Staff/Faculty

6 tips for talking to kids about war

Anonymous — Thu, 16 Apr 2026 19:30:24 +0000

6 tips for talking to kids about war Anonymous (not verified) Thu, 04/16/2026 - 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 judgment. 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. For children in these circumstances, do your best to maintain typical routines and avoid making news of the conflict the center of all discussions and activities.

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 & Staff Assistance Program (FSAP)

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

988 Colorado Mental Health Line

The 988 Colorado Mental Health Line is available for free, immediate, human support 24/7. If you or someone you know is struggling with an emotional, mental health, or substance use concern, call, text, or live chat with 988 today.

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.

WorkWell

WorkWell at CU strives to advance a culture of whole-person wellness for the university’s faculty and staff to further promote employee well-being and engagement. WorkWell helps oversee a variety of health and wellness programs that are aimed at supporting staff and faculty and fostering a sense of belonging on campus.

CALM Center

The Contemplative Arts, Learning and Meditation (CALM) Center seeks to integrate contemplative practices into how we at the University of Colorado work, teach, learn and live. Their mission is to bring more opportunities for meditation, yoga, guided journaling, emotion awareness and skill-building and a wide variety of contemplative practices to our campus community.

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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5 things everyone should know about trauma

Anonymous — Mon, 16 Mar 2026 06:00:00 +0000

5 things everyone should know about trauma Anonymous (not verified) Mon, 03/16/2026 - 00:00

For many of us, trauma can be challenging to define and even more challenging to talk about. Here are five things everyone should know about trauma and ways to support a friend, colleague or loved one.

1) Trauma is subjective

One of the reasons trauma can be hard to define is because it is subjective by nature. It’s not often the circumstances of an event that determine whether it is traumatic for a person. Instead, it’s important to look at the subjective emotional experience a person had in response to the event(s). The more helpless, overwhelmed, out of control and/or scared a person feels during an event, the more likely it is to be traumatic. It’s also important to remember that while trauma is often associated with experiences that threaten one’s life or safety, something can be traumatic even if it didn’t involve physical harm. 

2) Trauma can encompass multiple experiences

Emotional and psychological trauma can have a number of causes, some of which are often overlooked. Here are a few examples of experiences that can lead to a traumatic response.

One-time events, including:

Serious accidents or injuries
Assault or physical attacks
Sexual assault
Natural or person-made disasters
Targeted or community violence, including mass shootings
Sudden death of a loved one
Witnessing a violent accident, event or encounter

Ongoing distress, including:

Experiences of bias based on identity
Discrimination
Harassment or bullying
Police brutality
Domestic violence and intimate partner abuse
Unsafe neighborhood or living situation
Chronic health conditions
Stalking
Refugee or undocumented status
Abuse or neglect
Trafficking

3) Traumatic events aren’t always experienced first-hand

People who work closely with those who have experienced traumatic events can develop secondhand or vicarious trauma. This is common for professionals working in victim services, law enforcement, medical services, fire services or other allied professions, including university staff and faculty.

Vicarious trauma occurs when a person is repeatedly exposed to trauma through other people. This can include listening to people recount their traumatic experiences, hearing about the aftermath of an event, reviewing case files or responding to incidents, among other work duties related to trauma. Anyone who works with survivors of trauma or violence is at risk of being negatively impacted by vicarious trauma, which shares many characteristics of first-hand trauma.

Learn how to identify and mitigate the impacts of secondary trauma.

4) People may respond differently to traumatic experiences

Traumatic experiences can elicit a wide range of responses, and not everyone will react to a traumatic event in the same way. It’s important to know that this is common. There is no “right” way to respond or react when we experience trauma. However, if you are worried about a friend, colleague or loved one, here are a few common signs to watch out for.

Physical signs

Body aches or pain, including headaches, stomachaches, backaches
Sudden sweating or perspiration, even when it’s not hot
Heart palpitations (fluttering)
Changes to sleep, appetite or libido
Constipation or diarrhea
Easily startled by noises or unexpected touch
Increased susceptibility to illnesses due to immune system impacts

Emotional signs

Anxiety, depression
Denial, shock, disbelief
Increased need for control
Feeling helpless
Shame or guilt
Difficulty concentrating or remembering things
Numbing, restricting feelings
Irritability, restlessness, anger
Flashbacks
Panic, feeling out of control
Hyper-awareness or -alertness
Nightmares
Mood swings
Destructive coping or addictive behaviors (drinking, gambling, high-risk activities, etc.)

Social signs

Relationship issues, such as avoiding intimacy or increased personal conflicts
Withdrawing from others, isolating
Difficulty trusting others
Worrying about being a burden to others
Minimizing the experience to themselves or others (“it wasn’t that bad”) or repression (“forgetting”)
Lack or decreased participation in activities, hobbies or events that used to be enjoyable
Academic, social or work difficulties

Note: While these are common reactions that a person can have after a traumatic experience, this list is not exhaustive.

5) Supporting survivors is key

When upsetting things happen and people need someone to talk to, they will usually turn to a friend, colleague, family member or someone they trust before seeking out professional help. Understanding how to support someone who has been through a traumatic experience and how to help connect them with resources is a valuable skill. 

Here are some ways you can help support a survivor.

Make sure they’re safe

If someone tells you about a traumatic, distressing or disturbing experience, it’s important to check in with them about their physical and mental safety. You can help address immediate safety concerns by asking if they:

Feel safe
Have a place to stay
Need help calling a friend, police or the Office of Victim Assistance (confidential)

Listen without judgment

Ask open-ended questions to gain a better understanding of what they’re feeling and what they may need. Even if you’ve had a similar experience, avoid the temptation to say you know how they feel. Instead, practice active listening, validate their feelings and avoid giving advice.

