Families

6 tips for talking to kids about war

Anonymous — Tue, 14 Nov 2023 20:30:24 +0000

6 tips for talking to kids about war Anonymous (not verified) Tue, 11/14/2023 - 13:30

Ongoing violence, war and the media coverage that ensues can leave many of us feeling overwhelmed. When thinking about these events, it’s important to remember that they can affect people of all ages, including children and young adults. Talking to your children about war and how it may impact them can provide an opportunity to help them effectively navigate concerns and distressing emotions.

Here are some tips to help you get the conversation started.

1. Ask questions

Sometimes, the best way to broach difficult subjects is to ask open-ended questions. This strategy can help us gauge what our children know about a particular subject and how they feel about it. Keep in mind that children may not always know how they’re feeling, or they may be experiencing a range of emotions all at once, which can be hard for some children to decipher.

Here are a few questions that can be helpful to ask when discussing war:

I know [event or conflict] has been on the news a lot recently. How do you feel about what is happening?
Can you tell me what you know about the [event or conflict]?
Are people talking about this at school? What kinds of things have you heard about it?
Are there things that you’ve heard or seen that make you feel upset or worried? Can you tell me more about that?
Do you feel like you need a break from seeing or hearing about it?
Do you have any questions about [event or conflict] that I can help answer?

When asking questions, it’s also important to listen to your child without passing judgment. This allows them to share more openly, and you can gain a better sense of where to take the conversation next.

2. Acknowledge and validate their feelings

After you’ve had a chance to discuss your child’s perspective, it’s important to acknowledge and validate what they’ve shared. Here are some examples of how you can validate your child’s experiences:

Your child feels overwhelmed by the amount of news coverage or graphic images they are seeing. "The amount of news you’re seeing sounds overwhelming and I can see why that may be upsetting. We can take a break from talking about it or watching it on the news as a family.”
Your child has family in the region or armed forces. “It can be scary not to know how [person] is doing. I am here to answer questions and support you as we wait for more information.”
Your child doesn’t understand why these things are happening. “[Countries] have a long and complex history. I understand why you feel confused and upset. I’m here to help answer questions you may have about what is going on, and we can look into it together if you would like.”

3. Be mindful of misconceptions

Like anyone, children may be exposed to misinformation, the influence of others and conflicting opinions. Take some time to help clear up misconceptions they may have and be mindful of how your own bias may influence how you view these types of events. It’s also important to be mindful of how you talk about events with other adults when children are around.

Try to lead conversations about war and other conflicts from a perspective of compassion rather than stigma. Regardless of how you or your child may feel about the countries involved in a particular conflict, it’s important to remember that wars are often driven by government and military leaders, not everyday people. If your child is in middle school or older, you may want to begin to explore subjects like empathy, disputes, animosity or hurtful perspectives. One way to introduce these topics is to focus on the ‘helpers,’ like aid workers or others who are trying to help everyday people who have been impacted.

You can also use this time to discuss if there is something you as a family may want to collectively support or do more research about. For instance, you may consider learning more about the history of a region or looking into credible charities that provide aid to different areas.

4. Stay calm

Sometimes when we’re passionate about a topic, it can bring up a lot of feelings that may lead to increased feelings of distress among children. Learning how to notice and manage our emotions can help keep things from escalating. Be mindful of your tone and demeanor, and be aware of how you’re showing up in the conversation. It’s important to remember that in times of distress, children often look to their parents, relatives and other trusted adults for guidance, support, reassurance and stability. If you find yourself getting worked up, try to pause, take a deep breath and remember that being supportive is more important than being right about an issue.

5. Take personal circumstances into account

If family or friends have been directly impacted by a conflict, take that into account when talking with your child. For instance, if your child has relatives who are living in affected regions or who are members of deployed armed forces, their feelings of distress or worry may be elevated.

Additionally, if your family is from an area that has been affected by a conflict, your child or other family members may be exposed to verbal aggression, hate crimes and other threats, both online and in person. If you’re concerned that your child may be impacted by these types of scenarios, take some time to discuss safety for themselves, family and friends, both at home and abroad. If they experience any verbal harassment, aggression or hateful interactions, instruct them to talk with a trusted adult right away.

