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67386.

(a) In order to receive state funds for student financial assistance, the governing board of each community college district, the Trustees of the California State University, the Regents of the University of California, and the governing boards of independent postsecondary institutions shall adopt a policy concerning sexual assault, domestic violence, dating violence, and stalking, as defined in the federal Higher Education Act of 1965 (20 U.S.C. Sec. 1092(f)), involving a student, both on and off campus. The policy shall include all of the following:

(1) An affirmative standard in the determination of whether was given by both parties to sexual activity. " Affirmative " means affirmative , conscious, and voluntary agreement to engage in sexual activity. It is the responsibility of each person involved in the sexual activity to ensure that the person has the affirmative of the other or others to engage in the sexual activity. Lack of protest or resistance does not mean , nor does silence mean . Affirmative must be ongoing throughout a sexual activity and can be revoked at any time. The existence of a dating relationship between the persons involved, or the fact of past sexual relations between them, should never by itself be assumed to be an indicator of .

(2) A policy that, in the evaluation of complaints in any disciplinary process, it shall not be a valid excuse to alleged lack of affirmative that the accused believed that the complainant ed to the sexual activity under either of the following circumstances:

(A) The accused's belief in affirmative arose from the intoxication or recklessness of the accused.

(B) The accused did not take reasonable steps, in the circumstances known to the accused at the time, to ascertain whether the complainant affirmative ly ed.

(3) A policy that the standard used in determining whether the elements of the complaint against the accused have been demonstrated is the preponderance of the evidence.

(4) A policy that, in the evaluation of complaints in the disciplinary process, it shall not be a valid excuse that the accused believed that the complainant affirmative ly ed to the sexual activity if the accused knew or reasonably should have known that the complainant was unable to to the sexual activity under any of the following circumstances:

(A) The complainant was asleep or unconscious.

(B) The complainant was incapacitated due to the influence of drugs, alcohol, or medication, so that the complainant could not understand the fact, nature, or extent of the sexual activity.

(C) The complainant was unable to communicate due to a mental or physical condition.

(b) In order to receive state funds for student financial assistance, the governing board of each community college district, the Trustees of the California State University, the Regents of the University of California, and the governing boards of independent postsecondary institutions shall adopt detailed and victim-centered policies and protocols regarding sexual assault, domestic violence, dating violence, and stalking involving a student that comport with best practices and current professional standards. At a minimum, the policies and protocols shall cover all of the following:

(1) A policy statement on how the institution will provide appropriate protections for the privacy of individuals involved, including confidentiality.

(2) Initial response by the institution's personnel to a report of an incident, including requirements specific to assisting the victim, providing information in writing about the importance of preserving evidence, and the identification and location of witnesses.

(3) Response to stranger and nonstranger sexual assault.

(4) The preliminary victim interview, including the development of a victim interview protocol, and a comprehensive followup victim interview, as appropriate.

(5) Contacting and interviewing the accused.

(6) Seeking the identification and location of witnesses.

(7) Providing written notification to the victim about the availability of, and contact information for, on- and off-campus resources and services, and coordination with law enforcement, as appropriate.

(8) Participation of victim advocates and other supporting people.

(9) Investigating allegations that alcohol or drugs were involved in the incident.

(10) Providing that an individual who participates as a complainant or witness in an investigation of sexual assault, domestic violence, dating violence, or stalking will not be subject to disciplinary sanctions for a violation of the institution's student conduct policy at or near the time of the incident, unless the institution determines that the violation was egregious, including, but not limited to, an action that places the health or safety of any other person at risk or involves plagiarism, cheating, or academic dishonesty.

(11) The role of the institutional staff supervision.

(12) A comprehensive, trauma-informed training program for campus officials involved in investigating and adjudicating sexual assault, domestic violence, dating violence, and stalking cases.

(13) Procedures for confidential reporting by victims and third parties.

(c) (1) In order to receive state funds for student financial assistance, the governing board of each community college district, the Trustees of the California State University, the Regents of the University of California, and the governing boards of independent postsecondary institutions shall, to the extent feasible, enter into memoranda of understanding, agreements, or collaborative partnerships with existing on-campus and community-based organizations, including rape crisis centers and domestic violence centers, to refer students for assistance or make services available to students, including counseling, health, mental health, victim advocacy, and legal assistance, and including resources for the accused.