Normalize their feelings

Normalize and validate their feelings. This doesn’t mean that you’re normalizing the bad thing that happened, but instead you’re affirming that their response to it is understandable. People respond to traumatic events differently. However someone is feeling or acting, it’s normal. This may include laughing, crying, anger, numbness or other responses.

Stay calm

Remain calm during the conversation and avoid letting your own emotional response interfere. Remember that you can’t “fix” the situation, make the person feel better or take their pain away. Sometimes it’s most effective to sit with them and listen. 

Follow their lead

When someone has experienced a traumatic event, it’s important to let them take the lead and decide what they want to do. Avoid telling them what to do or how to feel about their situation. Instead, help them explore options for additional support or next steps, and don’t pressure them to take action. If someone makes a decision about how to move forward that you don’t agree with, avoid sharing your disapproval. Instead, let them know that you support them and are there for them. 

Campus resources for students

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 and/or witnessed a traumatic, disturbing or life-disruptive event.

Confidential resource

Counseling and Psychiatric Services (CAPS)

CAPS provides mental health support for all �鶹��Ƶ students, including mental health screenings, brief individual therapy, group therapy, workshops and more.

Confidential resource

Student Outreach Advocacy and Support (SOAS)

SOAS is a non-clinical case management office that helps students address life events that may impact their educational career. A case manager supports a student facilitating connections and navigating the resources and services available to them whether on campus or in the community.

Office of Institutional Equity and Compliance (OIEC)

OIEC implements and enforces university policies around sexual assault, intimate partner abuse and stalking, and other forms of sexual misconduct. If you or someone you know at CU has been impacted, reports can be filed online. Anonymously reporting is an option as well.

Campus resources for students

Campus resources for staff and faculty

Office of Victim Assistance (OVA)

Confidential resource

Faculty and Staff Assistance Program (FSAP)

FSAP is committed to promoting the mental and emotional well-being of CU’s staff and faculty. Licensed staff counselors can offer confidential consultations, brief individual therapy and a variety of self-care workshops at no cost to employees of the university.

Confidential resource

Office of Institutional Equity and Compliance (OIEC)

OIEC enforces university policies around sexual misconduct, intimate partner abuse and stalking, among other unwelcome behaviors. If you or someone you know in the CU community has been impacted, reports can be filed online. Individuals can also report something anonymously to OIEC.

Supporting Student Resiliency Training

The Supporting Student Resiliency Professional Development Series provides CU 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.

OVA presentations

OVA provides a variety of free presentations by request for staff, faculty and student organizations, including but not limited to:

Supporting Survivors: How to respond to disclosures of traumatic events
- Live and online options available
Impact of Trauma and the Healing Process
Love Shouldn’t Hurt: Intimate Partner Abuse
Self-care for Vicarious Trauma
The Trauma of Oppression

Other presentations for health and well-being can be found here: /health/presentations-and-outreach

Trauma can be challenging to define and even more challenging to talk about. Here are five things everyone should know about trauma and ways to support a loved one.

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3 things everyone should know about stalking

Emily Sampl — Mon, 12 Jan 2026 07:00:00 +0000

3 things everyone should know about stalking Emily Sampl Mon, 01/12/2026 - 00:00

January is Stalking Awareness Month

Popular culture, like shows and movies, can make it seem like persistence is the key to winning someone over. However, persistence can quickly turn into discomfort or fear when it’s unwelcome. Here are a few things everyone should know about stalking.

1. Stalking can take many forms

Stalking can include a variety of tactics, both in person and online, of persistent unwanted behavior or contact, directed at a specific person, which causes that person to change their routine or feel afraid, threatened or in danger.

Appropriate behaviors are: When someone says “no” and the other person respectfully leaves them alone and does not attempt to contact them again.
Concerning behaviors are: When someone says “no” and the other person continues to contact them again and again.

Examples of stalking behaviors may include:

Continually sending unwanted communications (including emails, texts, phone calls, handwritten notes, etc.).
Contacting or using other people to get information about a person or to find them.
Waiting for someone or showing up at places where they know the person will be such as their home, workplace or outside of classrooms.
Watching or following someone from a distance or spying on someone with a listening device, camera, tracking device or GPS.
Repeatedly leaving unwanted gifts, notes or other objects at a person’s residence, work, car or other location.
Catfishing or friending someone through fake accounts (to harass or trick the person).
Stealing or harming someone’s technological devices, schoolwork or other property, sentimental objects, people close to them or pets.
Entering someone’s home, lab, office or car and doing things to let someone know they had been there.
Hacking into someone’s social media, email or other accounts.

Here are some ways to identify appropriate and concerning behaviors that may prompt someone to seek additional help or support: /ova/difference-between-helpful-and-unhelpful-behaviors-relationships

2. Context is key

While stalking is often directed at a previous or current romantic partner, someone can also be stalked by roommates, friends, classmates, colleagues or someone they have never met or barely know, including matches on dating apps.

Gift giving, location tracking or sending multiple texts can be components of any relationship. It can feel really special for a roommate to bring a coffee just because they care or have friends checking an app to make sure someone got home safe. The key here is that these behaviors are wanted and help increase a sense of safety within the relationship instead of making someone feel untrusted or controlled.

From the outside, stalking may look innocuous, but to the person experiencing it, the behavior makes them feel unsafe or threatened. The context of the behavior and the impact it has on the recipient is what matters.

3. Help is available

It is worth noticing when someone else continues to contact you or your friend after they have been told “no” more than once. Consider sharing what is happening with someone else, or documenting dates and times of occurrences.

