Employee transitions

Must-try tips for setting (and accomplishing) your goals this year

Anonymous — Thu, 04 Jan 2024 17:35:34 +0000

Must-try tips for setting (and accomplishing) your goals this year Anonymous (not verified) Thu, 01/04/2024 - 10:35

Do you have goals you’d like to accomplish this year?

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

Setting goals can also help you articulate the things that are most important to you and help you develop your strengths. Here are a few tips and tricks to help you set up successful goals for 2024.

Choosing the right goals for you

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 accomplish. Starting these types of goals 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:

Academics

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 activities you might enjoy long term
Schedule 15-20 minutes/day for movement
Carry a reusable water bottle to stay hydrated
Try new recipes that include a variety of food groups

Finances

Review your current spending habits
Find areas where you can reduce spending
Pick a reasonable amount to save each month (e.g. $10-50)
Schedule automatic transfers into your savings account

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.

Staying on track

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.

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:

Specific

Narrow down your goals to something clear and specific.

Ask yourself: What am I specifically trying to accomplish?

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?

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?

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?

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.?

Things to remember along the way

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.

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 making adjustments as needed can help avoid overextending yourself or feeling burnt out.

FUN goals

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 may not be 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.

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.

Reach out to support resources

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 semester? �� 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.

Weekly programs

Health Promotion offers weekly programs to help you develop healthy habits, participate in self-care and take a break from academics. Programs are available throughout the week and are free to all �� Boulder students.

Counseling and Psychiatric Services (CAPS)

CAPS provides drop-in hours, consultations, screening appointments, groups and workshops to all �� 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.

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 (��CRC)

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

Personal training services

The Rec Center’s nationally certified personal trainers can help provide motivation, education, guidance and instruction to help you improve your overall fitness and achieve your goals. They are also here to support you through assessments that can help maximize your workout while minimizing risk of injury.

Resources for staff and faculty

Faculty and Staff Assistance Program (FSAP)

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

Free employee group fitness classes

The Rec Center hosts a variety of free group fitness classes for staff and faculty twice per month. All levels are welcome, no membership required.

Healthy living workshops

The Faculty and Staff Assistance Program (FSAP) provides free workshops and support groups related to physical health and well-being.

Rec Center memberships

�� employees, retirees and their spouses/dependents are eligible for a 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 (��CRC)

WorkWell

WorkWell is a new initiative on campus that is dedicated to building and sustaining a culture and environment that supports the well-being of our employees through the awareness and utilization of programs, events, and services to foster a sense of belonging.

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 �� 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 �� 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 �� 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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3 ways to tell if your self-care plan is actually working

Anonymous — Wed, 19 Jul 2023 06:00:00 +0000

3 ways to tell if your self-care plan is actually working Anonymous (not verified) Wed, 07/19/2023 - 00:00

It seems like everyone is talking about self-care these days, and the conflicting messages can be confusing. Are you really supposed to buy a specific product or commit to completing a certain activity every day in order to stay on top of your self-care?

The truth is that self-care is a highly personal experience. Activities that benefit you mentally and physically may not be the same ones your friends, colleagues, partners or influencers engage in. The challenge with this is that it can be hard to know what self-care really looks like for you, especially if everyone is doing something different.

Here are some ways to tell if your self-care plan is actually working for you (and what to do if it’s not).

1. Where does it fall on the ‘fun scale’?

Okay, yes, we can all admit that self-care isn’t always fun. Essential care tasks like bathing, grocery shopping or brushing your teeth probably don’t get you excited. It’s still important to make these tasks a priority. However, if you’ve nailed the basics and are looking to incorporate additional activities, using the ‘fun scale’ can be helpful.

Here’s how it works:

The ‘fun scale’ is a continuum that can help you gauge how much enjoyment or benefit you get out of certain activities or actions.