(2) In order to receive state funds for student financial assistance, the Trustees of the California State University and the Regents of the University of California shall, to the extent feasible, ensure that when a student who experiences sexual violence seeks support services from a campus advocate or community-based organization pursuant to a memorandum of understanding, agreement, or collaborative partnership described in paragraph (1), all of the following occurs:

(A) The student receives information about the student's options and rights to obtain a sexual assault forensic medical examination.

(B) If the student is eligible to obtain a sexual assault forensic medical examination, the student receives information about the student's right to be accompanied to the examination by a certified sexual assault counselor or support person of the student's choosing, or both a certified sexual assault counselor and a support person of the student's choosing.

(C) If the student is eligible to obtain a sexual assault forensic medical examination, the student receives information about how to access transportation to an examination site, including transportation options that can be provided by or arranged by the campus.

(3) (A) Commencing with the 2025-26 school year, the Trustees of the California State University and the Regents of the University of California shall, to the extent practicable and necessary, provide to students who request and are eligible to obtain a sexual assault forensic medical examination, transportation to and from a SAFE or SART exam center for a qualified health care provider to administer a sexual assault forensic medical evidence kit. All of the following shall apply to the provision of transportation services, to the extent practicable:

(i) Transportation shall be provided without charge and in a manner that protects student safety and confidentiality.

(ii) Transportation may include, but is not limited to, transportation by any of the following, if the student agrees to the transportation:

(I) A staff member of a SAFE exam center, SART exam center, rape crisis center, or community-based organization that is under a contract, memorandum of understanding, agreement, or collaborative partnership described in paragraph (1).

(II) The campus.

(III) Ride share services. If offering ride share services, campuses shall prioritize the use of ride share platforms that support the federal Health Insurance Portability and Accountability Act of 1996 (Public Law 104-191).

(IV) Law enforcement. This subclause does not require a student to accept transportation by law enforcement. Campuses shall establish at least one option for transportation that is not in a law enforcement vehicle.

(B) In order to receive state funds for student financial assistance, on or before June 30, 2026, and biennially thereafter, the Trustees of the California State University and the Regents of the University of California shall submit a report to the Legislature, pursuant to Section 9795 of the Government Code, on whether their respective institutions have provided transportation to students pursuant to subparagraph (A) and the manner in which students received the transportation to a local SAFE or SART exam center for a qualified health care provider to administer the sexual assault forensic medical evidence kit.

(C) For purposes of this subdivision, the following definitions apply:

(i) "SAFE" means a Sexual Assault Forensic Examination.

(ii) "SART" means a Sexual Abuse Response Team.

(d) In order to receive state funds for student financial assistance, the governing board of each community college district, the Trustees of the California State University, the Regents of the University of California, and the governing boards of independent postsecondary institutions shall implement comprehensive prevention and outreach programs addressing sexual violence, domestic violence, dating violence, and stalking. A comprehensive prevention program shall include a range of prevention strategies, including, but not limited to, empowerment programming for victim prevention, awareness raising campaigns, primary prevention, bystander intervention, and risk reduction. Outreach programs shall be provided to make students aware of the institution's policy on sexual assault, domestic violence, dating violence, and stalking. At a minimum, an outreach program shall include a process for contacting and informing the student body, campus organizations, athletic programs, and student groups about the institution's overall sexual assault policy, the practical implications of an affirmative standard, and the rights and responsibilities of students under the policy.

(e) Outreach programming shall be included as part of every incoming student's orientation.

(1) For purposes of this section, "outreach programming" includes, but is not necessarily limited to, informing students about all of the following:

(A) The warning signs of intimate partner and dating violence.

(B) Campus policies and resources relating to intimate partner and dating violence.

(C) Off-campus resources and centers relating to intimate partner and dating violence.

(D) A focus on prevention and bystander intervention training as it relates to intimate partner and dating violence.

(2) For purposes of this subdivision, informing students about "intimate partner and dating violence" includes, but is not necessarily limited to, providing information about violence that occurs between individuals with a current or previous intimate or dating relationship.

(3) For purposes of this subdivision, "incoming students" includes, but is not necessarily limited to, graduate, transfer, and international students, with a special consideration of their different needs, interactions, and engagements with their campuses.
(Amended by Stats. 2023, Ch. 564, Sec. 1. (AB 1138) Effective January 1, 2024.)

