Implementing a school crisis intervention program

A survey of the literature indicates that a significant number of educators and mental health professionals agree that children are affected emotionally and academically, to varying degrees, by family transitions and other changes. The normal coping skills of children who experience stressful changes, ranging from the death or divorce of parents to failing a class in school, are often inadequate. This paper describes the efforts of the author to implement STAGES into the curriculum of the Las Virgenes Unified School District. STAGES is a program designed to be used by teachers in the classroom, from kindergarten through twelfth grade, to educate children about how to cope with crisis. During the 15-month process of implementing STAGES, it was necessary to examine the educational approach to mental health consultation and problem solving in consulting. This ultimately provided the theoretical framework upon which this project is based. The process itself involved frequent communication with district personnel, particularly the Director of Instruction and the Director of Special Services, which ultimately led to a STAGES training/workshop for 30 teachers, principals, counselors, district psychologists, and parents. The support and enthusiasm generated at this meeting was largely responsible for the inclusion of STAGES in the Health Curriculum at the elementary, middle, and high school levels. It was concluded that STAGES is an appropriate and necessary intervention for students. Anyone desiring to replicate this project should have a background in consulting and a good understanding of how new programs are implemented in his or her district.