OUTCOME EVALUATIONS HAVE BROUGHT INTO QUESTION THE EFFICACY OF UNSTRUCTURED, NONDIRECTED GROUP COUNSELING FOR JUVENILE DELINQUENTS. YOUTHS WHO PARTICIPATE IN SUCH GROUP THERAPY MAY BECOME AWARE OF AND UNDERSTAND THEIR PROBLEMS, BUT STILL FEEL DISSATISFIED BECAUSE THEY CANNOT DEAL WITH THE PROBLEMS. THEY MAY CONTINUE TO BEHAVE INAPPROPRIATELY BECAUSE THEY DO NOT KNOW HOW TO DO OTHERWISE. THE STRUCTURED APPROACH TO GROUP TREATMENT TEACHES PROBLEMSOLVING SKILLS IN MUCH THE SAME WAY THAT 'LIFE SKILLS' COURSES TEACH CLIENTS HOW TO DRESS, COMPORT THEMSELVES, AND MAINTAIN GOOD HEALTH. ONE PROGRAM THAT USES THE STRUCTURED APPROACH IS BASED ON A MODEL OF THE PROBLEMSOLVING PROCESS THAT ENCOMPASSES FIVE DISTINCT SKILLS THAT CAN BE TAUGHT TO YOUNG PROBATIONERS: (1) REALIZING THAT PROBLEMS ARE PART OF EVERYDAY LIVING AND CAN BE DEALT WITH EFFECTIVELY RATHER THAN IGNORED; (2) DEFINING PROBLEMS AND FORMULATING THEM IN SOLUTION-ORIENTED TERMS; (3) GENERATING ALTERNATIVE SOLUTIONS; (4) EVALUATING EACH ALTERNATIVE IN TERMS OF PRACTICALITY, IMPLEMENTATION COSTS, TIME INVOLVED, PROBABILITY OF SUCCESS, AND NEW PROBLEMS THAT ARE LIKELY TO ARISE; AND (5) IMPLEMENTING THE BEST SOLUTION. PROBLEMSOLVING SKILLS PROMOTE IN DELINQUENTS A SENSE OF COMPETENCE, INDEPENDENCE, AND CONTROL. EVENTUALLY THEY SHOULD BE ABLE TO DEAL WITH THEIR DEVIANT BEHAVIOR BY CHOOSING NONDEVIANT BEHAVIORAL ALTERNATIVES. (LKM)