Red Folder | University of Minnesota Morris
Source: https://morris.umn.edu/student-life/health-and-wellness/mental-health/student-counseling/red-folder
Archived: 2026-04-23 17:11
Red Folder | University of Minnesota Morris
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Red Folder
Purpose of the Folder
Download a printable version of the Red Folder.
The University of Minnesota is deeply committed to the physical and emotional well-being of our students. We can all play a part by noticing worrisome behavior and responding with compassion. By sharing your concerns and intervening early you can help maintain a healthy and safe campus. This folder is designed to help you recognize indicators of student distress and how to respond and refer the student appropriately.
… worry less about saying the “right thing” than saying something …
Indicators of Distress
Academic
Repeated absences
Decline in quality of work or classroom performance
Essays or creative work that indicate disturbing content including, extreme hopelessness, social isolation, rage or despair
Classroom disruptions
Physical
Marked changes in physical appearance including deterioration in grooming, hygiene or weight loss/gain, changes in typical clothing.
Excessive fatigue, nodding off
Intoxication, hung over, or smelling of alcohol
Appearing sick or ill, repeated reports of headache or digestive problems
Personal/Interpersonal
Tearfulness
Expressions of hopelessness, worthlessness or shame
Exaggerated personality traits (e.g., more withdrawn, animated, or irritated than usual)
Direct comments about distress, family problems, or other difficulties
Expressions of concern by other classmates or peers
Indicators of Risk
Implied or direct threats of harm to self or others
Self-injurious or destructive (out of control) behavior
Written work that is dominated by themes of despair, hopelessness, suicide, violence, death, or aggression.
The 4R Model
Recognize
Key questions to guide your conversation
Which areas of the student’s life are most impacted?
Are the indicators of distress in multiple areas?
What seems to be the biggest area of concern?
Role
Clear about personal boundaries and professional limitations; focus on behaviors and actions that can be of most use
Attend/Connect/Listen to the student or your colleague
Consult about the situation generate options for follow up
Liaise with professional staff as needed
Respond
The content of what you say will vary depending on the situation. However, there are some general guidelines you can follow to frame your response.
Affirm and validate
Reinforce help seeking behavior and requests for assistance.
Empathize
Refrain from judgments about what “should” happen or what the student “should” do
Recognize that students are often scared and intimidated to talk about their concerns
Be willing to talk about the emotions that you’re hearing and observing
Clarify
To ensure accurate understanding
To build on past successes as you assist in identifying next steps
Resources
Clarify locations and hours prior to meeting with student if possible
Does this warrant urgent consultation?
Crisis Consultation is available at Student Counseling Monday–Friday, 8 a.m.–12 p.m. and 1-4:30 p.m. No appointment is needed to speak with a counselor for an urgent need.
If you are in a life-threatening emergency, call 911.
For 24-hour phone counseling
Crisis Connection
612-301-4673
Essential Numbers
UMN Morris Student Counseling
320-589-6060
UMN Morris Health Service
320-589-6070
Disability Resource Center
320-589-6178
Equity, Diversity, and Intercultural Programs
320-589-6095
Someplace Safe—Community
320-589-3208
Stevens Community Medical Center—Community
320-589-1313
UMN Morris Public Safety
320–589-6000
(office)
What to Do
A few tips when helping a student in distress
If possible, gather information before you intervene. Knowing where to refer a depressed or anxious student ahead of time might save time and increase the student’s confidence in you.
Ensure privacy when you talk and choose a time when you are not preoccupied or rushed. If you are concerned about your safety or about anyone’s behavior being misinterpreted, ask you supervisor or a trusted colleague to join you and explain why to the student.
Be honest and direct; it’s often best to talk in very concrete terms about what’s happening.
Communicate hope by reminding the student that there are always options, and things tend to look different with time.
Respect the student’s value system and culture.
Follow up in a reasonable length of time.
Recognize that the student may not immediately welcome or act upon your interventions, but you may plant a seed that blossoms later and it is never wrong to communicate kindness and concern.
Consult with other professionals about your concerns by contacting any of the offices listed.
Create a CARE report so that student life professionals are aware of the situation and can intervene if needed.
online cognitive behavioral therapy tools
Learn to Live
Use code UMN
Responding to Behaviors of Concern in the Classroom
Behaviors of Concern
Best Practices
Key Contacts
Behaviors that make it difficult for routine work or teaching to take place due to the negative impact it has on those around.
Examples:
Failure to comply with directives
Unruly or abrasive actions
Monopolizing classroom discussion
Speak with student privately
Avoid escalating by debating or engaging
If student continues to disrupt, ask student to leave the classroom
If student is uncooperative in leaving the classroom, contact security
Vice Chancellor for Student Affairs
320-589-6013
Student Behavior Committee Secretaries
T.J. Ross
Adrienne Conley
Public Safety
320-589-6000
Care Team
Behaviors that cause concern for the personal wellbeing of that student.
