Table of Contents
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Contributors Project Lead & Writer
Editor & Contributor
Lucy Altman-Newell
Jocelyn Gardner Jocelyn is a Studio Art major (concentration in painting/drawing) and Philosophy minor (or major) from Hillsborough, New Jersey. She is the webmaster and Mental Health Columnist/blogger for The Scripps Voice, and is a Senior Scholar in Action at the LASPA Center. She enjoys playing bass/guitar, smashing the patriarchy, starting massive
Lucy is a philosophy major from the Bay Area. She is Editor-in-Chief of The Scripps Voice and a LASPA Senior Scholar in Action. In her spare time, she enjoys calling out her bigoted extended family members, fantasizing about more tattoos that she can’t (yet!) afford, and running amok with the amazing person who put this guide together. laltmann3701@scrippscollege,edu
projects, and is a passionate advocate for social justice (especially mental-health related) and transparency at Scripps. You can contact her at jgardner1095@scrippscollege.edu or by finding her on Facebook under the Class of 2017 - she would love to hear from you or answer any questions! Don't be shy. Felicia Agrelius Felicia is a junior Feminist, Gender, and Sexuality Studies major focusing on abjection and performativity. She is committed to transformative justice: finding ways for people to heal and grow inside of their communities instead of in prisons, nursing homes, and psychiatric hospitals. You should contact Fel for anything, and especially if you’re mentally ill, a survivor of trauma, or want to get involved with the fight for deinstitutionalization. Find her on Facebook, Twitter (@feliciaagrelius), or email felicia.agrelius@gmail.com
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Eden Amital Eden is a junior at Scripps College and majoring in Feminist, Gender, and Sexuality Studies with a focus on Queer Studies and Disability Studies. This is her third year on DIDA leadership and her first year as a CoHead for the 5C Disability Mentor Network, which she co-founded with Leanna Namovic. 415 713 5531 , eamital1596@scrippscollege.edu
Contributors
Rachel Berner-Hays Rachel is a Junior, Sociology major from Seattle, WA. She is the Gabrielle Jungels-Winkler 2nd floor RA. bernerh5431@scrippscolle ge.edu
Anna Cechony
Chelci Burroughs From Los Angeles, CA, Chelci is a 3-2 Engineering
Anna is a Junior Neuroscience major
and Physics major. She is the 2nd floor Toll RA,
from Seattle, WA, and the first floor
and is on leadership of Wanawake Weusi. She is
RA for Dorsey.
also involved in Cafe con Leche, Black Lives Matter (LA, Claremont), Humanities Institute Fellowship Fall 2015, and Society of Women Engineers. cburroug1449@scrippscollege.edu or please knock on my door during RA office hours - Toll 231
Chandra Dickey
Marly Coe Marly is a sophomore and
Shanisha Coram
most likely will be a
Shanisha is a junior at Scripps dual majoring
biochemistry major.
in Politics/International Relations and Asian Studies. She is from St. Croix, U.S. Virgin
Chandra is from Stone Mountain, Georgia and has a dual major in Politics and History. She loves reading, writing and trying new foods. Her favorite thing about Scripps are all of the beautiful courtyards and Denison Library. cdickey7370@scrippscollege.edu.
Islands and is currently studying abroad in Japan for the year. Rachel Geller Rachel is from the rainy town of Eugene, Oregon. She loves soaking up the sun here in Claremont with an iced lavender mocha from the Motley in hand! She's undecided about her Cosette Dwyer
major but plans to minor in Hispanic Studies. Rachel is in the a cappella group Mood Swing and is an active member of 3CIV.
Cosette is from Cypress,
She spends her free time singing, crafting, doing crosswords,
CA, and she is a physics
and hanging out with friends. Email Rachel with questions
major. cdwyer4188@
about Christian life at the 5Cs at
scrippscollege.edu
rgeller4184@scrippscollege.edu.
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Contributors
Nia Gillenwater
Hallie Goldstein
Nia is an Economics major
Hallie is from San Francisco, CA. She is a Psychology major
Evelyn is a Feminist,
and Politics and
who likes hiking, snowboarding, geeking out over The
Gender, and Sexuality
International Relations
Atlantic, watching Jon Stewart, having impromptu
Studies major from
minor from Oak Park, IL.
philosophical conversations, dance parties, eating anything
Covina, CA. She is the
On campus, she is Head
with peanut butter. Her favorite things about scripps
Feminism columnist for
RA, Co-Treasurer on SAS
are the intellectually stimulating conversations that carry
The Scripps Voice.
and Econ tutor through
on outside of the classroom, and the dynamic, intelligent,
EGonzale0944@scrippscol
Dean of Students.
supportive and kind group of people that make up the
lege.edu
Evelyn Gonzalez
student body and faculty, and Scripps' chocolate bread pudding. hgoldste2136@scrippscollege.edu
Noor Hamdy Elfayoumi Noor is a sophomore who plans to study International Relations with a concentration in the Middle East. She loves talking about anything from politics in Egypt to activism in America and even just all the dogs you
Rhea Handa
Barbara Ko
Rhea is from New Delhi, India. She will probably dual/double majoring in Economics and Politics. Her favorite thing about Scripps is Margaret Fowler
Barbara is from Irvine, CA, and her major is Psychology and minor is Music. She is on La Semeuse, works as an IT intern on campus, volunteers with Babes and Blankets, sings in the Claremont Concert Choir, and is a member of the Asian American
Garden and Mallot. rhanda9090@scrippscollege.edu
Student Union. In her free time, she likes to collect hippo-related objects and travel to Taiwan.
saw today. Please feel more than welcome to contact
Rebecca Manikowski
her if you have any questions or just want to
Bekah is a Media Studies Major, a member of the Mock Trial
grab a coffee. You can find
Team, and the Student Activities Chair for SAS. Feel free to
her on Facebook or reach
introduce yourself and ask questions if you see me on campus!
her at (858) 442 6134.
rmanikow5491@scrippscollege.edu.
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Contributors Ellie McDonald Ellie (Mac) McDonald is from Durham, NC/Boca Raton, FL. She's a Foreign Language major, and she also studies classical singing. She plays for the 5C Women's Rugby team and cycles when she can, and she love love loves being a student here at Scripps and getting to go
Elisabeth Mayer
to school with such super rad women.
Elisabeth is a rising junior from Chicago, IL. She studies English and Middle East & North
Leanna Namovic
African Studies, so most of her classes are at Scripps, CMC, and Pomona. Her favorite things
Leanna, class of 2017, is from Chatham,
about Scripps are the amazingly supportive
NJ. She is a Neuroscience major, Music minor, and she is the co-head of 5C
community and her 5C friends. She will
Disability Mentor Network. She's also a
also certainly miss picking her own fruit when she's
abroad
part of Midnight Echo, KSPC, and an
this
active
year! emayer7170@scrippscollege.edu
member
of
the
Catholic
community. Her favorite thing about Scripps would probably be just how supportive and determined Scrippsies can be. You are becoming a part of an incredible community, don’t think that any of your dreams are too big. Sophia Rosenthal Sophia is from Pennington, New Jersey. Grace Reckers
She is currently studying abroad in Copenhagen; when at Scripps, she is the
Grace is from Danville, CA, and she is majoring
student manager of the Modern Language
in Public Policy Analysis with a concentration in
Resource Center. In her free time, Sophia
biology. Her hobbies are soccer, basketball,
enjoys exploring fashion and dissecting
Mock Trial, photography, travel, and outdoor
party culture.
exploration. greckers9824@scrippscollege.edu
She is an English major
with an FGSS minor.
Jasmine Russell
Phoebe Shen
Jasmine is a Digital Media
Phoebe is a Legal Studies major and
Studies major going into
Sociology
her third year at Scripps.
California. Her favorite thing about
You can almost always find
Scripps is the Motley! She alsos love
her
being
in
Motley.
SCORE
the
jrussell3819@
scrippscollege.edu Facebook
or
or
minor
part
Consortium absolutely
of and
from
the
Arcadia,
Claremont
loves
gorgeous
pshen4883@scrippscollege.edu
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Scripps's campus.
Contributors Mia Siracusa Mia is a rising junior from Santa Cruz, CA. She is involved in CMS Soccer and art, and she likes to hang out at the Motley and go to the gym. She is Cameron Statton
a dual major in Math and Art.
Cameron is from Oakland, CA and am in the class of 2017. She is a Biomedical Engineering major in the 3/2 Engineering Program, currently finishing her degree at Columbia University. Scripps is awesome, and she already misses the beautiful campus and amazing people at Scripps and the rest of the 5C's. Her favorite things about the 5Cs (which you HAVE to check out): Frank omelets (they give you a huge chunk of avocado if you ask), The Spot (for yummy acai bowls, next to Trader Joes), fountain hopping throughout campus when it is warm at night (or jumping into CMC's pool at night…), and Harvey Mudd's
Sneha Deo
beautiful… and I mean BEAUTIFUL (and fun)… hidden
Sneha is a Computer Science major from Seattle,
dinner/hangout/study spot (on the roof of the Shanahan
Washington. She is the CLORGs Chair of Scripps
Center). If you have any questions about the 3/2 Engineering
Associated Students (SAS), and works at the 7C
Program (or Scripps or Claremont in general), don't hesitate to
Asian American Advisory Board. She is also
email her at cameron.statton@gmail.com.
involved in singing on campus. Isabella Levin
Odaris Barrios-Arciga Hails from (North) Las Vegas, Nevada. A
Isabella loves sprinkles, sunshine, smiles, Scripps, and alliteration. She
computer science major undecided about
hails from Southern California and will be an upcoming junior, a part of
life. Digs heavy metal and art
the class of 2017! In the spring, she will continue being a Francophile by
documentaries. Currently in a shameless
studying abroad in Paris. You can catch her in the Motley or the Margaret
affair with Scripps's bread pudding.
Fowler Garden drinking blended soy mochas. Welcome to Scripps!
Rebecca Millberg
Megan Petersen
Rebecca Millberg is an economics and
mpetersen7292@gmail.com
anthropology dual major who comes to Claremont all the way from St. Paul, MN. She's spent her time on campus on SAS, as a peer mentor, and building a more
Emi Tabb etabb9720@scrippscollege.edu
cohesive Jewish community at Scripps. She's currently studying abroad in Buenos Aires, Argentina, and can't wait to be back on
Tatissa Zunguzē tzunguze1690@scrippscollege.edu
campus in the spring!
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Claire Hirschberg Lina Mihret Alice Mullin Tara Partow Paolina Siqueira-Koo
Dear Scripps First-Year, Not buying everything
Do not buy everything. You are going to a college, not a bomb
all took Core. Mine are
Amazon.com, and any other store present in civilization in case you
includes textbooks. We brand-new and I spent lots of money on them. There are sophomores looking to get rid of
shelter. You will have access to Target, the bookstore,
run out of supplies. People have cars if you do not - just ask!
Storage at the end of the year over the summer is expensive. When you visit home, you will inevitably haul more stuff back to school.
their every thing you
can imagine. You will save loads.
You aren’t allowed to have
Preparing for Arrival
Shower shoes are important.
extension cords, but 10 foot
power strips/surge protectors
(which are allowed) are your friend.
Rent a fridge your first year if you cannot find one. It only
Seniors also sell sheets,
ponder the large amount of seniors selling their fridges, and
year; some of them need to
takes one person to steal your food. After your first year,
pillows, etc. throughout the
snap one up for $50 or less. They last a long time.
go abroad. If you can find
If your hall is not air-conditioned (see “Dorm Life” FMI),
before you show up here, you
bring a fan. I repeat, BRING A FAN. You will cry if you
do not have one. One standing tall fan would be good for each
room, along with a personal small fan if you want that. There will be students selling these as well. It also helps to bring an
ice pack. In my opinion, there is no replacement for this kind of blasting cold on a hot September day.
8
some seniors selling things will also save loads. I
personally have two sets of sheets at the moment. One
is brand-new and unopened. I probably shouldn’t have done that.
Dear Scripps First-Year, Please try not to call various offices repeatedly to ask when things will
Preparing for Arrival
be ready. This comes from a student working for IT’s perspective, but trust me, it will all fall into place. They will not forget the important things, and sometimes, it might take longer than you think. That’s okay. We like when you’re patient. We haven’t forgotten you!
If your parents are in your way, invite them to check out the rest of
campus. Or, if you’re like me, “Mom, please just go away.” It’s your adventure and if them telling you where to stow your stuff is not
Arrival
helpful, then please attend to your needs, and invite them to head out. Yes, getting on campus for the first time is
Don’t hog everything. Please. It’s awkward
whether that stack of boxes is moving by
“Hey, I already picked this bed, so that’s
blasted scary. You will be confused as to
when you walk in to your roommates going
itself, or if there is someone behind it moving
your bed.” So don’t do it to them, because
them. You and your roommate(s) will haul
your roommates might be the best chance of
all your stuff into the room, frantically try
friends you’ll ever have. Talk to them about
to make it disappear, and then you will
what you’re willing to share and what you’re
think, “Wow, I brought too much stuff,”
not willing to share. For me, one of my
because despite all of the warnings about not
roommates and I basically shared food and
bringing too much stuff, maybe you wanted
took turns buying it. We didn’t care about
to be prepared. Breathe. Throw out the
exactly owing each other. But now I live at
empty boxes or put them away in a closet or
an apartment and I don’t like when I run out
basement. As the boxes disappear, you will
of food without knowing about it. Know
have a neat place again.
your boundaries! 9
Dear Scripps First-Year, Using the portal: When you’re looking for classes, I suggest starting your search by filtering
using the subject area you want. “SC ____ Requirement” in the “S” section will allow you
to sort by General Ed requirement, which is useful when you don’t know what else you want to take (and you’ll have to fulfill them anyway). Unfortunately, it’s not possible to list all of
the classes at once (you probably don’t want to). If your registration time is in the afternoon, you
will probably not get some
Registration
of the classes you want.
When picking Writing 50
up to the first day of
all the course descriptions next
Demonstrate your
compare them. Ask around!
permission to enroll
their recommendations.
it is worth it.
great, too.
Don’t fret on that-- show
sections, it helps if you line up
class and beg.
to each other so you can
interest. Submit a
Current students all have
request. It is scary, but
RateMyProfessor can be
DO NOT HIT THE BACK BUTTON on
your browser. I repeat. Do not hit the back button. The portal is very
confusing and scary at
first, and you will have no
idea what classes you want to pick. You will probably want to select from the SC course areas for
general ed requirements.
Talk to your adviser; professors may be scary-looking at first, but they are useful and kind people. (I hope.) Have lots of
back-up plans for your classes. They might have 10 spots left,
but hey, there are usually 250 first-years. This year, there are over 280.
But whatever you do, do
not hit the back button. It will waste so much of your time. And the classes you want may fill up during that time.
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Dear Scripps First-Year, Be careful of where your classes are, and of how many of them
Registration
you are taking in a day. Consider the fact that you might not want to have four different classes in a single day, and think
about whether or not you want Friday classes. Also consider the
fact that starting every day at 11 is indeed lovely but will
probably leave you no time to study in the afternoon, for if you
are not a morning person, you will be tempted to sleep in instead of studying. Eat the In-N-Out. This is the California life, baby!
Go to Target. Yes. Go to Target. Especially if you
don’t have a car. Don’t be lazy-- it’s worth it.
Go out! Meet people! Enjoy your new
Take your
want to have friends to spend time with,
and let them sort
freedom! This is your life now. You’ll even if (like me) you are an introvert
who wants to hide away after a while. Barbara Ko ‘18
the Claremont first-years show up at the same time.
Orientation
want. Don’t expect to buy sold out.
bother when you
can have them do it for you?
have a Mac... the servers and Macs don’t seem to like each other.
Make a list of what you
white hangers-- they’ll be
it out. Why
Especially if you
Watch out for that huge
checkout line, though: All
computer to IT
Show up on time for your registration appointment. Remember
what I said about getting the classes you wanted? 11
Dear Scripps First-Year, Clean out your room, wash your sheets, and take out your trash regularly. You will appreciate it when it is finals week and you are cleaning out for closedown and it does not take a long
time. And when you never see ants in your room. California is an anthill. Maintenance can
call the exterminator-- but often after they’ve gotten into your food. Likewise, you never want
to attract rodents. It’s unpleasant and terrifying.
Daily Life Go to bed at a reasonable hour. Please. For your health. There will
probably be a time when
Mix-Bowl, a Thai restaurant in Pomona, delivers food to your
dorm from 6 p.m. until 1 a.m. You can find their information at mixbowlcafe.com-- just make sure you order $10 or more, and
tip the driver. Telling them “Toll Hall, Scripps College” will
get them to show up to the rose garden, no questions asked (or any other dorm). See “Delivery” for more options!
your roommate gets sick,
The dining halls will all close on
live with them.
food. Use that to-go container.
and you will still have to
Thanksgiving day. Stock up on
Check out all the various Facebook pages made by different groups
After all the Madness
-- there are so many! 5C Book Exchange (cheap textbooks),
You might not like
you can “like” to keep up. Most importantly, use your Scripps
found it to be the most
useful group for cross-class coordination, and there are some
class. It was much of a
Score, ResLife, various CLORGS, and many others have pages
Core. That’s okay. I
email to join “Scripps College Current Students”-- it is the most
frustratingly wonderful
alumnae who are still in the group.
love-hate relationship.
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Things to Remember About Being an International Student at Scripps Yes, it's scary to be so far from home, and yes it will feel like none of your new friends that are from the US will get it. But that's incorrect. Though they may not be as far from home as you are, they too have left home for probably the first time in their lives and are in a new and (mostly) foreign place. So go ahead and reach out to your roommate or your new friend from your peer mentor group, or someone from your SOAR team -- they're probably feeling what you're feeling, too! I-Place (formally, International Place of the Claremont Colleges, which is a 7C resource for international students located on CMC’s campus) is actually pretty great-- they have a bunch of resources for you and can answer any of your questions and concerns regarding visa stuff and transportation. Also, their events are a superb way to connect to other international folks from the 5Cs! (FMI: http://iplace.claremont.edu/about/ or https://www.facebook.com/InternationalPlace? fref=ts) Other than that, find international upperclasswomen (https://www.facebook.com/groups/152108464832718/). I'm sure any one of us would love to talk stuff out and help you with anything you need. It's easy to feel overwhelmed when you're juggling schoolwork and your new life and your life back home, and time zones and distance makes things worse. But here's something you didn't know -- time zones can be your friends! Figure out a time that is convenient for you AND for your friends/family back home and leave that time free to reconnect -- and spend the rest of your time concentrating on things you have to do here at school. Yes, you can get a job on campus with an F1 visa. You just need to apply for a social security number once you're employed, and you can work for a maximum of 20 hours a week (and more during the summer). e. Citibank is a good bank to work with-- they even have an overdraft facility (with a fee, of course), offer you a student credit card (great to build a credit history if you plan on staying in the US after graduation), and they also have a great mobile app that makes banking a lot easier-- if you have a job on campus, you can even deposit your checks through your phone. I (personally) recommend it, but I know some of my other international friends use Bank of America and Wells Fargo! Try to find other international folks to get on a family plan with! This makes your phone bills MUCH cheaper and you make a few friends in the bargain-- the more the merrier! Some providers have great international calling plans as well (TMobile offers free international call and text to select countries for $15).
Other than that, make the most of your time here. You came all the way over here to receive a stellar education and that is what Scripps will give you, but it will also give you a great experience and a really, really fun time, so do your best to enjoy it!
Rhea Handa ‘18
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Far From Home Even if you don’t particularly like being home, being far (by “far,” I am referring to the fact that college is so different from home that you feel far even if you live five miles away) from home can be challenging, especially at the beginning of your first year. Here are some (emphasis on “some”-- there are many more things that may work for you individually that aren’t on this list) tips to make Scripps feel like home: 1.
Make your room
Whether your dorm room is just a place where you have a bed or the place you leave only when forced out, it’s your room. Blank walls are daunting and dreary, and they are a good starting place to transform the space. Decoration and comfort are important—put up some wall-hangings or maybe a photo collage of friends and places from home. Get a cozy blanket. Bring some special or ordinary items from your room. These pieces of familiarity might help make your room a welcoming haven rather than a cell where you slave away over Core readings. Lighting also has a big impact. The older dorms tend to have softer lighting that can be too dim. The new dorms have fluorescent lighting that may strain eyes—my dorm room last year was like that, so I’d sometimes leave only my desk lamp on or use natural light instead of the huge, overhead light.
When you have a space that is your own on campus, you are telling yourself you belong
here. And you do. 2.
Interact
There are going to be new people everywhere. You don’t have to talk to everyone, but it’s a
good idea to get to know at least a couple of people. Having a friendly face around or hearing someone say hi in the hall are things that will help you feel at home. I’d recommend getting to know your roommate(s). It’s nicer to live with friends than with strangers, I’d think. 3.
Understand that missing your home before Scripps is normal
Everyone misses something about home—it’s completely normal. This point is not made to invalidate your feelings, it’s to let you know you aren’t “weird.” You might not have heard this before (I hadn’t), but feelings are always valid. It’s okay to be nervous about starting college, but know that you don’t have to feel that way if you don’t want to. Instead of spending your energy being mad at yourself for feeling homesick, use it on helping yourself. 4.
Set a schedule
If you miss home, you might be tempted to check in frequently. This will probably make you miss it even more. If you schedule calls to home and friends at other schools, you might not be as tempted to randomly call them and feel worse. A schedule gives you something to look forward to.
14
More Advice “It takes every individual a different amount of time to adjust to school and find their place. It can often be scary to extend
out
of
your
comfort
zone,
but
it
is
extremely helpful in cultivating a sense of belonging
and in enabling you to find your place. Try extending beyond
that
comfortable
place
when
you
are
able
to--
socially, academically, environmentally. Throughout the course of the year, things will undoubtedly fall into place, and immense growth will result.”
Hallie Goldberg ‘18
“I think I came into Scripps believing that not always knowing what to say was a fault, that not always having an answer was somehow wrong. Over the years, I came to realize that my opinions are not always the most important thing in the room, and that always having something to say
meant I wasn't learning. I came to realize that I learned so much more by reflecting on my privilege--not just when it was asked of me by a lecture or a course reading, but in everyday moments and discussions-and really listening to my professors and fellow students, whether I agreed with them or not. You can't learn things from others if you're the only one speaking or if your own opinion is the only thing that matters to you. I don't want to imply though that talking things out or saying what you think is somehow wrong either. Just that it's okay and good to listen to each other. Especially for first-years.”
Megan Petersen ‘15
“You don’t have to qualify your opinion and thoughts. In the classroom, you might be used to starting with “Well, I think…” or “I don’t know, but…” This is your place to take risks, and don’t worry if people don’t agree with you.” “Learn to advocate for yourself. Ask specific questions.”
Be yourself! 15
Saving Money While At Scripps Be Frugal with Food: Scripps has 5, 12, and 16 meals-per-week plans. You also have until about the middle of the semester to change your plan, so use the first few weeks of the semester to keep track of how many meals you eat per week, and then decide which plan works for you. The more meals you use, the less meals you’ll have to pay for out of pocket, so be sure to get to the dining hall on time. If you use your flex responsibly (for supplementing food rather than just for coffee) as well, you shouldn't have a problem with feeding yourself on a lower food plan. You can also supplement your diet with any of the fresh pickable fruit on campus, such as the orange or kumquat trees. Bargain for Books: Instead of using Claremont’s Huntley Bookstore, you can order your books online from websites like Chegg, Amazon, or CheapestTextbooks. There are also several Facebook groups where upperclassmen sell their old texts. For classes in the humanities, sometimes the books on your syllabus will be in the Honnold-Mudd Library. You can also apply for the SAS Book Fund at the beginning of each semester. As a final effort to reduce book costs, search in browsing rooms for old copies and ask your professor if you can work with an older edition or an online version. Be Smart with Supplies: There are tons of ways to get free stuff. SARLO often has free sample sizes of goodies like toothpaste and face wash. HEO (Health Education Outreach) has goodies such as sexual health supplies, shampoo, and more. You can update your closet at the end of the semester/year clothes swaps. You can also apply to many organizations on campus for funding of projects and events. The Motley, for instance, has an individual scholarship as well as a mug sponsorship program. Finally, SAS has a summer storage sale at the beginning of the year. They have a storage box full of donated dorm essentials which you can browse on move-in day. Tackle Transportation: The Tiernan Field House has yearly bike raffles and you can also rent bikes on a daily basis or on the weekends if you’d like to bike to the store or to class. We also have an amazing resource at SARLO: Van rentals. Register as a driver in SARLO, put down a refundable deposit, and book the date at least 72 hours in advance. If you’re looking for cheap rides to and from the airport, people often advertise on Facebook or you can arrange some carpools at 5CRideShare.com. Easy Entertainment: If you’re concerned about having money to go out, you can rest easy knowing that there are tons of free and fun events and things to do on campus. Instead of going to the village, you can go social dancing, visit the Ruth Chandler Williamson Gallery, go to a party, attend one of the free trips, or take advantage of any of the multiple other options we have. If you want to have a night out, see what sorts of student discounts you can get. Most of the places in the village offer them. SARLO also sells discounted movie tickets. Free on Facebook: Often in the “Current Scripps Students” and “Scripps College Class of 20XY” groups, students will sell items like fridges, clothes, and other items. There are also the “5C For Sale/For Free” and the “5C Book Exchange” groups. Word to the Wise: If you haven’t had to be strategic about money before or if it isn’t a concern for you at the moment, be conscious that this is not necessarily the case for everyone. Think about the sacrifices you may be asking of your peers when you ask them to get ice cream in the village, go for a birthday dinner out, or split room decor costs. This doesn’t mean that you should avoid all situations involving money; just be aware that your peers may have different experiences. Rebekah Manikowski ‘16
16
Studying abroad is an amazing opportunity. According to Scripps’ Study Abroad and Global Exchange Office (SAGE, previously known as Off-Campus Study or OCS), over 60% of Scripps students participate in some sort of exchange program abroad or offcampus. The SAGE Office is extremely knowledgeable about the benefits and setbacks of different programs, so be sure to stop by their office ASAP if you’re considering a semester away from Claremont.
Scripps covers your plane ticket. Disclaimer: Scripps estimates the cost of your roundtrip ticket from LAX to your destination and gives that amount to you in the form of a check. Also, they use websites like StudentUniverse and Travelocity to find you the cheapest flight possible. So, if you plan to fly out of another airport and the cost of the flight is higher than the check they give you, you’ll be expected to cover that. Some programs are more all-inclusive than others. For example, the cost of SIT Study Abroad programs typically covers all of your meals during your stay in the country of your choice, while programs like IES Abroad are set up so that you’ll have 7 breakfasts and 5 dinners a week with your host family. This means that on the weekends and during weekday lunches you’re expected to fend for yourself. However… Based on your program, Scripps will give you a stipend to cover extra meal costs. Again, programs like IES do not cover all of your meals while abroad. In some cases, Scripps will give you a stipend to cover the cost of the meals you wouldn’t have to pay for if you were on campus. This doesn’t mean you’ll have enough money to go out to eat for every meal, but you’ll have enough to make something simple in your dorm, in your program center’s kitchen, or in your host family’s house. Sometimes you can work abroad. ‘Working’ abroad can usually include tutoring English if you’re in a non-English speaking country, or babysitting for families living in your host city. This is usually the case in Europe. Don’t be afraid to ask the SAGE Office about this, and reach out to the programs you’re interested in applying to in order to see if working for some pocket money is possible. Things to remember. Scripps does not cover the cost of acquiring a passport or visa (if necessary) to participate in an off-campus study program, any immunizations necessary to travel to your selected destination, nor local transportation. In some cities, having a monthly bus, tram, or metro pass is necessary to get to classes on time and to participate in program activities. These-- along with any other travel you plan to do on your own-- will be your primary out-of-pocket expenses. Also, remember to think about the cost of storage units if you are going abroad for a semester or year. Other Scripps students are eager to share storage units in order to cut down on costs. Chandra Dickey ‘16 17
Flex Dollars
Essentials
For those of you on one of the meal plans, flex will soon become one of your closest friends. The 16 meals per week plan will get you $160 of flex per semester, while the 12 meals per week plan will get you $120 of flex. Remember, this is per semester, so make it last. Popular places to spend flex dollars are the Scripps Motley Coffeehouse in Seal Court, CMC Hub, Pomona Coop, Pitzer Grove House, and Jay's Place at Harvey Mudd, commonly referred to as the Muddhole (FMI see the “Dining” article in this guide). Just tell the employee behind the counter that you want your mocha or pizza or whatever it is you're purchasing to be charged to flex, hand them your student ID card, and voila: your late-night snack craving is finally satiated. You can also use flex dollars to swipe in a friend to one of the dining halls for a discounted price. Caveat: these flex dollars do not rollover to the next semester, so use them before you leave for summer or winter break! Claremont Cash Claremont Cash is different from your flex dollars. Cash in this account needs to be loaded on from your own bank account (or that of a parent if they are willing and able). Visit https://cards.cuc.claremont.edu to deposit any amount of money to be used as Claremont Cash, or call (909) 607-2273. And you don't have to worry about using all of this money before the end of the semester: this account rolls over for all four years, and you can withdraw whatever you have put in at any time. Claremont Cash can be used in the Scripps Store in Seal Court, in the Huntley Bookstore, as a substitute for flex dollars in the dining halls and cafes across the 5C's, as a way to pay for laundry in the residence halls, and at a number of locations in the Claremont Village (such as 21 Choices, a popular fro-yo place). If you run out? Load more on the website whenever you like. It's good to know that there is a $1 fee every time you deposit money into the Claremont Cash account-- however, if you go to Connections in the Honnold-Mudd Library to load Claremont Cash onto your card, there is no fee. Laundry Whether you intend to wash your clothes once every week or once every semester, laundry at Scripps is not too complicated (and is highly recommended). Every residence hall on campus has PRO TIP: unless you’re washits own laundry room and set of ing towels or something big/ washers and dryers, oftentimes in the basement of the building. heavy, one dryer can easily Load your dirty clothes, add deterhandle two loads of wash! gent or dryer sheets or whatever your machine calls for, swipe your student ID card on the black box on the wall, type the name of the machine into the black box (such as A6 or B4), and the fee will be charged to your Claremont Cash account. Washer-use is $1, while the dryer is $0.50 per load. Make sure you then start the machine with the desired setting before leaving the room. But your job doesn't end there. Once you start the machine, Tip: some of the laundry halls have clothcheck how much time the job will take. Make sure ing lines conveniently set up for stuyou come back to the laundry room to switch or dents. If you can, skip the dryer and retrieve your laundry by the time that the washer hang up your clothes on these lines. The or dryer is done--DON'T leave your clothes in the Claremont climate is PERFECT for airmachine for hours. Other students need to wash drying clothes, it's better for the environtheir clothes too, and they will likely pull your clothes ment, and you save $0.50 each load. out of the machine and put them on a basket or table if your machine is done but you aren't around. 18
Mailroom
Essentials
You should have received a piece of paper in the mail over the summer (one of the many from Scripps) with the address of your new student mailbox number. You will also receive a combination to the lock on this mailbox. Found it? Good. Now do WHATEVER you can to keep these numbers in a place you can access them again when you need to check your mail. Take a picture of your combination, put it in your phone, write it down, put it in your planner. The employees in the mailroom will give you one freebie each semester where they will remind you of your combination if you forget, but after that, it's up to you. I like to check my mailbox pretty often (especially if I'm expecting a card from my mom or my grandparents). For those of you with an on-campus job, checking your mailbox every other Friday may soon become the highlight of your week because that's your payday. Scripps will send your paycheck in the mail, and you can deposit your checks at one of the ATMs in the Village or using an app on your phone. The mailroom is also where you will receive packages on campus. If you give them your cell phone number, they will send you a text when your package arrives. They will also send you an email telling you to pick up your package at your earliest convenience. You’ll need your ID to pick it up, so be sure to have that with you when you go to get your package! ATMs There are a couple of banks in town (such as Wells Fargo and Bank of America) with ATMs that you can use. There is also an ATM in the Honnold-Mudd library. The Huntley
The Huntley Bookstore is open to the public and to students at any of the seven colleges. You may use it to purchase notebooks, pens, staplers, poster putty, greeting cards, Claremont and Scripps apparel, and any of the course-specific textbooks you'll need for your classes. I would recommend loading enough money into your Claremont Cash account before the first day of classes so that you can buy your school supplies here (they also accept regular cash or credit/debit cards as well). Many of the course textbooks are also available to rent for the semester. Keep in mind that The Huntley is not always the most affordable option. When looking for textbooks, ask around campus and try to find an upperclassman who has already taken the class that would be willing to sell you their books for a discounted price. Many students also take advantage of Amazon or other online vendors for their books.
Tip: Amazon offers a free sixmonth membership of Amazon Prime to college students. Take advantage of this! You get free two-day shipping on lots of products.
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Essentials Course Registration When it comes time to register for courses, you will be given a time-slot. Make sure you have several back-up plans for your schedule when it comes time to sign up. You will need to meet with your advisor before you can be cleared to register, and your advisor will help you design an appropriate schedule for your first semester. Students will panic when they don't get into the courses they desire, but try not to stress too much. As a first-year, there will be classes that you don't get into. It happens to everyone. Try PERM-ing (this will be explained to you during orientation), email the professor, and show up to that class on the first day of school if you can. If the professor still doesn't let you in, try not to worry too much. You'll get the classes you need, it just might take some time. Wait until next semester and fill that time-slot with another course. Registration all happens on the Scripps Portal, and you will be given your login sometime during the summer. The Portal is also where you can look for classes in the course database. Sakai The first thing to know is that Sakai is NOT the same as the Scripps Portal (that was my first mistake when I was a new student). Sakai is your home for specific class information. Once you register for classes, this is where your assignments will be posted, and many professors will have you submit papers to Sakai through the dropbox. Use the roster on Sakai if you need to look up the name or email address of a classmate, and take advantage of the course syllabus that most professors post on the site. Grace Reckers ‘18
When in doubt,
Don’t panic 20
Dining at the Claremont Colleges *NOTE: Because some of the facilities’ hours for the academic year are not yet posted at the time of my writing this, not all of the information is filled out. It should be on their websites by the time you get this, so feel free to fill it in!
Dining Halls Malott Commons (Scripps) Monday - Friday Breakfast: 7:30 a.m. - 9:30 a.m. Continental Breakfast: 9:30 a.m. - 10:00 a.m. Lunch: 11:15 a.m. - 1:30 p.m. Dinner: 4:45 p.m. - 7:00 p.m. Snacks are also served Tuesday evenings from 9:30 p.m. - 11:30 p.m. These are free!!! They usually have something warm like waffles, corn dogs, or chicken nuggets, plus cookies, cereal, fruit, vegetables and dip, tea, and milk. Grab-N-Go Program: Monday – Friday, noon – 1 p.m., you can do a to-go option through the Malott doors on the right side. Saturday - Sunday Brunch: 10:45 a.m. - 1:00 p.m. Dinner: 5:00 p.m. - 6:30 p.m.
Hoch-Shanahan (Harvey Mudd) Monday - Friday Breakfast: 7:30 a.m. - 9:30 a.m. Lunch: 11:15 a.m. - 1:00 p.m. Dinner: 5:00 p.m. - 7:00 p.m. Weekends / Holidays Brunch: 10:30 a.m. - 12:45 p.m. Dinner: 5:00 p.m. - 7:00 p.m.
McConnell (Pitzer) Monday – Friday Breakfast: 7:30 a.m. – 10 a.m. Lunch: 11:15 a.m. – 1:30 p.m. Dinner: 5 p.m. – 7:30 p.m. Saturday – Sunday Brunch: 10:30 a.m. – 12:30 p.m. Dinner: 5 p.m. – 6:30 p.m. McConnell has themes for each weeknight: · Mongolian Mondays
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· · · ·
Taco Tuesdays Wrap-Up Wednesdays Steak Night Thursdays Freestyle Fridays
Collins (CMC) Monday – Friday Breakfast: 7:30 a.m. – 9 a.m. Brunch: 9 a.m. – 9:30 a.m. Lunch: 11 a.m. – 1 p.m. Dinner: 5 p.m. – 7 p.m. Monday - Thursday Late night: 10:30 p.m. – 11:30 p.m. Saturday – Sunday Brunch: 10:30 a.m. – 12:30 p.m. Dinner: 4:30 p.m. – 6:30 p.m.
Frary (Pomona) Monday – Friday: Saturday – Sunday:
Frank Monday – Friday:
Other On-Campus Options Coop Fountain (Pomona) Location: Phone:
170 East 6th Street 909-607-3293
“Dining halls closed? Hungry after a long evening of studying? Come to the Coop Fountain, your student-managed and student-staffed on-campus restaurant! Try our daily specials, or get one of our classic Coop Meals to refuel. We even have take-out containers, for those times when you need to be somewhere ten minutes ago and don’t have time to eat!” Hours: Monday – Thursday: 9 a.m. – 11 p.m. Friday – Saturday: 9 a.m. – 1 a.m.
Honnold Café (Honnold-Mudd Library) Location: Phone:
Honnold/Mudd Library, 1st floor 800 North Dartmouth Avenue 909-621-8156
“The Honnold Café is located near the south entrance to Honnold Mudd Library. The Honnold Café provides the students, faculty and staff of the Claremont Colleges, with a warm relaxing environment in which to enjoy gourmet coffee and espresso based beverages, as well as delicious food and pastries.”
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Hours: Monday – Thursday: 8 a.m. – midnight Friday: 8 a.m. – 9 p.m. Saturday: 9 a.m. – 9 p.m. Sunday: noon - midnight
Jay's Place (Harvey Mudd) Harvey Mudd College Location: Platt Campus Center, Lower Level “Formerly The Little Pizza Place, Jay's Place was renovated in 2005 in remembrance of Jay Wolkin ’99, who died in an airplane crash shortly before he was to graduate from HMC. Jay, an engineering major and proctor of North Dorm, was a free-spirited person who lived life to the fullest. The latenight eatery’s makeover—made possible in part by funds from Wolkin’s family—included an updated entrance, renovated pizza kitchen, a sub sandwich service area, pool tables and sunken seating area with wheelchair accessibility. Jay’s Place serves pizza, sandwiches, soft drinks and snacks, and offers its night-owl patrons music, movies and billiards.” It is also frequently referred to as “The Mudd Hole.” Hours: Monday – Thursday, Sunday: 7 p.m. – 1 a.m. Friday – Saturday: 8 p.m. – 2 a.m.