You do not have to resolve this on your own, especially when someone repeatedly shows up where they ought not be, makes indirect threats, or does not take “no” for an answer. Confidential advocates, law enforcement, and other professionals are here to help.

When someone makes direct threats or tries to harm or does harm another person or property, consider calling 911.

Stalking violates CU’s campus policies and is considered a serious crime in Colorado. �鶹��Ƶ provides a number of reporting and support options for those experiencing stalking.

Support resources for students, staff and faculty

If you or someone you know is experiencing stalking behaviors, it’s important to connect them with appropriate support resources and services.

General support

The Don’t Ignore It website provides options for seeking confidential support on and off campus, skills for helping others and reporting options related to sexual misconduct, stalking, intimate partner abuse, harassment and discrimination, and if someone’s behavior is concerning.

Confidential support

Students, staff and faculty directly impacted by incidents like this, as well as witnesses and friends, can get confidential support and/or counseling through the Office of Victim Assistance (OVA) by calling 303-492-8855, stopping by their drop-in hours (see website for dates and times) or filling out a confidential request form online. This form will only be reviewed by OVA staff—the university will not be notified, and no investigative action will take place. If you would like to get in contact with an OVA advocate counselor, be sure to include your contact information. OVA advocate counselors can help individuals explore their rights and options, make a safety plan, explore the impact of the experience, discuss reporting options, review living situations and more.

Informing the University

If you think you or a friend may be experiencing stalking, you can contact CU’s Office of Institutional Equity and Compliance (OIEC). OIEC can investigate concerns or address an incident through informal resolution options. Additionally, OIEC can provide safety and supportive measures, such as no contact orders, academic support remedies, housing adjustments and more. You can connect with OIEC by calling 303-492-2127, emailing oiec@colorado.edu or filling out a report online.

Informing Law enforcement

Reporting to the police can take many forms and doesn’t have to lead to filing criminal charges. An informational or anonymous report is sometimes an option to make the police aware of the situation. Individuals may have the option to ask police to contact the person to give a verbal warning or press criminal charges. If stalking behaviors have occurred on campus, contact the �鶹��Ƶ Police Department. Otherwise, contact your local police department.

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4 reasons to attend the Health & Wellness Summit

Valerie Padilla — Thu, 23 Oct 2025 06:00:00 +0000

4 reasons to attend the Health & Wellness Summit Valerie Padilla Thu, 10/23/2025 - 00:00

The Health & Wellness Summit is a chance to invest in your well-being, connect with colleagues and gain practical tools to thrive at work and in life.

Mark your calendar for the Employee Benefits and Wellness Fair, happening Wednesday, Nov. 12 from noon to 6 p.m. in the UMC Ballroom. All �鶹��Ƶ employees are invited to connect with campus and community organizations, explore valuable resources and engage in interactive activities designed to support your well-being.

The summit continues on Thursday, Nov. 13, featuring a full lineup of inspiring presentations.

Ready to invest in yourself? Register to attend, and here are four reasons why faculty and staff won’t want to miss this year’s Health & Wellness Summit.

Better understand and support Gen Z

Morning Keynote: Understanding and Supporting Gen Z in Work and Learning Environments
Presenter: Dr. Jean Twenge | Nov. 13 | 8:30 a.m. | UMC Ballroom and virtual

Join the morning keynote with Dr. Jean Twenge to explore how Gen Z is changing the workplace and classroom. Learn about generational trends in mental health, motivation and communication and leave with strategies to better support Gen Z students and colleagues. This session will be in a hybrid format and is perfect for anyone who teaches, mentors or works alongside younger generations.

Explore the link between sustainability and wellness

New Frontiers in Zero Waste: Intersections with Wellness
Presenter: Barry Sparks | Nov. 13 | 10 a.m. | Virtual

Wellness isn’t just personal—it’s environmental too. In this session, you’ll learn how sustainable habits like composting and reducing single-use plastics can improve your health and the planet’s. Get tips for overcoming barriers and hear about exciting new campus initiatives.

Learn how to thrive through change

Lunch Keynote: Flourishing through Change
Presenter: Rebecca Reynolds | Nov. 13 | 12 p.m. | UMC Ballroom and virtual

Change doesn’t have to be stressful. In the lunch keynote with Rebecca Reynolds, you’ll discover how to move from coping to flourishing. This hybrid session offers practical tools to build resilience, find purpose and support others through transitions—all while enjoying a delicious lunch with peers. Registration is required.

Discover how the Okanagan Charter supports campus well-being

Bringing the Okanagan Charter to Life: Advancing the Health Promoting Campus Movement for Community and Individual Well-being 
Presenters: Kathryn Dailey, Jess Morris and Colleen Ehrnstrom | Nov. 13 | 4 p.m. | Virtual

Learn how the Okanagan Charter is shaping a healthier campus culture. This session will share CU’s journey in implementing the charter, including real-world examples and strategies that support both institutional change and individual well-being. You’ll also hear about the Limerick Framework for Action, a new tool for bringing the charter’s principles to life.

Don’t miss out!

Whether you’re looking to grow professionally, improve your well-being or simply connect with others, this year’s Health & Wellness Summit has something for you. With hybrid options, engaging speakers and practical takeaways, this is your opportunity to recharge and refocus.

View presentation schedule

The Health & Wellness Summit is a chance to invest in your well-being, connect with colleagues and gain practical tools to thrive at work and in life.