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67386. (a) In order to receive state funds for student financial assistance, the governing board of each community college district, the Trustees of the California State University, the Regents of the University of California, and the governing boards of independent postsecondary institutions shall adopt a policy concerning sexual assault, domestic violence, dating violence, and stalking, as defined in the federal Higher Education Act of 1965 (20 U.S.C.

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One Love Foundation is a national non-profit organization with the goal of ending relationship abuse. We empower young people with the tools and resources they need to see the signs of healthy and unhealthy relationships and bring life-saving prevention education to their communities.

More than 1 in 3 women will be in an abusive relationship in their lifetimes

1 in 3 men will be in an abusive relationship in their lifetime

1 in 2 trans or nonbinary people will be in an abusive relationship in their lifetime

Need to talk to someone? Get advice and information 24/7. Our trusted partners can help if you are experiencing or exhibiting unhealthy or abusive behavior, or need advice for someone in your life.

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Learn about Relationships - One Love Foundation

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Join One Love's mission to educate young people about healthy and unhealthy relationships and empower them to avoid abuse

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The world of education is ever-evolving, but one of teachers' #1 priority will always be to help students see the best in themselves. Many teachers have implemented Affirmation Stations in their classrooms in order to help students build self-esteem. An affirmation is a short phrase that is recited with the purpose of empowering students. For example, students might begin their day by saying "I am smart. I can do hard things. I am accepting." Repeating such affirmations have notable effects on our minds, even at the youngest of ages.

According to Self Sufficient Kids, our thoughts tend to be up to 70% negative. By repeating affirmations, we (kids and adults) can break this cycle and replace negative thoughts with positive ones. In the classroom, Affirmation Stations are generally characterized by a mirror surrounded by differing affirmation phrases or positive adjectives. Students are meant to look into the mirror and choose a phrase or word that then becomes a specific goal of theirs. One child may choose to look at themselves and say "I am loved," while another chooses "I can learn anything." There are many different things to consider when planning your classroom's Affirmation Station, like ways to represent every student and providing easy access to the station. Here are 25 different ways teachers on Instagram are designing their Affirmation Stations for their classrooms and how you can too!

1. Use single-word, concise adjectives to follow the starter sentence "I am..."

2. Create a theme for your Affirmation Station, like this farmhouse one!

3. Provide a ton of meaningful, descriptive adjective options for students to choose from. The more the better!

Perhaps you could also provide opportunities for students to add new words as they think of them!

4. Print the adjectives on post-its to allow for easy switch-outs (BONUS: NO CUTTING REQUIRED)

5. Don't have a lot of space? Small mirrors still have a big impact.

6. For younger students, include the entire affirmation on each card

7. Be culturally responsive by including adjectives in all languages represented in your classroom

8. Use different sentence starters for older students

Try using sentence starters like "I can do..." or "I stand up for..." to develop more thoughtful affirmations.

9. Make important adjectives stand out more than others

Of most importance is that every student deserves to feel loved and cared for. Make these adjectives stand out on bright paper.

10. Print the affirmations on speech bubbles for an added aesthetic touch

11. Don't like the name Affirmation Station? Some teachers call it a Motivation Mirror instead!

12. Use QR codes in your station for students to scan and listen to a recording of affirmations

13. Match your Affirmation Station to the current season

14. Have students create the adjective squares themselves

15. Set up the station in the class bathroom (and be sure to include the little "wash your hands" note as a reminder)

16. Better yet, just use a dry erase marker right on a mirror!

17. Adjust the mirror to be at the appropriate height for students to see themselves AND be able to read the words

18. Display powerful quotes and photos of role models in your station

19. Utilize different fonts and text size to make the station more appealing

20. Place your station in the Cool Down Corner for students who need a break

21. Have students keep track of which affirmation they're choosing

By including sticky notes in your Affirmation Station, students can choose to leave their name by the affirmation they are choosing. This may be another powerful tool for some students in letting the affirmation really sink in.

22. Display affirmations with clothespins so that they can be easily exchanged

23. Line your mirror with for some flare

24. Added lights make your station that much more cozy

25. Make class affirmations to recite together as well!

You can't go wrong when incorporating such a powerful tool in your classroom! Your Affirmation Station could be as simple as a bathroom mirror with 10 post-its around it or could be as complex and decorative as a heart-shaped mirror with laminated affirmations in different fonts. All stations will have the same long-term impacts.

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25 Affirmation Stations to Help Kids Build Self-Esteem We All Need in Our Classrooms

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Teachers are providing an opportunity for students to build self-esteem through Affirmation Stations in classrooms, and we're in love with this concept!

