Supporting Our Students (SOS)

Insurance Resource

• Questions to Ask Your Health Insurance Company
  • Does my insurance plan cover outpatient and/or inpatient mental health services? If so, what kind of services? (e.g., individual counseling, psychological assessment, group counseling, couples counseling, psychiatric evaluations, and/or medication management)
  • Does my insurance plan require pre-authorization for services obtained?
  • Does my insurance plan authorize me to see only certain mental health professionals? (i.e., Psychiatrists, Psychologists, Licensed Counselors, Licensed Social Workers, etc.)
  • Do I need to obtain a mental health provider referral from my primary care physician (PCP) for these services?
  • May I have a list of counselors in my area who are on your preferred provider list? (Many insurance companies have an arrangement with some counselors for a larger percentage of coverage of the fees associated with counseling)
  • If I want to see a provider that is not on the preferred provider list, how much of the cost will insurance cover?
  • Is there a limit to the number of sessions my insurance will cover in a benefit year? Can a counselor request that the number of sessions is extended?
  • Is there a co-pay for services? If so, what is the co-pay amount? (A co-pay is the fee you pay out-of-pocket at the time of the appointment.)
  • Does my plan have a deductible? If so, how much is the deductible? (The deductible is how much you have to pay before the insurance will start paying for some or all of the counseling fee. For example, if the deductible is $100, then you must pay the first $100 of the covered medical costs before the insurance will pay anything at all.)
  • Does my insurance plan have a maximum benefit (a maximum dollar amount) they will cover per calendar year for mental healthcare services?
  • Do I pay the counselor and get reimbursed by the insurance company or does the insurance company pay the counselor directly? (if the insurance company reimburses you, ask for the form(s) you will need to fill out and submit to get reimbursed.)

Section I - Overview

• Responding to Students in Distress or Crisis

  The University encourages and supports faculty and staff who respond to students in distress. Students in distress often display behavior that may pose a threat to self or others, such as:

  • Demonstrated dysfunction academically, socially or with employment
  • Demonstrated inability to care for oneself (e.g., poor hygiene)
  • Other behavior posing a threat to the student (e.g., drug abuse)
  • Suicidal talk, gestures, intentions, or attempts
  • Threats or aggression directed toward others

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper resources. If the student requires immediate medical attention, hospitalization, is unmanageable (e.g., aggressive, hostile, refusing care), or if you feel directly threatened by a student or feel others are at risk:

  • Call the police at 911 or (904) 620-2800. Be sure to inform the dispatcher of your location, e.g., "I'm at UNF in Building 2, first floor, Room 1332."

  Additional resources for responding to students in crisis include:

  • The UNF Counseling Center is available to students and those acting on their behalf Monday through Friday, 8:00 a.m. to 5:00 p.m. The Center can be reached by calling (904) 620-2602 and is located in Founder's Hall (Building 2), Suite 2300. For after hours, the mental health helpline can be reached by calling 904-620-2602 and selecting option #2 after the voicemail system is engaged.
  • The UNF Victim Advocacy Program is available 24 hours a day at (904) 620-1010 to assist persons impacted by crime through a broad range of services including but not limited to: crisis intervention, accompaniment through the judicial process and referrals. The Victim Advocacy Program is located in Founder's Hall (Building 2), Suite 2100.

  What You Can Do:

  • Assist the student in moving to a quiet, safe and secure place, if possible.
  • Enlist the help of someone else so the student is not left alone and you are not left alone with the student.
  • Listen attentively and respond in a straightforward and considerate way. Take notes if possible including the date and time.
  • When contacting a campus resource, have as much information available as possible, including your name, the student's name and location, an accurate description of the student, a description of the circumstances, time and date of the incident and the types of assistance possibly needed.
  • When appropriate, contact the Supporting our Students (SOS) team and/or the Dean of Students Office as soon as possible at (904) 620-1491, Building #2, Founders Hall, Room 1011.
  • Consider adding the contact information for the UNF Counseling Center to your syllabi:

  UNF Counseling Center
  1 UNF Drive, Building 2, Room 2300, Founders Hall
  Jacksonville, FL 32224-7699
  Tel: (904) 620-2602 and Fax: (904) 620-1085
  www.unf.edu/brooks/counseling-center

  Please review this page to give yourself a general idea of the various issues students may be dealing with so you are aware of when a student should be referred to UPD, the Counseling Center, or other campus resources to assist them. Once students are referred to the correct resource, you can work with that entity to assist the student. Please avoid trying to diagnose the student or working with them individually to address many of the behaviors and conditions described on this page.

  It is not that we do not want you to take the initiative to assist students, but instead, you can best serve students by recognizing when they need assistance, referring them for help, and then working with the student in a collaborative nature through the different resources on campus and in the surrounding community. While you may have the best intentions, assisting students without including the appropriate resources may cause you difficulty with the students in the future (e.g. grading or other disputes) and further may result in you finding yourself more involved in a student's private issues than you may have anticipated.

  Additionally, the best of intentions may result in the student not receiving the actual services needed in a timely manner and in some cases may result in the University having potential legal liability. As a university, our goal is to have the students be successful while obtaining the services needed. Therefore, we hope this page provides you guidance regarding recognizing situations where students are in distress or are in need of professional assistance.

  Please bookmark this page as a reference. If you perceive a situation, reread that section and make notes for future interactions with that student.

• Responding to a Student's Request for Professional Help

  When to refer:

  In many cases of student distress, faculty and staff can provide adequate help through: empathic listening, facilitating discussion by asking open-ended questions, instilling hope, acknowledging concerns, and conveying acceptance.

  In some cases, however, students need professional help to overcome problems and to resume effective functioning. The following signs indicate a student may need counseling:

  • The student continues to appear or states they continue to be distressed.
  • The student becomes increasingly isolated, unkempt, irritable, or disconnected.
  • The student's academic or social performance deteriorates.
  • The student's behavior reflects increased hopelessness or helplessness.
  • You find yourself doing ongoing counseling rather than consultation or advising and are pulled in directions with which you are uncomfortable.
  • The student shows significant and marked changes in behavior and mood.
  • Your personal boundaries have been tested repeatedly.

  How to refer:

  • Speak to the student in a direct, concerned, and caring manner.
  • Because students may initially resist the idea of getting outside help, be caring and clear about your judgment that counseling or other options would be helpful. Also, be clear about the reasons that you are concerned ("I am worried about you doing okay in school and I am bringing this up because I care about your academic progress."). It is often best to focus on the behavior of concern.
  • Be knowledgeable in advance about the services and procedures of the Counseling Center. Check our website or call (904) 620-2602. After regular business hours, call 904-620-2602 and select option #2 to speak with a counselor by phone.
  • Offer to help them set up their initial appointment. Suggest that the student call make an appointment with the Counseling Center by calling (904) 620-2602 with you present in the room. Inform them of the location (Building 2, Founders Hall, Room 2300). You can always walk them over to the office.
  • Afterward, make notes of your interaction with the student for possible future use.
  • If you need help in deciding whether or not it is appropriate to make a referral, call the Counseling Center (904) 620-2602 for a consultation.
  • Counseling Center staff will also come to your department's meetings to speak further regarding referrals and procedures/services. Please call (904) 620-2602 to schedule.

  A Note on Confidentiality

  UNF offices that consult with students on a confidential basis include the Counseling Center, the Victim Advocacy Program in the Women's Center, Student Ombudsman, and Student Health Services. As a non-clinician, you can always promise a student your greatest discretion but not confidentiality. Confidentiality is associated with the legal concept of privileged communication which cannot be promised unless you are a clinician, a member of the clergy, or the person's legal representative.

  All clinical contact with the Counseling Center is privileged and confidential. While the staff is responsive to the needs and concerns of the UNF community in regard to individual students, no information regarding a student's treatment will be divulged to anyone including parents, faculty, or staff of the University of North Florida without the student's written consent. However, by law, a clinician must report any knowledge of a suspected child, elder, or other dependent abuse, or of risk to an individual's physical safety learned in the therapeutic environment. In addition, a clinician must disclose records if ordered by a court to do so. In these situations, the clinician will only reveal information as specifically required or needed.

• Being Observant

  As an employee of the University of North Florida, you will spend a great deal of time on campus. Your focus will be primarily on your job but it will be important to take note of incidents, events, or things you see and hear that may seem out of the ordinary.

  When you become aware of this type of information, it is extremely important that you report it to the Dean of Students Office/SOS (904-620-1492), University Police (904-620-2800) or minimally your supervisor.

