ABSTRACT
As an organized body of knowledge, skills, and practice, the field of crisis intervention is relatively young. However, it has experienced heightened momentum in the last decade because of the widespread media coverage of growing numbers of school tragedies and the resulting ripple effect felt in school communities throughout the country. Nationwide, there is increased awareness of the need for effective crisis prevention and intervention in schools (Allen, Jerome, et al., 2002; Brock, 1998; Dwyer, Osher, & Hoffman, 2000; Klicker, 2000; Malley, Kush, & Bogo, 1994; Poland & McCormick, 2000; Wittmer, 2000). Crises of varying types and degrees can and do happen in all types of school communities every day, and school personnel and students are exposed to an increasing number of personal crises and traumatic events. According to Stephens (1994), schools face two types of crises: those they are currently dealing with and those about to happen. Thus, even with the most diligent prevention efforts, it is highly likely that a school counselor, at some point, will be called upon to provide crisis intervention services and/or be involved in larger scale crisis management efforts.