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6 tips for staff and faculty experiencing burnout

Emily Sampl — Thu, 03 Apr 2025 14:51:41 +0000

6 tips for staff and faculty experiencing burnout Emily Sampl Thu, 04/03/2025 - 08:51

The end of the semester can be a stressful and difficult time for many staff and faculty. If you’re feeling particularly stressed or struggling to finish out the academic year, here are a few tips that can help you identify burnout, manage it and find support.

What is burnout?

Burnout describes a condition that can manifest when we feel overly stressed, overwhelmed, overloaded or anxious about our work or life.

Here are some of the most common symptoms of burnout:

Feeling mentally, physically or emotionally depleted or exhausted
Developing cynicism or negative feelings towards your work, teams or projects
Distancing yourself from tasks or responsibilities
Losing motivation to do tasks or assignments
Difficulty concentrating
Missing deadlines
Impacts to your work performance, relationships or overall engagement at work
Disconnecting from others, feeling isolated or lonely
Difficulty sleeping, changes in eating patterns or an increase in substance use
Feelings of hopelessness, helplessness or irritability
Feeling chronically stressed, anxious or overwhelmed
Feeling dissatisfied
Lacking meaning and purpose

Keep in mind that burnout can show up differently for people, and you may not experience every symptom listed above. However, it’s important to identify these symptoms and take note of which ones may be affecting you most. This can make it easier to know when you’re struggling or need to seek additional support.

What causes burnout?

Burnout is a unique experience for everyone. This is because we each face a unique set of stressors in our work and lives. Identifying possible sources of stress or burnout can be a helpful step in pinpointing possible solutions and seeking support.

Here are some of the most common reasons for burnout:

Unmanageable workload or overall volume of tasks and projects
Lack of clarity around your role or responsibilities
Limited communication or support from team members or supervisors
Overstimulating or ‘fast-paced’ work environments
Tedious work that feels repetitive, boring or doesn’t resonate
Insufficient rewards for work
Lack of fairness amongst team members
Student behavior or academic deficits
Changing classroom environments (e.g., AI)
Lack of control over responsibilities at work or at home
Compassion or care-giving fatigue
Changes in organizational culture or structure
Lack of recognition or feeling underappreciated or overlooked

If any of these factors resonate with you, here are some strategies that can help you (and your colleagues) recover from burnout and find support.

1. Give yourself (and others) grace

Many of us may assume that burnout is a personal issue that could or should be resolved through resilience or willpower. However, it’s important to recognize that burnout is a collective experience that often involves structural or cultural factors within teams and departments.

When you’re feeling burned out, focus on what is realistically within your influence of control. It’s also important to recognize that your colleagues may be feeling the same way, which can help open the door for meaningful conversations and communal support.

2. Evaluate your expectations

All of us want to do well at work. However, it’s important to remember that you can only do so much with the resources, time, energy and support that are available to you. For instance, it may not be realistic to meet every deadline if you aren’t given enough time or take on additional responsibilities if you don’t have team support.

Expectations related to our jobs may come from our supervisor or department, but they can also come from us. Take some time to identify work expectations and ask yourself:

Are these expectations realistic or achievable?
Where might these expectations be coming from?
How are these expectations impacting my life outside of work (e.g., mental health, relationships, free time, etc.)?
Which of these expectations are within my control?
Is there a way for me to find support for those that feel out of my control?
What might good ‘enough’ look like for me?

Asking yourself these types of questions can help you identify areas where you may need to adjust your expectations or adjust how you perceive work.

3. Focus on what is in your control

We may not always have control over how our team operates or what our jobs look like.

This lack of control can contribute to feelings of burnout. Instead of focusing on what may be outside of your control (like workload or deadlines), try to refocus your time and energy towards the things that you do have a say in.

Here are some examples of things that you may be in control of:

What extra responsibilities or projects you take on
How you delegate responsibilities or tasks among your team
How you interact with your coworkers or supervisors
How you structure your courses to match your teaching style
How you spend your free time away from work
How you interact with work notifications or requests after-hours
When and how you reach out for support
How much sleep you get each night
Who you spend time with at work and outside of work

Sometimes, it may also be helpful to relinquish control over certain things. For instance, once you’ve completed a project or submitted an assignment to your supervisor, it is in their hands.

4. Practice delegating

Have you ever felt like you’re the only one who can do certain things at work? Don’t worry, you’re not alone. However, these types of assumptions and feelings may be causing you to experience over-responsibility where you take on more than you can reasonably handle.

That’s why it’s important to practice delegating tasks among your team. You may not be able to give up full control right away, but seeking support from your colleagues can help you manage projects more effectively. It can also build trust, as you’re demonstrating that you trust the abilities of others on your team to do good work.

5. Diversify your time

While it may seem counterintuitive, it can be helpful to take breaks from our work responsibilities. In fact, stepping away and reallocating our time can help us feel better, stay motivated and find purpose in our lives and jobs.

This is because burnout can cause us to lose sight of the things we really care about. It can also make everything we do feel like a chore, which isn’t very productive.

Diversifying our time may look different for each of us. Here are some examples of what this might look like:

Living life outside of work: You may choose to dedicate more time to other areas of your life outside of work, like friends, family, hobbies or leisure. Finding meaning in your time away from the office can help reduce stress, enhance your sense of fulfilment and bring joy to your life.

Pausing between projects: Stress can be a positive feedback loop, especially when we find ourselves jumping from project to project. Instead, it may be more helpful to allow yourself to take a break and reset between projects. After you’ve finished one, step away and take a deep breath before moving onto the next thing. This may look like going for a walk, grabbing coffee with a colleague or spending time completing lower-stress tasks.