  Please do not worry about making a mistake in the process. Your role is to report your observations. That information will be combined with other information available to the SOS team to develop an appropriate and measured response designed to assist the student.

  The information you provide will be treated with the utmost discretion and the university will act in the best interest of the student and the university with the emphasis on everyone's safety.

  If you witness a crime, you can report it via the "Silent Witness Form" on the University's Police website: 

• The Student who may be Depressed or Overly Anxious

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about depression:

  Depression is a common mental health problem that varies in severity and duration.

  In its less serious form, depression is a temporary reaction to loss, stress, or life challenges. It can be alleviated through the passage of time and/or the natural healing effects of warm supportive social relationships, daily routines, and simple coping strategies like distraction, a structured daily schedule, and exercise. Moderate to severe or chronic depression requires professional help.

  Symptoms of depression may include:

  • Feelings of emptiness, hopelessness, helplessness, and worthlessness
  • A deep and profound sense of sadness
  • An inability to experience pleasure
  • Irregular eating and sleeping
  • Difficulties with concentration, memory, and decision-making
  • Fatigue and social withdrawal

  Facts about anxiety:

  Anxiety can be generalized across a range of situations, or it may be situation-specific

  (e.g., test anxiety, social anxiety, and public speaking anxiety).

  Symptoms of anxiety may include:

  • Stress
  • Panic
  • Procrastination
  • Avoidance
  • Irrational fears (losing control, phobias, fear of dying or falling apart)
  • Excessive worry (ruminations and obsessions)
  • Problems with sleeping or eating
  • Depression
  • Substance use

  Sometimes depression includes irritation, anxiety, and anger (particularly in men). In its most serious form, depression can be accompanied by self-destructive and/or suicidal thoughts and intentions as a way to escape from the emotional pain.

  Research shows, again and again, that depression and anxiety can be highly responsive to both psychotherapy and medication.

  Keep in mind:

  • Talk to the student in a relevantly private location. You may wish to have another University employee present or within the visual or auditory range in case the student's behavior becomes erratic.
  • Listen carefully and acknowledge the student's feelings and experiences.
  • Be supportive and express your concern about the situation
  • Consider having the student immediately call for a counseling appointment
  • Remain calm and take the lead in a soothing manner
  • Express hope
  • Focus on relevant information, speaking concretely and concisely.
  • If appropriate, consider flexible arrangements (e.g., extension on a paper or exam), only if appropriate and without violating your academic integrity, as a way to alleviate stress and instill hope.
  • If student alludes to having thoughts of suicide (See suicide section), do not leave the student alone. Call the Counseling Center immediately (904) 620-2602, and when possible, walk the student over to the Counseling Center.
  • If it is after 4:30 p.m., or on the weekend, contact the UNF Police Department at (904) 620-2800.
  • Afterwards, make notes of this meeting given the possibility of any future interaction.
• The Student who may be Demanding

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts:

  Students who are demanding can be intrusive and persistent and may require much time and attention. Demanding traits can be associated with anxiety, panic, depression, personality problems, thought disorders, mania, and/or drug use or abuse.

  Characteristics of students who are demanding include:

  • A sense of entitlement
  • An inability to empathize
  • A need for control
  • Difficulty in dealing with ambiguity
  • Perfectionism
  • Difficulty with structure and limits
  • Dependency
  • Fears about handling life
  • Elevated mood
  • Drug use or abuse
  • Inability to accept any limits
  • May violate social or personal boundaries
  • Engage in micro-aggressions such as "You don't want to help me."

  Think about:

  • Talk to the student in a place that is safe and comfortable. You may wish to have another University employee present or within visual or auditory range in case the student's behavior becomes erratic.
  • Remain calm and take the lead ("Tell me what is bothering you and then let's decide what solutions there might be.")
  • Set clear limits up front and hold the student to the allotted time for the discussion ("I have 10 minutes today and so within that time frame, what concerns can I try to help you with?").
  • Emphasize behaviors that are and aren't acceptable ("If you want me to continue with this, I will need you to be respectful of me when you are talking, as you would want me to be respectful of you.").
  • Respond quickly and with clear limits to behavior that disrupts class, study sessions, or consultations.
  • Be prepared for manipulative requests and behaviors (When confronting this behavior, your response might be something like, "You came asking for my help and I have offered you several ideas, but they do not seem okay with you. What ideas do you have?").
  • Make a show of taking notes or have someone take notes for you during the meeting
  • Speak to your supervisor and/or colleagues to brainstorm alternate mechanisms to manage the situation
  • Call the Counseling Center (904) 620-2602 for help with identifying strategies for dealing with disruptive behaviors.
  • Refer the student to the Counseling Center (904) 620-2602 for counseling, or the Dean of Students/Ombudsman Office (904) 620-1491 to help resolve any conflict.

  Watch out for:

  • Arguing with the student for the moment ("No, you are not correct and I do not agree"). However, it is a good idea to document any false statements for future use.
  • Giving in to inappropriate requests.
  • Adjusting your schedule or policies to accommodate the student.
  • Ignoring inappropriate behavior that has a negative impact on you or other students.
  • Feeling obligated to take care of the student or feeling guilty for not doing more.
  • Allowing the student to intimidate or manipulate you to not deal with the problematic behavior.
• The Student who may be Suicidal

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about suicide:

  Although suicide is a rare event (i.e., 5 to 7 for every 100,000 college students per year), it is the second leading cause of death among college students after vehicle accidents and before alcohol-related deaths.
  Suicidal ideation is often associated with major depression, a combination of acute anxiety and depression, post-traumatic stress disorder, drug and alcohol abuse, bipolar disorder, and/or intimate relationship issues.
  People who are suicidal often, but not always, tell people about their thoughts or give clues to others about their feelings.

  Some factors associated with suicide risk are:

  • Suicidal thoughts, both passive and active
  • Personal loss/separation
  • Shame and guilt associated with perceived failure
  • Pessimistic view of the future (i.e. uncertainty about academic and/or career path)
  • Feelings of helplessness, especially in addition to anxiety and hopelessness
  • Feelings of alienation and isolation
  • Viewing death as a means of escape from distress
  • Previous suicide attempts
  • Personal or family history of depression and/or suicide, or suicide attempts
  • Substance abuse
  • Concerns related to the development/integration of sexual identity
  • History of self-mutilation or risky behavior

  Be confident to ask directly about suicide (i.e., "Are you thinking of suicide or Are you thinking of killing or harming yourself"). Asking a student if they are suicidal will not put the idea in their head if it isn't there already. Rather, it will bring a secret out into the open, which is the first step to a solution. A student who is suicidal and confides in someone is often highly ambivalent about suicide and open to discussion.

  Students who are at high risk usually have a specific plan, a means that is lethal (e.g., medication, knife, gun), and a time frame in which they will kill themselves, and tend to be or feel isolated. An individual who is at high risk can sometimes be a threat to others or homicidal.

  Think about:

  • Call 911 if the student is in immediate danger to himself or herself.
  • Remain calm and use the student's name in communication (i.e. "John, I am concerned about you and want to get you help.")
  • Talk to the student in a relatively private location. You may wish to have another University employee present or within the visual or auditory range in case the student's behavior becomes erratic.
  • Promise them that you will be discrete with the information that they share.
  • Remain calm and take the lead.
  • Take a student's disclosure as a serious plea for help ("I hear that you are considering killing or hurting yourself to end the pain you are feeling.").
  • If needed, ask the student directly about feelings and plans ("Are you thinking of killing yourself?" "How have you thought about doing it?"). Not having a plan is a good thing.
  • Express care and concern, and assure the student that you will help him or her reach professional help. ("I believe and trust what you are saying and that you have not gotten to this point easily. I am very concerned for you and want you to believe and trust me now and that seeking help can make a difference.").
  • If the incident occurs during business hours, call the Counseling Center (904) 620-2602 and then escort the student to the Counseling Center located in Building 2, Founders Hall, Room 2300.
  • After hours, contact the UNF Police Department at (904) 620-2800.
  • Afterward, document your interaction with this student.
  • All threats must be considered potentially lethal.

  It is vital to seek professional support for the student as soon as possible. Do not minimize the situation, argue with the student, or assume the family knows that the student has problems.

• The Student who is Aggressive or Potentially Violent

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about aggression:

  Aggression varies from threats to verbal abuse to physical abuse and violence. It is very difficult to predict aggression and violence.

