Employee transitions

8 tips for setting (and achieving) your goals

Anonymous — Tue, 17 Dec 2024 17:35:34 +0000

8 tips for setting (and achieving) your goals Anonymous (not verified) Tue, 12/17/2024 - 10:35

Do you have goals you’d like to accomplish in the new year?

No matter what you’d like to achieve, goals can play an important role in our lives. Over time, you will set different goals for your education, career, wellness, family or other important areas of your life.

Setting goals can help you articulate the things that are most important to you and develop your strengths. Here are a few tips and tricks to help you set up successful goals for 2025.

1. Start small

Sometimes, when we try to tackle large goals or too many goals all at once, it can feel overwhelming. Set yourself up for success by focusing on one smaller goal that you can accomplish before tackling another. It can also be helpful to start with goals that you know you can meet. This can help you build confidence in your abilities and help you form long-term habits.

Here are a few examples of small goals that can help you build toward larger ones.

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Use a planner to track deadlines, assignments and tests

Schedule study sessions in advance

Visit office hours regularly

Reach out to resources (e.g., tutoring, libraries, etc.)

Work

Set a time limit for checking emails

Use a planner to track deadlines and milestones

Talk with your supervisor about your goals

Turn notifications off at night (e.g., Outlook, Teams)

Physical health

Identify a new activity to try and schedule it

Schedule 15-20 minutes/day for movement

Carry a reusable water bottle to stay hydrated

Try a new recipe that include a variety of food groups

Finances

Review your current spending habits

Build a budget for a week and set time to review how it went

Set a time to explore internships, or jobs on Handshake

Schedule automatic transfers into your savings account

Go to a workshop or watch an online video about a financial topic you are interested in

2. Identify your strengths (and potential challenges)

As you start narrowing down your goals, it can be helpful to think about your current habits, strengths and the things that may have prevented you from achieving your goals in the past.

For instance, if you’re not a morning person, it may be difficult to start jogging in the early mornings before class or work. Being honest with yourself will help you identify barriers and find ways to overcome them. In this case, it may be easier to jog in the afternoon between classes or in the evening before dinner.

Creating goals around habits or routines you already have in place will help you accomplish them with fewer setbacks. It can also be helpful to think through your strengths and ways you can access support to overcome obstacles.

3. Recruit a support system

It can be hard to stay motivated, especially if our goals span a longer period of time. When we get discouraged or feel like we’re not making progress, it can help to have a support system in place to keep us on track. Think about the people in your life who can encourage, motivate or hold you accountable. Recruit them to be part of your support system and lean on them when you’re in need of encouragement. Spending time with people who are supportive of our goals and are willing to help us overcome challenges can make all the difference.

4. Use the SMART method

Sometimes we may find that the goals we set are too general or unrealistic. Setting SMART goals can help us set more specific and meaningful goals. Here are some things to consider when setting SMART goals:

S: Specific
Narrow down your goals to something clear and specific.
Ask yourself: What am I specifically trying to accomplish?

M: Measurable
Quantify your goal, so you can keep track of your progress.
Ask yourself: How will I know when I’ve made progress or reached my goal?

A: Attainable
Make sure your goals are realistic and within your control.
Ask yourself: How confident am I that I can achieve this goal? Is it something I can influence or control?

R: Relevant
Choose a goal that feels worthwhile, matches your efforts and sets you up for success long-term.
Ask yourself: Why do I want to achieve this goal?

T: Timely
Goals should be time-bound with a start and end date in mind to keep you on track.
Ask yourself: What can I accomplish in six months, six weeks, today, etc.?

5. Remember your ‘why’

What is motivating you to set and achieve a specific goal?

Take some time to think through ‘why’ you’ve set out to accomplish your goals. Is it something that you’re personally invested in? Or is it driven by expectations or outside pressures? Choosing goals that you care about increases the likelihood of success, and focusing on the reasons behind them can help you stay motivated, especially in the face of setbacks or obstacles. If you feel like you’re struggling, revisit your why.

6. Practice flexibility

While being specific can help us set meaningful goals, it’s also important to allow ourselves to change course and practice flexibility. In some cases, we may find that our initial goals aren’t a good fit or have become difficult to maintain.