Getting away: Research shows that over half of all U.S. workers leave vacation time unused each year. However, vacation time can provide a variety of benefits that can help you feel better in the long run. If you feel too overwhelmed or uncertain about taking time off, you’re not alone. That’s why we’ve put together some tips to help you prepare before you leave, leave work behind and make a smoother transition back to work.

6. Reach out for support

If you’re feeling stressed, anxious, overwhelmed or don’t know what to do, start the conversation with your colleagues and supervisor. They are often the best resource to help address work-related issues and succeed.

If you want additional support, there are campus resources available for all staff and faculty.

Faculty and Staff Assistance Program (FSAP)
FSAP provides a variety of free mental health services for �鶹��Ƶ staff and faculty, including workshops, support groups, same-day appointments, short-term counseling (including family and couples counseling) and more. Staff and faculty can take advantage of FSAP services without taking sick leave or paid time off.

Ombuds Office
The Ombuds Office can help staff and faculty identify options to resolve disputes, determine appropriate courses of action and aid in the informal resolution of workplace conflicts or other concerns. They also provide confidential consultation services.

WorkWell
WorkWell helps oversee a variety of health and wellness programs that are aimed at supporting staff and faculty and fostering a sense of belonging on campus. You can get involved by attending classes, events and more.

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

Mentorship programs
Did you know that staff and faculty members can work with a professional mentor on campus? Here are a few to check out:

*Some programs may not be open to all employees.

The end of the semester can be a difficult time for many staff and faculty. These tips can help you identify burnout, manage it and find support.

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7 tips to help you spring forward into daylight saving time

Anonymous — Fri, 28 Feb 2025 07:00:00 +0000

7 tips to help you spring forward into daylight saving time Anonymous (not verified) Fri, 02/28/2025 - 00:00

While your phone may automatically update for daylight saving time, our bodies aren’t always as quick to adapt. Here are seven tips to help you spring forward into daylight saving time on Sunday, March 9.

1. Update your clocks in advance

While most smartphones and computers update the time automatically, there are a number of clocks that you’ll need to change manually. Consider updating the clocks around your home, including those on your microwave, oven and car, before you go to bed on Saturday. In the morning, you’ll be relieved to know all of your clocks have the correct time.

2. Refresh your nighttime routine

As the semester gets busier, our sleep can suffer and the time change can bring additional sleep challenges. This is a great time to re-assess your sleep needs and habits and practice a little extra self-care around your sleep. Try to incorporate relaxing activities into a nightly routine that you can enjoy every night before bed. This can help signal to your brain that it’s time to start winding down for the day. For instance, you can take a shower or bath, sip on a cup of non-caffeinated tea, read a book (not on a screen) or listen to a meditation. These types of activities will help your mind and body settle down for a good night’s sleep.

3. Stick to a consistent sleep schedule

It can be tempting to stay up late or change your routine now that you have one less hour in the day. However, disruptions to sleep can affect our mood, energy levels, concentration and overall health. The closer you stick to your normal routine of getting between seven and nine hours of sleep each night, the faster your body will adjust to the time change.

Need more help? Check out these tips to help adjust your sleep schedule.

4. Avoid caffeine, alcohol and snacks before bed

Caffeine stimulates your nervous system and may prevent your body from relaxing naturally at night. Alcohol and food can also impact your sleep by disrupting your sleep hormones. Help your body relax and prepare for sleep by avoiding caffeine, alcohol and snacks later in the evening. If you are feeling hungry, keep your snacks small and light.

Still tired? Check out these tips for ways to stay awake without caffeine.

5. Take a cat nap if needed

If you’re feeling the effects of returning to standard time, it’s okay to take a quick cat nap during the day. Just be sure to limit your naps to 20–30 minutes. Longer naps can disrupt your normal sleep patterns and leave you feeling more tired overall. Nap pods around campus provide the perfect way to get a little extra rest without disrupting your day.

6. Avoid the snooze button

Did you know that hitting the snooze button in the mornings can actually hinder your ability to wake up?

Try to break the habit by setting an alarm that’s 10 minutes later than you normally would and place your phone or alarm clock out of reach. This will force you to get out of bed, which can help you jumpstart your day.

7. Soak up the sun

While adjusting to daylight saving time can be tough at first, the extra evening light can create more opportunities to soak up the sun.

The best part is that it can actually improve your mental health, help you feel more energized and reset your circadian rhythm. Plus you’ll benefit from the extra vitamin D. Just be sure to wear broad spectrum sunscreen with at least 30 SPF.

If sunshine late in the day makes it harder to sleep, consider using a sleep mask or investing in blackout curtains. This can help you relax and maintain your bedtime routine, so you can get adequate sleep throughout the spring and summer.

Resources

Peer Wellness Coaching

Get personalized support with a variety of concerns, including sleep, stress, goal setting, relationships and more.

*Available for students

Apothecary Pharmacy

Stop by Wardenburg to purchase over-the-counter sleep aids, herbal teas and more.

*Available for students, staff and faculty

Massage and acupuncture

Did you know massage and acupuncture can help with sleep, stress, anxiety and other concerns? Make an appointment at Medical Services for a massage, ear seeding or traditional acupuncture.

*Available for students, staff and faculty

Check out these tips to help you spring forward into daylight saving time on Sunday, March 9.

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11 wellness programs for staff and faculty

Emily Sampl — Tue, 17 Dec 2024 21:07:28 +0000

11 wellness programs for staff and faculty Emily Sampl Tue, 12/17/2024 - 14:07

Health and Wellness Services is committed to improving the health and well-being of all �鶹��Ƶ staff and faculty. Here are some resources and programs to take advantage of on campus!