Motley Coffeehouse (Scripps) Location: Seal Court Phone: 909-607-3967 “The Motley’s Mission is: To be a socially responsible business that explores diverse feminist critiques; To connect the Claremont Colleges with local and global communities by perpetuating sustainable supply chains; To foster independent thinking and purposeful change. (They also sell coffee and baked goods.)” “Bring your own mug or use one of theirs for $1 off "to go" prices on drinks. (Using a Motley mug means you must leave your ID at the counter until you return the mug.)” Hours: Monday – Thursday: 8 a.m. – midnight Friday: 8 a.m. – 5 p.m. Saturday: 11 a.m. – 5 p.m. Sunday: 11 a.m. – 5 p.m., 8 p.m. - midnight
Sagehen Café (Pomona) Location: Smith Campus Center Phone: 909-607-8637 "The Sagehen Café offers an upscale, intimate dining experience. Whether you are joining us for a quick lunch or a casual dinner, the café is the place to be at Pomona! And Cecil's Coffee Bar always offers a full coffee menu, featuring Pete's Coffee & Tea." Hours: Monday-Friday, 7:30 a.m. - 3:30 p.m. lunch served 11:30am-2:00pm evening coffee and dessert starts Sept. 13
The Hub Grill (CMC) Location: Emett Student Center
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"A perfect gathering place – “It’s all good at The Hub! Come by with your friends to relax, enjoy all-natural beef burgers, traditional pub-style favorites and signature made-to-order deli sandwiches and wraps. Enjoy freshly-prepared grab and go sandwiches and salads, made-from -scratch soups, house made desserts and an array of bottled beverages." Hours: Monday – Thursday: 11 a.m. – 3 p.m., 7 p.m. – 10:30 p.m. Friday: 11 a.m. – 3 p.m., 7 p.m. – 2 a.m. Saturday – Sunday: 8 p.m. – 2 a.m.
The Shakedown Café (Pitzer) Location: Gold Student Center, Second Floor 1050 North Mills Ave. Phone: 909-607-3900 “Environmentally and socially responsible food made by Pitzer students” Hours: Monday – Thursday, Sunday: 3 p.m. – 5 p.m., 6 p.m. – 11 p.m. Friday – Saturday: Closed
The Café (Harvey Mudd) Location: Shanahan Center “Serving Starbuck’s coffee and a variety of snacks, The Café is used by all members of the Harvey Mudd community. It’s a great place to hang out, especially in the area known as the Living Room. The Café is located at the southwest corner of the R. Michael Shanahan Center for Teaching and Learning.” Hours: Monday – Friday: 7:30 a.m. - midnight
The Pit Stop Location: Bernard Hall “The Pit-Stop Café serves coffee, espresso drinks, gourmet sandwiches, wraps, salads, fruit cups, juice, and freshly baked pastries. There is free printer and wireless Internet access.” Hours: Monday – Friday: 8:30 a.m. – 5 p.m. Grab N Go: Monday – Thursday: 8 a.m. – 3 p.m.
The Grove House Phone: 909-607-3654 “The Grove House is a craftsman-style home/creature that currently serves as a restaurant, student center, and residence at Pitzer College… and offers a respite from daily concerns and academic pressures. Quiet conversations, reading or writing, cultural events such as musical performances in the living room, poetry readings in the Bert Meyers Poetry Room, or student art exhibitions in the Barbara Hinshaw Art Gallery; a womyn’s center, an ecology center and kitchen -turned-restaurant, for nutritious foods are all part of the Grove House experience.” Hours: Monday – Friday: 8 a.m. – 10 a.m., 12:30 p.m. – 3:30 p.m. (meals served) Open Monday – Friday 9 a.m. – 11 p.m. Jocelyn Gardner ‘17 24
Mix Bowl Cafe
Valentino’s Pizzeria
Salad Farm
The Brick Market & Deli
1520 Indian Hill Blvd Pomona, CA 91767 (909) 447-4403
644 East Arrow Hwy Pomona, CA 91767 (909) 625-3187
373 West Bonita Ave (909) 621-1855
105 East Arrow Hwy Pomona, CA 91767 (909) 596-5225
11 am - 1 am (2 am Fri Sun)
10:30 am - 10 pm
Bangkok Blue Thai Cuisine
11 am - 8 pm
10:30 am - 7:30 pm (4:30 pm Sat) Closed Sunday
Delivery
2300 Foothill Blvd La Verne, CA 91750 (909) 392-3235
Jimmy John’s 2320 Foothill Blvd La Verne, CA 91750 (909) 593-1851 11 am - 10 pm
11 am - 9 pm
Jocelyn Gardner ‘17
Tokyo Japanese Restaurant
Dragon 99
Dr. Grubb’s
9513 Central Ave Montclair, CA 91763 (909) 625-3760
9335 Monte Vista Ave Montclair, CA 91763 (909) 621-1699
West Bonita Ave (909) 621-6200
11:30 am - 10 pm (10:30 pm Fri) 12 pm - 10:30 pm (9:30 pm Sunday)
11 am - 9:30 (10:30 pm)
Aladdin Jr. Restaurant and Cafe
The Back Abbey 128 North Oberlin Ave (909) 625-2642 11:30 am - 11 pm (12 am Fri, Sat) Closed on Sunday
3161 North Garey Ave Pomona, CA 91767 (909) 593-3887 11 am - 1 am
11 am - 8 pm (Mon, Tues) 11 am - 9 pm (Wed - Sat)
Eddie’s Pizzeria 1065 West Foothill Blvd (909) 398-1985 11 am - 9 pm (10 pm Fri and Sat)
Day Day’s BBQ & Waffle House
Domino’s Pizza
994 East Hold Blvd Pomona, CA 91767 (909) 622-3217
366 West Foothill Blvd (909) 624-1960
Closed Mon, Tues 8 am - 4 pm (3 pm Wed, Thurs)
10 am - 12 am (1 am Fri and Sat)
Kaya Asian Cuisine
House of Wings
Szechuwan Garden
1640 West Mission Blvd Pomona, CA 91766
2317 D St La Verne, CA 91750 (909) 596-4466
8551 Central Ave Montclair, CA 91763 (909) 625-1878
11 am (10 am Sat) - 11 pm (1 am Thu - Sat, 10 pm Sun)
11 am - 9:30 pm
11 am (12 pm Sat and Sun) 10 pm
Round Table Pizza
Round Table Pizza
408 West Auto Center Dr (909) 625-3856
598 East Baseline Rd (909) 621-6913
11 am - 9:30 pm (11 pm Fri - Sun)
11 am - 10 pm (11 pm Fri and Sat) 25
Casablanca Bar and Grill 500 West 1st Street (909) 626-5200 11 am - 11 pm (2 am on Fri and Sat)
The Last Drop Cafe
The Spot
Darvish Restaurant
435 West Foothill Blvd (909) 447-4223
119 Harvard Ave (909) 482-1870
946 West Foothill Blvd (909) 447-4556
Monday - Friday: 6 am 8pm Saturday: 7 am - 8 pm Sunday: 8 am - 6 pm
Monday - Friday: 7 am - 7 pm Sat: 7 am - 6 pm Sun: 8 am - 6 pm
11 am - 9 pm (10 pm Fri, Sat)
Srida Thai Cuisine
924 North Central Ave Upland, CA 91786 11 am - 9 pm (10 pm Fri - Sun)
Delivery
352 South Mountain Ave Upland, CA 91786 (909) 946-1553
3131 North Garey Ave Pomona, CA 91767 (909) 596-6666
8 am - 6 pm (5 pm Sat, 4 pm Sun)
11 am - 9:30 pm (8:30 Sunday)
Blue Fin Sushi & Teriyaki 665 Foothill Blvd (909) 482-0300
11 am - 9 pm
Buca di Beppo
Royal Panda Chinese Restaurant
Zuby’s Cafe
944 W Foothill Blvd (909) 625-7494
1 North Indian Hill Blvd (909) 624-3030 11 am - 9 pm
Honeybaked Ham & Cafe
Crane House
Tikka Wraps & Curry Bowls
352 South Indian Hill Blvd (909) 621-1855
11 am - 9 pm
505 West Foothill Blvd (909) 399-3287 11 am - 10 pm (11 pm Fri, Sat; 9 pm Sun)
Lucky Elephant
Pie Street Pizza
1515 North Mountain Ave Ontario, CA (909) 988-0161
1 North Indian Hill Blvd. (909) 624-4040
11 am - 10 pm
11 am - 9 pm
Upland Kabob
Z Pizza
Far East Gourmet
Mandarin Restaurant
733 North Mountain Ave Upland, CA 91786 (909) 985-5454
520 West 1st Street (909) 621-7555
1965 Foothill Blvd La Verne, CA 91750 (909) 596-2029
504 East Foothill Blvd Pomona, CA 91767 (909) 626-2888
11 am (4 pm Sat) - 9 pm
11 am - 10 pm Closed Sunday
11 am - 9 pm
11 am - 10 pm Vegan Glutan Free
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Jocelyn Gardner ‘17
Scripps College has provided you with a list of items they recommend you bring to Scripps. I have looked at this list and made a few changes.
Room Comforter/bedspread Pillow Bed linens (Twin extra long) Clothes hangers Coffee mug
You can bring one to the Motley!
Fan
If you live in a warmer dorm, BRING THIS. You will have a hard time buying one here in August due to the heat and everyone else buying them.
Drinking cups, dishes, and silverware for snacks
This is up to you. There is plasticware in the dining hall, and communal dishes in the kitchens. Though I'd recommend having your own items.
Poster putty for hanging up decorations
I recommend Command hanging strips or painter's (blue) tape. Poster putty, I've found, doesn't work, and it can be hard to remove.
Plastic containers with tight lids for storing snacks, detergent, etc.
If you have food in your room, I highly recommend having containers like a bin so that you don't get bugs. Ants will come.
Headphones/ear buds MP3 Player/iPod
Headphones are very good to have
Cell phone chargers
Power strip
A lot of the first-year dorms used to house fewer students, so the outlets are often hard to reach. I highly recommend one of these!
Desk lamp or bed lamp
The lighting in the dorms varies. If you live in the older dorms, you'll probably need a desk lamp.
Hair dryer Alarm clock Crates or stacking containers
These are versatile-- you can store books, shoes, etc. and also have a surface to put things on.
Personal Items Bath robe Shower shoes Towels, washcloths Soap
If you don't think you'll have an opportunity to restock, bring a lot of soap. Both for shower use and for washing hands.
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Shampoo Shaving cream and razors
Small bucket for carrying shower things
You might want to get one that has drainage out the bottom so it doesn't get moldy or fill with water.
Laundry basket/bag
More likely than not, your room will not be next to the laundry room, so it's good to have some kind of thing to carry it.
Laundry detergent Dryer sheets Band-Aids
They have some bandaids in the first-aid kits in the kitchens
Cold medicine
You can buy this at some places on campus like Huntley bookstore, I think
Aspirin First-aid kit
Again, they have these in the kitchens, but it might be nice to have just in case.
Class Computer/laptop or blank CDs for the computer labs
I would bring a flash drive, but not CDs. Nobody uses those anymore.
Binders, folders
You know your study methods best, but keep in mind that some professors do not allow laptops in class so you might have to take notes by hand.
Paper Writing utensils Dictionary
Save space: just use the internet
Thesaurus
Internet!
Backpack Calculator
If you're not taking math or science, you might not have to bring one.
Day-planner
Please do not bring Halogen bulbs and/or lamps
They have light bulbs
Hotplates, skillets, toasters, toaster ovens
They're considered fire hazards, and you don't need them
Air conditioners Coffee pots
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Microwaves
You can have only the kind attached to microfridge (the ones available through the school)
Candles Pets (fish in small tanks are okay)
Things I'm Adding Command hooks
These save a lot of space and don’t damage walls!
Sleeping mask Stuff for the walls
This is a good way to personalize your space while also making it bigger and more inviting.
Bed risers
At some point, you will probably need these. Probably not this year.
Do not bring twinkly lights
They confiscate these, sadly :(
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Toll
Dorm Life
Jocelyn Gardner ‘17
Eleanor Joy Toll Hall (TOL)
This is the oldest dorm on campus, and it boasts a gorgeous browsing room, courtyard, and monastic atmosphere. The catch? It doesn’t have air conditioning. As a first-year, you might be in the newer hallway toward the computer lab, the second floor doubles, or in other rooms. Toll has singles, doubles, and triples, and each set of two triples has a bathroom that connects the rooms. There are three floors. There are very large study areas here, also. It is beautiful and has a cozy feel to it. Being so close to the rose garden is another plus! It’s also supposedly haunted…
Browning Ellen Browning Scripps Hall (BRN)
On the other side of the rose garden from Toll sits Browning, another of the older dorms on campus. Although it is historic and similar to Toll, it has its own distinct charm as well. Unique to this hall is Browning Tower, which is accessible from the third floor. Check it out to see an amazing view, day or night. There are also many nooks and courtyards to explore, such as Mañana Court near the front entrance (which is also a distinctly beautiful area—check out the door!) and the tucked-away browsing room. This dorm has singles, doubles, triples, and quads (which have their own bathrooms). Unfortunately, there is no AC.
Clark Grace Scripps Clark Hall (GSC)
Clark is the largest of the four older dorms, and unlike the other three, it DOES have air conditioning—yay! There are singles, doubles, and triples. The high ceiling and interior balcony of the common room make it a very notable-looking area for the residence halls. This dorm also does have some newer portions, such as the first-year triple hall (similar to Toll’s). Like in the Toll triples, these have a shared bathroom connecting two triple rooms. Some more similarities between Toll and Clark are the interior courtyards and shared Oasis Court, which provides a beautiful view from many rooms.
Dorsey Susan Miller Dorsey Hall (DOR)
Dorsey is the newest of the four old dorms (Dorsey was the newest dorm for 30 years!), and it connects to Browning. In the main entrance, you can find Narnia, or at least a large wardrobe that MUST be the entrance to Narnia (you’ll know what I mean if you see it). Continuing with the olderstyle, traditional beauty of the old dorms, you can find a courtyard, browsing room, and common rooms among the singles, doubles, triples, and quads. The rooms have a lot of character, and I know of at least one that even has an old fireplace. Again, there is no AC. 30
Dorm Life Wilbur Wilbur Hall (WIL)
As of this summer, Wilbur and its connected building Kimberly are undergoing some changes—most notably air conditioning and a new roof. Wilbur is the smallest residence hall, housing only 25 or so students. Together, Wilbur and Kimberly are the size of the other dorms.
Kimberly Mary Kimberly Hall (KIM)
Kimberly hall, sometimes called “Kimbo,” houses singles, doubles, triples, and suites. As of this fall, it will have air conditioning. Kimberly is the first of the newer dorms, and it stretches from the area behind Margaret Fowler to the Tiernan Field House.
GJW
Gabrielle Jungels-Winkler Hall (GJW)
Often called “GJDubs,” this hall is the newest dorm on campus as of Fall 2015. It has two kitchens, an amazing common room, and a courtyard reminiscent of (yet still different from) the ones of the old dorms. Unlike all the other dorms, however, there are no water fountains, so if you live here you should definitely look into getting a water filter. This dorm has singles, doubles, conjoined doubles, triples, and 5-person suites, which feature single rooms around a bathroom and common area. This dorm is also a landmark in its accessibility for students, as it has automatic entrance doors and an elevator.
Routt & Senior Routt Mary Routt Hall (MRR)
Routt Hall is to the right when you enter through the door ro the Frankel-Routt dorms (collectively known as “Froutt”) nearest to the SCORE office, and it is easy to confuse with Frankel since they are pretty much identical in layout. They share the entrance lobby only, but the computer lab in Frankel serves as the lab for both halls. Routt has three floors containing 7-person suites (these have 7 individual rooms plus a common area and bathroom), triples (with the conjoined bathrooms), doubles, and a few singles. There is air conditioning. There are many balconies, and from many rooms, you can hear the bubbling of nearby fountains. Senior Routt is the building containing apartments on the same side of the walkway that leads to Routt as the SARLO and SCORE offices. Each of these apartments contains two doubles, a sizeable kitchen, and common spaces. While they are called “senior” apartments, you do not have to be a senior to live in them; however, priority for these spaces is given to those who need the kitchens as an alternative to dining halls. This building is considered to be part of Routt.
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NEW
Dorm Life
This hall is supposed to open in Fall 2016, and is called “NEW” Hall until its completion, at which time it will be named. According to Scripps’ campaign site, “The new 82bed residence hall will […] reduce the number of ‘triples,’ a condition impacting 75% of our first-year students. Designed in harmony with the distinctive look of the first residence halls, the new hall will feature the visual texture, courtyards, browsing room, living room, and beautiful grounds students and alumnae cherish.” It is located near Frankel/Routt and the Tiernan Field House.
Off-Campus From Scripps’ housing page: Brighton Park Apartments “house two students, each in their own bedroom. All units have a full kitchen, living room, bathroom, and patio, and are fully furnished with cable and internet access. Preference will be given to junior and senior students and to those who will be here for the entire academic year.”
Padua Terrace Apartments have “three-bedroom units that will house three students, each in their own bedroom. All units have a full kitchen, living room, two bathrooms, and are fully furnished with cable and internet access. Preference will be given to junior and senior students and those who will be here for the entire academic year.”
240 House (the house located at 240 Eleventh Street) “houses twelve people in six double rooms. The house contains a bathroom, a washer and dryer, and living room with cable television and Ethernet connections. Priority for the house will be given to groups of seniors and students with documented medical conditions and/or reasons.” 1060 House (on College Avenue) is a “fully furnished five bedroom house with full kitchen, breakfast nook, living room, bathroom, back yard, cable and internet service, and parking available for two cars. This house will be available to five students who prefer single rooms and share the common areas of the home. Preference will be given to junior and senior students and those who will be here for the entire academic year.” 5C Living Exchange gives Scripps students the opportunity to live for a year at another 5C campus. In short, a Scripps student exchanges hall draw spots with a student from one of the other Claremont Colleges. The students then participate in hall draw to select their new dorm room on their non-home campus for the coming year.
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Dorm Life
Each dorm has:
Communal fridge
Oven
Stove
Cabinets
Some cooking supplies
bage disposal
Drying rack for
Trash bags
First-aid kit
Cleaning supplies
Just return them when you’re done, except the gar-
bage bags…
Showers/bathrooms
Take out your trash or you WILL have bugs
Some have bathtubs
Recycling ones are blue
Recreation rooms (“Rec rooms”)
Recycle!!!!
These are basically common rooms with couches,
TVs, etc.
basements.
Ideal for storing suitcases that won’t fit under your
TVs and usually with more tables for studying.
bed.
Pianos
Every dorm has a piano. The story goes that it used to
Resident Advisors (RAs)
You’ll have multiple RAs, and they are great re-
be a graduation requirement to know how to play.
sources
Don’t play during quiet hours
They have open hours
Browsing rooms
There is a rotating RA on call
Traditionally, men aren’t allowed in here (although
they do come in here, if you know what I mean)
Building Attendants
They are in maintenance and are super nice, so say
Like small libraries/study rooms
hi!
Gorgeous
Cleaning your dorm room and taking out your trash
Usually for quiet studying
is YOUR responsibility.
Computer lab
Building attendants clean shared bathrooms (ones in
Mac and PC
the hall, ones between triples, ones in suites, etc.),
Black-and-white printing
kitchens, and the entire building.
24/7 access by virtue of being in the dorm
They take such good care of everything, but try not to
Laundry rooms
make their job harder
Washers
This means: clean up your messes in the kitchens!
Dryers
Don’t make a mess in the bathrooms (and if you do,
Some have hanging space for drying
clean it up). And don’t leave hair all over the show-
Some have small sinks
ers. That’s just nasty.
Garbage bins for throwing out lint in the dryers
(seriously, please clean the lint filters so the dorm doesn’t burn to the ground)
Storage areas
These are large areas with shelves located in the
Living rooms
These are like the recreation rooms, except without
Dumpsters (outside—don’t worry) Garbage ones are green
Pretty self-explanatory
Lightbulbs
Vacuum cleaners
Some kitchens are bigger than others
Supply closets
dishes
them on other floors
cycle ends! And also don’t steal
Sink with gar-
Some dorms have more than one kitchen by having
there to pick them up when the stuff!
Don’t take other people’s stuff, please!!!
in the washers and dryers; be
Kitchens that include:
Etiquette: Don’t leave your stuff
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A
s a Scripps first year, it’s likely that you’ll be in a triple. Then again, you might not. When it comes to random roommates, you can find yourself living with your absolute best friend(s). You just get each other and that’s awesome! Other times, though, you wind up hating their guts and their every move. That’s okay, too! Well, not super great, but it’s a valuable lesson and one that you’re going to have to learn anyway. Maybe your roommate is the most nagging individual and is severely grossed out by your messy living habits. Maybe you’re the one who finds the messiness revolting. Most likely, none of this will happen, and you won’t have to deal with wild extremes. But be prepared. The really important thing to remember is this: regardless of your relationship with your roommate(s), it’s important to be respectful and courteous, and even more important to communicate. If you have a gigantic test on Friday and your roommate is a diehard TNC fan, let them know that “hey, it’d be super rad if you could help me out and be super quiet when you get back, I have a test” or “hey, I hope this is okay, but I’ve got a test tomorrow, would you mind terribly crashing at one of your friends’?” Maybe you’re the diehard TNC fan! Same goes. Listen. Communicate. Don’t be overly selfish. Compromise. This is where roommates sometimes get tricky, but it’s an important thing too, and one I had to deal with regarding both my roommates. Sexiling happens. College kids have sex. It’s a thing. This doesn’t apply to everyone, but it’s worth reading. Maybe you don’t engage in it super frequently yourself, or maybe you’re getting laid every day. When it comes to sexiling your roommate, be considerate. Ideally, sexiling would occur when your roommate(s) have zero reason to be in your room. I had night classes last semester, so timing worked out for my roommate. Tell them what the deal is. Neither you nor your roommate wants accidental walk-ins. If your roommate is the one sexiling you; please, do not slut shame them. It’s rude. Be understanding. Compromise. If it’s a big test day, ask if they can take it elsewhere. If your roommate is excessively sexiling you, it is absolutely perfectly fine to be like, “Hey. I cannot deal with the excessive sexiling. Please dial it down.” Bottom line, communication is the most important thing. Be kind. Be considerate. College is hard-- don’t make it harder by letting roommate stress get to you. Respect will go a long way. If you and your roommate(s) absolutely cannot see eye to eye, RAs and Peer Mentors are fantastic resources. They are your friends. They want the best for you. Talk to them. Ellie McDonald ‘18
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Alice Mullin ‘17
Communication is key You'll already be all up in each other's personal space because you don't really have a choice, but you don't need to make it worse by not talking to each other about what is important. If something bothers you, tell them. If you are feeling claustrophobic, tell them. Also remember to ask them what makes them uncomfortable, and then strive to avoid doing those things.
Avoid clutter My room actually had a lot of space to store stuff. We had a huge walk-in closet, which helped. However, the less stuff you bring, the better. Try to be pragmatic about what you bring with you to school.
Keep stuff on your side This sounds really childish don't-cross-this-line-this-is-my-side but there's some truth to it. I'm a very tidy person at school because i don't like clutter and my roommate first year was definitely not tidy. She also had a lot more stuff than I did. However, she did a great job of keeping her clutter on "her side" of the room, so I never found myself stressed out or overwhelmed by her mess. My side was nice and clean.
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Help! My Room Burns Like the Fires of Hell!
Jocelyn Gardner ‘17
If you have no AC, don’t panic. I lived in the back hall of Toll my first year, and I won’t lie, it was rough. But I did pick up some tips!
Get a fan
Make sure you get a fan before arrival in August. If you try to buy one in a store in August, they might not have any left due to a heat wave.
Make sure that your fan works ahead of time, or you will have to wait (one of my roommates ran into this problem)
If you are at the top of a bunk bed, you can buy small fans that clip onto the side or can sit on a clip-on shelf. Just make sure this fan isn’t too heavy, as it may fall (as my other roommate discovered in the middle of the night, much to everyone’s alarm. That thing was LOUD.)
You can get a larger one to cover more area, or keep a smaller one directed at you.
They are also good for circulating out that hot air. At night, put the fan in front of the window so that it can bring in cool air.
Open your window and door after the sun goes down
Usually, it cools down significantly at night, so you can leave your window slightly open (but not enough for a security hazard!)
Sometimes the cool air won’t circulate into the room if you only have one window and your door is closed. If you open the door and a breeze rushes across the room, you’re in good shape.
The hallways are also often cooler than your room might be
Keep a cool washcloth
At the very hottest times of the year (move-in week into early September, then May) you can keep a cool washcloth in case you’re in your room and begin to feel overheated
If you want ice, you can find some at the Tiernan Field House, or keep some of your own in a dorm or private freezer
Don’t use heavy or warm sheets
I know that there are some nice thick, cozy bedding options available, but you might have to put those on hold until it cools down. Jersey sheets (like those they sell at Target) might make you feel much hotter, for example.
Keep cold water
Having cold water kept me going throughout the day when you have to walk all over Claremont to get to various classes, etc. There are water fountains in some dorms, or water filters are good options. If you don’t have a fridge, there are communal ones in the kitchens.
Keep your room dark during the day
Lights (and other electrical items) generate A LOT of heat, so leaving them off will help
Hang out somewhere with AC a.
If all else fails, there are many places with AC on campus
b.
Some ideas:
SCORE, SARLO, LASPA, the Motley, Honnold -Mudd and Denison Libraries Clark, Frankel, Routt, Kimberly, Wilbur, GJW (the common rooms, browsing rooms, friends’ rooms), Keck, Mudd, CMC, Pitzer, Tiernan Field House
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Also, don’t forget that streets exist! And that running/jogging/walking can happen on these streets!
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Other campuses have pools, as well-meet someone who goes to one of the other 5Cs, ask about their guest policy, and get your new friend to sign you in as a guest if you want to check out any of the other pools/gyms (although with TFH, I’m not entirely sure why you’d want to…)
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“As a student athlete, the best advice I can give to other student athletes is to plan out your time so you know how much you have available to do work. Also, feed your body with healthy food because it's hard being a first year and an athlete, and drink lots of water alllllll day.” -Mia Siracusa ‘17
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Religion in Claremont MCALISTER Multifaith Student Council: McAlister Center is a gr eat r esour ce, and within it is the Multifaith Student Council. This is a great group that is an open space for people from all religious backgrounds or no religious background that gets together bimonthly and plans community service events, panels, and other events for the 7C community to discuss various topics revolving around religion and service. It is a nice open-minded group/support community! Chaplains: Ther e ar e cur r ently two chaplains (one Catholic, one J ewish) employed by the McAlister Center for Religious Life that serve all five colleges. Anyone can use either chaplain (or both), but most Jewish and Muslim students involved with McAlister tend to interact with Rabbi Daveen Litwin and most Catholics with Father Joe. Rabbi Daveen can help you with personal guidance/counseling (spiritual or otherwise), learning Hebrew prayers, and getting more involved with Hillel. She also leads Jewish High Holiday services the first and second day of Rosh Hashanah and night and day of Yom Kippur in Balch Hall on the Scripps Campus. Father Joe holds services for all holy days of obligation and extra weekly services during the season of Lent. The Claremont Catholics often meet about once a week over pizza for discussions. Father Joe hosts the pizza nights for Catholic students and their friends on Thursday nights. He also has a movie night on Wednesday nights where you can go and watch classic movies. Fr. Joe is always willing to work with students on their various ideas for what they would like to see from McAlister. There is an initiative to institute a solely Muslim Chaplain, but as of the beginning of Fall 2015, there is not such a position. The initiative will continue. OTHER RELIGIOUS ORGANIZATIONS
Jewish:
Hillel of the Claremont Colleges -- Housed in McAlister and run by Rabbi Daveen and a student board, Hillel hosts Shabbat services (typically both Reform and Conservative) every Friday night that are followed by a kosher meal cooked by members of the Hillel board. Typically, between five and fifteen students attend services and fifteen to forty students attend the dinners each week, along with at least ten community members (typically, these are families with a parent connected in some way to one of the colleges). Most people dress up (nice pants and a nice shirt or a skirt or casual dress), but you don’t have to. Also, some people come every week, but it is totally okay to come less frequently. Each Shabbat typically has a different theme, and sometimes other activities or discussions follow the dinner. Hillel also houses the Jewish Mentor Program and First Year Students of Hillel, which are great ways for Jewish first years to meet each other and older Jewish students. You can get involved with both of these and learn more about Hillel at the Welcome Back Bagel Brunch that will be hosted at McAlister during orientation. Chabad of the Claremont Colleges -- Established on campus about two years ago, Chabad offers a somewhat different experience than Hillel. It is run by a young ultra-orthodox couple, and many events are held in their family home along with their two young children. Chabad holds a lunch and Torah study session every Friday, Shabbat dinner every Friday night, and Shabbat lunch every Saturday, as well as a bunch of different holiday commemorations. Chabad tends to be more religiously observant than Hillel and the (unofficial) dress code for Shabbat events is similar to Hillel -- make sure to cover your shoulders! Before coming to Chabad, some students are initially turned off by the level of observance, but the Chabad in Claremont is extremely welcoming to students from all religious backgrounds and to non-Jews. Many students consistently use both the resources of Hillel and Chabad, and attending one does not preclude you
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from attending the other a different week! Kehillah (Scr ipps only) -- Formerly known as Jewish Dialogue Group, Kehillah was founded this past year as a space for Scripps students to explore their Jewish identities and the way Judaism intersects with other experiences and aspects of identity. It meets weekly in SCORE (by Frankel/Routt Halls) and has become a really great Jewish community on campus. Christian: InterVarsity pr ovides oppor tunities for student fellowship on campus. The Claremont Colleges are separated into 3CIV, which serves Scripps, Claremont McKenna, and Harvey Mudd, and the Pomona-Pitzer Christian Fellowship (PPCF) which serves Pomona and Pitzer. However, students from any college are welcome at events hosted by either group! To connect and find specific times and locations of meetings, look for them online and on Facebook. 3CIV meets once weekly for a large group fellowship night called “Thrive” on Thursdays, where students worship, listen to testimonies and messages, pray, and get to know each other. There are many small group bible studies offered during the week. Specific groups are geared towards athletes, international students, and Hispanic students. Student who might not consider themselves Christians but have questions about faith can join a God Investigation Group (GIG). Students from all five schools join together to pray informally or at special meetings such as the Claremont House of Prayer (CHOP). InterVarsity also offers the opportunity to participate in Mark Study, an in-depth academic investigation of the Gospel of Mark. Students participate in retreats to Catalina Island during the school year and also attend regional and national Christian conferences. On campus, students search for ways to reach out to other students through events that allow us to serve others, demonstrate Jesus’ love, and provide opportunities for students to enter into dialogue about what it means to be a Christian. An examples includes volunteering for Pomona Hope, a tutoring program for disadvantaged students in Pomona. Claremont Ekklesia Clar emont students wr ite, edit, and design for the Ekklesia, a journal of Christian thought. The Ekklesia aims to provide a space where students can participate in faith-based dialogue, explore the intersection between academia and Christianity, and use Christianity as a lens to explore a wide range of relevant topics. The Ekklesia is entirely student-run and publishes once a semester. Many of these groups have collaborated, with each other and other campus organizations, to host exciting forums, panel discussions, and events. Examples have included a forum on women and gender in the Bible with faculty speakers, and a conference about evolution and creation. Stay tuned for a Veritas forum in the fall about the intersection of race and faith. There are several churches within walking and biking distance from the Claremont Colleges, and students often organize carpools to other churches in the area. Chaplains at McAlister, InterVarsity staff, and other students can help you find a church that’s right for you!
Muslim:
Muslim Student Association -- Holds J umu’ah prayer every Friday in McAllister, although there has been an initiative connected with the Muslim Chaplain initiative to get a bigger prayer space with places to perform wudu and holding prayers more often (not just Friday and all five prayers with others). The MSA has an administrative board that also plans gatherings such as a Ramadan dinner or just social gatherings.
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NEARBY PLACES OF WORSHIP Synagogues/Temples: Temple Beth Israel (www.tbipomona.org) -- Reform synagogue in Pomona about 5-10 minute drive from campus Temple Sholom of Ontario (www.amishalom.org) -- Conservative synagogue in Ontario about (20 minute drive from campus) Huge Jewish community in LA -- lots of Reform, Conservative, and Orthodox synagogues; has Kosher supermarkets, restaurants, and bakeries; are located in the Pico-Robertson neighborhood of Los Angeles. It can be difficult to get to without a car (Train from Claremont to Union Station for about $8 → Subway to Wilshire/Western for $2.50 → Uber for about $10-$15 to the area) but can be done, especially if you are traveling with others or know a family who can pick you up at Union. Churches: Catholic:
Our Lady of the Assumption (Claremont) this church holds mass in other languages, also
Baptist:
Lighthouse Baptist Church (La Verne) Antioch Missionary Baptist Church (Pomona) Holy Missionary Baptist Church (Pomona) First Baptist Church of Claremont Bethany Baptist Church (Montclair) Central Baptist Church (Pomona)
Methodist:
Claremont United Methodist Church La Verne United Methodist Church
Lutheran:
Good Shepherd (Claremont) St. Luke (Claremont) Our Saviour’s (Pomona) Rock of the Foothills (La Verne)
Presbyterian:
Claremont Presbyterian Church First Presbyterian Church of Upland First Presbyterian Church (Pomona) La Verne Heights Inland Church (Pomona)
Latter-Day Saints:
Claremont, Pomona
Episcopal:
St. Ambrose (Claremont)
Non-Denominational: Granite Creek Community Church (Claremont) Gracious Living Church (Upland) Reliance Community Church (Upland) Mosques: Islamic Center of Claremont-- The closest mosque, on North Garey Avenue in Pomona. It’s only 7 minutes by car or 12 minutes by bike from Scripps! The Women’s Mosque of America-- In Downtown LA, so not too close, but it is an amazing community for women to gather, and it seeks to empower women and girls through
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all-women prayer. Other related-- For mor e events in SoCal, MPAC (Muslim Public Affair s Council) and CAIR (Council on American-Islamic Relations) and other Muslim organizations host annual banquet dinners, and other Muslim organizations (like the Institute of Knowledge, an Islamic center/school in Diamond Bar, CA) host events as well. Buddhist: Buddhist Temple of Amer ica (Ontar io) Quang Thien Temple (Ontario) Wat Pomonaram (Pomona) Phap Van Temple (Pomona)
Quaker: Fr iends-Quakers-Meeting (Claremont) Other: Mt. Baldy Zen Center Hindu: Nithyananda Vedic Temple (Montclair ) United Hindu Temple (Covina) Baha’i: Infor mation Center (Rancho Cucamonga) Sikh: Temple (River side) Shri Guru Singh Sabha (Walnut) Sikh Center of Southern CA (Covina) Sikh Gurudwara of Sadh Sangat (Norco) MISSING CLASS FOR RELIGIOUS REASONS Your professors cannot penalize you in any way for missing class for religious reasons as long as you explain to them ahead of time what you will be missing and why. You can also ask for extensions on
There are many resources on campus for both religious and non-religious students alike. The McAlister Center is a great one for students of all faiths. As a Christian, I am involved with the 3C InterVarsity Christian fellowship (3CIV), which includes Scripps, Mudd, and CMC. There is also PPIV, which is the Pomona-Pitzer fellowship. If you're looking for a church, 3CIV coordinates rides to churches in the area. You can attend the large group meetings as well as small group meetings, and there are many events and conferences throughout the year. You definitely need to be intentional in seeking out these resources, but once you get plugged in, it is a great community to be a part of! Because the Claremont Colleges are liberal arts schools, the campus climate is very liberal and progressive. As a Christian, I have found that my classmates are generally accepting when I discuss my faith and tell them that I am a Christian. However, the way that religion is addressed in the classroom does make me feel uncomfortable at times, especial y as Christianity is regarded and addressed as intolerant and as an institution of oppression. This is why I find that having a community of like-minded people on campus that share the same beliefs and values as you is so important. Phoebe Shen ‘17 44
assignments that would require you to work during a religious holiday that forbids such work. If professors refuse to do this, you should talk to the Dean of Faculty (Amy Marcus-Newhall) or Dean of Students (Charlotte Johnson). KOSHER/HALAL FOOD
There is no kosher or halal meal plan on the 5Cs, so if you want to keep kosher or halal you can either: Eat vegetarian food in the dining halls (Pitzer and Scripps tend to have the best options) and get home cooked kosher meat meals every Friday night (Hillel or Chabad) and Saturday lunch (Chabad) OR get special permission to go off of the meal plan and cook your own food. The Trader Joe’s on Foothill sells (raw) kosher meat and lots of hechshered stuff! There ARE kosher for Passover (and all year round) lunches and dinners for all 8 days at Pomona’s Oldenborg dining hall that are covered under your meal plan. Look for an email from McAlister about a month before Passover to sign up. You don’t have to be Jewish to sign up for these meals. There is a halal pizza place that just opened up right in the village (walking distance) called Pie Street Pizza. We hope to make this a place for Muslim students to hang out and talk, as a halal restaurant so close is rare!
FINDING OTHER RELIGIOUS STUDENTS Jewish students: Lots of Scripps (and 5C students) are Jewish, but most are unaffiliated with the Jewish spaces on campus and do not engage in much religious practice. If you want to meet more engaged Jews, the obvious Jewish organizations are your best bet – Hillel, Chabad, and Kehillah. There isn’t really one cohesive Jewish community on campus, but rather a lot of Jewish spaces in which to make relationships with other Jewish students. Additionally, a lot of Jews are involved in one or more of the Israel/Palestine related political organizations across the consortium: Claremont Students for Israel, Claremont Progressive Israel Alliance, J-Street, and Students for Justice in Palestine. If you are interested, while none of them are Jewish organizations, each could be a great place to connect with other Jews from varied backgrounds and political opinions. Christian: Try going to the Christian events hosted at McAlister, like the Sunday services and Fr. Joe’s pizza and movie nights. There are two Catholic services on Sunday; one at 10:00 am and one at 4:00 pm, although times change slightly from year to year. If you’re a musician or a singer and want to contribute some musical talents, the choir meets at 9:00am for the 10:00am mass and at 3:00 for the 4:00 mass. Typically there are more students at the 4:00 mass and more community members at the 10:00 mass. Nondenominational Christian services take place every Sunday, with participants meeting for lunch or brunch before or after. Special services are offered for important Christian holidays, often uniting Catholic students and other Christian students in collaboration. The McAlister Center also organizes service opportunities, forums, lectures, and other community-building events. Check them out online for up-to-date information, service times, and more! Ekklesia and Intervarsity are other great groups for meeting other
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Christians. Nearby churches and communities are some other options. Muslim:
Joining the MSA and going to Friday prayers is a great way to find Muslim students, especially if you talk after prayers to Brothers and Sisters or just say hi to others at MSA events. The community can sometimes seem divided and small, but once you get to know one or two people, you will start to get to know the whole community, which is warm and approachable. If you want to start knowing the community, feel free to message me on Facebook--my name is Noor Hamdy Elfayoumi--or just call me (858-442-6134) and we can grab a meal and chat! "It can be frustrating at times to navigate ways
of expressing ourselves at
college. I speak now personally from the experience of someone whose spirituality is not grounded in any institutional religious tradition, but I feel as though the same may be relatable to anyone who has difficulty integrating the vast complexities and conflicts of personality, which ultimately comprise our inherent human experience. I have feared the extreme and polarizing judgments that I believed being open with my Faith may trigger-- being labeled somewhere negatively on the spectrum of being a culturally appropriating, "new age" hipster, or a brainwashed fanatic who is uneducated or uninterested in secular matters... Neither of these limiting characterizations are true.The truth is, we orchestrate the music of our own spectrums of judgement. And knowingly and unknowingly, We Go To That Which We Resonate With. By choosing Beautiful thoughts, Loving thoughts, Kind thoughts, Compassionate thoughts-- and aligning our actions with integrity to these thoughts-- we invite Ourselves and All whom we interact with into the infinite music of these vibrations."
