# data[].attributes.body
Different ways you can say NO!
Produces by BHS BIHS class of 2022:
Writing - Rosie Bultman and Kokwe Dadzie
Art and animation - Rioka Hayama and Rose Roston
Voice acting - Carla Schmitt
Video editing - Jesse Gerwein

# data[].attributes.body
Body Language can be a helpful tool in understanding how someone else is feeling, especially in moments of intimacy.
Produces by BHS BIHS class of 2022:
Writing - Rosie Bultman and Kokwe Dadzie
Art and animation - Rioka Hayama and Rose Roston
Voice acting - Carla Schmitt
Video editing - Jesse Gerwein

# data[].attributes.headline
Crash Course Consent: How to Ask for Consent

# data[].attributes.subject
Crash Course Consent: How to Ask for Consent

# data[].attributes.body
Consent is mandatory when it comes to sex.
Produces by BHS BIHS class of 2022:
Writing - Rosie Bultman and Kokwe Dadzie
Art and animation - Rioka Hayama and Rose Roston
Voice acting - Carla Schmitt
Video editing - Jesse Gerwein

# data[].attributes.attachment_link.title
How to ask for Consent | Crash Course: Consent

# data[].attributes.body
"it's vital that we prioritize ourselves and our mental, physical, and emotional health."

# data[].attributes.attachment_link.readable_text
If you have a loved one who has been assaulted and you want to support them when rape culture comes to the forefront of our media, Pinero suggests reaching out in person or on the phone. You can say something as simple as, "Hey, I stand with you. I'm here to listen if you need to talk." Pinero pointed out that it's important to be cautious of what is a personal declaration of support versus a public declaration (in other words, do not do this over social media). You want to keep the survivor, their privacy, and their self-care in mind first.

5. Know and communicate your sexual boundaries.

Navigating sex after trauma can be difficult, but knowing your boundaries and having a partner who respects those boundaries are key aspects to feeling great about your pleasure. Solow provides insight into how to have these conversations: "First of all, you get to decide how much of your story to share. If you know certain sexual activities are triggering, you can totally say something like, 'I don't want to be on my back during sex,' without offering further explanation - you deserve to have that boundary respected. You can also say, 'Before we sleep together, I need to tell you some things about my past trauma so that I feel safe.'

"You deserve to have that request respected," Solow continues. "Any partner who shames you for having boundaries doesn't deserve to be with your body. Period. And this is a good time to remind yourself and your partner that there isn't one particular activity that 'counts' as sex - you can explore lots to figure out what makes you feel safest."

Pinero suggests role-play with a safe person before you have a conversation in which you come out as a survivor. You can call the RAINN hotline and the person who answers can help you navigate this dialogue in a safe way that works for you. It might mean starting off by telling the person something like, "I want to tell you something that happened to me and I need you to just listen and give me the space to walk away if I need to."

6. It's OK to walk away from a situation or conversation that feels triggering.

For me, this has probably been the most difficult self-care lesson to learn. I want to engage, educate, and empower people to understand how we can eradicate rape culture. But sometimes, people aren't open to learning and it can cause you more harm than good to engage in these situations.

Solow has some great advice for how to handle these difficult, and often triggering, conversations: "The thing is, you have capacity for different responses in different situations. It's not your job to educate someone and it's not your job to stay calm or even stay in the conversation - do what you need to do to take care of yourself in the situation."

"When possible, I like to call on someone else who I know is less activated by those words to do the leg work. Call them and say, 'Hey, did you hear what that person said? Can you tell them why that's not cool?' I'm also a big fan of follow-up emails or messages after a heated discussion, or even just after hearing an oppressive comment that you didn't get to respond to at the time. There are always opportunities later for you or someone else to message that person and say, 'Hey, here's how what you said affected me, here's why it's not cool, here's an article you should read about this.'"

