Training Manual Price: $75.00 Quantity: View Order Training calendar Schedule a Training Download PDF order form The Training Manual was originally sold only to participants in five-day crisis team trainings offered by CMI and is highly recommended for participants in the Facilitator Training. Each chapter covers a different content area, and some chapters have exercises designed to help participants become more aware of their own unfinished grieving from past experiences. This allows them to be able to predict what kinds of crisis situations may be difficult once they're responding in the school setting. Day One: This day covers organizational issues and dynamics of grief in the broad spectrum. Reactions, the journey through grief and do's and don'ts for those in helping professions are covered. Chapter One - Administrative and Organizational Issues Things to consider Recommended approach The SafeRoom Home visits Managing the Media Team - Administrative relationship Self - Care for Administrators Chapter Two - Grief, Loss and Bereavement tangible and intangible aspects of loss family systems and grief a "map" of the grieving process common grief reactions acute reactions myths about grief factors affecting the grief process consequences of maladaptive coping strategies or avoidance skills for those in the helping role Day Two: The morning looks at how students move through many different developmental stages between kindergarten and graduation. The afternoon is the opening session on suicide. Suicide brings special needs and challenges. It is more complex, too, if the family does not wish it to be called a suicide. Chapter Three - Children in Grief developmental theory on youth in grief needs of youth in grief facilitating vs. interfering with the grief process for youth grief complicated by dysfunction in the family special suggestions for teens making "SafeRooms" work -- setting aside a special room for youth to gather materials, supplies, creating the environment language, philosophy, guidelines and more Chapter Four - Suicide understanding the causes myths about suicide suicidal personality traits, high risk groups, warning signs tools for helping screening, risk assessment giving hope to a suicidal person suicide watches six things school need to have in place for suicide prevention team intervention strategies following suicide philosophy clarification regarding student support language, concepts, roadblocks, challenges, ideas Day Three: Often students and staff are victims or bystanders during an event. This often brings about traumatic reactions, which, if not addressed, can become Post-Traumatic Stress Disorder. As society sees increases in violence, counselors see youth suffering from traumatic reactions (flashbacks, nightmares, hyper anxiety). This gives a good comprehensive understanding of the difference in trauma and grief and how to respond effectively. Chapter Five - The Trauma Response in Individuals victim-oriented intervention biochemistry of the traumatic response reactions to trauma]children's reactions specific age--related reactions in children Chapter Six - Intervention in the Aftermath of Trauma Management of the environment of trauma Interventions for individuals The Lovre Model of Intervention Critical Incident Stress Debriefing Victim-oriented intervention Crucial communication Special needs of children Implications for schools Secondary trauma Other treatment models Day Four: This day looks at the continuum of violence prevention and crisis response, seeing where the two overlap. Schools that have effective crisis response during the smaller events are more apt to avoid the larger crises. This day also includes more of the pragmatic processes involved in crisis response, including facilitating SafeRooms. Chapter Seven Community risk factors Building risk factors Program risk factors Violence as an epidemic Examining your own situation' Programs with promise Resources Book list Chapter Eight - SafeRooms Philosophy of the SafeRoom SafeRoom leadership and staff support Function of the SafeRoom The process The SafeRoom as the heart of crisis response Factors which help kids grieve Things to monitor in the SafeRoom Day Five: This day ties it all together. This is a time to look at how to apply the skills and techniques gained in the previous days to challenging circumstances, and then to look at the pragmatic steps in the checklist of the Crisis Resource Manual and how it all fits together. Chapter Nine Unique and unusual circumstances (hostage-taking, homicide, missing children, etc.) The Crisis Resource Manual is the other half of Day Five in team trainings. and unusual circumstances (hostage-taking, homicide, missing children, etc.) The Crisis Resource Manual is the other half of Day Five in team trainings.