Mcalister center is a great resource and specifically a group within mcalister is the Mulitfaith Service Council which is a really great group that is an open space for people from all religious backgrounds or no religious background that gets together bimonthly and plans community service events, panels, and other events for the 7C community to discuss various topics revolving around religion and service. A nice open minded group/ support community!
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Get Connected: On-Campus Student Religious and Spiritual Organizations The Student Religious and Spiritual Groups represented below are supported directly by or registered with the Chaplains of The Claremont Colleges, agree to be respectful of those who have different beliefs, and are open to and value the multi-religious experience of The Claremont Colleges. For more information, see the Guidelines for OnCampus Student Religious/Spiritual Groups and Clubs. http://www.cuc.claremont.edu/chaplains/downloads/Guidelines_for_Student_Religious-Spiritual_Organizations.pdf
Anointed: The Gospel Choir of The Claremont Colleges "Anointed" Gospel Choir is dedicated to providing the Claremont community with inspiration through gospel music while simultaneously ministering to the souls and hearts of those listening. For more information visit the Anointed Gospel Choir website: https://pomona.collegiatelink.net/organization/anointedgospelchoir 3C InterVarsity Christian Fellowship 3C InterVarsity Christian Fellowship is a community of students who are growing in Christian faith. Anyone is welcome to our meetings, Bible studies, and events--Christians of any background, students of other faiths, or students asking questions about faith. You're invited anytime. For more information www.3civ.org Catholic Student Pastoral Council Student planning group meets weekly before Sunday evening Mass with Fr. Joe Fenton. Chabad Student Organization For more information please contact the Chaplains Office (909) 621-8685. Christian in the Academy An informal fellowship of graduate students from a variety of traditions who come together to share a meal and meet new friends. For more information please contact the Chaplains Office (909) 621-8685. The Church of Jesus Christ of Latter-Day Saints Scripture Study Institute Class meets weekly for class and activities. Claremont Christian Athletes The purpose of Claremont Colleges Christian Athletes is to provide a safe place where people may come to hear about and share in the power of God. This includes both testimonials presented as well as discussions based off of biblical passages or shared testimonials/experiences. The Claremont Colleges Bahá’í Club The Claremont Colleges Bahá’í Club aims to increase awareness of the Bahá’í Faith and promote interfaith dialogue within the Claremont Colleges and the surrounding community. Our goal is to create a space for fellowship, prayer, and critical inquiry into spiritual questions in the Claremont Colleges, and to investigate the Bahá’í teachings in the context of these questions. People of all religions and beliefs are welcome at all Bahá’í Club events. The Claremont Ekklesia: A Journal of Christian Thought The Claremont Ekklesia exists to bring Christianity into dialogue with the academic community at The claremont Colleges. First, we hope to demonstrate that Christian faith and a vigorous intellectual life can be pursued together, each challenging and enriching the other. Second, we aim to use Christianity as a lens to critically examine and explore a broad range of subjects through academic scholarship, personal narrative and creative expression. Our hope is that bringing Christianity into dialogue with the creative learning of these colleges will stimulate discussion in a way that is relevant and engaging. For more information, visit https://pomona.collegiatelink.net/organization/ claremont_ekklesia Eastern Orthodox Community meets on occasion during the academic year for holiday and worship events. Hillel at the Claremont Colleges Hillel at the Claremont Colleges is the center for Jewish life at the 7 Cs. We serve the Jewish community in whatever ways we can, whether through social, religious, or social action opportunities, or through any other aspects of your daily life. For more information visit the Hillel website.
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Hindu Society Group gathers for holy days and special events. Jewish Mentor Program The Jewish Mentor Program strives to foster a sense of community for all Jews, religious and secular, by providing a space for students to self-identify as Jewish in whatever way they may choose. The program supports the diversity of experiences among Jews and hopes to serve as a medium for promoting dialogue on Jewish issues, both within the organization and beyond, through workshops, social events, and other programming. The program not only serves as a resource for students to meet other Jewish first-years and find community, but it also strives to affirm all aspects of mentees' transition to college and personal growth. Multifaith Service Council The Multifaith Service Council, a group formed by the Office of the Chaplains, brings students of various faith, secular and spiritual traditions from the Claremont Colleges together to organize service projects, dialogues, and events to build community, peace, and understanding. Muslim Student Association The Muslim Student Association (MSA) functions to promote awareness of Islam among the community, to provide a support structure for Muslim students, and to hold Islamic events. Some functions of the MSA are to develop a greater understanding of Islam, promote unity and conduct activities that increase unity and activism. Membership of the MSA is open to all students of the undergraduate schools, and the graduate schools. For more information, visit the Muslim Student Association blog or contact the MSA by email. P.A.G.A.N. (Prayers About Gods and Nature) This is an informal Pagan/Wiccan 5C group. All traditions are accepted. We hope to create a space for pagans to congregate, worship, and form a community throughout all of the Colleges. Meeting times are weekly to socialize, plan rituals, and discuss paganism in general. Anyone is welcome to join the meetings or rituals. Pomona-Pitzer Christian Fellowship For more information visit the Pomona-Pitzer Christian Fellowship website. Pomona/Pitzer Intervarsity Christian Fellowship Pomona/Pitzer Intervarsity Christian Fellowship meet weekly. All are welcome to attend. Quakers Society/Friends Quaker ideals of inquiry-based education, consensus decision making, peace, equality, and integrity will provide the foundation for our meetings. This 7C Quaker group will be rooted in community. Our meetings will be a space to transfer knowledge through community by having discussions on how to explore peace, justice and sustainability within the 7C's as well as outside of them. Queers of Faith Queers of Faith is a 7C Interfaith Student Organization for LGBTQAI Students of Faith and their allies. We are welcoming to students and community members of all faith backgrounds and sexual orientations. Our main goal is to create a safe place to work through the trials, tribulations, and triumphs that come from living as and/or loving Queer Religious folk. We also work to raise the wider community's awareness as to our presence. Soka Gakkai Buddhists Soka Gakkai International (SGI) is a Buddhist network that actively promotes peace, culture, and education through personal exchange and social contribution. Soka Gakkai members embrace Nichiren Buddhism. Please visit the SGI's website for more information. During our meetings, we pray, study and discuss Buddhism and its application to our daily lives, and support each other in our faith. All are welcome to our meetings! Learn more about our campus activities. 5C Spirituality Club The Claremont Spirituality Club invites students to build a community where everyone can explore their views and goals about health, wellness, and spirituality. We meet once a week in the McAlister Center's library, often choosing a day and time that works best for the group's varying schedules. The meeting is one hour long and usually includes a short (non-religious) reading and related discussion, as well as a 5-10 minute meditation. We often choose our meditations from a book (such as Don't Sweat the Small Stuff series by Richard Carlson, Ph.D), yet also welcome students to volunteer to lead a meditation if they so choose. The club does not prescribe nor exhort any one faith, religion, or non-faith. As such, both religious and non-religious people are welcome, as are those who may yet still be exploring this path. We invite interested students to contact us.
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Zen Meditation In this group we practice basic mindfulness, learning to reside in the present moment and experience it fully. An ancient practice that originated in Asia and is now being widely used in the West, mindfulness is not an effort to escape the place where we are, nor the pursuit of special, exotic states of consciousness. Instead, it is the cultivation of openness, acceptance and equanimity, enabling us to become more at peace with our lives. Parts of our experience that we have suppressed or pushed away are allowed back into our awareness. This process of self-reconciliation enhances our capacity to handle stress and awakens renewed zest for life. Instead of divorcing the "spiritual" and "emotional" dimensions of our lives, we allow a time for personal sharing of our inner experiences, thus creating a small, supportive community. Off-Campus Organizations The Chaplains of The Claremont Colleges provide information to interested students about religious and spiritual resources in the area. Any off-campus religious organizations or individuals who seek to interact with students oncampus must work through the Chaplains Office. Outside groups/individuals are required to register and be approved through the policies and procedures of The Claremont Colleges and the Chaplains Office. For information regarding the policies and procedures, please contact the Office of the Chaplains or 909-621-8685.
A Word of Caution on High Pressure Groups
Final Word... Be Careful! and check this brochure to learn how to better respond to high-pressure tactics. In past years some students have had painful experiences with certain destructive religious groups—groups not affiliated with the Claremont Colleges, which are not subject to the collaborative code of non- proselytizing and mutual respect on which the Claremont Colleges Office of The Chaplains has been founded. These groups are often less than candid about who they are and what their agenda is as they contact (and in some unfortunate cases harass) students, particularly newcomers. If you believe that you are being recruited or harassed by such a high pressure group—or if you are concerned about a friend—contact any of the Chaplains. The Chaplains are here to help you have a healthy experience of your spiritual journey while you are at The Claremont Colleges.
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Conservative at Scripps I’d like to start this piece by saying that everyone’s experience in college is wildly different, so don’t take anything I say about attending Scripps as a conservative student too seriously. First, the great: Scripps is an exceptional environment in which to explore and discuss ideas that students may have never been exposed to previously. Classes are designed to best inspire conversations, and thoughts spil over the lawns and into dorms. It’s a place where learning just happens. Coming from a conservative family, though, my parents were less than thril ed with the new perspectives I gained at school. I had been looking forward to holiday dinners and telling everyone about Claremont, but no one wanted to hear what I had to say. I found myself defending California the entire time I was home, and at school, I had to defend the perspectives I had grown up with. For me, attending a college with a predominantly liberal student body exposed me to new ideas, some of which I heartily accept and others that I didn’t feel connected with. Being open with my family about why I felt how I did helped us to move past any hostility, though we do get into debates and my dad shares a plethora of conservative articles with me. I enjoy being my family’s go-to person to explain the basics of race relations or challenges that women face, even if I know they enjoy talking to my brother far better. Scripps has taught me about growing up aside from learning the material for a future career, because now I’m more inquisitive about the world around me and tolerant of ideas that are different than my own.
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Everything You Need to Know about the Registrar’s Office Add Deadline Since a majority of classes only meet two or so times a week, you might only get the chance to attend a class three or four times before the add deadline. If you find that you feel indescribably angry or anxious while reading a syllabus, seriously consider dropping that course. Don’t torture yourself. The deadline comes up really quickly, so keep track of it! Keep in mind that if you need to PERM (ask for permission to enroll in) a class, you should leave the professor enough time to respond, so PERM as soon as you think you may be looking to get into that class! You can always get your PERM accepted and then decide not to enroll-- this is fairly common, so don’t worry about hurting your prof’s feelings. This is also a good time to look at classes that might have reopened. Drop Deadline This is about halfway through the semester. If you drop a class later than this day, you will receive a “W” (withdraw) on your transcript, and this will be a waste of a course. It is, however, significantly better than failing a class. If you are between a “W” and an “F,” take the “W.” Also, a lot of people end up dropping classes. You can be in three classes without being in real danger; keep in mind that, assuming you don’t count any previous credits from AP classes, etc., you need to take a total of 64 credits, which adds up to 4 classes over 16 semesters (4 years). But again, if it is between your well-being and your class, your well-being comes first. If you drop down to two classes in a semester, you’re technically a part-time student, and this could have serious consequences. If you’re worried about this, talk to your adviser, a trusted professor, or someone in the registrar’s office. They’re here to help you! If you’re not sure about anything, it might help to communicate with your adviser and/or your professor for the class. ***A note about professors: Many of you probably come from large schools where individual interaction with the teachers was not common-place. In Claremont, chances are that your professor will know your name. While they may not reach out if they think something is off, they will be happy to talk with you. If you are like me and hate asking for things, maybe send an email. If you prefer face-to-face, try going to office hours or setting up an appointment. You might even be able to catch your professor after or before class briefly. Overloading I have never personally taken more than four classes in a semester. A lot of people don’t. So if you start hearing all your friends talking about extra classes, don’t panic! It may seem like overloading is the norm, but in fact, it is not. I recommend thinking very carefully and meeting with your adviser if you are considering taking more than four classes in a semester. 58
While the workload itself may not always be a problem, beware of the actual time that overloading will take up. Don’t forget that sometimes you have to add time that it would take to get to far classes on other campuses. Anyway, it is recommended officially that first-years do not overload. Get a feel for the way classes are, first! You can even add more classes during the add period, then drop them later if you’re overwhelmed. The only sneaky inconvenience would be buying books. Lastly, I don’t mean to scare you, but you should be aware that while you may feel fine (but tired) in more than four classes, they might catch up with you later, making an easier semester seem inexplicably and amazingly difficult. More information on what this would look like can be found in the Burnout article in this guide. Pro tip: GPA is out of 12 here 12 = A 11 = A10 = B+ 9=B 8 = B7 = C+ 6=C
What to do if disaster strikes It happens. If you find that for any reason you’re having trouble staying in classes, meet with the registrar. She’s really nice and wants to help you! There are certain penalties that can happen to you if you’re having difficulty completing classes. Warning letters are the first. There is no real penalty, but they are informing you as to what the more severe consequences can be. Academic probation is the next concerning status. If you show significant delays in regular progress towards graduation, you will be put on probation. This could be dropping required courses like Writing 50 or any of the Core classes (this is pretty much grounds for automatic probation) or anything the registrar’s office deems significant (something like continuously completing fewer than four courses a semester). If you know you’ll have semesters in which you don’t complete a full course load, you should tell them ahead of time.
From the registrar’s office: “A student will be placed on academic probation the first time the semester grade point average falls below 6.0 (C). Typically, to meet the terms of probation, a student must achieve a semester grade point average of 6.0 (C) and a passing grade in each of four, full letter-graded courses in the first subsequent semester of enrollment. The Committee on Academic Review may choose to set additional or course-specific probationary terms. If the student meets all of the terms of probation but the cumulative grade point average remains below 6.0, the student will normally be continued on academic probation until the cumulative grade point average also reaches 6.0 or higher.” Now, if you’re a student who had a rough semester due to stress, the worst thing that can be done is to load on more stress with the threat of “dismissal” from the college, but unfortunately, this is exactly what academic probation does. If you are put on academic probation, you can try to unload some of this additional stress by remembering that 59
despite being on probation, you are not trapped! Nobody here wants you to leave or be on probation. Talk to your professors. I know this advice is very repetitive, but it really does help. And don’t forget you’re surrounded by an incredibly caring, helpful, and non-judgmental community. People can and will go out of their ways to help you. There are other, scarier things that can happen, and you can find those on the registrar’s site. I don’t think it’s worth putting here, since it will lead to needless worry. Incompletes Taking an incomplete in a class is at the discretion of the professor. In order to meet the criteria for an incomplete (rather than a withdraw of a fail), you must have completed a majority (roughly 75%) of the work in the class, and you need a reason. An incomplete doesn’t make late or missing grades go away, but instead acts like an extension on the class. If you do an incomplete, you must turn in the unfinished and agreed-upon work to your professor by the first week or two of the next semester. Although it is up to the professors individually, you also need a form, which can be found on the registrar site and in the office. Petitions During your time here, you may need to petition. Information is from the registrar site, again: “Students who seek an exception to academic policy or procedure must file a petition for the Committee on Academic Review. Petitions are required to: 1. 2. 3. 4. 5. 6. in 7. 8.
Seek exceptions to any published deadline including change in registration or intent to withdraw. Request a waiver of, or exception to, any stated academic regulation. Enroll in six or more courses. Complete a self-designed major. Participate in a combined degree or other accelerated program. Postpone required first-year courses, including WRIT 050, CORE001, CORE002, as well as CORE 003 fall of the second year Change a scheduled examination. Receive transfer credit for College-Level Examination Program (CLEP) Subject Examinations.
Specific forms are available in the registrar's office to:
Enroll for independent study credit. Enroll for independent internship credit. Petition that a specific course meet a specific general education requirement—the gender and women's studies requirement; the race and ethnic studies requirement; or a particular breadth of study requirement (fine arts, letters, natural science, or social science).”
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CORE 1 I came to Scripps from a middle-class, mostly white high school in Seattle where I fit in perfectly and thought I had received a fairly liberal education. Immediately after the first Core lecture, I realized we were going to look at violence in many forms, not just the gore in horror movies and physical violence I associated with the term. My first semester of college was spent learning that I had mounds and mounds of privilege. I present as a white, blonde, middle class, straight, able bodied, cis-gender woman. People who hold the power in institutions that systematically disenfranchise marginalized communities reflect these identities. I learned about the Prison Industrial Complex, the Panopticon, the revisions of Native American histories by White America, the lack of support for and erasure of the trans community and the physical and psychological violence affecting all Black lives in “post-racial” America. At first glance, Core 1 seems like a normal first-year intro kind of class. It meets three times a week, once in a lecture with your entire class and twice in a discussion group with a designated faculty member and around 17 other students. You will read about a book a week, and they will cover all sorts of topics within the realm of the theme, which this year is violence. Each professor will give a lecture that provides insight on the topic of violence through the lens of their discipline. I learned so much from Core, but I wasn’t immediately able to connect these topics to my daily life. I sat in my core class and had highly intellectual conversations about these systems of violence that represented the experiences of my classmates and many other people worldwide. My classmates with marginalized identities were asked again and again to provide an opinion for an entire identity group they are a part of, which is fundamentally unfair, tokenizing, and should be challenged if you notice this happening in your own sections. While I personally felt engaged in the classroom discussion of hypotheticals, I was unable to understand that these power dynamics affected my daily reality. Because of my privileged status, I wasn’t expected to engage in that way and if you’re like me, you will not be expected to, either. Consequently, I was given space to have discussions about the abstract ideas of racism, classism, ableism, transphobia, etc., but wasn’t willing to admit that I perpetuated racism and many other forms of oppression daily by merely existing on the Scripps campus and in the world as a white student (see “Dear White Students” in this guide). After a year of attending appropriate trainings, workshops, and events --normally hosted by SCORE--and actively listening to my more marginalized peers (which allowed me to work through what having privilege means and what I can do about it inside and outside of the classroom), I realized that Core needed an overhaul. It was not enough to teach an incoming class of students that violence exists in the world. It is Core’s job to also give us the tools to understand how this violence pertains to our daily lives, which will allow us to innovate ways to dismantle it. There must be an empathetic and humbling component to an academic program when it deals with real human experiences and systems of power that the majority of our student population at Scripps benefits from.
After recognizing that more privileged students were not engaging with the material on a personal, formative level while more marginalized students were having to pick up the slack from this unjust classroom power dynamic, we started the Core Mentor Program. The 17 students who make up the inaugural Core Mentor Team come from a wide variety of experiences inside and outside the Core classroom and hold many different identities. Each mentor has committed to working closely with one faculty member leading a section. The mentors will attend your weekly lectures so that they stay updated with what is being presented to you before classroom discussion and will also hold office hours for two hours each week. These office hours are meant as a space for you to come and talk about a concept you are having trouble grasping, an issue you are having with another student or faculty member, and, in general, for academic guidance. The mentors are there to serve you, and you can come to us with issues you would like to keep confidential, or we will help connect you with others in order to work through your issue. As the Core Mentor Program, our goal is to make Core a place where every Scripps student can connect what they learn in the Core classroom to their everyday life in order to become more empathetic, engaged champions for justice and equity. Anna Cechony ‘17 & Chelci Burroughs ‘17 61
What
Should
As soon as people know you’re in college, they will repeatedly ask you about your major. I’m a very indecisive person and love lots of disciplines, so choosing a major was (and is) difficult for me. The good news is that you really can’t go wrong. In the humanities, it doesn’t matter what your major is as long as you like it. I can’t speak as much to the sciences, but if you want to be pre-med, you can do a wide variety of science majors and even humanities majors! Apparently, med schools are starting to like Anthropology majors because they understand humans. Unless you want to do the 3-2 Engineering program, you don’t need to know what you want to do right away. If you DO want to do the 3-2 Engineering program, you kind of need to know that as soon as possible. However, if you want to be an engineer and didn’t start out in the program, never fear! Physics majors pursue engineering careers as well. In general, your interests may surprise you! If you don’t think you’re a “science person,” take a science or math class to fulfill your requirements your first year and really be sure those important and fascinating areas aren’t for you. If you don’t think the humanities are your thing, try out an English class or a music class to get requirements done and see if perhaps you’d like to major in an area you didn’t expect. I know many people who suddenly decided to be pre-med Biology majors and people who shifted gears from Chemistry to humanities majors. Your first two years are prime time to explore and try out different majors. Basically, don’t worry too much about your major just yet. Challenge yourself and try new things or pursue that dream of being a Paleontologist that you’ve had since you were four. Look over the different majors and keep an open mind. Perhaps you may want to pick one to tell your extended family about so they don’t pester you too much. In the end, follow your passions! Writers have studied Physics and CEOs have studied Medieval Studies— study what interests you and you’ll be just fine. Elisabeth Mayer ‘17
I
Major
in?!?!
People I don’t know judge me for my life decisions, and especially for my decision to major in art. I get even more eyebrow raises when I say that I’m also minoring or dual majoring in philosophy. At the time I applied to Scripps, I wanted to be a physicist. Throughout high school, I kept setting my sights on different STEM-related fields. So what happened? Did I fail out of math? No. I dropped math, but that’s not the point. The point is that I realized I didn’t want to take it, and that making a choice like that is okay. Staying in a field you don’t like is only going to burn you out, and I realized this only after I burned out really badly. (See guide section on burnout for more information on this topic.) I know it is scary to feel like you have no direction. After countless hours poring through course requirement lists and the registrar page and late-night arguments with my parents, I wondered if I’d have to choose between ambition and the school I love. (When I say ambition, I mean the kind that grows out of cultural expectations and other people’s faulty ideas. I’m not saying that I gave up STEM in favor of “easier” art. If you take an art class here, you’ll know that art is not exactly a walk in the park.) Every class felt like a waste, and it would take me hours and hours and hours to complete simple assignments. I’d get headaches from pure frustration. But I gave it one more semester, and in that fateful semester, I ended up in the Artist Book Core III and, as I held a pen over a piece of scrap paper, remembered that I’d been drawing for nearly 17 years. I know, that sounds ridiculous. How could I forget that? You’d be surprised. When you have art beaten out of you for years, you tend to forget about it. When you start it again, you doubt you still have what it takes. But I stuck with it because I loved it, and everything (finally) fell into place. By the end of that semester, I was decided. It wasn’t easy. Letting go of something you’ve been clinging onto for years is horrible, but it can be necessary to your own happiness. It took a year-and-a-half of confusion followed by a semester or two of moping until I was ready. I had to unlearn all the expectations I’d placed upon myself-- they may seem like they come from other sources, but think about them. Maybe I felt that I needed to prove myself somehow. Maybe I felt I owed it to my scientist parents, whose own parents scorned the idea of colleges like Scripps. Or my high school, which made a huge campaign to get girls interested in STEM. When you’re worried about disappointing the entire world, the only person you end up disappointing is yourself. Your major doesn’t define who you are. I’m an artist, but this doesn’t mean I can’t nerd out over physics or chemistry. It doesn’t mean I can’t study literature or music theory. That’s what the liberal arts education and the Core curriculum at Scripps are really about-- fields aren’t blocked off into neat boundaries. You’re here because you appreciate all of it, so let yourself appreciate all of it, and trust me when I say that you will find your major. One last thing: despite what other people tell you, your major is not the be-all-end-all in terms of the direction you want your life to take. It’s not about what you take; it’s about what you do. Jocelyn Gardner ‘17
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On being a stem major, I would say again plan out your time, and use all the resources you can. Go to tutoring even if you don't really need it. Don't do your homework the night before. STUDY.
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3/2 Engineering Cameron Statton ‘16/’17
What you need to know about the 3/2 Program:
You attend Scripps for 3 years and another institution for 2 years.
You get both a Bachelors of Arts and a Bachelors of Science after the 5th year.
Your advisor will be Professor James Higdon (KECK 116).
You don’t need to join the program right away, BUT you should as soon as possible to make sure you don’t fall behind on requirements (see more facts section for requirements).
What it’s like to be a 3/2 Engineering Scripps Student:
The worst part is that you won’t be able to enjoy senior year with your friends or walk with them at graduation. You can only walk once you receive your second BS degree (with the year below you).
It is so worth it to get a liberal arts and engineering education. You will be one of the most well spoken and written engineering students you come across.
You will have lots of classes with mostly boys and it will be frustrating. But going to an all girls school balances it out.
Not many people know much about the program, including the Scripps faculty, staff, and even the registrar. You are basically on your own when registering for classes, so make sure you know exactly what requirements you need to fulfill. The registrar will not be of much help. Professor Higdon also likes it when students take charge and figure everything out themselves, but go to him if you are having trouble picking which class to take.
It is a hard program, but if you want to do engineering, it’s worth it.
Most people drop the program before the 3rd year.
You won’t be able to take many classes ‘just for fun.’
It is hard to fulfill all the requirements for the program along with the Scripps requirements without overloading some, if not most, semesters.
You need to submit your Major and Minor forms as if you were the year above. That means you must submit your Junior Major Form your sophomore year and your Senior Major Form your junior year.
It isn’t as hard as it seems, and it is a very rewarding program.
Still Interested? Here are some more facts:
If you want to be a part of the program, you must petition by filling out a form in the Registrar’s office. Most 3/2 Engineering students go to Columbia, but there are other options such as USC and Wash. U. You must hold up a 3.3 cumulative and engineering GPA and cannot get below a B in any program required courses. Foundation requirements for Columbia as of 2014: Calculus I, II, III, Physics Mechanics and Thermodynamics (PHYS33 at KECK), Physics Electricity, Magnetism and Optics (PHYS34 at KECK), General Chemistry, Computer Science (different types of Engineering require different languages), Economics English There are many different types of Engineering, which all have other requirements on top of what is listed above. See Professor Higdon for the current/major specific requirements. If you do not fulfill all the requirements, you can still apply, but without guaranteed admission. Get close with Professor Higdon because he writes recommendations and will also go to bat for you to get into the classes you need or into the program if you haven’t fulfilled the requirements. When applying: The application is pretty short and easy. You need three recommendation letters (one math, one science, and your advisor). Watch out for the application deadlines, they are usually in January. Your financial aid does not transfer over and the Engineering schools tend to be much more expensive and give less aid.
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gh Why 3/2 Engineering?
The thought of being able to attend two vastly different institutions was very interesting to me during my college application process. I knew I wanted to go into engineering, but I loved the
feel of small liberal arts colleges. When I heard about the 3/2 Engineering Program at Scripps, I was excited to be able to get the best of both worlds: a liberal arts education as well as an engi-
neering degree. This program was the reason I attended the Claremont Colleges. In the past two and a half years here, the program has become even more appealing to me. I feel I can become a better, more-well rounded engineer by gaining a solid background in the core fields Scripps professors teach their students. I have gained a better understanding of gender studies, race and ethnic studies, and economics, and have become a better writer. Throughout my time
here, I have also taken many courses to further my degree in Biomedical Engineering. I entered the program as a Chemical Engineering major, but soon switched to a Biomedical Engineering major. I feel that BME covers a larger span of fields and gives me an opportunity to explore the chemical engineering field as well as other fields. I have been very interested in radiation ever since I worked in the BioActinide Chemistry Group at Lawrence Berkeley National Laboratories. What is particularly interesting about a Biomedical Engineering degree is that I can do anything from creating medical devices to working in a lab with biomolecules. This gives me more options for a career path and allows me to work on a combination of different things on the macro and micro scale. I hope to continue my studies for an extra year at the secondary institu-
ef tion to gain my Masters Degree. Although I am not certain what I will pursue as a career, I hope that my research will help others.
Cameron Statton ‘16
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Managing the Workload at Scripps
(and Other Important Ramblings)
Disclaimer Please keep in mind that I’m writing here [mostly] about my personal experience, and it certainly may differ from what you experience (our classes, backgrounds, extra-curriculars, styles, professors, health, etc. are different, after all). I am by no means claiming that my experience is universal, nor should it be. In this article, I am trying to provide some tips, anecdotes, and background that may be useful to you. I apologize if you feel that this is not helpful to your personal experience—I hope that it is! If you feel that you are not represented here, please keep in mind that there are other resources, as well, and I am also trying to incorporate things that I have heard many other people discuss as well. You’re not alone, and I’m happy to answer any questions you may have directly, if you choose to reach out (laltmann3701@scrippscollege.edu, or find me on Facebook). WTF is this article about? Hello, new Scripps students, and welcome to the Claremont Consortium! You’ll soon find—as you’ve probably been hearing ad nauseum—that this is a wonderful place with countless opportunities. Of course, as a top-notch liberal arts college, top-notch academics are a top priority here, which means… Workloads! This article will hopefully be a good resource for you when it comes to figuring out how to manage your college workload and life balance. In it, I’ll talk about how college is different from high school (specifically, in terms of school work and time/work management), what resources are available to you, tips to avoid procrastinating, tips to avoid panicking when you do procrastinate and/or get overwhelmed, how to avoid burning out (and how to deal with the fact that you probably are already burned out), the importance of good work environments and how to create them, mental energy-savers and the importance of taking care of your health (specifically, as it relates to managing your class workload), and the importance of figuring out and/or refining your work style. Let the learning begin! College vs. High School (and how to manage the difference) The biggest, and probably the most commonly-discussed difference between high school and college is that in college, there is much more freedom. You’ll have more control over your academics, more time between classes, more extracurriculars from which to choose, [probably] more people to meet, more events to attend, and all the unsupervised time in the world to go do whatever the f*** you want. For a lot of people, this, of course, means it’s much easier to procrastinate than it was in high school. My advice? Don’t (but more on this later). The difference that I’ve found even nicer than more freedom is that, in my experience, college has been less work, but the work has been far more important. No longer will you be trapped in classrooms with teachers who love to assign coloring worksheets and other intellectually lacking, frustrating busy-work. The work here is harder and often exhausting (readings are long and dense, problem sets are complex, language tests are frequent, projects and written reflections abound) but it really does broaden your mind, and you’ll find yourself more passionate about certain topics, at least in part because of the hard work. So, in short: college, in my experience, has meant fewer assignments, but they’re actually worth your time—which also means you’ll be spending more time, thought, and energy (emotional, physical, and intellectual) on each assignment. Resources to Help with Time- and Work-Management There are workshops staggered throughout the year that focus on how to manage countless things—work, time, energy, your health, your life, etc. These are commonly sent out in emails or posted around campus, so keep your eyes open! Monsour Counseling and Psychological Services has workshops about these topics, and the Tiernan Field House also has Peer Health Educators that do some programming on stress-reduction (which, of course, includes time-- and work-management). Related events pop up all the time, so my advice is
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just to read the emails of events, look at flyers when you’re going places, and try to attend the things that interest you. Professors and friends can also be really helpful in this area; they may have techniques that will work for you, too! How to Not Procrastinate I know, I know—everyone has probably been intoning the mantra “don’t procrastinate, don’t procrastinate, don’t…” at you from behind dead eyes for the majority of your academic career. I have never procrastinated academically, so I guess I’m either an excellent or a terrible person to take advice from on this subject. I choose to believe the former. ;P For big projects (research papers, studying for midterms, etc.), my go-to technique is what I call the “calendar technique.” I figured this out and have been using it successfully since eighth grade; trust me—if you stick to it, it works. With the “calendar technique,” I print out or draw a calendar (I usually draw it, especially if I plan to do the project or whatever it is over less than a month—say, two or three weeks—because then the squares have more room for writing in), and then write in what I plan to do on each day. I start by writing down the official deadline on the calendar, and then I write down my own deadline—which I typically make at least a day before the actual deadline so that if disaster strikes (which for my technologically incompetent self is anything tech-related; printer jam, pushing a weird button and not knowing what happened, etc.), I’m not screwed. I try to give myself more time than needed for each step of the project, and I’m sure to label the days with the step(s) I’m going to accomplish on that day. By doing this, I’m building in time for the other things that will inevitably come up—other assignments, snags with my work-study job that need to be resolved by an inflexible deadline (I’m co-Editor-in-Chief of The Scripps Voice), the need for a breather, etc. I find that having this all written down on a calendar is very helpful because it is a visual reminder not only of what I have to do, but that I have a plan, and that the plan is forgiving and can be rearranged. Every time I’ve used the calendar technique, I’ve crossed things out and moved them to different days. It happens. And the beautiful thing is that it’s fine. It really is. For day-to-day assignments, I use the basic notes app that came pre-installed on my phone. I used to use a planner, but the neater things look, the calmer I feel, so I prefer to copy and paste if plans change rather than to draw arrows all over the place and run out of room. Either way, the point is basically that of the calendar technique: to be able to see what you have to do and when you’re planning on doing it. The difference is that this technique (using a notes app or a planner) involves things to do from many different categories, rather than being only for one assignment, project, or test. More specifically, the list on my phone will include not only classes, meetings, and work to do, but also times the dining halls and cafes are open, what time I plan to go to lunch and/or the gym, when hang-outs, dates, or parties are happening, etc. One thing that’s been really helpful has been planning to do fun activities and putting them on the list. These things are easy to cross of the to-do list, which feels awesome, and they also help me unwind enough to get back to the grind. Anyway, I always start my list with my schedule—the classes, meetings, meet-ups, work shifts, etc.—that I have to do that day. Then I double space and list the specific work (not just the assignment; what parts of the assignment I’ll do, eg do first half of philosophy reading) to be done that day. Then I double space again, and write down stuff that would be nice to do that day—work or otherwise—but that I won’t beat myself up for if I don’t do it. My list usually never goes away for the entire semester, because I find it helpful to have multiple days— sometimes even upwards of two or three weeks—on my list, again, for the same reason as the calendar technique: I see what needs to be done and what’s being done on what days, and therefore I can see where I can move certain assignments when other things come up. A typical list might look like this:
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Today Lunch with ____, meet in front of Malott 12pm Mail letter/check mail Astronomy 1:30-2:15 Dinner 5:30 with ______ Lit 7-9:50 Make calendar schedule for new lit reading Study for Friday’s psych test (see calendar!) Philosophy reading Highlight astronomy notes Email boss about work ideas Learn new song on guitar Finish drawing
Tomorrow Psych 9-10:30am Work shift 11-12 Lunch Philosophy 2-3:15 Lit reading (see calendar!) Study for psych (see calendar) Practice cajon Saturday Dr. apt. for fucked-up arm, 3pm Have some goddamn fun, damn it A really helpful thing that my tenth grade Spanish teacher forced us to do, and which I still do (somewhat grudgingly, I’ll admit) is to download a flashcard app on your phone. It’s much easier than having physical flashcards in that you don’t have to worry about them getting lost or blowing away, and they’re always with you. Stuck in traffic (and not driving)? Pull out your phone and study your vocab for that German test you have on Thursday. Are an inconvenient ten minutes early for lunch and still waiting for your friends to show? Those flashcards are waiting for you. It’s really annoying and burdensome, but it really does work, and the app is free. Another tip that you’ve probably used before is to give yourself little “rewards” during the arduous trek that is studying. Maybe after you read 20 pages, you get to go whiz down the road on your longboard at top speeds, pissing off all the cars in your path. Maybe after you finish your problem set, you get to call a friend from home (keeping those connections not only provides support, but can also feel very comforting and familiar, especially when you’re first settling into the community at Scripps). Maybe after finishing an outline and intro paragraph for your paper, you get to go blow off steam at the gym. Whatever your rewards are, they’ll help keep you motivated, as well as will provide some much-needed--no, really, the work here can be mentally taxing-- “mental health breaks” (more on this later). Finally, there are little things you can do day-to-day that will help you to feel organized. Keeping your room clean may help you keep your brain from feeling too cluttered. Being on top of emails helps me feel better, too. Every morning, I deal with emails and check my schedule before I even get out of bed so that I feel prepared for what’s coming for the day. Try different things, and see what works for you!