Sometimes this happens because the original goals we set for ourselves aren’t as realistic as we thought they would be. Other times, we may encounter setbacks that make it difficult to move forward or make progress.

Remember to check in with yourself and reassess your goals regularly. Evaluating your progress and adjusting as needed can help avoid overextending yourself or feeling burnt out.

If you are struggling to achieve or maintain your goals, try to keep these things in mind to create “FUN” goals.

F: Flexibility
Life happens, things change. Allow your goals to shift with the seasons of life. For instance, if you get sick this year, it is not reasonable to expect yourself to go to the gym everyday while you’re ill. The same concept applies to your mental health, physical health and individual circumstances.

U: Uplifting
Setting goals for yourself shouldn’t be a punishment. In fact, it is often helpful to focus on the things you want to add to your life, rather than the things you want to subtract from your life. For example, if you want to eat healthier, it may be more helpful to add fruits and veggies to your meals as opposed to subtracting food groups from your diet.

N: Numberless
New year goals often revolve around specific numbers. While this can be helpful when setting SMART goals, it’s important to keep in mind that numbers aren’t everything. For instance, it’s unlikely that your life will radically change because of the number you see on the scale or the number of books you read this year, but you may feel significant accomplishment to be closer aligned to your health goals or knowledge or skill acquisition.

7. Celebrate small successes

Achieving our goals can give us a strong sense of accomplishment. However, if we only focus on the end result, we may miss out on important milestones along the way. In fact, it’s important to recognize and reward smaller successes on the way to larger achievements. This can help keep us motivated and celebrate our progress.

Think through some milestones you may reach while working toward a larger goal. After you achieve each of your milestones, reward yourself with a feel-good activity. For instance, you could treat yourself to a fancy coffee, enjoy a celebratory dinner with friends, relax with an at-home spa day or make plans to do something you’ve been looking forward to.

8. Reach out for additional support

You don’t have to do it alone. Support resources can help you set realistic goals, identify important steps along the way and stay on track if you feel overwhelmed. Here are a few support resources available on campus.

Resources for students

Peer Wellness Coaching

Meet one-on-one with a trained peer wellness coach to set wellness goals and connect with campus resources. Coaches are available to help you create a plan to manage stress, time management, academics, sleep, relationships and more.

Tutoring options

Are you looking to improve your academic standing this semester? �鶹��Ѱ��Boulder offers a wide variety of tutoring and learning resources to support you and your academic success. Some are specific to certain classes or departments or groups of students. Most are free while some require a fee.

Counseling and Psychiatric Services (CAPS)

CAPS provides drop-in hours, consultations, screening appointments, groups and workshops to all �鶹��Ѱ��students. Counselors are available in person and online to help provide insight, solutions and information about additional resources related to academics, stress, anxiety, substance use, relationships and more.

AcademicLiveCare

AcademicLiveCare (ALC) is a free telehealth platform that allows students to schedule and attend mental health and medical appointments from wherever they are.

Thriving Campus

If you are looking to connect with a local mental health provider in your area, Thriving Campus can help you connect with a variety of providers based on specialization, needs and insurance.

Nutrition Services

Meet with a registered dietitian nutritionist (RDN) for a variety of services, including nutrition assessments, food allergies or intolerances, sports nutrition, meal planning, disordered eating support and more.

Collegiate Recovery Community (CUCRC)

The CUCRC provides community, support and connection for students, staff and faculty in recovery or seeking recovery from a wide range of behaviors. They host weekly support meetings and offer recovery coaching for all �鶹��Ѱ��students.

Recreation Services

The Rec Center provides a wide variety of programs to help students find their fit, including outdoor classes, equipment rentals, fitness classes, personal training and more.

Student events

�鶹��Ѱ��offers hundreds of free events for students every semester. Check out upcoming opportunities to connect with other students, join a student organization or simply have fun.

Resources for staff and faculty

Faculty and Staff Assistance Program (FSAP)

FSAP provides free mental health services for all �鶹��Ѱ��Boulder staff and faculty, including brief individual or couples counseling, community referrals, workshops and support groups.