At the end of day, remember that you come first. Figuring out what works best for you is a huge step in your healing process. Remember that you aren't alone and we all need help sometimes, especially when rape culture becomes a national conversation on every news channel.
If you or someone you know has been sexually assaulted, you can seek help by calling the National Sexual Assault Hotline at 800-656-HOPE (4673). For more resources on sexual assault, visit RAINN, End Rape on Campus, Know Your IX, and the National Sexual Violence Resource Center.
Related: What You Need to Know About Getting Help If You've Been Sexually Assaulted

# data[].attributes.attachment_link.title
6 Self-Care Tips for Sexual Assault Survivors

# data[].attributes.attachment_link.description
If you have a loved one who has been assaulted and you want to support them when rape culture comes to the forefront of our media, Pinero suggests reaching out in person or on the phone. You can say something as simple as, "Hey, I stand with you.

# data[].attributes.body
Your counselor is always there for you. Need to talk - check in!

# data[].attributes.body
After trauma, it is important to keep your body health and strong.

# data[].attributes.headline
BHS Women's Student Union for ESPN+ Documentary on 50 Years of Title IX

# data[].attributes.subject
BHS Women's Student Union for ESPN+ Documentary on 50 Years of Title IX

# data[].attributes.body
Watch the ESPN Documentary on the 50th Anniversary of Title IX featuring our very own BHS Women's Student Union!
Trailer: https://youtu.be/U2e1HMU-G7U

# data[].attributes.headline
Reporting Sexual Harassment at BHS & BTA

# data[].attributes.subject
Reporting Sexual Harassment at BHS & BTA

# data[].attributes.body
Where to Report and What to Expect

# data[].attributes.headline
Bay Area Women Against Rape - Crisis Hotline

# data[].attributes.subject
Bay Area Women Against Rape - Crisis Hotline

# data[].attributes.body
BAWAR’s 24-hour, 7-day crisis support and resource hotline!
(510) 800-4247 - se habla español!

# data[].attributes.attachment_link.description
Centering Survivors of Sexual Violence since 1971

# data[].attributes.body
BUSD utilizes California Penal Code § 261.6 in defining consent as “positive cooperation in act or attitude pursuant to an exercise of free will. The person must act freely and voluntarily and have knowledge of the nature of the act or transaction involved.” We teach our students that consent is an agreement, one in which both parties accept and want what’s happening between them, it must be given in real-time and ongoing, which means that parties have to pay attention and ask whenever another level of intimacy in introduced throughout the sexual activity. Consent can be revoked at any time and consenting to one sexual activity does not provide consent to other sexual activities. Consent cannot be assumed and always needs to be defined as an enthusiastic and indisputable “yes!” to each and every specific sexual activity. Without consent, our students are at risk of violating the California Penal Code as well as the District policy.

# data[].attributes.attachment_link.title
Purple and Orange Bold Nonprofit Impact Report (1)

# data[].attributes.headline
NSVRC: Talking to Our Kids About Consent

# data[].attributes.subject
NSVRC: Talking to Our Kids About Consent

# data[].attributes.body
As your child enters their teenage years, it’s important to discuss healthy sexuality.

# data[].attributes.headline
One Love: Ten Signs of an Unhealthy Relationship

# data[].attributes.subject
One Love: Ten Signs of an Unhealthy Relationship

# data[].attributes.body
If you are seeing unhealthy signs in your relationship, it’s important to not ignore them

# data[].attributes.attachment_link.readable_text
While everyone does unhealthy things sometimes, we can all learn to love better by recognizing unhealthy signs and shifting to healthy behaviors. If you are seeing unhealthy signs in your relationship, it's important to not ignore them and understand they can escalate to abuse.

If you think you are in a dangerous situation, trust your gut and get help.

See all 10 signs

See 10 signs of a healthy relationship

# data[].attributes.attachment_link.title
10 Signs of an Unhealthy Relationship - One Love Foundation

# data[].attributes.attachment_link.description
Understanding these behaviors can help you figure out if you're in an unhealthy or dangerous relationship. These behaviors can be used to gain control and can have a negative impact on your well being and day to day life.

# data[].attributes.headline
One Love: Ten Signs of a Health Relationship

# data[].attributes.subject
One Love: Ten Signs of a Health Relationship

# data[].attributes.body
Healthy relationships bring out the best in you and make you feel good about yourself.

# data[].attributes.attachment_link.readable_text
Healthy relationships bring out the best in you and make you feel good about yourself. A healthy relationship does not mean a "perfect" relationship, and no one is healthy 100% of the time, but the signs below are behaviors you should strive for in all of your relationships.

