THE WORKSHOP LEADERS FIRST DESCRIBE A HANDOUT PACKAGE DISTRIBUTED TO WORKSHOP PARTICIPANTS WHICH CONTAINS SPECIFIC INFORMATION ON COMMUNITY RELATIONS AND COMMUNITY INVOLVEMENT PROJECTS. A WORKSHOP PROCESS IS THEN CONDUCTED IN WHICH PARTICIPANTS DECIDE ON THE SPECIFIC COMMUNITY GROUPS THEY WISH TO DISCUSS. FINALLY, THE WORKSHOP LEADERS AND PARTICIPANTS EXCHANGE COMMUNITY INVOLVEMENT AND COMMUNITY RELATIONS IDEAS FOR SUCH GROUPS AS SCHOOL NEIGHBORS, STUDENTS, TEACHERS, AND PARENTS. AMONG THE SPECIFIC PROJECTS AND APPROACHES MENTIONED WERE CONDUCTING NEIGHBORHOOD VISITATION DAYS WHEN THE COMMUNITY CAN VISIT CLASSES IN SESSION; UTILIZING THE SCHOOL BUILDING FOR COMMUNITY ACTIVITIES; INVOLVING STUDENTS IN SUGGESTING VANDALISM PREVENTION TECHNIQUES; AND INSTITUTING SPECIAL INCENTIVE PROGRAMS TO PROMOTE STUDENT PRIDE IN THE SCHOOL. SUGGESTIONS WERE ALSO OFFERED ON PROVIDING TRAINING FOR TEACHERS ON HOW TO DEAL WITH STUDENTS; REQUESTING STAFF INPUT ON HOW TO SOLVE PROBLEMS OF VIOLENCE AND VANDALISM; AND PROVIDING MORE PARENT CONTACT WITH TEACHERS ON A PERSONAL BASIS. FOR THE ENTIRE SERIES OF TAPES FROM THE VIOLENCE AND VANDALISM CONFERENCE, SEE NCJ-35621, 35623-35627, 35629-35635, 35637, 35638, AND 35640-35645.