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Making Proud Choices! Relation-SHIP Lesson Plan

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Making Proud Choices! Relation-SHIP Lesson Plan

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All relationships exist on a spectrum from healthy to abusive, with unhealthy in between.

The relationship spectrum below can help you understand where your relationship sits.

Healthy

A healthy relationship means that both you and your partner are:

Communicative. You talk openly about problems and listen to one another. You respect each other's opinions.

Respectful. You value each other's opinions, feelings, and needs, and give each other the freedom to be yourself and be loved for who you are.

Trusting. You believe what your partner has to say and don't feel the need to "prove" each other's trustworthiness.

Honest. You're honest with each other but can still keep some things private.

Equal. You make decisions together and hold each other to the same standards. You and your partner have equal say with regard to major decisions within the relationship. All partners have access to the resources they need.

Setting boundaries. You enjoy spending time apart, alone, or with others. You respect each other's need for time and space apart. You communicate with each other about what you are and aren't comfortable with.

Practicing consent. You talk openly about sexual and reproductive choices together. All partners always willingly consent to sexual activity and can safely discuss what you are and aren't comfortable with.

Parenting supportively. All partners are able to parent in a way that they feel comfortable with. You communicate together about the needs of the child(ren), as well as the needs of the parents.

Unhealthy

You may be in an unhealthy relationship if your partner is:

Non-communicative. When problems arise, you fight or you don't discuss them at all.

Disrespectful. You or your partner behave inconsiderately toward the other.

Not trusting. You or your partner refuse to believe the other or feel entitled to invade their privacy.

Dishonest. You or your partner lie, omit, or obscure facts.

Taking control. You or your partner takes steps to suggest that one's desires and choices are more important than another's.

Isolating. Your partner restricts your contact with other people, either in person or online.

Pressured into sexual activity. One partner uses pressure or guilt against another to coerce them into sexual acts or reproductive choices.

Ignoring boundaries. It's assumed or implied that only one partner is responsible for making informed decisions.

Unequal economically. Finances aren't discussed. Financial decisions are made unilaterally or it's assumed that only one partner is in charge of finances.

Abusive

A relationship is abusive when your partner:

Communicates harmfully. Your partner communicates or in a way that is hurtful, threatening, insulting, or demeaning.

Mistreats the other. Your partner doesn't respect your thoughts, feelings, decisions, opinions, or physical safety.

Makes untrue accusations. Your partner accuses you of cheating or breaking the boundaries of your relationship. Your partner may escalate by creating situations where you need to "prove" your trustworthiness, like handing over your social media passwords.

Controls the other. There's no equality in your relationship. One partner makes decisions without the other's input, or makes all of the decisions in certain parts of the relationship, like finances.

Isolates the other. Your partner controls where you travel, who you talk to, or how you spend your time. This often includes physical or emotional isolation from your family and friends.

Forces sexual activity or controls reproductive choices. Your partner forces or pressures you to engage in sexual activity you don't want to. Your partner controls your reproductive choices by sabotaging birth control, or by pressuring you to have or not have children.

Controls finances. Your partner controls the money and access to resources, including preventing you from earning an income or accessing their own income. Having an open, respectful dialogue about finances is not an option.

Manipulates children. Your partner uses your children to gain power and control over you, including telling them lies or baseless criticisms about you.

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The relationship spectrum below can help you understand where your relationship sits. A healthy relationship means that both you and your partner are: Communicative. You talk openly about problems and listen to one another. You respect each other's opinions. Respectful.

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Resources for Healthy Relationships | The Trevor Project

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Here are some helpful resources to help you explore the topic of healthy relationships.

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It's Always the Right Time to Talk

As a parent, you want to help your kids stay safe and healthy. All kids learn about topics related to their bodies, health and relationships. Make sure they learn it from you first. When they hear it from you in the context of your love for them, and your values and experiences, it makes a difference. Talk with your kids openly, honestly and often. Let them know that they can go to you for help and information, and remind them that you are there to share resources and provide support.

Here are some basics to get you started:

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As a parent, you want to help your kids stay safe and healthy. All kids learn about topics related to their bodies, health and relationships. Make sure they learn it from you first. When they hear it from you in the context of your love for them, and your values and experiences, it makes a difference.