  Some indicators of potential violence may include:

  • Expressed paranoia/mistrust
  • A highly unstable school or vocational history
  • A history of juvenile violence or substance abuse
  • Prior history of violence or abuse, including history of arrests
  • Fascination with weapons (e.g., guns or knives)
  • History of cruelty to animals
  • Impulse control problems
  • Fire-starting behaviors

  Think about:

  • Your level of safety. Call 911 if you feel in danger.
  • If you feel it is appropriate to stay with the student, remain in an open area with a
  • visible means of escape (sit closest to the door and do not let the student get between
  • you and the door).
  • Enlist the help of a co-worker.
  • Explain to the student the behaviors that are unacceptable ("I am glad to talk with you if
  • you are willing to speak with me without yelling.").
  • Consult with professionals at the UNF Police Department (904) 620-2800, the Dean of
  • Students' office (904) 620-1491), or the Counseling Center (904) 620-2602.
  • Document the interaction.

  Avoid:

  • Staying in a situation in which you feel unsafe.
  • Meeting alone with the student.
  • Engaging in a argument or escalating the situation
  • Ignoring signs that the student's anger is escalating.
  • Touching the student or crowding their sense of personal space.
  • Ignoring a gut reaction that you are in danger.

  If a student makes a threat by text, email, mail or phone:

  Threatening texts, mail, email, or phone calls received at your home should be referred to your local police department, the UNF Police Department and the Dean of Students. Texts, mail, email, or phone calls received on campus should be referred to the UNF Police Department (904) 620-2800. DO NOT DELETE these emails, texts, voicemail, instant messages, pictures, etc.

• The Student who is Severely Disoriented or Psychotic

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources

  Facts about psychotic thinking:

  The main feature of psychotic thinking is "being disconnected from reality".

  Symptoms include:

  • Speech that makes no practical sense. The student seems confused about the current place, time, and/or has a poor awareness about the situation
  • Lack of a response to simple questions like, "Are you hungry?"
  • Extremely odd or eccentric behavior.
  • Significantly inappropriate or a complete lack of emotion
  • Bizarre behavior that indicates hallucinations
  • Strange beliefs that involve a serious misinterpretation of reality
  • Writing nonsense words or numbers
  • Social withdrawal
  • Inability to connect with or track normal interpersonal communication
  • Extreme and unwarranted suspicion

  Bipolar disorder involves periods of serious depression which can be combined with periods of extreme euphoria and frenzied thinking and behavior, the latter of which can reflect a poor connection with reality. A person with bipolar disorder can appear psychotic.

  Psychological illnesses that involve psychotic features often have an onset between the late teens and early 30s. Recognize that psychotic states can involve extreme emotion or lack of emotion and intense fear to the point of paranoia. Recognize that a student in this state may be dangerous to self or others.

  What you can do:

  • Consult with a clinician at the Counseling Center (904) 620-2602.
  • Call 911 and then the Counseling Center if the student is highly impaired.
  • Consult with the Dean of Students Office or UNF Police (ask if there is a "Crisis Intervention Team or CIT officer on Duty")
• The Student who may have a Disordered Eating Pattern

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources

  Facts about eating disorders:

  Eating disorders are not about food, but food is the substance that people with eating disorders use or misuse as a coping strategy. Students who have an eating disorder have both physical and psychological symptoms. They are characterized by problematic attitudes and feelings about food, weight and body shape, a disruption in eating behaviors and intense anxiety about body weight and size.

  The term Disordered Eating usually refers to Anorexia Nervosa, Bulimia Nervosa, and/or Binge Eating Behavior.

  Anorexia Nervosa is characterized by restricted eating, self-starvation and excessive weight loss.

  Warning Signs of Anorexia:

  • Is thin and keeps getting thinner, losing 15% or more of her ideal body weight.
  • Continues to diet or restrict foods even though he or she is not overweight.
  • Has a distorted body image-feels fat even when he or she is thin.
  • Is preoccupied with food, calories, nutrition or cooking.
  • Denies that he or she is hungry.
  • Exercises obsessively.
  • Weighs him/herself frequently.
  • Complains about feeling bloated or nauseated even when she eats average-or less than average-amounts of food.
  • Loses his or her hair or begins to experience thinning hair.
  • Feels cold even though the temperature is normal or only slightly cool.
  • Stops menstruating.

  Bulimia Nervosa is characterized by recurrent episodes of overeating large amounts of food in a short period of time (the binge) followed by some form of purging (i.e. vomiting, laxative use or excessive exercise).

  Warning Signs of Bulimia:

  • Engages in binge eating and cannot voluntarily stop.
  • Uses the bathroom frequently after meals.
  • Reacts to emotional stress by overeating.
  • Has menstrual irregularities.
  • Has swollen glands.
  • Experiences frequent fluctuations in weight.
  • Is obsessively concerned about weight.
  • Attempts to adhere to diets, but generally fails.
  • Feels guilty or ashamed about eating.
  • Feels out of control.
  • Has depressive moods or mood swings.

  Binge Eating Behavior is characterized by recurrent episodes of binge eating that are not followed by compensatory behaviors (purging) to prevent weight gain. Binge eating includes distress regarding the binge, eating much more rapidly than normal, eating until feeling uncomfortably full, and eating large amounts of food when not physically hungry.

  Warning Signs of Binge Eating Disorder:

  • Eats large amounts of food when not physically hungry.
  • Eats much more rapidly than normal.
  • Eats until the point of feeling uncomfortably full.
  • Often eats alone because of shame or embarrassment.
  • Have feelings of depression, disgust or guilt after eating.
  • Has a history of marked weight fluctuations.

  If you have any questions regarding the resources available or approaching a student, call the Dean of Students Office (904-620-1491). For additional support or consultation, call the Counseling Center (904) 620-2602.

• The Student who may have a Substance Abuse Problem

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Signs of people who may have an alcohol problem:

  • They fail to fulfill major work, school, or home responsibilities.
  • Specific school problems such as poor attendance, low grades, and/or recent disciplinary action become apparent.
  • The person may drink in situations that are physically dangerous, such as when driving a car.
  • Recurring alcohol-related legal problems, such as being arrested for driving under the influence of alcohol or for physically hurting someone while drunk become apparent.
  • The person continues to drink despite having ongoing relationship problems that are caused or worsened by drinking alcohol.
  • The person exhibits mood changes such as temper flare-ups, irritability, and defensiveness.
  • Physical or mental problems such as memory lapses, poor concentration, bloodshot eyes, lack of coordination, or slurred speech manifest themselves

  Signs that a student may have a drug problem:

  • Experiencing withdrawal symptoms (e.g., nausea, restlessness, insomnia, concentration problems, sweating, tremors and anxiety)
  • Taking a drug in order to avoid withdrawal symptoms, after reducing or stopping prior chronic drug use
  • Spending a lot of time getting, using, and recovering from the effects of a drug
  • Abandoning previously-enjoyed activities, such as hobbies, sports, and socializing, in order to use drugs
  • Neglecting school, work, or family responsibilities
  • Taking risks while high, such as starting a fight or engaging in unprotected sex
  • Continuing to use despite physical problems (e.g., blackouts, flashbacks, infections, injuries) or psychological problems (e.g., mood swings, depression, anxiety, delusions, and/or paranoia) the drug has caused
  • Legal troubles because of drug use, such as arrests for disorderly conduct, driving under the influence or stealing to support a drug habit
  • Refer the student to the Counseling Center (904-620-2602).
  • Contact the Dean of Students (904-620-1491) if they exhibit substance-induced behaviors in the classroom.

  Educational Resources and Assessments:

  Department of Recreation & Wellness

  Bldg. 61 Suite 1300
  (904) 620-1570

  E-Chug

  E-Chug is an alcohol assessment that will provide you with accurate and personalized feedback about:

  • Your individual drinking pattern
  • Your risk patterns
  • Your aspirations and goals
  • Helpful resources at the University and in your community

  E-Toke

  E-Toke is a marijuana assessment that will provide you with accurate and personalized feedback about

  • Your individual drinking pattern
  • Your risk patterns
  • Your aspirations and goals
  • Helpful resources at the University and in your community
• The Student who may be Involved in an Abusive Relationship

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about abusive relationships:

  Abusive relationships are marked by strategies used by one person to maintain power and control over another. Because of the dynamics of an abusive relationship, victims may feel trapped and fearful of their partner's anger, violence and/or abandonment, and thus may be reticent to disclose information about their relationship, even when abuse is suspected. Abuse can be physical, sexual, emotional or verbal.

