Written by Dr. Kathleen Thimsen, AFN Treasurer

When Karla Highman went on a trip to Europe with friends, she had an experience that stayed with her and inspired her to create and develop Walking Wise. During Karla’s trip, a man began to follow her and her friends through the streets and onto the train. When they exited the train, so did the man. The man would stop and film them, focusing especially on the young woman who was the daughter of Karla’s friend. After taking the pictures, the man would talk with someone on the phone, giving them coordinates of their location. This continued for some time despite the group’s efforts to distract and seek safety. The friends got off the train and were close to their lodging but were fearful of being cornered or followed to their rented apartment. Things got complicated when Karla realized she needed to use her voice and stand up to the stranger who had been following them for an extended period of time. After confronting the man by snapping his photograph and informing him of their intention to report his behavior to the police, the situation was diffused, and they returned safely to the apartment and safe harbor.

Three women were in a foreign country, not knowing the language, streets, or law enforcement structure or location. They felt helpless, but taking a stand and confronting the man empowered them to feel comfortable and able to defend themselves against this threat. Karla had an idea of what that situation might have escalated into as she had previously heard about human trafficking and the recruitment and abduction strategies used in the process from a documentary that her son’s high school had hosted.

Being a creative, contemplative, and determined woman, Karla embarked on using that experience to inspire the development of an educational intervention on anti-trafficking. The plan was to create constructive and instructive learning opportunities with intentional dialogue about the complexities of human trafficking. The concept was set, the learning medium was identified, and the content outlined after a rigorous research process. Karla met with dozens of experts in the field of anti-trafficking, psych-mental health, school leaders, pediatric and adolescent experts, and law enforcement specialists. Most informative were thrivers of human trafficking.

She came to the Academy of Forensic Nursing with her program. The Academy was intrigued with the work and realized that a harm-reduction strategy using the learning designed to engage all levels of learners from children to adults would be a novel program to address the topic. Using the forensic nursing specialists, many of whom were formerly school-based nurses, the revisions to her program evolved to the next level. Extensive peer and expert reviews were carried out. Each module was honed to reflect the recommendations by the interprofessional team of consultants, making the program the model of excellence for schools and healthcare systems looking to increase community engagement and service in order to reduce the prevalence of human trafficking.

The youth curriculum has also been piloted in two alternative high schools in Ohio as part of a process check. Initially, the school’s administration was invited to participate in the education to gain their buy-in and understanding of the problem and the complexities involved in identification and response. After administration becomes informed, faculty and staff are exposed to the content and become advocates and facilitators of the program. Parent-teacher organizations are then introduced to the content so they can be educated in evidence-based practices, data, and strategies in order to be effective and supportive of the program. Finally, students in the high school are exposed to the program that includes modules of the three domains of human trafficking. The modules are made up of courses that are “bite-sized” animated videos with narration and captions that discuss the dynamics of trafficking in an engaging medium. After viewing the modules, the program uses discussion based in guided learning theory to “tease-out” the core principles while evoking deeper learning and meaningful dialogue.

Karla and I recently discussed some of the outcomes associated with the program while identifying how forensic nurses might contribute or impact the use of the program. Karla indicated that forensic nurses have greatly contributed to the program’s success and creation. As for the future role for forensic nursing and the program, Karla envisions forensic and school nurses introducing the program to their local school district while being the resource or facilitators in leading the education and discussion sessions given their expertise and skills.

One key outcome noted by the pilot schools was that several students requested private appointments with the schools' social workers after learning about the recruitment and grooming process involved in sex trafficking. Actual statistical analysis of outcomes has not yet been accomplished, but rather has been anecdotally shared.

This month, the AFN is proud to be the flagship that is officially launching the Walking Wise program to the public. You, as a member of the Academy, are the first audience to have access to the specially created program to inform your practice, and to create a desire to disseminate the program at your institution or local schools as the curriculum of choice on anti-trafficking. Your opportunity and charge are to be a change agent by taking the Walking Wise program, consisting of three modules that are each made up of four courses on key concepts and domains involved in human trafficking. It is Karla’s and AFN’s vision and hope that you will be Walking Wise.

Walking Wise will be available soon on the AFN Learn platform. Continuing-education credit is available for successful completion of the program. Additional information on how you can establish a Walking Wise program at your institution or school can be obtained by contacting Karla Highman here or visit WalkingWise.com.