Free employee group fitness classes

The Rec Center is partnering with WorkWell to host a variety of free group fitness classes for staff and faculty twice per month. All levels are welcome, no membership required.

Rec Center memberships

�鶹��Ѱ��employees, retirees and their spouses/dependents are eligible for membership to the Rec Center. Staff and faculty can also get a $25 one-month trial membership that provides access to both campus facilities, locker rooms and free group fitness classes.

Collegiate Recovery Community (CUCRC)

WorkWell

WorkWell helps oversee a variety of health and wellness programs for staff and faculty to improve well-being, engagement and connection on campus.

WorkWell Connect

This mobile app is designed to help �鶹��Ѱ��staff and faculty through:

Live health coaching

On-demand fitness

Meditation and mindfulness classes

Recipes

Sleep stories

Individual and team challenges

... and more

Participants can accumulate Wellable points through the app to unlock rewards and prizes.

Do you have goals you’d like to accomplish this year? Here are a few tips and tricks to help you set up successful goals for 2024.

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5 ways faculty can support students with disabilities

Anonymous — Wed, 06 Sep 2023 19:36:22 +0000

5 ways faculty can support students with disabilities Anonymous (not verified) Wed, 09/06/2023 - 13:36

Faculty members play a critical role in supporting the success of students with disabilities. As we kick off the fall semester, you may begin receiving disability accommodation letters from students in your classes.

Here are five ways you can support students with disabilities as a faculty member on campus.

1. Familiarize yourself with Accommodate

Accommodate is the software program that �鶹��Ѱ��Boulder uses to manage disability accommodation requests and implementation. Once students have been approved for accommodations by the Disability Services office, they can generate accommodation letters for their professors each semester. You will receive an email notification via your �鶹��Ѱ��Boulder email account for each student who has generated a letter for your class.

Faculty can sign into Accommodate using their IdentiKey and password. Once signed in, you’ll be able to review all student accommodations for each of your courses. For assistance logging in to or navigating Accommodate, check out our Faculty User Guide online.

Note: We encourage all students and faculty to review accommodation letters together in order to determine the best way to implement accommodations in each class.

2. Understand faculty expectations

Students are expected to schedule a meeting with their faculty members to discuss their accommodations. During this meeting, it is important for faculty members to clarify what types of accommodations a student has and how they will be implemented in a specific course. Please note that a student may elect to not use all of their indicated accommodations in your course.

While you’re meeting with your student, consider asking them what learning challenges they may be facing and what has been helpful in the past. If you’re unsure about an accommodation or feel that it would limit or undermine the intended learning outcomes of your course, please consult with Disability Services.

Note: All student disability and accommodation information is confidential in accordance with federal laws, including FERPA and ADA. Students are also not obligated to share a specific diagnosis, condition or disability with faculty members while discussing their accommodations.

3. Include a disability statement on your syllabus

Disability Services recommends using the following syllabus statement for your course(s):

“If you qualify for accommodations because of a disability, please submit your accommodation letter from Disability Services to your faculty member in a timely manner so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities in the academic environment. Information on requesting accommodations is located on the Disability Services website. Contact Disability Services at 303-492-8671 or dsinfo@colorado.edu for further assistance. If you have a temporary medical condition or injury, please visit our Temporary Medical Conditions page."

4. Create an inclusive and welcoming environment

When talking about disability, it’s important to use person-first language. For instance, it is better to say “students who use wheelchairs” instead of “wheelchair-bound students.” Keep in mind that students can let you know if they identify themselves in a different way.

It’s also important to provide referral support for students who may need accommodations through Disability Services. For instance, if a student mentions that they have a disability, diagnosis, 504 plan or temporary medical condition (such as a broken hand or concussion), you can support their success by recommending and referring them to Disability Services.

5. Plan ahead for exams

Faculty are expected to clarify and/or confirm testing accommodations with students prior to each quiz, exam or test.