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So you procrastinated. What now? First of all, don’t panic. Procrastination happens, and you can still get the assignment in on time. Really, you can. Once you decide to finally get moving on your project, the first thing is to gather up everything you may need, and go to/create the work environment that works best for you. This includes people (need people around? Go to a library or ask friends to come over and study with you for support. Don’t want people? Go to the top floor of the Honnold-Mudd Library, where sneezing and throat-clearing are discouraged), sounds (music, outside noises, etc.), smells (roses? Pencils? Smells that you study with actually help jog your memory, so wearing a certain perfume for studying and the same perfume for test-taking can actually be helpful), sensations (work best laying on your bed? Sitting on a pile of rocks so you don’t fall asleep?), places (your room, a browsing room, a library, etc.—see article in this guide about study spaces), etc. Changing up your work environment can also help, so don’t be afraid to pack up and move around campus as needed! Once you’re all settled in your ideal/most productive work environment, remember that it’s okay to ask for help. Your friends have probably been where you are now, and they’d be happy to lend a hand. Maybe you ask them to go to the Motley and grab you a bagel and coffee to help you through your allnighter. Maybe you forgot notebooks in your room and need them to bring them to you. Maybe you just want company. Don’t take your friends for granted, but remember that they will probably be happy to help with these kinds of things, and it never hurts to ask. Speaking of asking for help… If there’s a more legitimate reason for your procrastination than you not feeling like doing the work in a timely manner (e.g. you broke your leg and had to spend the weekend hobbling around from one doctor’s appointment to the next, there was a death in the family, you’re having a mental health crisis, etc.), I encourage you to email your professor. Attach the work that you have done, explain your situation, and ask if you can have more time to complete the assignment/get it up to your normal standards. Chances are, they’ll lend you a hand. Again, don’t take advantage of how generous people are here, but don’t give yourself the short end of the stick, either. Asking for help when you need it is never a bad thing. Even if there isn’t a more legitimate reason for your procrastination than just “not getting around to it,” you could also fess-up to your professor in an email or in person and apologize. If you’re honest and come forward before you turn up empty-handed to class, your professors will probably trust and respect you more than they would otherwise. Admitting mistakes is hard and painful, so if you do this once, you will probably hold yourself more accountable in the future. If you have more time than one night to get an assignment done but you don’t have as much time as you would like, take a day with few or no classes to smash things out. If you do this, though, be sure to also schedule in breaks! I mean it. Burning out is the worst thing you can do with a deadline around the corner, and scheduling breaks into your hell day will help you avoid or postpone burning out (burnout is one thing on which you should procrastinate for as long as possible!). More on this in a moment. Don’t burn out! (And if you are already burned out, don’t burn out worse!) Burnout is real. Seriously. It’s not just being tired or having a hard time making yourself do something (see burnout article in this guide). If you’ve gotten this far in your academic career, you’ve probably experienced some level of burnout already. In fact, you’re probably burned out right now. That’s just one lovely sideeffect of the way the education system here in the U.S. saps us of our youth and turns us into the bigger system’s death-cogs. But the point is, burnout gets WORSE. If you keep pushing and pushing and never (or rarely) give yourself a break, burnout can and will reach debilitating levels. For me, burnout started as having a hard time focusing, and it lasted several months. At my peak of burnout, it once took me four hours to read five sentences. I’m not exaggerating. And this wasn’t five hours of taking breaks and coming back to it—it was five hours sitting there staring at the words that I literally couldn’t read. 70
During my months of burnout, I would often become so anxious that my whole body felt like that stage of when your foot falls asleep and it’s between prickly and tickleish, and you can’t sit still but it also hurts to move. As is common with intense burnout (which is a real mental health issue, by the way, but because it’s so common, it’s just accepted and not discussed), I had both anxious and depressive symptoms. I had to drop a class and quit a job, and pretty much the only thing to do was to wait for the burnout to go away, which, as I mentioned, took a good semester. During this semester of tip-top burnout conditions, I learned some things, and I highly recommend that you take note of them before you have to learn them the hard way. We as humans tend to think that bad things won’t happen to us—just to other people—but trust me, you’re not invincible. That is something else I learned the hard way; as someone who did magnificently well in pretty much every way up until burnout, I too had a dipshit ego that needed to go. Anyway, the point is that to survive the semester and to prevent burnout from happening again, I had to adopt a new way of thinking about how to work, and my number one piece of advice to you is to try to adopt a similar way of thinking even before you arrive on campus. I used to work until all of my assignments were complete, period. I would even ignore basic needs like eating, drinking, and using the bathroom until I came to a good “stopping point,” and sometimes, that would take hours and hours. I believed I had no limit, and so I didn’t give myself breaks, thinking of this as weakness. While this was extreme, idiotic behavior and most of you are probably smarter about health than I was, most of you also probably push yourselves too hard. That’s not necessarily your fault; the educational system demands that we push ourselves to breaking point in order to get into institutions like Scripps. But now that you’re here, take care of yourself. It is very possible to do extremely well here and even to not lower your standards without beating yourself into the ground. If you feel like your creative energy is running out in one subject, switch to homework for another class, even if you aren’t done with what you were originally working on. If you feel like you are approaching your work limit, STOP. Don’t wait until you hit your limit—your recovery time will probably be longer than the time you would have spent just taking an enjoyable break, anyway. You can always write yourself a reminder of where to pick up, even if you’re in the middle of a math problem or a sentence. Seriously. Just stop. During your break, a really good thing to do is to check in with yourself about what you need. Feel like your mind is going numb? For me, working out is the answer. For my roommate, it’s playing guitar. Figure out what helps you. This is also a good time to check in with your body about what you need. Hungry? Eat something. Thirsty? Drink something. Tired? Take a nap (20-30 minutes is usually a good amount; long enough that you get some rest, but short enough that you won’t feel like absolute shite when you wake up). Listening to your body and your needs is number one, and it absolutely is worth the time. Figure out what strategy works best for you, and if you’re having trouble, ask for help. There’s no good reason for your health to suffer for your grades. More on Health Most of your professors here at the Claremont Colleges agree with the idea that your health shouldn’t suffer for your grades, and they are often willing to work with you so that this doesn’t happen. Your professors will understand if you need to miss class once or twice, so don’t panic—just email them and let them know what’s going on, and then do what you need to do. Emailing them after the fact is okay, too. If you need academic accommodations—temporary or permanent—talk to Sonia in the Dean of Students Office. People don’t always hold your hand here, but most will go out of their way to help you. Again, when in doubt, just ask; there’s no shame in that, and it can only help you. Probably the most personally significant lessons I learned at Scripps are that “normal” to you might not actually be healthy normal, and that this deserves attention. By being in a new environment with people from all over the country, I saw that the attitudes expressed in my home town are not universal, and that the way I responded to that (and to other stressors) was not normal behavior. This is how I discovered that I’ve had various, progressively aggravated eating disorders since middle school. Your health is important, so if 71
something feels or begins to feel off, I highly recommend observing those around you and talking to people you feel you can trust. Talking about my disorder with friends and letting them know what to be aware of and how they could help has been amazingly important to my recovery. Those who have stood with me formed by far the most stable and strong support base I have ever known, and I can’t thank them enough for that. My point is this: Scripps students are amazing people, not just amazing students, and if you’re struggling, they will be there for you. Your health is important, and you really, really are worth it. Your work, your style Everyone is unique, so your study style will probably be pretty unique, as well. While I’ve tried to give you all a variety of tips to try out, they won’t necessarily be the best fit for you. Ask around to see what other people do, and try out different techniques. Tweak things until they fit your style the best. It’s all about what works for you. #1 Energy Saver! And finally, my number one energy saver tip: be nice to yourself! If you’re having a hard time, accept that you are and ask for help from friends, professors, groups, etc. Everyone struggles eventually, even if high school felt easy, and there’s no shame in asking for help--in fact, people are usually really impressed by this! Everyone knows that you got to Scripps for a reason and are not only an amazing student, but an amazing person. They’ll be happy to lend a hand. Lucy Altman-Newell ‘17
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Fighting Stress The transition into college academics can often be disorienting for those who are unfamiliar with how to handle the college classroom. Here are some tips on how to handle your new academic life that will hopefully aid in minimizing your stress and anxiety.
1. Learn to plan In college, as you may already know, students get to choose their own class schedules, and classes are offered in a variety of different times. That means that instead of having eight hours of your day filled in for you, you might suddenly find yourself with large chunks of time in between classes or extracurriculars. Knowing how to schedule is going to diminish the risk of becoming overwhelmed when faced with this newfound freedom. Something to keep in mind as you plan your day is that you shouldn’t feel the need to fill up every extra hour you have. While it's important to make time for studying, the most important thing you can do is to make time for yourself. There are many methods of scheduling such as making lists, keeping a planner, or even writing due dates on a calendar that you can incorporate into your life, and I highly encourage you to find what works best for you.
2. Learn new study methods No two classes are ever alike, so don’t panic if you find yourself completely deviating from the study methods you used in previous years, semesters, or even classes. It’s perfectly normal to have to approach your academics differently after being put in this new environment. Take this first year as a trial period to test out different ways of studying and learning to see what works well with your varying subjects. The topics you will be discussing here at the Claremont Colleges are often going to be complex, but you will not be facing this confusion alone. Ask your professors and classmates questions and try to join study or writing groups.There are plenty of safe spaces around campus that should be able to help you. By forming these connections and talking to others about your struggles, you will often find that your fellow classmates are facing similar issues; this discussion and understanding often makes the tough situations less stressful for all.
3. Learn to prioritize Some weeks are going to be busier than others, so knowing how to choose what items on your checklist are the most important is going to be extremely useful. While you should try your best to complete assignments and read for your next class in order to better create discussions, remember that it can often become unrealistic for you to finish everything. Don’t feel guilty about not giving something all your time and energy, especially if you find yourself overwrought with work to finish. There’re only so many all-nighters you can pull. Try skimming reading requirements, use online resources, and ask for extensions, if necessary, in order to make time for both work and yourself. Being selective means that you don’t have to sacrifice your mental health for your grades.
4. Learn to value yourself College often comes with a highly competitive academic setting that becomes both a motivator for students as well as an area of uncertainty and panic. Many of us here experience what is known as imposter syndrome. Imposter syndrome can be described as continuously doubting your successes as a result of feelings of inadequacy about your own achievements. These feelings are often unwarranted and create a harmful view of one's place on campus. Those experiencing imposter syndrome start to focus on the struggles that they're currently facing and suddenly forget that everything they have accomplished is because of their own hard work. In order to minimize these feelings, the best thing you can do is to stop comparing yourself or your education to others. You don’t have to be smart like anyone else in particular, or join that club, or get that grade simply because someone else did. The achievements of others do not make yours any less valid. It is perfectly acceptable to use your admiration of others to push yourself, but don’t let that take away from what you've already accomplished. Remember that you deserve to be here. Evelyn Gonzalez ‘18 75
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Self-Care
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Self-Care
Everyone needs a day off once in a while!
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On Mental Health at the 5Cs Adapted from my article for the Mental Health Column in The Scripps Voice:
I could start this [article] by throwing a bunch of statistics at you, but I do not believe that is the point — we seem to naturally gravitate towards summary, which is not always a good tendency in dealing with groups of people. People are the point, not numbers. Mental health reaches far beyond illness and, of course, the problems surrounding mental health run much deeper than the standard discussion on stigma. Could stigma be a symptom of a larger fault in the way we understand and treat ourselves and others? Taking care of our own well being unfortunately does not always take precedence. Stress is omnipresent, yet we are taught by society that this is normal and that we must handle as much at once as possible. This massive barrier is effective in making this issue rather quiet — if high stress is the norm and seeking help is discouraged, it should not come as a surprise that people do not know about healthy levels of stress. I am alarmed at the prevalence of people — mostly students — who take pride in or laugh about lack of sleep and obscene amounts of work. In the midst of various commitments and expectations, there is no time to focus on taking care of ourselves or to look out for others (another thing we are simultaneously commended for and discouraged from). I am surprised at the lack of discussion about mental health in an atmosphere where caring individuals flourish and question constructs of normality — “the way things are.” How can we pretend the collective attitude about mental health is fine when people are told things like: “Get over yourself,” “It’s just a phase” and “It’s all in your head.” We internalize this toxic societal view and tell ourselves we are okay and do not need help. I know people who can list all the American presidents off the top of their heads, yet hardly anyone learns about psychological, social, and emotional wellness or the self understanding that is relevant and vital to our functioning. Mental illness can be managed, reduced and even prevented with such information, which is not readily available as much more than an afterthought to most health programs. It seems most students are not aware of the extent of the problems facing people suffering from mental illness and those who provide support. Reaching out to ask for or offer help is very daunting, especially considering there is no college program here where students can learn about mental wellness, so the majority of us do not know how to prevent or handle crises. Aside from the horrors those seeking help must endure, students who step in to seek help for other students are chided for “doing too much” or “not setting boundaries.” Reaching out for help is invasive and confusing. How can we be expected to know what we need for ourselves when all inquiry about mental health is directed towards Monsour, which cannot be expected to handle everything? The existence of Monsour is no excuse to dodge all discussion about mental health — they do not run our colleges and they cannot be treated like a magic “fix-all” cure to metaphorically sweep problems under the rug. There is no platform to talk about mental health; if we want real information, we have to dig, which takes time and effort. People suffering from mental illness and their friends have enough on their minds without having to untangle themselves from red tape and the lack of comprehensive information about all spectrums of mental health.
These are a few ideas I [...] come back to often in this column. I started this column because everyone deserves peace of mind. I want to clarify that there are resources — everywhere. 83
Jocelyn Gardner ‘17
Stigma & Oppression
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Hazards Ahead: The Problem With Trigger Warnings, According to the Research (in The Pacific Standard) Five studies you should read before you deploy a trigger warning. RICHARD J. MCNALLY MAY 20, 2014 Resolutions by campus student groups seldom make national news. Yet when the student senate at the University of California-Santa Barbara passed a resolution to mandate that syllabi carry what are called “trigger warnings,” writers across the nation began typing. Professors, the resolution said, must alert their students to course materials that might produce emotional distress. Students should be exempt from portions of a class where “triggering content”—discussion of suicide, sexual abuse, kidnapping, or other disturbing topics—may occur. Trigger warnings are increasingly being used on websites and blogs to warn readers away from potentially disturbing content. Their rapid spread has sparked loud debate about their use, prompting Slate to christen 2013 “The Year of the Trigger Warning,” and the New York Times to feature the controversy on the front page of a recent Sunday edition. In the noise, it is easy to overlook that trigger warnings originated in the feminist blogosphere in part to emphasize the frequency of sexual assault in America and the trauma that can come with it. The UC Santa Barbara resolution urges the university to require trigger warnings to affirm its stand “against issues of sexual harassment and violence.” People who have experienced a trauma and developed post-traumatic stress disorder remember their experience all too well, reliving it emotionally in the form of intrusive memories, flashbacks, and nightmares. Warnings on syllabi can enable those who have suffered a traumatic event to avoid reminders that can trigger discomfort. But as the following studies show, these warnings may be counterproductive. The use of trigger warnings doesn’t just underestimate the resilience of most trauma survivors; it may send the wrong message to those who have developed PTSD. MOST TRAUMA SURVIVORS DON'T DEVELOP PTSD Experiencing trauma does not mean that one will develop post-traumatic stress disorder. Trauma is common, but PTSD is rare. In a representative survey of 2,181 adults in southeastern Michigan, the epidemiologists Naomi Breslau and Ronald C. Kessler found that 89.6 percent of them had experienced trauma, such as rape, natural disasters, serious accidents, or learning of the sudden, unexpected death of a loved one. Yet only 9.2 percent of the subjects developed PTSD. These findings imply that risk and resilience factors affect whether exposure to trauma results in the disorder. BUT PTSD ISN'T UNCOMMON AMONG SURVIVORS OF SEXUAL ASSAULT Not all traumatic stressors are equally likely to produce PTSD, as Naomi Breslau and her colleagues confirmed in a recent study. In a nationally representative sample of 34,653 American adults, interviewers asked respondents, “Were you ever sexually assaulted, molested, or raped, or did you ever experience unwanted sexual activity?” Among the women interviewed, 14.2 percent responded affirmatively, whereas 2.7 percent of men did so, according to Breslau. The lifetime prevalence of PTSD among the female and male sexual assault survivors was 43.2 percent and 17.1 percent, respectively. Compared to sexual assault, severe accidents and natural disasters produced far lower rates of PTSD in both women (16.0 and 6.9 percent) and men (6.4 and 3.5). —“Influence of Predispositions on Post-Traumatic Stress Disorder: Does It Vary by Trauma Severity?” Breslau, N., Troost, J. P., Bohnert, K., & Luo, Z., Psychological Medicine, 2013 STILL, MANY RAPE SURVIVORS RECOVER WITHIN MONTHS OF THEIR TRAUMA The clinical psychologist Barbara O. Rothbaum and her colleagues assessed the symptoms of 95 survivors of rape or attempted rape over the course of several months. Although 94 percent of the women met symptomatic criteria for PTSD about two weeks after the trauma, that number dropped to 65 percent after approximately one month and to 47 percent after approximately three months. The data indicate that about half of rape survivors recover naturally from PTSD within three months of the assault. —“A Prospective Examination of Post-Traumatic Stress Disorder in Rape Victims,” Rothbaum, B. O., Foa, E. B., Riggs, D. S., Murdock, T., & Walsh, W., Journal of Traumatic Stress, 1992 CONFRONTING TRIGGERS, NOT AVOIDING THEM, IS THE BEST WAY TO OVERCOME PTSD Trigger warnings are designed to help survivors avoid reminders of their trauma, thereby preventing emotional discomfort. Yet avoidance reinforces PTSD. Conversely, systematic exposure to triggers and the memories they provoke is the most effective means of overcoming the disorder. According to a rigorous analysis by the Institute of Medicine, exposure therapy is the most efficacious treatment for PTSD, especially in civilians who have suffered trauma such as sexual assault. For example, prolonged exposure therapy, the cognitive behavioral treatment pioneered by clinical psychologists Edna B. Foa and Barbara O. Rothbaum, entails having clients close their eyes and recount their trauma in the first-person present tense. After repeated imaginal relivings, most clients experience
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significant reductions in PTSD symptoms, as traumatic memories lose their capacity to cause emotional distress. Working with their therapists, clients devise a hierarchy of progressively more challenging trigger situations that they may confront in everyday life. By practicing confronting these triggers, clients learn that fear subsides, enabling them to reclaim their lives and conquer PTSD. —“Treatment of Posttraumatic Stress Disorder: An Assessment of the Evidence,” The National Academies Press, Institute of Medicine, Washington, D.C., 2008 MAKING TRAUMA CENTRAL TO ONE'S IDENTITY BODES POORLY FOR SURVIVORS Many women who have experienced sexual assault reject the label victim in favor of survivor. But although the latter term connotes empowering agency, having trauma become central to one’s identity bodes poorly for one’s mental health. The psychologists Dorthe Berntsen and David C. Rubin developed a short questionnaire called the Centrality of Event Scale (CES) that assesses how important a specific event is to one’s personal identity. The CES captures how integrated the event is in one’s autobiographical memory, the extent to which it marks a turning point in one’s life story, and the degree to which it shapes one’s expectations for the future. My Ph.D. student, Donald J. Robinaugh, and I found that among 102 women who reported histories of childhood sexual abuse, the more central their abuse was to their identity—as measured by the CES—the worse their PTSD symptoms. In particular, seeing one’s future through the lens of one’s abuse was especially associated with the severity of PTSD symptoms. These data suggest that acknowledging one’s abuse but not allowing it to dominate one’s sense of self may foster resilience against the long-term psychologically toxic effects of childhood sexual molestation. —“Trauma Centrality and PTSD Symptom Severity in Adult Survivors of Childhood Sexual Abuse,” Robinaugh, D. J., & McNally, R. J., Journal of Traumatic Stress, 2011
This article is actually really problematic! See the next article about trigger warnings to learn why.
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Trigger Warnings
Jocelyn Gardner ‘17
TW/CW: PTSD, sexual assault, invalidation, suicide When I see articles like this in my Facebook newsfeed, I get really pissed off. If you’ve seen my other articles or heard me talk (ever) you’ll know how I feel about people invalidating mental health and trigger warnings. This article’s author, Richard J. McNally, takes some faulty views and “backs them up” with “research.” As a journalist, I found this article problematic in its approach and integrity also, so I will now combine both standpoints and share with you the reasons I feel that it is dangerous and inappropriate. My problem with the article starts in the second paragraph at, “warn readers away from potentially disturbing content.” First, this is not what trigger warnings do. They are not “warning” readers to not read something, they are giving readers information so that they can make an informed decision about something that could devastatingly affect their mental health. That’s wildly different from “disturbing” content, and you could make the same case for rating movies “R.” What if they didn’t have movie ratings, and you were watching a movie with the 6-year-old you babysit and suddenly a graphically violent scene happens? At least if you knew it was coming, you could have made efforts to prevent the problem. And that kind of content is “disturbing” content. Triggering content is actually harmful and dangerous. See my “Watch Your Language” article for more details. Next, McNally reminds us that the trigger warning “originated in the feminist blogosphere in part to emphasize the frequency of sexual assault in America and the trauma that can come with it.” Okay. That’s fine on its own, but he uses it in a context of dismissal, implying, “Ugh, those political correctness fanatic feminists are at it again!” I think that is editorializing and not relevant in an article that is about how studies show that trigger warnings might be overblown (the studies that supposedly “show” this are problematic themselves, by the way. More on this later). After using “discomfort” to trivialize the response a person can have to a trigger, he goes on to say, “But as the following studies show, these warnings may be counterproductive.” Now, I’m no expert, but in three years of statistics and analysis of articles relating to scientific study, I would be inclined to think that he is jumping to conclusions. Not just jumping to them, but hopping on a spaceship and flying to them, as we will see when I get to these studies. A few small studies may indicate a pattern in the individuals studied and may be applied to the population of people with the same attributes, but unless you study a very large number of this population, you are not very likely to get much more than a vague idea about your topic. Not enough to say that trigger warnings are definitively “counterproductive.” Plus, giving someone a heads-up so they can be mentally ready for something that can hurt them does not halt recovery. It prevents derailment of recovery. I will also just note here that a grand total of zero of these studies actually studied trigger warnings. McNally is using studies about PTSD to make statements about trigger warnings, when trigger warnings are about more than PTSD. He’s using these studies as scientific information to back up a predetermined, faulty view on trigger warnings that I’ve found a lot of the public shares. McNally also says that trigger warnings “underestimate the resilience of most trauma survivors.” No, they don’t. Unless they say, “Hey, pansy. You’re too weak to handle the content in this material, so you should just not look at it.” I see trigger warnings as similar to informed consent. You should know what you’re getting into. I wouldn’t have ever read a trigger warning and felt that it was insulting. I can’t speak for everyone, of course. But, hold on, is he saying that being triggered means you aren’t resilient? If he’s talking about a kind of psychological resistance, he needs to specify that. Otherwise, he is in fact implying that a person who is triggered is not resilient. Now we get to the first study. He gave good information on the study, giving us information about the sample and findings. Then, he tells us “Yet only 9.2 percent of the subjects [who experienced trauma, which was 89.6 percent of them] developed PTSD.” Only 9.2 percent? Only?!? That’s about 26,385,659 people in the United States, if you apply those percentages. Does it really matter that it isn’t the majority? He’s basically saying, “Well, it’s not even 10 percent, so we shouldn’t bother with trigger warnings.” Yeah, equality, respect, and peace of mind are overrated. Sure. The next study found that PTSD is found in higher rates in those who have been sexually assaulted than in those who have experienced natural disasters and accidents. There is nothing in this section that supports the argument he seems to be pushing in the other sections. If he’s going to editorialize, he could at least be consistent about it. Fortunately for my word count (which doesn’t need to go up, ever…), McNally brings in another study that he uses to support his claim that trigger warnings are unnecessary and counter-productive. The sample size in this study is 95 women. Without even looking at the study, that raises some questions. I’d have failed statistics if I thought that 95 was a big enough sample to make statements about the population, which is roughly 1,684,210 times greater. That’s like having a bag of 1.5 million jelly beans and assuming they’re all strawberry-flavored when you pull one strawberry bean –ONE—out of the bag. And it gets better. “The data indicate that about half of rape survivors recover naturally from PTSD within three months of the assault.” Okay, but does that mean that we’re allowed to bombard these people with unlabeled triggers because maybe their traumatic experience was a long time ago? He is, again, making claims based on the idea that more
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survivors will not be triggered than those that will. I don’t think it is permissible to dismiss people’s distress because of this. The next section made me really mad by citing exposure therapy. I’ve seen this a lot in regard to avoiding trigger warnings. Exposure therapy may be the most effective treatment statistically, but you do not have a right to force exposure on someone. Why is someone’s psychological treatment left to another person, especially without consent? Exposure therapy is about starting with minor associations and proving them safe and slowly working up to bigger obstacles. For example, if you have a paralyzing phobia of heights, you may work from looking outside a second-story window, to images from higher up, to eventually standing at the top of a skyscraper and looking down. You don’t start their therapy on the Sears Tower. And, with therapy, the person has informed consent and can stop on their own terms. When you force exposure in that kind of intensity, it’s called “flooding” and it is actually extremely dangerous and can worsen the condition. People overcome allergies over time, but if someone were to suddenly jump out of a tree and rub me with a cat, I’d not be pleased, as I’d probably not be able to breathe. Treat psychological phenomena the same way. The language used in that section also doesn’t prove what he says. “Prolonged exposure therapy” and “working with their therapists” indicate that long-term therapy is a good thing. So… does that mean triggers are a good thing? Maybe, if they involve knowing beforehand and going into therapy for a long time first. I see absolutely no link between working with a trained professional and reading a detailed account of rape. I was not thrilled that he reduced PTSD symptoms to “fear” in this section, also. Violent flashbacks/panic attacks/dissociation are not “fear.” “Fear” is when your best friend convinces you to see The Conjuring or to go on Kingda Ka. The last study he references sounds interesting at first—he says that adopting the trauma as part of a survivor’s identity can be harmful. That sounds reasonable. Then I get to, “My Ph.D. student and I found…” He’s citing his own study. That’s cool that he researches the topic, but this means that he has some stake in trigger warnings’ usefulness. If people accept trigger warnings, they are doing what he calls “having trauma become central to one’s identity,” and this discredits his research. He’s not necessarily wrong in saying that “seeing one’s future through the lens of one’s abuse was especially associated with the severity of PTSD symptoms.” That actually sounds like it makes a lot of sense. However, this is still not a reason to take agency away from survivors. His research’s validity is a good motive for editorializing. Don’t trust everything you read on the Internet, kids. Before I leave you with an article I found (on the Internet…), I would like to explain why I believe trigger warnings are an intersectional social justice issue, and how it is in this context that I find Richard J. McNally’s article irresponsible. You might notice that the article I’ve been critiquing here doesn’t mention the fact that people with gender identities other than “cis female” experience PTSD and sexual assault. Marginalized gender identities are statistically exposed to violence on a greater scale, and are more likely to be invalidated and bullied by institutions of power. The likelihood of experiencing violence increases at the intersections of marginalized identities. For example, a trans person of color who is also disabled and has already experienced trauma is far more likely to experience it again, while a cis white male is in a place of privilege and therefore is less likely to experience trauma. (Note that this is not to say that he isn’t subject to violent or traumatic events. Something like a natural disaster does not discriminate, though the research in the McNally article speaks mostly about sexual assault, which does discriminate.) This briefly explains some of the differences in traumatic experiences that lead to uneven rates of PTSD. Another thing to note is that PTSD rates are not going to be 100% accurate because they are based on whether people can get a diagnosis or not, and the people who experience the most trauma due to intersectional violence are also less likely (due to lack of economic means, lack of access to therapy, internalized stigma against therapy, etc.) to seek the professional help which would lead to a diagnosis. Not seeking help also has implications for recovery. The studies in the McNally article demonstrated that exposure therapy with a professional over a period of time is the most effective recovery method. It is also a very expensive recovery method. This leads to incomplete, delayed, or nonexistent recovery in those who can’t afford or are told they don’t need therapy—this means that triggers encountered in daily life will be more detrimental to these people. So, in effect, in addition to “the eight things you are really saying when you oppose trigger warnings” from the article below, those who oppose trigger warnings are also saying that they don’t care that trigger warnings prevent harm to marginalized people. This is potentially sexist, ableist, homophobic, racist, classist, etc. Additionally, it is also very possible to be triggered without having full-blown PTSD or PTSD at all. For example, people with phobias have specific triggers in the subjects of the phobias and things they associate with them. You can’t know what any given person’s triggers are, but if someone asks you to respect the fact that x triggers them, don’t bring up x when you’re with them, and warn them if you know there will be x in the content they’ll see. If you have a phobia, the worst way to be exposed to a trigger is through surprise. Think of trigger warnings as a way to protect against surprise. If you use the food allergy analogy, it makes sense that you don’t want a surprise allergen in your food. Surprise! This bread has nuts in it, and now your life is in danger! Or, according to McNally, you’ll be in “discomfort.” Someone else’s reactions to a trigger are not up to you, nor is their recovery. Now, without further ado, here is an amazing article I want to share with you.
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From everydayfeminism.com:
When You Oppose Trigger Warnings, You’re Really Saying These 8 Things (Content Warnings: Suicide, PTSD) I’ve heard a lot of debate around content warnings (popularly but problematically referred to as trigger warnings) – and I’ve got to say, I’m stunned. Who knew a simple request could cause this much of a stir? If you’re not familiar, a content warning is a very simple statement at the beginning of an article, film, or comic that lets the audience know that something potentially distressing will appear in the content they’re about to consume. Some pretty common ones include sexual assault, alcohol consumption, or violence. If someone has trauma around one of these areas, and could find themselves triggered by the material, it allows them to opt out or brace themselves before they have a traumatic reaction to it. For example, a dear friend of mine is a suicide attempt survivor. In the years after her attempt, she tried to avoid articles and movies that had some kind of detailed reference to suicide. Because she had post-traumatic stress disorder (PTSD) as a result of her attempt, engaging with anything that included suicide would cause a panic attack and flashbacks, and it was very harmful for her mental health and recovery. For me, content warnings are sort of a no-brainer. As a writer, I want to make sure that my content isn’t harming my audience, and that I’m sensitive to the needs of those who are still trying to heal from trauma or dealing with a disability like PTSD, anxiety, or a phobia. Life is already difficult for survivors, so why make it harder? But there is a lot of resistance still, despite it being a fairly simple request. So I want to explore that opposition – namely, what we’re actually saying to folks with disabilities and trauma when we ignore or mock their requests for content warnings. You may not be literally saying these things, but the following might be implied whenever you dismiss a survivor of trauma. 1. Adding a Couple of Words at the Beginning of My Content Is So Hard Many people talk about the inconvenience of content warnings. As a writer, I’m calling bullshit on that. Even if writing an additional sentence at the beginning of my article were difficult (which it’s not), it will never compare to the inconvenience of a serious panic attack, a flashback, or a dissociative episode that a survivor might have if they encounter a trigger in my work. As writers, filmmakers, content creators, or even educators, we regularly encounter demands on our work. Some people can ask for the most ridiculous things. But a sentence at the beginning of our work or syllabus? A sentence to help survivors preserve their mental health? I’d say that’s the least bizarre or inconvenient request I’ve ever gotten. 2. PTSD? Lolz, Who Cares Many of the folks who request content warnings are people dealing with PTSD. Symptoms of this disorder can be very debilitating, including panic attacks, dissociation, flashbacks, hyperarousal, and difficulty sleeping. Content warnings can be important for people with PTSD who are trying to avoid content that may trigger one of their episodes. When people oppose content warnings – treating them as though they are frivolous requests coming from oversensitive people – they completely undermine the seriousness of conditions like PTSD. What you’re saying to survivors is that PTSD isn’t a condition that you recognize or care about, and that you have no interest in helping folks who are dealing with such a devastating disorder. Content warnings make content more accessible for people with PTSD because it allows them to have fair warning and choose to engage with that material when they’re in a place that allows them to do so. When you oppose those warnings, you’re saying that PTSD isn’t a legitimate enough condition to warrant a slight adjustment in how we present material so that folks dealing with this disorder can actually participate when they’re ready and able. In other words, you’re suggesting that you just don’t care. And that’s pretty lousy.
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3. I Really Want to Make Your Already Difficult Life More Difficult I’ve heard a lot of folks who oppose content warnings saying to me, “Welcome to the real world! If you can’t deal with this article, how are you going to deal with real life?” You don’t need to tell a survivor that “the real world” is hard, because they already know that. They’re already living in it, trying to survive and trying to heal. And your refusal to include content warnings takes already difficult circumstances and makes them even harder. What’s the problem with making writing, film, and (yes) classrooms more accessible for people with trauma? Even if the rest of the world is going to be a challenge, why add an additional struggle onto their plate? It’s like forcing someone to wear heavy weights while they run a marathon, under the guise that “running is hard, and if you can’t deal with the weight, maybe you shouldn’t run a marathon!” Yes, the real world sucks. Survivors know that better than anyone. So we should work hard to make safe spaces wherever it’s possible to do so – especially when it’s as easy as adding a content warning. 4. Go Ahead, Have a Panic Attack Today If you’re not interested in preventing a panic attack, especially when it’s so easy to avert, it kind of sounds to me like you don’t care if it happens. I’m just saying. 5. I Don’t Think Making My Content Accessible Is All That Important Folks with disabilities like PTSD, anxiety, and phobias deserve to be able to make educated decisions about whether or not they engage with triggering content. It allows them to access your work or your classroom – namely, by ensuring that they are in the right place to participate. We label the deep end of a swimming pool, for example, so that folks who can’t swim can make a smart decision about whether or not they should be on that end of the pool. We create ratings for movies so that parents can decide if their children should be watching violent films. We label foods that have allergens so that folks with allergies can decide if they should eat that particular food. We would never tell someone who can’t swim that they’re “too sensitive” for asking how deep the water is, tell a child “welcome to the real world” as we turn on a horror film, or tell someone with allergies to just “get over it” and eat some peanut butter. Content warnings operate on the same principle. They’re there to prevent danger or distress, so that, like labeling the deep end of a pool, people can make smart choices about where they’re going to swim (or, in this case, what they’re going to read or watch). Content warnings make content more accessible by allowing people to make the right choice and avoid threatening situations that can jeopardize our mental health. It’s not unreasonable to ask for those warnings, especially when they impact a great number of people. 6. Stigmatizing Mental Health Conditions Is a Cool Hobby of Mine Telling people with serious disorders like PTSD, anxiety, or phobias to just “deal with it” or trivializing it by saying they’re being “too sensitive” upholds a lot of negative stereotypes about what these mental health issues really look like. Mental illness is not about being too sensitive or about being politically correct. Mental illness is a serious and valid struggle, and writing it off as silly or making a meme out of it completely trivializes what should be a very serious deal. When you act like content warnings are just a silly request, what you’re really saying is that mental illness and the people who are surviving with it every day are just “silly.” I don’t know about you, but I don’t think that night terrors and insomnia, repeated flashbacks of the worst moment in your life, and panic attacks that leave your hands numb and your breathing restricted are all that funny. Instead of treating mental health struggles as a joke, we need to treat it with the seriousness that it deserves. And if that’s a little inconvenient, so be it.
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7. I Like to Ignore My Audience and My Impact If you don’t care about the impact that your work has on the community that you are serving – whether it’s with your articles or your films or a lesson you give in your classroom – what exactly is the point of what you’re doing? As a writer, I’m concerned if there are people who can’t access my content and learn from it because each time that they try to, they are harmed by what I’ve put out into the world. As a writer, I’m concerned if my impact is way different than my intention. I recognize that I won’t make every single person happy with my writing. There will always be individuals who are a bit disgruntled. But I also recognize that when a community calls on me to make my content better, I should tune in and see if there’s a way that I can do it. Entire communities have called on us to include content warnings because it’s a significant enough concern to unite around. Instead of ignoring that, I feel that I and other content creators have a responsibility to tune in. We should think critically about who our work is serving. And if our work is not accessible to everyone, and if there is a community that is negatively impacted by what we’re doing, we should think about ways that we can make our work better so that anyone and everyone can participate. There’s a big difference between being displeased with your work and actually being harmed by it. And if there’s an easy way to prevent that harm, and to include more people in our work, I think it’s worth doing. Otherwise, who are we serving? And more specifically, who are we excluding? 8. Your Trauma Doesn’t Matter to Me Ultimately, the big takeaway that many folks have when you refuse to include content warnings is that the trauma that they have experienced isn’t important to you. Whether it was a veteran who just barely made it out of combat alive, a black man who was the victim of a vicious hate crime, or a woman who was violently sexually assaulted, what you’re saying to them is that what they’ve been through and what they need to survive is completely and utterly unimportant to you. And if you aren’t the slightest bit concerned about that message, there’s some deeper reflection that needs to happen. Because while no one is asking you to fix their struggles for them or hold their hand, what they are asking is that you care enough to write a single sentence on that article or in that syllabus, just enough to give them the chance to opt out or put some self-care in place if they need to. Their request isn’t ridiculous. What’s ridiculous is that people are still debating about this, as if your convenience trumps their trauma. *** So I’m a little passionate about content warnings, if you couldn’t tell. I’m passionate because it can make a world of difference for folks who are already struggling. It’s so easy, and yet it can be the difference between a decent day and a day ridden with panic and dysfunction. While we can’t reasonably have a content warning for every single trigger that exists, I don’t think it’s difficult to have some guidelines – some very basic warnings that folks can abide by so that we can prevent some of the harm that is done to survivors of trauma. Many platforms, including right here at Everyday Feminism, have already made the shift. And guess what. It was no big deal. It’s not about censoring our work – a “heads up” doesn’t censor anything, just the way that labeling the deep end of the pool doesn’t magically change the depth of the pool, or labeling allergens doesn’t change the ingredients in the food but rather, identifies them. I am committed to including content warnings when I can because I believe that survivors deserve to make educated decisions so that they can manage their health and wellbeing. When a community comes together and asks us to do right by them, I think we have an obligation to do our best to respond. And honestly? With a measure that is so simple, the bottom line is that there’s just no good reason not to .
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ADHD Attention deficit hyperactivity disorder (ADHD) is a condition in which characterized by inattention, hyperactivity and impulsivity. ADHD is most commonly diagnosed in young people, according to the Center for Disease Control and Prevention (CDC). An estimated 9% of children between ages 3–17 have ADHD. While ADHD is usually diagnosed in childhood, it does not only affect children. An estimated 4% of adults have ADHD. With treatment, most people with ADHD can be successful in school, work and lead productive lives. Researchers are using new tools such as brain imaging to better understand the condition and to find more effective ways to treat and prevent ADHD.
Symptoms
While some behaviors associated with ADHD are normal, someone with ADHD will have trouble controlling these behaviors and will show them much more frequently and for longer than 6 months. Signs of inattention include:
Becoming easily distracted, and jumping from activity to activity. Becoming bored with a task quickly. Difficulty focusing attention or completing a single task or activity. Trouble completing or turning in homework assignments. Losing things such as school supplies or toys. Not listening or paying attention when spoken to. Daydreaming or wandering with lack of motivation. Difficulty processing information quickly. Struggling to follow directions.
Signs of hyperactivity include:
Fidgeting and squirming, having trouble sitting still. Non-stop talking. Touching or playing with everything. Difficulty doing quiet tasks or activities.
Signs of impulsivity include:
Impatience. Acting without regard for consequences, blurting things out. Difficulty taking turns, waiting or sharing. Interrupting others.
Causes There are several factors believed to contribute to ADHD: Genetics. Research shows that genes may be a large contributor to ADHD. ADHD often runs in families and some trends in specific brain areas that contribute to attention. Environmental factors. Studies show a link between cigarette smoking and alcohol use during pregnancy and children who have ADHD. Exposure to lead as a child has also been shown to increase the likelihood of ADHD in children.
- See more at: https://www.nami.org/Learn-More/Mental-Health-Conditions/ADHD#sthash.hBV3JHuu.dpuf
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ADHD Support ADHD is one of the conditions most strongly linked to genetics. People with ADHD do not lack intelligence or discipline—they are just challenged by sustaining the focus needed to complete tasks. Contact the NAMI HelpLine at 1-800-950-NAMI (6264) or info@nami.org if you have any questions about anxiety disorders or need to find support and resources.
