ABSTRACT
Crisis or conflict within the family system can be productive or debilitating, short-lived or perpetual, involving one or all of the family members. The way in which families function when crisis is not present will influence their approach and responses when a crisis emerges. The school-based mental health practitioner may be called upon by the student, a parent or caregiver, a teacher, or administrator to intervene in a conflict or crisis, or to work proactively to prevent problems. It may be the case that all family members are open to help from the school-based practitioner, or that none of them are willing to seek or accept such assistance. There can be significant resistance to interventions during a crisis, or openness in the time of the crisis followed by resistance, once the acute period of distress has passed. Working with families in conflict or crisis presents some unique challenges and opportunities for the school-based mental health practitioner, who must be self-aware, able to set and maintain appropriate boundaries, and have access to a wide range of skill sets that can be applied with families.