  Indicators of abusive relationships can include:

  • Intimidation: Use of looks, actions, or violent gestures, such as smashing things, destroying property, abusing pets, or displaying weapons so as to cause fear
  • Emotional Abuse: Use of put-downs, name-calling, "mind-games," humiliation, or guilt in an effort to erode the self-esteem of the partner
  • Isolation: Controlling social interaction, movement, and involvements with friends and activities or use of jealousy to justify actions
  • Minimizing, Denying, and Blaming: Making light of the abuse or not taking it seriously. Shifting blame for the abuse onto the victim - saying the victim "caused the abuse"
  • Violation of Privacy: Abusive partners may read notes, emails or text messages from others, or go through personal belongings
  • Using Privilege: For women who are abused by men: partners may use male privilege to make decisions on behalf of the other person. Those may include attempts to control aspects of academic life, requiring permission for big decisions, etc.
  • Coercion and Threats: Making or carrying out threats to do something to hurt the partner, including leaving, threatening suicide, reporting the partner to authorities regarding some behavioral or academic violation, making the partner engage in illegal activity
  • Abusive relationships happen in both same-sex and opposite-sex relationships.

  Recognizable signs are listed below:

  • Frequent bruises or injuries
  • Dressing in make-up or clothing to hide bruises and scars (e.g., wearing sunglasses inside, excessive clothing)
  • Making references to partner's temper, jealousy, or possessiveness
  • Restricted from social and other activities
  • Constantly checking in with a partner to provide updates
  • Inconsistent or excessive absences from class
  • Exhibiting drastic personality changes (e.g., from outgoing to withdrawn)
  • Having limited access to financial resources (money, credit cards &/or transportation)

  What you can do:

  • Recognize that the student may be fearful, reluctant, and vulnerable.
  • Remember that abusive relationships involve complex dynamics, including high levels of controlling behavior on the part of the perpetrator and/or denial or fear on the part of the victim. Therefore, the situation may be difficult to change.
  • Be aware that interventions from a variety of sources are helpful in assisting the student to recognize that options are available.
  • Be aware of the campus Sexual Misconduct Regulation, including what your campus crime reporting responsibilities and duties may be, as a university employee.
  • Refer the student to the Counseling Center (904) 620-2602, the LGBT Resource Center (904) 620-2939 (if appropriate), and/or the Dean of Students Office (904) 620-1491.
  • Refer the student to the Women's Center (904) 620-1010 to discuss options and resources available.
• The Student who may be a Victim of Sexual Violence

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources

  Facts about sexual violence:

  • Sexual violence is any sexual contact that is committed by force, threats of force, coercion or when an individual is unable to give consent.
  • Consent must be informed, freely and actively given, and an understandable exchange of affirmative words or actions, which indicate a willingness to participate in mutually agreed upon sexual activity.
  • It is the responsibility of the initiator to obtain clear and affirmative responses at each stage of sexual involvement.
  • The lack of a negative response is not consent.
  • Consent may not be given by any individual who is intoxicated or incapacitated by drugs and/or alcohol both voluntarily or involuntarily consumed.
  • Past consent of sexual activities does not imply ongoing future consent.

  Examples of sexual violence include:

  • Completed rape
  • Attempted rape
  • Unwelcome sexual contact
  • Voyeuristic or exhibitionistic acts

  Although most acts of sexual violence are committed by men against women, men can be assaulted by women, and same-sex assaults also occur.

  What you can do:

  • Inform the student that confidential services are available at the Victim Advocacy Program at: (904) 620-1010.
  • Inform the student that they can receive a free forensic medical examination even if they decide not to report to law enforcement. Contact the Women's Center (904) 620-2528 to arrange for the exam up to five days after the assault.
  • The Women's Center (904) 620-2528, Student Health Services (904) 620-2900, and the Counseling Center(904) 620-2602 can provide advocacy to assist the student with negotiating post-assault decisions and resources.
  • Inform the student that they may also file a report with the Title IX Administrator (904) 620-2513 to begin an investigatory process.
  • The LGBTQ Center (904) 620-4720 can provide support for students who are lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual (LGBTQIA) or students who are struggling with sexuality or gender identity after an assault.
  • If the student needs immediate medical attention, refer them to the Student Health Services or the closest emergency room.
  • Refer the student to the Counseling Center (904) 620-2602 for counseling options.
  • Be aware of the campus Sexual Misconduct Regulation, including what your campus crime reporting responsibilities and duties may be, as a university employee
  • If the student wants to report the assault to the police, assist them in contacting UNF Police Department at (904) 620-2800. If possible, they should not bathe, shower, brush their teeth, drink, or even use the restroom until they are seen by a Sexual Assault Nurse Examiner (SANE). All these things destroy physical evidence that may be helpful in a criminal investigation.
  • Referral may be made to the Department of Recreation & Wellness for Free Anonymous HIV Testing, at (904) 620-1570.
  • Inform the student that they are able to file an anonymous report with the UNF Police Department (904) 620-2800. They may also file a report with the Dean of Students (904) 620-1491.
  • If the student needs help dealing with academic issues as a result of the sexual assault, contact the Dean of Students at (904) 620-1491.
• The Student who may be a Target of Harassment or Stalking

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about harassment and stalking:

  Harassment is defined as acts that are offensive, annoying, threatening, hostile or disturbing. Stalking is the following or harassment of an individual that instills feelings of fear or danger. Stalkers often have an irrational obsession with the victim and try to gain power and omnipotence through control and intimidation. Stalking behavior includes: trailing the victim, harassment via phone, text, email, and letters, unwanted gifts, and unwanted attentiveness. Stalkers can be male or female and targets can be of the same or opposite sex. Stalking may be connected to dating violence. Stalking can escalate to the person damaging property such as a vehicle, residence and other property.

  What you can do:

  • Advise the student to contact the UNF Police Department (904) 620-2800.
  • Advise the student to document ALL contacts (e.g., texts, posts on social media, letters, e-mails and in person contacts).
  • Refer the student to the Counseling Center (904) 620-2602 and/or the Women's Center (904) 620-1010 for support.
  • Advise the student to take precautions to enhance safety, including a change in routine travel routes and schedules.
  • Advise the student that they can request a Police Escort at any point in time by calling: (904) 620-2800.
  • Inform the student that they may file a report with the Title IX Administrator (904) 620-2513 to begin an investigatory process
  • Be aware of the campus Sexual Misconduct Regulation, including what your campus crime reporting responsibilities and duties may be, as a university employee.

  For Everyone:

  If someone threatens you verbally by phone, physically, or electronically by mail, text, email, or via some form of social media (e.g., Facebook): contact the police in your local police department's jurisdiction. These contacts should be referred to your local police department. Mail, phone calls, texts, and emails received on campus should be referred to the UNF Police Department (904) 620-2800.

  DO NOT DELETE these emails, texts, voicemails, instant messages, pictures, letters, etc.

  If you know the identity of the student making these threats, please contact the Dean of Students at (904) 620-1491 for additional assistance.

• The Student who may be a Target of Hazing

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about hazing:

  • Hazing is defined as any action taken or situation created on or off campus, which recklessly or intentionally produces mental or physical discomfort, embarrassment, harassment or ridicule.
  • Hazing, in any form, is prohibited at the University of North Florida.
  • Hazing is sometimes used as a rite of passage or initiation into a campus organization.
  • Hazing can be psychologically damaging and present serious physical risks (including death) to students.
  • A student may or may not know that hazing will be a part of an initiation process.
  • A student may or may not know how extreme hazing might become during an initiation process.
  • Hazing is illegal in the State of Florida.
  • Recognize that the student may be feeling vulnerable and experiencing a range of emotions.

  Reporting Options Include:

  • The Dean of Students (904) 620-1491.
  • The UNF Police Department (904) 620-2800.
  • The Office of Fraternity and Sorority Life (904) 620-2975.
  • The Counseling Center (904) 620-2602, if appropriate.
  • Inform the student that they may file a report with the Title IX Administrator (904) 620-2513 to begin an investigation.

  Additional information is available at www.hazingprevention.org.

• The Student who may be a Target of a Hate Incident

  student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about hate incidents:

  A hate crime is a criminal act against a person or their property because of their actual or perceived race, ethnicity, color, religion, nationality, disability, gender, gender identity, gender expression, or sexual orientation.

  A hate incident is an act that, while not meeting the legal definition of a crime, involves the same types of behavior and targeting of underrepresented groups. Hate incidents are more common on college campuses than hate crimes.