Healthy relationships manifest themselves as healthy communication; another important part of a healthy relationship is loving yourself. Here are some characteristics and behaviors of a healthy relationship.

See all 10 signs

See 10 signs of an unhealthy relationship

# data[].attributes.attachment_link.title
10 Signs of a Healthy Relationship - One Love Foundation

# data[].attributes.attachment_link.description
Everyone deserves to be in a healthy relationship. Here are 10 signs of a healthy relationship, to help you improve your own relationships and learn to Love Better.

# data[].attributes.body
All BUSD employees have mandated reporters under California Child Abuse and Neglect Reporting Act. Learn more about our reporting obligations.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.title
Child Abuse Identification & Reporting Guidelines

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Report a Crime: Berkeley Police Department 

# data[].attributes.subject
Report a Crime: Berkeley Police Department 

# data[].attributes.body
You can report any sexual misconduct directly to the BPD School Resource Officer, Officer Mitchell, or anyone at BPD.

# data[].attributes.attachment_link.readable_text
Report a crime, access police records, sign up for police alerts, and access other police services and resources.

Report a crime by phone or online. Sign up to receive information from Berkeley Police Department through Nixle. Recover property or evidence held by the Berkeley Police Department at the Property and Evidence Room. Contact the Records Bureau for police records, including letters of good standing, vehicle release forms, and collision or incident reports. Make a commendation or complaint about a police officer.

# data[].attributes.attachment_link.description
Report a crime, access police records, sign up for police alerts, and access other police services and resources. Report a crime by phone or online. Sign up to receive information from Berkeley Police Department through Nixle. Recover property or evidence held by the Berkeley Police Department at the Property and Evidence Room.

# data[].attributes.headline
RAINN: Supporting Loved One After Sexual Violence

# data[].attributes.subject
RAINN: Supporting Loved One After Sexual Violence

# data[].attributes.body
How to be as supportive and non-judgemental as possible.

# data[].attributes.headline
Know Your IX: Supporting Survivors - Tips for Teacher

# data[].attributes.subject
Know Your IX: Supporting Survivors - Tips for Teacher

# data[].attributes.body
Be supportive, suggest resources, and be an ally!

# data[].attributes.attachment_link.description
As a educator, you have tremendous potential to shape student behavior and norms - not only for students during their time in high school or college but also in their lives moving forward. You can be an ally to student activists trying to improve school climate, an advocate on "the inside" for better school policies, and a resource for students looking to better understand the issue.

# data[].attributes.headline
Know Your IX: Supporting Survivors - Tips for Parents/Guardians and Families

# data[].attributes.subject
Know Your IX: Supporting Survivors - Tips for Parents/Guardians and Families

# data[].attributes.body
Here are some tips on how to engage respectfully and supportively if your loved one tells you they’ve been assaulted.

# data[].attributes.attachment_link.title
Tips for Parents, Guardians, and Family Members

# data[].attributes.attachment_link.description
Learning that your loved one has been assaulted or abused can be one of the most painful things you will ever endure. Be prepared to be more closely involved with your family member's recovery than others, as the survivor may need help financially for therapy, transportation, or someone to talk to regularly.

# data[].attributes.headline
Know You IX: Supporting Survivors - Tips For Friends

# data[].attributes.subject
Know You IX: Supporting Survivors - Tips For Friends

# data[].attributes.body
Here are some tips on how to help — and take care of yourself too!

# data[].attributes.attachment_link.readable_text
Supporting a friend after an assault, or during/after an abusive relationship, is hard. Often your friend might not recognize their partner as abusive, at least initially, or will struggle to name their experience of violence as such, particularly if they don't identify as female, or if they were assaulted (as most people are) by a good friend or partner. It's scary to watch someone you love grapple with violence, regardless of whether it's ongoing or ended, and the best ways to support them are often counterintuitive. Below are some tips on how to help - and take care of yourself too.

