THE PRESSURES FOR CHANGE IN THE ENGLISH APPROVED SCHOOLS - FROM A TRAINING SCHOOL OREINTATION TO COMMUNITY BASED SCHOOLS EMPHASIZING INDIVIDUALIZED TREATMENT - ARE FIRST REVIEWED. THE POLICY AND PRACTICE OF THE SCHOOL EXAMINED IN THIS STUDY ARE THEN OUTLINED. A DESCRIPTION OF THE BOYS BEFORE THEIR ARRIVAL AT THE SCHOOL IS GIVEN, INCLUDING SUCH FACTORS AS FAMILY BACKGROUND, SCHOOL BACKGROUND, PREVIOUS DELINQUENCY, AND INITIAL EXPERIENCES AT THE APPROVED SCHOOL. THE OPINIONS OF THE BOYS ON SUCH TOPICS AS DAILY LIFE AT THE SCHOOL, THE PURPOSE OF THE SCHOOL, IMPACT, THE EFFECTS OF A 'LIBERAL' SCHOOL REGIME, AND STAFF-RESIDENT RELATIONS ARE REPORTED. OTHER AREAS DISCUSSED INCLUDE COMMUNICATION BARRIERS, DEPRIVATION, DEGRADATION, ROUTINIZATION AND LOSS OF AUTONOMY. IT IS STATED THAT THE INVESTIGATION SHOWED THAT THE BOYS HAD VERY DIFFERENT VIEWS FROM THOSE OF THE STAFF CONCERNING THE ROLE OF THE SCHOOL. THEY SAW THEIR STAY IN TRADITIONAL TERMS OF A CONDITIONING PROCESS, AND ADAPTED THEIR BEHAVIOR TO PATTERNS EXPECTED OF THEM UNDER EARLIER SYSTEMS OF REFORM. (AUTHOR ABSTRACT MODIFIED)