6. Provide ongoing support

Wrap up the conversation or a portion of the conversation by summarizing to review what you discussed. Keep in mind that this may be a topic that requires ongoing effort and support. At the end of the conversation, let your child know that you appreciate their willingness to share with you. If you feel like you need to revisit this down the road, let them know that you would like to follow up at a later time.

Resources

If you or your child are feeling distressed about current events, conflicts or wars, there are resources that can help.

Faculty and Staff Assistance Program (FSAP)

FSAP provides free mental health services for all CU Boulder staff and faculty, including brief individual or couples counseling, community referrals, workshops and more.

AcademicLiveCare

AcademicLiveCare is a free telehealth platform that allows staff and faculty to schedule medical and mental health appointments virtually. This is a great option for staff and faculty who are traveling out of state or who want evening, weekend or after-hours support.

The Real Help Hotline

This hotline provides access to professional counselors who can offer assistance finding local resources as well as immediate crisis counseling. This program is free, confidential and available to all employees 24/7 by calling 833-533-2428 or texting “TALK” to 38255.

Office of Victim Assistance (OVA)

OVA provides free and confidential information, consultation, support, advocacy and short-term, trauma-focused counseling services for those who have experienced and/or witnessed a traumatic or disturbing event. They also provide support for loved ones who are supporting another person through a traumatic experience.

Ongoing violence, war and the media coverage that ensues can leave many of us feeling overwhelmed. Here are some tips to help you talk to your children of all ages about war and how it may be affecting them.

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Tips for talking to students about gender and sexuality

Anonymous — Wed, 24 May 2023 06:00:00 +0000

Tips for talking to students about gender and sexuality Anonymous (not verified) Wed, 05/24/2023 - 00:00

We are excited to celebrate our LGBTQ+ communities during Pride Month in June. This can also be a great time to start a conversation with your student about gender and sexuality.

Students typically start figuring out who they are, who they are attracted to and how they want to express themselves during adolescence and young adulthood. Having a supportive and open family can make all the difference in a student’s academic performance, mental health, self-esteem and quality of life. In fact, families can play a key role in helping students navigate their identity in a positive and healthy way.

If you’re not sure how to broach the subject or need guidance on where to begin, these tips can help you make the most of your conversations.

Do your homework

Preparing for conversations in advance can make us feel more comfortable in the moment and help us avoid unintentional misunderstandings. Before you sit down with your student, try to do your homework first. Familiarize yourself with common terms and concepts related to sex, gender identity and sexual orientation.

Here are a few basics to help get you started:

What is sex?

Sex typically refers to our sex assigned at birth based on one’s genitalia, reproductive anatomy or chromosome makeup. While sex can describe terms like “male” and “female,” it’s important to remember that some people are born “intersex,” meaning that they may have both male and female anatomy or ambiguous anatomy.

What is gender?

Gender represents the societal construct of norms and expectations related to sex. While gender is often viewed as a binary with only two choices (man or woman), many people have a more complex relationship with their gender or feel that their experiences do not conform to any single gender group.

What is sexuality?

Sexuality (also known as sexual orientation) refers to a person’s romantic, sexual or emotional attraction to others. Individuals may be attracted to the same gender, another gender, all genders, or they may not experience sexual or romantic attraction at all. Common terms that describe sexuality include gay, lesbian, straight, asexual and bisexual, though there are many others.

Youth.gov is a great resource if you would like to brush up on additional terms related to gender identity, gender expression and sexual orientation. It’s also important to keep in mind that some terms used in the past may be improper or outdated to use now. Take some time to ensure you’re using the proper terminology and allow your student to correct you if they are uncomfortable with a specific term.

While preparing in advance can help us kick off the conversation, it’s also okay if you don’t know or understand everything you read. Don’t be afraid to be honest with yourself and your student about the things you don’t know or don’t understand. In fact, being open and curious can provide you with more opportunities to engage your student, ask questions and learn about how they view or experience these topics in their life.

Additional tip: Reflect on your own views

The way we see gender and sexuality may be different from our student’s views. Take some time to evaluate and reflect on your own views. Keep in mind that our perspecitve is often shaped by religion, cultural outlooks, upbringing or other experiences. Ask yourself how these have shaped your perceptions and how they may differ from your student.