Listen to and believe your friend. If someone comes to you with an experience of violence, recognize that it takes a lot of courage to come forward. Be fully present, and listen to what they are saying without judgment and with empathy. Do not interrupt them, try to solve the problem for them, or tell them how to feel. There is no "correct" way to deal with sexual violence or assault. Know that many survivors choose not to report to the police, for any number of reasons; this is normal and a valid choice, and does not reflect at all on the legitimacy of their experience.

Try: Thank you for telling me about this... or What can I do to help you? Try not to press for answers to questions they don't seem comfortable discussing.

Maintain confidentiality, but know your limits. Avoid telling other friends about what your friend has disclosed, even if you think that the survivor wouldn't mind or the friend wouldn't tell; but also know that you are not a trained therapist.

Try: I'm available if you want to talk, but it might be helpful to talk to a counselor about your options. I can help you find a good person to talk to. I'm here for you.

Be there for the victim in the capacity they need. This may mean listening to them recount the experience, or going out for a fun dinner to take their mind off of the event. Make sure to respond to your friend's needs and, if he or she is uncommunicative, to gently remind them that you are available. Remember, though, that you don't have to support your friend alone. Encourage your friend to seek professional help of the kind you are untrained to provide.

Direct your friend to other resources. Educate yourself about options for counseling and outside sources of help. Learn about Title IX and about the services and accommodations your school may be obligated to provide to your friend to help them feel safe.

Trust that your friend knows what's best for them. Don't force them to do something, just because you believe it is the "right thing to do." There are many valid, healthy choices a survivor can make in the wake of violence. As someone who has not experienced violence, it can be impossible to put yourself in their shoes.

Ask your friend how you can help. Sometimes the best thing you can do is just be a good listener, but sometimes it can be helpful to offer to walk a friend to class or to a therapy appointment, approach a teacher or parent with them, or help them develop a plan to stay safe at home and at school.

Being told that your friend's assailant is an acquaintance or mutual friend can be extremely difficult. However, remember that your friend has probably struggled with this idea a lot before coming to you and that you still have a responsibility as a friend to be supportive in light of their pain. When your friend seems ready, ask him or her how she would like you to behave toward their assailant. Respect that decision.

Support dating violence survivors. It can be hard to watch a friend experience dating violence, but it's important to stay connected and committed to helping your friend even (and especially!) if they choose not to end the relationship. Know that isolated someone from their circle of friends and support is a common tactic abusers use; to resist that, try to stay in touch and available if/when your friend needs help or support. Express your concern for their safety without using judgmental language and offer to help them get help.

Take care of yourself. Supporting a friend can be difficult. Make sure that you are taking the time to take care of your needs.

This page is a combination of "Supporting High School Survivors: Friends" by Nina Gurak and Iris Z. and "Support a Survivor" by Katarina Hyatt.

# data[].attributes.attachment_link.description
Supporting a friend after an assault, or during/after an abusive relationship, is hard. Often your friend might not recognize their partner as abusive, at least initially, or will struggle to name their experience of violence as such, particularly if they don't identify as female, or if they were assaulted (as most people are) by a good friend or partner.

# data[].attributes.headline
Know Your IX: Activist Burn-out and Self Care

# data[].attributes.subject
Know Your IX: Activist Burn-out and Self Care

# data[].attributes.body
“Self-care” refers to attitudes and behaviors we engage in to honor our needs and prioritize our well-being.

# data[].attributes.attachment_link.readable_text
Let's be real: this work is hard. It takes time, it can be disappointing, and it sure is draining sometimes. For survivor-activists, our activism can be doubly overwhelming because we are in the process of healing and processing our own experiences of trauma, in addition to learning how to organize anti-rape culture campaigns on our respective campuses. We are also doing a million other things, from schoolwork to extracurricular activities.

Unfortunately, rape culture isn't going away anytime soon, and that means that we need to be able to sustain our energy and ourselves. "Self-care" refers to attitudes and behaviors we engage in to honor our needs and prioritize our well-being. Too often, self-care is relegated as simply "taking a break." This, however, can be extremely challenging for two reasons. On one hand, it is extremely challenging to actually value our own well-being in a victim-blaming, sexist world that constantly tells us that the needs and interests of survivors are insignificant. On the other hand, as activists, "taking a break" can seem like a drastic action, almost like a cop-out or even an act of betrayal against our co-organizers.