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Free and easy to use spinner. Used by teachers and for raffles. Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Child Abuse Identification & Reporting Guidelines

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Child Abuse Identification & Reporting Guidelines

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These guidelines are issued by the California Department of Education (CDE), in conjunction with the California Department of Social Services, to help all persons, particularly those persons who work in our children's schools, to be able to identify signs of suspected cases of child abuse and/or child neglect and to have the tools to know how to make a report to the proper authorities. These guidelines are issued in conjunction with an extensive training module, specifically aimed at training school employees and educators on their obligations as mandated reporters of child abuse, which can be located online at California Child Abuse Mandated Reporter Training .

Identification of Child Abuse and Neglect

Child abuse is more than bruises or broken bones. While physical abuse often leaves visible scars, not all child abuse is as obvious, but can do just as much harm. It is important that individuals working with and around children be able to know what constitutes child abuse or child neglect and know how to identify potential signs.

Child Abuse and/or Child Neglect Can Be Any of the Following:

A physical injury inflicted on a child by another person other than by accidental means.

The sexual abuse, assault, or exploitation of a child.

The negligent treatment or maltreatment of a child by a person responsible for the child's welfare under circumstances indicating harm or threatened harm to the child's health or welfare. This is whether the harm or threatened harm is from acts or omissions on the part of the responsible person.

The willful harming or endangerment of the person or health of a child, any cruel or inhumane corporal punishment or any injury resulting in a traumatic condition.

One does not have to be physically present or witness the abuse to identify suspected cases of abuse, or even have definite proof that a child may be subject to child abuse or neglect. Rather, the law requires that a person have a "reasonable suspicion" that a child has been the subject of child abuse or neglect. Under the law, this means that it is reasonable for a person to entertain a suspicion of child abuse or neglect, based upon facts that could cause a reasonable person, in a like position, drawing, when appropriate, on his or her training and experience, to suspect child abuse or neglect.

Red flags for abuse and neglect are often identified by observing a child's behavior at school, recognizing physical signs, and observations of dynamics during routine interactions with certain adults. While the following signs are not proof that a child is the subject of abuse or neglect, they should prompt one to look further.

Warning Signs of Emotional Abuse in Children

Excessively withdrawn, fearful, or anxious about doing something wrong.

Shows extremes in behavior (extremely compliant or extremely demanding; extremely passive or extremely aggressive).

Doesn't seem to be attached to the parent or caregiver.

Acts either inappropriately adult-like (taking care of other children) or inappropriately infantile (rocking, thumb-sucking, throwing tantrums).

Warning Signs of Physical Abuse in Children

Frequent injuries or unexplained bruises, welts, or cuts.

Is always watchful and "on alert" as if waiting for something bad to happen.

Injuries appear to have a pattern such as marks from a hand or belt.

Shies away from touch, flinches at sudden movements, or seems afraid to go home.

Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.

Warning Signs of Neglect in Children

Clothes are ill-fitting, filthy, or inappropriate for the weather.

Hygiene is consistently bad (unbathed, matted and unwashed hair, noticeable body odor).

Untreated illnesses and physical injuries.

Is frequently unsupervised or left alone or allowed to play in unsafe situations and environments.

Is frequently late or missing from school.

Warning Signs of Sexual Abuse in Children

Trouble walking or sitting.

Displays knowledge or interest in sexual acts inappropriate to his or her age, or even seductive behavior.

Makes strong efforts to avoid a specific person, without an obvious reason.

Doesn't want to change clothes in front of others or participate in physical activities.

A sexually transmitted disease (STD) or pregnancy, especially under the age of fourteen.

Runs away from home.

Reporting Child Abuse or Neglect

Community members have an important role in protecting children from abuse and neglect. While not mandated by law to do so, if child abuse or neglect is suspected, a report should be filed with qualified and experienced agencies that will investigate the situation. Examples of these agencies are listed below. Parents and guardians of pupils have the right to file a complaint against anyone they suspect has engaged in abuse or neglect of a child. Community members do not need to provide their name when making a report of child abuse or neglect. Telephone numbers for each county's emergency response for child abuse reporting are located at California Emergency Response Child Abuse Reporting Telephone Numbers (PDF).

School volunteers, while not mandated reporters, should also be encouraged to report any suspected cases of abuse and neglect. Additionally, school volunteers are highly encouraged by the law to have training in the identification and reporting of child abuse and neglect. The training offered online to mandated reporters, is equally available to school volunteers.

