THE 10 BOYS IN THE EXPERIMENTAL GROUP PARTICIPATED IN A SERIES OF SMALL GROUP SESSIONS DESIGNED TO TEACH PRINCIPLES DRAWN FROM THE THEORIES OF TRANSACTIONAL ANALYSIS. THE 10 CONTROL GROUP DELINQUENTS FROM THE SAME COMMUNITY CONTINUED THEIR PREVIOUS ASSOCIATION WITH THE AREA YOUTH WORKER. PSYCHOLOGICAL TESTS WERE ADMINISTERED TO ALL SUBJECTS AT THE BEGINNING AND AGAIN AT THE END OF THE 10-WEEK TRAINING PERIOD. THE MEASURING INSTRUMENTS EMPLOYED WERE THE TENNESSEE SELF CONCEPT SCALE, AN INSTRUMENT MAKING IT POSSIBLE TO MEASURE SELF-CONCEPT IN DEPTH AND SCOPE; THE PERSONAL ORIENTATION INVENTORY, CONSISTING OF 150 2-CHOICE COMPARATIVE VALUE JUDGEMENT ITEMS REFLECTING VALUES AND BEHAVIOR SEEN TO BE OF IMPORTANCE IN THE DEVELOPMENT OF THE SELF-ACTUALIZING INDIVIDUAL; THE SELF-DISCLOSURE QUESTIONNAIRE, CONSISTING OF 59 STATEMENTS PERTAINING TO VARIOUS SEGMENTS OF AN INDIVIDUAL'S OVERALL CHARACTER, INCLUDING ATTITUDES, INTERESTS, WORK, MONEY, PERSONALITY, AND BODY; AND THE RELATIONSHIP INVENTORY, WHICH MEASURES EMPATHY, CONGRUENCY, LEVEL OF REGARD, AND UNCONDITIONALITY OF REGARD. TESTING PRIOR TO THE GROUP SESSIONS SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS ON ANY OF THE TESTS. SIGNIFICANT DIFFERENCES WERE FOUND, HOWEVER, BETWEEN THE TWO GROUPS ON A NUMBER OF POSTTEST MEASURES INDICATING AN APPRECIABLE POSITIVE CHANGE IN SELF-CONCEPT AND INNER DIRECTEDNESS FOR THE EXPERIMENTAL SUBJECTS. THERE WERE NO MEASURABLE CHANGES IN SELF-DISCLOSURE TO PARENTS OR IN THE PERCEIVED RELATIONSHIPS WITHIN THE FAMILY. THE RESULTS SUPPORT THE USE OF AN EDUCATIONAL MODEL AS A MEANS OF ALTERING THE SELF-PERCEPTIONS OF DELINQUENT BOYS. REFERENCES AND TABULAR DATA ARE PROVIDED. (AUTHOR ABSTRACT MODIFIED--RCB)