Development and Validation of an Instrument to Assess Social Work Students’ Perceptions, Knowledge, and Attitudes About Human Trafficking Questionnaire (PKA-HTQ)

Abstract

Objective: This study sought to develop and evaluate the psychometric properties of a tool designed to assess social work students' knowledge of and perceptions and attitudes toward human trafficking. To achieve this aim, the Perceptions, Knowledge, and Attitudes toward Human Trafficking Questionnaire (PKA-HTQ) was developed and its psychometric properties were evaluated. Specifically, the factor structure and the internal consistency of the PKA-HTQ were evaluated. Methods: Exploratory factor analysis (EFA) and a replication EFA were conducted on two independent samples of university students, an initial validation (n ¼ 325), and cross-validation (n ¼ 212) sample. Findings: The EFA revealed a three-factor structure, that is, self-appraisal of knowledge/skills (a ¼ .89), worldview (a ¼.78), and help-seeking behavior (a ¼.66); this three-factor structure was supported by replication EFA. Conclusion: The PKA-HTQ questionnaire shows promise as a meaningful, potentially reliable and valid measure.

Development of the Older Adult Prescription Drug Assessment Questionnaire for Case Workers

“…Due to an absence of an existing scale and the exploratory nature of the study, items were broadly categorized a priori in to the following heuristic dimensions: (a) knowledge (e.g., “The clients I see are not at risk for prescription drug abuse”), (b) attitudes (e.g., “I’m concerned that I will offend my clients and/or their families if I talk about prescription drug abuse”), and (c) behaviors (e.g., “When assessing for prescription drug abuse I routinely counsel clients and family members on proper medication usage”). Our focus on gathering the perceptions of knowledge, attitudes, and behaviors is consistent with other studies examining professionals’ abilities regarding specific aspects of professional practice: community practitioners and the evidence-based practice process (Parrish & Rubin, 2011), police recruits and collaboration with child welfare (Patterson, 2004), and social work students and human trafficking (Nsonwu et al, 2017).…”

Cultural Adaptation and Validation into Spanish of the Scale to Measure Attitudes Towards the Sex Trafficking of Women and Girls in Students of the University of Salamanca

“…Knowing their attitudes towards trafficking will make it possible to assess the knowledge, skills, abilities, and competencies acquired during their training, necessary to know and act appropriately regarding the different phases that survivors go through. This in turn demonstrates the challenge of adapting the contents and competencies of higher education to the reality of social problems in order to improve the future professional performance of students, especially with respect to sex trafficking (Nsonwu et al, 2017).…”

“…However, coinciding with Álvarez and Alessi (2012), they reveal a lack of conceptual concreteness about trafficking and an excessive interest in its sexual purpose. Based on these findings, and the absence of guidelines for training on sex trafficking for social work students, Okech et al (2018) and Nsonwu et al (2017) indicate a need to include courses on modern slavery and all the evidence that support its impact on contemporary women in social work study plans. Knowing the behavior of this group today will improve the training and information available to them, with the aim of providing them with the tools and skills to prevent and detect conditions of sexual exploitation in their work environment.…”

Trafficking and Immigration Policy: Intersections, Inconsistencies, and Implications for Public Education

“…Practitioners also can support transitions to college (Gonzales, 2010), as well as both critically assess knowledge about displaced populations and monitor how immigration or suspected cases of trafficking are handled by district administration (Lemke, 2015). As identified trafficking victims are in need of multiple services related to physical and mental health, social welfare, and legal support (Nsonwu, Welch-Brewer, Cook Heffron, Lemke, Busch-Armendariz et al, 2015), schools might consider developing carefully crafted school–researcher partnerships to assist with professional training grounded in a rights-based approach.…”