CHILD ADVOCACY DEALS WITH CHILDREN'S RIGHTS AND IS BASED ON THE CONCEPT THAT EVERY CHILD IS ENTITLED TO THE CARE AND SERVICES NEEDED FOR OPTIMUM GROWTH AND DEVELOPMENT. THE CHILD ADVOCACY CONCEPT SHOULD NOT NECESSARILY BE LIMITED TO A SCHOOL SETTING. THE HISTORICAL DEVELOPMENT OF CHILD ADVOCACY BEGAN IN 1969 WITH THE ESTABLISHMENT OF A JOINT COMMISSION ON MENTAL HEALTH FOR CHILDREN AND YOUTH. A YEAR LATER, A WHITE HOUSE CONFERENCE ON CHILDREN AND YOUTH WAS HELD. THE FOLLOWING YEAR, THE INSTITUTE FOR CHILD ADVOCACY WAS ESTABLISHED AS A COMMUNITY-BASED PROJECT; IT WAS ONE OF SIX DEMONSTRATION PROJECTS FUNDED BY THE NATIONAL INSTITUTE OF MENTAL HEALTH AND THE BUREAU OF EDUCATION FOR THE HANDICAPPED. THE PURPOSE OF THE INSTITUTE IS TO CREATE A COMMUNITY DEVELOPMENT APPROACH TO CHILD ADVOCACY, DIRECTED TOWARD AN ATTACK ON COMMUNITY PROBLEMS WHICH INTERFERE WITH THE WELFARE OF CHILDREN. ITS FIVE MAJOR AREAS OF CONCERN ARE CRIME AND DELINQUENCY, EDUCATION, HEALTH, RECREATION, AND WELFARE. THERE ARE TWO APPROACHES TO ADVOCACY: CASE AND CLASS. IN CASE ADVOCACY, THE ADVOCATE WORKS TO MEET THE CLIENT'S SPECIFIC NEEDS. IN CLASS ADVOCACY, THE ADVOCATE IDENTIFIES THE COMMON PROBLEM OR CONCERN OF GROUPS AND ATTEMPTS TO BRING ABOUT PROBLEM RESOLUTIONS, INSTEAD OF WORKING ON A ONE-TO-ONE BASIS. THE HANDBOOK TREATS VARIOUS ISSUES IN WHICH THERE IS A NEED FOR ADVOCATES; E.G., CORPORAL PUNISHMENT USED AS A DISCIPLINARY TACTIC IN THE SCHOOL SYSTEM. ADVOCATES ARE ALSO NEEDED TO FIND WAYS TO USE THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 AND ITS SUBSEQUENT AMENDMENTS TO BENEFIT CHILDREN. THE HANDBOOK ALSO DEALS EXTENSIVELY WITH HOW TO BECOME AN ADVOCATE. MAJOR SUGGESTIONS INCLUDE; (1) HAVING A BROAD KNOWLEDGE OF THE ISSUES AND PROBLEMS OF THE SCHOOL SYSTEM; (2) KNOWING THE APPROPRIATE PERSONS TO CONTACT ABOUT A PARTICULAR ISSUE; (3) BEING AWARE OF THE ATTITUDES AND FEELINGS THAT SURROUND AN ISSUE; (4) FINDING OUT ABOUT THE SCHOOL SERVICES AND PROGRAMS THAT ARE OFFERED; (5) KNOWING POLICIES AND PROCEDURES IN PRACTICE IN THE SCHOOL SYSTEM; (6) BEING AWARE OF LEGISLATION AFFECTING THE SCHOOL SYSTEM AND ITS STUDENTS; AND (7) KNOWING HOW TO ORGANIZE PARENT GROUPS. A BULLETIN ON PRIVACY, PROTECTION, ACCESS, AND CHALLENGE RELATING TO PUPIL RECORDS IN THE LOS ANGELES UNIFIED SCHOOL DISTRICT IS APPENDED. REFERENCES ARE PROVIDED. (JSP)