Life Space Crisis Intervention (LSCI) is a therapeutic, verbal strategy for intervention with students in crisis. It explores a student's reactions to stressful events to gain insight into thinking, feelings, and behavior in order to strengthen resilience and self-esteem (Long, Wood, & Fecser, 2001). By exploring timelines of challenging events, a student understands the impact of behavior on self and others, and has the opportunity to build a relationship based on trust and mutual respect. LSCI focuses on six "central issues" that are patterns of response to stress. Each identifies a specific pattern of self-defeating behavior that interferes with positive growth. Within the security of a supportive relationship, the student gains understanding of how past coping strategies have been counterproductive, and gains intrinsic motivation to change. Breaking free from self-destructive behavior provides new opportunities for developing positive connection with adults and peers. This article describes the authors' own experiences with implementing LSCI and emphasizes the importance of not only distinguishing a pattern in a child's behavior in order to formulate a more accurate diagnosis of the pattern of self-defeating behavior but also the benefits of documenting the incidents and the effect of interventions.