Study details link between social media and sex trafficking

Dr. Celia Williamson speaking at the 15th Annual International Human Trafficking and Social Justice Conference at The University of Toledo on Thursday, Sept. 20, 2018. Credit: Dan Miller, University of Toledo.

Social media is increasingly being exploited to contact, recruit and sell children for sex, according to a study by The University of Toledo Human Trafficking and Social Justice Institute.

The study, which was requested by the Ohio Attorney General's Human Trafficking Commission, reveals how traffickers quickly target and connect with vulnerable children on the Internet through social media.

"It is vitally important to educate parents, professionals and youth—especially our middle school or teenage daughters who may be insecure—about the dangers of online predatory practices used by master manipulators," said Dr. Celia Williamson, UT professor of social work and director of the UT Human Trafficking and Social Justice Institute. "Through this outreach and education, we can help save children from becoming victims of modern-day slavery."

"We know predators are using the internet to find their victims, and this eye-opening study highlights what a predator looks for in a victim and helps parents recognize the signs that their child may be a target," Ohio Attorney General Mike DeWine said. "Using real-life examples, this study provides valuable information that parents can use to start open and honest conversations with their children about staying safe online."

Through a series of 16 in-depth interviews by the institute's staff and student interns with knowledgeable members of Ohio law enforcement, judges, direct service providers, advocates and researchers who engaged with victims who were trafficked online, the study outlines how traffickers connect to vulnerable youth online, groom the children to form quicker relationships, avoid detection, and move the connections from online to in-person.

"The transition from messaging to meeting a trafficker in person is becoming less prevalent," Williamson said. "As technology is playing a larger role in trafficking, this allows some traffickers to be able to exploit youth without meeting face-to-face. Social media helps to mask traditional cues that alert individuals to a potentially dangerous person."

Williamson cites a 2018 report that says while 58 percent of victims eventually meet their traffickers face to face, 42 percent who initially met their trafficker online never met their trafficker in person and were still trafficked.

The experts, whose identities are not being released, said the traffickers educate themselves by studying what the victim posts on commonly used view-and-comment sites such as Facebook, Instagram or SnapChat, as well as dating apps such as Tinder, Blendr and Yellow, or webcam sites like Chatroulette and Monkey, in order to build trust.

"These guys, they learn about the girls and pretend to understand them, and so these girls, who are feeling not understood and not loved and not beautiful ... these guys are very good at sort of pretending that they are all of these things and they really understand them and, 'I know how you feel, you are beautiful,' and just filling the hole that these girls are feeling," said a professional contributing to the study.

One expert in Columbus shares a telling story: "The guy was reaching out to a lot of girls all day long. One girl, who is actually in a youth home, she had access to the Internet, and he connects with her on a social media platform. He drives all the way up from Columbus to Toledo, picks her up at her foster home and drives her back down to Columbus, and then traffics her here in Columbus. You know, 20, 30 years ago he would have never been able to connect with her, but because of social media, that connection was immediately made in over a few hours. He found out where she was and she told him, 'Yeah, please come get me. I want out of here.'"

Examples of social media posts that draw the attention of a trafficker include expressions of fear, emptiness and disappointment, such as:

• "Nobody gets me."
• "I am so sick of being single."
• "I am so ugly."
• "How do I look?"
• "My life sucks."
• "She's not my true friend."
• "My parents don't trust me."
• "I'm being treated like a kid."
• "I need to get out of here."

Predators look for indicators of substance abuse, runaway activity and destabilization within the home.

A trafficker's strategic response includes:

• "I understand you."
• "I love you."
• "I think you're beautiful. I'll encourage you to show your body. Use your body."
• "I'll make your life better."
• "I'll encourage you to take risks. You're an adult."
• "I'll protect you."
• "I'll make you successful."

Grooming children for sex trafficking consists of convincing someone to send a risky picture and then using it to extort them.

"They will use fear of repercussions as a way to compel the youth, coerce the youth [to move them from a monitored page to a less monitored page]... by saying, 'You don't want your parents to find out what we're talking about,'" said one expert.

Technology offers traffickers ease in advertising multiple victims at one time.

The study lists several advertising and sales sites browsed by "johns/sugar daddies," such as Cityxguide, Skipthegames, Bedpage, Seekingarrangement.com and sugar-babies.com. Williamson said Bedpage is a spin-off of Backpage, which was the focus of a 2017 documentary called "I Am Jane Doe" about the fight against child sex trafficking online.

"Even though Backpage has been shut down, other sites are being created and gaining traction," Williamson said. "The landscape is rapidly changing."

Parents form the front line in the fight to protect their child against traffickers by monitoring or blocking questionable activity.

"Parents who are educated can wage a worthy defense against potential recruitment and recruitment of their youth online," Williamson said. "Parents who work to build healthy, open and communicative relationships are more likely to have youth that share information about where they go and who they talk to online."

Reading Aloud to Young Children Has Benefits for Behavior and Attention

By Perri Klass, M.D.