  What you can do:

  • Recognize that the student is probably experiencing a range of intense feelings, including shame, anger, fear, and denial.
  • Refer the student to the Dean of Students, at (904) 620-1491, and/or the Office of Equal Opportunity and Inclusion at (904) 620-2513.
  • Refer the student to the LGBTQ Center, (904) 620-4720, if the incident was in relation to a student's gender, gender identity, gender expression, or sexual orientation.
  • If appropriate refer the student to the Fraud Hotline at (904) 620-3950 or the Whistleblower Hotline at (800) 543-5353.
  • Explain the value of notifying the UNF Police Department (904) 620-2800.
  • Refer the student to the Counseling Center (904) 620-2602 for additional support.
  • Be affirming and respectful of the student and their identity.

Section II - Resources for Students in Distress

• Resources for Students who are Military Veterans

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Each semester, students enroll or re-enroll at the University of North Florida after serving in the armed forces. Some of these students have completed their military obligations, and others are still involved with the military in some way, whether they continue on active duty or are involved with the Reserves or National Guard. Some students are very forthcoming about their veteran status and experiences, and some choose not to reveal their veteran status to faculty, staff, or other students because they believe they may be treated differently or stigmatized by political issues associated with their military service. The Military and Veterans Resource Center (MVRC) is available to all student-veterans and their dependents who attend UNF.

  Facts about Students who are Military Veterans:

  Students with veteran status may have complex issues related to their academic and financial relationships with the University due to federal and/or state policies. The University works with veteran students to make their transition as seamless as possible, but federal and/or state policies often make this quite difficult.

  Students who are still involved with the military may be redeployed at any time (in as little as 72 hours), and so may have difficulty fulfilling their course requirements. The University's policy is to do everything reasonably possible to allow students to complete courses. Like any student, veteran students may encounter obstacles to their academic success.

  These may include:

  • The distraction of potential redeployment
  • Financial and family demands
  • Emotional and psychological traumas that result from combat experiences
  • Physical injury, some visible and some invisible (i.e., a traumatic brain injury)
  • Veteran students may be in need of emotional or other health-related support, but some may not be comfortable seeking this support on campus
  • It is also not unusual for student veterans to be reluctant to seek any help due to the desire to be strongly self-reliant

  Facts about Students who are Dependents of Active Duty Service Members or Military Veterans:

  Dependents, both children and partners, of active duty service members and/or military veterans face the many challenges inherent in having a family member relocated/reassigned, deployed, or return from deployment. These challenges may include increased family responsibilities, financial issues, isolation, declines in academic performance, and fear for their parents' safety, which may lead to anxiety, loneliness, sadness, and a feeling of being overwhelmed. For those returning from deployment, many families must also cope with living with a parent/partner who returns profoundly changed by their deployment and/or combat experience. Studies looking at the impact of combat-related PTSD on families have demonstrated higher levels of marital problems, family violence, behavioral issues, dissociative symptoms, sexual issues, sleep disturbances, and partner distress, within these families.

  The bottom line is children, partners and families struggle both with changes resulting from an absent parent or partner/spouse, as well as changes when the absent service member returns. We encourage all UNF students who are dependents of military service members and veterans to come to speak with us if they are experiencing any of these challenges. The Military and Veterans Resource Center (MVRC) is also available to provide support and guidance.

  Resources:

  If you are concerned about a specific student or have any military-related questions, you may contact the Military and Veterans Resource Center (MVRC) at (904) 620-5131. Additional support for the students is available through the Counseling Center (904) 620-2602 and the Dean of Students (904) 620-1491.

  Veterans Crisis Line: 1-800-273-8255, Press 1

• Resources for Students who are Struggling Academically

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Students struggle academically for a variety of reasons. Some academic difficulties are often combinations of problems with the course content, the techniques used to process the information, and the students' earlier preparation and/or personal motivation talent, or skill.

  Most UNF students do not struggle academically because they are not "smart" enough.

  Many of our students, in fact, are impacted negatively by their natural abilities. Their intelligence and memory capabilities are at such a level that they have not needed to develop systematic, intentional approaches for processing large amounts of detailed information in order to produce high grades.

  The most common remark heard from students struggling academically is that they did not have to study much before coming to UNF. The second most common remark heard from students having difficulty with their grades is that they are studying more now than they ever have. Translation: Many of our students are working hard, but not effectively.

  There are two large categories of students who struggle academically: those with the requisite amount of motivation who do not know how to study effectively, and those who lack the requisite amount of motivation. From the outside, the results look very much the same.

  The first group responds well to coaching and intentional approaches that aid them in both understanding and remembering the course material. With effective coaching, often their results improve from one evaluation to the next.

  Learning how to efficiently process large quantities of information in order to remember what one understands is achievable. Many of our students have a belief that if they were smarter, they would not need to use structured approaches to studying.

  The second group needs to be challenged to discover the personal benefit attached to achieving in the university environment.

  Both groups may benefit from learning to manage their time effectively and prioritize.

  Resources:

  Students, faculty, and staff with questions about academic support can call Student Academic Success Services (SASS) at (904) 620-5891. SASS provides workshops, tutoring, supplemental instruction, and individual academic assistance for students. Tutoring is offered in the following areas: math, science, foreign languages, humanities, social sciences, computer science, and business. Workshop topics include but are not limited to: time management, note taking, test anxiety, and test-taking. A full schedule of programs can be found on the SASS website.

  For students or faculty who need assistance in writing regardless of the course discipline, please contact the UNF Writing Center at (904) 620-5394.

  Faculty and staff can also refer students to meet one-on-one with their individual academic advisors.

• Resources for Students with Disabilities

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  • Students with documentation of a physical, learning, sensory, developmental or psychiatric disability and who have registered with UNF's Student Accessibility Services (SAS) are eligible to receive accommodations at the University of North Florida.
  • Students with physical and/or sensory disabilities present special classroom access needs to be associated with limitations in mobility, speaking, hearing, and/or vision.
  • Students with medical disorders may experience difficulties participating in their academic programs due to the condition itself or the ongoing treatment protocol.
  • Students with learning disabilities have neurological impairments that interfere with and slow down information processing, memory and retrieval, and output. These disabilities can have a detrimental impact on reading, writing, math, attention, concentration, and/or overall organization.
  • Students with psychiatric disabilities have a chronic and debilitating psychological condition that interferes with their ability to participate in routine educational program. Examples of conditions that fall under this classification include Bipolar Disorder, Major Depression, Anxiety Disorders, and Post Traumatic Stress Disorder, but not "test anxiety".
  • Autism is a complex developmental disability that affects how an individual thinks, learns, and experiences the world. All students with autism are different but they share difficulties in five core areas. These include Communication, social interaction, repetitive behavior/restricted interests, sensory processing, and information processing/learning style (typically better at visual learning).
  • THRIVE - is a specialized program at UNF to provide further assistance to students with autism. The program provides individual mentors, support groups, counseling, and other assistive services to support students with autism at the university. Contact the DRC for more information about the THRIVE program.
  • Students with Attention Deficit Hyperactivity Disorder (ADD/ADHD) may experience inattentive, hyperactive, and/or impulsive behaviors due to a dysfunction of the central nervous system. These behaviors may compromise an individual's social, vocational and academic performance.

  What you can do:

  • Speak to the student in private about your concerns.
  • Treat each student with sensitivity and respect.
  • Refer the student to Student Accessibility Services in Tom and Betty Petway Hall, Building 57, Room 1500, or (904) 620-2769.
  • Work together with the student to find reasonable access to quizzes, tests, and other class requirements.
  • Discuss accommodations, NOT the disability, with the student (e.g., 504 Plan).
  • Contact Student Accessibility Services immediately if you are experiencing any doubts or are having difficulty understanding the accommodations that need to be applied.

  Things to Avoid:

  • Be mindful of using language that could be construed by the student as negative, degrading, or condescending.
  • Be mindful of questioning the stated disability or changing the core requirements of the course.
  • Be mindful of assuming the student qualifies for accommodations without a DRC accommodations letter.
• Resources for Awareness of Cultural Differences

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  The Intercultural Center for Promotion, Education, and Advancement of Cultures and Ethnicities (ICP) strives to provide support for traditionally underrepresented students at the University of North Florida. Our purpose is to promote student learning and development through purposeful programming with the different cultural groups. We provide services to all students but mainly the African American Student Union, the Latin American Student Organization, the African Student Association, Native Americans, and Asian Students in Alliance on UNF's campus.