Helping Yourself Many of the strategies that help youth with ADHD, including structure, organizational tips and coaching as well as medication interventions can be helpful for you as an adult living with ADHD as well. Developing an individualized approach to your treatment, one that focuses on your strengths and circumstances, is just as critical for you as an adult as it is for children. One of the major areas of focus for adults living with ADHD is learning to manage the disorder in the workplace. Symptoms can cause difficulties in some or all of the following areas: Organizing paperwork, prioritizing tasks and estimating the amount of time it takes to get started on and complete projects in a timely manner Focusing, sustaining and shifting attention from one project to another Staying alert, sustaining effort and processing information in a reasonable amount of time Remembering facts while actively processing other information Regulating impulsivity and picking up on the nonverbal cues from others
There are a lot of things you can do to keep yourself organized and work with a low level of stress. Know your rights and work with your employer to make your environment suitable for your needs. Some common accommodations include: Keep in mind that you will want to talk with your supervisor and ensure that these accommodations will not cause an undue burden on your place of employment. You can find more information about accommodations by visiting the Job Accommodation Network website. [This can be used for some ideas
when applying for DoS Accommodations]
Scheduling regular meetings with supervisor to prioritize tasks Integrating interesting projects with more mundane tasks Developing a checklist of assignments, and a workflow chart Allowing the employee to audio record instructions and
that provides an idea of time required for each project Using an electronic filing system Extending deadlines on projects and tasks Providing a distraction-free workspace Breaking up big assignments into smaller tasks Providing structured breaks
meetings, and/or providing written instructions on projects and training Allowing the employee to work from home Engaging the help of a job coach Allowing the employee to skip social events Assigning a mentor to assist the employee
- See more at: https://www.nami.org/Learn-More/Mental-Health-Conditions/ADHD/Support#sthash.jduMlYGg.dpuf 94
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Anxiety Support Coping with anxiety can be challenging, but NAMI is here to provide support and information for you and your family. Contact the NAMI HelpLine at 1-800-950-NAMI (6264) or info@nami.org if you have any questions about anxiety disorders, or finding support and resources.
Helping Yourself
Anxiety disorders can impact even the smallest details of life. It’s important to get help and know how to stay resilient when things are tough. Here are some ways you can work towards recovery:
Become an expert. Learn about medication and treatment options. Keep up with current research. Build a personal library of useful websites and helpful books.
Know your triggers and stressors. If large groups make you cringe, plan to see the Sunday matinee. If taking a walk outdoors reduces your anxiety before a big meeting, schedule a 10 minute walk before the meeting starts. Being mindful of triggers and stressors will help you live your life with fewer limitations.
Partner with your health care providers. Actively participate in your treatment by working with mental health care professionals to develop a plan that works for you. Talk with them about your goals, decide on a recovery pace you’re comfortable with, then stick to the plan. Don’t quit when something doesn’t go well. Instead, talk to your doctor or therapist about options and possible changes.
Get healthy. Studies have reported that 30 minutes of vigorous, aerobic exercise can eliminate symptoms, while low-key activities like meditation, yoga or Tai Chi relieve stress. Regular exercise can reduce many symptoms. Diet is also an important factor. Try to eat healthy, balanced meals, and pay attention to food sensitivities. In some people, certain foods or additives can cause unpleasant physical reactions, which may lead to irritability or anxiety.
Avoid drugs and alcohol. These substances may seem to help with anxiety at first, but can disrupt emotional balance, sleep cycles and interact with medications. Coffee, energy drinks and cigarettes worsen anxiety.
Find support. Share your thoughts, fears and questions with other people. NAMI offers Connection Recovery Support Groups and Peer-to-Peer education programs, as well as online discussion communities. If you live with a mental health condition, learn more about managing your mental health and finding the support you need.
Helping a Family Member or Friend Learn about triggers, stressor and symptoms. By being informed and aware, you may be able to prevent an increase in symptoms. Look for things like rapid breathing, fidgeting or avoidance. Discuss your friend or family member’s past experiences with them so they can clearly recognize the signs early.
Create a treatment role. Increasingly, mental health professionals are recommending couple or family-based treatment programs. Occasionally, a therapist might enlist a loved one to help reinforce behavior modification techniques or help with homework. Ultimately the work involved in recovery is the responsibility of the person with the disorder, but you can play an active, supportive role.
Communicate. Speak honestly and kindly. Make specific offers of help and follow through. Offer alternatives that may be more comfortable for your loved one so she can still be involved. Tell the person you care about her. Ask how she feels and don’t chide or judge.
Allow time for recovery. Understanding and patience need to be balanced with pushing for progress and your expectations.
React calmly and rationally. Even if your loved one is in a crisis, it’s important to remain calm. Listen to him and make him feel understood, then take the next step towards getting help. Find out more about taking care of your family member or friend and yourself.
- See more at: https://www.nami.org/Learn-More/Mental-Health-Conditions/Anxiety-Disorders/Support#sthash.3p3GC8de.dpuf
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Bipolar Bipolar disorder is a chronic mental illness that causes dramatic shifts in a person’s mood, energy and ability to think clearly. People with bipolar have high and low moods, known as mania and depression, which differ from the typical ups and downs most people experience. If left untreated, the symptoms usually get worse. However, with a strong lifestyle that includes selfmanagement and a good treatment plan, many people live well with the condition. With mania, people may feel extremely irritable or euphoric. People living with bipolar may experience several extremes in the shape of agitation, sleeplessness and talkativeness or sadness and hopelessness. They may also have extreme pleasure-seeking or risktaking behaviors. People’s symptoms and the severity of their mania or depression vary widely. Although bipolar disorder can occur at any point in life, the average age of onset is 25. Every year, 2.9% of the U.S. population is diagnosed with bipolar disorder, with nearly 83% of cases being classified as severe. Bipolar disorder affects men and women equally.
Symptoms A person with bipolar disorder may have distinct manic or depressed states. A person with mixed episodes experiences both extremes simultaneously or in rapid sequence. Severe bipolar episodes of mania or depression may also include psychotic symptoms such as hallucinations or delusions. Usually, these psychotic symptoms mirror a person’s extreme mood. Someone who is manic might believe he has special powers and may display risky behavior. Someone who is depressed might feel hopeless, helpless and be unable to perform normal tasks. People with bipolar disorder who have psychotic symptoms may be wrongly diagnosed as having schizophrenia. Mania. To be diagnosed with bipolar disorder, a person must have experienced mania or hypomania. Hypomania is a milder form of mania that doesn't include psychotic episodes. People with hypomania can often function normally in social situations or at work. Some people with bipolar disorder will have episodes of mania or hypomania many times; others may experience them only rarely. To determine what type of bipolar disorder people have, doctors evaluate how impaired they are during their most severe episode of mania or hypomania.
Although someone with bipolar may find an elevated mood very appealing— especially if it occurs after depression— the “high” does not stop at a comfortable or controllable level. Moods can rapidly become more irritable, behavior more unpredictable and judgment more impaired. During periods of mania, people frequently behave impulsively, make reckless decisions and take unusual risks. Most of the time, people in manic states are unaware of the negative consequences of their actions. It's key to learn from prior episodes the kinds of behavior that signal "red flags" to help manage the illness. Depression. Depression produces a combination of physical and emotional symptoms that inhibit a person’s ability to function nearly every day for a period of at least two weeks. The level of depression can range from severe to moderate to mild low mood, which is called dysthymia when it is chronic. The lows of bipolar depression are often so debilitating that people may be unable to get out of bed. Typically, depressed people have difficulty falling and staying asleep, but some sleep far more than usual. When people are depressed, even minor decisions such as what to have for dinner can be overwhelming. They may become obsessed with feelings of loss, personal failure, guilt or helplessness. This negative thinking can lead to thoughts of suicide. In bipolar disorder, suicide is an ever-present danger, as some people become suicidal in manic or mixed states. Depression associated with bipolar disorder may be more difficult to treat.
Causes Scientists have not discovered a single cause of bipolar disorder. They believe several factors may contribute:
Genetics. The chances of developing bipolar disorder are increased if a child’s parents or siblings have the disorder. But the role of genetics is not absolute. A child from a family with a history of bipolar disorder may never develop the disorder. And studies of identical twins have found that even if one twin develops the disorder the other may not. Stress. A stressful event such as a death in the family, an illness, a difficult relationship or financial problems can trigger the first bipolar episode. Therefore, an individual’s style of handling stress may also play a role in the development of the illness. In some cases, drug abuse can trigger bipolar disorder.
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Brain structure. Brain scans cannot diagnose bipolar disorder in an individual. However, researchers have identified subtle differences in the average size or activation of some brain structures in people with bipolar disorder. While brain structure alone may not cause it, there are some conditions in which damaged brain tissue can predispose a person. In some cases, concussions and traumatic head injuries can increase the risk of developing bipolar disorder.
Diagnosis To diagnose bipolar disorder, a doctor may perform a physical examination, conduct an interview and order lab tests. While bipolar disorder cannot be identified through a blood test or body scan, these tests can help rule out other illnesses that can resemble the disorder, such as hyperthyroidism. If no other illnesses (or other medicines such as steroids) are causing the symptoms, the doctor may recommend the person see a psychiatrist. To be diagnosed with bipolar illness, a person has to have had at least one episode of mania or hypomania.
The Diagnostic and Statistical Manual of Mental Disorders (DSM) defines four types of bipolar illness:
Bipolar I Disorder is an illness in which people have experienced one or more episodes of mania. Most people diagnosed with bipolar I will have episodes of both mania and depression, though an episode of depression is not necessary for a diagnosis. To be diagnosed with bipolar I, a person’s manic or mixed episodes must last at least seven days or be so severe that he requires hospitalization. Bipolar II Disorder is a subset of bipolar disorder in which people experience depressive episodes shifting back and forth with hypomanic episodes, but never a full manic episode. Cyclothymic Disorder or Cyclothymia, is a chronically unstable mood state in which people experience hypomania and mild depression for at least two years. People with cyclothymia may have brief periods of normal mood, but these periods last less than eight weeks. Bipolar Disorder "other specified" and "unspecified" is diagnosed when a person does not meet the criteria for bipolar I, II or cyclothymia but has had periods of clinically significant abnormal mood elevation. The symptoms may either not last long enough or not meet the full criteria for episodes required to diagnose bipolar I or II.
People can describe symptoms in a variety of ways. How a person describes symptoms often depends on the cultural lens she is looking through. In Western cultures, people generally talk about their moods or feelings, whereas in many Eastern cultures, people refer to physical pain. Research has shown that African Americans and Latinos are more likely to be misdiagnosed, so people who have been diagnosed with bipolar disorder should look for a health care professional who understands their background and shares their expectations for treatment.
Related Conditions Common conditions that people with bipolar disorder also experience include:
Anxiety disorders, including posttraumatic stress disorder (PTSD) Attention-deficit hyperactivity disorder (ADHD) Posttraumatic Stress Disorder (PTSD) Substance abuse. Many people use alcohol or drugs to try to control their moods or treat their symptoms. Using drugs makes the illness worse and can lead to more frequent relapses and increased suicide attempts.
These other illnesses can make it hard to diagnose and treat bipolar disorder. For example, the antidepressants used to treat obsessive-compulsive disorder and the stimulants used to treat ADHD may worsen symptoms of bipolar disorder and may even trigger a manic episode. Successfully treating bipolar disorder almost always improves these related illnesses. And successful treatment of PTSD, ADHD or substance abuse usually improves the symptoms of bipolar disorder.
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Bipolar Support Coping with the ups and downs of bipolar disorder isn’t easy. But if you or a family member or friend is struggling, there is help. NAMI and NAMI Affiliates are there to provide you with support for you and your family and information about community resources. Contact the NAMI HelpLine at 1-800-950-NAMI (6264) or info@nami.org if you have any questions about bipolar disorder or finding support and resources.
Helping Yourself If you have bipolar disorder, the condition can exert control over your thoughts, interfere with relationships and if not treated, lead to a crisis. Here are some ways to help manage your illness. Pinpoint your stressors and triggers. Are there specific times when you find yourself stressed? People, places, jobs and even holidays can play a big role in your mood stability. Symptoms of mania and depression may start slow, but addressing them early can prevent a serious episode. Feelings of mania may feel good at first, but they can spiral into dangerous behavior such as reckless driving, violence or hypersexuality. Depression may begin with feeling tired and being unable to sleep. Avoid drugs and alcohol. These substances can disturb emotional balance and interact with medications. Both depression and mania make drugs and alcohol attractive options to help you “slow down” or “perk up,” but the potential damage can block your recovery. Establish a routine. Committing to a routine can help you take control and help prevent depression and mania from taking control. For example, to keep the energy changes caused by depression and mania in check, commit to being in bed only eight hours a night and up and moving the rest of the time. Aerobic exercise is a good strategy for regulating body rhythm. Learn from past episodes. Pattern recognition is essential to spotting the early symptoms of an impending manic episode. Accepting support from family members or friends who can recognize early symptoms is important. Symptoms often follow very specific patterns, and this can be learned and planned for. 2 nights of a small sleep change or the even the repeated use of a certain phrase can be examples of early warning signs.
Form healthy relationships. Relationships can help stabilize your moods. An outgoing friend might encourage you to get involved with social activities and lift your mood. A more relaxed friend may provide you with a steady calm that can help keep feelings of mania under control. If you live with a mental health condition, learn more about managing your mental health and finding the support you need.
Helping a Family Member or Friend Recognize early symptoms. You may be able to prevent a serious episode of the illness before it happens. Symptoms of mania and depression often have warning signs. The beginnings of mania typically feel good and that means your family member may not want to seek help. Identify signals such as lack of sleep and speaking quickly that signal impending mania. A deep depression often only begins with a low mood, feeling fatigued or having trouble sleeping. Communicate. Not everyone enjoys confronting problems head on, but doing so is critical to healthy communication. Make time to talk about problems. But know that not just any time is right. For example, if your family member has bipolar II and becomes angry, it might be safe to try and talk through the situation. But if your friend with bipolar I becomes angry, your reaction may need to be different. It’s more likely that this anger will turn to rage and become dangerous, including physical violence. React calmly and rationally. Even in situations where your family member or friend may “go off,” ranting at you or others, it’s important to remain calm. Listen to them and make them feel understood, then try to work toward a positive outcome.
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Depression Depression is more than just feeling sad or going through a rough patch. It’s a serious mental health condition that requires understanding, treatment and a good recovery plan. With early detection, diagnosis and a treatment plan consisting of medication, psychotherapy and lifestyle choices, many people get better. But left untreated, depression can be devastating, both for the people who have it and for their families. Some people have only one episode in a lifetime, but for most people depression recurs. Without treatment, episodes may last a few months to several years. People with severe depression can feel so hopeless that they become a risk for suicide. An estimated 16 million American adults—almost 7% of the population—had at least 1 major depressive episode last year. People of all ages and all racial, ethnic and socioeconomic backgrounds can experience depression, but it does affect some groups of people more than others. Women are 70% more likely than men to experience depression, and young adults aged 18–25 are 60% more likely to have depression than people aged 50 or older. Getting a comprehensive evaluation is important. Underlying medical issues that can mimic a major depressive episode, side effects of other medications (like beta blockers or antihypertensives) or any other medical causes need to be ruled out. Understanding life stressors and prior responses to treatment effort can help shape a good treatment plan. Understanding how any co-occurring conditions fit into the diagnostic picture also informs treatment options.
Symptoms Just like with any mental health condition, people with depression or who are going through a depressive episode (also known as major or clinical depression) experience symptoms differently. But for most people, depression changes how they function day-to-day.
Changes in sleep. Many people have trouble falling asleep, staying asleep or sleeping much longer than they used to. Waking up early in the morning is common for people with major depression.
Changes in appetite. Depression can lead to serious weight loss or gain when a person stops eating or uses food as a coping mechanism.
Lack of concentration. A person may be unable to focus during severe depression. Even reading the newspaper or following the plot of a TV show can be difficult. It becomes harder to make decisions, big or small.
Loss of energy. People with depression may feel profound fatigue, think slowly or be unable to perform normal daily routines. Lack of interest. People may lose interest in their usual activities or lose the capacity to experience pleasure. A person may have no desire to eat or have sex.
Low self esteem. During periods of depression, people dwell on losses or failures and feel excessive guilt and helplessness. Thoughts like “I am a loser” or “the world is a terrible place” or “I don’t want to be alive” can take over.
Hopelessness. Depression can make a person feel that nothing good or interesting will ever happen. Suicidal thoughts often follow these kinds of negative thoughts—and need to be taken seriously.
Changes in movement. People with depression may look physically depleted or they may be agitated. For example, a person may wake early in the morning and pace the floor for hours.
Physical aches and pains. Instead of talking about their emotions or sadness, some people may complain about a headache or an upset stomach.
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How a person describes the symptoms of depression often depends on the cultural lens she is looking through. In Western cultures, people generally talk about their moods or feelings, whereas in many Eastern cultures, people refer to physical pain.
Causes Depression does not have a single cause. It can be triggered, or it may occur spontaneously without being associated with a life crisis, physical illness or other risk. Scientists believe several factors contribute to cause depression:
Trauma. When people experience trauma at an early age, it can cause long-term changes in how their brains respond to fear and stress. These brain changes may explain why people who have a history of childhood trauma are more likely to experience depression.
Genetics. Mood disorders and risk of suicide tend to run in families, but genetic inheritance is only one factor. Identical twins share 100% of the same genes, but will both develop depression only about 30% of the time. People who have a genetic tendency to develop depression are more likely to show signs at a younger age. While a person
may have a genetic tendency, life factors and events seem to influence whether he or she will ever actually experience an episode.
Life circumstances. Marital status, financial standing and where a person lives have an effect on whether a person develops depression, but it can be a case of “the chicken or the egg.” For example, depression is more common in people who are homeless, but the depression itself may be the reason a person becomes homeless.
Brain structure. Imaging studies have shown that the frontal lobe of the brain becomes less active when a person is depressed. Brain patterns during sleep change in a characteristic way. Depression is also associated with changes in how the pituitary gland and hypothalamus respond to hormone stimulation.
Other medical conditions. People who have a history of sleep disturbances, medical illness, chronic pain, anxiety, and
attention-deficit hyperactivity disorder (ADHD) are more likely to develop depression. Drug and alcohol abuse. Approximately 30% of people with substance abuse problems also have depression.
Treatment Although depression can be a devastating illness, it often responds to treatment. The key is to get a specific evaluation and a treatment plan. Today, there are a variety of treatment options available for people with depression.
Medications including antidepressants, mood stabilizers, and antipsychotic medications Psychotherapy including cognitive behavioral therapy, family-focused therapy and interpersonal therapy Brain stimulation therapies including electroconvulsive therapy (ECT) or repetitive transcranial magnetic stimulation (rTMS) Light therapy, which uses a light box to expose a person to full spectrum light and regulate the hormone melatonin Exercise Alternative therapies including acupuncture, meditation, and nutrition Self-management strategies and education Mind/body/spirit approaches such as meditation, faith, and prayer
Though depression cannot be cured, it can be treated effectively. Read more on our treatment page.
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Depression Support Coping with depression isn’t easy. But if you or a family member or friend is struggling, there is help. NAMI and NAMI Affiliates are there to provide you with support for you and your family and information about community resources. Contact the NAMI HelpLine at 1-800-950-NAMI (6264) or info@nami.org if you have any questions about depression or finding support and resources.
Helping Yourself Leading a balanced lifestyle can help you manage your depression. Here are some suggestions from real people who are living with depression. Learn all you can. Learn about medications and treatment options. Attend local conferences on treating depression and network with other people at meetings and support groups. Build a personal library of useful websites and helpful books. Recognize early symptoms. Identify the triggers, times of year, or other factors that may aggravate your depression symptoms, so you can identify an emerging episode and get the help you need as soon as possible. Don’t be afraid to ask the people around you for help—they can help monitor your behavior. Partner with your health care providers. Develop trust and communicate openly. Give your health care provider the information he or she needs to help you recover, including complete reports about your reactions to medications, your symptoms, or anything that could trigger your depression. Know what to do in a crisis. Learn about your community’s crisis hotline or emergency walk-in centers. Know how to contact them, and keep the information handy. Find emotional support from others living with depression. Share your thoughts, fears and questions with other people who have the same illness. Connect with others on online message boards or peer-support groups like NAMI Peer-toPeer. Avoid drugs and alcohol. These substances can disturb emotional balance and interact with medications. You may think using drugs or alcohol will help you “perk up,” but using them can block your recovery. Get healthy. Eat well and exercise. To relieve stress, try low-key activities like meditation, yoga or Tai Chi. If you live with a mental health condition, learn more about managing your mental health and finding the support you need.
Helping a Family Member or Friend Recognize early symptoms. You may be able to prevent a serious episode of the illness before it happens. Depression often has warning signs, such as a low mood, feeling fatigued or having trouble sleeping. Discuss your friend or family member’s past episodes with them, so they can clearly recognize the signs early. Communicate. Speak honestly and kindly. Don’t chide people with depression for failing to be grateful or urge them to try harder to be happy. Instead, make specific offers of help and follow through. Tell the person you care about him or her. Ask how he or she feels. React calmly and rationally. Even if your family member or friend is in a crisis, it’s important to remain calm. Listen to them and make them feel understood, then take the next step toward getting help.
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Eating Disorders
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Eating Disorder Support
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PTSD Traumatic events, such as military combat, assault, an accident or a natural disaster, can have long-lasting negative effects. Sometimes our biological responses and instincts, which can be life-saving during a crisis, leave people with ongoing psychological symptoms because they are not integrated into consciousness. Because the body is busy increasing the heart rate, pumping blood to muscles for movement and preparing the body to fight off infection and bleeding in case of a wound, all bodily resources and energy get focused on physically getting out of harm’s way. This resulting damage to the brain’s response system is called posttraumatic stress response or disorder, also known as PTSD. PTSD affects 3.5% of the U.S. adult population—about 7.7 million Americans— but women are more likely to develop the condition than men. About 37% of those cases are classified as severe. While PTSD can occur at any age, the average age of onset is in a person’s early 20s.
Symptoms The symptoms of PTSD fall into the following categories.
Intrusive Memories, which can include flashbacks of reliving the moment of trauma, bad dreams and scary thoughts.
Avoidance, which can include staying away from certain places or objects that are reminders of the traumatic event. A person may also feel numb, guilty, worried or depressed or having trouble remembering the traumatic event.
Dissociation, which can include out-of-body experiences or feeling that the world is "not real" (derealization). Hypervigilance, which can include being startled very easily, feeling tense, trouble sleeping or outbursts of anger.
Diagnosis Symptoms of PTSD usually begin within 3 months after a traumatic event, but occasionally emerge years afterward. Symptoms must last more than a month to be considered PTSD. PTSD is often accompanied by depression, substance abuse or another anxiety disorder. People can describe symptoms in a variety of ways. How a person describes symptoms often depends on the cultural lens she is looking through. In Western cultures, people generally talk about their moods or feelings, whereas in many Eastern cultures, people more commonly refer to physical pain. African Americans and Latinos are more likely to be misdiagnosed, so they should look for a health care professional who understands their background and shares their expectations for treatment.
Treatment PTSD is treated and managed in several ways. Medications, including mood stabilizers, antipsychotic medications and antidepressants. Psychotherapy, such as cognitive behavioral therapy or group therapy. Self-management strategies, such as "self-soothing". Many therapy techniques, including mindfulness, are helpful to ground a person and bring her back to reality after a dissociative episode or a flashback. Service animals, especially dogs, can help soothe some of the symptoms of PTSD. Though PTSD cannot be cured, it can be treated effectively. Read more on our treatment page.
Related Conditions Someone with PTSD may have additional disorders, as well as thoughts of or attempts at suicide: Anxiety disorders, including Generalized Anxiety Disorder and OCD Borderline Personality Disorder Depression Substance abuse
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OCD Obsessive-compulsive disorder (OCD) is characterized by repetitive, unwanted, intrusive thoughts (obsessions) and irrational, excessive urges to do certain actions (compulsions). Although people with OCD may know that their thoughts and behavior don't make sense, they are often unable to stop them. Symptoms typically begin during childhood, the teenage years or young adulthood, although males often develop them at a younger age than females. More than 2% of the U.S. population (nearly 1 out of 40 people) will be diagnosed with OCD during their lives.
Symptoms
Most people have occasional obsessive thoughts or compulsive behaviors. In an obsessive-compulsive disorder, however, these symptoms generally last more than an hour each day and interfere with daily life.
Obsessions are intrusive, irrational thoughts or impulses that repeatedly occur. People with these disorders know these thoughts are irrational but are afraid that somehow they might be true. These thoughts and impulses are upsetting, and people may try to ignore or suppress them. Examples of obsessions include:
Thoughts about harming or having harmed someone Doubts about having done something right, like turning off the stove or locking a door Unpleasant sexual images Fears of saying or shouting inappropriate things in public
Compulsions are repetitive acts that temporarily relieve the stress brought on by an obsession. People with these disorders know that these rituals don't make sense but feel they must perform them to relieve the anxiety and, in some cases, to prevent something bad from happening. Like obsessions, people may try not to perform compulsive acts but feel forced to do so to relieve anxiety. Examples of compulsions include:
Hand washing due to a fear of germs Counting and recounting money because a person is can't be sure they added correctly Checking to see if a door is locked or the stove is off "Mental checking" that goes with intrusive thoughts is also a form of compulsion
Causes
The exact cause of obsessive-compulsive disorders is unknown, but researchers believe that activity in several portions of the brain is responsible. More specifically, these areas of the brain may not respond normally to serotonin, a chemical that some nerve cells use to communicate with each other.
Genetics are thought to be very important. If you, your parent or a sibling, have an obsessive-compulsive disorder, there's close to a 25% chance that another immediate family member will have it.
Diagnosis A doctor or mental health care professional will make a diagnosis of OCD. A general physical with blood tests is recommended to make sure the
symptoms are not caused by illegal drugs, medications, another mental illness, or by a general medical condition. The sudden appearance of symptoms in children or older people merits a thorough medical evaluation to ensure that another illness is not causing of these symptoms. To be diagnosed with OCD, a person must have must have obsessions, compulsions or both; obsessions or compulsions that are upsetting and cause difficulty with work, relationships, other parts of life and typically last for at least an hour each day
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Self-Harm People often keep their habit a secret, but the urge to self-harm isn’t uncommon, especially in adolescents and young adults. Many overcome it with treatment. Whether a person has recently started hurting his or herself or has been doing it for a while, there is an opportunity to improve health and reduce behaviors. Talking to a doctor or a trusted friend or family member is the first step towards understanding your behavior and finding relief.
What is Self-harm? Self-harm or self-injury means hurting yourself on purpose. One common method is cutting yourself with a knife. But any time someone deliberately hurts herself is classified as self-harm. Some people feel an impulse to burn themselves, pull out hair or pick at wounds to prevent healing. Extreme injuries can result in broken bones. Hurting yourself—or thinking about hurting yourself—is a sign of emotional distress. These uncomfortable emotions may grow more intense if a person continues to use self-harm as a coping mechanism. Learning other ways to tolerate the mental pain will make you stronger in the long term. Self-harm also causes feelings of shame. The scars caused by frequent cutting or burning can be permanent. Drinking alcohol or doing drugs while hurting yourself increases the risk of a more severe injury than intended. And it takes time and energy away from other things you value. Skipping classes to change bandages or avoiding social occasions to prevent people from seeing your scars is a sign that your habit is negatively affecting work and relationships.
Why People Self-harm Self-harm is not a mental illness, but a behavior that indicates a lack of coping skills. Several illnesses are associated with it, including borderline personality disorder, depression, eating disorders, anxiety or posttraumatic distress disorder. Self-harm occurs most often during the teenage and young adult years, though it can also happen later in life. Those at the most risk are people who have experienced trauma, neglect or abuse. For instance, if a person grew up in an unstable family, it might have become a coping mechanism. If a person binge drinks or does drugs, he is also at greater risk of self-injury, because alcohol and drugs lower self-control. The urge to hurt yourself may start with overwhelming anger, frustration or pain. When a person is not sure how to deal with emotions, or learned as a child to hide emotions, self-harm may feel like a release. Sometimes, injuring yourself stimulates the body’s endorphins or pain-killing hormones, thus raising their mood. Or if a person doesn’t feel many emotions, he might cause himself pain in order to feel something “real” to replace emotional numbness. Once a person injuries themself, they may experience shame and guilt. If the shame leads to intense negative feelings, that person may hurt themself again. The behavior can thus become a dangerous cycle and a long-time habit. Some people even create rituals around it. Self-harm isn’t the same as attempting suicide. However, it is a symptom of emotional pain that should be taken seriously. If someone is hurting herself, she may be at an increased risk of feeling suicidal. It’s important to find treatment for the underlying emotions.
Treatment and Coping There are effective treatments for self-harm that can allow a person to feel in control again. Psychotherapy is important to any treatment plan. Self-harm may feel necessary to manage emotions, so a person will need to learn new coping mechanisms. The first step in getting help is talking to a trusted adult, friend or medical professional who is familiar with the subject, ideally a psychiatrist. A psychiatrist will ask that person questions about their health, life history and any injurious behaviors in the past and present. This conversation, called a diagnostic interview, may last an hour or more. Doctors can’t use blood tests or physical exams to diagnose mental illness, so they rely on detailed information from the individual. The more information that person can give, the better the treatment plan will be. Depending on any underlying illness, a doctor may prescribe medication to help with difficult emotions. For someone with depression, for instance, an antidepressant may lessen harmful urges. A doctor will also recommend therapy to help a person learn new behaviors, if self-injury has become a habit. Several different kinds of therapy can help, depending on the diagnosis.
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Psychodynamic therapy focuses on exploring past experiences and emotions Cognitive behavioral therapy focuses on recognizing negative thought patterns and increasing coping skills Dialectical behavioral therapy can help a person learn positive coping methods
If your symptoms are overwhelming or severe, your doctor may recommend a short stay in a psychiatric hospital. A hospital offers a safe environment where you can focus your energy on treatment.
What to Do When Someone Self-harms Perhaps you have noticed a friend or family member with frequent bruises or bandages. If someone is wearing long sleeves and pants even in hot weather, they may be trying to hide injuries or scarring. Keep in mind that this is a behavior that might be part of a larger condition and there may be additional signs of emotional distress. They might make statements that sound hopeless or worthless, have poor impulse control, or have difficulty getting along with others. If you’re worried a family member or friend might be hurting herself, ask her how she’s doing and be prepared to listen to the answer, even if it makes you uncomfortable. This may be a hard subject to understand. One of the best things is tell them that while you may not fully understand, you’ll be there to help. Don’t dismiss emotions or try to turn it into a joke. Gently encourage someone to get treatment by stating that self-harm isn’t uncommon and doctors and therapists can help. If possible, offer to help find treatment. But don’t go on the offensive and don’t try to make the person promise to stop, as it takes more than willpower to quit.
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Mental Health Resources Half of Us Suicide Prevention Resource Center Transition Year Reachout OK 2 Talk Monsour Counseling and Psych Mental Health Column—The Scripps Voice
RECOGNIZED NATIONAL ORGANIZATIONS THAT SPONSOR SUPPORT GROUPS Anxiety and Depression Association of America American Foundation for Suicide Prevention Depression and Bipolar Support Alliance National Eating Disorder Association National Alliance on Mental Illness (NAMI) Mental Health America Network of Care Alcoholics Anonymous American Association of Suicidology Attention Deficit Disorder Association Emotions Anonymous Federation of Families for Children’s Mental Health Narcotics Anonymous Obsessive Compulsive Foundation Self Mutilators Anonymous Parents, Families, and Friends of Lesbians and Gays (PFLAG) TARA National Association for Personality Disorder American Foundation for Suicide Prevention
GENERAL ONLINE RESOURCES ULifeline SAMHSA Treatment Locator MentalHelp.net MentalHealth.com NICHY’s State Search Tool MentalHealth.gov UCLA’s Center for Mental Health in Schools UMD’s Center for School Mental Health The Balanced Mind Foundation Hazelden.org’s Resources for Family Members The Dart Foundation’s Gateway to Post Traumatic Stress Disorder Information University of Michigan’s Mental Health Resources The Brain & Behavior Research Foundation National Institute on Alcohol Abuse & Alcoholism National Institute on Drug Abuse Healthy Place: America’s Mental Health Channel Choices in Recovery ACHA’s Mental Health Resources Active Mind’s Mental Health Resources The Jed Foundation’s Programs & Research McLean Hospital’s College Mental Health Program Behavior Online NACADA’s Mental Health Issues in Advising The Checkup: Meltdown U. and Mental Health Tips for Parents of College Kids Caltech’s Online Mental Health Resources The University of Chicago’s Online Resources – Mental Health Disorders LawLifeline.org Yahoo’s Mental Health Directory The New York Times’s Information on Mental Health The National Association for the Dually Diagnosed The APA’s College Students Guide
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TIPS TO BODY POSITIVITY: LOVING YOUR BODY Bodies are inherently diverse and unique. Unfortunately, it seems that mainstream media refuses to acknowledge how our differences need to be addressed. We are not carbon copies of one another and I assure you we are not and cannot all be white, thin and able-bodied. We are not born to mold ourselves into these very limited categories and we should not be made to feel as though we have to. Media has had the power to perpetrate and influence the ways in which we process what is acceptable within ourselves and those around us. Whether consciously or unconsciously, we internalize these images and as a result start to apply them to our own perceptions about ourselves. This leads to damaging ideas about our own bodies. One way to combat these ideas has sprung up with the emergence of the body positive movement that, while still in its early stages, has been a running start towards more positive and inclusive interpretations of body image.
The body positive movement recognizes that beauty does not exist as a binary or a hierarchy. It isn’t just fat or skinny, as we often like to categorize it. Although there is still a bit of work to do within this movement to create an all-embracing space, I believe that the body positivity movement is starting to work within the structures of ability, race and gender to change how these often oppressive states start to affect how we see ourselves and those around us in terms of beauty. When we address the aforementioned structures, it will be easier for this movement to become intersectional, and to thereby create a safe place in which to talk about the issues we face daily. The body positive movement allows those people who have been made to feel insignificant and unwanted by society’s presentations of beauty to start to feel comfortable and confident with who they are. Here are five simple tips to get you started: 1. Remember that loving yourself is a learning process.
2. Refuse to let yourself be defined by anyone else’s standards.
It is not going to come easily. There are going to be days in which you just do not have the energy to combat all the negativity that comes your way, and that is okay. We are all going to be different in terms of how we start to address our negative body perceptions. What matters is that we choose to engage with what body positivity means to us, and that we work towards that goal for ourselves.
You are in control and you get to decide what is going to define you. Do not let yourself fall prey to the idea that there is only one standard definition of beauty that has value. One way to help yourself move away from society’s definition of beauty is to go on a media diet. Try to avoid the constant onslaught of manipulative images and articles. Ignore diet ads, advertisements and commercials that try to instill a sense of guilt and worthlessness about your body. Living without these images for a while is going to make the process of crafting a positive image of yourself a lot easier.
3. Stop comparing yourself to others. Our society has this obsession with presenting image as a competition. Do not place your self worth on other people. While it’s often nice to be surrounded by those who support you, being able to boost your own self-esteem is the key to a more confident you. Encourage yourself and those around you to see that worth lies in areas other than image by emphasizing equally (and perhaps far more) important attributes like intelligence, humor or kindness.
4. Fake it ‘til you make it. It’s very important to make body positivity a daily occurrence. As much as I wish that self love could be something instantaneous, I know how difficult it can be to reverse everything we learned about beauty and body image. Taking it day by day is a useful tool that is going to rewire any detrimental attitudes. Start with affirmations in front of the mirror. Tell yourself how great you’re looking today and how good you feel about yourself. While you may not believe it now, soon enough you’ll find that it’ll come naturally and it’ll start to feel genuine. 5. Do not accept your flaws; embrace them. The idea that you have flaws is perfectly normal. No one is perfect, after all, but that does not mean you have to hate yourself for it. Start by creating a healthy relationship with your body and embracing all the parts of yourself that make you you. 118
The body positive movement is not going to succeed unless we make a constant effort to eradicate feelings of inadequacy within ourselves and others. It’s up to us as individuals to create an environment in which self-love can flourish. It’ll take time to reach a state in which we can all feel confident in who we are.
Evelyn Gonzalez ‘18
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Jocelyn Gardner ‘17
Crisis The content in this article may be disturbing or triggering to some individuals. Proceed with caution! TW: mental illnesses, eating disorders, hospitalization, self-harm, suicide, sexual assault, abuse, alcohol and drug use, violence, bias-related incidents, etc.
CATEGORIES OF CRISIS explored in this article, in order: mental health (suicidal, self harm, manic episode, eating disorders/disordered eating, drug use/abuse, panic attacks, depression, disruption of normal functioning); abuse, sexual assault, and partner violence; violence and crime; bias-related incident; academic issues; personal/life events; financial crises; physical health; alcohol and drugs
Sometimes, people just need someone to listen.
If something feels off, trust your gut.
Don’t wait for someone to reach out to you.
If someone reaches out to you, DO NOT take it for granted. Reaching out is very hard, and your reaction can help decide whether this person will end up seeking more help or not.
Also, someone might be mad at you for helping them, at first. Try not to let this bother you. If you really care about someone, you will put their safety before your friendship, and they will eventually understand this. They’d do the same for you.
Mental Health Crises I find that of all the information you get during orientation, this topic is by far the most lacking. For more information on everything mental health-related, there are articles throughout the guide, including critical looks into mental health and basic fact sheets. There are many different ways in which mental health crises can present. Crises are different for everyone, so if someone says they’re having a crisis, believe them! And believe yourself, too. I’ve seen people push off their own feelings with internalized invalidation, and this only makes things worse-- and even more dangerous. Pushing away feelings and hiding crisis only exacerbates the situation! Even if the crisis seems like it’s getting better at first, remember that it can come back later-- mental health crises are very different from other kinds of crises in this way. For this reason, it’s important to get support at the earliest feelings of crisis. Again, it’s different for everyone, but here are some examples that can indicate crisis: *** I AM NOT A MENTAL HEALTH OR OTHER KIND OF CRISIS PROFESSIONAL***
Suicidal thoughts, ideation, actions (WARNING: THIS SECTION MAY BE VERY TRIGGERING)
This is always considered crisis You deserve to life, you deserve to feel okay, you deserve to get the help you want and need. DO NOT WAIT. Get help right away!
PHONE NUMBERS OF PEOPLE WHO CAN HELP *NOTE: most of these numbers are written on your ID holders you’re given during move-in! Campus Safety RA on duty Dean on call, available through Dean of Students Psychologist on-call, available through campus safety 911 Hotline
(909) 607-2000 (909) 708-7603 or (909) 708-7604 (909) 621-8277 (909) 607-2000 1-800-273-TALK
WARNING SIGNS (from the American Foundation for Suicide Prevention): Talk If a person talks about: Killing themselves. Having no reason to live. Being a burden to others. Feeling trapped. Unbearable pain. Behavior A person’s suicide risk is greater if a behavior is new or has increased, especially if it’s related to a painful event, loss, or change. Increased use of alcohol or drugs. Looking for a way to kill themselves, such as searching online for materials or means.