Obligations of Mandated Reporters

A list of persons whose profession qualifies them as "mandated reporters" of child abuse or neglect is found in California Penal Code Section 11165.7. The list is extensive and continues to grow. It includes all school/district employees, administrators, and athletic coaches. All persons hired into positions included on the list of mandated reporters are required, upon employment, to be provided with a statement, informing them that they are a mandated reporter and their obligations to report suspected cases of abuse and neglect pursuant to California Penal Code Section 11166.5.

All persons who are mandated reporters are required, by law, to report all known or suspected cases of child abuse or neglect. It is not the job of the mandated reporter to determine whether the allegations are valid. If child abuse or neglect is reasonably suspected or if a pupil shares information with a mandated reporter leading him/her to believe abuse or neglect has taken place, the report must be made. No supervisor or administrator can impede or inhibit a report or subject the reporting person to any sanction.

To make a report, an employee must contact an appropriate local law enforcement or county child welfare agency, listed below. This legal obligation is not satisfied by making a report of the incident to a supervisor or to the school. An appropriate law enforcement agency may be one of the following:

A Police or Sheriff's Department (not including a school district police department or school security department).

A County Probation Department, if designated by the county to receive child abuse reports.

A County Welfare Department/County Child Protective Services.

The report should be made immediately over the telephone and should be followed up in writing. The law enforcement agency has special forms for this purpose that they will ask you to complete. If a report cannot be made immediately over the telephone, then an initial report may be made via e-mail or fax. A report may also be filed at the same time with your school district or county office of education (COE). School districts and COEs, however, do not investigate child abuse allegations, nor do they attempt to contact the person suspected of child abuse or neglect.

School districts and COEs may have additional policies adopted at the local level relating to the duties of mandated reporters. School staff should consult with their district to determine if there are additional steps that must be taken.

These policies do not take the place of reporting to an appropriate local law enforcement or county child welfare agency.

New Required Training for School Employees

Effective January 1, 2015, Assembly Bill 1432 (D-Gatto) requires all local educational agencies (LEAs) to train all employees each year on what they need to know in order to identify and report suspected cases of child abuse and neglect. "All employees" includes anybody working on the LEA's behalf, such as teachers, teacher's aides, classified employees, and any other employees whose duties bring them into direct contact and supervision of students. LEAs must also develop a process to provide proof that employees received training. An online training module has been developed specially for educators and is located at California Child Abuse Mandated Reporter Training . Alternative training methods may be used but, if an LEA uses training other than the online training module, the LEA must report that fact to the CDE and inform the CDE of the training that was used. A form for this purpose is available at Reporting Form for LEAs Who Use Alternative Training For Mandatory Reporting (PDF).

Rights to Confidentiality and Immunity

Mandated reporters are required to give their names when making a report. However, the reporter's identity is kept confidential. Reports of suspected child abuse are also confidential. Mandated reporters have immunity from state criminal or civil liability for reporting as required. This is true even if the mandated reporter acquired the knowledge, or suspicion of the abuse or neglect, outside his/her professional capacity or scope of employment.

Consequences of Failing to Report

A person who fails to make a required report is guilty of a misdemeanor punishable by up to six months in jail and/or up to a $1,000 fine (California Penal Code Section 11166[c]).

After the Report is Made

The local law enforcement agency is required to investigate all reports. Cases may also be investigated by Child Welfare Services when allegations involve abuse or neglect within families.

Child Protective Services

The Child Protective Services (CPS) is the major organization to intervene in child abuse and neglect cases in California. Existing law provides for services to abused and neglected children and their families. More information can be found at Child Protective Services.

Questions: School Health and Safety Office | 916-319-0914

Last Reviewed: Monday, September 13, 2021

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Child Abuse Identification & Reporting Guidelines

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Information for school personnel and those who work in our children's schools to be able to identify signs of suspected cases of child abuse and/or child neglect and to have the tools to know how to make a report to the proper authorities.

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Kern Coalition Against Human Trafficking

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Kern Coalition Against Human Trafficking

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Kern Coalition Against Human Trafficking (KCAHT) is a grassroots coalition that was created to facilitate a comprehensive approach to combat human trafficking in Kern County through prevention, protection, prosecution and partnerships.

The coalition members aim to Provide victim services

Actively encourage a victim centered and evidence based approach that results in effective protection and prosecution.