Take your time

While Pride Month is a great opportunity to start the conversation with your student, it’s also important to look for other opportunities throughout the year to engage with them and discuss important topics related to their experiences and identity. Similarly, don’t worry about having one big conversation with your student. Instead, focus on ways that you can break it up into multiple conversations that may feel less overwhelming. Remember, it’s also okay to start the conversation, take a break and come back to it another time if needed.

Approaching the topic

Forcing a conversation without permission can be off putting and feel invasive, especially for LGBTQ+ students. Instead, create emotional safety and look for natural opportunities to have a conversation. If a student discloses an identity to you, or talks about gender and sexuality, invite them to talk with you further. Let them know that you’d be open to discussing gender and sexuality, and that you have interest in knowing them as a person. Be mindful of your own identities and assumptions. Take some time to determine if having this conversation would be in service of and helpful for your student. Many of these conversations happen informally, between scheduled events. For instance, you can chat over coffee, go for a short walk or talk over a meal. However, if your student prefers, you can schedule a time and space to talk further.

Ask open-ended questions

Asking open-ended questions can help you better understand your student’s views, opinions and experiences. It also gives you both an opportunity to deepen the conversation, ask follow-up questions and share your perspectives.

Here are a few example questions that you can ask your student:

Are there any terms or combinations of terms that you identify with more when you think about your own identity? (e.g. male, female, nonbinary, agender, gay, lesbian, bisexual, straight, etc.)
Tell me about your experience in this identity. What has been stressful and what has gone well?
Where are you at in sharing this identity with other people?
What is it like to be at CU with this identity?
Is there anything I can do to help you feel more supported and comfortable in your identity?

Listen without judgment

Allow your student to speak and share their personal experiences or opinions without judgment. If you’re uncertain about something, ask follow-up questions to get a better understanding of what your student is saying. Try to avoid formulating a response while they’re speaking or interrupting them before they’re finished. Approaching the conversation with genuine curiosity and willingness to listen can help you both understand each other better.

Lean in

If your student opens up to you about a piece of their identity, lean into the moment. Let them know that you support them and appreciate their vulnerability in sharing this piece of their life with you. If your student isn’t comfortable opening up, let them know that you support them and you will be there for them if they ever need someone to talk to. Keep in mind that the conversation doesn’t have to go perfectly to be meaningful. Give yourself and your student grace when discussing potentially sensitive topics. The most important thing is to let your student know that you love them and are there for them.

Offer support

If your student is struggling or wants to explore their gender and sexuality more, there are support resources available on campus.

Pride Office
The CU Boulder Pride Office helps LGBTQ+ students, staff and faculty find belonging and community at CU. They strive to empower LGBTQ+ people to embody their identities with pride and celebrate their experiences as part of the greater LGBTQ+ community.

Counseling and Psychiatric Services (CAPS)
CAPS offers confidential mental health services for students, including:

Letters of support and documentation required for transition, including hormone therapy and surgery.
Workshops that provide an inclusive and affirming space for students to explore their identity.
Therapy groups where students can talk through their experiences with peers.
Confidential consultations related sex, gender and sexual orientation.

Medical Services
Recognized as a Top Performer for LGBTQ+ Health Care by the Human Rights Campaign, Medical Services provides comprehensive and affirming medical care for LGBTQ+ students, including:

Sexual and reproductive health services
Hormone therapy
Post-operative and post-surgical care
Interdisciplinary TransCare team
Insurance coverage for LGBTQ+ services, including hormone therapy and surgery

Office of Victim Assistance (OVA)
OVA works to create a safer, more socially just and supportive campus community by providing culturally relevant trauma response and prevention services. OVA provides free and confidential information, consultation, support, advocacy and short term counseling services to University of Colorado Boulder students, graduate students, faculty and staff who have experienced a traumatic, disturbing or life disruptive event.

Don't Ignore It
Don’t Ignore It is a web resource that provides options for seeking confidential support on and off campus, skills for helping others and reporting options related to sexual misconduct, harassment and discrimination.