1. Group fitness

The Rec Center offers free WorkOutWell and yoga classes for all staff and faculty starting in January 2025. These classes are designed for all levels of fitness and ability. No membership is required, but participants must register in advance.

2. Wellness workshops

Staff and faculty can attend a wide range of free wellness workshops covering everything from home improvement and mindfulness to support groups and healthcare information. Programs require registration and are open to all employees.

3. Counseling services

All �鶹��Ƶ staff and faculty can access free, short-term mental health counseling through the Faculty and Staff Assistance Program (FSAP). In addition to one-on-one counseling, FSAP can also provide relationship and family counseling. All services are confidential, and employees do not need to use sick leave or paid time off (PTO) to take advantage of services.

4. Rec center memberships

Take advantage of all the Rec Centers on campus have to offer by signing up for a faculty and staff membership. Not sure if you want to become a member? Sign up for a one-month trial membership for $25 for access to both recreation facilities and free group fitness classes. You can also purchase a Sunrise Pass that provides access to the Rec Center from 6 a.m. to noon for only $25 per month.

Staff and faculty enrolled in one of CU’s healthcare plans can also earn cash through the Be Colorado Move program, which can help offset membership fees.

5. Massage and acupuncture

Medical Services provides massage and acupuncture services for all staff and faculty.

Massage

Medical Services has a team of certified massage therapists and acupuncturists available to help you improve relaxation, stress, sports recovery, circulation and muscle spasms. Massages are available to staff and faculty members for $60 per 45-minute session.

Acupuncture

Medical Services also has a team of acupuncturists that can address a number of issues related to stress, joint or muscle pain, fatigue and sleep issues, headaches and more. Individual acupuncture is available for $60 per 60-minute session, or you can join a free group session at the Collegiate Recovery Community twice per month.

6. WorkWell Connect

Powered by Wellable, the WorkWell Connect app allows staff and faculty to access a variety of free online services, including live health coaching, on-demand fitness, meditation and mindfulness classes, recipes, stories for sleep and more. The best part? You can earn Wellable points to unlock rewards and prizes.

7. Professional development

Health and Wellness Services offers a variety of training opportunities to help staff and faculty support themselves and students through mental health challenges, wellness practices and more. As part of these training options, staff and faculty have the opportunity to earn a non-degree certificate for participating in the Supporting Student Resiliency series or to become Mental Health First Aid certified.

8. On-campus pharmacy

Did you know you can fill prescriptions and pick up over-the-counter products right here on campus? The Apothecary Pharmacy in Wardenburg Health Center accepts most major health insurance plans, including all of the CU employee health plans.

9. Nicotine cessation coaching

Health Promotion provides information about nicotine, free quit kits, nicotine cessation coaching and tips for staff and faculty to overcome nicotine cravings. Call 303-492-2937 to schedule an appointment. The Apothecary Pharmacy at Wardenburg Health Center also has nicotine patches and gum available for sale over the counter.

10. Trauma-specific counseling and support

The Office of Victim Assistance (OVA) provides free and confidential consultation, support, advocacy (information on one’s rights and options as well as resource navigation) and short-term, trauma-specific counseling services for students, grad students, faculty and staff who have experienced and/or witnessed recent or past traumatic, disturbing or life-disruptive event. They are familiar with a wide range of topics, including, but not limited to, sexual assault, harassment, discrimination, microaggressions, identity-based trauma, abuse, intimate partner abuse, stalking, crime and more. All services are confidential, and employees do not need to use sick leave or paid time off (PTO) to take advantage of services.

11. Free recovery support meetings

The CU Collegiate Recovery Community (CUCRC) provides support and connection for students, faculty and staff in recovery or seeking recovery from a wide range of behaviors. The CUCRC hosts free weekly support meetings that are available to staff and faculty members in person and online, including Acudetox. This meeting is led by a certified acupuncturist who applies the nationally recognized NADA protocol to help treat addiction, PTSD and trauma.

Health and Wellness Services is committed to improving the health and well-being of all �鶹��Ƶ staff and faculty. Here are some resources and programs to take advantage of on campus this spring.

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9 wellness programs and benefits for CU employees

Anonymous — Tue, 10 Sep 2024 06:00:00 +0000

9 wellness programs and benefits for CU employees Anonymous (not verified) Tue, 09/10/2024 - 00:00

Did you know �鶹��Ƶ staff, faculty and employees have access to a wide range of wellness programs and benefits?

Here are a few to check out and connect with.

1. CU health programs

WorkWell supports the health and well-being of all our staff and faculty across the �鶹��Ƶ community by partnering with campus departments to provide a variety of services including:

Counseling (FSAP)
LearnWell Workshops
Fitness classes (Rec Center)
Acupuncture (Medical Services)
Victim advocacy (OVA)
Wellness trainings (Health Promotion)
Flu shots (Medical Services)
... and more

2. Energy savings

Energy Outreach Colorado (EOC) is a non-profit organization that works with a network of industry, state and local partners to help Coloradoans meet and afford their energy needs. They offer a variety of programs, including bill payment assistance, emergency heating, community solar, healthy home upgrades and more. Qualifying �鶹��Ƶ employees can apply for these benefits online.

3. Child, adult and elder care

�鶹��Ƶ employees have access to the following programs and benefits to help with child, adult and elder care.

The Children's Center has been serving the University of Colorado Boulder community since it first opened its doors in 1975. They offer part- and full-time childcare services to staff and faculty for children aged six weeks to five years old.

Bright Horizons helps employees better manage their work, family and personal responsibilities. Permanent staff, faculty and graduate students on appointment can reserve care services for children, adults or elder relatives at home or in a high-quality center. Employees receive 10 uses per calendar year.