Raise public awareness through events and media

Provide prevention to vulnerable communities

Provide and facilitate training for Law Enforcement, Health Care Providers, service providers and other interested parties

Perform community outreach to relevant populations

Link to the PDF

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Kern Coalition Against Human Trafficking

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Kern Coalition Against Human Trafficking (KCAHT) is a grassroots coalition that was created to facilitate a comprehensive approach to combat human trafficking in Kern County through prevention, protection, prosecution and partnerships. The coalition members aim to Provide victim services Actively encourage a victim centered and evidence based approach that results in effective protection and prosecution.

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Goal setting is an important life skill that is never too early to start developing. Learning to set goals teaches children to take responsibility for themselves. They learn that their actions determine whether or not they fail or succeed.

Goal setting also builds self-confidence. When children reach their goals, they learn to believe in their abilities and are more likely to set new goals for themselves in the future.
6 Tips for setting goals with children
1. Collaborate with the child to set goals. Try not to dictate to the child what goals he/she should set. The child is more likely to push towards their goals if they can take ownership of them and are vested in the outcome of their goals. As the child gets older, assess whether or not they are capable of setting goals on their own.

2. Start with small goals. Starting out with small, easy to achieve goals, ensures that the child experiences some success early on in the goal setting process. Once they have some success, they will gain confidence in their abilities and are more likely to set more challenging goals in the future.

3. Make sure goals are age appropriate. Young children between Kindergarten and third grade might set goals such as sharing with friends, reading a book independently, etc. Starting at around fourth grade, children might set more complex goals for themselves such as making honor roll or making a sports team.

4. Goals need to be realistic and attainable. Children need to set goals that they have the skills to achieve. For example, it would be unrealistic for a five year old to have a goal of reading a Harry Potter book independently because they have not developed the necessary skills to do so. This goal would most likely be unattainable for the child despite their best efforts.

5. Make goals specific. Having broad goals can overwhelm and confuse the child. When setting goals, try to be as specific as possible. Instead of saying 'I will do better in school', state specifically what you will do in order to do better in school. For example, 'I will complete my homework daily.'

6. Decide how you will track progress. Children are more likely to work towards their goals when they see progress. They can track their progress by using a sticker chart, graph with tally marks, a spreadsheet, etc. Make sure the child can readily see the progress they are making towards achieving their goal.
Making vision boards with children
A vision board is a visual representation of the things you want to accomplish or acquire. People create vision boards to have a constant reminder of what they are working towards. A vision board is a great tool for teaching children about goal setting. Children can use vision boards to keep them motivated and focused as they work toward their goals.

A vision board activity
The following vision board activity will help the child in your life start their goal setting journey with ease and FUN! First, download my Goal Setting for Children worksheet. Work with the child to complete the worksheet. Once you have done this, you are ready to make a vision board.

What you will need:
-Poster board (any size)
-Magazine articles and pictures that represent your
goals and action plan
-scissors
-Crayons, markers, or colored pencils
-Glue, glue stick or tape
-poster board letters (optional)

Gather all your materials and have the child glue the pictures on to the poster board. Let their creativity run wild. Once they are done, hang their vision board where they can see it often. For an added element of fun, feel free to make your own vision board with your child.

Remember to cheer your little one on as they make strides toward their goals. The journey to them achieving their goals is equally as important as them actually reaching their goals.

Don't forget to click image below to download your free goal setting worksheet!

If you want to take goal setting one step further with adolescents, check out Goal Setting: Coaching Adolescents to Be Successful In Life. I provide a step by step guide to help kids set goals in six different areas of their lives. These areas include Academics, Behavior, Family, Social Life, Health, and Money. Below is a sample of the reflection worksheet for the area of Academics:

If you like this article, you may also like 9 Ways to Teach Your Children About Feelings.

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Teaching Children How To Set Goals And Use A Vision Board - Kiddie Matters

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Goal setting is an important life skill that is never too early to start developing. Learning to set goals teaches children to take responsibility for themselves. They learn that their actions determine whether or not they fail or succeed. Goal setting also builds self-confidence.

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A greasy fast food standby may soon become an important tool in sex education. Posted on Tumblr, a new Planned Parenthood graphic explaining consent likens it to something we all love: french fries!

Obtaining consent is the first step towards safe and positive sex, but many young adults are still struggling to fully comprehend what it means to give and receive the green light. This important subject is rarely taught as part of high school and middle school curriculums. A survey conducted by Planned Parenthood in October 2015 revealed that less than a third of the 2,012 adult respondents had learned anything about consent or sexual assault in school; however, the vast majority of those surveyed agreed that educating middle and high schoolers about consent is important.