The Student Testing Center (located in the CASE Building) provides proctoring assistance for eligible students with registered testing accommodations through Disability Services. A students’ accommodation letter will provide you with the information on which students are eligible to use the Student Testing Center. All professors should meet with students to discuss how their accommodations will be met for exams prior to using the center. To learn how to support students with testing accommodations and scheduling exams, please visit the Student Testing Center Faculty Information page.

Support resources for faculty and staff

If you are looking for more information about disability accommodations or are interested in attending development or training opportunities to learn how to better support students, there are resources available to help.

Disability Services

Disability Services is dedicated to providing students with disabilities an equal opportunity to participate in university programs, courses and activities through reasonable accommodations and services. Our office is here to support students, staff and faculty with accommodation requests, implementation, guidance and general information. Check out our staff and faculty resources page for more information.

Student Support and Case Management (SSCM)

SSCM provides support to students throughout their college career and helps them achieve their academic and personal goals. Faculty and staff can refer students to SSCM in order to help connect them with support resources and help them come up with a personalized action plan for success.

Outreach presentations

Health and Wellness Services offers a variety of presentations and programming on topics such as stress relief, relationship wellness, sexual health, supporting survivors and more that faculty and staff can request to support their students holistic well-being.

Supporting Student Resiliency Training

The Supporting Student Resiliency Professional Development Series provides �鶹��Ѱ��faculty and staff with concrete skills to better support students. Sessions focus on areas critical to student retention and success. Faculty and staff can attend any individual session; those attending all three will receive a non-degree certificate.

Mental Health First Aid Training

Health and Wellness Services provides free Mental Health First Aid training to students, staff and faculty. This training helps a person with no clinical training to assist someone experiencing a mental health crisis. Participants will identify risk factors and warning signs, engage in experiential activities and learn about evidence-based treatments and support strategies. Registration is available online.

As we kick off the semester, you may start to receive disability accommodation letters from students. Here are things to know about supporting students with disabilities.

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4 things to do if you’re concerned about your student

Anonymous — Mon, 05 Dec 2022 20:18:41 +0000

4 things to do if you’re concerned about your student Anonymous (not verified) Mon, 12/05/2022 - 13:18

While we all want our students to have a positive college experience, many students may find themselves facing circumstances they weren’t expecting. Major life events like hospitalization, mental health concerns, loss of a loved one and relationship troubles can happen unexpectedly and throw students off course.

Family members are often in a position to identify when their student is in distress and may be the first point of contact for advice or support. If you are concerned about your student, here are a few things you can do to support them.

#1 Look for signs of distress

The first step in supporting a student who may be struggling is to understand and identify potential signs of distress. Some common signs to be aware of are listed below. Keep in mind that this list is not all-inclusive and students may not always present themselves in these ways. Trust your instincts.

Behavioral changes

Significant changes in academic performance, poor grades, conduct issues at school
Unusual or increased spending, financial issues
Strange or bizarre behavior indicating loss of contact with reality
Rapid speech or manic behavior
Depressed or lethargic mood or functioning
Verbal abuse like taunting, badgering or intimidation

Physical changes

Significant weight changes, illnesses or injuries
Marked changes in physical appearance like poor grooming or hygiene or sudden changes in weight
Observable signs of injury like facial bruising/cuts or self-harm
Significant illnesses or injuries
Visibly intoxicated or smelling of alcohol or marijuana, increased or unusual substance use

Emotional & personality changes

Your student feels like a “different kid” when they come home
Isolation, major mood swings, bizarre or out of control behavior
Self-disclosure of personal distress like relationship problems, financial difficulties, assault, discrimination or legal difficulties
Unusual or disproportionate emotional response to events
Expression of concern about your student from friends, roommates, instructors or other family members

Safety risk

Verbal, written or implied references to suicide, homicide, assault or self-harm behavior
Unprovoked anger or hostility
Physical violence like shoving, grabbing, assaulting or use of a weapon
Stalking or harassing (these behaviors may be done toward your student or your student may be participating in these activities)
Communicating threats or disturbing comments in person or via email, text or phone call

#2 Talk to your student about your concerns

Let your student know that you’ve noticed changes and that you’re here to help. Acknowledging their distress, expressing your concerns and offering to explore resources with them can have a positive impact on your relationship and may increase the likelihood that your student seeks support. Here are a few things to keep in mind when approaching your student.