Type 1: Type one fun applies to activities that you enjoy in the present moment, such as going on a pleasant walk or hike, eating a satisfying meal or spending time with friends. These are the types of activities you enjoy while you’re actively doing them and create fond memories after they’re completed.
Type 2: Type two fun encompasses activities that may feel challenging or unpleasant in the moment, but you’ll still look back on the experience and feel rewarded. These types of activities can include a difficult hike or workout class, engaging in counseling services or training for a race.
Type 3: Type three fun typically applies to things that are unpleasant or challenging in the moment, and they don’t make you feel better or accomplished after the fact either. This can include type one and type two activities that have gone awry as well as other subjective experiences. These activities don’t serve you as well when compared to type one or type two fun. If you find yourself engaging in type three “self-care”, it may be time to reevaluate your plan.

Taking a second to think through your self-care activities and categorize them based on this scale can help you determine if they are actually benefiting you. Spending too much time on things that don’t make you feel good or help you recharge can leave you feeling drained or defeated, which isn’t a great way to practice self-care.

It’s also important to consider what is motivating you to participate in certain activities. Do you go to the gym because it genuinely makes you feel better? Or do you go because you feel pressured to look a certain way? If you find that you’re mostly relying on external motivators like positive feedback, external validation, diet culture or ‘wellness ideals’, you’re probably not getting the most out of your self-care activities. Instead, try to focus on activities that you actually want to do and enjoy doing (even if you don’t feel that way until after the fact).

2. Are you obsessed with productivity or ‘optimizing’ your life?

Self-care is often marketed as a way to become the ‘absolute best version of yourself’ or to streamline an otherwise hectic schedule or lifestyle. If you enjoy things like bullet journaling or habit worksheets to stay on track, that’s great! Similarly, if you enjoy ordering meal kits to help save time while meal prepping, go for it!

However, obsessing over whether or not you are ‘optimizing’ your life or becoming the ‘best’ or ‘most productive’ version of yourself can take a toll. In some cases, you may use efficiency and betterment as a coping mechanism, which can distract you from the real purpose of self-care.

Instead of seeking out the next best productivity or life-enhancing solution, try to focus on skills and tools you already have. Prioritizing and practicing healthy coping skills and meaningful self-care activities can help you grow, reduce stress and feel better longer term. This is especially true if you find that the initial excitement for a new habit or product wears off easily.

3. Does it make you feel guilty?

Ideally, self-care should never make you feel guilty or ashamed. If you beat yourself up about skipping the gym or eating ‘junk food’ on a particularly rough day, it may be time to reevaluate your self-care plan.

Keep in mind that we all face a variety of expectations, challenges and pressures related to academic success, work, internships, relationships and more. If you try to dedicate 100% of yourself to all of them all the time, you’ll likely burn yourself out. Similarly, if you fall short of high expectations, which are often subjective, you may feel guilty or like you’re doing something wrong.

That’s why it’s important to tailor your self-care plan to fit your life right now and allow for flexibility. Not only do your needs change day-to-day, but you also may not be able to meet every demand that life throws at you.

Remind yourself that self-care doesn’t refer to any one thing. It’s not as simple as meditating for 15 minutes or going for a walk (though these activities can certainly be beneficial). Instead, try to think of self-care as the sum of all its parts. Self-care is a culmination of decisions that you make related to how you spend your time, what you put your energy towards and how you try to take care of yourself.

When you look at self-care this way, you may realize that you don’t actually need to go for a jog or journal or meditate every single day. In fact, you may find it’s more beneficial to simply reduce your time on social media, divvy up household responsibilities or avoid overcommitting to social events. Reflecting and refocusing on the activities that will benefit you most in terms of your time and energy can actually help you create more space for yourself and the things you genuinely enjoy (hello, type one fun).

Check out these resources

Student workshops

Students can attend free virtual workshops throughout the year to learn skills related to anxiety and stress, mindfulness, self-care and more.

Available to: students

Staff workshops

Staff and faculty can join a variety of wellness workshops to improve their relationships, physical activity, mindfulness, mental health and more. All workshops are free to attend.

Available to: staff and faculty

Welcome Wednesdays

Students, staff and faculty can access the Rec Center for free with their Buff OneCard every Wednesday from June 7 through August 2.

This offer only includes access to the Rec Center and workout areas. No programs or classes are included. Guests and visitors must pay a daily use fee of $10.

Available to: all Buff OneCard holders

WellTrack Boost

Students can download the WellTrack Boost app for free with their �� email. This app gives you access to a variety of tools, including wellness assessments, self-help therapy, mood tracking, mindfulness exercises and much more!