It’s a truism in child development that the very young learn through relationships and back-and-forth interactions, including the interactions that occur when parents read to their children. A new study provides evidence of just how sustained an impact reading and playing with young children can have, shaping their social and emotional development in ways that go far beyond helping them learn language and early literacy skills. The parent-child-book moment even has the potential to help curb problem behaviors like aggression, hyperactivity and difficulty with attention, a new study has found.

“We think of reading in lots of different ways, but I don’t know that we think of reading this way,” said Dr. Alan Mendelsohn, an associate professor of pediatrics at New York University School of Medicine, who is the principal investigator of the study, “Reading Aloud, Play and Social-Emotional Development,” published in the journal Pediatrics.

The researchers, many of whom are my friends and colleagues, showed that an intervention, based in pediatric primary care, to promote parents reading aloud and playing with their young children could have a sustained impact on children’s behavior. (I am among those the authors thanked in the study acknowledgments, and I should acknowledge in return that I am not only a fervent believer in the importance of reading aloud to young children, but also the national medical director of Reach Out and Read, a related intervention, which works through pediatric checkups to promote parents reading with young children.)

This study involved 675 families with children from birth to 5; it was a randomized trial in which 225 families received the intervention, called the Video Interaction Project, and the other families served as controls. The V.I.P. model was originally developed in 1998, and has been studied extensively by this research group.

Participating families received books and toys when they visited the pediatric clinic. They met briefly with a parenting coach working with the program to talk about their child’s development, what the parents had noticed, and what they might expect developmentally, and then they were videotaped playing and reading with their child for about five minutes (or a little longer in the part of the study which continued into the preschool years). Immediately after, they watched the videotape with the study interventionist, who helped point out the child’s responses.

“They get to see themselves on videotape and it can be very eye-opening how their child reacts to them when they do different things,” said Adriana Weisleder, one of the authors of the study, who is an assistant professor in the Department of Communication Sciences and Disorders at Northwestern University. “We try to highlight the positive things in that interaction — maybe they feel a little silly, and then we show them on the tape how much their kid loves it when they do these things, how fun it is — it can be very motivating.”

“Positive parenting activities make the difference for children,” said Dr. Benard Dreyer, a professor of pediatrics at New York University School of Medicine and past president of the American Academy of Pediatrics, who was the senior author on the study. He noted that the critical period for child development starts at birth, which is also a time when there are many pediatric visits. “This is a great time for us to reach parents and help them improve their parenting skills, which is what they want to do.”

The Video Interaction Project started as an infant-toddler program, working with low-income urban families in New York during clinic visits from birth to 3 years of age. Previously published data from a randomized controlled trial funded by the National Institute of Child Health and Human Development showed that the 3-year-olds who had received the intervention had improved behavior — that is, they were significantly less likely to be aggressive or hyperactive than the 3-year-olds in the control group.

This new study looked at those children a year and a half later — much closer to school entry — and found that the effects on behavior persisted. The children whose families had participated in the intervention when they were younger were still less likely to manifest those behavior problems — aggression, hyperactivity, difficulty with attention — that can so often make it hard for children to do well and learn and prosper when they get to school.

Some children were enrolled in a second stage of the project, and the books and toys and videotaping continued as they visited the clinic from age 3 to 5; they showed additional “dose-response” effects; more exposure to the “positive parenting” promotion meant stronger positive impacts on the children’s behavior.

“The reduction in hyperactivity is a reduction in meeting clinical levels of hyperactivity,” Dr. Mendelsohn said. “We may be helping some children so they don’t need to have certain kinds of evaluations.” Children who grow up in poverty are at much higher risk of behavior problems in school, so reducing the risk of those attention and behavior problems is one important strategy for reducing educational disparities — as is improving children’s language skills, another source of school problems for poor children.

But all parents should appreciate the ways that reading and playing can shape cognitive as well as social and emotional development, and the power of parental attention to help children flourish. Dr. Weisleder said that in reading and playing, children can encounter situations a little more challenging than what they usually come across in everyday life, and adults can help them think about how to manage those situations.

“Maybe engaging in more reading and play both directly reduces kids’ behavior problems because they’re happier and also makes parents enjoy their child more and view that relationship more positively,” she said.

Reading aloud and playing imaginative games may offer special social and emotional opportunities, Dr. Mendelsohn said. “We think when parents read with their children more, when they play with their children more, the children have an opportunity to think about characters, to think about the feelings of those characters,” he said. “They learn to use words to describe feelings that are otherwise difficult and this enables them to better control their behavior when they have challenging feelings like anger or sadness.”

“The key take-home message to me is that when parents read and play with their children when their children are very young — we’re talking about birth to 3 year olds — it has really large impacts on their children’s behavior,” Dr. Mendelsohn said. And this is not just about families at risk. “All families need to know when they read, when they play with their children, they’re helping them learn to control their own behavior,” he said, so that they will come to school able to manage the business of paying attention and learning.

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