  Facts about the impact of cultural differences:

  As college campuses are becoming increasingly diverse, many students find it difficult to step outside of what is familiar and interact with students of different races, religions, classes, abilities or sexual orientations. Race, ethnicity and cultural backgrounds are important to keep in mind as you help a distressed student. Reactions to racism can affect the way in which emotional distress is manifested and also can impact help-seeking behavior.

  Some examples of barriers to seeking help are: denial, fear of being labeled in a negative way and lack of information about campus resources. Moreover, for most student groups support is the answer. Communications support, empathy, and active listening are critical in reaching students who feel isolated and marginalized. It is important as university employees to take every complaint seriously and understand when a student needs someone to confide in or needs someone to help them navigate barriers they may be experiencing in college.

  Your sensitivity to the unique needs of students of color, non-traditional-aged college students, and other underrepresented groups, can be important in helping students get assistance. Furthermore, being knowledgeable about campus resources that address the unique needs of underrepresented students is important.

  Resources:

  Intercultural Center, (904) 620-2475

  International Center, (904) 620-2657

  Office of Equal Opportunity and Inclusion, (904) 620-2513

  President's Commission on Diversity and Inclusion, (904) 620-2507

• Resources for Students who are LGBTQIA

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Terminology:

  LGBTQIA: is acronym for lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual.

  Asexual: Someone who does not experience sexual attraction.

  Lesbian: A woman who has significant emotional, romantic, and/or sexual attractions primarily to other women.

  Gay: a man who has significant emotional, romantic, or sexual attractions primarily to other men. At times, "gay" is used to refer to all people, regardless of sex or gender, who are not heterosexual.

  Gender expression: The external behaviors and characteristics (i.e. dress, mannerisms, social interactions, speech patterns, etc.) that a person displays.

  Gender identity: A person's internal self-awareness of being male, female, or an identity that does not fit defined categories. Some individuals experience their gender identity as not conforming to their assigned physical sex and may identify as transgender.

  Bisexual: A person who has significant emotional, romantic, and/or sexual attraction to people of one or more sexes and/or genders.

  Intersex: Someone born either with undeterminable genitalia and/or reproductive organs, and/or chromosomal make-up other than XX or XY. Intersex people may or may not identify as members of the transgender community (formerly referred to as "hermaphrodite," an outdated and offensive term).

  Pansexual: A person who is sexually or romantically attracted to people of all gender identities and biological sexes. ("Hearts not Parts")

  Transgender: A term that refers to people who transgress gender in some way or whose gender identity or expression may not align with societal expectations of physical sex at birth. This includes a spectrum of gender variant people. When writing about or talking to a transgender person, use the name and personal pronouns that are consistent with the way the individual identifies.

  Queer: Originally a derogatory slur, queer has been reclaimed by some as an inclusive word for all those marginalized by heterosexism and/or discriminated against based on gender norms. Queer is often used as a sexual, gender, and or political identity, meaning non-normative. It is not accepted by all.

  Questioning: Someone who is questioning their sexual and/or gender orientation.

  Common mental health issues in the LGBTQIA community:

  • Depression and Anxiety
  • Substance Abuse
  • Problems with family
  • Relationship issues
  • Disordered eating
  • Suicidal ideation

  What you can do:

  • Remember that coming out is a life-long process. The student has the right to choose when, where and to whom they come out. Do not "out" a student, as they may not be out to their families or peers. Doing so can put student safety at risk.
  • Refer the student to the LGBTQ Center, Student Union, Building 5 East, Room 1111 or (904) 620-4720.
  • Consider completing the UNF Safe Space Training and becoming a LGBTQIA Ally.
  • Refer to the Counseling Center (904) 620-2602 for additional support.
  • Encourage the student to seek out a Safe Space Ally if they are looking for support in their classroom or department.
  • Be an active listener and empathize. Affirm the student's identity and thank them for sharing with you.
  • Ask what you can do to empower them.
  • Avoid ignoring or minimizing the situation or expecting the student to make changes regarding their sexual orientation

  Resources:

  • Jacksonville Area Sexual Minority Youth Network (JASMYN)
  • Parents, Friends, and Family of LGBT People (PFLAG)
  • GLSEN (pronounced "glisten")
  • Gay-Straight Alliance Network
• Resources of The Women's Center

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  The Women's Center's mission is to be advocates for the political, social and economic gains of all people by eradicating gender-based inequalities in a supportive atmosphere that encourages and facilitates the evolution and development of personal and academic potentials.

  The Women's Center recognizes that gender inequalities are deeply connected to other areas of disenfranchisement and oppression in our society, including violence. Therefore, the programs and services strive to value and promote respect for all differences. This means that women and men and people of all races, cultures, sexual orientations and abilities are welcome in the Women's Center.

  The Victim Advocacy Program provides confidential crisis intervention services to the University of North Florida community. The primary role of victim advocacy is to intervene on behalf of the victim and assist the individual in surviving the experience. This includes representing the victim's legitimate interests regarding any problem or concern resulting from the victimization.

  Immediate assistance is available to victims by contacting our 24-Hour Crisis Helpline. Services are available to students, faculty, staff and visitors to campus who have been victims of crime.

  Services include:

  • 24-hour Crisis Helpline
  • Crisis Intervention
  • Emotional Support
  • Evaluation of Options
  • Information and Referrals
  • Safety Planning
  • Explanation of Rights
  • Arranging and accompaniment to Forensic Medical Exam
  • Assistance in navigating through the Criminal Justice Process
  • Assistance with Student Conduct Process
  • Assistance in Filing Crimes Compensation
  • Documentation of Victimization for School or Employment
  • Coordination of Services
  • Assistance in Completing Victim Impact Statements
  • Educational Presentations and Materials
  • Any other assistance that may be required to assist victims/survivors in rebuilding their lives.
  • Referral may be made to the Department of Recreation & Wellness for Free Anonymous HIV Testing at (904) 620-1570.

  The Victim Advocacy Program may be contacted in the following ways:

  • By phone, 24 hours a day at (904) 620-1010
  • In-person, Monday through Friday, 8:00 a.m. until 5:00 p.m. in Founders Hall, Building 2, Suite 2100.
• Resources of The Student Health Services

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about health services on campus:

  Health professionals at Student Health Services (SHS) are not just physicians, nurses, and support staff, they are also university/college employees with vested interest in the student's feeling better, learning something about their ailments, and succeeding in their academic performance.

  Students have different needs than traditional patients. They are more apt to want immediate service, lower costs, and a need to understand health care beyond simply treating their current illness. Within a team approach, SHS supports student retention and academic success by providing acute primary medical care.

  The following comprehensive healthcare is provided to registered students:

  • General Medicine: Students with medical problems are diagnosed and treated on an appointment basis. Referrals to outside providers are made when necessary.
  • Physical Exams: Students requiring a physical exam prior to admittance to a school program can have a physical exam done at SHS for a nominal fee.
  • Women's Clinic: These services include PAP smears, family planning education and counseling, treatment of sexually transmitted diseases, pregnancy testing, and other women's health issues.
  • Confidential HIV testing and counseling are available. A referral may be made to Department of Recreation & Wellness for Free Anonymous HIV Testing at (904) 620-1570.
  • Digital imaging (x-ray)
  • Routine labwork. They also perform specimen collections for more sophisticated procedures and send them to a reference lab for testing.
  • Travel Health Clinic for those traveling abroad.
  • Other Services: Immunizations clearance, insurance, first aid, health education resources, nutritional counseling, and weight and blood pressure screenings are also available.

  Students may visit Student Health Services as many times per semester as needed, with no office visit charge. However, students are charged for items such as physical exams, laboratory, and procedures. These charges are significantly lower than charges for comparable services provided in the private sector. In the event that the required health care a student needs is not available at SHS, the student is referred to a qualified outside agency for treatment. Here are a few examples of specialty referrals; orthopedics, dermatology, pain management, physical therapy, dental, and vision.

  Tips when speaking with a student:

  • Speak to the student in private about your concerns.
  • Advise the student all information they share with SHS is confidential.
  • Refer the student to Student Health Services in the Brooks College of Health, Bldg. 39a, Room 2098 or (904) 620-2900.
• Resources of The Student Ombudsman Office

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about the Student Ombudsman Office:

  The Student Ombudsman helps students make their academic career at UNF successful. The Ombudsman provides UNF students with a safe, confidential space to bring questions and concerns about University rules, policies, or procedures, and provides advice to students to help them develop strong and effective working relationships with faculty and staff at the University. The Ombudsman assists students by considering all sides of an issue in an impartial and objective way, and then advises on how to respond to the issues presented.