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Acting recklessly. Withdrawing from activities. Isolating from family and friends. Sleeping too much or too little. Visiting or calling people to say goodbye. Giving away prized possessions. Aggression. Self-Harm. Mood People who are considering suicide often display one or more of the following moods: Depression. Loss of interest. Rage Irritability Humiliation. Anxiety. You might not always be 100% sure that someone is suicidal, but it is better to be safe.
You can ask clarification questions See “Active Listening” for some tips Social media is a place where signs often go unnoticed
WHAT TO DO TO SUPPORT A PERSON WHO IS SUICIDAL DO NOT leave this person alone. A person who is suicidal is still a person and deserves respect-- RESPECT them. LISTEN to the person. Ask questions. Offer support. Say that you are there to support them no matter what Do not say you know how they feel Do not guilt-trip Do not invalidate Do not panic Do not use ableist language, such as calling someone “crazy” or “mental” or “insane” Try to be gentle, but firm Do not be overly positive—it can come off as belittlement Support is the most important thing for a person who is suicidal. The more support, the better. Do not compromise your own well-being, either. Get some support for yourself and do not try to support someone alone. Call in a friend, a neighbor, a Peer Mentor, an RA, etc. Do not gossip. While you should get help and tell people who can give you help what’s going on, DO NOT spread word around about what happened. Violating someone’s privacy often feels very infantilizing and violating to that person. Remember that a person may feel that way even when you have to tell someone to get them help—this is why keeping in mind respect and agency is important. RESPECT- While you might have to break privacy to get the person help, this does not permit you to tell everyone you know. This does not permit you to tell anyone you don’t need to tell. AGENCY- you have to assume the person who is suicidal is mentally compromised and can’t make rational decisions, but this does not mean that you should treat them like they are undeserving of having a say in how to proceed, or at least of knowing what’s going to happen. HOSPITALIZATION If someone needs to be watched, they will probably have to be taken off-campus to a mental health facility. This is not easy. But when it comes down to it, when there is a crisis, this is needed. You do not need to feel guilty if you call for help and the person who is suicidal ends up in a hospital. I know it is hard to not feel like you did something too extreme, but hospitalization-- no matter how difficult it may be-- could save a life. These types of places can be traumatic, but they are the best place you can be if you really need that level of help. Seeing a friend be hospitalized can be traumatic for you, also, and you should have some place to get the support you need, as well-- seek it!
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Self-harm
Self-harm includes intentional physical injury and deprivation (food, sleep, etc.) There are different levels of self-harm, but all fall under the category of “threat to self”
WHAT TO DO IF SOMEONE YOU KNOW IS SELF-HARMING Stay with this person and talk to them, following the advice in the suicidal section Encourage this person to seek help, and, if you are comfortable, offer to go with them to their chosen place of support Do not intervene on someone’s behalf without first talking to them, unless you are 100% sure that they are self-harming and the selfharm is serious (produces any kind of injury that requires medical attention).
DO NOT ASSUME THAT SOMEONE IS “BETTER” ONCE THEY’VE GOTTEN HELP. RECOVERY TAKES TIME AND SUPPORT.
Manic episode (From PsychCentral.com and Web MD) WHAT IS A MANIC EPISODE? A manic episode is characterized by period of at least 1 week where an elevated, expansive or unusually irritable mood, as well as notably persistent goal-directed activity is present. The mood disturbance associated with manic symptoms should be observable by others (e.g., friends or relatives of the individual) and must be uncharacteristic of the individual’s usual state/behavior. These feelings must be sufficiently severe to cause difficulty or impairment in occupational, social, educational or other important functioning. Symptoms also cannot be the result of substance use or abuse (e.g., alcohol, drugs, medications) or caused by a general medical condition. Three or more of the following symptoms must be present:
Inflated self-esteem or grandiosity Decreased need for sleep (e.g., one feels rested after only 3 hours of sleep) More talkative than usual or pressure to keep talking Flight of ideas or subjective experience that thoughts are racing Attention is easily drawn to unimportant or irrelevant items Increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation Excessive involvement in pleasurable activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments) People who experience a manic episode are often diagnosed with a type of bipolar disorder.
HOW TO SUPPORT SOMEONE WHO IS HAVING A MANIC EPISODE Spend time with the person, depending on their level of energy and how well you can keep up. People who are manic often feel isolated from other people. Spending even short periods of time with them helps them feel less isolated. If the person has a lot of energy, walk together, which allows the person to keep on the move but share your company. Answer questions honestly. But do not argue or debate with a person during a manic episode. Avoid intense conversation. Don't take any comments personally. During periods of high energy, a person often says and does things that he or she would not usually say or do, including focusing on negative aspects of others. If needed, stay away from the person and avoid arguments. Prepare easy-to-eat foods and drinks (such as peanut butter and jelly sandwiches, apples, cheese and crackers, and juices), because it is difficult for the person to sit down to a meal during periods of high energy. Avoid subjecting the person to a lot of activity and stimulation. It is best to keep surroundings as quiet as possible. Allow the person to sleep whenever possible. During periods of high energy, sleeping is difficult and short naps may be taken throughout the day. Sometimes the person feels rested after only two to three hours of sleep. Again, having the person contact their doctor or another professional is a good idea
Eating disorders/disordered eating o See “Changing the Culture: It's Up to Us” and “I Had No Idea” for some information o There are hotlines and chats specific to eating disorders WHAT IS THE DIFFERENCE BETWEEN AN EATING DISORDER AND DISORDERED EATING? (from PsychologyToday.com) What distinguishes disordered eating from a full-blown eating disorder? It is all about degree. An individual with disordered eating is often engaged in some of the same behavior as those with eating disorders, but at a lesser frequency or lower level of severity. However, disordered eating is problematic and to be taken seriously, though the symptoms might not be as extreme as those of a diagnosable eating disorder. Individuals with disordered eating may be at risk for developing a full-blown eating disorder and are more likely to have a history of depression and/ or anxiety, or be at risk for anxiety and depression at some point in the future.
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Symptoms of disordered eating may include behavior commonly associated with eating disorders, such as food restriction, binge eating, purging (via self induced vomiting or excessive exercise, and use of diet pills and/ or laxatives). However, disordered eating might also include: Self worth or self esteem based highly or even exclusively on body shape and weight A disturbance in the way one experiences their body i.e. a person who falls in a healthy weight range, but continues to feel that they are overweight Excessive or rigid exercise routine Obsessive calorie counting Anxiety about certain foods or food groups A rigid approach to eating, such as only eating certain foods, inflexible meal times, refusal to eat in restaurants or outside of one’s own home HOW TO SUPPORT SOMEONE WHO SUFFERS FROM AN EATING DISORDER OR DISORDERED EATING Listen! Use active listening (see article on this topic in the Guide). Try to listen without judgment. There might be a lot of shame, and the person might not even know they have a problem, yet. Do not force someone to eat, not eat, or otherwise change behavior significantly. As much as you want things to get better right away, it can’t happen suddenly. You don’t want to make the person feel uncomfortable and then hide the problem. Do not shame someone about anything, for any reason, especially relating to food, body, exercise, or the way they eat (or don’t). Even if you’re “just joking,” it’s not okay. Make this a habit. Please. Shaming anyone about these things, whether they have an eating disorder/disordered eating or not, supports the harmful parts of our culture that create these types of disorders and therefore makes it extremely for anyone with eating disorders/disordered eating to break the cycle. Do not make the conversation about food, eating, exercise, weight, body image, etc. The person might not yet be ready to address what’s going on, so be sensitive to that. If you feel that they are in significant danger, though, talk to them about getting help or call someone yourself (if you do call someone yourself, let them know that you are doing this and why. All people-- people with disorders included-- deserve respect). Eating disorders are very hard to understand, sometimes, for those who do not experience them. Look up resources and get informed so that you can better help someone. Offer help, but try to take it at their pace. This is a very different situation from a suicidal person.
Drug use/abuse
This is another issue that is often accompanied by a lot of shame and hiding, so confrontation is difficult. Make sure you make it clear that you care and are willing to listen and support without judgment. Don’t try to take all of the substance away at once unless you’re sure the situation is that bad. You don’t want the person’s body to go through withdrawal without professional support. Get help. Spend time with the person doing things that don’t involve the substance. If there is a health-related (physical or mental!) emergency created by the substance, get help right away.
Panic attacks Panic attacks are different for everyone, and can differ even from one attack to another for the same person . Many times, symptoms will be similar to those of a heart attack and the person suffering from a panic attack may think that they are dying. For this reason, remind them that they are going to be okay and that you are there with them and will not go away. People use the phrase casually, but panic attacks can be incredibly serious and life-threatening and should not be trivialized. WHAT TO DO TO SUPPORT SOMEONE WHO IS HAVING A PANIC ATTACK Stay calm so that you can better help the person You can gauge what is helping by body language if the person can’t tell you Ask them to focus on something they can sense The ground under their feet Water over hands Cold sensation The feeling of an object A smell A quiet sound You can do something with the 5 senses Ask them to name 5 things you can see 4 you can feel 3 you can hear 2 you can smell
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1 you can taste Count slowly together Ask them to focus on your voice as you describe something like a color, a scene, or a scenario Remind them that you’re there with them and it’s safe If they permit you and you are comfortable, you can be close. If you are in a situation that is provoking the attack, try to get the person out If they are worried about work, the next day, someone’s reaction, etc., ask them to think only about right now, and that you can take care of everything else later Give them water STAY WITH THEM If you are in a crowded place, try to get somewhere more quiet Help them breathe deeply and slowly For some, systematic muscle relaxation can help If they are very tense, giving them a stress ball can help Let them know they will be okay and the attack will end, and that they aren’t losing it or anything
Depression
DO NOT be overly cheerful. All that says is that you don’t understand anything they’re feeling. Also, do not assume you know what they’re feeling. Depression isn’t “sadness” like the way you’d feel after watching The Titanic or something. Understand that depression is a crushing lack of interest that can lead to many different things like apathy, lack of feelings, or even panic Again, the best thing you can do is offer your full support. Day-to-day activities can seem insurmountable, so offer to be there to help Don’t judge or blame Ask them to come do something with you, like go on a walk. Being outside and active may help. Get other friends involved, but don’t gossip. Never be condescending. Treat the person with depression as you would normally. Make sure that you get the support you need, as well. Depressed mood is contagious. If you think there is danger, see the suicide and self-harm sections above
Anything that disrupts normal functioning
Normal functioning is defined by the individual, not by society These can be undiagnosed disorders, temporary disorders, rough patches, etc. Examples include anything that limits a person’s lifestyle, like not being able to leave their room at certain times, reliance on a substance, inability to care for personal hygiene, homicidal tendencies, outbursts, high anxiety, etc. People tend to compartmentalize “mental illnesses” and treat them as totally separate entities, but there is overlap between all of them. The whole thing is a gray area, in a sense. Because of this, I recommend looking through all of the above information to get a more holistic sense of what you can do to help.
HOW TO SUPPORT SOMEONE WHOSE NORMAL FUNCTIONING HAS BEEN DISRUPTED Offer your support and non-judgmental listening Stay in contact Remember that no matter what, this person is a person and they deserve respect, dignity, and choice Because of the way mental health is treated and seen in today’s society, you might be the best source of validation. Don’t forget just how bad stigma is (see “Stigma” article in this Guide), and what it does when it is internalized. When in doubt, REACH OUT. Through a crisis, a lot of people here might be extremely concerned about their work and their grades. Remind them that work is nothing in comparison to their well-being. This society values productivity and “success” over well-being. Remind them that THEY are what matter.
Abuse, Sexual Assault, and Partner Violence
See “Resources for Survivors of Sexual Assault” and “Title IX” articles for resources and hotlines! You deserve to feel safe and respected!
WHAT IS ABUSE? Abuse can be physical, emotional, psychological, economic, verbal, or sexual. It can happen in any type of relationship (not just romantic relationships).
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Physical abuse: blocking you, attacking, grabbing, pulling hair, staring, throwing things, punching, slapping, threatening harm, breaking things, tying, burning, cutting, preventing you from medical care, preventing you from leaving Emotional abuse: intimidation, guilt-tripping, embarrassing, talking down to you, ignoring your feelings, threatening, invalidating, being possessive, spying, stalking, constantly contacting, checking your phone/emails, making you need to justify yourself, being excessively jealous, blaming, cutting you off from your friends, baiting, lying, giving unwanted attention, favoritism (think of parents comparing children), threatening legal action, brainwashing, infantilizing, objectifying, putting into no-win scenarios, projecting self onto you, behaving well to keep you and abuse you more, giving silent treatment, mocking (there is a lot of overlap with psychological and verbal abuse) Psychological abuse: this is anything that results in psychological trauma. Exclusion, threatening, depriving, isolating, making you feel like you are “crazy,” playing mind games, manipulating, twisting things to make them your fault or your flaw. Psychological abuse can happen when other forms of abuse are chronic or internalized. It is especially bad if it starts from a young age. Economic abuse: withholding money, setting conditions for money, controlling access to money, forcing you to leave a job, helping you get fired, shaming your spending, not allowing you to work, taking money from you, using your money, preventing you from using transportation Verbal abuse: yelling, swearing, insulting, arguing constantly, interrupting, putting you down, mocking, being excessively loud, using tone to cause fear Sexual abuse: unwanted sexual attention, pressuring you into sexual contact, forcing unprotected sex, sabotaging birth control, making you participate in or watch pornography, forcing you to have sexual contact with someone else, touching, forcing abortion, sexual harassment, name-calling, slut-shaming, doing a sexual act without consent (including while you are unable to give consent), sexual assault, or any sexual contact between an adult and someone under the age of consent, incest
If someone tells you it’s happening…
Believe them Listen to them Don’t blame them, or ask what they did to bring about the abuse/assault/etc. Tell them that you support them, and will continue to do so Do not talk badly about the abuser. This can make the person you’re helping feel extremely guilty for not hating the abuser. You can talk about how the abusive behavior is wrong, but not about the actual person doing the abuse. Be gentle and patient Reserve judgment. This is not about you. Do not ask why they won’t “just leave.” Abusive relationships are complicated and there are often many ties. Listen to what they want and think is best—don’t force your help or opinion. Tell them that you appreciate them telling you and the bravery that it must have taken to do so. Validate Ask if they want or need a safe place to go (a safe place can be a different room to stay in, maybe) Offer to keep them company or walk them somewhere if they want. Offer to help if they want to reach out for more help. This can be going with them to meet with a dean, counselor, RA, etc. or calling a hotline for them, for example. Remind them that they have a lot of allies. Remember that a lot of abuse is rooted in violence toward certain identities, but it can happen to anyone. No one’s experience is less or more “legitimate” than another person’s.
*** There is never a time when you can tell someone their experience is not legitimate or that it is less than someone else’s! If someone comes to you, do not disrespect them by saying, “Well, at least…” “You were lucky that…” etc.***
No matter what the outcome is, be supportive. Sometimes people will not leave the abuser; that is their choice.
If you suspect it’s happening…
Bring it up gently and privately, or if you aren’t comfortable with this, let someone else know so that they can do it or help you do it. Remember that you should not spread your suspicions around—this is a violation of the privacy of the person you want to help. Do not reduce their life to gossip. If you confront the person you know and they do not respond positively, remind them that you’re there to support them, but back off. Keep in mind that people who are being abused or have been might have a hard time trusting and opening up. If they are open to it, share with them the available resources or look at them together
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If you see it…
Don’t ignore it. People tend to think that another person’s relationship isn’t their business, but politeness shouldn’t get in the way of helping someone. Cause a distraction to let the abuser know you notice and to get their attention away from abusing. Ask the person being abused if they need help. If you believe there is immediate danger, call 911 or campus safety at (909) 607-2000 immediately. Call a hotline. Trust your gut Do something. The worst thing to do is to be passive.
Violence and Crime Call campus safety (909) 607-2000 or 911, or use one of the blue lights, red phones, or call boxes. After a crisis, make sure you are checking in with someone, like an administrator, counselor, professor, staff member, RA, etc. The damage of a crisis oftentimes lasts long after the actual event ends. It is good to process what happened, and there are people trained to help with that.
Bias-related incident Bias-related incidents are serious. If you see it happen or it happens to you, please report it! From Scripps:
Scripps College Notification Protocol for Bias Related Incidents This Communications Protocol is intended to provide a framework for Scripps College’s responses to bias-related incidents.
Statement of Purpose Bias-related incidents are expressions of hostility against another person (or group) because of that person’s (or group’s) race, color, religion, ancestry, age, national origin, disability, gender or sexual orientation, or because the perpetrator perceives that the other person (or group) has one or more of those characteristics. As used in this Protocol, the term “bias-related incident” is limited to conduct that violates the Scripps College Principles of Community, one or more of the Claremont colleges’ disciplinary codes, and/or which is not protected by the First Amendment of the United States Constitution or by analogous provisions of state law. A hate crime is an especially severe form of bias-related incident, and such crimes fall far beyond the bounds of constitutional protection. However, the category of bias-related incidents extends beyond hate crimes and other actions that would constitute criminal offenses under relevant penal codes. In the event that a bias-related incident occurs on Scripps’ campus, this Protocol shall govern communication to the community
Procedure For Responding To Bias-related Incidents:
Any person, including faculty, staff, students and visitors to the College, observing an incident or evidence of possible bias incident and/or hate crime shall notify College staff and/or Campus Safety before taking any action (such as disposing or removing evidence, altering scene, etc.). The college staff and/or campus safety shall follow the protocol of The Claremont Colleges by contacting the Scripps College Dean of Students. The Dean of Students will communicate to the Scripps community and to the Chief Student Affairs Officers on other campuses and the Chief Administrative Officer at CUC using the protocol outlined on the next page. In the event that the Dean of Students is unavailable, she or he will have designated a second in command to whom the communication will be directed. The second in command then is responsible for informing the Dean of Students as quickly as possible and implementing the following protocol. The Associate Dean/Residence Life will ensure that professional and student residence life staff members are instructed about response protocols for such incidents and shall be trained about this protocol. At each mandatory dorm meeting, Resident Advisers will describe the notification protocol for bias-related incidents (and have copies available of the notification protocol). The Dean of Students will notify the Scripps community as soon as possible by e-mail. The e-mail communication should: Provide a brief description of the incident; List any information about initial steps that have been taken to address the incident; Provide instructions about how to report information about the incident; and Conclude with a standard paragraph on steps community members should take in the event they see a bias-related incident and the availability (upon request) of the log of incident communications originating from Scripps College as well as The Claremont Colleges. A copy of the e-mail will be sent to the Presidents Advisory Committee on Diversity and Inclusion (PACDI) members simultaneously with the community The Dean of Students also shall: Notify personnel responsible to handle the incident following the College’s standard emergency protocols; Utilize RAs, Scripps Associated Students, and other student leaders in ways consistent with their position description and responsibilities to assist the
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College in responding to the incident; and Utilize informational sessions for community members to receive information in person, ask questions, and generally discuss incident as appropriate to the incident. The Dean of Students will keep a log of incident communications originating from Scripps College. A copy of this log also will be available at SARLO and SCORE. The log shall include a description of each incident, and the institutional and/or police response to the incident. The log of bias-related incidents and/or hate crimes for Scripps is available to students, faculty and/or staff. With reference to The Claremont Colleges protocol for bias-related incidents (#7), the Scripps Dean of Students may (a) inform students, faculty, and staff by unbundled e-mails of bias-related incidents or hate crimes that occur on the other campuses, (b) post notices at the Motley, (c) utilize RAs, Scripps Associated Students, other student leaders, in ways consistent with their position description and responsibilities, (d) notify PACDI and any other appropriate college-specific body at Scripps that may be charged with handling matters of this nature, (e) and utilize informational sessions for community members to receive information in person, ask questions, and generally discuss the incident(s) such as mandatory dorm meetings and/or community meetings. PACDI is charged with working with the community(ies) affected by the bias-related incident or hate crime to find appropriate ways to address their concerns. Bias reports will become a regular agenda item for PACDI meetings.
In terms of support, there are so many communities that would be more than happy to help you at Scripps and the 5Cs. Find someone you are comfortable with—it’s most important that you feel listened to and safe.
Academic Issues If you’re having a serious academic issue (being put on probation or suspended, having low-grade notices in many classes, etc.), the worst thing you can do is to delay getting help (academic, mental health, or otherwise). I know that there is a fine line between a healthy and unhealthy challenge, but if something feels wrong about your work to you, it’s better to be safe and reach out. Your professors are there for you—you can go to office hours, send an email, talk before or after class, etc. Letting your professors know that you’re aware that there’s an issue opens the door for some help and builds trust between you and the professor. If you’re having trouble in more than one class for a long time, there may be other, underlying complications (See “Burnout” section. A lot of times, you can be burned out without knowing it. Even after doing no work all summer!). In that case, try meeting with someone from Monsour. Yes, I know, Monsour is for “mental health problems.” That kind of dismissal is based on a stigmatizing and otherizing viewpoint that’s been drilled into our heads (i.e., I write a column about mental health, so I’ve seen it all some way or another). If you think you strained a muscle, you might see a trainer or a doctor. Same goes for your brain. Monsour has workshops, also. There are many reasons for struggling academically, and none of them are that you aren’t “smart” enough to be here.
Personal/life events Things happen. If you find that a lot of stuff is going on outside of your academic life and that these things are affecting your academic performance, talk to your professors. They are understanding! And they would rather know before you’re in deep water, if possible. You might also want to look into temporary accommodations from the Dean of Students Office. Call them to set up an appointment. While you cannot rely on your peers to hold you up, they’re a good source of support. Aside from friends, there are also your Peer Mentors, Team Leader, and RAs. Chances are, someone can relate to what you’re going through, so don’t be afraid to reach out!
Financial Crises If your family is having a financial crises, talk to the offices here—Financial Aid, Dean of Students, etc. They will meet with you and do what they can to outline your options and direct you to help, especially when it comes to figuring out how to remain at Scripps. Financial issues are as legitimate a reason to seek out advice as any. Also, while this probably won’t solve your personal financial crisis, it may be helpful to see the “Saving Money at Scripps” article in this Guide for some personal spending tips.
Physical Health For a physical health emergency, call 911, which will direct you to campus safety, who can help you from there. They can drive you to a medical facility or contact local police if needed. There are hospitals in Montclair and Pomona—both are very close. There are also a number of nearby urgent care facilities-- some of whom accept the school health insurance plan-- but they might not have emergency rooms. If it is not an immediate emergency, you should go to the Student Health Center. Student Health Services information: website: http://www.cuc.claremont.edu/shs/ phone number: (909) 621-8222 address: 757 N College Way, Claremont, CA 91711 If you don’t have transportation to a health center, call campus safety, call friends, and/or post in Scripps-related Facebook groups (eg Current Students, Class of ___, etc.) asking for a ride-- people here will usually jump at the opportunity to help!
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If you are having health problems that interfere with class, the best thing to do is communicate with your professors and reach out to the Dean of Students Office. You may be able to get temporary accommodations. From Claremont University Consortium’s Student Health Services site: Urgent Care/Emergency Care Summer Care Providers (will accept school insurance): Jennifer Sun, M.D. 689 W. Foothill Blvd., Ste B Claremont, CA 91711 (909) 482-2058 Lester Holstein III, M.D. 1601 Monte Vista Ave Ste 100 Claremont, CA 91711 (909) 630-7938 Family Health Center 1770 N. Orange Grove Ave., Suite 1 Pomona, CA 91767 (10 Freeway Left on Garey – Right on McKinley – Left on Orange Grove) (909) 469-9494 Emergency Care Centers Pomona Valley Hospital Medical Center 1798 N. Garey Avenue Pomona, CA 91767 (Garey Avenue and 10 Freeway) (909) 8659500 Phone (909) 865-9600 Emergency Room (909) 865-9623 Emergency Room Fax (909) 865-9782 Physician Referral Line 24 Hour Emergency Care San Antonio Community Hospital 999 San Bernardino Road Upland, CA 91786 (East on 6th St which becomes Arrow Hwy then becomes San Bernardino Rd) (909) 985-2811 Phone (909) 920-4747 Emergency Room (909) 920-4731 Emergency Room Fax 24 Hour Emergency Care Urgent Care Centers Pomona Valley Health Center at Claremont Urgent Care Center 1601 Monte Vista Avenue Suite 190 Claremont, CA 91711 (Monte Vista Avenue at Claremont Blvd) (909) 865-9977 Phone (909) 946-0166 Fax Hours: 8 am to 8 pm (Monday-Friday) 9 am to 5 pm (Sat/Sun, Holidays) Central Urgent Medical Care 8891 N. Central Avenue (corner Arrow Hwy/Central), Suite A Montclair, CA 91763 (909)297-3361 phone 8am-8pm (Everyday) Mountain View Urgent Care at Casa Colina 255 E Bonita Ave., Building 1, Ste. 100 Pomona, CA 91767 (909) 643-2980 phone MonFri 1pm-9pm Weekends and holidays 9am-5pm Poison Control Center 1-800-876-4766
Alcohol and Drugs I made alcohol and drugs a separate section from medical crises because there is one key thing that makes it different from other emergencies: people who have been hurt because of alcohol and drugs are afraid of getting in trouble. Scripps and the state of
California have an amnesty policy, which means that if you call for help for a friend under the influence, they won’t penalize you. They value your safety, and want you to get help if you need it! The Signs of Alcohol Poisoning (from awareawakealive.org) If you suspect that someone has alcohol poisoning, even if you don’t see the classic signs and symptoms, seek immediate medical care. In an emergency, follow these suggestions: If the person is unconscious, breathing fewer than eight times a minute or has repeated, uncontrolled vomiting, call 911 immediately. Keep in mind that even when someone is unconscious or has stopped drinking, alcohol continues to be released into the bloodstream and the level of alcohol in the body continues to rise. Never assume that a person will “sleep off” alcohol poisoning. If the person is conscious, call 800-222-1222 and you’ll automatically be routed to your local poison control center. The staff at the poison control center or emergency call center can instruct you as to whether you should take the person directly to a hospital. All calls to poison control centers are confidential. Be prepared to provide information. If you know, be sure to tell hospital or emergency personnel the kind and amount of alcohol the person drank and when. Don’t leave an unconscious person alone. While waiting for help, don’t try to make the person vomit. Alcohol poisoning affects the way your gag reflex works. That means someone with alcohol poisoning may choke on his or her own vomit or accidentally inhale (aspirate) vomit into the lungs which could cause a fatal lung injury. If you or someone needs help, do not hesitate to reach out! If you are in doubt, call one of the on-call RAs at (909) 708-7603 or (909) 708-7604. You can also call campus safety at (909) 607-2000. If you dial 911 on campus, the call first goes to campus safety. See the infographic and article on alcohol for information on drinking and some alternatives.
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Mental Health Hotlines and Info Centers Crisis Call Center
National Institute of Mental Health Information Center
800-273-8255 or text ANSWER to 839863
866-615-6464
Twenty-four hours a day, seven days a week
8 a.m. to 8 p.m. EST, Monday to Friday
http://crisiscallcenter.org/crisisservices.html
http://www.nimh.nih.gov/site-info/contact-nimh.shtml
Depression and Bipolar Support 800-273-TALK (8255)
National Mental Health Association Hotline
Twenty-four hours a day, seven days a week
800-273-TALK (8255)
http://www.dbsalliance.org
Twenty-four hours a day, seven days a week http://www.nmha.org
National Hopeline Network 800-SUICIDE (784-2433)
National Association of Anorexia Nervosa and Eating Disorders
800-442-HOPE (4673)
630-577-1330
Twenty-four hours a day, seven days a week
10 a.m. to 6 p.m. EST, Monday to Friday
http://www.hopeline.com
http://www.anad.org Crisis Center and Hotlines Locator by State http://www.suicidepreventionlifeline.org/getinvolved/ locator
National Eating Disorders Association 800-931-2237 9 a.m. to 5 p.m. EST, Monday to Friday
Suicide Prevention Services Depression Hotline 630-482-9696
http://www.nationaleatingdisorders.org National Suicide Hotline
Twenty-four hours a day, seven days a week
800-SUICIDE (784-2433)
http://www.spsamerica.org
800-442-HOPE (4673)
Your Life Iowa: Bullying Support and Suicide Prevention
Twenty-four hours a day, seven days a week
(855) 581-8111 (24/7) or text TALK to 85511 (4–8 PM every day) Chat is available Mon–Thurs from 7:30 PM–12:00 AM http://www.yourlifeiowa.org
http://www.hopeline.com
National Suicide Prevention Lifeline 800-273-TALK (8255) Twenty-four hours a day, seven days a week
Al-Anon/Alateen
http://www.suicidepreventionlifeline.org
888-425-2666 8 a.m. to 6 p.m. EST, Monday to Friday
The National Alcohol and Substance Abuse Information Center
http://www.al-anon.alateen.org/index.php National Institute on Alcohol Abuse & Alcoholism 800-662-HELP (4357)
800-784-6776 Twenty-four hours a day, seven days a week http://www.addictioncareoptions.com
Twenty-four hours a day, seven days a week http://www.niaaa.nih.gov
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More Hotlines and Info AIDS and HIV
Rape, Sexual Violence, and Domestic Violence
AIDSinfo
Crisis Call Center
800-HIV-0440 (800-448-0440)
800-273-8255 or text ANSWER to 839863
12 p.m. to 5 p.m. EST, Monday to Friday
Twenty-four hours a day, seven days a week
http://www.aidsinfo.nih.gov
http://crisiscallcenter.org/crisisservices.html
National AIDS Hotline
loveisrespect, National Teen Dating Abuse Helpline
800-CDC-INFO (232-4636)
(866) 331-9474
Twenty-four hours a day, seven days a week
Twenty-four hours a day, seven days a week
http://www.cdc.gov/hiv//links.htm
http://www.loveisrespect.org
Project Inform: National HIV/AIDS Treatment Hotline
National Domestic Violence Hotline
800-822-7422 or 415-558-9051 in the San Francisco Bay Area
800-799-SAFE (7233)
7 a.m. to 1 p.m. EST, Monday to Friday
Twenty-four hours a day, seven days a week
http://www.projectinform.org
http://www.ndvh.org
Sexuality and Sexual Health Rape, Abuse, and Incest National Network
American Sexual Health Association
800-656-HOPE (4673)
919-361-8488
Twenty-four hours a day, seven days a week
8 a.m. to 8 p.m. EST, Monday to Friday
http://www.rainn.org
http://www.ashastd.org
Safe Horizon’s Rape, Sexual Assault & Incest Hotline
Centers for Disease Control (CDC) INFO 800-CDC-INFO (232-4636)
Domestic Violence Hotline: 800-621-HOPE (4673)
Twenty-four hours a day, seven days a week
Crime Victims Hotline: 866-689-HELP (4357)
http://www.cdc.gov
Rape, Sexual Assault & Incest Hotline: 212-2273000
GLBT National Youth Talkline
TDD phone number for all hotlines: 866-604-5350
800-246-PRIDE (7743)
Twenty-four hours a day, seven days a week
4 p.m. to 12 a.m. EST, Monday to Friday
http://www.safehorizon.org
12 p.m. to 5 p.m. EST, Saturday
Your Life Iowa: Bullying Support and Suicide Prevention
http://www.glnh.org/talkline Planned Parenthood National Hotline 800-230-PLAN (7526) - for routing to local resources
(855) 581-8111 (24/7) or text TALK to 85511 (4–8 PM every day) Chat is available Mondays–Thursdays from 7:30 PM –12:00 AM http://www.yourlifeiowa.org
Twenty-four hours a day, seven days a week http://www.plannedparenthood.org
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More Hotlines and Info On-Campus
Trans Lifeline U.S.:(877) 565-8860
Campus Safety
(909) 607-2000
Canada: (877) 330-6366
RA on duty
This hotline is staffed by volunteers who are all trans identified and educated in the range of difficulties transgender people experience. Operators are generally available twenty-four hours a day, seven days a week.
Dean on call, available through Dean of Students
(909) 708-7603 or (909) 708-7604 (909) 621-8277
Psychologist on-call, available through campus safety (909) 607-2000 Campus Safety (also call for On Call Dean or On Call Therapist from Monsour) (909) 607-2000
http://www.translifeline.org
Homelessness and Runaways Boys Town National Hotline - serving all at-risk teens and children
Monsour
(909) 621-8202
Student Health Services
(909) 621-8222
Office of the Chaplains
(909) 621-8685
800-448-3000 Twenty-four hours a day, seven days a week http://www.boystown.org/hotline Crisis Call Center
Crisis Textline
800-273-8255 or text ANSWER to 839863
Text “Start” to 741-741
Twenty-four hours a day, seven days a week
Twenty-four hours a day, seven days a week
http://crisiscallcenter.org/crisisservices.html
http://www.crisistextline.org/
National Runaway Switchboard 800-RUNAWAY (786-2929) Twenty-four hours a day, seven days a week http://www.1800runaway.org See “Mental Health Resources” and “Advocates” for more resources, outreach, and support.
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Disability 101: Information and Resources What is disability? Disability is a dynamic between the body and/or mind (like energy level, anxiety, stress, mobility, chronic pain, and/or illness) and social and cultural ideas about what is normal and what is abnormal. These sociocultural norms influence institutions, societies, and the systems we are a part of, and establish privilege for those considered “normal” and take power away from those labelled “abnormal.” - https://valeriamsouza.wordpress.com “People are disabled when they have physical or mental differences or impairments while living in a society where their bodies and ways of thinking, communicating, sensing, or moving are not treated as ‘normal’ or ‘natural.’” - http://www.autistichoya.com/p/definitions.html “Disability can be any number of physical or mental chronic illnesses, impairments or differences that substantially and frequently limits one or more major life activities, like being able to communicate with others, doing basic self-care, processing information cognitively, keeping a job or traveling, eating or sleeping. A given disability may be about or impact mobility, cognitive function, sight, speech/language, hearing or more than one of those things. Just like it's hard to create one, big blanket definition for sex that fits everyone, the same is true for disability, so not everyone disabled shares the same definition.” -http://www.scarleteen.com/article/bodies/disability_dharma_what_including_learning_from_disability_can_teach_everyone_about_se
What is ableism? Mia Mingus defines ableism as “the system of oppression (and domination) that provides or denies and withholds resources, agency, and superiority/dignity based on one’s ability.”
Ableism is a systemic problem, not an individual problem. While ableism can and does show up in interpersonal interactions, it’s important to remember that oppression against disabled folks is acted out by institutions and systems, and not just between individuals. Oppression against disabled people is upheld by the ideology that “people are inferior, have a worse quality of life, or have lives less valuable or worth living on the basis of actual or perceived disability.” -www.autistichoya.com/p/definitions.html What is ableist language and why is it important to be critical of the language we use? Words are used to oppress people. “Language is inherently political. Both as individuals and as larger social and cultural groups, it is self-evident that the language we use to express all sorts of ideas, opinions, and emotions, as well as to describe ourselves and others, is simultaneously reflective of existing attitudes and influential to developing attitudes.” - http://www.autistichoya.com/p/ableist-words-and-terms-to-avoid.html What are some examples of ableist language? -http://www.autistichoya.com/p/ableist-words-and-terms-to-avoid.html crazy/mad stupid dumb blind to X idiot deaf to X insane wheelchair-bound invalid handicapped lame maniac r******d psycho differently abled special ed/special needs 133
When you use terms like “insane” or “stupid” to invalidate what someone’s saying, you’re using disability as a metaphor to describe something negative, even though disability isn’t inherently negative. When you say “you’re crazy,” you’re reinforcing that mentally ill people shouldn’t be listened to, believed, or valued. If someone is wrong because they’re acting like they’re mentally ill, then someone who is mentally ill would logically always be wrong. The term wheelchair-bound implies that someone’s wheelchair is restricting them. The real problem isn’t the wheelchair, though, it’s that our society has normalized walking and doesn’t support wheelchairs with elevators, ramp access, accessible bathrooms, etc. If our world was designed to accommodate all types of mobility, would people be “wheelchair-bound?” It’s important to investigate the meaning of the language we use so that we’re not stigmatizing disability. You might not know that some words have been used to oppress disabled people, since they’re used so frequently now. For example, the word lame literally means “limping and hobbling.” That’s probably not what you mean when you say “that’s so lame.” Try to think about the deeper meanings of the words you’re using, and question why disability is understood and portrayed so negatively within the English language and within greater cultural contexts. It’s great to stop using ableist language, and it’s even better to think and act critically. What language should I use when talking about disability? When talking about disability, use disabled and not “differently abled,” unless you’re referring to a friend who has specifically requested that you use “differently abled” to refer to them. “Differently abled”: Tries to say that disabled people are just as valid as everyone else, but it erases that being disabled in an ableist world means lack of power and access. The diversity of bodies and minds should be celebrated, and it’s also important to recognize that there is inequality between able-bodied and disabled people. Is euphemistic, which implies that “disability” is too harsh or impolite to talk about. That limits discussion around disability and further stigmatizes it. Since we can’t eliminate ableism by ignoring it, we should talk openly about disability. - http://www.autistichoya.com/2013/08/differently-abled.html Different parts of the disability community use person first language vs. identity first language. It’s important to always refer to people in the way that they prefer! Person first language = “person with a disability.” Person-first language historically was used to counter the dehumanization that came with a disability diagnosis or label. People were being dehumanized by being called “imbeciles, morons, r****ds,” so to counter that advocates argued that they were people despite their disability. Some disabled people think that person-first language still acknowledges that disability lessens someone’s humanity by trying to separate people from it. Identity first language = “disabled person.” Some disabled folks believe that this acknowledges that disability is an important aspect of someone’s identity, and that people have value no matter what. Just as people say “queer person” instead of “person with queer,” identity-first language says that we can take pride in our disabilities. Models of Disability Medical Model: the disabled individual is the problem, not the ableist society disability is an individual defect that must be eradicated/cured in order for the disabled person to become human 134
the individual must be courageous and overcome their disability
Social Model: the ableist society is the problem, not the individual disability is socially constructed and r einfor ced in the built envir onment, people’s attitudes, and provision of services/distribution of resources people are disabled when society labels their bodies, ways of thinking, communicating, sensing, and/ or moving as “abnormal” or “unnatural.” social model doesn’t account for the fact that physical experiences of disability--such as pain, hallucinations, fatigue--are not socially constructed Political/Relational Model (imagined by Alison Kafer): complicates medical and social model recognizes that folks can have complicated feelings about disability--can want to not be in pain, for example, while also identifying with disability and being proud of being disabled recognizes that ableism isn’t the cause of embodied experiences like pain, fatigue, hallucinations, etc disabled people can benefit from medical intervention, but recognizes that medicine helps construct notions of which bodies are normal and which aren’t “…the political/relational model neither opposes nor valorizes medical intervention; rather than simply take such intervention for granted, it recognizes instead that medical representations, diagnoses, and treatments of bodily variation are imbued with ideological biases about what constitutes normalcy and deviance. In doing so, it recognizes the possibility of simultaneously desiring to be cured of chronic pain and to be identified and allied with disabled people" (Alison Kafer 6). Non-apparent vs. Apparent Disabilities People with non-apparent disabilities (for example: chr onic pain, mental illness, and lear ning disabilities): sometimes have to fight to be believed about their disabilities, and can have more difficulty asserting access needs have the privilege of being read as able-bodied. non-apparent disabilities sometimes become visible: for example, if a person with anxiety starts shaking or becomes jittery, they are more likely to be understood as having some sort of disability. The way people with apparent disabilities are treated changes based on the environment: sometimes infantilized, receive stares and rude questions, or, in more unsafe environments, are assaulted and killed. Being read as disabled depends on the context the person is in and there is no definite line between having a non-apparent vs. apparent disability. Ableism and Intersectionality If we only talk about ableism, then we ignore the ways in which disabled folks who are marginalized by other forms of oppression are further impacted by ableism. It is vital to think and act critically so that the experiences of multiply marginalized disabled people are held front and center. Ableism and Misogyny: Doctor s often dismiss women with chr onic illnesses, saying that they’re hysterical/over-emotional. Ableism and Racism/White Supremacy/Police Brutality: Autistic behavior s (such as stimming) can be interpreted as signs of aggression or disobedience when expressed by bodies of color (in particular Black bodies) because of the way that white supremacist thinking codes black folks’ actions.
