SEVERAL PERSONAL, FAMILIAL, AND SCHOOL CHARACTERISTICS OF DELINQUENTS ARE EXAMINED, AND THE MANY THEORIES OF DELINQUENCY CAUSATION ARE DISCUSSED. THEN, ARGUING THAT THE SCHOOL COUNSELOR IS IN A UNIQUE AND FAVORABLE POSITION TO DEAL WITH THE PROBLEM OF DELINQUENCY, THE AUTHOR RECOMMENDS SEVERAL COURSES OF ACTION WHICH MAY BE UNDERTAKEN TO PREVENT AND CONTROL DELINQUENCY. IT IS NOTED THAT SCHOOL COUNSELORS CAN DIRECT THEIR ENERGIES AGAINST JUVENILE DELINQUENCY AT THREE LEVELS: 1) THEY CAN AIM TO IMPROVE THE SCHOOL PROGRAM BY MAKING THE SCHOOL A BETTER SCHOOL, 2) THEY CAN ATTEMPT TO IDENTIFY THE YOUNGSTERS WHO ARE EXPOSED OR VULNERABLE TO DELINQUENT BEHAVIOR, FOLLOWING THROUGH WITH PREVENTIVE AND REMEDIAL ACTION, AND 3) THEY CAN ASSIST THOSE STUDENTS WHO HAVE ALREADY BEEN ADJUDICATED AS DELINQUENTS AND ARE ON PROBATION, OR THOSE WHO HAVE RETURNED TO THE COMMUNITY AFTER INSTITUTIONALIZATION WHO ARE STILL ON PAROLE. PROMISING APPROACHES TO THE PROBLEM WHICH USE A WIDE VARIETY OF REHABILITATION TECHNIQUES AND REMEDIAL SERVICES FOR DELINQUENCY PREVENTION AND CONTROL AT ALL THREE LEVELS ARE REVIEWED. NUMEROUS SUPPORTING DATA AND INFORMATION CHARTS ARE PROVIDED. (AUTHOR ABSTRACT MODIFIED)