Specifically, the program was designed to improve students' distress-coping, prepare them as "gatekeepers" with regard to the self-destructive behavior of peers, and assess the program's face validity and social validity. The program was based primarily on cognitive-behavioral modification principles, procedures, and techniques. A total of 237 students drawn from six homeroom eighth grade classes were randomly assigned to experimental and control (no intervention) conditions. The program consisted of seven units presented during 12 weekly 1-hour sessions by either experienced school counselors or psychologists who volunteered for the project. The curriculum consisted of three phases; the first was educational and conceptual; the second involved skill acquisition; and the third consisted of rehearsal and application. Instruments that measured program impact were administered before and after program participation. The evaluation showed that the program had a positive impact on attitudes, emotions, knowledge, and awareness of distress coping skills. In addition, it had some degree of face validity and social validity from the students' perspective. 2 tables and 64 references