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Ableism and White Supremacy/Misogynoir: Depr ession is tr eated at lower r ates for black women because white supremacy/misogyny codes black women as being “strong and self-sacrificing, independent and dependable ... -- essentially nonhuman.” -http://www.huffingtonpost.com/jn-salters/black-women-depression_b_5227546.html Ableism and Classism: Folks often have to shop ar ound for differ ent medicines and ther apists, which is extremely expensive. On top of that, therapy itself is costly and rarely covered by insurance. Ableism and Capitalism: Disabled bodies ar e sometimes incapable of being pr oductive. Capitalism says that people who cannot produce are not valuable. Under capitalism, disabled bodies are understood are being disposable and worthless if they cannot produce/labor. Ableism and Normalized Gender and Sexuality: Cisgender and heter osexual identities ar e nor malized. Folks who are trans and/or queer are understood to have deviant genders and/or sexualities. The standard of how a body “should” be gendered and perform gender places a standard of abnormality and freakishness upon trans bodies. Ableism and Dyadism: Dyadism is systemic/institutionalized oppr ession of inter sex people. The thr eat which intersex bodies pose to the “natural” order of correct bodies leads to violence on intersex bodies deemed as a valid medical intervention. Ableism and Documentation: Confidentiality r ules for car e ar e confusing, and that pr events people from getting care because they fear deportation as a result of being reported by doctors/therapists. Navigating Ableism at Scripps Part of fully understanding ableism as a systemic experience is recognizing the ways in which it’s embedded in our own lives. For disabled students, college can mean a host of challenges that many non-disabled students don’t encounter, and Scripps is no exception. But facing these challenges alone and/or for the first time at college can be an alienating experience. Here are tips for navigating ableism at Scripps as a disabled student:
Be open and sensitive about access needs — don’t be afraid to assert your own, and remember others’ when you are with them.
Talk to your professors about accommodations if you require them. While the Dean of Students office should notify your professors via email of your classroom accommodations, you are the only person who can hold them accountable. Approach them after class or during office hours to make sure that they know the dealio, that they are able to implement accommodations, and that you’re both comfortable communicating about your needs.
Reach out to other disabled students on campus through DIDA (Disability, Illness, and Difference Alliance-- claremontdida@gmail.com, https://www.facebook.com/ ClaremontDida) or 5CDMN (5C Disability Mentor Network-- fivecdmn@gmail.com) for support.
Develop a network of support. Connect with your peers at Scripps, but also explore what is outside of our college.
Familiarize yourself with the correct terms to use to refer to certain disabled people. If you’re stuck or don’t know, ask yourself, “Which term is most compassionate? Which doesn’t devalue the person or pathologize their disability?”
Don’t be afraid to call people in and educate when ableist things happen around you, especially if you identify as able bodied.
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Ways you can work against ableism in your relationships: Do not make assumptions about the abilities that folks around you do or do not have Ask how you can support your friends Offer to drop off food for your friends who have energy-related disabilities Call out ableist language by explaining the violence of ableist ideology--especially around able-bodied peers Hugs (if consensual!) Believing your friends when they say they can/can’t do something Offering alternatives sometimes if your friends can’t do something--for example, if friends are going out dancing, offer to stay in and watch movies with a friend who isn’t up to going out Affirming your friends’ experiences instead of minimizing and comparing, i.e. “That sounds really difficult and stressful” instead of “Oh, that’s not a big deal, I had three essays due last night” or “Yeah, I feel really exhausted all of the time, too.” Don’t search for solutions unless folks want that--it’s not about you “fixing” anybody Ask what people need--advice, or just support? Learn more about ableism and support methods Be careful about offering unsolicited aid or assuming people can't do things they haven't specifically said they have difficulty with In order to create a space where friends feel comfortable expressing themselves fully, allow for honest answers to the question, “how are you?” and don't always expect an answer to the question. Allow for the dismissal of sensitive/overwhelming material. It may be helpful to have a designated code word for when a topic is too much-- stop, drop, and roll into a new conversation. Know your own worth in a friend group. Sometimes the best course of action is to remove yourself from a toxic situation. Self care is always number one. Resources for Disabled Students Sonia De La Torre-Iniguez, Assistant Dean of Students, Dir ector of Academic Suppor t Ser vices, and Deputy Title IX Coordinator: call her at the Dean of Students office at (909) 621-8277 or email her at SDelator@ScrippsCollege.edu. Your Peer Mentor, Team Leader and/or your RAs The RA on-call phone numbers: (909) 607-2000 and (909) 708-7604 24-Hour Suicide Prevention Hotline: (310) 399-5411
Pacifica Recovery Services – An eating disorder recovery center with 3-hour sessions consisting of supervised meals, a support group with processing time facilitated by a therapist, and meetings with a dietician and a psychiatrist. Contact Pacifica by phone at (909) 447-5081 or by email at pacificarecovery@aol.com; Pacifica is located at 415 W. Foothill Blvd., Suite 210 Project Sister Family Services – an organization that supports survivors of sexual assault and provides services for including a 24-hour hotline, volunteer advocates for navigating medical and judicial processes, counseling, support groups, walk-in clinic. A Project Sister therapist is available at 1030 Dartmouth Ave every Tuesday: walk-in sessions are from 4 p.m. to 6 p.m. and by-appointment sessions are from 10 a.m. to 4 p.m. Their 24-hour hotline is (909) 626-4357 and their office phone is (909) 623-1619; email Project Sister at info@projectsister.org National Alliance on Mental Illness (NAMI) Pomona Valley namipv.or g: Confidential infor mation and referral helpline about mental health management (909-399-0305), classes about mental illness and treatment, support groups for people with mental illnesses and their supporters, and programs community outreach. 137
Their website is namipv.org and their phone number is (909) 399-0305. Tri-City Mental Health Center has outpatient ser vices, a wellness center with open hour s and programming for the community, classes about mental illness and mental health first aid, referrals to outside therapists/psychiatrists, a peer support program and more. Their website is tricitymhs.org. (909) 623-6131. Monsour Counseling and Psychological Services (MCAPS) Counseling ser vices, psychiatr y, and they are people you have to go through to get back to school if you go to a psych hospital. We recommend talking to the folks in DIDA, 5C Mental Health Alliance, and 5CDMN for therapist recommendations! Monsour is open Monday-Friday from 8:00 a.m. - 5:00 p.m. Their office phone is (909) 621-8202 and their after-hours emergency line is (909) 607-2000. Planned Parenthood: 918 W Foothill Blvd. #A, Upland. (909) 985-0065 24-Hour Walgreens Pharmacy: 1241 West Foothill, Upland. (909) 985-2713
Pomona Valley Hospital: 1798 N. Gar ey Ave., Pomona San Antonio Community Hospital: 999 San Ber nar dino Ave., Upland RAINN’s National Sexual Assault Hotline: (800) 656-4673 (free, confidential, 24/7). Health Education Outreach (HEO) is located on the first floor of the Tranquada Student Services Center; HEO provides outreach programs and workshops on health and wellness, free HIV tests every Tuesday from 11 a.m. to 1 p.m., and free nutrition services. You can email the free nutritionist, Whitney Tawney, at Whitney_Tawney@cuc.claremont.edu. Student Disability Resource Center: pr ovides disability awar eness tr ainings and wor kshops, instructional support for faculty, testing and study spaces for students, and digital and online disability education resources. Student Health Services (SHS): Offer s doctor s, nur se pr actitioner s, and medical suppor t staff. They also do laboratory work and basic imaging, and dispense some medications and immunizations. Appointments scheduled in advance are offered at no charge to students. Walk-in appointments, labs, imaging and prescriptions cost money. If you have SHIP, you have to go through SHS in order to get referred to an outside doctor, or else you have to pay $100. Off-campus resources:
Claremont Service Center for Independent Living: http://www.scil-ilc.org
Suicide Prevention Hotline: (310) 399-5411
24-Hour Walgreens Pharmacy: 1241 West Foothill, Upland.
(909) 985-2713
Information about DIDA The Disability Illness and Difference Alliance (DIDA) is a student-led group for disabled undergraduate students and their allies. DIDA is committed to creating safe spaces for discussions surrounding issues of disability, and to confronting and organizing against ableism on campus. We promote awareness of disability issues through weekly discussions, events, and other programming. DIDA members work collaboratively to create community, share knowledge, and discuss ways to improve the experiences of disabled students at the Claremont Colleges. To get more information about DIDA:
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“Like” DIDA at www.facebook.com/ClaremontDIDA/ Join the FB group at www.facebook.com/groups/ClaremontDIDA/ Information about 5CDMN The 5C Disability Mentor Network (5CDMN) is a student-led program that brings together disabled students across the Claremont Colleges. Through the 5CDMN, disabled students build meaningful friendships and connections, learn from each other, and have fun! 5CDMN is structured around the belief that we all have valuable and important experiences and knowledge to share with others. Unlike other mentorship programs, the 5C Disability Mentor Network consists of groups (2-4 members per group) of students that are made up of first years through seniors. These groups are organized around a mix of shared interests and/or similar disabilities. 5CDMN members are encouraged to spend time both with their small group and with other groups at various 5CDMN events and activities that take place over the course of the year.
Become a part of the program: http://goo.gl/forms/e4mA57UB8w “Like” 5CDMN at https://www.facebook.com/5CDMN
By: Eden Amital ‘17 Felicia Agrelius ‘17 Leanna Namovic ‘17 Grace Fors ‘18 Martha Bea Parker ‘18
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For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
For information on professors and accommodations, please contact DIDA (claremontdida@gmail.com)
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Watch Your Language In this community, we are very aware that the media, capitalism and consumerism can lead to dangerous promotion of certain ideals and widespread circulation of stigmatizing information. Just look at the advertising industry, which in many different senses manipulates feelings of want or need. Certain images, identities, and ways of life are promoted or put down. We know such ideas set forth are bad, but we still somehow take part in their circulation -it seems there is no escape when harmful ideas (such as binary-enforcing and misogynistic gender roles) are inextricably woven into culture. But here’s the catch: just because the media shows it, just because the corporations sell it, just because you didn’t know any better doesn’t mean that this thought pattern isn’t harmful. We hear this kind of language in discussions of microaggression in other social justice areas. Unfortunately, ignorance does not factor in to whether your words and actions may cause damage. What you don’t know can, in fact, hurt you. Again, I find myself running into an idea [I frequently reference]. You never know what someone is currently going through or has experienced. It takes seconds and a small amount of effort to be mindful, to think critically about the kinds of things you say and do, while it may take an enormous amount of time and willpower for a person to recover from a trigger. Many people in recovery from trauma, addiction and eating disorders, to name a few examples, are bombarded with triggers everywhere. As a college community that seems to be committed to making groups of people and individuals feel as safe as possible, we do consider the effect our campus culture has on people. However, the problem persists. I wouldn’t go so far as to say that preventative measures are explicitly taken in most areas, but generally people do not tend to knowingly add to the problem. By being passive, even inadvertently, you allow, even encourage, a violent system to persist. Perhaps taking measures to be mindful of those who might need you to is inconvenient, but this concept applies to mindfulness of any difference. People who are different do not exist to inconvenience you, and by the same token, your life isn’t about them. I’m not advocating for what people often attack as “overly-politically-correctness” to the point of censorship. Some language and topics make people uncomfortable, but there is a monumental difference between discomfort and danger. A theme that comes up often in Scripps discussions in and out of class is identity. My perception (and personal belief) is that assigning an identity to a person, or in any way attacking or trivializing a person’s self-defined identity, is violent. This extends to mental health. Would you think the same way about issues of race or gender? If your language makes people feel attacked based on some part of their identities, wouldn’t you want to change it?
Mental health isn’t about “feelings;” depression isn’t about being “sad;” addiction isn’t as simple as “wanting” or “needing” something. In recovery, people have to try to change their integrated thought patterns and tendencies, which become somewhat automatic and involuntary,which becomes threatening in recovery, as even certain thoughts themselves act as triggers and continue this cycle. And this runs much deeper than “feelings” or just “habits.” People who experience certain things may not appreciate being branded as a single aspect of their life or as a victim, either. Your words matter. Being mindful extends beyond the obvious ideas of not using certain words such as “insane” as a casual descriptor, not incorrectly applying terms (“I am so OCD! My notes have to be so neat”) and not joking about serious matters such as sexual assault or suicide. College culture is ripe with triggers that seem commonplace and harmless to most people. Consider eating disorders and disordered eating recovery-- just think for a minute about where those triggers may be. People recovering are subjected to so much adverse information on not only a daily, but an hourly basis. Examples include the ever-present discussion of weight and appearance, use of “fat” constantly, negatively and derisively, 148
talk of having to make up for eating a certain thing or earning the right to eat it, obsessions with dieting and exercise, etc. These are only a few examples, and everyone is different, which brings me to an important point. You cannot cover everything; there is no way to possibly know everyone’s triggers and avoid them. “So why bother?” you may ask. This is a common argument I have seen, but you can apply it to many other areas-- if you can’t prevent all murder, what’s the point of trying? To this, I ask, when did individual people’s peace of mind become insignificant? And being mindful covers many of the more common triggers, so why sacrifice collective mindfulness as prevention altogether based on the cases that can’t always be reached? You’ll find that individuals tend to matter more when you think about them as separate people rather than as an entity in some vague, amorphous “other” group. If a friend is grieving over a loved one’s death, you certainly would try to be more sensitive. You probably wouldn’t shame a victim of a shooting for being triggered by kids playing with Nerf guns. So, what makes other triggers different? Why are some triggers brushed off and trivialized, especially in relation to other factors such as gender and race? You don’t need to know the feeling or fully be able to place yourself in someone else’s shoes. Respect the fact that everyone is different –not weaker-- and that there are some things that are pretty damn scary that you might not understand. Call it “sensitive.” I dare you. Jocelyn Gardner ‘17
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The Problem With White Feminism While all feminists are important to the cause, not all feminisms are created equal. Even within positive and empowering spac es specifically designed to create equality, there seems to be a hierarchy and a prioritization of some women’s issues over othe rs. Currently, our society tends to overemphasize the experiences and issues of white, middle -class women without realizing that their realities are not universal. In order to really engage with feminism, we as a society need to broaden our view of women’s iss ues in terms of intersectionality in order to properly address the plights of all women. White, middle-class feminism can take many forms, but the main idea behind this type of feminism is that by putting an emphasis on both racial and class distinctions, what this term is really getting at is the interlocking systems of power that this gro up holds and the ways in which it negatively affects those who do not fall within these categories. Those individuals that have race and c lass privileges need to acknowledge that they are often in positions that rely on domination and subjugation, which tends to rende r the voices of other groups mute. The issue is that white, middle-class women are not and simply cannot reflect the interests and necessities of a diverse group of women, although historically it has often been made out that way. Often times this type of feminism is alienating and deters women of color from joining the feminist movement because they are often considered sellout s by the members of their own communities. This term also illustrates that in terms of policies and basic rights, only some of these issues are being addressed and hear d. It is not that one issue carries more weight than others, but it is important to realize that often, different groups prioritize differ ent things simply because they have to. Some of the privileges, and I dare say luxuries, afforded to middle -class white women who are fighting for certain rights tend to focus or prioritize those issues that directly affect them. White middle -class feminism is: addressing the wage gap but failing to speak about how it is even more disportionately spread when discussing women of color, trying to stip ulate what is oppressive within other cultures without challenging their own, starting body positive campaigns whose main focus is white, able-bodied individuals, campaigning for access to birth control while many minority women cannot achieve legal status and therefore have been disproportionately overlooked within the healthcare systems, and failing to recognize or even outright ig noring those women of color who have made amazing contributions to the feminist movement. Feminists need to avoid creating the very same oppressive structures within themselves that they are trying to combat. One wa y to do this is by creating safe and intersectional spaces where all women feel as though they are being heard. Feminism is never going to be successful if we allow it to continue to mimic only the ideals of current dominant groups. The term “intersectionality,” a s coined by Kimberlé Crenshaw, “suggests that and seeks to examine how various biological, social and cultural categories such as gend er, race, class, ability, sexual orientation, religion, caste, species and other axes of identity interact on multiple and often simultaneous levels, contributing to systemic injustice and social inequality. Intersectionality holds that the classical conceptualizations of oppression within society, such as racism, sexism, biphobia, homophobia, transphobia, and belief-based bigotry, do not act independently of one another. Instead, these forms of oppression interrelate, creating a system of oppression that reflects the ‘intersection’ of multiple forms of discrimination”. By looking at equal pay, for example, we can see how intersectionality can help problematize the ways in which it has been lo oked at in society. Like I mentioned, the idea that women make 77 cents fewer than men only takes into account how white women’s earnings measure up without mentioning that Asian, black and Hispanic women make even less than that amount. White middle class feminism often ignores issues of race, class and other important identities to look at how certain issues affect women differently. Intersectionality is necessary because it takes all identities and issues into account without the threat of era sure. 154
It always interests me to see the different responses I get when I align myself with the term “feminist.” Responses range from “So, what, do you hate men?” to “Oh, I could never call myself a feminist because I believe men and women should be equal.” I think what shocks me the most is how misguided the views of feminism truly are and how these misconceptions make it easy to dismiss its ideas and goals. It is easy to scorn something when you do not understand it, and I think that is the major issue here. When I first came to Scripps, I was very surprised to find that not only do many women here not identify as feminists, but that they actually feel strongly about distancing themselves from the word. This uneasiness towards the term, I think, stems from years of misconceptions surrounding the idea of feminism and exactly what it means to be a feminist, which is where it gets a little tricky. In the 90s, Pat Robertson defined the feminist agenda as “a socialist, anti-family political movement that encourages women to leave their husbands, kill their children, practice witchcraft, destroy capitalism and become lesbians.” It is understandable that many people would not want to align themselves with an idea that has been so muddled and misinformed as to become misleading. The word, however, has emerged and changed over time and with it, I believe, came a positive shift in society. Let me make it perfectly clear: you are a feminist if you advocate for women’s rights on the grounds of political, social and economic equality and in doing so believe in eradicating the restraints that gender places on everyone — men, women and gender queer. Feminism’s goal is to ensure that a person’s gender does not restrict or discredit any of his or her successes or inhibit his or her capability for prosperit y and happiness. While it was once (and sometimes still is) considered a “dirty word,” the term feminist is now being welcomed and embraced. Where before celebrities carefully tiptoed around the term to avoid its negative connotations, such as when Katy Perry said “I am not a feminist, but I do believe in the strength of women,” icons like Ellen Page and Beyoncé are now openly identifying themselves as feminists. In doing so, they become activists for the term. There are many different ways to be a feminist and many different types of feminism. But when you choose not to identify as a feminist, what you are essentially saying is that you are choosing to be willfully ignorant of the issues that currently affect our society. In doing so you tarnish every name that has ever made efforts and sacrifices so that we as people have the rights and freedoms that we do now. I think it is important that we learn not to dismiss other people’s ideas of feminism (unless it is Robertson’s). Everyone’s struggle is as different as his or her background. We, as a society, have so many different experiences in terms of gender, sexuality, race and socio-economic class that it is often difficult to understand each other’s viewpoints. In that respect, we have a long way to go. No movement is perfect. But it is important to remember that feminism has the capability of being an all-encompassing, inclusive term, and that is so important. When you really start to believe in the message of equality and everything that it stands for — you will soon find that you, in fact, have been a feminist all along. Evelyn Gonzalez ‘18 155
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Tips for Exhibiting Allyship towards Transgender People http://www.glaad.org/transgender/allies
The following tips can be used as you move toward becoming more accountable when talking about gender. Of course, this list is not exhaustive and cannot include all the "right" things to do or say - because often there is no one "right" answer to every situation you might encounter. Your actions will help change the culture, making society a better, safer place for transgender people - and for all people (trans or not) who do not conform to gender expectations. You can't tell if someone is transgender just by looking: Transgender people don't all look a certain way or come from the same background, and many may not appear "visibly trans." It's not possible to look around a room and "see" if there are any transgender people. (It would be like a straight person looking around the room to "see" if there are any gay people.) You should assume that there may be transgender people at any gathering. Don't make assumptions about a transgender person's sexual orientation: Gender identity is different than sexual orientation. Sexual orientation is about who we're attracted to. Gender identity is about our own personal sense of being male or female (or someone outside that binary). Transgender people may have any sexual orientation. If you don't know what pronouns to use, listen first: If you're unsure which pronoun a person prefers, listen first to the pronoun other people use when referring to that person. Someone who knows the person well will probably use the correct pronoun. If you must ask which pronoun the person prefers, start with your own. For example, "Hi, I'm Dani and I prefer the pronouns she and her. What about you?" Then use that person's preferred pronoun and encourage others to do so. If you accidentally use the wrong pronoun, apologize quickly and sincerely, then move on. The bigger deal you make out of the situation, the more uncomfortable it is for everyone. Don't ask a transgender person what their "real name" is: For some transgender people, being associated with their birth name is a tremendous source of anxiety, or it is simply a part of their life they wish to leave behind. Respect the name a transgender person is currently using. If you happen to know the name someone was given at birth but no longer uses, don't share it without the person's explicit permission. Similarly, don't share photos of someone from before their transition, unless you have their permission. Understand the differences between "coming out" as lesbian, bisexual, or gay and "coming out" as transgender: "Coming out" to other people as lesbian, gay, or bisexual is typically seen as revealing a truth that allows others to know your authentic self. The LGB community places great importance and value on the idea of being "out" in order to be happy and whole. When a transgender person has transitioned and is living as their authentic gender - that is their truth. The world now sees them as their true selves. Unfortunately, it can often feel disempowering for a transgender person to disclose to others that he or she is transgender. Sometimes when others learn a person is trans they no longer see the person as a "real" man or woman. Some people may choose to publicly discuss their lives in an effort to raise awareness and make cultural change, but please don't assume that it's necessary for a transgender person to always disclose that they are transgender in order to feel happy and whole. Be careful about confidentiality, disclosure, and "outing": Some transgender people feel comfortable disclosing their transgender status to others, and some do not. Knowing a transgender person's status is personal information and it is up to them to share it. Do not casually share this information, or "gossip" about a person you know or think is transgender. Not only is this an invasion of privacy, it also can have negative consequences in a world that is very intolerant of gender difference - transgender people can lose jobs, housing, friends, or even their lives upon revelation of their transgender status. Respect the terminology a transgender person uses to describe their identity: The transgender community uses many different terms to describe their experiences. Respect the term (transgender, transsexual, genderqueer, cross-dresser, etc.) a person uses to describe themselves. If a person is not sure of which identity label fits them best, give them the time to figure it out for themselves and don't tell them which term you think they should use. You wouldn't like your identity to be defined by others, so please allow others to define themselves. Be patient with a person who is questioning or exploring their gender identity: A person who is questioning or exploring their gender identity may take some time to find out what identity and/or gender expression is best for them. They might, for example, choose a new name or pronoun, and then decide at a later time to change the name or pronoun again. Do your best to be respectful and use the name and/or pronoun requested. Understand there is no "right" or "wrong" way to transition - and that it is different for every person: Some transgender people access medical care like hormones and surgery as part of their transition. Some transgender people want their authentic gender identity to be recognized without hormones or surgery. Some transgender people cannot access medical care, hormones, and/or surgery due to lack of financial resources. A transgender identity is not dependent on medical procedures. Just accept that if someone tells you they are transgender - they are.
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Don't ask about a transgender person's genitals, surgical status, or sex life: It would be inappropriate to ask a non-transgender person about the appearance or status of their genitals, and it's equally inappropriate to ask a transgender person those questions. Don't ask if a transgender person has had "the surgery" or if they are "pre-op" or "post-op." If a transgender person wants to talk to you about such matters, they will bring it up. Similarly, it wouldn't be appropriate to ask a non-transgender person about how they have sex, so the same courtesy should be extended to transgender people. Avoid backhanded compliments or "helpful" tips: While you may intend to be supportive, comments like the following can be hurtful or even insulting: "I would have never known you were transgender. You look so pretty." "You look just like a real woman." "She's so gorgeous, I would have never guessed she was transgender." "He's so hot, I'd date him even though he's transgender." "You're so brave." "You'd pass so much better if you wore less/more make-up, had a better wig, etc." "Have you considered a voice coach?" Challenge anti-transgender remarks or jokes in public spaces - including LGB spaces : You may hear anti-transgender comments from antiLGBT activists - but you may also hear them from LGB people. Someone may think that because they're gay it's ok for them to use certain words or tell jokes about transgender people. It's important to challenge anti-transgender remarks or jokes whenever they're said and no matter who says them.
Support gender neutral or all gender public restrooms: Some transgender and gender non-conforming people may not feel like they match the signs on the restroom door. Encourage schools, businesses, and agencies to have single user, unisex and/or gender neutral bathroom options. Make it clear that transgender and gender non-conforming people are welcome to use whichever restroom they feel comfortable using. Help make your company or group truly trans-inclusive: "LGBT" is now a commonplace term that joins lesbian, bisexual, gay, and transgender under the same acronym. If you are part of a company or group that says it's LGBT-inclusive, remember that transgender people face unique challenges, and that being LGBT-inclusive means truly understanding the needs of the trans community. At meetings and events, set an inclusive tone: At a meeting where not everyone is known, consider asking people to introduce themselves with their name and pronouns. For example, "Hi, I'm Nick and my pronouns are he and him." This sends the message that you are not making assumptions about anyone's gender, and that people are free to self-identify. Start with yourself and use a serious tone that will discourage others from dismissing the activity with a joke. However, if you feel this practice will have the effect of singling out the transgender people in the room, avoid it. Also, in a group setting, identify people by articles of clothing instead of using gendered language - for example, the "person in the blue shirt," instead of the "woman in the front." Similarly, "Sir" and "Madam" are best avoided. If bathrooms in the meeting space are not already gender neutral, ask if it's possible to put gender neutral signs on them. Listen to transgender people: The best way to be an ally is to listen with an open mind to transgender people themselves. Talk to transgender people in your community. Check out books, films, YouTube channels, and transgender blogs to find out more about transgender lives. Know your own limits and be honest with your knowledge (or lack thereof): Don't be afraid to admit when you don't know something. It is better to admit you don't know something than to make assumptions or say something that may be incorrect or hurtful. Then seek out the appropriate resources that will help you learn more. (Updated May 2015 / Adapted from MIT's "Action Tips for Allies of Trans People.")
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Biologically female/Biologically male: Biological sex is far more complicated that XX and XY. The idea that sex is your “real” gender and “gender identity” is what you choose to be is false. Gender and sex are both social constructions. Transtrender: A term used to invalidate trans people, suggesting that people are coming out as transgender because it is a “trendy” thing to do.
F2M/M2F: Female to male/male to female. See note below. Do not use this term unless a trans person has told you it is okay to refer to them this way.
Trans* : This term was one I thought was acceptable and actually more inclusive, but the point of the asterisk is actually “include” those who have not surgically transitioned, as if trans people who refuse or can’t afford or haven’t yet had gender affirming surgery aren’t trans. Lots of trans folks don’t want to have surgery for various reasons -- being transgender doesn’t mean you have had surgery. This is a form of gatekeeping. DON’T use this! Only ok if NO asterisk Crossdresser/Drag Queen/Drag King : Don’t use these terms unless someone specifically refers to themselves as such. This is usually a cis person who chooses to dress up in clothes of the opposite gender, however, Trans folks can be Crossdresser/Drag Queens/Drag Kings too. Problematic because it is often used to invalidate trans people and because clothes do not belong to a certain gender. These are straight up slurs:
Tranny
Transvestite
“it”
Transgendered
He-she
Shemale
Hermaphrodite (when talking about humans)
When talking about other people and I don't know their pronouns, I default to the singular "they" because it’s neutral. So is "zie." Gender Reassignment Surgery: Old term for gender affirmation/ gender confirmation surgery. Slurs: Cripple Retarded Herp/Derp Mongoloid
When you are talking about everyone who is not a cismale, you can say all marginalized genders.
Trans is an umbrella term for anyone whose gender does not match with the gender they were assigned at birth. So that can be trans women, trans men, nonbinary folks, two spirited folks, bigender, trigender, androgynous, agender, genderfluid, etc. And they can all use different pronouns. Basically, if the terminology or words you are using are trying to decipher what someone's genitals look like, that is offensive. And the other thing about trans folks is that a lot of them are trans because they understand gender in a decolonized and different way, so it is really hard to understand sometimes for cis people raised in western society.
A note on "queer": Queer is an umbrella term that includes gay folks, lesbians, all types of bisexuals, intersex, and trans folks. This is a reclaimed slur, and many think that it can only be used by the groups that historically have been called “queers” in a derogatory way. It is also used to talk about queer theory and sexuality studies, which encompasses all sexualities that aren’t heterosexuality. It’s a tricky word, often acceptable in academia, but many older folks in the LGBTQA+ community still view it as a slur that they refuse to reclaim. Obviously, when organizations or academic departments call themselves queer, it’s okay to use, as well as when people call themselves queer. Female/male-identified: This term implies that trans folks “identify” as a woman or a man, instead of simply being a woman or a man. Use the term male/female/man/woman : She is a female.
Eunuch: someone who has had their penis removed or has been sterilized. Do not use this term.
Transexual : Another way to say transgender. This word is not to be used unless a person describes themselves this way. Outdated term that is often offensive; do not use.
When writing about Trans issues, if you are using a term you are unsure of in order to identify what someone’s genitals are, you are being offensive.
If you don’t know someone’s pronouns, use “they” or something else that is considered neutral like Ne or Zie. Transwoman/transman: It is prefered that transwoman/ transman be written trans woman/trans man so that “trans” is a descriptor, not a prefix used to create another type of woman. Think “queer woman” or “black woman.”
Preferred pronouns: See female/male identified. Pronouns are not “preferred” they are someone’s pronouns. Use the term “pronouns” What are your pronouns?
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Transgender : umbrella term for trans women, trans men, non-binary folks, bigender folks, two spirited folks, genderqueer folks, gender fluid folks, and all other genders that are not cis (a cisgender person is someone whose gender matches the gender they were assigned at birth).
AMAB/CAMAB/DFAB : Assigned male at birth/Coercively assigned male at birth/Designated female at birth AFAB/CAFAB/DFAB : Assigned female at birth/Coercively assigned female at birth/Designated female at birth Pronouns : Always ask people for their pronouns. Here are a few common ones: She/her/hersHe/him/histhey/them/ theirNe/nem/nir/nirs/nemselfzie/zir/zir/ zirs/zirself
Disabled Community The disabled community includes people with physical disabilities and mental illness(es) (or both) Intersex: Someone whose hormones, chromosomes, genitals, and/or other sex characteristics do not fit within the sex/gender binary. Someone who is not Intersex is dyadic. Gender Presentation : How someone’s gender is perceived by others, usually do to superficial factors, such as clothing, mannerisms, hairstyle, etc.
"women-identified people," "women and trans women" (implies that trans women are not women) "womyn" (used by feminists to distinguish women from men, but has also been used by radical feminists to argue that trans women are not women)
"both genders," "opposite genders" -reinforces the idea of the gender binary
Equating menstruation/wombs/vaginas with womanhood -- not all people who menstruate are women (trans men, non-binary people, etc.), not all women menstruate (trans women, postmenopausal women, some women with polycystic ovary syndrome)
"born a boy/girl," "was a man/woman" when referring to binary trans people who have transitioned; "assigned male/female at birth" is preferred
equating gender/sexuality with genitals
Ableist Language: Here is a link to a bunch of ableist words and phrases, as well as alternative words that more accurately describe what you mean : http://www.autistichoya.com/p/ableistwords-and-terms-to-avoid.html
"women-born women" is a common phrase that radical feminists use to exclude trans women; 'cis/cisgender women" is preferred, although usually when someone is using the phrase "women-born women," it's also the content, not just the language, that's problematic for trans issues: recognizing that not all trans people want to medically transition (and not just people who are nonbinary or genderqueer), not overemphasizing social/medical transition as core to trans identity.
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One thing you will encounter in your Scripps College career is “PGP”, or Preferred Gender Pronouns. This might be new to you, as it was to me! But here’s the thing: while it may seem new
and positive, PGP is actually not a good thing. There’s nothing wrong with Gender Pronouns! However, once we say “preferred,” we’re invalidating the entire idea. How people identify is how they identify; it is not a “preference.” It doesn’t work like having a real name and a preferred nickname! The heart of the issue is that we cannot tell other people what their identities
are, and we cannot tell them that identities they present to us are incorrect or lesser.
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In my experience, Scripps has been a pretty cool place in which to be queer. Finding queer friends is not that hard. More likely than not, you will make them without even trying (or knowing)! Being queer away from home has been very freeing for me and I have benefitted from the distance from my family and my high school. There is no singular queer community here, though others might disagree and call it insular. There are queer people all over the place, many of whom do not show up to particular events, talk loudly about The L Word at the Motley, have short hair, and give “the look” to other visibly queer people. If you are having trouble finding queer friends, or your roommate low-key thinks you’re going to
hell, I strongly recommend you come to FAMILY meetings, at least at the beginning of the year. It’s both a political and a social organization. You can like us and learn more about our mission on Facebook. If you message us your e-mail we’ll add you to our e-mail list. I say “we” because I am on FAMILY leadership this year. I understand FAMILY isn’t a great place for everyone always, and there are a handful of other groups/ resources available to you: The QRC (Queer Resource Center) has both a mentor program and also an intern program. First years can apply to be mentees and participate in a bunch of social activities and also apply to be on the intern team for the following year. The QRC hosts dialogues, socials, parties, etc. for all Claremont Students. You can like them on Facebook, too. If you’re a queer and/or trans person of color, I strongly recommend attending events only open to QTPOC (queer and trans people of color). Being in QTPOC spaces feels awesome and last year, there were a handful of dialogues/meetings/dinners etc. just for us. They will be heavily advertised around campus via poster and Facebook event (FAMILY will also always plug these events) so you will know about them. If you’re a queer woman of color, I also strongly recommend asking to join the 5C Women of Color Facebook group. There are also other pockets of Claremont that do a lot of queer programming that aren’t specifically queer organizations-- the Asian American Resource Center at Pomona, for instance, has had a Queer & Asian (Q&A) committee. Also, every semester Monsour has an LGTBQ therapy group facilitated by one to two counselors. I know nothing about the counselors who are facilitating it next year, but one good thing about it is that it doesn’t count against your max of eight counseling sessions if you don’t have access to mental health support outside of the Colleges.