Available to: students

Faculty and Staff Assistance Program (FSAP)

FSAP connects staff and faculty with licensed mental health counselors for short-term counseling, drop-in sessions, family counseling and more. All services are free and employees do not need to take PTO or sick time to utilize FSAP services.

Available to: staff and faculty

Health Promotion

Health Promotion for a variety of free activities and workshops on campus during the fall and spring! They’ll help you improve your mindfulness, take a break from your classes and learn techniques you can use at school, work and home.

Available for: students, staff and faculty

Healthy Buffs LLC

If you’re planning to live on campus in the fall, consider applying for the Healthy Buffs Living Learning Community (LLC) in Stearns West. Living in this community group will allow you to have access to free yoga and fitness classes, workshops, mindfulness workshops, drop-in counseling, peer coaching, free acupuncture, nutrition counseling and more!

Available for: students

It can be hard to know what self-care is supposed to look like. Here are some ways to tell if your self-care plan is actually working for you (and what to do if it’s not).

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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 SSCM, including:

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

Student Support & Case Management (SSCM) is available to provide individualized support to �� Boulder 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.

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 SSCM 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 (��CRC)

The ��CRC 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.

�� Boulder Police Department (��PD)

��PD 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 �� 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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12 free apps to help you make the most of this year

Anonymous — Fri, 02 Sep 2022 06:00:00 +0000

12 free apps to help you make the most of this year Anonymous (not verified) Fri, 09/02/2022 - 00:00

Having a variety of self-care tools at your fingertips can help you improve your finances, relationships, mental health or overall well-being.

That’s why we’ve compiled a comprehensive list of apps that can help you make the most of this year. While these apps aren’t a substitute for professional help, they can help support you and your goals year round.

Tips for using apps

If you see an app that sounds like a good fit, try it out for a couple weeks before downloading another or giving up on it entirely. It can take time to build new habits and no app will be the perfect solution for everything. Ready to get started?

Lifestyle

Whether you’re looking to pick up new hobbies, improve your finances or be more active, there are plenty of apps available to support your goals.

Here are some apps to try:

Finances: Mint

This app helps you keep track of all your accounts, spending and budgets in one place. It even lets you set goals and spending limits to help you stay on track with your finances.

Get the app:

Apple App Store

Google Play Store

Friendships: Patook

Looking to make new friends? Patook is a free app that lets you swipe right on potential new friends. It operates similarly to dating apps but comes with one big caveat: platonic friendships only, no flirting allowed.

Get the app:

Apple App Store

Google Play Store

Food: Nourishly

This app allows you to track your hunger, activity, sleep, feelings and more to help you identify patterns and build a more positive relationship with your body and food. You can also set goals and milestones based on your own needs.

Get the app:

Apple App Store

Google Play Store

Physical activity: Jefit

This all-in-one workout tracking app provides customizable routines, video instructions for a variety of exercises and tools to help you track your progress over time.

Get the app:

Apple App Store

Google Play Store

Sexual health: Roo

While not technically an app, Roo is a free, private online chatbot that allows you to ask questions about sexual health, relationships, bodies and more. Roo is backed by professional health educators, so you know the answers you get are the real deal.

Get started:

Chat with Roo

Mindfulness and meditation

Practicing mindfulness or meditation can help us improve a variety of areas in our lives, including stress, sleep, focus, relationships and more.

Here are some apps to try:

Healthy Minds Program

This research-backed app helps you train your mind through meditation and podcast-style lessons to develop skills that can help you gain focus, reduce stress and maintain positive social connections.

Get the app:

Apple App Store

Google Play Store

Smiling Mind

Practice quick meditation and mindfulness exercises for stress, sleep, focus, relationships, sport performance, mindful eating or more. This app also covers the fundamentals if you’re new to meditation or mindfulness practices.

Get the app:

Apple App Store

Google Play Store

Insight Timer

This app offers the world’s largest library of free guided meditations that are focused around different topic areas, including sleep, anxiety, relationships, stress and more.