Recreation Services
The Rec Center provides an inclusive and welcoming community for students to stay active and build community. They offer LGBTQ+ services and opportunities, including:

Gender neutral locker rooms
Inclusive Rec programs and events that cater to a wide range of intersectional identities
Adaptive Sports and Recreation programs that provide inclusive events for students with disabilities

Students often figure out who they are, who they're attracted to and how they want to express themselves in college. Here are some tips to help you start the conversation around gender and sexuality with your student.

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4 things families should know about naloxone

Anonymous — Tue, 21 Feb 2023 14:42:41 +0000

4 things families should know about naloxone Anonymous (not verified) Tue, 02/21/2023 - 07:42

While we expect our students to follow applicable laws and policies related to alcohol and other drugs, we understand that some students may still choose to drink or use substances. That is why we believe it is so important to share strategies that can reduce the risk of harm with students and families.

Our campus programs seek to provide outreach, education, prevention and intervention for students to help them make better choices, stay safer when they go out and respond effectively to alcohol- and drug-related emergencies.

Here are a few things to know about overdose prevention and naloxone availability on campus.

Learn more about our harm reduction programs

Important note: Naloxone is the generic name for this particular drug. However, many people may know it better by its brand names like Narcan, Evzio or Kloxxado.

What is naloxone?

Naloxone is an FDA-approved medication that can temporarily reverse opioid overdoses without a prescription. Naloxone is most commonly available as a nasal spray. Depending on the type or severity of overdose a person is experiencing, one or more doses of naloxone may be needed to effectively revive them.

It’s also important to keep in mind that naloxone is safe to use, even if the individual is not actually overdosing. If in doubt, encourage your student to use it.

Who should carry naloxone?

If your student or someone they know uses opioid medications, plans to experiment with prescription or illicit drugs, or is at risk of an accidental overdose, they should carry naloxone.

Here are some situations that can increase a person's risk of overdose:

Unknowingly taking a counterfeit pill that contains fentanyl or other opioids
Misunderstanding the directions for use, accidentally taking an extra dose or deliberately misusing a prescription opioid
Taking opioid medications prescribed for someone else
Mixing opioids with other medications, alcohol or over-the-counter drugs
Experimenting with illicit drugs

When should students use naloxone?

Students should be prepared to help a fellow peer or stranger in the case of a potential overdose. This includes knowing the signs of an overdose and how to respond effectively.

Signs of a potential overdose

Pinpoint (small) pupils
Shallow or no breathing
Blue or grayish lips/fingernails
No response to stimulus (i.e. being pinched)
Gurgling/heavy wheezing or snoring sound

How to respond

Immediately call 911
Administer naloxone when available*
Start CPR

Note: While one dose is usually enough to bring someone temporarily out of overdose, it is safe to give multiple doses of naloxone if an individual does not respond.

Keep in mind that naloxone can be used to reverse overdoses caused by a variety of opioids, including:

Fentanyl
Oxycodone (OxyContin®)
Hydrocodone (Vicodin®)
Codeine
Morphine
Heroin

It’s important to remember that many substances and counterfeit prescriptions can contain opioids like fentanyl. Individuals who purchase these types of drugs from a dealer, friend or roommate may consume fentanyl or other opioids without even knowing it. These are typically referred to as accidental overdoses that are unrelated to substance use disorders.

Important note: Naloxone is safe to use, even if the individual is not actually overdosing. If in doubt, encourage your student to use it. This could help save a life, even if they’re unsure about the person’s condition.

How is naloxone administered?

Students can use naloxone without medical training. Here are some simple instructions for administering naloxone:

Review package instructions
Remove the nasal spray from its packaging
Insert the tip of the nasal spray into the person’s nose
Press the release to inject the spray
Continue to monitor the person’s condition and administer additional doses if they do not respond

Once naloxone is administered it is important to put the person into the recovery position by leaning them on their side. This will prevent the person from choking if they need to throw up. Remind your student that one dose of naloxone may not be enough to resuscitate a person who is overdosing. Remember, it’s important to always call 911 in case of an overdose emergency.

[video:https://www.youtube.com/shorts/d7LjUz3RvV8]

How can students get naloxone?

Naloxone is available for free anonymously and without a prescription to all students, staff and faculty at the Health Promotion front desk on the third floor of Wardenburg Health Center.