4. Retirement planning

It’s never too early to start planning and saving for retirement. CU partners with TIAA to offer staff and faculty retirement benefits and options that can meet your individual needs. TIAA consultants can help you set financial goals, plan out your savings, enroll in retirement plans and give you peace of mind.

Employee Services also provides a variety of free online webinars to help you navigate pre-retirement planning, Medicare, social security, estate planning and more.

5. Food assistance

�鶹��Ƶ employees have access to several benefits to help address food insecurity.

Basic Needs Center on campus hosts monthly mobile food pantries to help staff, faculty and community members struggling with food insecurity to access high-quality food for themselves and their families. Attendees typically receive 30 to 50 pounds of food, including dairy, meat and fresh produce. Staff and faculty members must register in advance and have their Buff OneCard on hand to participate. Attendees are also encouraged to bring reusable grocery bags.

Women, Infants and Children (WIC) is a federal program that helps provide high-quality food, nutrition education, breastfeeding guidance and community support for income-eligible pregnant women and moms of infants and children under five years of age. In addition to food assistance and services, WIC can also provide families with referrals to pediatricians, dentists, immunization clinics and more.

The Supplemental Nutrition Assistance Program (SNAP) is a federal program that provides food benefits to low-income families to supplement their grocery budget so they can afford nutritious food to improve their health and well-being.

6. Emergency financial assistance

The Staff and Faculty Emergency Fund was created to provide support for �鶹��Ƶ staff, researchers and faculty who are experiencing an emergency situation that creates financial hardship. This fund can help with housing, medical or mental health care, food insecurity, emergency childcare and more.

The Victim Support Fund provides assistance directly related to the impact of a traumatic, disturbing or disruptive life event. Any assistance can be requested, and applicants must demonstrate how the expense is directly related to impact from the traumatic incident. Financial assistance can be used towards personal property, bills/expenses, housing, legal fees and more.

7. Staff Council

Staff Council is a team of elected and appointed members from across the �鶹��Ƶ campus who represent the interests of staff by advocating on a variety of issues and policies. This group also provides events and opportunities to get involved on campus. Recent initiatives include parental leave, staff recognition for years of service, expanded benefits (e.g., tuition assistance), blood drives, flu clinics and more.

8. Be Colorado

Be Colorado offers programs and discounts to CU employees who are enrolled in one of the CU Health Plans, including Anthem and Kaiser. These programs cover a variety of topics, including sleep, pregnancy, flu shots, physical activity, counseling, weight management and more.

9. Healthcare benefits

All �鶹��Ƶ employees, spouses, partners and dependents can enroll in a variety of healthcare benefits, including medical, dental and vision coverage through Anthem or Kaiser Permanente.

Health First Colorado is a state Medicaid program that offers affordable health insurance options for qualifying Colorado residents. These plans provide coverage for health care providers, dental services, emergency services and transport, maternity and newborn health, mental health services, pharmacy and more. Qualifying employees can check their eligibility and apply online, by mail or over the phone.

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

Did you know �鶹��Ƶ staff, faculty and employees have access to a wide range of wellness programs and benefits? Here are a few to check out.

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3 things faculty and staff should know about using content and trigger warnings

Anonymous — Mon, 19 Aug 2024 16:39:49 +0000

3 things faculty and staff should know about using content and trigger warnings Anonymous (not verified) Mon, 08/19/2024 - 10:39

As a campus community, we should all strive to foster trauma-informed, resilient and inclusive classrooms and communities. When difficult topics come up in class or discussions, content warnings may feel like an obvious solution or a default strategy to prepare students.

Here are a few things you should know about content warnings and how to implement more trauma-informed practices within your classrooms.

1. What are content/trigger warnings?

Content and trigger warnings include any verbal or written notices that precede potentially distressing content. In the context of classrooms, these warnings are sometimes used to cover things like reading materials, lecture content, videos, homework assignments or topics that may come up in classroom discussions.

Warnings inherently make assumptions about how students may react or respond. They also indirectly communicate that only certain topics can be distressing. When trigger and content warnings are used in these ways, it often overlooks the range of ways trauma responses show up for people.

Additionally, content and trigger warnings rarely help individuals avoid certain subjects because, in practice, they are given within a moment’s notice. Moreover, research indicates they might even heighten feelings of distress or fear for some individuals.

2. Why are content/trigger warnings used?

Trigger and content warnings are often used with good intentions. In many cases they are meant to:

Provide emotional support
Help individuals prepare for or avoid material that may remind them of traumatization
Alert individuals that content relates to the experiences of historically marginalized groups
Validate strong emotional responses or dysregulation related to difficult topics
Show solidarity with marginalized communities and/or trauma survivors

While it is vital to recognize that students each have unique lives, histories and struggles, saying “trigger warning” right before discussing a topic is not a trauma-informed or inclusive approach to sharing class content.

3. How can we implement more trauma-informed practices?

The best way to prepare students for your courses is to be transparent about what content you plan to cover, and when. Try to make this a regular practice for all content and assignments (not just those you believe may be distressing). This allows students to build self-awareness and strengthen their decision-making skills.

Use your syllabi
Use your syllabus as a guide to let students know what content you plan to teach. Your syllabi should include a timeline for assignments, course discussions and other materials you plan to cover.

Provide timely reminders
Reminding students about upcoming assignments and lecture topics can help them better prepare for class. You can give them a heads up in class, through Canvas or regularly refer them to your syllabus schedule. Because we can’t know what kinds of content will be distressing to students, consistently reminding them of upcoming topics gives them the best opportunity to engage in self-care and self-advocacy.

