A pair of 9-year-old boys with socioemotional and interpersonal difficulties was observed unobtrusively in 35 weekly hour-long therapy sessions over the course of 2 school years. A transcript/narrative analysis technique was used to identify all interpersonal negotiation strategies each child used within each session. Strategies were classified according to a coding system that simultaneously ordered them according to four developmental levels (0, impulsive-physicalistic; 1, unilateral-coercive; 2, reciprocal-influential; and 3, collaborative-mutual) and two interpersonal orientations (self- and other-transforming). With individual strategies as the basic unit of analysis, strategies in each weekly session were charted according to level and orientation, and summed to show total distributions and trends over time. Results indicated that the predominant level of strategy used by both children was unilateral (level 1) followed for each child by reciprocal (level 2), impulsive (level 0), and collaborative (level 3) strategies. Across time, a trend toward increased use of reciprocal strategies was suggested, although there was wide oscillation in the percentage and absolute use of strategies coded at each level from one weekly session to the next. Different patterns of strategy use were identified for each child. Results were discussed with respect to their implications for using developmental methods and models for clinical purposes. (Author/RH)