Abstract

Despite the fact that many survivors of human trafficking have experienced complex trauma, there are no established interventions designed to specifically address these impacts. Leaders in the field of complex trauma have advocated for the need for somatic approaches to intervention. This paper presents STARS Experiential Group treatment, the first structured bodybased group intervention that has been designed to address complex trauma in survivors of human trafficking. Three pilot groups were run in residential settings with adolescent and adult survivors of sex trafficking. Two adaptations were utilized, with one focusing on application of expressive arts modalities and the other incorporating theater games. Qualitative results, using thematic analysis, identified several themes related to challenges and potential benefits of these groups. Potential benefits of the STARS groups were found in the areas of Interpersonal Relationships, Regulation, and Self/ Identity, with fourteen sub-themes further describing positive impacts. Challenges within these areas are explored, to inform the development of group interventions for trafficking survivors. The results of this paper suggest that experiential, somatically-oriented group treatment shows promise as an important element of holistic intervention with trafficking survivors

Keywords: Human trafficking, trauma, treatment, therapy, complex trauma

To Cite: Hopper, E. K., Azar, N., Bhattacharyya, S., Malebranche, D. A., & Brennan, K. E. (2018). STARS experiential group intervention: A complex trauma treatment approach for survivors of human trafficking. Journal of Evidence-Informed Social Work, 15(20), 215-241. https://doi.org/10.1080/23761407.2018.1455616

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Abstract

This article presents the English for Speakers of Other Languages (ESOL) Know Your Rights Tool Kit, a popular education resource developed collaboratively by action researchers, ESOL instructors, and undocumented migrant adults. The tool kit draws on migrant learners’ commitments to learning English while facilitating their developing knowledge of human and legal rights literacy information. The article situates resources engaged in ESOL classrooms within a psychopolitical educational framework (Prilleltensky, 2008) and discusses the tool kit’s contributions towards bolstering these resources. It concludes with next steps for the tool kit, focusing upon its potential to foster action and advocacy within migrant communities.

Keywords: English for Speakers of Other Languages (ESOL), right, migrant, psychopolitical educational framework, community

To Cite: McGillen, G., Bhattacharyya, S., Lykes, M. B. (2017). Undocumented Migrants, Rights Literacy, and ESOL Classrooms: Community-University Partnerships to Enhance Psychopolitical Learning. LEARNing Landscapes, 10(1), 183-198. https://doi.org/10.36510/learnland.v10i1.728

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Abstract

Counseling psychology doctoral programs across the country are working to develop new approaches to bring social justice to the curriculum. Boston College has done so, in part, through a course titled Counseling in Context. The three core emphases are (a) ongoing self-examination of power and privilege, (b) applying traditional counseling skills to community-level problems, and (c) building from a clear intellectual and values framework. Building on an ally development conceptual frame, we illustrate how these principles were used to develop an intervention to combat Islamophobia on campus in the wake of the Boston Marathon bombings. The Don’t Meet Hurt With Hate. Love Islam Campaign served to support Muslims and engage non-Muslims in ally behavior, engaging more than 400 students on campus and 10,000 people virtually. In demonstrating how students can act with and for oppressed communities, we hope to provide a template for similar actions on other campuses.

Keywords: Islamophobia, social justice, counseling psychology, social justice education, advocacy, ally development, training, religion, multiculturalism, college students

To Cite: Bhattacharyya, S., Ashby, K., Goodman, L. (2014). Social justice beyond the classroom. The Counseling Psychologist, 42(8), 1136-1158. https://doi.org/10.1177/0011000014551420

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