Get the app:

Download via SMS

Self-help

Learning to evaluate our thoughts and how they impact our behavior can help us develop a greater sense of confidence in our abilities when facing difficult situations.

Here are some apps to try if you struggle with negative thoughts or general mental health concerns:

WellTrack

(Currently only available for �� Boulder students)

WellTrack is designed to help you understand your mental health and provide you with the help that you need right now. WellTrack is a suite of online tools and courses that uses aspects of Cognitive Behavioral Therapy (CBT) to help you identify, understand and address concerns and issues you may be facing. Simply sign in using your �� Boulder IdentiKey.

Get the app:

Apple App Store

Google Play Store

Bearable

Have you ever wondered how your mood is impacted by different activities or habits? This app allows you to track your mood and symptoms alongside activities like sleep, medication, exercise and more to provide insights about what makes you feel better (and what doesn’t).

Get the app:

Apple App Store

Google Play Store

MindShift

This app uses Cognitive Behavioral Therapy (CBT) strategies to help you manage anxiety, challenge your beliefs, face your fears and build confidence in yourself. It can also help you tackle worries, perfectionism, social anxiety and more.

Get the app:

Apple App Store

Google Play Store

Calm Harm

This private, password protected app is designed to help you resist or manage self-harm urges. It can also help you track your progress and work through quick coping techniques and strategies.

Get the app:

Apple App Store

Google Play Store

*Please note: These apps are not a substitute for professional help or therapy.

Campus resources

Did you know that there are a number of free �� Boulder apps to help you navigate your dining options, get into the Rec Center and find things to do around town?

Check them out!

For additional information or support, check out these resources on campus.

Let’s Talk

Counseling and Psychiatric Services (CAPS) provides free drop-in services through Let’s Talk. 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.

Peer Wellness Coaching

Workshops

Counseling and Psychiatric Services (CAPS) provides free virtual workshops to support all �� Boulder students. Workshops cover a variety of topics and can help you develop coping skills to manage stress, anxiety, painful emotions and more.

Weekly programs

Health and Wellness Services offers weekly programs to help you develop healthy habits, participate in self-care and take a break from academics. Programs are available throughout the week and are free to all �� Boulder students.

Collegiate Recovery Community (��CRC)

The ��CRC provides community, support and connection for students in recovery or seeking recovery from a wide range of behaviors. They will be hosting virtual recovery and support meetings weekly throughout winter break.

Disability Services

Adventure Resource Center

The Outdoor Pursuit's Adventure Resource Center (ARC) is available to help you plan your next adventure, big or small. The ARC provides a welcoming space where you can plan a trip or get assistance and recommendations from knowledgeable staff.

Nutrition Services

Meet with a Registered Dietitian Nutritionist (RDN) for a variety of services, including nutrition assessments, food allergies or intolerances, sports nutrition, body composition analysis and more.

Food assistance

Feed the Stampede provides food assistance programs for the University of Colorado Boulder. They work to ensure students experiencing any level of food insecurity have the necessary knowledge, resources and access to enough food to meet their needs in an emergency or on-going basis.

Personal training services

Sexual and Reproductive Health

Medical Services offers sexual health exams for all gender identities and sexual orientations. They can also help you navigate birth control options, hormone therapy, emergency contraception, gynecological services, sexually transmitted infections, testing services and more.

Whether you're looking to improve your finances, relationships, mental health or well-being, here are some free apps to try this year.

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3 ways to create lasting habits

Anonymous — Mon, 22 Aug 2022 16:19:25 +0000

3 ways to create lasting habits Anonymous (not verified) Mon, 08/22/2022 - 10:19

In many ways, our habits shape who we are. They can affect our attitudes, decisions, behaviors and overall health. Here are three ways you can create lasting habits this semester.

Temptation bundling

No matter how motivated we may feel or how much willpower we think we have, it can be hard to form new habits, especially if they aren’t all that ‘fun’. That’s where temptation bundling comes in. Temptation bundling involves pairing a pleasurable activity with a behavior that you probably should be doing but may be procrastinating. For instance, watching Netflix is more enjoyable, but you may feel like you should go for a walk instead.

How to start bundling:

In order to ‘bundle’ activities, you’ll need to make two lists:

Want list:

List all the things you want to be doing (playing games, listening to music, watching your favorite show, etc.)