Find a good time to talk

Initiating an important conversation with your student can be difficult. You can set yourself and your student up for success by choosing a quiet space to talk, finding a time that works for both of you, explaining why you want to have this conversation and sharing what you hope will come of it.

Use “I” statements to express your concerns

When talking with your student about your concerns, it’s important to describe what you’ve noticed and let them know that you care about them. Using “I” statements can help you share this information with your student in an effective way. Here are some examples:

“I’ve noticed that you’ve been drinking/smoking more than you used to, and I wanted to check in to see how you’re doing.”
“I’ve noticed that you aren’t spending as much time with your friends, and I wanted to make sure you’re doing okay.”
“I’ve noticed that you’ve lost significant weight since I last saw you, and I am worried about you.”

Ask open-ended questions

Try to avoid yes or no questions that can be easily answered or dismissed. Instead, focus on asking open-ended questions that allow your student to express themselves and provide details that can help you evaluate the situation. For instance, you can ask things like:

Can you tell me a little bit about how the fall semester went for you?
What are some of the things you are currently struggling with?
It seems like things at school may not be going as well as you expected. What do you think might be going on?

As you ask these questions, try to listen to your student’s response and ask clarifying questions if needed. It’s also important to listen, acknowledge and validate your student’s experience without offering judgment or advice.

Avoid overpromising

When we have difficult or uncomfortable conversations, it can be easy to overpromise how things will turn out or provide general answers to move the conversation along. However, it’s important to avoid saying things like “everything will be alright” and “I know exactly how you feel.”

Instead, try to focus on letting your student know that you appreciate their willingness to talk to you about issues they’re facing. This is also an opportunity for you to reiterate how much you care for them. For instance, you may say something like, “I’m sorry to hear that. I want you to know that I am here for you and want to help you as much as I can.”

Get more tips for navigating important conversations

#3 Make a referral

There are three ways to refer a student to SOAS, including:

Filling out the online referral form.
Calling SOAS at 303-492-7348.
Emailing the department at sscm@colorado.edu.

Student Outreach, Advocacy & Support (SOAS) is available to provide individualized support to �鶹��Ѱ��Boulder students. SOAS case managers connect students with campus partners, community resources and support systems, while also building a trusting relationship and coaching them toward self-advocacy.

It’s okay to be unsure if your student needs help. The severity of a student’s distress may be unclear, or you may be concerned about your student and don’t know how to move forward. Even if your student does not need immediate assistance, they still may be experiencing academic or personal issues and could use support.

#4 Explore additional resources with your student

Referring your student to SOAS is a great first step, especially if you don’t know what your student may need in terms of support. Here are a few additional resources that are worth exploring with your student to see what they may benefit from the most.

Counseling and Psychiatric Services (CAPS)

CAPS is the primary mental health service on campus. They provide short-term counseling, community referrals, consultations, workshops, group therapy and more. CAPS is also available to provide insight and direction for family members or loved ones who want to support their student.

Confidential resource

*Some services require students to be present in Colorado.

Office of Victim Assistance (OVA)

There may be times when your student wants to speak confidentially or hypothetically about sexual misconduct, intimate partner abuse, stalking, discrimination or harassment. OVA is a free and confidential resource that supports students through traumatic or life-changing events through short-term counseling, advocacy and more.

Confidential resource

*Some services require students to be present in Colorado.

AcademicLiveCare (ALC)

AcademicLiveCare is a free telehealth platform that allows students to schedule medical and mental health appointments virtually. Your student can use this program to see board-certified healthcare professionals from their home or anywhere they go. All they need is a smartphone, computer, tablet or other mobile device.

AcademicLiveCare can be a great option for:

Anxiety, depression or stress
Therapy and counseling
General wellness
Psychiatric medication management

Collegiate Recovery Community (CUCRC)

The CUCRC provides community, support and connection for students in recovery or seeking recovery from a wide range of behaviors. Their mission is to help develop peer-to-peer connections, support resiliency and contribute to their overall well-being through a welcoming and supportive community.

