People experience stress in different ways. In some cases, stress can become distress or crisis when it begins to interfere with daily functioning. The signs may be subtle or direct, and the individual may not say they are having problems.

Individuals in distress may:

• Appear irritable, sad, confused, or excessively anxious
• Act withdrawn, disengaged, or seek constant attention
• Lack motivation, concentration, or attention to personal hygiene
• Demonstrate bizarre, erratic, or concerning behaviors including references to self-harm
• Share persistent suicidal thoughts, depression, hopelessness, or difficulty dealing with grief
• Exhibit sudden change in substance use or eating habits
• Miss multiple classes, meetings, or obligations

Some behaviors may signal a more immediate crisis and require faster follow-up.

Crisis behaviors may include actions that are:

• Reckless
• Fixated
• Disorderly
• Aggressive
• Threatening
• Dangerous to themselves or others

Changes in physical appearance

• Seem tired, flat, or drained of energy
• Have had a pattern of illness or being run down
• Experience headaches, migraines, or other physical symptoms
• Eat, drink, or use substances more or less than usual

Changes in mood

• More irritable, snappy, or quick to anger
• Appear more anxious and worried
• React more emotionally than the situation warrants
• Become overwhelmed by previously manageable tasks

Changes in how thoughts are expressed

• Struggle to see any positive perspective ("It's always terrible")
• Thinking the worst
• Personalize situations that aren't about them
• Say things that are confusing or irrational

You don't need to know all the answers to be helpful. The most important thing is to listen and show you care. Your role is not to serve as a counselor, but to help them find support.

Acknowledge the shared stressors facing everyone, especially during times of trauma and uncertainty. "I know it's a stressful time, I feel it too…"

Acknowledge that well-being and self-care are important, but hard to manage in competitive, achievement-oriented environments. "Our environment can be competitive, but we still care about you as an individual…"

Be accessible. Let them know you will listen and that you can connect them to support resources. "I am here to listen if you want to share challenges…"

Promote the use of university support resources on your syllabus, employee handbooks, and through verbal reminders.

Become familiar with how and when to refer individuals to university resources. You don't need to be or find the solution. Listen and refer.

Follow up with the person after first contact to check in and offer further support.

Do not hesitate to interfere when you see behaviors that are reckless, disorderly, aggressive, defiant, destructive, threatening, and dangerous to self or others.

Reporting concerns

• Always report serious or persistent inappropriate behavior to the Office of the Dean of Students, Campus Safety, or the Office of Civil Rights Compliance while safeguarding the individual's privacy.
• Keep Student Care and Assistance and the Threat Assessment Team informed of new concerns.

When to consult with another resource

• Anytime you're not sure how to handle or approach the concern(s)
• Individual keeps returning without following through on referrals
• Concerns are becoming more complex

When to refer to another resource

• You're providing more counseling than advising
• Problems or requests are outside of your scope or comfort level
• Issue would benefit from additional support
• Behavior shows no improvement or is worsening
• Concern involves university policies or reporting expectations

Sexual harm includes any conduct covered by the university's Policy on Sexual Harassment and Sexual Misconduct, encompassing sexual harassment, sexual misconduct, dating/domestic violence, or stalking.

Clarify

• Be up front about your ability to maintain confidentiality. Be honest about your reporting responsibilities. Promising confidentiality you can't keep may undermine trust. Most university employees are not confidential resources — confidential resources are denoted with a * in the resource directory.
• Communicate that sexual violence is never the responsibility of the survivor.

Listen

• Listen without judgment.
• Respect their choices, including what and how much they share, what services are needed, and whether to report to law enforcement or university officials.
• Don't assume that physical contact, even a gentle touch or hug, will be comforting.

Check

• Ask if they have safety concerns.
• Be ready to connect them with someone who can help with safety planning at the Domestic Violence Intervention Program or Threat Assessment Team.
• Contact Campus Safety for assistance with safety concerns and reporting options.

Refer

Inform the student about confidential support and advocacy services: Domestic Violence Intervention Program, University Counseling Service, Office of the Ombudsperson.

Report

Follow through if you have reporting responsibilities. The policy may require that you notify the Title IX unit in the Office of Civil Rights Compliance within two business days.

Privacy laws and confidentiality

The Family Educational Rights and Privacy Act (FERPA) permits communication about a student of concern under the following circumstances:

• UI may disclose personally identifiable information from an "educational record" to appropriate individuals in connection with a health or safety emergency. Information may be released to parents, police, or others if knowledge of the information is necessary to protect the health or safety of the student or other individuals.
• Information can be shared with university personnel when there is a specific need to know and should be limited to the essentials of university business.
• Observations of a student's conduct or statements made by a student are not "educational records" and are therefore not protected by FERPA. Such information should be shared with appropriate consideration for student privacy.
• Offices that are considered confidential according to their licensure and professional standards are denoted with an asterisk in the resource directory. They will follow their professional standards in prioritizing privacy when working with individuals. However, they will share information when necessary in the case of an individual being at likely and imminent risk of harm to self or others.

The complete University of Iowa Policy Manual can be found at policy.uiowa.edu.

Code of Student Life

The Code of Student Life outlines expectations for student behavior and helps maintain a safe, healthy, respectful, and supportive Hawkeye community. It also establishes the Student Accountability Process, which the university applies with a commitment to due process and fairness.

Examples of prohibited behavior:

• Physical assault, sexual assault, sexual misconduct, or domestic violence
• Threats that cause a reasonable person to be fearful for one's own safety or the safety of others
• Intoxication or impairment through the use of alcohol or other substances to the point where an individual is unable to care for themselves
• Obstruction or disruption of teaching, research, administration, disciplinary procedures, or other university activities
• Use, display, or storage of a weapon or destructive device
• Harassment based on race, ethnicity, religion, sexual orientation, disability, and other forms of harassment
• Stalking, hazing, and disorderly behavior

Complete details can be found at dos.uiowa.edu/code-of-student-life.