All programs can be presented in either English or Spanish.
Human Trafficking is a global epidemic. There are more slaves today than at any time in human history. An estimated 27 million men, women, and children are living in bondage. In 2007, slave traders made more profit than Google, Nike, and Starbucks combined.
It Is Happening in Your Backyard
Click on an area of the map to see specific statistics from the National Human Trafficking Resource Center.
What’s Going On
• There are over 1 million new people trafficked annually
• 80% are women and 60% are children.
• Every minute 2 children become victims of human trafficking.
• The average life span of a child caught in the sex slave trade is two years.
• They are either beaten to death, contract HIV/AIDS, contract bacterial meningitis, oroverdose on drugs forced on them.
• Each prostituted child serves between 100 to 1500 clients per year
According to the Department Of Justice 200,000 American children are at risk for sex trafficking. Approximately 300,000 children are at risk of being prostituted in the United States. The average age of entry into prostitution in the United States is 13-14 years old. A pimp can make $150,000-$200,000 per child, per year. The average pimp has 4 to 6 girls. Victims may be forced to have sex up to 20-48 times a day. One in three teens on the street will be lured toward prostitution within 48 hours of leaving home. According to Polaris, California, Texas, Florida, New York, and Illinois were the five states with the highest number of reported trafficking cases.
What MMT Does
Currently there are only first responder attempts and parent awareness campaigns for Human Trafficking. No one is specifically educating the 12-14 year olds who are most at risk. That is why we want to educate the 8th graders in the 572 schools in the top 10 U.S. cities affected most by Human Trafficking. But we need your help.
What Is Cyberbullying?
Cyberbullyng is bullying that occurs using electronic technology, including cell phones, computers, tablets, social media platforms, text messages, chat rooms, emails, and websites.
Examples of Cyberbullying:
• Mean text messages or emails
• Rumors sent via email or posted on social networking pages
• Embarrassing pictures, videos, websites, and even fake profiles
Kids Who Are Cyberbullied Are More Likely To:
• Use alcohol and drugs
• Skip school
• Experience in-person bullying
• Be unwilling to attend school
• Receive poor grades
• Have lower self-esteem
• Have more health problems
What’s Going On
• A 2015 random sample study of 11-15 year olds in the Midwest found that over 34% reported being the victim of cyberbullying in their lifetime.1
• Other studies have found that 1 in 4 teens have been cyberbullied.2
• Victims of cyberbullying are much more likely to use alcohol and drugs, avoid school and have poor grades, experience depression and low self-esteem, and may even contemplate suicide.3
• Kids who are being cyberbullied are often bullied in person as well.3
• Kids who are cyberbullied have a harder time getting away from the behavior. Cyberbullying can happen 24 hours a day, 7 days a week, and reach a kid even when he or she is alone. It can happen any time of the day or night.3
• Cyberbullying messages and images can be posted anonymously and distributed quickly to a very wide audience. It can be difficult and sometimes impossible to trace the source.3
• Deleting inappropriate or harassing messages, texts, and pictures is extremely difficult after they have been posted or sent.3
• Girls (40.6%) are much more likely to be victims of cyberbullying than boys (28.8%).4
• Facebook, Instagram and SnapChat are the top three most popular social media platforms for teens.5
• In a random sample study over 14% admitted to cyberbullying another person, with spreading rumors online, via text, or email being the most common form of bullying.6
• A study by McAfee, found that 87% of teens have observed cyberbullying.7
• Over 70% of teens have a smartphone, and 15% have at least a basic cellphone, making texting one of the most common means of cyberbullying.8
What MMT Does
MMT teaches adolescents what cyberbullying is and how it can harm others. We also teach them how what they do on the Internet today will affect their future. Finally, we teach young people where to go to get help if they are being cyberbullied.
Importance of Youth Empowerment & Motivation
• Global projections suggest that nearly all of the demographic expansion of the next 30 years will be concentrated in urban areas.1
• Today, young people aged 10-24 represent the largest generation in history, 1.8 billion, and comprise a diverse group with different needs and aspirations that vary across and within regions. 1
• A total of 357.7 million youth (age 16-24) were not in education, employment, or training (NEET) in 2010, and the number is increasing.2 3
• Prolonged unemployment entails higher risk of future unemployment, as prospective employers have negative perception of youth who have been without employment for a long period of time. Discouraged youth gave up looking for work altogether and are in danger of feeling useless and alienated from society.4
• At the individual level, characteristics overrepresented among the NEET population include low motivation and aspiration including lack of confidence, sense of fatalism, and low self-esteem.5
• “Empowerment is critical to poverty eradication and to development,” said the Under-Secretary-General for Economic and Social Affairs, Wu Hongbo. “Indeed, I would even say that any long-term solution to poverty must start with empowerment.”