Students living in residence halls can also order free naloxone and fentanyl test strips online through our Safer Night Out Buff Box program. All Buff Boxes are delivered to a student’s residence hall for easy and convenient pickup.

Important note: Naloxone is also available for purchase by students, families and other community members at a variety of locations.

Support resources

Collegiate Recovery Community (CUCRC)
The CU Collegiate Recovery Community (CUCRC) provides community, support and connection for students, faculty and staff in recovery or seeking recovery from a wide range of behaviors, including drug and alcohol addiction.

Student Support and Case Management (SSCM)
If you are concerned about a student, SSCM can initiate a wellness check and provide individualized support. SSCM case managers connect students with campus partners, community resources and support systems, while also building a trusting relationship.

How to refer a student to SSCM:

Fill out the online referral form
Call SSCM at 303-492-7348
Email the department at sscm@colorado.edu

Fentanyl information
The United States continue to see an influx of counterfeit prescriptions and other drugs containing fentanyl. Here are a few things everyone should know about fentanyl and overdose prevention.

Counseling and Psychiatric Services (CAPS)
CAPS provides a number of services related to substance use, including assessments, brief individual therapy, support for concerned friends and family members, referrals to campus and community resources, including suboxone treatment.

Training opportunities
There are a variety of free training opportunities available to staff, faculty and student organizations, including:

The Opposite of Addiction is Connection
Overdose Prevention and Response
Recovery Panel
Recovery Allies

Exploring Substance Use Workshop
This workshop provides students with a safe, judgment-free space where students can explore their relationship with substance use. Students of all levels of use or non-use are welcome.

Boulder County Works Program
Boulder County Public Health’s Works Program is a confidential, judgment-free harm reduction program that provides free:

Naloxone
Fentanyl test strips
Overdose prevention materials
Referrals to treatment and community services
… and more!

Community members are welcome to stop by any of their locations to pick up free supplies.

Stop the Clock
Over 200 Pharmacies in Colorado carry naloxone. Stop the Clock is a free tool that can help you find local pharmacies that carry naloxone.

Follow @CUHealthyBuffs on social for more tips, events and activites.

While we expect our students to follow applicable laws and policies related to alcohol and other drugs, we understand that some students may still choose to drink or use substances. Here are a few things to know about overdose prevention and naloxone availability on campus.

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3 things to know about fentanyl and how to talk to your student

Anonymous — Tue, 13 Sep 2022 19:48:12 +0000

3 things to know about fentanyl and how to talk to your student Anonymous (not verified) Tue, 09/13/2022 - 13:48

As Colorado continues to see an increase in fentanyl overdoses, it’s important for parents and families to understand the potential impacts of fentanyl. Here are three things to know about fentanyl and tips for starting a conversation with your student.

What is fentanyl?

Fentanyl is a synthetic opioid that is 50 to 100 times more potent than heroin or morphine.

Drug traffickers often mix fentanyl into other drugs because it is cheap to manufacture and a small amount goes a long way.

Why is fentanyl dangerous?

Because fentanyl is often mixed into other substances, students may consume it without meaning to, which can cause accidental overdoses or deaths.

Fentanyl is often added to:

Pressed pills meant to look like prescription medications (like Xanax, Adderall or Oxycodone)
Powders (like cocaine)
Capsules
Illicit drugs (like methamphetamine and heroin)
… and more

Experts consider 2 mg of fentanyl to be lethal, but many counterfeit pills contain up to 5 mg (more than twice the lethal dose). Check out the image to the side for scale to see what 2 mg of fentanyl looks like.

Important: While the drugs listed above have tested positive for fentanyl by public health agencies, it’s important to remember that any pill or drug sold on the internet, on the streets or by a person your student knows could contain a potentially lethal dose of fentanyl.

How common is fentanyl?

Fentanyl may be more common than you think.

Colorado authorities have seen a large influx of fentanyl over the past two years and are expecting to see a steady number of overdoses. In fact, the CDC announced that fentanyl is now the leading cause of death among adults 18 to 45 in the United States.

Additionally, according to the U.S. Drug Enforcement Administration (DEA), nearly half of all counterfeit pills tested contained a lethal dose of fentanyl. This figure is particularly alarming because it can be difficult to distinguish genuine pills from fake or counterfeit versions. Check out the examples below to see how counterfeit pills can be designed to look just like genuine pharmaceuticals.