  The Student Ombudsman is here to help any student in need, but is not the same as a student advocate. The only thing the Ombudsman advocates for is fairness. The Ombudsman can help students decide what to do in resolving their problems and give advice, but cannot guarantee that everything will work out to their satisfaction. Sometimes the role the Ombudsman plays is educational, making sure that students understand the policies and procedures so that they can avoid similar issues in the future. Finally, the Ombudsman does not have decision-making authority and cannot tell any staff, administrator or faculty member what to do.

  Common concerns the Ombudsman helps students address:

  • Notifying faculty members regarding student absences for medical illness or other emergency
  • Academic concerns as a result of medical illness
  • Academic concerns that have resulted from a student experiencing an unforeseen extenuating circumstance (death in the family, loss of employment, call to military, auto accident, etc.)
  • Grade appeals
  • Student conflicts with instructors, staff, processes or departments
  • Student-to-student issues and conflicts
  • Academic integrity issues
  • Factors affecting enrollment and academic success
  • Financial concerns
  • Academic policy issues
  • Anything else of a non-legal nature

  Resources:

  To refer a student to the Student Ombudsman, give the student the Ombudsman' email, phone number and location. The Ombudsman does take walk-ins, makes appointments, and can even address some matters over the phone. The Ombudsman is located in the Dean of Students Office in Building 2, Suite 1011. Phone (904) 620-1491.

• Resources of The Dean of Students Office/SOS

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Facts about the services of the Dean of Students Office:

  The Dean of Students Office exists to help students respond to both the unanticipated and stressful situations that may arise during the course of a semester, as well as other situations that impact a student's chances for staying in school and performing well academically. The Office also plays an important role in campus safety. The Office is staffed by the Dean and two Assistant Deans, one of whom also serves as the Student Ombudsman. The Dean is also responsible for the Office of Student Accountability and Resolution, Student Accessibility Services and On Campus Transition Program.

  Resources:

  Supporting Our Students (SOS) - SOS serves as the central point of information collection for students who appear to be distressed or are acting in ways that concern those around them. It also serves as a clearing house to direct students to a variety of other services and interventions. Referral to SOS may result in subsequent referral of that student to the Counseling Center, DRC, Student Health, Conduct, University Police Department (UPD), Academic Advising or a range of other services based on an assessment of the student's behavior and its causes. During regular office hours, SOS may be contacted by calling (904) 620‐1491. At other times, call UPD at (904) 620‐2800.

  Behavior that should be reported to SOS may include:

  • Expressed intent or attempt to harm self or others
  • Disturbance or disruption of University and classroom functions
  • Drug or alcohol overdose or abuse
  • Inability to cope with the learning or living environment to the extent that an inordinate amount of resources are used to address the situation
  • Inability to satisfy basic personal needs to the point that there is a reasonable possibility that serious physical harm or death might occur.

  Homeless Student Program - A student who lacks a regular and adequate nighttime residence or whose primary nighttime residence is a public or private shelter designed to provide temporary residence, or a public or private place not designed for, or ordinarily used as a regular sleeping accommodation, may be eligible for a tuition and fee exemptions, and may be eligible for other support services and accommodations. If you believe a student may be homeless, please refer them to the Dean of Students Office.

  Students from Foster Care Program - Students who have been in foster care in Florida may qualify for a tuition waiver as well as support services. The Dean and Assistant Dean work with these students to help them develop a plan for their success, both in and out of the classroom.

  Title IX Compliance Coordination - Title IX refers to gender-based discrimination and includes dating violence, sexual assault and other forms of sexual misconduct. The Dean of Students serves as the Title IX coordinator for Student Affairs. Any student who feels that they may have suffered from gender-based discrimination, whether it be as the result of interactions with another student, a faculty member or a staff person, should report that behavior to a University official. The Dean will work with the student to coordinate the provision of support services and respond to any such complaint.

  Notification of student illness, injury or death - Please notify the Dean of Students Office in the event of a student's serious illness, injury or death. The Dean of Students will implement a set of procedures that have been developed in order to ease the burden on family members who are acting on behalf of the student when the student is unable to do so. The staff will also, upon request of the family or student, notify faculty of prolonged student absences and offer assistance in obtaining "incompletes" or a medical withdrawal if appropriate. For clarification, the office provides notification, and in some instances can provide documentation of the cause for the absence. However, the office does not excuse students from class. Only the faculty member can determine if the student can miss a class without penalty.

  Mediation Program - If students or groups are in conflict and want to pursue resolution through mediation, they may visit the Dean of Students Office in order to request mediation services. Referrals are also received from the Office of Student Accountability and Resolution, the Office of Fraternity and Sorority Life, Residence Life or the Student Ombudsman. Students can also apply to participate in mediation training and serve as peer mediators.

  When working with a student:

  • Avoid not responding. If you are not sure about how to respond, simply direct the student to the Dean of Students Office and let them know that you are sure they can help. If you are able, try to follow-up with the student to ask if they made it to the office and if they were helped.
  • Avoid suggesting that the problem may straighten itself out over time. It is almost always better and easier to address and resolve them when they occur, rather than waiting for the situation to become more complex over time.
  • Try not to act overwhelmed or shocked by what they are telling you. Many students feel as though they are the only one who has ever encountered a particular problem. In reality, they are never alone. Though they may feel that way, most students actually experience problems very similar to others. And remember, these are professionals who understand and treat every student who comes to the office with respect and sensitivity.
• Resources of The Office of Student Conduct

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper therapeutic resources.

  Students at the University bear responsibility for their conduct. When a student fails to exemplify the University's values by engaging in behavior that is not consistent with University policies and regulations, campus conduct proceedings are used to assert and uphold the Student Code of Conduct. Student Conduct enhances the quality of student life and provides a safer campus by holding students accountable for their actions and addressing their behavior in a consistent and fair manner.

  The student conduct process at UNF is not primarily punitive. If a student is found responsible for a violation of policies or regulations, sanctions are developed that are intended to challenge students' moral and ethical decision-making and to help them bring their behavior into accord with community expectations. If the violation is egregious, the student conduct process may determine that the student should no longer share in the privilege of participating in this community.

  The Office works closely with the Dean of Students Office and will frequently refer students there to participate in alcohol or drug education, anger management or mediation. The Conduct Office also works with students to facilitate access to other resources such as the Counseling Center, Victim's Advocates Office, Student Accessibility Services and other off-campus agencies.

  Facts about the Office of Student Accountability and Resolution:

  The right of all students to seek knowledge, debate ideas, form opinions and freely express their ideas is fully recognized by UNF. However, when a students' behavior becomes threatening, disruptive or harmful, any member of the University community may refer the student to the Office of Student Accountability and Resolution for violations of the University's policies. Most referrals to the OSAR are made through UPD or the Housing and Residence Life Office. Faculty and staff wishing to refer a student for a violation of the Code may call the office directly (904) 620-3979, call UPD (904) 620-2800, use the Silent Witness Form, or call the Dean of Students Office (904) 620-1491.

  The Student Conduct Staff investigates allegations of student misconduct, administers hearings, provides educational sanctions to reinforce community standards, and partners with several UNF departments to develop students and to teach civic responsibility.

  The Student Code of Conduct specifically addresses a number of violations including sexual misconduct, endangerment, harassment, disruptive behavior, possession of weapons, hazing, possession or use of alcohol or drugs, vandalism or theft, unauthorized use of or entry into University facilities, prohibited use of tobacco, misuse of computers and technology, violation of university regulations, and violation of criminal law.

  The Office of Student Accountability and Resolution generally does not get involved in issues of academic misconduct which is normally adjudicated through a separate Academic Misconduct process administered through Academic affairs. However the OSAR will address instances of academic misconduct that also involve violations such as theft or falsification.

  Resources:

  • If you believe that a student is in violation of the Conduct Code, please call (904) 620-3979. Faculty and staff may also be involved in the conduct process by participating in training and serving as a Hearing Panel Board member.
  • UNF Student Accountability and Resolution website.
• Resources of the Office of Diversity and Inclusion

  The following university, local and national organizations provide helpful resources for a variety of topics. 

