ABSTRACT
Perhaps the feature of a traumatic event that is most dramatic to witness is the effect on the individual. Children in crisis suddenly function with greatly diminished capacity when meeting everyday demands. Students whom others have seen behaving only competently and efficiently suddenly become disorganized, depressed, hyperactive, confused, or hysterical (Pynoos, 1994). Customary problem-solving activities and resources seem to evaporate. Individuals who are in what Caplan (1964) refers to as a state of psychological disequilibrium often behave irrationally and withdraw from normal contact. They cannot be helped using usual counseling or teaching techniques. Nevertheless, children in crisis are usually also in school. Their crisis reaction to stress makes learning almost impossible and many are unable to comply with classroom rules and expectations for behavior. School psychologists, counselors, and other guidance personnel must be able to support teachers, parents, and the children themselves during periods of crisis. In addition, school personnel must be forward-thinking and anticipate that crises will often occur in children's lives. They must be prepared to act and find ways to help children master the challenges of crises when they occur.
