This paper offers advice to school psychologists concerning the future of their profession in relation to crisis intervention. Crisis intervention will be more of a priority as the year 2000 approaches; therefore school psychologists need to expand their role and change their focus to include intervention to all children. School psychologists need to take the leadership and critical role on crisis response teams in order to implement primary, secondary, and tertiary levels of prevention. Currently, school psychologists initially intervene at the secondary or tertiary level. In the future, the concentration needs to be on primary prevention. Proactive rather than reactive crisis intervention should be emphasized and intervention should no longer be viewed as a support service but as an essential direct service. Consequently, school psychologists need to be familiar with and develop competence in immediate, intermediate, and ongoing intervention. As school-community crisis response teams are developed, school psychologists need to be a part of the planning for dealing with crises. They need to be familiar with guidelines for constructing a crisis management plan and with group crisis intervention. This paper discusses the components of an effective crisis management plan and the National Organization for Victim Assistance's recently revised intervention paradigm. Also presented is an experiential crisis/trauma awareness exercise. (Contains 49 references.) (Author/MKA)