Student Conduct & Conflict Resolution (SCCR)

SCCR provides resources and support for students who are currently working through conduct issues or need support navigating conflicts with roommates, friends, family, romantic partners and instructors.

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Tips for navigating important conversations with your student

Anonymous — Mon, 21 Nov 2022 15:56:34 +0000

Tips for navigating important conversations with your student Anonymous (not verified) Mon, 11/21/2022 - 08:56

College is often a time for students to explore their independence and cultivate their own identities as adults. As we support our students through these transitions, we may find ourselves having important (or challenging) conversations. Conversations may feel more challenging when the stakes are high, opinions vary and emotions run strong.

Here are some tips you can use to navigate important (or challenging) conversations with your student.

Plan ahead

You may be the one to start a difficult conversation with your student. When this is the case, preparing for the conversation in advance can be helpful. Planning ahead assures that you’re able to share your views and hear your student’s perspective more effectively.

Take a few moments to consider these questions:

What do you hope to accomplish from this conversation?
What would an ideal outcome look like for you?
How might this conversation impact your relationship with your student?
How will you know when it’s time to take a break?
What assumptions are you making about your student or how they will respond?

Before entering into a potentially stressful conversation, it’s important to do a check-in with ourselves about what we’re expecting and what could realistically happen, so we can prepare ourselves emotionally.

If you’re not the one to initiate the conversation, it can be helpful to ask for time to pull your thoughts together before engaging with your student. Make a plan and pick a time when you both feel comfortable talking. This will help you feel more prepared, and the conversation won’t catch you off guard.

Be mindful of time and place

Starting a tough conversation can be difficult. You can set yourself and your student up for success by choosing a quiet space to talk, finding a time that works for all parties, explaining why you want to have this conversation and sharing what you hope will come of it.

Use the EARS method

We all know that having fiercely different opinions or positions on topics can create conflict. However, it’s also important to keep in mind that conflict can also arise from communication breakdowns and misunderstandings. That’s why it’s important to practice healthy communication skills such as the EARS method.

Here’s how it works:

Explore

When we have difficult conversations, it can be easy to get caught up in our side of things. However, it’s important to explore the other person’s perspective by asking open-ended questions. For instance, you may ask your student to talk about how they’re doing or how their semester is going. In other cases, it may be important to ask your student if they understand your concerns.

Acknowledge

After we’ve had a chance to explore our student’s experiences and thoughts on the matter at hand, it’s important to acknowledge what they may be feeling in the moment. For instance, they may have shared that they are stressed or not doing well. Take some time to empathize with their experiences and emotions.

Restate

Getting clarification can help us avoid misunderstandings or miscommunication. As you talk with your student, take some time to restate what you think you heard and ask for clarity. For instance, the impact of words doesn’t always match their intentions. Try summarizing what you heard and asking your student if it sounds accurate.

Seek solutions

When we have difficult conversations, it’s important to preserve our relationships. One way to do this is to seek out solutions together. For instance, if your student is struggling with their grades, you can help them brainstorm strategies that will support their academic career moving forward, whether they want to meet with a tutor, visit office hours more often or seek out additional resources.

Take breaks as needed

Tough conversations can become heated or escalate more than we’d like them to. When this happens, both parties may say something they’ll regret later. In these moments, consider taking a break from the conversation. Reiterate why this conversation is important and that you value the other person. Ask your student if you can both return to the conversation after everyone has had time to cool off. Consider going for a short walk, having a snack or getting a good night’s sleep before restarting the conversation.

Reflect and follow up

While it would be ideal, change doesn’t happen overnight. Conversations don’t always resolve the way we’d like them to, and more often than not, seeing progress will require a series of conversations and a willingness to keep trying. If things feel unresolved, let your student know you appreciate their time and you’d like to follow up with them again in the future. Try to give them some time and space to decompress before approaching them again to discuss.

If things feel like they are resolving more quickly, it’s important to share your appreciation and gratitude for your student. Let them know that you value their help and input when navigating tough situations.

Seek support

If you’re concerned about your student, you don’t have to try and support them on your own. There are a number of resources available on campus to help.