Examples:
Marked changes in performance and/or appearance
Repeat requests for special considerations
Appearing overly nervous
Speak with student privately and use the 4R model
Document all conversations and observations
Encourage student to meet with counselor
Do not promise absolute confidentiality
Contact your supervisor or direct report
Student Counseling
320-589-6060
Health Service
320-589-6070
Disability Resource Center
320-589-6178
International Student Program
612-626-7100
Irrational behavior that makes others feel uncomfortable or scared.
Examples:
Disjointed thoughts
Incongruent and/or inappropriate emotional responses
Frequent or high levels of irritability
Suspicious or paranoid thoughts
Assignments with concerning themes
If there’s no immediate threat, speak with student privately
Express concern for behavior and set limits
Do not reinforce delusions
Acknowledge feelings without supporting misperceptions
Student Counseling
320-589-6060
Vice Chancellor for Student Affairs
320-589-6013
Student Behavior Committee Secretaries
T.J. Ross
Adrienne Conley
Public Safety
320-589-6000
Behavior that threatens the safety or well- being others.
Examples:
Harassment or stalking
Brandishing a weapon
Specific threats of physical harm
Intimidating behavior
Suicidal threats/gestures
Contact security immediately
If student poses a danger to others, dismiss the class; address later
Avoid contact and speak calmly
Do not attempt to keep the student from leaving the room
Public Safety
320-589-6000
or 911
Student Counseling
320-589-6060
Student Behavior Committee Secretaries
T.J. Ross
Adrienne Conley
Responding to Students in Distress Protocol
Student is imminently dangerous and threatening harm to self or others.
Student has shown several indicators of distress. I am very concerned.
I am not concerned that the student is in imminent danger.
Student is imminently dangerous and threatening harm to self or others.
Call 911
or call Public Safety
320-589-6000
Student has shown several indicators of distress. I am very concerned.
Call Student Counseling
320-589-6060
and/or refer to
Student Counseling
I am not concerned that the student is in imminent danger.
If you are not concerned that the student is in imminent danger, but you believe that they could benefit from additional support and resources, refer them to the appropriate campus resource.
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Contact the Division of Education
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Contact the Division of Humanities
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Contact the Division of Social Science
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Skip to main content
Red Folder
Purpose of the Folder
Download a printable version of the Red Folder.
The University of Minnesota is deeply committed to the physical and emotional well-being of our students. We can all play a part by noticing worrisome behavior and responding with compassion. By sharing your concerns and intervening early you can help maintain a healthy and safe campus. This folder is designed to help you recognize indicators of student distress and how to respond and refer the student appropriately.
… worry less about saying the “right thing” than saying something …
Indicators of Distress
Academic
Repeated absences
Decline in quality of work or classroom performance
Essays or creative work that indicate disturbing content including, extreme hopelessness, social isolation, rage or despair
Classroom disruptions
Physical
Marked changes in physical appearance including deterioration in grooming, hygiene or weight loss/gain, changes in typical clothing.
Excessive fatigue, nodding off
Intoxication, hung over, or smelling of alcohol
Appearing sick or ill, repeated reports of headache or digestive problems
Personal/Interpersonal
Tearfulness
Expressions of hopelessness, worthlessness or shame
Exaggerated personality traits (e.g., more withdrawn, animated, or irritated than usual)
Direct comments about distress, family problems, or other difficulties
Expressions of concern by other classmates or peers
Indicators of Risk
Implied or direct threats of harm to self or others
Self-injurious or destructive (out of control) behavior
Written work that is dominated by themes of despair, hopelessness, suicide, violence, death, or aggression.
The 4R Model
Recognize
Key questions to guide your conversation
Which areas of the student’s life are most impacted?
Are the indicators of distress in multiple areas?
What seems to be the biggest area of concern?
Role
Clear about personal boundaries and professional limitations; focus on behaviors and actions that can be of most use
Attend/Connect/Listen to the student or your colleague
Consult about the situation generate options for follow up
Liaise with professional staff as needed
Respond
The content of what you say will vary depending on the situation. However, there are some general guidelines you can follow to frame your response.
Affirm and validate
Reinforce help seeking behavior and requests for assistance.
Empathize
Refrain from judgments about what “should” happen or what the student “should” do
Recognize that students are often scared and intimidated to talk about their concerns
Be willing to talk about the emotions that you’re hearing and observing
Clarify
To ensure accurate understanding
To build on past successes as you assist in identifying next steps
Resources
Clarify locations and hours prior to meeting with student if possible
Does this warrant urgent consultation?