Yet, many existing dialogue about self-care do not provide concrete and productive ways of actually practicing self-care. While these are certainly relaxing activities, they do not address how we can practice self-care in our daily lives. Below, we offer a few principles that we have found helpful in prioritizing our self-care as activists who are in this fight for the long run:

Recognize that our activism is our self-care.

Why did we even get ourselves into this mess and cause ourselves all this stress? Because we care. Activism is our way of caring for ourselves, regardless of the extra difficulty it may bring to our lives. It is through activism that we find support networks, validate our traumas and healing, and envision safer schools without rape culture. There are aspects of this work that can be overwhelming and draining, but ultimately, we are doing work that is generative. You can read more about this at Organizing Upgrade.

Our feelings - good and bad - are real.

We are often told to just "feel better": do some stretches, take a long walk, and treat yourself.

For some, this might be hugely effective. Yet, for many of us, "negativity" is our inspiration - it is inseparable from our activism. We would not be doing this work if we weren't sufficiently angry about the injustices perpetrated by attackers and universities. Yet, we are told by classmates, administration, and even friends and families, that we are too "negative" or that we have too much "hatred for the school." But anger is and can be generative. It drives us, it gives us insight, and it builds solidarity.

Besides, this "negativity" is often linked to the joys we experience from our activism: at the small victories and at new friends and allies. Validate your experiences - good or bad - as they are.

There is no right way to do self-care.

What are specific actions you take that relax you? These can range from taking a mini break after hours spent on your gmail and listening to music to cooking and taking a nap. Below are a few suggestions of concrete actions that include a time frame:

Turn off your phone or internet for X minutes

Set a bed time in order to get at least 8 hours of sleep, or as much sleep as you need

Eat meals regularly

Set aside breaks and make sure not to schedule anything during those times

Take a nap for X minutes

Take a walk or work out

Listen to music, play an instrument

Find funny websites like this

Spend time with supportive people

Self-care requires planning.

To reiterate: we "practice" self-care. This means that we have to concretize self-care into specific actions and plan them into our schedule so that they are integrated into our daily lives. Write them into your planner. For example, you can write in "take a X minute-long break after an hour of reading/emailing." Or, make a to-do list in order of due-dates so that you can prioritize tasks by urgency. Involve people in your support network (i.e. friends, family, co-organizers), so that you have company who are holding you accountable to putting your well-being first.

We hope that these are helpful suggestions for integrating self-care into your daily life. But, we also want to recognize that, maybe, you are feeling overwhelmed because you are doing too much. If you feel that you have too much at hand, perhaps it warrants a conversation with your co-organizers about task delegation. We suggest calling a meeting with your co-organizers to have a frank conversation about how much everyone is actually doing: you may find out that someone is willing to take some load off you. Using "I" statements, be very specific about exactly which tasks you are doing and how much time you are committing to those tasks. This is helpful for two reasons: it itemizes what are you stressed out about and it communicates to your co-organizers that you need help.

Below, we have a few things that have helped validate our burnouts and re-energize us. Some directly address anti-sexual violence activism, while others discuss other anti-oppression activism.
Readings

"Mindful Occupation: Rising Up Without Burning Out" [ PDF]

The Promise of Happiness by Sara Ahmed [ Amazon]

"Sustainable Activism & Avoiding Burnout" from Activist Trauma Support

This Bridge Called My Back: Writings by Radical Women of Color

Check out some of June Jordan's poetry

Gloria Anzalduá, Borderlands/La Frontera

Music
-Suzanna Bobadilla and Kate Sim

# data[].attributes.attachment_link.description
Let's be real: this work is hard. It takes time, it can be disappointing, and it sure is draining sometimes. For survivor-activists, our activism can be doubly overwhelming because we are in the process of healing and processing our own experiences of trauma, in addition to learning how to organize anti-rape culture campaigns on our respective campuses.

# data[].attributes.headline
ERA: Student Survival Toolkit - All Your Title IX Questions Answered 

# data[].attributes.subject
ERA: Student Survival Toolkit - All Your Title IX Questions Answered 

# data[].attributes.body
This Toolkit is intended to help students who have experienced sexual assault, sexual harassment, or dating violence understand each step of the Title IX Process.