Student Support and Case Management (SSCM)

SSCM is available to provide personalized support for students who may be experiencing mental health concerns, hospitalizations, suicidal ideation, risk of harm, loss of a loved one, family emergencies or other concerning behaviors. Students can be referred to an SSCM case manager by calling 303-492-7348 or by filling out an online referral form.

Counseling and Psychiatric Services (CAPS)

CAPS is the primary resource for student mental health on campus. They offer 24/7 crisis management services as well as referral options if you’re concerned about your student’s mental health or wellbeing. CAPS can also provide talking points for parents who aren’t sure how to speak to their student about mental health concerns.

�鶹��Ѱ��Boulder Police Department (CUPD)

CUPD provides on-campus welfare checks for students who may pose a threat to themselves or others, or students who are currently experiencing a mental health crisis. If you’re concerned about a student and would like to request a welfare check, please call 303-492-6666. A �鶹��Ѱ��Boulder mental health provider serves as an on-call for mental health related dispatches.

It's normal to have challenging or difficult conversations with your student as they transition into adulthood. Here are some tips for navigating these conversations in a healthy way.

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4 things families should know about hazing

Anonymous — Mon, 12 Sep 2022 19:52:22 +0000

4 things families should know about hazing Anonymous (not verified) Mon, 09/12/2022 - 13:52

College can come with a lot of social pressures. Sometimes, in a student's efforts to make fast friends or join a particular group, they can find ourselves in uncomfortable or dangerous situations.

Here are four things families should know about hazing.

What is hazing?

Hazing includes any activities expected of a person to join or participate in a group that has the potential to humiliate, degrade, abuse, endanger or risk emotional and/or physical harm. Hazing can also include any action or situation that recklessly or intentionally causes harm.

When we talk about hazing, it’s important to know that a student’s willingness to participate in a given activity or task does not make it okay.

Who is at risk?

It’s important to know that hazing can happen in any group, including:

Club sports teams
College athletics
Academic clubs
Performing arts organizations
Fraternities and sororities
Honor societies
Intramural sports teams
Political or religious organizations
Residence hall floors
Student organizations

The risk of hazing can differ from group to group depending on a number of factors, including group culture and tolerance for hazing behaviors. Encourage your student to take some time to reflect on the types of groups they want to join and why. This can help them understand what types of relationships and experiences they want to have in college. It can also help them outline what activities they are or are not comfortable doing in order to be part of a given group.

If your student is considering joining a group, try asking them the following questions:

What types of groups or organizations have you thought about joining and why?
What do you know about the group? How can you find out more?
What kinds of activities are required to join?
Will it impact your academics, social life or other activities?
Is drinking or drug use involved?
How comfortable are you with the activities or the unknowns related to the membership process?

What does hazing look like?

Hazing encompasses a wide range of activities. These activities are often required of specific members of the group, such as new recruits. Additionally, they are often meant to take priority over other activities in a person’s life as part of the initiation process.

Here are some examples of what hazing can look like in real life.

Intimidation

Deception, secrecy, coercion
Assigning demerits
Demeaning names
Social isolation
Expecting certain items to always be in your possession
Ignoring members
Progress reports for members
Duties assigned only to specific members
Trying to instill fear in members
Depriving members of privileges

Harm to well-being

Verbal abuse
Threats or implied threats
Asking members to wear embarrassing attire
Skit nights with degrading or humiliating acts
Sleep deprivation
Sexual simulation or harassment
Questioning or interrogation under pressure
Requiring new members to perform personal service to active members or alumni (e.g., carrying books, running errands)
Required singing or chanting at an unrelated game or event

Violence/physical harm

Forced consumption of alcohol, drugs, food, etc.
Beating, paddling or other forms of assault
Branding
Water intoxication
Abduction/kidnapping
Sexual assault, including unwanted touching or pentration (oral, anal, vaginal) with a body part or objects
Forced tattoos or body piercings
Enduring harsh weather without appropriate clothing or protection

(Allan, 2015; Allan & Kerschner, 2020; Adapted from Bringing in the Bystander)

Due to the nature of these activities, many hazing behaviors go unrecognized and unreported.