Should list:

List all of the things you should accomplish (physical activity, catching up on a paper or project, doing household chores, etc.)

Treat this like a brain dump and list as many activities as you can in each list. Browse both sides and see if there are any activities or items you can easily ‘bundle’ together to make it more likely for you to complete one of your should items.

Here are some examples:

Only listen to audiobooks while at the gym or on walks.
Only watch Netflix (or Hulu or Amazon, you get the point) while folding laundry or picking up clutter in the living room.
Only go out for coffee if you walk there and back.
Only scroll through social media if you’re standing up (no more sitting on the couch).
Only listen to your favorite true crime podcast while catching up on overdue emails.

Remember that it’s important to pair something that gives you instant gratification with something that can feel more like a chore. Over time, this strategy will help you become more motivated to complete your should activities because they’re done in tandem with something you actually want to be doing and enjoy.

Confronting sabotaging thoughts

Do you ever feel super motivated to make changes and then find yourself questioning your decision a few days or weeks later? Oftentimes self-sabotaging thoughts are to blame. Self-sabotaging thoughts typically take the form of worst-case-scenario thinking, negative thoughts in general and negative self-talk. Calling out these thoughts and reframing them can help us stick with it when it comes to new habits and behaviors. Here’s how to get started:

1. Write down recent thoughts

Have you had a self-sabotaging thought recently? Get a piece of paper or open a fresh document on your computer to write them down.

Some examples include:

I am never going to finish this project on time.
Everyone else makes this seem so easy, I must be a failure.
I blew my budget this month and now everything is ruined.
I can’t believe I skipped the gym today.

2. Identify thought distortions

While it may be hard to look at your list, it’s important to take a moment to reflect on the self-sabotaging thoughts you’ve had recently and work to identify thought distortions among them.

Thought distortions include (but are not limited to):

All-or-nothing thinking

This type of thought distortion tends to fall within the ‘extremes’ with little or no room for ‘gray areas’. Something is either amazing or awful, perfection or a total failure, all or nothing.

Overgeneralization

This type of thought distortion involves overgeneralizing a specific situation or drawing conclusions based on a one-time event. For instance, if a student does poorly on a test, they may conclude that they are just bad at school.

Mind reading

This thought distortion occurs when we think we know what other people are thinking. For instance, you may think your friends are judging you for missing out on an important party or event, even though they never told you they felt that way.

Fortune-telling

Similar to mind reading, this thought distortion occurs when we try to predict the future without enough information or evidence. For instance, if you do not get selected for a particular job or promotion, you may assume that you’ll never get hired or promoted.

Labeling

This thought distortion happens when we reduce ourselves (or other people) to a single negative characteristic or descriptor. For instance, if you decide to sleep in instead of going on a morning hike you had planned, you may call yourself “lazy”.

3. Look for evidence

In what ways are these self-sabotaging thoughts true? In what ways are they false? While most self-sabotaging thoughts have a small amount of truth to them, it’s important to see that the evidence against them may be even more overwhelming. Take some time to dig deep and evaluate each thought.

This scenario can give you an idea of what this process looks like when you put the steps together:

Scenario: Alex recently committed to going for a morning run every weekday. After a weekend full of social events and activities, Alex was exhausted. They slept through their alarm two days in a row and didn’t make it out for a run on either day. Self-sabotaging thoughts crept up and Alex began to wonder if they had ruined their routine.

Sabotaging thought:

I can’t believe I missed my runs two days in a row. I’m such a failure.

Thought distortions:

Labeling: Alex labeled themselves as a failure.
All-or-nothing: Alex only missed out on two morning runs, but still considered themselves to be a failure.

Evidence in support of the thought:

Alex didn’t go for a run as planned.

Evidence against the thought:

Alex has kept up their routine every weekday until now for the past month.
They can run farther and faster than they could last month.
Rest is important for recovery, so it’s okay to take a couple of days off.
Alex can always go on a walk at lunch or after dinner if they want to get out.