• Motivation is vital, because as the UNESCO 2005 Education For All Global Monitoring Report states, “…those with motivation and perseverance are likely to do better, other things being equal, than people of similar intelligence but less staying power.”
• The goals of MMT fall under the Millennium Development Goal of the United Nations 8.F, “In cooperation with the private sector, make available benefits of new technologies, especially information and communications.”
What MMT Does
MMT shows young people that they are not stuck with the hands they are dealt. That they are able to make a difference in their communities and for the world. We help to ignite the potential within every young person that attends our events and get them all excited for the next steps in their lives.
1 World Conference on Youth 2014.
2 World Bank. Youth Employment in the Developing World – A profile: Data from World Bank Micro Surveys. mimeo. 2012. Washington D.C: World Bank.
3 “Off to a Good Start? Jobs for Youth”. Organisation for Economic Co-operation and Development, 2010
4 Global Employment Trends for Youth 2012. May, 2012. Geneva: International Labour Organization.
5 European Foundation for the Improvement of Living and Working Conditions.
Benfits of Youth Leadership
• The development of leadership contributes greatly to the positive development of young people and their communities.
• Leadership skills, such as goal-setting, problem-solving and sound decision-making, are not just necessary for leaders – these skills are needed for success in today’s world.7
• Helping young people develop leadership competencies makes them better able to solve community problems and enhances their civic participation. 9
• Young leaders also demonstrate higher career aspirations, increased self-esteem, and improved high school completion rates.1
• By supporting and engaging young leaders, adults, organizations and communities experience direct benefits, through stronger connections to other young people in the community.10
• They have a greater understanding of the problems facing other youth, and fresh perspectives for how to address these problems.3,8,10
• Young people help to re-energize adults and counteract negative stereotypes of youth when they are successfully engaged in leadership within their communities. 5,10
What MMT Does
MMT teaches youth leadership in 5 different areas, including:
• Communication – public speaking/writing and engaging the participation of others
• Teamwork – respecting others, performing roles of both leader and follower, building on strengths, and commitment to free group input and expression
• Personal Identity – understanding the relationship between oneself and the community, pride in being a member of a larger group, awareness of areas for self-improvement, taking responsibility for one’s actions and the resulting consequences
• Professionalism – demonstrating tactfulness, understanding protocols, appropriate dress and action, delivering quality work, positively presenting oneself to others
• Project Management – setting goals/developing action steps, meeting facilitation, reflection, distinguishing between one’s interests and community needs
Each program is unique and is modified depending on the needs identified by adult leaders of the organization or group with whom we are working.
1Bloomberg, L., Ganey, A., Alba, V., Quintero, G., & Alcantara, L. A. (2003). Chicano-latino youth leadership institute: An asset-based program for youth. American Journal of Health Behavior, 27, S45-S54.
2Boyd, B. L. (2001). Bringing leadership experiences to inner-city youth. Journal of Extension, 39(4).
3Des Marais, J., Yang, Y., & Farzanehkia, F. (2000). Service-learning leadership development for youths. Phi Delta Kappan, 81(9), 678 – 680
4Fertman, C. I., & van Linden, J. A. (1999). Character education: An essential ingredient for youth leadership development. NASSP
5Fiscus, L. (2003). Youth as equal partners in decision making. The Education Digest, 68(7), 58-62.
6Gardner, J. W. (1990). On leadership. New York: Free Press
7MacNeil, C. (2000). Youth-Adult Collaborative Leadership: Strategies for Fostering Ability and Authority. Michigan: UMI Dissertation Services.
8McGillicuddy, K. (1991). Response to karen pittman. Future Choices: Toward a National Youth Policy, 3(2), 95-99.
9O’Brien, J., & Kohlmeier, J. (2003). Leadership: Part of the civic mission of school? The Social Studies, 94(4), 161
10Zeldin, S., & Camino, L. (1999). Youth leadership: Linking research and program theory to exemplary practice. Research and practice: Completing the circle. New Designs for Youth Development, 15(1), 10-15