A MENTAL HEALTH WORKER CAN FUNCTION AS A CONSULTANT WHO HELPS TO IDENTIFY THE FACTORS WHICH INTERFERE WITH SUCCESSFUL SCHOOL INTEGRATION. AT THE PRESENT TIME OPEN ENROLLMENT METHODS FOR SCHOOL DESEGREGATION HAVE BEEN HAMPERED BY POOR MANAGEMENT DURING THE THREE "CRITICAL"PHASES OF A MOVEMENT TOWARD INTEGRATION. THE PHASES INVOLVE A PLANNING AND PREPARATION PERIOD, THE ACTUAL INITIATION OF DESEGREGATION PROGRAMS, AND THE WORKING-THROUGH PROCESS TO ACHIEVE THE ATTITUDINAL CHANGES NECESSARY FOR TRUE INTEGRATION. THE EARLY, PLANNING, PHASE REQUIRES THE AVAILABILITY OF IMPORTANT DIAGNOSTIC AND PROGNOSTIC FACTS ABOUT THE RELATIONSHIP BETWEEN THE ADMINISTRATION AND THE STAFF, THE STUDENTS, AND THE COMMUNITY IN THE RECEIVING SCHOOL. IN GENERAL, THE PRINCIPAL IS THE CORNERSTONE OF THE SUCCESS OF FAILURE OF THE PLANS. THE PREPARATION PERIOD MUST INCLUDE THE INVOLVEMENT OF AND PARTICIPATION BY PARENTS IN BOTH SENDING AND RECEIVING SCHOOLS. WHAT IS MORE, CAREFUL EVALUATIONS OF THE INITIAL EVENTS OF THE DESEGREGATION PROCESS ARE NEEDED TO FORESTALL THE ENTRENCHMENT OF THE EFFECTS OF DESTRUCTIVE EXPERIENCES. ALSO "MASSIVE EDUCATIONAL MANEUVERS" TO REMEDIATE THE ACADEMIC DEFICIENCIES OF THE INCOMING GROUP MUST BE PART OF THE INITIAL PHASE. TUTORIAL PROGRAMS WITH VOLUNTEER COLLEGE STUDENTS AND NEIGHBORHOOD MOTHERS ARE HELPFUL TECHNIQUES FOR BOTH REMEDIATION AND ATTITUDE CHANGES. SOME ILLUSTRATIVE EXPERIENCES OF RECEIVING SCHOOLS IN NEW YORK CITY ARE INCLUDED. (NH)