Source: Drug Enforcement Agency (DEA)

Oxycodone

Street names include: 30s, M30s, oxy, kickers, 40s, 512s, blues

Source: Drug Enforcement Agency (DEA)

Xanax

Street names include: bars, benzos, bricks, ladders, sticks, xanies, zanbars, z-bars

Source: Drug Enforcement Agency (DEA)

Amphetamine

Prescribed as: Adderall, Ritalin, Concerta, Dexedrine, Focalin, Metadate and Methylin.

Tips for talking with your student

Talking with your student about fentanyl can help them practice safer habits and be prepared to help a friend in case of an emergency.

Like other hard conversations, it’s important to create a safe space for your student to ask questions or come to you if they need support in the future. Remember to focus on listening to your student’s perspective and experience without judgment. If you need clarification, ask follow-up questions. Finally, be sure to let your student know that you want to have this conversation with them because you care about them. It’s okay to be vulnerable and share that you are worried about their safety or that you’ve seen troubling fentanyl-related stories in the news that give you cause for concern.

Here are some additional tips you can share with your student to help keep them safer. Please note that due to the unpredictability of fentanyl, there is no foolproof way to eliminate the risk of overdose.

Be safe, not sorry

If your student chooses to use, encourage them to assume that any pill or drug not purchased directly from a pharmacy could contain fentanyl. This includes illicit drugs (cocaine, heroin, meth, etc.) as well as prescription medications (Xanax, Oxycodone, etc.).

Remind your student that if they purchase prescriptions or other drugs from a friend or acquaintance, they should start with a very small dose (such as a quarter of a pill). It’s important to know that some pills contain pure fentanyl while others may have fentanyl mixed in, so the amount present in a single pill or drug can vary greatly. One pill may be fine, and the next may not be.

Be prepared to call for help

Talk to your student about the signs of a potential overdose and encourage them to call for help anytime someone is passed out or unresponsive. Students may be protected by the CU Boulder Amnesty Policy and 911 Good Samaritan Law if they call for help in a drug- or alcohol-related emergency.

Look for these signs:

Passed out or unresponsive
Pinpoint (small) pupils
Shallow or no breathing
Blue or grayish lips/fingernails
No response to stimulus (i.e. being pinched)
Gurgling/heavy wheezing or snoring sound

If the person doesn’t respond:

Call 911
Administer naloxone if available
Start CPR

Important: Naloxone will not harm someone who is not overdosing—when in doubt use it!

Have naloxone on hand

Encourage your student to keep naloxone on hand. Naloxone is an FDA-approved medication (often known by the brand name Narcan) that can be used to temporarily reverse opioid overdoses, including those caused by fentanyl. Naloxone is typically administered through a nasal spray, and is available for free to all CU Boulder students, staff and faculty through the pharmacy at Wardenburg Health Center.

Naloxone should be used anytime someone is passed out or unresponsive, especially at parties. Let your student know that naloxone won’t impact anyone who doesn’t have opioids in their system, so when in doubt, encourage them to use it. Remind your student to call 911 in any potential overdose situation.

Important: Because fentanyl is more potent than other opioids, naloxone can wear off more quickly or a person may require additional doses to prevent them from overdosing.

Learn more about naloxone and who should carry it

Test for fentanyl

Students can also purchase a number of test strips for fentanyl at local pharmacies. However, it’s important to remind them that a negative result does not mean there is no fentanyl present. It is possible for fentanyl to exist in an untested area of a pill or for the pill to contain a different synthetic opioid product.

Sobriety can reduce tolerance

If your student has used prescription or illicit opioids in the past and has recently experienced a period of sobriety, their tolerance for the drug has likely decreased. Encourage them to be mindful about potential changes in drug potency and to start with a lower dose than they may have used in the past.

What resources are available?

Campus resources

Health and Wellness Services provides an educational and non-judgmental environment for students to learn more about harm reduction strategies and life-saving measures.

Free naloxone

Naloxone is an FDA-approved medication that can be used to temporarily reverse opioid overdoses. Medical Services has made naloxone available to all CU Boulder students, staff and faculty through the Apothecary Pharmacy at Wardenburg Health Center.

