What You Get in Team Training The following paragraphs outline what is involved in our team training including a list of materials, handouts and a walk-through of the class philosophy. team building common frame of reference agreements on the sharing of staff to other buildings/districts "emotional inoculation," increasing stability of responders/staff a global backdrop from which to respond "on your feet" amidst the "out-of-control" experience that crisis can have What you get in the training materials: checklists of things to do and to remember/consider guidelines for responsibilities for various staff guidelines for team members sample meeting agendas sample announcements to students sample letters home sample flyers for staff meetings, parent meetings flow charts from time of notification of an event through follow-up SafeRoom guidelines SafeRoom supplies list Learn more about our materials PLUS handouts related to topics/content listed for the training: dynamics of grief, loss, change common reactions during grief impacts of coping style of family of origin determinants of grief critical issues re: timeliness of response effect of participant's own childhood losses guidelines for working with bereaved dynamics of youth in grief developmental factors affecting grief activities for use in the classroom and SafeRoom grief complications for students from dysfunctional families needs in responding to suicide terminally ill students and staff in schools unique elements of trauma (murder, natural disaster, multiple deaths) The training walks people through an internal shift that: involves a new, broader philosophy about grief and supporting the group process moves people away from need to control toward a collaborative effort, which will be much more effective. provides an opportunity to re-examine one's own belief system around the greater questions of life -- certainly includes the greater question about death. provides a safe environment to "work" on one's own grief issues this makes people cleaner, clearer intuition during crisis response is no longer based in the adult's need to avoid the feelings knowledge of the support that will be there for team members for follow-up gives people the ability to "feel the fear and do it anyway!" reinforces the importance of self-care