THE STRUCTURAL AND DYNAMIC IMPLICATIONS OF DEALING WITH ADOLESCENT PROBLEMS AS A NORMAL PART OF LIFE, RATHER THAN IN TERMS OF PATHOLOGY, INCLUDE THE AIM OF INTERVENTION, THE EFFECTS OF PSYCHOTHERAPY, THE DESIRE FOR INTRAPSYCHIC CHANGE, THE ADOLESCENT PERSONALITY AND PROBLEMS, THE PERSON'S PERCEPTION OF HIS ROLE, THE STRUCTURE OF THE THERAPEUTIC RELATIONSHIP, AND THE PERCEPTION OF CHANGE AS ASSISTANCE IN PERSONAL DEVELOPMENT. SELF-DEVELOPMENT AND GROUP INTERACTION EFFECT CHANGE IN THESE AREAS--IMPROVING THE ADOLESCENT'S SELF CONCEPT, HIS PERCEPTION OF REALITY AND THE OPTIONS AVAILABLE TO HIM, AND HIS CAPACITY TO MOBILIZE HIMSELF, TAKE RESPONSIBILITY, AND RELATE MORE POSITIVELY TO OTHERS. GROUP EXPERIENCES REINFORCE EACH OTHER WITH THE EMPHASIS ON HUMAN RELATIONS. PERSONAL DEVELOPMENT IS ENHANCED THROUGH FORMAL CLASSES, FAMILY-LIFE EDUCATION GROUPS, SCHOOL PSYCHOLOGY CLASSES, MANAGEMENT OF THE SCHOOL ITSELF, TUTORING OTHERS, AND IMPROVING THE NEIGHBORHOOD CLIMATE. INTEGRATED PROGRAMS COMBINE AND ADAPT THE SOCIAL SYSTEMS AND INDIVIDUAL PSYCHOTHERAPEUTIC APPROACHES INTO A METHOD FOR AIDING GENERAL PERSONAL DEVELOPMENT IN THE CONTEXT OF THE INDIVIDUAL'S LIFE SPACE. (WR)