Rewarding yourself

Rewarding yourself can be a great way to keep your motivation up and build healthy habits. It’s important to know that rewarding yourself every time you do something may not be the best approach. When we get rewarded too often, we don’t always internalize the actions we’re taking. Sometimes, we start to just do it for the reward itself.

For example, if you get a compliment after you’ve worked hard on a project, it feels good. But if your boss or professor compliments you every single time you do something, the effect isn’t as powerful. Rewards work in a very similar way. In most cases they should be unexpected or infrequent. Consider rewarding yourself as you make it to specific milestones on your way to a longer-term goal.

It’s also important to choose rewards that are meaningful to you or that make you feel accomplished whenever you reach a milestone.

Here are some examples of rewards you might use:

Catch up with a friend you haven’t talked to in a while
Check out a new book from the library
Pick up a new house plant
Enjoy a movie night with friends at home or at the theater

Take a scenic drive
Enjoy a picnic in the park
Host a brunch or potluck
Play mini golf or yard games with friends

Attend a live comedy show or concert
Try out a new restaurant or recipe
Upgrade your yoga mat or running shoes
Get a manicure or a new bottle of polish to use at home
Take a hike on a new trail

Whatever you choose as your reward (remember you can pick more than one), make sure you implement it in a meaningful way to signal that you’ve reached a milestone or made progress toward a specific goal or habit.

Support resources

Want additional support to set and reach your goals or create new habits and routines? Here are some resources that are available for students, staff and faculty.

Resources for students

Peer Wellness Coaching

Peer Wellness Coaching is a free service available to �� students to help you set and achieve wellness goals. Coaches are trained in a number of topic areas, including finances, relationships, stress management, sleep, self-image, self-care and more.

Workshops

Counseling and Psychiatric Services (CAPS) offers a variety of free weekly workshops to help students manage stress/anxiety, learn about healthy habits, meditate, navigate difficult conversations and more!

Weekly wellness programs

Join Health Promotion for weekly wellness programs to learn about college health topics, practice self-care, learn about campus resources and meet informally with peer educators.

Rec Center

If you’re looking for someone to help keep you motivated or create new healthier habits for yourself, the Rec Center can help! They offer a variety of services, including classes, workshops, personal and partner training, equipment rentals and more.

Physical Therapy & Integrative Care (PTIC)

If you’re concerned about recovering from an injury or preventing one, PTIC can help you stay healthy and active. They offer assessments, physical therapy, acupuncture and massage services to students.

Nutrition Services

Want to learn more about nutrition this semester? Students can schedule a free consultation with a registered dietitian nutritionist (RDN) at Wardenburg or the Rec Center. Ongoing nutrition counseling is also available at Wardenburg.

Resources for staff and faculty

Faculty & Staff Assistance Program (FSAP)

FSAP is committed to promoting the mental and emotional well-being of ��’s staff and faculty. They offer free consultations, brief individual therapy and workshops.

Workshops for Self-Care & Personal Growth

Provided by FSAP, these workshops help staff and faculty explore ways to improve their wellness across multiple areas of life, including stress reduction, time off, financial literacy and more.

Rec Center

Did you know that �� staff and faculty can use the Rec Center? Paid memberships are available for staff, faculty spouses, alumni and affiliates. A membership at the Rec allows you to access additional services like personal and partner training, group fitness classes and more (for an additional fee).

Feel Good Fridays

Counseling and Psychiatric Services (CAPS) and the �� Boulder Art Museum have partnered to offer free meditation sessions every Friday for the �� Boulder community. Stop by the main gallery on Fridays by 12:30 p.m. or register to join virtually (no late admissions).

Massage and acupuncture

If you’re looking to improve your self-care or physical health this semester, consider scheduling a massage or acupuncture appointment with Medical Services.

Collegiate Recovery Community

The �� Collegiate Recovery Community (��CRC) provides community, support and connection for students, faculty and staff in recovery or seeking recovery from a wide range of behaviors. Their fall meeting schedule is available online and include special sessions for staff and faculty.

Our habits can affect our attitudes, decisions, behaviors and overall health. Here are three ways you can create lasting habits this semester.

