophile, ephebophilia and hebephilia. Then read the definition of situation abusers. Show slides Slides Addressing Demand Pedophile An adult who over a period of at least six months, has recurrent intense sexual urges and sexually arousing fantasies involving sexual activity with a prepubescent child or children (generally age 13 or younger).* Ephebophilia/Hebephilia Adult who has a strong or exclusive attraction to post-pubescent child/adolescent. Addressing Demand Situational Abusers Adults who use children for sex not because they have a predisposition to do so but just because they want to or find themselves in a situation where it is possible. Such men engage in the criminal activity of sex with minors (under-18s) without necessarily feeling any real sexual attraction towards them. May be family men with regular partners and in every way 'normal' lives. For this reason they are particularly difficult to identify and often are protected by those around them who find it impossible to accept that 'Mr. Normal' next door - or their husband/brother/son - could possibly have sex with children. *Diagnostic and Statistical Manual of Mental Disorders, DSM-IV-TR. Just like child sexual abusers, the buyers of children do not necessarily fit into one easy category. While some of these men can be identified as pedophiles, the majority of johns are average men who are able to rationalize their choice to buy children and youth. It s therefore important to understand the complex web of contributing factors that go far beyond individual pathology that support the demand for children and youth for commercial sex. Facilitator asks the questions on slide 31. Refer participants to Handout 1.5 The Demand Wheel (slide 32) and highlight a few key items on the wheel. Gender-based violence Sexualized racial stereotypes Lax penalties for johns Acceptance of buying sex from adults/no perceived consequences Module 1: What is CSEC? 23

24 Slide 31 Slide 32 Addressing Demand Reflection Questions: Why do you think there is such a huge demand? What factors in our society contribute to demand? Explain that you want to explore some of the points on the Demand Wheel in greater detail. Direct participants to Handout 1.6 Explanation of Demand, and read slides aloud. Ask the reflection questions on slide 40. Slide 33 Slide 40 Factors Influencing Demand Presence of Adult Sex Industry Without equivocation.the presence of preexisting adult prostitution markets contributes measurably to the creation of secondary sexual markets in which children are sexually exploited. [W]e find no support for the legalization of prostitution in the U.S., especially given the relationship that we can confirm to exist between adult and juvenile sexual exploitation. Reflection Questions: Why do you think that our society doesn t address demand more? Why don t we arrest the johns? The Commercial Sexual Exploitation of Children, Estes & Weiner (2001). Module 1: What is CSEC? 24

25 FILM: CNN ANDERSON COOPER Time: Materials: 10 minutes DVD: CNN Anderson Cooper; DVD Player; TV/Laptop; Projector; slides Now that we ve defined CSEC, discussed its scope, and covered some of the efforts on a national level, we re going to look at how CSEC impacts one community in Atlanta, Georgia. We re going to watch a clip from CNN Anderson Cooper 360: Invisible Chains: Sex, Work, and Slavery. As you watch the film, pay close attention to the language the reporter uses to discuss CSEC victims. As you ll see, the reporter inaccurately uses the language child prostitute when referring to sexually exploited youth. Show the film clip. Then read the discussion questions on slide 41 and facilitate a short group discussion. Use the film to discuss themes that were introduced in module 1, and also to point out problematic issues in the film clip. Slides CNN: Anderson Cooper 360 Film: CNN Anderson Cooper 360: Invisible Chains: Sex, Work, and Slavery Discussion Questions: Are there any points or themes that we that we discussed in this module that are covered in this clip? What are your reactions to these themes? Module 1: What is CSEC? 25

26 WHO? WHAT? WHERE? WHY? Time: Materials: 20 minutes Chart paper and markers; Handout 1.7 Who? What? Where? Why? Working Group Questions; Handout 1.8 Facts about CSEC in Your Community; slides Now that we ve looked at how CSEC impacted the community in Atlanta, let s talk about what CSEC looks like in your community. We re going to spend the next 20 minutes doing a group activity that explores the specifics of CSEC in your area. Instructions: Activity: Who? What? Where? Why? 1. Divide participants into four working groups to create posters related to the Who? What? Where? and Why? of CSEC in their city. Read aloud the directions on slide Allow participants to choose their own groups (Who? What? Where? Why?), based on their knowledge and experience. 3. Pass out copies of Handout 1.7 Who? What? Where? Why? Working Group Questions. Instruct groups to be as specific, detailed and reflective in their responses as possible. Groups should record their answers on a piece of easel paper and select one person from the group to present the answers at the end of the activity. 4. After each group has completed its questions, the facilitator should place the four sheets of easel paper on the board in a four-quadrant illustration of CSEC. The facilitator will ask one member from each group to present its answers. The facilitator should feel free to add other participants comments to the posters during discussion. 5. Refer to Handout 1.8 Facts about CSEC in Your Community as groups present their posters. Facilitators make connections and compare information and research to group responses. Module 1: What is CSEC? 26

27 Slide Activity: Who? What? Where? Why? Activity: Who? What? Where? Why? Directions for groups: Based on your knowledge and experience, choose one of four sets of questions: Who? What? Where? or Why? In your group, review the set of questions you selected. Be as specific, detailed, and reflective in your responses as possible. Record your answers on a piece of easel paper. Choose one group member to present your responses to the whole group. This is the end of Module 1. Review objectives and highlight relevant content. Direct participants to complete the evaluation for this module. Module 1: What is CSEC? 27