Crisis Consultation is available at Student Counseling Monday–Friday, 8 a.m.–12 p.m. and 1-4:30 p.m. No appointment is needed to speak with a counselor for an urgent need.
If you are in a life-threatening emergency, call 911.
For 24-hour phone counseling
Crisis Connection
612-301-4673
Essential Numbers
UMN Morris Student Counseling
320-589-6060
UMN Morris Health Service
320-589-6070
Disability Resource Center
320-589-6178
Equity, Diversity, and Intercultural Programs
320-589-6095
Someplace Safe—Community
320-589-3208
Stevens Community Medical Center—Community
320-589-1313
UMN Morris Public Safety
320–589-6000
(office)
What to Do
A few tips when helping a student in distress
If possible, gather information before you intervene. Knowing where to refer a depressed or anxious student ahead of time might save time and increase the student’s confidence in you.
Ensure privacy when you talk and choose a time when you are not preoccupied or rushed. If you are concerned about your safety or about anyone’s behavior being misinterpreted, ask you supervisor or a trusted colleague to join you and explain why to the student.
Be honest and direct; it’s often best to talk in very concrete terms about what’s happening.
Communicate hope by reminding the student that there are always options, and things tend to look different with time.
Respect the student’s value system and culture.
Follow up in a reasonable length of time.
Recognize that the student may not immediately welcome or act upon your interventions, but you may plant a seed that blossoms later and it is never wrong to communicate kindness and concern.
Consult with other professionals about your concerns by contacting any of the offices listed.
Create a CARE report so that student life professionals are aware of the situation and can intervene if needed.
online cognitive behavioral therapy tools
Learn to Live
Use code UMN
Responding to Behaviors of Concern in the Classroom
Behaviors of Concern
Best Practices
Key Contacts
Behaviors that make it difficult for routine work or teaching to take place due to the negative impact it has on those around.
Examples:
Failure to comply with directives
Unruly or abrasive actions
Monopolizing classroom discussion
Speak with student privately
Avoid escalating by debating or engaging
If student continues to disrupt, ask student to leave the classroom
If student is uncooperative in leaving the classroom, contact security
Vice Chancellor for Student Affairs
320-589-6013
Student Behavior Committee Secretaries
T.J. Ross
Adrienne Conley
Public Safety
320-589-6000
Care Team
Behaviors that cause concern for the personal wellbeing of that student.
Examples:
Marked changes in performance and/or appearance
Repeat requests for special considerations
Appearing overly nervous
Speak with student privately and use the 4R model
Document all conversations and observations
Encourage student to meet with counselor
Do not promise absolute confidentiality
Contact your supervisor or direct report
Student Counseling
320-589-6060
Health Service
320-589-6070
Disability Resource Center
320-589-6178
International Student Program
612-626-7100
Irrational behavior that makes others feel uncomfortable or scared.
Examples:
Disjointed thoughts
Incongruent and/or inappropriate emotional responses
Frequent or high levels of irritability
Suspicious or paranoid thoughts
Assignments with concerning themes
If there’s no immediate threat, speak with student privately
Express concern for behavior and set limits
Do not reinforce delusions
Acknowledge feelings without supporting misperceptions
Student Counseling
320-589-6060
Vice Chancellor for Student Affairs
320-589-6013
Student Behavior Committee Secretaries
T.J. Ross
Adrienne Conley
Public Safety
320-589-6000
Behavior that threatens the safety or well- being others.
Examples:
Harassment or stalking
Brandishing a weapon
Specific threats of physical harm
Intimidating behavior
Suicidal threats/gestures
Contact security immediately
If student poses a danger to others, dismiss the class; address later
Avoid contact and speak calmly
Do not attempt to keep the student from leaving the room
Public Safety
320-589-6000
or 911
Student Counseling
320-589-6060
Student Behavior Committee Secretaries
T.J. Ross
Adrienne Conley
Responding to Students in Distress Protocol
Student is imminently dangerous and threatening harm to self or others.
Student has shown several indicators of distress. I am very concerned.
I am not concerned that the student is in imminent danger.
Student is imminently dangerous and threatening harm to self or others.
Call 911
or call Public Safety
320-589-6000
Student has shown several indicators of distress. I am very concerned.
Call Student Counseling
320-589-6060
and/or refer to
Student Counseling
I am not concerned that the student is in imminent danger.
If you are not concerned that the student is in imminent danger, but you believe that they could benefit from additional support and resources, refer them to the appropriate campus resource.