Another recent poll conducted by The Washington Post and Kaiser Family Foundation showed that current and recent college students were still deeply conflicted over what constituted consent. (Hint: it's not someone undressing.) To clear up some of this confusion, Planned Parenthood, the largest provider of sex education in the nation, has drafted a handy acronym. If you are unclear about what constitutes as consent just remember: F.R.I.E.S.

They explain the acronym as such-

Consent is:

Freely given. Doing something sexual with someone is a decision that should be made without pressure, force, manipulation, or while drunk or high.

Reversible. Anyone can change their mind about what they want to do, at any time. Even if you've done it before or are in the middle of having sex.

Informed. Be honest. For example, if someone says they'll use a condom and then they don't, that's not consent.

Enthusiastic. If someone isn't excited, or really into it, that's not consent.

Specific. Saying yes to one thing (like going to the bedroom to make out) doesn't mean they've said yes to others (like oral sex).

This isn't the first time that Planned Parenthood has addressed the topic of consent. In September of last year, the organization released four informative videos showing what consent looks like in all its forms and shades. Dr. Leslie Kantor, vice president of education at Planned Parenthood Federation of America believes education plays an important role in healthy romantic relationships. " Open, honest communication between partners is necessary to ensure that sex is safe and mutually consensual, which is a skill that can be learned. Education about consent is sexual assault prevention," she explains. Education may very well be the best weapon against the propagation of a rape culture and deadly spiral of victim-blaming.

As of January 1, 2017, high schools in California will be required by law to teach consent in high school health classes. Teachers will explain the "yes means yes" policy, where both parties have to clearly agreed before engaging in sexual activity. It will make history as the first state to institute such a requirement. It's a big win for sex educators, but there is much more work to be done.
Images: Ivan/Moment/Getty Images, Planned Parenthood/Tumblr, Planned Parenthood/YouTube

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Planned Parenthood Graphic Uses Fries To Explain Consent In A Way Anyone Can Understand

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A greasy fast food standby may soon become an important tool in sex education. Posted on Tumblr, a new Planned Parenthood graphic explaining consent likens it to something we all love: french fries! Obtaining consent is the first step towards safe...

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You can also say what you would like to happen and allow your partner to respond. For example, "I would like to kiss you now. Is that ok with you?"

Come up with some ideas for how to ask for consent that work for you and practice them beforehand! Asking for consent when you are with your friends or family is great practice!

If someone asks you for consent, first decide if it is something you want to do or not. Remember, it is always ok to say no. If you are unsure, you can always say no first and change your mind later if you decide you want to give consent to something. You can also share your limitations. You can say "yes, but..." to anything! Once you have decided if you want to say yes or no to something, you can do so enthusiastically! You can also ask your partner for consent as well. If someone is not asking for consent, you can stop and remind them or give them consent anyway. If you do not want to continue, tell them that.

No matter what your partner is saying, think about how they are saying it. An enthusiastic yes might mean an excited tone of voice, positive body language, or initiating the next step. If someone is saying yes but they seem hesitant or unsure, it might be time to slow down. Someone should be saying yes with their voice, tone, and body language. When in doubt, slow down, double check, or stop. Your partner should appreciate you taking their feelings into account, go slowly and respect their boundaries. If your partner is under the influence of alcohol or drugs or for some reason might feel coerced, that is definitely a sign to slow down or stop.

Consent is required in sexual situations but can also be important in other moments, too. You would ask for consent before borrowing something of someone's. You also might talk about binderies or get consent from your family before interacting with people outside of your household or COVID circle. Practicing consent in everyday situations will make it easier when you have to ask for consent in a sexual situation.

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You can also say what you would like to happen and allow your partner to respond. For example, "I would like to kiss you now. Is that ok with you?" Come up with some ideas for how to ask for consent that work for you and practice them beforehand!

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Healthy relationships for young adults can be confusing. Love is more than just the way you feel, and we’re here to help.

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AMAZE - Age appropriate puberty and sex education videos

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AMAZE takes the awkward out of sex ed and growing up. Real info in fun, animated sex education videos that give you the answers you actually want to know.

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When Sexual Intercourse Must Be Reported as Child Abuse 

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When Sexual Intercourse Must Be Reported as Child Abuse 