Collaboration in school-based crisis intervention

It has been estimated that just over 25% of children and adolescents in the general population are exposed to an extreme traumatic stressor at some point during their young lives (Costello, Erkanli, Fairbank, & Angold, 2002). When this high incidence of traumatic stressors is combined with the fact that the school psychologist’s role is influenced by responding to the environmental demands that children face (Swerdlik & French, 2000), it is not surprising to find that the provision of school crisis intervention services has come to be viewed as an expected and important school psychological practice (Brock, Sandoval, & Lewis, 2001; Watkins, Crosby, & Pearson, 2001).