Focus on content over impact
Regardless of the content you plan to cover, it’s important to avoid making or communicating assumptions about how students will respond or react to specific topics or materials. Instead, you should focus on being upfront about all themes and topic areas. Here are a few examples:

As I shared on Canvas, I will be covering [topic/theme] in class today.
Next week, we will be covering [topic/theme].
This video covers [topic/theme] and contains scenes and images that show [topic/theme].

Be mindful of unexpected responses
No one can predict what might or might not be triggering for individuals. For instance, certain smells, sounds or images may be distressing to some trauma survivors but not others. Avoid labeling content as distressing, which may not align with students’ emotional experiences.

It’s also important to avoid assuming a student is having a triggering response or singling them out based on their response. Instead, try to check in with your entire class. For instance, you could ask things like, “How are we feeling about this content?” or “Should we take a quick break?” Asking students to give a thumbs up or thumbs down is a great way to gauge overall sentiments without forcing anyone to self-disclose their own reaction.

Demonstrate an openness to feedback
While we all want to support our students, you may need to provide them with consistent reminders that you’re open to feedback. Here are a few strategies that can help students know they can approach you with feedback:

Provide ongoing reminders about office hours and what students can expect when they meet with you.
Solicit student opinions on assigned readings or lectures. You can ask things like, “Did you find this article helpful?” or “Do you like when I post the full slide deck on Canvas?”
Share changes that you have made based on other students’ feedback, so your class knows that their input matters.

Engage with student feedback
If a student shares that specific content has impacted them, take them seriously. Be sure to thank them for sharing their feedback and validate their feelings.

Brainstorm with them to find ways they can be accountable for your course’s learning objectives while taking care of themselves. You could use strategies like providing an option to do an at-home assignment instead of in-class participation, allowing flexibility for missing a class or the opportunity to take in the content through a different medium (e.g., a student could read about a subject instead of watching a depiction of it). When possible, let the student take the lead. They are best attuned to know what aspects of assignments or content are distressing or push their own emotional limits.

Take advantage of resources and training opportunities
Staff and faculty can take advantage of a variety of support resources and training opportunities on campus that will help them improve their classroom practices. Here are a few to check out.

Professional development resources

Trauma-informed presentations
OVA provides a variety of trauma-informed presentations covering topics like trauma support, self-care for vicarious trauma, making referrals, working with trauma and more.

Center for Teaching & Learning (CTL)

The CTL provides consultations, resources, programs and workshops for staff and faculty who want to improve their teaching practices, pose questions and have brave conversations within the classroom.

Supporting Student Resiliency Trainings

Health and Wellness Services offer a free three-part training series that covers student mental health, responding to trauma and motivational interviewing. You may sign up for any or all of the topics in the series.

Classroom practices support

The Office of Institutional Equity and Compliance (OIEC) offers a free guide and resources to help staff and faculty navigate course expectations and manage difficult classroom dynamics.

Don’t Ignore It

Learn about confidential support resources, ways to report concerns, how to make referrals and skills for helping others.

Referral and reporting resources

Student Support & Case Management (SSCM)

If you are unsure if a student needs support or don’t know where to refer them, SSCM is a great place to start. You can fill out an online referral form, email them or call to share your concerns. SSCM case managers provide personalized support and help connect students with campus partners, community resources and other support systems.

Office of Victim Assistance (OVA)

Staff and faculty can refer students, as well as their colleagues, to OVA for confidential support, consultation, advocacy and short-term trauma-focused counseling services. They also offer support for those who are helping someone through a traumatic experience.

Office of Institutional Equity and Compliance (OIEC)

OIEC implements and enforces university policies related to discrimination, harassment, sexual misconduct, intimate partner abuse, stalking and conflicts of interest.

If you or a student has been impacted, reports can be filed online. Anonymous reporting is an option as well.

Mandatory reporting

All employees with the authority to hire, promote, discipline, evaluate, grade, formally advise, or direct faculty, staff, or students are considered

“responsible employees” and must report alleged discrimination and sexual misconduct to OIEC.

When difficult topics come up in class or discussions, content warnings may feel like an obvious solution or a default strategy to prepare students. Here are a few things you should know about content warnings and how to implement more trauma-informed practices within your classrooms.

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Call for proposals: Health & Wellness Summit 2024

Anonymous — Wed, 24 Apr 2024 13:41:06 +0000

Call for proposals: Health & Wellness Summit 2024 Anonymous (not verified) Wed, 04/24/2024 - 07:41

�鶹��Ƶ Health and Wellness Services is hosting their seventh annual Health & Wellness Summit in November 2024 at the University Memorial Center (UMC).

Summit format

The Health and Wellness Summit will take place over two days.

Day 1

The first day will include Boulder-specific wellness events, including the Healthier U at CU Employee Wellness Fair.

Day 2

The second day will include virtual presentations as well as in-person activities. Watch rooms will be available for those who want to attend virtual sessions in person.

Keynote presentations will be hybrid.

Call for proposals

We are excited to bring together researchers, practitioners, employees, students and wellness enthusiasts from all disciplines across the CU system and Colorado.

We encourage you to submit a proposal to present at the Health & Wellness Summit.

Programs should align with the eight dimensions of wellness, be interactive and engaging and provide participants with tangible tips, skills and information about services.

If you are interested in presenting at the summit, please submit your proposal by May 30, 2024.

Submit a presentation proposal

If you have any questions, please email wellness@colorado.edu.

Join researchers, practitioners, employees, students and wellness enthusiasts in submitting a proposal to present at the 2024 Health & Wellness Summit.

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