Overdose prevention and response training

Our training programs help prepare students, staff and faculty to prepare for and respond to different scenarios related to alcohol and other drugs. These programs are intended to help Buffs support each other and respond to emergencies.

Personalized harm reduction workshops

Our workshops provide an opportunity for individuals or small groups to gain a better understanding of their relationship with substances and gain the skills and support for behavior change.

Recovery support

The CU Collegiate Recovery Community (CUCRC) provides support, community and connection for students, faculty and staff in recovery or seeking recovery from a wide range of behaviors. Our mission is to help develop peer-to-peer connections, support resiliency and contribute to their overall well-being through a welcoming and supportive community.

Community resources

If you are not a staff or faculty member, or if you have a student who does not attend CU Boulder, you can still access support resources and services through the community.

Naloxone

Over 200 pharmacies in Colorado carry naloxone. Check out this map to find out where you can purchase naloxone. No prescription required.

Boulder County Public Health Works Program

Boulder County Public Health’s Works Program is a non-judgmental substance use harm reduction program that provides free naloxone, fentanyl test strips, treatment and community referrals, overdose prevention materials and more.

Community members are welcome to stop by any of their locations to pick up free supplies.

Recovery support

There are a variety of recovery support services available throughout Boulder and other communities. Explore 12-step programs, support groups, coaching options and more.

As Colorado continues to see an increase in fentanyl overdoses, it’s important for parents and families to understand the potential impacts of fentanyl. Here are some tips for starting a conversation with your student.

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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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Staff and faculty: Tips for talking about suicide

Anonymous — Wed, 30 Mar 2022 06:00:00 +0000

Staff and faculty: Tips for talking about suicide Anonymous (not verified) Wed, 03/30/2022 - 00:00

The end of the semester can be a difficult time for students. Added pressure to perform well, meet expectations or reach certain milestones can negatively impact the mental health of many. College students are at increased risk for suicide, especially during high-stress times of the year. Talking about suicide, even if the conversation is brief, can encourage people who are at risk to seek support.

Here are some tips for staff and faculty who are concerned that a student may be struggling or thinking about suicide.

Know the warning signs

While suicides may take us by surprise or feel unexpected, there can be subtle or more obvious signs that precede suicidal behaviors. Knowing potential warning signs and ways to intervene can dramatically reduce the risks of suicidal behaviors.

Here are some signs to watch out for:

Sudden changes in academic performance (e.g. cutting class, missing assignments, etc.)
Being unable to sleep or sleeping all the time (including in class)
Talking or writing about death, dying or suicide
Neglecting their appearance or hygiene

Increased alcohol or other drug use
Withdrawing from friends, family or peer groups
Engaging in violent or self-destructive behaviors
Expressing feelings that life is meaningless or there is no reason to live
Acting recklessly or engaging in risky behaviors

Feeling desperate or trapped, like there is no way out
Feelings of hopelessness
Noticeable decline or worsening of mental health conditions (e.g. depression, anxiety, bipolar disorder, etc.)
Giving away possessions

If you notice these warning signs, there are ways you can support students and help them connect with resources.

Red Folder is a great tool for faculty and staff that walks you through the steps of recognizing concerning behaviors, reaching out to students and referring them to additional resources.

Share your concerns

If you’re concerned about a student and feel comfortable talking with them, gently share what you’ve noticed and your desire to help. Try to arrange a time to meet with them privately to discuss your concerns. It can be helpful to provide concrete examples of behaviors that you’ve noticed. For instance, you may say “I’ve noticed you’ve been struggling to keep up with assignments recently” or “I’ve noticed that you haven’t been spending as much time with others in class.” Acknowledging their distress can help open the door for conversation.

If you’re not comfortable approaching a student with your concerns, consider filling out an online referral for Student Support and Case Management. Their office can reach out to students to follow-up and provide additional support. You can also reach out to the health and wellness liaisons within your college for additional support.

Ask the question

When talking with students, don’t be afraid to ask directly about suicide or self-harm. Contrary to what we may think, talking about suicide directly isn’t going to plant the idea in their head. If they have been thinking about suicide or self-harm, asking them about it can be a relief and an opportunity for them to talk about it more openly.

