THE FIRST PROGRAM USES DEMOCRATIC PROCEDURES TO ENHANCE RESPECT FOR LAW AND TRADITION. BASED ON A MODEL FROM DEVELOPMENTAL PSYCHOLOGY, IT PRESENTS SIX STAGES IN THE DEVELOPMENT OF VALUES: (1) WHAT IS RIGHT IS WHAT SOCIETY DEMANDS, (2) WHAT IS RIGHT IS WHAT BRINGS SELF SATISFACTION, (3) WHAT IS RIGHT IS WHAT 'NICE' PEOPLE DO, (4) WHAT IS RIGHT IS WHAT THE LAWS SAY IS RIGHT, (5) WHAT IS RIGHT IS WHAT ONLY THOSE LAWS THAT ARE CONSTITUTIONALLY JUSTIFIED AND THAT SERVE UTILITARIAN FUNCTIONS SAY IS RIGHT, AND (6) WHAT IS RIGHT IS WHAT UNIVERSAL PRINCIPLES SAY IS RIGHT. STARTING AS A CHILD, AN INDIVIDUAL MOVES FROM ONE STAGE TO THE NEXT HIGHER STAGE ONLY IF INTELLECTUAL DISCUSSION CAN TAKE PLACE IN A NONAUTHORITARIAN ENVIRONMENT; THE PROGRAM ATTEMPTS TO PROVIDE THIS ENVIRONMENT FOR JUVENILES WITH BEHAVIOR PROBLEMS AND INMATES IN CORRECTIONAL INSTITUTIONS. THE PROGRAM WAS SUCCESSFUL IN A CONNECTICUT CORRECTIONAL INSTITUTION AND SIMILAR PROGRAMS ARE NOW BEING ORGANIZED IN INSTITUTIONS IN NEVADA, WASHINGTON, MASSACHUSETTS, AND KENTUCKTY. THE SECOND PROGRAM, PARTNERSHIP IN RESEARCH, ENCOURAGES HIGH SCHOOL STUDENTS TO DEFINE THEIR PROBLEMS AND PLAN RESEARCH TECHNIQUES WHICH COULD LEAD TO SOLUTIONS. PROGRAM OBJECTIVES INCLUDE (1) INVOLVING YOUTHS IN DEFINING PROBLEMS, (2) PROVIDING KNOWLEDGE THROUGH DOING, (3) PROVIDING AN AWARENESS OF CHANGING REALITIES, (4) TEACHING THE NEED FOR CONTINUING INQUIRY, AND (5) TEACHING THE NEED FOR A VARIETY OF POSSIBLE SOLUTIONS. THE THIRD PROGRAM, SOCIAL HEADSTART, HELPS BEGINNING STUDENTS TO ADJUST TO THE SCHOOL ENVIRONMENT AND TO DEVELOP INTERNAL MOTIVATIONS FOR THEIR SCHOOL ACTIVITIES. HIGH SCHOOL STUDENTS, TRAINED IN PERSONAL RELATIONS, ARE SENT TO THE HOMES OF PRESCHOOL CHILDREN IN ORDER TO DISCOVER POTENTIAL PROBLEMS AND TO ADVISE THE NEW STUDENTS. FOR RELATED MATERIALS, SEE NCJ 67673-79 AND 67681.