The TIG training 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 days are non-sequential and are expanded 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 the skills, knowledge, understanding and confidence to support students and staff in your school who are experiencing loss and grief
  • Develop an understanding of the impact of loss and grief on children and young
    people’s physical and emotional health, including their learning
  • Gain insight into children and young people’s reactions to loss and grief and how
    a school might respond in order to meet the needs of grieving students
  • Recognize when outside help is needed.

It is likely that 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

  • Explain in detail the prevalence and impact of trauma on students’ academic achievement, college and career readiness and social/emotional development
  • Identify different types of trauma students may experience
  • Explain the role of schools in the lives of traumatized children
  • Define and list the core attributes of a trauma-sensitive school
  • Locate valuable resources for students coping with trauma.
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:

  • To identify risk and preventative factors for youth suicide
  • To learn how to assess suicide risk
  • To expand knowledge about community resources for emergency invention
  • To develop crisis response plans to respond to an attempted or completed suicide.
Chronic and Critical 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:

  • To understand how a serious illness can affect a family.
  • To identify the common stressors of critical illness for students and the impact on student learning.
  • To learn how a school can provide academic and emotional support a student with a critical illness.
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

  • To understand how prevalent is violence in our schools
  • To identify what are the key elements of safe schools
  • To understand how is threat defined
  • To identify the rationale for conducting Threat Assessments
  • To understand what do we need to know and do to conduct Threat Assessments
  • To learn the appropriate follow-up steps after an assessment has been conducted
  • To learn how do districts begin to utilize threat assessment
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
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. Critical Incident Stress Management (CISM) is a comprehensive, evidence-informed, 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