It’s important to know that groups who participate in these types of hazing activities or rituals often swear members to secrecy about all aspects of the group, including initiation requirements and activities. Encouraging your student to speak up about hazing, even when it interferes with a group’s expectations, can help prevent it from escalating or happening to other members.

What can I do about hazing?

Hazing can be a sensitive topic, especially if someone has been subjected to degrading, humiliating or violent behaviors and activities.

Here are a few things you can do if you think your student may be at risk for experiencing hazing.

1. Learn to identify hazing activities

Knowing what hazing looks like can help both you and your student understand what is okay and what crosses the line. To help identify if an action may be considered hazing, ask the following questions:

Is this part of the membership process for a particular group?
Could this cause harm, including feelings of embarrassment, humiliation or degradation?
Are people involved being pressured or coerced to participate?

What will happen to someone who doesn’t want to participate?

2. Make note of changes

Hazing can cause students to experience physical, emotional and psychological distress. Here are some signs to take note of if you think a student may be experiencing hazing:

Prioritizing group/membership activities over other areas in their life (e.g. school, relationships, etc.)
Expressing fear or hesitation about what might happen to them if they don’t participate in a specific group activity, even if it makes them uncomfortable
Changes to their behavior or mood, including depression, anxiety or restlessness
Missing class, work or outside social events
Describing “traditions” that sound like hazing
Changes to sleep habits, including fatigue
Posting concerning or odd things on social media
Secrecy related to group membership or “traditions”

Learn more about the signs of hazing

3. Start the conversation

If you’re concerned about a student who may be experiencing hazing, here are some ways to start the conversation.

Start from a place of care. Show your student that you care about them and are concerned. For instance, you can say something like “I’ve noticed you’ve been spending more time with [group], and I’m concerned about how it has been affecting you.”
Describe what you have observed (e.g., lack of sleep, changes in your student’s mood or performance, etc.). It’s important to know that sometimes individuals being hazed do not realize they are being hazed.
Listen without judgment. Show your student that it’s okay to come to you for support, even if it is a hard subject to talk about.
Validate that hazing is wrong, it’s not okay and it’s not your student’s fault if it’s happening to them or one of their friends.
Empower your student to take some sort of action by suggesting options or resources (e.g., talking to a professional, leaving the organization, reporting the organization, etc.).

Stay connected. Not all students going through hazing are ready to take action and may need time to process. It is vital that you are still there for support as they could need you later on.

Connect with resources

Whether you or someone you know is struggling with hazing or initiation practices, there are support resources available. For more information, you can also check out StopHazing.org.

Don’t Ignore It

This site helps students explore their options for seeking confidential support, reporting concerns and learning skills for helping others. If something seems off, it probably is—don't ignore it.

Office of Victim Assistance (OVA)

OVA provides free and confidential information, consultation, support, advocacy and short-term, trauma-focused counseling services for students, grad students, faculty and staff who have experienced or witnessed a traumatic, disturbing or life-disruptive event. This includes hazing.

Confidential resource

Student Support and Case Management (SSCM)

SSCM provides individualized support to students. SSCM case managers connect students with campus partners, community resources and support systems, while also building a trusting relationship and coaching them toward self-advocacy.

Student Conduct and Conflict Resolution (SCCR)

If your student or someone they know has experienced hazing, they can file an anonymous report to Student Conduct and Conflict Resolution (SCCR).

Office of the Dean of Students

The Dean of Students supports and advocates for students, and connects them with resources essential to their success. If you are unsure how to advise a student in need of support, call the office at 303-492-9048 for assistance and referrals.

Sometimes, in our student’s efforts to make fast friends or join a particular group, they can find themselves in uncomfortable or dangerous situations. Here are a few things to know about hazing.

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4 self-care questions for staff and faculty

Anonymous — Thu, 18 Aug 2022 21:12:34 +0000

4 self-care questions for staff and faculty Anonymous (not verified) Thu, 08/18/2022 - 15:12

The start of a new semester can be exciting and challenging. Here are a few questions to ask yourself to help you understand your relationship with self-care, what works for you right now and where to go from here.

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