The ineffectiveness of the traditional corrective approach to delinquency has led service providers to seek alternative strategies. The lack of clear definitions and specific operating principles places some constraints on advocacy strategies, but many youths need these services, particularly when parents are unable to cope with problems or with the complexities of the social service system. A youth is referred to the Adolescent Diversion Project by court intake workers after a preliminary hearing. The Project then assigns an undergraduate student, working for course credit, to act as an advocate for the youth. The advocates are supervised in groups by a graduate student and are expected to devote 6 to 8 hours a week to the program for 18 weeks. Initially, the advocate identifies the client's needs through meetings in the youth's home and talks with family and friends. The completed assessment will suggest a number of strategies, usually beginning with locating a program and persuading it to accept the youth. If cooperation cannot be obtained from this positive approach, then pressure can be applied through knowledge of eligibility regulations, appealing to a higher organizational level, or other tactics. After consultation with the Project staff, the student implements the selected strategy, actively assisting the youth with practical matters and intervening with families or other authorities if necessary. The student monitors progress through meetings with the youth and personal visits to the home, school, or job. Throughout this period, the advocate is constantly looking for the recurrence of old problems and assessing the need for additional actions. To prepare the youth and family for termination, the advocate carefully explains the techniques that have been used and trains them in their use. The Adolescent Diversion Project began in 1976, and a comparison of outcome variables for the 140 youths processed in its first 3 years with traditional court processing showed that the less expensive advocacy services were equal or superior to court intervention. Experimental evidence has demonstrated that youth advocates were also superior to a 'friendly companion' type of volunteer service. The advocacy approach could also be used with abused or neglected children, school dropouts, and youths with mental disabilities. The child advocate must be a problem solving generalist with a community orientation and thus could come from several educational disciplines. Future research should focus on the effectiveness of individual components of the advocacy process and their applications to diverse target populations. A bibliography of 17 references is included.