When you ask, express your care by saying something like “I’m asking because I care. Are you thinking about suicide?” If they aren’t, they’ll let you know. Asking students, even if they aren’t thinking about suicide, lets them know that it’s okay to talk about it in the future if things change. If they are thinking about suicide, it’s likely time to help them connect with mental health resources on campus.

Listen

Listen to students without judgment, and resist the urge to give them advice. It’s important to understand our students’ pain and what they’re experiencing. Keep in mind that suicidal behaviors are often short-term and situation-specific. In many cases, suicide ideation is an attempt to control or manage significant pain. When the pain subsides, suicide ideation often dissipates with it. However, understanding the source of our students’ pain (e.g. academic pressures, mental health concerns, etc.) can help us better support them and connect them with resources.

Manage your emotions

Talking about suicide can be challenging, especially if a student says they are considering committing suicide. It’s important to notice your own emotional response and seek support if needed. If students pick up on our own distress or anxiety when discussing the topic of suicide, they may feel like we are not able to handle what they have to tell us and may shut us out. Instead, try to reiterate your care and concern. Let them know that you are there for them and you want them to be okay.

Instill hope

Let students know that there are resources available to help them and things can get better. Here are some on-campus resources that are available to help students who are struggling with mental health concerns or thoughts of suicide.

 If you or someone you know is threatening to imminently kill or harm themselves, call 911 and request emergency mental health support.

Resources for students

Welfare checks

Welfare checks can be instituted by any police department if you’re concerned about the health, safety or welfare of someone. Be prepared to give the exact address (residence hall and room number if on campus) as well as the reason for your concerns.

On campus: CUPD 303-492-6666
Off campus: Boulder Police 303-441-3333

Emergency/urgent resource

Crisis services

If a student is in need of urgent or same-day support, Counseling and Psychiatric Services (CAPS) provides crisis support 24/7. Call 303-492-2277 to connect with a triage counselor.

Urgent resource

Student Support and Case Management (SSCM)

SSCM provides support for students throughout their time at CU Boulder. They are here to help students identify issues and appropriate resources. They also work collaboratively with students to develop an action plan.

Urgent resource

Let’s Talk

If a student is not currently suicidal but may be struggling, Let’s Talk is a great way to get connected with support services. They can meet one-on-one with a counselor for a confidential consultation that can help them gain insight and connect with additional resources on campus.

Workshops

If a student is not currently suicidal but may be struggling, workshops are a great way for students to learn coping skills related to anxiety, stress and other painful emotions. Workshops are available throughout the week and are covered by the student mental health fee.

Office of Victim Assistance (OVA)

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

The end of the semester can be a difficult time for students. Here are some tips for staff and faculty who are concerned that a student may be struggling or thinking about suicide.

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Families

6 tips for talking to kids about war

1. Ask questions

2. Acknowledge and validate their feelings

3. Be mindful of misconceptions

4. Stay calm

5. Take personal circumstances into account

6. Provide ongoing support

Resources

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Tips for talking to students about gender and sexuality

Do your homework

Take your time

Approaching the topic

Ask open-ended questions

Listen without judgment

Lean in

Offer support

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4 things families should know about naloxone

What is naloxone?

Who should carry naloxone?

When should students use naloxone?

How is naloxone administered?

How can students get naloxone?

Support resources

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3 things to know about fentanyl and how to talk to your student

What is fentanyl?

Why is fentanyl dangerous?

How common is fentanyl?

Tips for talking with your student

Be safe, not sorry

Be prepared to call for help

Have naloxone on hand

Test for fentanyl

Sobriety can reduce tolerance

What resources are available?

Campus resources

Community resources

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4 things families should know about hazing

What is hazing?

Who is at risk?

What does hazing look like?

Intimidation

Harm to well-being

Violence/physical harm

What can I do about hazing?

1. Learn to identify hazing activities

2. Make note of changes

3. Start the conversation

Connect with resources

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Staff and faculty: Tips for talking about suicide

Know the warning signs

Share your concerns

Ask the question

Listen

Manage your emotions

Instill hope

Resources for students

Welfare checks

Resources for staff and faculty

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