Questioning at Scripps: You now go to a small private liberal arts women’s college. This is the kind of place that can facilitate questioning all different aspects of your gender and sexuality. Newly discovering your queerness does not make your queerness any less valid than someone who was memorizing Tegan and
Sara lyrics in the womb. Even those people come to Scripps and start questioning other stuff. Fuck all of 174
this “baby queer” business. It’s some infantilizing bullshit. -Tara Partow ‘17
As a [queer] minority who might still not have a handle on your confidence, you may feel like you stand out in the crowd. It could be the smallest things, a vague difference in appearance, in behavior, in expression. You might walk into a room and panic upon finding that you’re the only one with hair styled in a particular way, that the clothes you wear seem to stand out, or that you’re just overall a tad bit more gender nonconforming than the rest of the crowd. Or maybe you just can’t quite pinpoint exactly what it is about yourself that bothers you, but you know that feeling of
alienation is there—that the people around you don’t seem welcoming because of who you are. But to give fuel to those feelings of not belonging is to tell yourself that you are wrong in a space. You are not wrong. You deserve to feel welcomed. The fact that you exist and you are present in a place is a statement, a statement that deserves to be acknowledged and understood. You don’t need to exude confidence; merely believe that you deserve to be accepted and welcomed. If people seem hesitant to take you in, you are not at fault. Never lose faith in the progress a little time can accomplish. Simply persisting and being in a space is a big step—never
forget to give yourself credit for that. And besides, maybe the group over there is just more concerned with the way you perceive them, anyhow. Show them your warmth! -Odaris Barrios-Arciga ‘18
Advice for the college ace: Sexual experimentation – that’s what college is all about, right? Or at least, that’s what everyone seems to think. But for those of us who are asexual, or even people who just aren’t really that into the idea of wild casual sex, that pervasive attitude can be a little difficult to work around sometimes. I’ll be honest: as someone who is asexual, the college “party” scene can be intimidating. I sometimes find myself feeling like, just by going to a party and talking/dancing with attractive people, I’m leading them on – as if everyone else at the party is there with some sexual goal in mind, and I’m the little lie that’s going to mess that up for them. But that’s absolutely ridiculous. Chances are, that cute girl with the blue hair dancing
over there is just enjoying her evening like I am, and all she’s worried about is having fun and avoiding some homework. Here’s a little piece of advice I would give to everyone out there: don’t think about college as THE TIME FOR SEXUAL ADVENTURES, because that puts so much pressure on the encounters you have with others. Instead, think about it as a time for self-discovery and learning how to be yourself, away from the 175
confines of the friends, family, and home that you’ve known for so long. You have the opportunity to
reinvent yourself, if you really want to, because you’re going to be meeting a million new people who know nothing about you yet. So if that means discovering that you’re actually definitely bi and really into sex with
people, then knock yourself out (with consent, of course)! Or if it means discovering that maybe you don’t really feel like a “woman,” and that, yea, sex really isn’t something you’re into, then that’s great, too. You’ve just learned something new about yourself! And there’s no need to push yourself into things you’re not comfortable with just to fit this “college ideal” that everyone seems to keep telling you about. Just remember, there are always people to talk to. In an ideal world, a switch would just flip in your brain and BOOM you know with confidence who you are. But that’s not often the case, so after you’ve had some new inklings about your identity, feel free to discuss it with someone. Whether it’s your bomb-ass
roommate, or your new best friend, or just someone in FAMILY or at the QRC who knows exactly what you’ re talking about, feel confident in the knowledge that your identity is valid, and you’re not alone. College is new for every first-year, so embrace that however you see fit. -Marly Coe ‘18
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Representation: Seeing More People Like Me
Race & Prejudice in Mental Health
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178
…
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“So...What are you?” Being Multiracial at Scripps Scripps is such a fantastic place for discussion of so many different topics, and I don’t think I would have personally learned so much about being biracial without some of the discussions that have taken place here. However, this is because, as a biracial student, I didn’t feel like my experience was ever centered on or fully included in any of the narratives that were taking place. I mean, even when we are discussing issues of race, the topic of being multiracial doesn’t come up very often at Scripps and in general. Maybe this is because there are so few of us here or maybe it’s because our community perpetuates the idea that there aren’t many of us here, by so commonly separating identities into White, Black, Latino and Asian. I know I exist, and I know there are others, and if we as a “liberal arts college” community are really going to continue to promote and boast about our ability to think in terms of “intersectionality,” we must remember to include the narratives of folks who are, by definition, born intersectional. To give you a little background, I grew up in a fairly conservative, predominantly white, and severely suburban town in central New Jersey, and I have very early memories of the confusion that my mixed heritage brought about in me and in those around me. While people–-peers and even adults—could accept other races without much problem, they never seemed to be able to wrap their heads around the fact that people from different races could be together. Neither can some multiple choice answer options, apparently. A unique challenge of being multiracial is that you might not feel like you belong in any of the communities of your heritage. I have also encountered situations where biracial black students are told that they aren’ t “Mexican or Filipino” enough to be incorporated and centered into those specific identity-based clorgs and are default “just black”. I have seen language and appearance barriers provoke this type of behavior, which is truly unjust and marginalizing. If I say that I’m Asian-American, people automatically ask me “how much” I am. And since the answer to that is, apparently, “not enough,” I’m excluded. I’ve been personally told on many occasions that I’m “too white” or that it is so strange that I’m not white because of how I look or because of what my name is. Hold on a minute. Haven’t we agreed that no one can assign someone else an identity? I have a problem with being called “oversensitive” when I get frustrated with people who proclaim, “What?! But you MUST be white! Look at you. And your name!” Excuse me, that’s not up to you. Please do not assume that I am a certain race. And do not assume everyone is one race—it’s the twenty-first century, people. Fifty years ago my parents couldn’t be married; please tell me we’re past that time. Another strangely frequent occurrence is having to answer questions about race from complete strangers or just pretty rude questions/remarks. The bottom line is to show respect to everyone and to think about the unique (emphasis on unique—no one’s challenges invalidate other people’s challenges, and although some people have things in common, we are all individuals) challenges of others before judging and wrongfully identifying and/or excluding others. I know it sounds preachy and generic. Too bad. We multiracial people are not “weird,” “mistakes,” or “mutts.” And although sometimes we may pretend it’s fun when you try to guess our ethnicities, it makes us into this “other” entity, like some specimen to study and classify. This process of objectification makes us feel and appear less than human, which inherently leads to us being treated as such. In many cases, confusion, deviseness, ignorance, and/or fear of the unknown leads to violence-– institutional, physical, sexual, mental, and verbal—against multiracial people. I was curious and looked up some multiracial viewpoints, and I found something from dlmagazine.org that I thought is worth sharing with you as a parting thought:
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“Your whiteness doesn’t let you experience the rejection of those of your own race. You aren’t mistaken for your race. You aren’t labeled as a ‘half-half’ by your family nor do you have to lie about your ethnicity to just avoid a conversation on your family history. You do not have people talking to you loudly because they think that somehow yelling at you will make you understand English better. You don’t get a follow-up question of where you’re actually from, when you say you’re from Chicago. You don’t have random people telling you ‘Ni Hao,’ “‘Hola,’ ‘Salaam,’ or ‘Namaste’ in the street. You don’t feel invisible, because somehow the government thinks you don’t exist enough for a f****** little box on your job application. And you don’t get taken aside for further questioning and have the privilege of being felt up, because let’s be honest, ‘random selection’ is bulls***. You don’t understand what it’s like being multiracial and a by-product of immigrants. I do. I am trapped in the state of invisibility by my own birth country. I am American, but somehow, I don’t feel American. I am everything, yet I am nothing.”
Jocelyn Gardner‘17 & Chelci Burroughs‘17
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Cultural Appropriation 101 Cultural appropriation is the adoption of elements of one culture by members of a different cultural group, especially if the adoption is of an oppressed people's cultural elements by members of the dominant culture. Below is a flowchart to help you figure out what cultural appropriation is and isn’t (Huffington Post).
Cultural Appropriation Flowchart by Jeff Kunzler on Behance
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From page 23 of http://archive.adl.org/education/courttv/pyramid_of_hate.pdf 184
How would the average Scripps student describe an activist in our community? Perhaps one who can speak in front of the masses, catalyzing an emotional drive to create positive change? Maybe even a person who brings about social awareness of privilege and oppression by speaking up in class, even when they are outnumbered? Someone who is genuine? Strong? Feminist? Mediates tension? Openly includes others? Openly corrects others? Someone who uses their voice? Not only have I seen all of the above, more obvious, attributes in folks that promote activism in the Scripps College community, but I can also recall one of my most moving and courageous displays of activist leadership being the time I laid on a dining hall floor, for three hours, as silent protester. Many would believe that silently taking up physical space during lunch rush hour is perhaps the exact antithesis of the dominant narrative of the “vocal leader.” However, in my experience, it has been even more powerful and constructively impacting. On December 11th, 2014, I laid in solidarity with other marginalized black students as we silently demonstrated against the unjust, brutal, and oppressive treatment of black bodies across the U.S. and within our liberal arts colleges. This time, I was not bringing about awareness of injustice by forming a vocal rebuttal against an oppressive comment in class or during a SAS BeHeard forum; rather, I was intentionally using my silent body as a political tool to take up space, unapologetically grasping the attention of the many bystanders. By the end of three hours on the cold, echoing cafeteria floor, we had incited an amount of consciousness that our voices could not have encouraged alone. We courageously laid there in front of our fellow classmates, roommates, and teammates while showing them that systemic oppression promoted by white supremacy was not just a “black issue,” it was not just a “lower income issue,” and it was not an issue that doesn’t exist in “progressive” Claremont. By making ourselves openly vulnerable during this protest, we, as black students, exhibited a form of leadership that moved many of our white 5C peers to want to engage in necessary conversations that would only make our community closer, stronger, and more equitable. By the end of the day, I knew that my activist involvement within the all black student die-in campaign would not soon be forgotten. In terms of positive leadership impact and activism on Scripps and the larger 5C communities, I’d say this was our biggest success yet. I would like to also point out that protesting is not the only form of activism that exists on our campus. By merely existing, as an obvious difference, within the predominantly white, ablebodied and wealthy Scripps College institution and community, I face daily challenges of prejudice and alienation. Every morning when I walk into my first class, I am reminded that my time here is bigger than myself. I am currently the only Black and Latina woman pursuing the rigorous 3/2 Engineering and Physics curriculum, and if you were to review my transcript, you would see that I am excelling with a 3.3 GPA. Not only do I make a point to try my damn best in STEM fields dominated by white male bodies, but I also incorporate other forms of leadership that resist prevailing narratives and stereotypes. So I guess in the end, my story, my existence, my presence, my power, and my brilliance, are all things that can be categorized as recent and ongoing acts of political resistance and activism on the Scripps campus. And with the right motives, thoughts, and actions, yours can be, too. Chelci Burroughs ‘17 185
Active Listening: Making People Feel Heard Felicia Agrelius ‘17
I feel best supported when I feel listened to. I feel empowered when people don’t tell me what to do, but rather guide me through my own decision-making process. When I am flustered, confused, or overwhelmed, I need someone to help me sort out what’s going on. This all happens through effective, active listening. At first, it can be awkward to actively listen to someone, but with practice, it will become increasingly natural and comfortable. Basics:
Take a genuine interest in understanding what the person has to say.
Don’t tell them how to solve their problem. Instead, give them space to talk through it themselves.
Use open-ended questions that encourage the person to talk about what they want to say. Avoid questions with yes/no answers.
Don’t talk about yourself or compare what you’ve experienced. Each situation is nuanced, and creating parallels is unnecessary and can feel like you aren’t listening to the person’s descriptions.
Don’t minimize what they’re saying. Avoid saying they are overreacting or that their problem isn’t a big deal. Instead, validate what they’re feeling!
Be aware of your body language. Be open and face the person you’re listening to. Leaning forward, making eye contact, nodding, and giving verbal encouragers like “mhmm” all help to establish a connection.
Here are some steps you can think about when you’re listening actively: Establish the facts.
Repeating the intent or content of what the person has said makes sure you’re on the same page.
Be clear and concise. Capture the essence of what the person said without the details.
Be tentative and give the person you’re talking with the opportunity to disagree with you.
Example: “So, you procrastinating on your paper because you got behind on the reading. You have a lot to do in the next two days and aren’t sure if you can get everything done.”
Provide feedback.
Reflect back the person’s statements to help you understand and help the person identify their own feelings.
Try to make connections between the details of the story to figure out what the big picture or main problem is. Zoom in on feelings.
“It sounds like you feel…” “So you’re saying…” “I think you’re saying...” are great phrases to use.
Example: “So, you are mad at yourself for procrastinating on your paper. You’re also worried because you don’t think you can produce a paper that you’ll be proud of.” 186
Active Listening: Making People Feel Heard Ask questions.
Ask open-ended and leading questions to encourage the person to speak more.
Leading questions sound like “would you like to talk more about it?” “Could you tell me more?” “What happened then?”
Open-ended questions expand the discussion: “How? What? Where? Who? Which?”
Try to avoid “why” because it can make people become defensive or feel patronized.
Avoid yes/no questions because that shuts down the dialogue and prioritizes your understanding in the conversation.
Be careful not to be a detective--ultimately, you’re helping someone understand their own feelings; it’s not about you figuring out all of the details and solving their problem for them.
Label.
Help the person label their emotions and offer the person an opportunity to correct you.
Example: “That sounds very overwhelming.”
You can also try to bring up the nuances of what they’re saying by offering them a suggestion of what feeling they’re implying. To go to the example we’ve been using, try something like “So you’re saying you’re angry and stressed. Are you feeling anything else? Maybe there’s some embarrassment at the thought of turning in a bad paper or continuing a cycle of procrastinating now that you’re in college.”
Validate.
Convey that it is okay for the person to feel whatever they are feeling.
Remember that is is okay for the person to have those feelings, regardless of whether you think they’re being dramatic or overreacting.
Examples: “It’s okay to feel overwhelmed/disappointed/upset/betrayed.” “You have a right to feel sad/angry/etc.”
Active listening can be used in so many situations! It shows you’re listening and that you care, and it also prevents misunderstandings.
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Responsible Responses: How to React to Marginalization Grace Reckers ‘18 & Rachel Berner-Hays ‘17 I grew up in a liberal, progressive family. We talked about equality and the racist, sexist, homophobic society we live in. With this background, I felt like I was a relatively good ally and someone who had tools to interact with people productively. Coming to Scripps, I quickly learned that I still had a very long way to go. As I started my time at Scripps, I knew I was going to learn. That is why I came here-- to go to school. While I definitely learn a ton in the classroom here at Scripps, what I wasn’t expecting when coming here was the amount of learning I would do outside of the classroom. Some of the most important things I have learned
in my time at Scripps have been when my former ideas or perceptions were challenged, or at least when I was pushed to support and defend my beliefs. It sounds cheesy, but you will grow so much at Scripps. You will learn and change in ways that are both tangible and noticeable right now and things that will take time to notice. It can be hard, but be open to these changes. At Scripps, you will encounter scenarios that feel tense, uncomfortable, and scary. In these moments, it is key that you stick with the situation and do your best to learn from it. Everyone coming to Scripps is coming from a different background and experience. Some people have never talked about racism, sexism, heterosexism, ableism, classism, ageism, etc. Others have talked about these systems of oppression
their entire lives. Part of being at Scripps will be engaging with students that are on the other side of the spectrum from you in regards to these issues. We have compiled some possible scenarios you may encounter in your time at Scripps and the Claremont Colleges. We are in no way experts, but we think it is really important and is something we will continue to work on. One of the ways to deal with difficult scenarios is to clarify, create space, and challenge. Sustained Dialogue is a program we have on campus in which students are members of dialogue groups focusing on issues of in-
clusion and access. We use “The Three C’s:” The Three C’s (Sustained Dialogue) 1. Clarify the speaker’s comment to get a sense of what they are actually saying. “Tell me more about what you mean by that.”
2. Create space for others to react. “How do others react to that statement? Does anyone have any other thoughts or feelings?”
3. Challenge the statement with a credible counterpoint. “I’ve heard others say that statements like the one you’ve made sometimes make them feel their
identity is less important. How does that influence or not influence your thoughts about this?" 188
Let’s apply The Three Cs Method to the following statement, which is something you may hear in a 5C class:
“I am a male and experience sexism, too.” You could… Clarify: Ask the person to explain further when they felt they had experienced sexism. “Tell me more about what you mean by that when you say you’ve experienced sexism. Can you share that experience further?” Create Space: If you feel uncomfortable with a statement and might know it is wrong or problematic but don’t personally have a counterpoint, you can always open up the conversation to others… “That statement makes me feel uncomfortable. Does anyone else have reactions to it?” “I’m not sure that cismales can experience sexism in the same way that others do…” Challenge the statement: Explain why the statement is problematic, wrong, or hurtful to you or others.
Here is an example of a counterargument... Sexist stereotypes and prejudice are things that everyone can experience; however, discrimination in the form of sexism is not something that men experience, by definition. For example, there are stereotypes about how cis-men (Cis-man: a person who identifies as a man, presents himself masculinely, and has male biological sex) should express their gender. Stereotypes say cis-men should be tough, strong, athletic, natural leaders, and, overall, masculine. Again, everyone can experience sexist prejudice in the form of expectations regarding gender expression (think masculinity, strength, etc.), but while these experiences can surely be damaging, this is not the same as discrimination. Males cannot experience discrimination in the form of sexism because, by definition, sexism is any sort of stereotyping, prejudice, or discrimination based on sex, typically against women. Prejudice is nothing without power, and in the current state of our society, cisgendered (white) males are the ones in power. While sexism does in fact affect everyone because it creates all sorts of damaging expectations regarding gender and how we “should” express our gender identities, cis-males can’t experience discrimination from sexism because the system that upholds sexism privileges cis-males. The gender-based power imbalances of our society are institutionalized. This means that even if a male claims he experiences sexism, he still receives privileges based on his gender that people who do not identify and present as male are denied. This is the crux of sexism and the patriarchy, that those identifying as one gender (male) have institutionalized power over those identifying as other genders (female and non-binary, or genderqueer). “I am white and experience racism, too.” Similar to our response to the quote of the man who said he experienced sexism, white people cannot experience racism because racism is an offense against the non-dominant race. Based on the structure of our racialized society, white people possess power over people of color and therefore receive privileges. Black people are far more likely to end up in prison than white people, and this is NOT because black people are more likely to commit crimes. This is because of the institutionalized racism of the United States punitive justice system and the Prison Industrial Complex (you will learn about this in Core I). White people have not experienced the histories of oppression and injustices that people of color have been subjected to, so white people cannot be victims of racism.
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“I have been discriminated against because I’m straight.”
Again, straight people maintain a power over those of any other sexuality… (you get the idea) “This is reverse racism.” Racism is a result of any sort of privilege plus power. Reverse racism cannot exist because white people maintain power over people of color. Just like white people cannot experience racism because people of color are historically oppressed, people of color cannot propagate reverse racism against white people. “You’re too sensitive/looking for something to be angry about” If this was an isolated incident, maybe it would be sensitivity or unreasonable. But racist, sexist, and homophobic micro- and macro-aggressions are not isolated incidents. Not at Scripps, and certainly not in the real world. There will be times in your life, not just as a student at Scripps, during which you will encounter oppressive speech. It could be in a corporate office ten years from now, in a classroom, or at a family gathering over the holidays. There’s a chance that you are the one who has made an insensitive comment. What’s
important is that you recognize the problematic nature of what has been said and then act on this realization to remedy the situation. Consider the following real world example: It’s the summer after your junior year at Scripps, and you’re pumped to have landed a well-paid internship at some fancy law firm in the city. It’s your first week at the firm, and you haven’t even met everyone on your floor yet. During a lunch break, one of your co-workers says that he’s been saving up to buy a Prius, and a couple of the other employees at the firm chuckle to themselves. “That’s so gay,” one of them says. You freeze: you know immediately that what he has said is wrong, but you’re scared to tell him off because you’ve been working so hard to impress your coworkers. You could… Remind the person (or explain to them if they don’t already know) that this phrase is a homophobic slur. Presumably, your coworker is using the term “gay” to describe with a negative connotation. Let them know that one’s sexuality can be a major part of an identity, and using it to make fun of something is insulting and disrespectful. Perpetrators of this phrase may say that it’s a “generational thing,” but the point remains: using the word “gay” to put someone or something down is degrading and homophobic. Consider the following Scripps example: You are in your Core class talking about the prison industrial complex. A student in your class makes a comment that clearly hurts another one of your classmates. You know that the statement was hurtful and while it was not directed at you, you feel like you need to do something. You could… Jump in and ask the student to clarify what they said, saying something like, “Could you elaborate on what you meant by that? I’m not sure I understand.” This could help the student redirect the comment or correct it with further thought and reflection. You could also say something like, “I want to jump in because what you just said was hurtful.” You don’t need to say who it was hurtful to-- in fact, you shouldn’t out the person who was targeted-- but you can still say the comment was hurtful and explain why, which makes it so the student who is hurt doesn’t have to call this person out. "Comprehensive List of LGBTQ+ Term Definitions | It's Pronounced Metrosexual." Its Pronounced Metrosexu-
al. N.p., n.d. Web. 20 July 2015.
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(Un)Safe Spaces Jocelyn Gardner ‘17
You walk into a new room and look around. What do you feel? Do you even consider the atmosphere or characteristics of a new place? Probably not, unless it is remarkably interesting or atrocious. Look for the nearest exit; find all the doors. Where is your escape route? What about the nearest bathroom or private space? How many people are there? How long must you stay? What if something happens--a panic attack, for example? If you don’t have to ask yourself similar questions, do not take that for granted. While you comfortably might be able to attend class, someone else in the room may feel that the walls are closing in at the same moment. Space is how I’m referring to the physical environment surrounding groups and individuals. It is more than architecture or a hideous paint color, however. Have you ever walked into a room and immediately felt uncomfortable? It isn’t always the space itself, but it might be an association you have. Perhaps a room reminds you of your first grade classroom or smells like a dentist’s office. Your relationship with the space around you is personal, unique and anything but indifferent, whether you consciously recognize it or not. Come on. In a place as gorgeous as Scripps’ campus, you can’t say that environment has no effect on you. Where there are any effects, there is the potential for something to be harmful. This means that while there may be such positive spaces as
a room with good Feng
Shui or a campus as tran-
quil
Scripps, the room may also
turn into an inescapable
trap (for instance, if a perin the room and the exit beScripps
may
become
a
triggering conversation in available in the dining halls
Space is political. Space is not harmless.
and
beautiful
as
son suffering from PTSD is comes
blocked)
and
nightmare (in the case of a the space, the limited meals for someone with or recov-
ering from an eating disor-
der, lecture halls for some-
one with agoraphobia, long
classes without breaks for
someone with ADHD, the many potential triggers of party culture, mandatory class participation for someone with extreme social anxiety, etc.) A space includes surroundings—what’s in the room or area is as important as the place itself. And don’t forget that you and other people add to this dynamic. What is in the place includes what you bring to it. This assertion that spaces can be beneficial or harmful is very important, because you cannot escape the obligations that lead you into other spaces without sacrificing your freedom and confidence to move across the overlap of different spaces which make up the human habitat. In other words, there’s no avoiding being in potentially harmful spaces without suffering from the severe limits that doing so would place upon you. Some would say that people who feel restricted by certain spaces should just stay away from them. “If you are so challenged, why even bother going to college?” They might ask. That’s ridiculous! You certainly wouldn’t tell women to avoid getting any jobs to prevent sexism in industry. It is up to individuals to know themselves, but as the general public, the least we can do is be understanding and try not to be harmful.
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(Un)Safe Spaces So, how can someone with concerns about spaces navigate them safely? Again, knowing yourself is the first step. Another piece of advice usually thrown around is to tell someone. This might not seem like it would make a difference, but having a friend or trusted person to support you or at least understand can make a world of difference. This person can help you get out if you need to, for example. Talking you down if you get really stressed in a situation is something else a friend can help you with. Reaching out allows you to make connections with people who might be experiencing similar setbacks.
Focus on the safe feeling you have with this person rather than associations that are making spaces problematic. Remember that sometimes associations are what you are reacting to— a place can remind you of something bad without being similar. Just because a plane crashed doesn’t mean the one you are on will; the connection is in your head, and the chance something bad will happen again is no different because something has happened before. A new place is an opportunity to start fresh and break mental connections.
Space is a very relevant topic considering housing is lurking ominously around the corner. The process of finding housing for the upcoming
year is oft compared to the
Hunger
amongst those who do not
Games,
even
have concerns about spac-
es.
thought of housing— the
stress, the drama, the uncer-
tainty, the lack of infor-
mation,
portal, etc.— is enough to
increase resting heart rate.
Housing is also problematic
for those who experience
physical
brings me to accommoda-
setbacks.
This
For
most,
the
even
the
dysfunctional
tions.
It is really interesting how, despite the mythical nature of unicorns, everyone knows what they are; meanwhile, housing accommodations certainly exist, though the information about them is as lost as the Library of Alexandria or the Fountain of Youth. The information is out there, though you have to first navigate the virtual maze called scrippscollege.edu until you stumble across it. (Maybe if you manage to excavate it, you’ll get an honorary archeology degree?) On a serious note, not being able to find information about this is problematic.
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(Un)Safe Spaces Your room should be a place where you feel at home. It also concerns me that you can’t really get accommodations for certain circumstances that impact housing greatly. If you can’t get a doctor’s note for it, you can’t get accommodations for it. For example, most people with claustrophobia probably do not have a history of going to therapy to treat it, though living in a constricting space is beyond unbearable for some. If you are concerned about the interaction between housing and your own mental health, I encourage you to talk to Residential Life or the Dean of Students Office to discuss your options.
Here are some tips I’ve personally used to make my space feel comfortable: If you have roommates, communicate with them. You don’t have to be best friends to live well with someone, but lack of com-
munication
room feel like it doesn’t belong
to you. The Res Life staff can
help you with this if you have
trouble.
Some other ideas are bringing
items from home, decorating
your space and transforming
the
hanging décor on the wall or
opening the windows.
Lighting makes a huge differ-
ence as well— I know this from
the contrast between my sinis-
ter,
forced triple from last year and
my tiny, blindingly-bright, inex-
plicably-freezing, whitewashed
cell of a room this year.
room’s
dank,
can
make
dimensions
humid,
your
by
cave-like
If there’s one thing you get from this article, I hope it is this idea: you deserve to feel safe and comfortable navigating spaces on campus. This, unfortunately, doesn’t always happen. Your relationship with space is no reflection on you— being uncomfortable doesn’t make you weak or sensitive. When in doubt about your mental health, don’t feel bad about taking breaks or making yourself feel comfortable. Remember that a space includes what you take into it; while you might not always be able to control factors like size and location, you have an amazing capacity to adapt and respond in a variety of ways.
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The Dean of Students Office handles academic accommodations, residential life, and student life. It is located off the northern courtyard in Balch Hall and is open during regular business hours. If you need academic assistance with a class or special accommodations, you can go there and Lindsey at the front desk will be more than happy to help you out. Scripps Advocates for Survivors of Sexual Assault is a group of trained students who do just what it sounds like: support and advocate for survivors of sexual assault. They can be reached at (909) 2142138 from 8pm to 8am every day (when classes are in session). More information and related resources can be found on their website here: scrippsadvocates.wordpress.com.
Scripps Resources Located west of the Frankel/ Routt entrance, you can find the Scripps Communities of Resources and Empowerment or SCORE office. SCORE is the social justice office at Scripps College. It has also historically served as a resource center for marginalized students on campus. The offices for AASU/AASP, Café Con Leche, Wanawake Weusi , and Family-- as well as their respective physical resources (books, arts and crafts supplies, furniture)-- are primarily housed in SCORE. The office also houses a community kitchen, conference room, and the SCORE Living Room-- an open space which can be reserved for club meetings or used when available as a study or hangout space.
AASU (Asian American Student Union) serves as Scripps’ resource center for Asian, Asian American and/or Pacific Islander students. AASP (Asian American Sponsor Program) is a mentoring program which pairs API returning students and first years to help navigate life at Scripps.
Family is an organization serving selfidentified LGBTQIA+ students and their allies. Adoptees in Solidarity is a recently-established student group that supports adopted students.
Safe Spaces & Support Resources
CCL (Café Con Leche) is the Latinex student group on campus which holds weekly meetings and works to build Chicana/Latina community at Scripps. Wanawake Weusi functions as a collective to support women of African descent at Scripps College in educational, cultural, personal, and spiritual endeavors. The Jewish Dialogue Group is a recently established Scripps organization intended to address anti-semitism in our community and to identify changes that can be made on campus to support Jewish students.
At college, people sometimes need resources or support beyond what is mentioned during orientation. To make it a little easier to find them, here’s list of safe spaces and resources at Scripps and the rest of the 5Cs, as well as info about how to access them.
Intercollegiate Department of Ethnic Studies Located in the northwestern portion of the Lincoln Building on Pomona’s Campus Office of the Chaplains located in the MacAllister Center. Within the office there is a priest, rabbi, and an ordained minister. In addition, the Office of the Chaplains has nondenominational and Catholic services every Sunday.
Student Health Services located on the first floor of the Tranquada center Monsour Counselling and Psychological Services (MCAPS)- located on the first floor of the Tranquada center Queer Resource Center (QRC) - located in Pomona’s Walton Commons just south of Lawry Court; open during regular business hours and for events. 194
Student Disability Resource Center - located on the first floor of the Tranquada Center
Asian American Resouce Center (AARC) - located in the southeast corner of the second floor of Pomona’s Smith Campus Center
Office of Black Student Affairs (OBSA) - located on Pomona’s Campus off of 7th Street
5C Resources
Chican@/ Latin@ Student Affairs (CLSA) - located on the second floor of the Tranquada Center
Why Safe Spaces Matter
B
etween dealing with homesickness, making new friends, figuring out what you want to major in, and adjusting to the
workload that comes along with being a college student, transitioning to college life can be a real challenge. For some students, the transition can be both smooth and painless; for others, not so much. But in either case, having a safe space you can go to and just decompress after dealing with all the changes that come your way can make the good times even better and the bad times more bearable.
S
afe spaces do not always have to be physical locations. For example, they can be within a club or with a specific group.
My safe spaces at Scripps happen to be SCORE (Scripps College Office of Resources and Empowerment) and within the SCORE CLORGs (clubs and organizations). I know others among my peers who view spaces such as the Chaplains’ Office, the Student Union, the Motley, or any of the 5C resource centers-- such as CLSA (Chicano Latino Student Affairs), OBSA (Office of Black Student Affairs), AARC (Asian American Resource Center), and the QRC (Queer Resource Center)-- as their safe spaces. Not all of these spaces will feel like safe spaces to everyone, so it’s important to find your own.
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etting into college was hard, transitioning to college life is hard, and getting through college will definitely have its
challenges as well, but having a safe space you can go to can help make the next four years of your life the best four years of your life.
Shanisha Coram ‘17
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Why it’s OK to Not Study Abroad Throughout your time at Scripps, there will be many discussions about studying abroad. Your friends will do it--most of them, probably. Your professors will talk about their time abroad. Perhaps family members will tell you about their experiences. Perhaps you’ve been dreaming about it and have held it as a given for several years that you would go. That was the case with me. There has never been any doubt that I would go abroad. I went to all the meetings, picked up approximately five gazillion flyers (and read them, getting more stressed out by the second by all the info), set up meetings, picked a program, submitted my application early, got accepted with no hiccups, and promptly rejected my acceptance. Having decided to not go abroad, I couldn’t be happier. There’s nothing wrong with going abroad. There are countless good reasons to go abroad, and you’ll hear all about them, if you haven’t already, so I’m not going to go into that now. My point is short and simple: if you don’t want to go abroad, that’s okay. For me, the thought of going abroad felt very grudging, so when I actually got into my program and was not at all excited, I decided not to go. I felt very guilty at first-if you’re lucky enough to have this opportunity, you should take it, right? Wrong. Not if you don’t want to. Besides, there are more opportunities to go abroad than you’d think: save up and stay in hostels, doing whatever the hell you want, and don’t be constrained by a program, if you want. Go to grad school abroad. Volunteer abroad. Etc., etc. Don’t want to go? Don’t. It’s fine. End of story. One other note: if someone you know chooses not to go abroad, don’t act all sorry for them or try to console them. This often makes things worse and can cause the person who opted out to feel guilty and/or second-guess themselves all over again. There are the people others want us to be, there are the people we think we “should” be--which is often influenced by what others want us to be--and there are the people we actually are. If you’re choosing to do something based on others’ expectations or what you’re worried you “should” do, maybe reflect on who you actually are. Not a person to study abroad while in college? No shame. Lucy Altman-Newell ‘17
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Alcohol Despite what concerned relatives and decades of popular culture would suggest, not everyone drinks at college--especially at Scripps, it’s quite possible to have fun whether you choose to partake or not. That being said, Scripps is not a dry campus, so alcohol is permitted on
campus for people who are 21+. But as you can probably guess, drinking can happen whether or not your *actual* ID declares you of age. Drinking alcohol can be dangerous and deadly, but if you’re smart and self-aware, you can have plenty of fun and still be up by noon the next day to write that Core paper.
Like many cliches, the phrase “know your limits” is completely true. But it has also led to more than one eager student throwing back shot after shot in order to seek out their “limit” like the holy grail. So, know your limit, but also know your body; learn to listen to what your body needs. Do you need water? Do you need a snack? Do you need to sit down? Slow down? When you tune in to your physical body, you’re relying not only on the number of drinks tally-marked on your hand, but on how you’re actually feeling in the moment. Granted, this gets more difficult the more alcohol is consumed...which is why it’s good to keep track early on so you can recognize when you’ve passed the point -of-no-return. A good rule-of-thumb for safe drinking is to drink slowly over a longer period of time and to drink water in between alcoholic beverages--you’ll be less likely to get sick or black out, and you’ll be less likely to have a hangover the next morning (which is good because you still have that Core paper to finish, right?). Watch out for your friends and ask your friends to watch out for you, whether that means limiting each others’ drinks, holding hair back when necessary (hey, it happens), or just asking periodically, “do you have your phone and ID?” If someone is in trouble or has blacked out, call campus safety or 911 right away. You will not get in trouble for helping a fellow student, and you could save a life. Drinking alcohol can be as much or as little a part of your college experience as you want it to be. If you do choose to partake then, as with most things, moderation is the key; how much you choose to moderate is up to you. When in doubt, there’s always sparkling cider. C’mon, we all love that stuff--and it guarantees a hangover-free morning. Cheers! Now go finish that paper. Sophia Rosenthal ‘17 198
Infographic by Christian McElveen
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Party Culture Party culture is very real in Claremont, but that does not mean that everyone partakes in it. We are in the unique environment where nearly all of our parties are school-sponsored, which is amazing because it means that everyone can go to everything! The downsides of this are that plenty of people pregame because there isn’t a lot of readily available alcohol at the party itself, and there are probably too many parties. Tuesday night is Table Manners in the basement of the SCC (Smith Campus Center) at Pomona, Wednesday night is TAP hosted by TIXC (the Title IX Coalition) in Dom’s Lounge at Pomona, Thursday is TNC (Thursday Night Club) at various locations on the CMC campus [these are sometimes CMC/CMS (CMC-MuddScripps) only], Friday is often a Mudd party, and Saturday is the big themed party on any campus. Each party has a different feel to it because different people go to each one, but overall the weekly ones kinda start to blend together. You do not need to (nor should you) go to every party every week. Find the ones you and your friends like or go to none of them and hang out at the bajillion other social events offered regularly. You also don’t need to pregame or drink to enjoy parties in Claremont. Lots of them involve dancing and people-watching, which are fun activities even if you’re completely sober. Hookup culture also happens in Claremont, but you can opt in or out of it.
Sometimes it seems like everyone is getting drunk, going out every night, and
hooking up all the time,
but I promise that’s not
true. There are lots of
people going out sober,
going
not
hooking up, and not going
out at all. Find the
scene that’s right for you.
At the end of the day,
because
many
out
and
options,
you
there
are
so
can pick who you go out
with, how frequently
you go out, and where
you go. Don’t feel like
you need to get drunk and
party to make friends, and
remember-- if your friends
are pressuring you to do
that more than you’d like,
maybe it’s time to find
some new friends. Nia Gillenwater ‘16
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Let’s talk about sex, baby.
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Title IX Overview Title IX outlines the ways in which all schools are legally required to respond to incidents of sexual violence promptly and effectively. These rights were hard fought and won by university survivors of sexual assault who demanded more accountability from their institutions. While there is neither a perfect system nor one path of justice that is right for everyone, Title IX ensures that if a survivor of sexual violence does choose to file a report regarding said sexual violence, the report and resolution of the incident will be handled legally. This is true of all schools in the U.S., and so it is important that you, as a Scripps student, be aware of your rights afforded by Title IX. The reporting process was created to provide survivors with alternative paths (not contingent on the criminal justice system) to
safety and justice. Survivors deserve to feel safe and to heal, and for many people who have experienced sexual violence, a Title IX report can be a part of that. Title IX also mandates the following:
Complaints filed must be responded to in a way that results in a prompt and equitable resolution of the sexual discrimination/assault/harassment.
Survivors do not have to file a police report to file a university complaint.
Survivors have the right to be notified of the timeframe of the investigation and when they will be notified of the outcome, as well as when they may file an appeal. (The Office of Equal Opportunity considers this to be within one semester or 60 days).
Survivors have the right to a thorough investigation of their complaints with equal opportunity to present witnesses, evidence, and an appeal process.
Survivors have the right for the case to be decided using a preponderance of the evidence-meaning that in the case of sexual harassment or violence, it is more likely to have happened than to not have, and that must be considered.
Survivors have the right to know the outcome of the complaint-– and to be notified of this outcome in writing.
In cases of sexual harassment, there may be mediation methods offered, but only voluntarily. Mediation should not be encouraged by the university as a means to pressure someone away from filing, and it is prohibited in cases of assault.
Survivors have the right to accommodations and support-- including the school issuing a “no contact,” changing housing, or other support. These accommodations are not contingent on the reporting processes being completed. Survivors cannot be required to pay for these accommodations.
The school of a survivor who filed a report may not retaliate against said survivor, and should take steps to prevent said survivor from facing retaliation from their peers.
Any violation of these rights can be reported to the department of education online via email to OCR@ed.gov or through this form: http://www2.ed.gov/about/offices/list/ocr/complaintintro.html For information on how to file a report to Scripps, see “A Guide to Scripps College's Discrimination and Harassment Policies and Grievance Procedures” below: http://www.scrippscollege.edu/titleix/wp-content/uploads/sites/33/files/Title-IX-Harassment -and-Discrimination-Policies-Guide-rev914.pdf 210
Important Scripps Title IX Contact Info: Title IX Coordinator Jennifer Berklas, Director of Human Resources Vita Nova Hall 120 (909) 607-7976 jberklas@scrippscollege.edu
Deputy Title IX Coordinators Sally Steffen, Deputy Title IX Coordinator McAlister Center 10 (909) 607-7142 ssteffen@scrippscollege.edu
Gretchen Edwalds-Gilbert
Associate Dean of Faculty Balch Hall 134 (909) 607-7068 gedwalds@kecksci.claremont.edu
Sonia De La Torre-Iniguez
Assistant Dean of Students Dean of Students Office Balch Hall (909) 621-8277 sdelator@scrippscollege.edu
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Resources for Survivors of Sexual Assault If you have been sexually assaulted, PLEASE reach out. You are not alone. Below is a list-- compiled by Scripps Advocates for Survivors of Sexual Assault-- of some resources and hotlines that you can use, whether or not you make the decision to report the assault. At the Claremont Colleges Scripps Advocates for Survivors of Sexual Assault (Advocates)*
(909) 214-2138- Our phone line is active from 8pm to 8am every day (when classes are in session) https://scrippsadvocates.wordpress.com/ Scripps Advocates for Survivors of Sexual Assault (Advocates) is a student-college partnership organization that provides support and information for survivors of sexual assault in the Scripps and greater Claremont Colleges communities. Advocates believe the survivor is the expert on their own experience, and therefore focus on intersectional, traumainformed care. Scripps College Dean of Students Office (909) 621-8277 Campus Safety (also call for On Call Dean or On Call Therapist from Monsour) (909) 607-2000 *Indicates a confidential resource (meaning that they will not disclose your information to anyone else unless it becomes clear that you or others are in danger)
Monsour Counseling and Psychological Services* (909) 621-8202 Student Health Services* (909) 621-8222 Office of the Chaplains* (909) 621-8685 Pomona Advocates for Survivors of Sexual Assault* 24/7 hotline: (909) 503-7972 website: http://poadvocates.com/ Dr. Nancy Azarte, Project Sister Trained Sexual Assault Counselor* appointments every Tuesday from 10-6pm call (909) 623-1619 to make an appointment the first ten sessions are free at the Dartmouth House (1030 Dartmouth Claremont, CA 91711) Open to all 7C students Local
These resources are anonymous, meaning that they are not affiliated with the college and cannot share information with anyone else. The amount of information you give them is completely up to you. Project Sister 24/7 hotline: (909) 626-4357 website: http://projectsister.org/ Planned Parenthood Pomona location: (800) 576-5544 Upland location: (909) 890-5511
National RAINN (Rape, Abuse, Incest National Network) 24/7 hotline: 1-800-656-HOPE (4673) website: http://www.rainn.org (See more hotlines on the master list) 212