  Cultural Resources

Responding to Students

• Responding to Students in Distress or Crisis

  The University encourages and supports faculty and staff who respond to students in distress. Students in distress often display behavior that may pose a threat to self or others, such as:

  • Demonstrated dysfunction academically, socially or with employment
  • Demonstrated inability to care for oneself (e.g., poor hygiene)
  • Other behavior posing a threat to the student (e.g., drug abuse)
  • Suicidal talk, gestures, intentions, or attempts
  • Threats or aggression directed toward others

  Your responsibilities are not to diagnose or provide therapy; it is the development of a compassionate and forthright conversation that ultimately helps a student in trouble find understanding, support, and the proper resources. If the student requires immediate medical attention, hospitalization, is unmanageable (e.g., aggressive, hostile, refusing care), or if you feel directly threatened by a student or feel others are at risk:

  • Call the police at 911 or (904) 620-2800. Be sure to inform the dispatcher of your location, e.g., "I'm at UNF in Building 2, first floor, Room 1332."

  Additional resources for responding to students in crisis include:

  • The UNF Counseling Center is available to students and those acting on their behalf Monday through Friday, 8:00 a.m. to 5:00 p.m. The Center can be reached by calling (904) 620-2602 and is located in Founder's Hall (Building 2), Suite 2300. For after hours, the mental health helpline can be reached by calling 904-620-2602 and selecting option #2 after the voicemail system is engaged.
  • The UNF Victim Advocacy Program is available 24 hours a day at (904) 620-1010 to assist persons impacted by crime through a broad range of services including but not limited to: crisis intervention, accompaniment through the judicial process and referrals. The Victim Advocacy Program is located in Founder's Hall (Building 2), Suite 2100.

  What You Can Do:

  • Assist the student in moving to a quiet, safe and secure place, if possible.
  • Enlist the help of someone else so the student is not left alone and you are not left alone with the student.
  • Listen attentively and respond in a straightforward and considerate way. Take notes if possible including the date and time.
  • When contacting a campus resource, have as much information available as possible, including your name, the student's name and location, an accurate description of the student, a description of the circumstances, time and date of the incident and the types of assistance possibly needed.
  • When appropriate, contact the Supporting our Students (SOS) team and/or the Dean of Students Office as soon as possible at (904) 620-1491, Building #2, Founders Hall, Room 1011.
  • Consider adding the contact information for the UNF Counseling Center to your syllabi:

  UNF Counseling Center

  1 UNF Drive, Building 2, Room 2300, Founders Hall

  Jacksonville, FL 32224-7699

  Tel: (904) 620-2602 and Fax: (904) 620-1085

  www.unf.edu/counseling-center

   

  Please review this page to give yourself a general idea of the various issues students may be dealing with so you are aware of when a student should be referred to UPD, the Counseling Center, or other campus resources to assist them. Once students are referred to the correct resource, you can work with that entity to assist the student. Please avoid trying to diagnose the student or working with them individually to address many of the behaviors and conditions described on this page.

  It is not that we do not want you to take the initiative to assist students, but instead, you can best serve students by recognizing when they need assistance, referring them for help, and then working with the student in a collaborative nature through the different resources on campus and in the surrounding community. While you may have the best intentions, assisting students without including the appropriate resources may cause you difficulty with the students in the future (e.g. grading or other disputes) and further may result in you finding yourself more involved in a student's private issues than you may have anticipated.

  Additionally, the best of intentions may result in the student not receiving the actual services needed in a timely manner and in some cases may result in the University having potential legal liability. As a university, our goal is to have the students be successful while obtaining the services needed. Therefore, we hope this page provides you guidance regarding recognizing situations where students are in distress or are in need of professional assistance.

  Please bookmark this page as a reference. If you perceive a situation, reread that section and make notes for future interactions with that student.

• Responding to a Student's Request for Professional Help

  When to refer:

  In many cases of student distress, faculty and staff can provide adequate help through: empathic listening, facilitating discussion by asking open-ended questions, instilling hope, acknowledging concerns, and conveying acceptance.

  In some cases, however, students need professional help to overcome problems and to resume effective functioning. The following signs indicate a student may need counseling:

  • The student continues to appear or states they continue to be distressed.
  • The student becomes increasingly isolated, unkempt, irritable, or disconnected.
  • The student's academic or social performance deteriorates.
  • The student's behavior reflects increased hopelessness or helplessness.
  • You find yourself doing ongoing counseling rather than consultation or advising and are pulled in directions with which you are uncomfortable.
  • The student shows significant and marked changes in behavior and mood.
  • Your personal boundaries have been tested repeatedly.

  How to refer:

  • Speak to the student in a direct, concerned, and caring manner.
  • Because students may initially resist the idea of getting outside help, be caring and clear about your judgment that counseling or other options would be helpful. Also, be clear about the reasons that you are concerned ("I am worried about you doing okay in school and I am bringing this up because I care about your academic progress."). It is often best to focus on the behavior of concern.
  • Be knowledgeable in advance about the services and procedures of the Counseling Center. Check our website http://www.unf.edu/counseling-center or call (904) 620-2602. After regular business hours, call 904-620-2602 and select option #2 to speak with a counselor by phone.
  • Offer to help them set up their initial appointment. Suggest that the student call to make an appointment with the Counseling Center by calling (904) 620-2602 with you present in the room. Inform them of the location (Building 2, Founders Hall, Room 2300). You can always walk them over to the office.
  • Afterward, make notes of your interaction with the student for possible future use.
  • If you need help in deciding whether or not it is appropriate to make a referral, call the Counseling Center (904) 620-2602 for a consultation.
  • Counseling Center staff will also come to your department's meetings to speak further regarding referrals and procedures/services. Please call (904) 620-2602 to schedule.

  A Note on Confidentiality

  UNF offices that consult with students on a confidential basis include the Counseling Center, the Victim Advocacy Program in the Women's Center, Student Ombudsman, and Student Health Services. As a non-clinician, you can always promise a student your greatest discretion but not confidentiality. Confidentiality is associated with the legal concept of privileged communication which cannot be promised unless you are a clinician, a member of the clergy, or the person's legal representative.

  All clinical contact with the Counseling Center is privileged and confidential. While the staff is responsive to the needs and concerns of the UNF community in regard to individual students, no information regarding a student's treatment will be divulged to anyone including parents, faculty, or staff of the University of North Florida without the student's written consent. However, by law, a clinician must report any knowledge of a suspected child, elder, or other dependent abuse, or of risk to an individual's physical safety learned in the therapeutic environment. In addition, a clinician must disclose records if ordered by a court to do so. In these situations, the clinician will only reveal information as specifically required or needed.

List of Contributors

• Resource Contributors List

  Andrea Adams-Manning, M. ED., UNF Assistant Dean of Students
  Caron V. Bayuk Johnson, B.A., Military & Veterans Resource Ctr.
  Misha Bogomaz, Psy.D., UNF Counseling Center
  Theresa A. Buchs, B.S., UNF Military & Veterans Resource Center
  Richard Carey II, B.A., Sgt. First Class, U.S. Army (ret), Military & Veteran Resource Ctr.
  Lucy Croft. Ed.D., UNF Office of Student Affairs
  Julie Dann, UNF Office of Student Affairs
  Rusty Dubberly, Ph.D., UNF Student Accessibility Services
  Diane Engelhardt, B.S., UNF Counseling Center
  Cheryl S. Gonzalez, M.A., UNF Office of Equal Opportunity and Diversity
  Mauricio Gonzalez, Ph.D., UNF Office of Student Affairs
  Jeanette Hinkle, B.A., UNF Counseling Center
  Natalie Indelicato, Ph.D., UNF Department of Public Health
  Andrew B. King, Ph.D., UNF Counseling Center
  Kaitlin Legg, M.A., UNF LGBT Center
  Frank Mackesy, M.B.A., UNF Police Department
  Everett J. Malcolm III, M.A., UNF Office of Student Affairs
  Michael J. Malec, LCSW, Ph.D. UNF Counseling Center
  Steven P. Montesinos, M.A., LMHC, UNF Counseling Center
  Doreen Perez, M.S., R.N.-B.C., UNF Office of Student Health
  Karen Reedy, M.Ed., UNF Academic Center for Excellence
  Dan Richard, Ph.D., UNF Office of Faculty Enhancement
  Gordon Rakita, Ph.D., UNF Department of Academic Technology
  Phillip Simmons, UNF Intercultural Center for PEACE
  Marcus L. Snow, Jr., Senior Associate General Counsel for UNF
  Sheila Spivey, M.S., UNF Women's Center
  Diane M. Stover, B.S., UNF Military & Veterans Resource Center
  William Strudel, M.S., UNF Police Department
  Thomas Van Schoor, M.S., Ed.S., UNF Dean of Students
  Ray Wikstrom, B.S., Captain, U.S. Navy (ret), UNF Military & Veterans Resource Center
  Richmond Wynn, Ph.D., UNF Department of Public Health

  List last updated 2018