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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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Tips for living through change

Anonymous — Mon, 11 Jan 2021 20:25:13 +0000

Tips for living through change Anonymous (not verified) Mon, 01/11/2021 - 13:25

This has been a year of transitions, and it can feel overwhelming when we experience a number of changes all at once. Here are a few tips to help you live (and thrive) through change.

Take stock of change

While it may feel overwhelming, taking stock of the changes we are experiencing or making can help us process them. Grab a blank sheet of paper or use an app to create four columns:

Column 1: Changes

Write down the changes you’re currently experiencing or making in your life. This could include things like remote classes, moving or changing your major. Write each change down on a separate line.

Column 2: Feelings

How do these changes make you feel? Write down all of the feelings you have for each change in column 2. Remember, it’s possible to experience positive and negative emotions at the same time. Try not to judge what emotions come up for you.

Column 3: Behaviors

Once you’ve identified your feelings, consider how your behavior has been affected by these changes. For instance, you may find yourself going for walks more often to get outside or staring blankly at your screen because you’re feeling Zoomed out. Write down all the ways your behaviors or habits have changed in column 3.

Column 4: Positives

Finally, consider the positive aspects of these changes. This can be tricky, but looking on the bright side can help improve your mood and move forward with change in a positive way. For instance, being remote may mean that you get to spend more time with your pets or perhaps you can sleep in longer. Add all the positives, big and small.

Once you’ve completed your columns, look at what you have written. Do you notice any patterns or themes? Consider adding an additional column to brainstorm self-care activities you can practice to help you cope with each change.

Develop a growth mindset

Our mindset is informed by attitudes and opinions that shape how we see, interact and think about the world around us. Mindsets are often split into two categories: fixed and growth.

Fixed mindset

People with fixed mindsets tend to believe that their qualities are fixed and there is little room for change or improvement. They may also focus on areas that allow them to use their innate talents and intelligence to succeed, while avoiding subjects that require substantial effort, new skills or that may result in mistakes or failure.

Growth mindset

People with a growth mindset tend to believe that they can improve their intelligence and talents through time, experience and learning. They are more likely to accept challenges, see mistakes as learning opportunities and welcome feedback, both positive and negative.

These mindsets exist along a continuum, and it’s normal to experience both in different areas of your life. If you’re curious about where you fall, check out this mindset continuum worksheet.

Moving toward a growth mindset

Did you know you can change your mindset? It’s true! People with fixed mindsets can work to develop a growth mindset. Here are a few ways you can move toward a growth mindset:

Add “yet”. If you are struggling with a class, project or activity, it can be helpful to add “yet” to the end of your thoughts. For instance, I can’t do this… yet. Adding “yet” can help you create a more positive outlook because it implies that you can reach your goals and your hard work will pay off in the future.
Focus on the lesson. When we have a fixed mindset, we tend to focus on our shortcomings. Instead, focus on what you can gain or learn from your mistakes or failures. For instance, you can ask yourself questions like “What has this experience taught me that I can apply in the future?” or “What would I do differently next time?”
Think of feedback as a gift. Constructive feedback can feel overwhelming when we have a fixed mindset. Developing a growth mindset often requires us to think of feedback as a gift that someone is giving us or a gift we can give someone else. Remember that people often give feedback as a way to help you improve or grow in your work. Try soliciting feedback from people who you see as experts and allow them to help you improve.

Connect with resources

Whether you have a fixed or growth mindset, change can still be a challenging experience. Remember that it’s okay to ask for support and use campus resources.

Counseling and Psychiatric Services (CAPS) has a number of virtual mental health programs to help students process change and life transitions, including individual counseling, Let’s Talk consultations and workshops.
Health Promotion provides a number of free programs to help students focus on self-care, gratitude, stress management and mindfulness. Students can also meet with a Peer Wellness Coach to set goals, connect with additional resources and find support.
Human Resources: Student Affairs Human Resources hosted a number of presentations on growth mindset as part of their Employee Learning Week. Follow along with recorded presentations and learn more strategies for developing a growth mindset.

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Content for this article was provided by Mike Murray, Assistant Vice Chancellor of Strategic Initiatives in �� Boulder’s Department of Human Resources.

This has been a year of transitions, and it can feel overwhelming when we experience a number of changes all at once. Here are a few tips to help you live (and thrive) through change.

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