THE CURRENT INSTITUTE PROGRAM EVOLVED FROM A TRANSLATION OF FUNDAMENTAL CONCEPTS OF THE TEACHING-LEARNING PROCESS DEVELOPED BY BANK STREET COLLEGE. THE PSYCHO-EDUCATIONAL METHOD WAS BASED UPON THE PREMISES THAT INTELLECTUAL FUNCTIONING IS LIMITED BY PARTICULAR PATTERNS OF EMOTIONAL RESPONSE AND THAT THESE COGNITIVE FACTORS INTERACT TO SUPPORT OR HANDICAP HEALTHY GROWTH. A YEAR-LONG TRAINING PROGRAM FOR SCHOOL PERSONNEL WAS INITIATED IN DISADVANTAGED AREAS OF FOUR LARGE CITIES WHERE ACTION PROGRAMS, SUPPORTED BY THE PRESIDENT'S COMMITTEE ON JUVENILE DELINQUENCY AND YOUTH DEVELOPMENT, WERE LOCATED. THE TRAINING PROGRAM PLAN INVOLVED AN INTENSIVE FOUR WEEKS SESSION OF TRAINING-IN-RESIDENCE FOR FORTY ELEMENTARY SCHOOL TEACHERS, GUIDANCE COUNSELORS, AND SUPERVISORS FROM BOSTON, CLEVELAND, NEW YORK, AND WASHINGTON, D.C. THIS INTENSIVE PERIOD WAS SUPPLEMENTED AND REINFORCED THROUGHOUT THE YEAR WITH PLANNED GROUP INTERACTION SESSIONS, VISITS, AND CONSULTATIONS IN EACH CITY BY INSTITUTE STAFF, AND WITH A FINAL TWO-DAY CONFERENCE AT BANK STREET COLLEGE DESIGNED TO STIMULATE PARTICIPANTS TO NEW AND REDIRECTED INVOLVEMENT. THE ENTIRE FOCUS OF THE INSTITUTE WAS ON ENABLING TRAINEES TO ANALYZE BETTER ASPECTS OF THEIR OWN SCHOOLS OR CLASSROOMS. REPORTED GAINS WERE MADE IN THE GREATER PSYCHOLOGICAL KNOWLEDGE OF CAUSES OF LEARNING FAILURE, AND EXACTNESS OF APPROPRIATE METHOD, AND THE MEANING OF TRUE COMMUNICATION BETWEEN PUPILS AND THE TEACHER.