Student behavioral problems are often cited as factors contributing to school violence and teacher stress. School violence and teacher stress ultimately contribute to a deterioration in the quality of the educational system in our society. Life Space Crisis Intervention (LSCI) is a strategy for using student problems as an opportunity to promote insight and behavior change. The intent of this study was to empirically examine the effects of a Life Space Crisis Intervention training. The outcome variables were teacher responses to a self report measure of stress (The Teacher Stress Inventory) and number and severity of time out room referrals. The sample consisted of 21 teachers, classroom aides, and other school professionals from a central New York self contained special education facility serving ten area school districts. It was hypothesized that teacher stress levels and time-out referrals/ severity and would decrease throughout the year following the Life Space Crisis Intervention training. Results indicated that those staff members who attended either two days or five days of LSCI training reported lower levels of stress post training than those that attended no training sessions, although this finding was not statistically significant. In regards to time out room referrals, results indicated statistically significant post training decreases in the number of referrals. Intensity of referrals, and total minutes spent in time out increased. Limitations and confounds affecting this study (including national events and programmatic mandates) are addressed in the conclusion.

Library of Congress Subject Headings

Crisis intervention (Mental health services); Educational counseling; Problem youth

Publication Date


Document Type


Department, Program, or Center

Department of Psychology (CLA)


Herbert, Andrew


Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LB1027.5 .E453 2002


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