The TIG Core Curriculum prepares school staff to meet the holistic needs of students, as well as individual, group, and/or community crisis response. The TIG training is 5 days. The training calendar is typically non-sequential and the 5 days are offered over a four month period. Attendance for all 5 days is required for completion. Upon Completion of the TIG Training, Continuing Education Credits can be provided.

Training is broken down into 7 modules (click on any module for more information):

Grief and Loss at School

Many children will experience the death of a loved one during their formative years. Grief manifests itself in various ways and everyone expresses grief differently. Grief can affect children’s emotions, attitudes, social interactions, sleep, appetite and overall health all of which can impact their ability for attention and retention.  Sometimes, entire schools can experience grief as a result of the death of a student or faculty member.

Learning Objectives

  • Develop an understanding of how grief and loss impact children’s learning and behavior
  • Demonstrate knowledge regarding the identification of grief reactions (typical and atypical)
  • Generate additional ideas to support student-centered response plans
  • Develop an understanding on how best to address memorials and commemorations
  • Develop an understanding of the impact of compassion fatigue and vicarious trauma and how to build a plan to address needs
Trauma

The research around trauma and adversity has exploded in recent years.  We know recognize that it is likely students in school have been exposed to some sort of trauma in their lifetime. This trauma can be detrimental to the students’ academic achievement, social/emotional development and postsecondary readiness. Learn how you can best support individual students living with and experiencing trauma and adversity. Learn how you can be an instrumental leader regardless of your role in school, in creating and/or maintaining a safe, supportive, trauma-sensitive school.

Learning Objectives*

  • Develop an understanding of how trauma and adversity impact student’s bodies, learning and behavior
  • Demonstrate knowledge of the principles trauma-informed schools
  • Generate additional ideas to support student-centered response plans using the ARC Model
  • Develop an understanding of the impact of compassion fatigue and vicarious trauma and how to build a plan to address needs

*Based on a region’s readiness and experience a Trauma Pt 2 may be provided as a supplement or enhancement to this foundational knowledge

Suicide Risk and Intervention

Children and teens spend significant time in school. Teachers and others who interact with students daily are in a prime position to recognize the signs of suicide risk, and to make appropriate referrals. School personnel need effective training to help them build the skills and confidence to identify and assist vulnerable youth in seeking help.

Learning Objectives:

  • Demonstrate knowledge of common risk factors and warning signs for suicide in children and adolescents
  • Develop framework for assessment and intervention
  • Identify attributes of an ongoing student-centered response plan
  • Develop an initial understanding of suicide-safe messaging
Chronic and Acute Illness

Beginning school, transitioning to primary or secondary school, or coping with interrupted schooling can be challenging for any child and their family. This can be made more difficult when your child has a health condition. To achieve the best possible educational outcomes, a child with a chronic health condition needs on-going and coordinated support from their family, school and medical providers.

Learning Objectives:

  • Demonstrate knowledge of stresses that an individual, family, and or school staff may experience related to serious illness
  • Develop an understanding of factors that support positive adaptation to serious illness
  • Generate additional ideas to support student-centered response plans related to chronic or acute illness, or injury
School Violence

No one factor in isolation causes school violence, therefore stopping school violence involves using multiple prevention strategies that address the many individual, relationship, community, and societal factors that influence the likelihood of violence. Prevention efforts should ultimately reduce risk factors and promote protective factors at these multiple levels of influence.

Learning Objectives

  • Demonstrate knowledge regarding the essential elements of safe school
  • Correctly identify categories of threat
  • Develop an understanding of the components of effective threat assessment
  • Generate additional ideas to support student-centered response plans
  • Develop an understanding on steps schools can implement to initiate threat assessment practices
TIG Implementation

The goal of TIG is to prepare school districts to have appropriate mental health support in place when they must respond to events involving trauma, violence, illness and death. Through the TIG Consortium, member districts may receive support from trained responders through the network during times of a district- or school-wide crisis. Details of this Back-Up Response Network and crisis planning are explored.

Learning Objectives

  • To understand the rationale of TIG Back-Up Support
  • To understand the structure and process of the Back-Up Support system
  • To identify roles & responsibilities
  • Develop initial TIG Implementation plan*
    *New regions/districts
Critical Incident Stress Management

Psychological trauma and acute psychological crises are virtually epidemic. Large-scale crises can include: accidents, disasters, terrorism, political unrest, economic fluctuations, school violence, workplace violence, or traumatic loss such as suicide. Traumatic response can follow experiencing these or other events that impact school communities. Group Crisis Response skills are integral in mitigating negative effects and monitoring individuals over time. Designated by SAMHSA as the only evidence-based crisis response model, Critical Incident Stress Management (CISM) is a comprehensive, practical, integrated, systematic and multicomponent approach to responding to traumatic events. Certification in delivery of three Group Crisis Response skills is received.

Learning Objectives

  • To understand key aspects of responding to trauma vs. grief
  • To understand when a Crisis Management Briefing is used and how to conduct
  • To understand when a CISM Defusing is used and how to conduct
  • To understand when a CISM Debriefing is used and how to conduct
  • To employ a model of strategic planning for cris response