This research paper is concerned with an assessment of individual responses to a crisis, specifically in a school environment. The crisis theory shall be explored, and ways through which a crisis does happen; be it in an accidental or developmental manner. The psychosocial, physical and sociological assumptions of the crisis theory shall also be addressed. Further, ways of establishing a comprehensive crisis prevention and intervention process shall also be explored. There is a need for schools to be proactive in addressing crisis situations; if at all the responses to crisis are to be effective and timely. This often involves prior planning for unforeseen incidences that may occur in the future, and this calls for a collective collaboration of all the necessary stakeholders like the community, the state, and the health care providers. Safety of the children is a priority, and the crisis management team ought to be trained on the identification of stress-induced symptoms in children as a result of a crisis. Interventions to crisis could be classroom-based activities, as well counseling sessions for the victims. There is also a need to establish additional staff support and follow-up for the victims. Introduction Often, crisis events leave in their wake traumatic disorders that will call for psychological support. In fact, posttraumatic disorders are so common today that the association of American psychiatrists has estimated that close to 90 percent of Americans are likely to suffer from traumatic stressor. In addition, recent findings have also revealed that almost 90 percent of the traumatic stressor victims have a high chance of developing post-traumatic stressor disorder. As such, there arises a greater need to urgently intervene in the face of crisis to avert these likelihoods from occurring (Blauvelt, 1999). Seeing the large number of Americans who are at risk suffering from post traumatic disorder courtesy of a crisis, the question then begs, what is the nature of a crisis? A crisis can be viewed at as an acute response towards an incident that is critical. In the process, an individual’s psychological homeostasis gets disrupted, and their coping mechanism also fails. Evidence has also been put forward that human often suffers form distress art a time of crisis. It is thus imperative that appropriate and timely crisis response measures and intervention mechanisms are adopted early (Decker, 1997). A crisis response that is effective often will require a systematic organization response, as well as preparation before hand. In the case of a school, a prior existence of a comprehensive plan to crisis response will enable a school address the needs of its students, teachers and other staff members, as well as the larger community during such a time of crisis (Caplan, 1964). Crisis theory According to Gerald Caplan, a crisis comes about as a result of space changes occurring in the life of a person, which often leads to a relationship modification with how that person perceives him/herself. Caplan further opines that that a change will often come about in a slow manner, usually following experiences that are both normal and inevitable. These are experiences that involve both social and physical growth and development. Also, such a change could also happen due to traumatic and unforeseen events that are traumatic. As a way of differentiating the two crisis concepts, Caplan has lab