Researchers and practitioners have identified 12 social problemsolving skills that youthful offenders lack or use ineffectively: controlling first impulses, taking another's perspective, clarifying and formulating the problem, setting appropriate and realistic goals, accurately appraising one's competence, generating effective solutions, evaluating and anticipating potential difficulties in a solution, and adjusting behavior by receiving and using feedback. The curriculum entitled 'Social Thinking Skills' systematically teaches social problemsolving. The curriculum uses a nine-step approach in teaching social problemsolving skills: recognize a problem exists, stop and get ready to think, state the problem and goals, get the facts, make plans, pick the best, be prepared, take action, and check it out. Results to date suggest that training high-risk youth and young adults in social problemsolving will increase social effectiveness, socially acceptable goal attainment, and prosocial behaviors. 22 references.