# data[].attributes.body
Are you interested in counseling services through the health center? Please click on this link to make an appointment today!

# data[].attributes.attachment_link.readable_text
Welcome to our Health Center's e-portal for mental health counseling referrals.

In the State of California, minors 12 and older can consent to their own mental health treatment and counseling services, under certain circumstances.

Our services are available to all BHS, BTA, and BIS students, and our services are free and confidential. There are a few exceptions to confidentiality related to safety, and a counselor will explain these exceptions to you. A counselor will also discuss with you any safety-related information that you share in this form.

Please answer the following questions. After you submit this form, a counselor will contact you to discuss next steps.

# data[].attributes.attachment_link.title
Berkeley High School Health Center - Counseling Referral Form

# data[].attributes.attachment_link.description
Welcome to our Health Center's e-portal for mental health counseling referrals. In the State of California, minors 12 and older can consent to their own mental health treatment and counseling services, under certain circumstances. Our services are available to all BHS, BTA, and BIS students, and our services are free and confidential.

# data[].attributes.body
Title IX 101 - BHS Student Resource

# data[].attributes.headline
BUSD Sexual Harassment Policies and Complaint Forms

# data[].attributes.subject
BUSD Sexual Harassment Policies and Complaint Forms

# data[].attributes.body
Link to District's Policies and Complaint Forms

# data[].attributes.attachment_link.readable_text
The mission of the District Civil Rights and Compliance Office is to ensure that students attend school in a safe, secure, and hostile-free learning environment, so that students and members of the learning community are afforded equitable access to all the District's educational programs, activities, and services.

The District Civil Rights and Compliance Office investigates claims of discrimination, harassment, bullying, intimidation, and retaliation, and claims of noncompliance in the District's programs, activities, and services under the statutory requirements of the Uniform Complaint Procedures. All other non-statutory claims are filed under the District-Level Complaints. This office also provides professional development and training, guidance and technical assistance to District employees, students, parents, and members of the community on Title IX, Title VI, sexual harassment, bullying, LGBTQ rights, and other civil rights matters as it pertains to students.

It is the law and District policy for all students to attend school, free from discrimination, harassment, bullying, intimidation and retaliation, regardless of actual or perceived sexual orientation, gender or sex (including gender identity, gender expression, pregnancy, childbirth, breastfeeding, and pregnancy-related medical conditions), race or ethnicity, ethnic group identification, ancestry, nationality, national origin, religion, color, mental or physical disability, age, immigration status, or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics, or any other basis protected by federal, state or local law, ordinance, or regulation in any program or activity it conducts.

The District takes your concerns seriously. For resources and information regarding how and when to file a complaint, please contact the Title IX Compliance Office at:

District Civil Rights and Compliance Office
2020 Bonar Street, Room 117, Berkeley, CA 94702
Phone: (510) 486-9338; Email: nondiscrimination@berkeley.net

Additional External Agency Resources
California Department of Education
Office for Civil Rights

For inquiries about District policies and procedures related to student-to-student, student-to-staff, and staff-to-student sexual harassment/discrimination, including how to file a harassment/discrimination complaint, contact:

Jasmina Viteskic
District Title IX Coordinator/Compliance Officer
Berkeley Unified School District
2020 Bonar Street, Room 117, Berkeley CA 94702
Phone: (510) 486-9338; Email: complaints@berkeley.net

# data[].attributes.attachment_link.title
District Civil Rights & Compliance Office | Berkeley Unified School District

# data[].attributes.attachment_link.description
The mission of the District Civil Rights and Compliance Office is to ensure that students attend school in a safe, secure, and hostile-free learning environment, so that students and members of the learning community are afforded equitable access to all the District's educational programs, activities, and services.

# data[].attributes.body
Need to see the Title IX Coordinator? Book an appointment with Jasmina.

# data[].attributes.attachment_link.description
Welcome to my scheduling page. Please follow the instructions to add an event to my calendar.

# data[].attributes.body
Title IX BHS Office Hours
G202A - Tuesdays and Fridays