The program aimed to teach children how to react in a socially acceptable way to the temptation to steal. In addition, the program hoped to train children in self-concept enhancement and peer acceptance strategies and to teach decisionmaking skills. Criteria for program participation were fourfold: parents and the school were actively concerned and sought assistance with child management; thefts were serious, regular, and a longstanding problem; parents had to agree to participate in family therapy sessions; and a representative cross-section of schools was sought. Program components included 16 biweekly sessions of 30-45 minutes of one-to-one counseling; 7 weekly 45-minute sessions dealing with antitheft; and 3 consecutive, 2-hour weekly family therapy sessions. Sessions in the second component involved activities, exhibits, and discussions designed to teach behavioral self-control. It is concluded that the program, or variants of it, can be implemented in other schools. 1 reference