Academics
Academic Programs
Assessment Schedule
Assessment Templates and Instructions
Assessment Structure and Contacts
Assessment Canvas Page
Assessment FAQ
Degree in Three
Academic Support
Student Success Center
Academic Alert
Academic Advising
Advising Toolkit
Change Your Major, Minor, and/or Adviser
Major/Minor Planning Tips
Academic Planning: Art History
Academic Planning: Biology
Academic Planning: Business and Management
Academic Planning: Chemistry
Academic Planning: Communication, Media, and Rhetoric
Academic Planning: Computer Science
Academic Planning: Economics
Academic Planning: Elementary Education
Academic Planning: English
Academic Planning: Environmental Science
Academic Planning: Environmental Studies
Academic Planning: French
Academic Planning: Gender, Women, and Sexuality Studies
Academic Planning: Geology
Academic Planning: History
Academic Planning: Human Services
Academic Planning: Latin American Area Studies
Academic Planning: Mathematics
Academic Planning: Medieval and Ancient Studies
Academic Planning: Music
Academic Planning: Native American and Indigenous Studies Major
Academic Planning: Philosophy
Academic Planning: Physics
Academic Planning: Political Science
Academic Planning: Psychology
Academic Planning: Secondary Education (Licensure)
Academic Planning: Social Science
Academic Planning: Sociology
Academic Planning: Spanish
Academic Planning: Sport Management
Academic Planning: Statistics
Academic Planning: Studio Art
Academic Planning: Theatre Arts
Pre-Professional Program Planning Worksheets
Transferology
What is APAS?
World Language Placement
Advising: What to Expect
Exploring Major Options
Contact Advising
Disability Resource Center
Student Information & Resources
Faculty Information & Resources
Peer-Assisted Learning (PAL)
Tutoring
Quantitative Learning Center (QLC)
DIY Learning Resources
Don't Cancel that Class Initiative
Career Services
Find Jobs and Internships
Resumes & Cover Letters
Fairs & Events
Resources for Employers
The Cougar Closet
Contact Career Services
Hasselmo Language Teaching Center
International Film Collection
International TV via satellite
Reservation Procedures & Guidelines
Course Textbook Sites
Frequently Asked Questions
Basic Information
Small Classes; Big Rewards
Library
Academic Enrichment
Fellowships and Awards
Academic Center for Enrichment
Research Guide for Books and Materials
Honors Program
Council on Undergraduate Research
National Student Exchange
Academic Advising
Financial Aid
Contact ACE
What Is a Liberal Arts Education and How Will It Benefit You?
Academic Divisions
Division of Education
National & State Accreditation
Communication of Concern Information
Contact the Division of Education
Division of the Humanities
Current Faculty Resources
Other Language Programs
English as a Second Language
Why Study Humanities?
Humanities Every Day
Contact the Division of Humanities
Division of Science and Mathematics
Science and Math Resources
Laboratory Safety
Science & Math Graduation Photos
Guidelines for the Governance of the Division of Science and Mathematics
Science & Math Clubs
Louis Stokes Alliance for Minority Participation (LSAMP)
Contact the Division of Science & Mathematics
Division of the Social Sciences
Current Social Science Faculty Resources
Hinds Folk Art Collection
Contact the Division of Social Science
Academic Research and Creative Activity
Season and Ticket Information
Choral Ensembles
Symphonic Winds Instrumental Chamber Music
Chamber Orchestra
Jazz Ensemble
Admission Requirements for the Elementary Education Program
Cooperating Teachers and University Supervisors
Elementary Education: Admission Appeals Process
On-Campus Research Opportunities
Secondary Education: Admission Appeals Process
Doctor of Occupational Therapy-Planning Guide
Doctor of Physical Therapy-Planning Guide
Planning Guide
Planning Guide
Student Opportunities
Undergraduate Research Symposium
URS Resources
TK20 for Students
Show Archive
UMN Morris Online
UMN Morris Online: High School Program (PSEO)
UMN Morris Online: Students from another UMN Campus
UMN Morris Online: Non-UMN Students
UMN Morris Online: Current Morris Students
UMN Morris Online: Course Offerings
UMN Morris Online: Frequently Asked Questions
UMN Morris Online: Student Resources
UMN Morris Online: Advising
UMN Morris Online: Proctored Exams
UMN Morris Online: Faculty and Staff Resources
Contact: UMN Morris Online
Summer Term
Area of Concentration Procedures
Summer Term Course Offerings
Team and Project Collaborators
Application
Results
Requirements
Contact Honors
Admissions
Advanced Placement (AP)
College Level Examination Program
International Baccalaureate (IB)
Apply
Apply as a Transfer Student
Apply as an International Student
High/Secondary School Record(s)
English Language Proficiency
International Students Cost of Attendance
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