THE PERSONALITY STRUCTURE, CAUSES FOR DEVIATION, AND MAJOR DIAGNOSTIC CATEGORIES FOR SOCIALLY MALADJUSTED AND EMOTIONALLY DISTURBED CHILDREN ARE DISCUSSED. SCHOOL ROLE, GOALS, AND DEFINITIONS ARE RELATED TO STRATEGIES FOR RECRUITING AND TRAINING TEACHERS OF EMOTIONALLY DISTURBED CHILDREN ARE CONSIDERED. A DISCUSSION OF THE SELECTION OF TEACHERS FOCUSES ON SUCH FACTORS AS AGE, EXPERIENCE, PERSONAL ATTRIBUTES, CLASSROOM HOSTILITY, TASK-ORIENTED AND PERSON-ORIENTED TEACHERS, THEORY, AND INTUITION. PROBLEMS INVOLVED IN THE RECRUITMENT AND TRAINING OF TEACHERS ARE IDENTIFIED. THE UNCERTAINTIES THAT EXIST ABOUT REQUIRED TEACHER COMPETENCIES AND ABOUT METHODS OF TRAINING TEACHERS IN THESE SKILLS, KNOWLEDGES, AND ATTITUDES ARE PRESENTED. CLASSROOM AND NONCLASSROOM COMPETENCIES ARE DISCUSSED. INCLUDED ARE A LIST OF TEACHER COMPETENCIES, A 29-ITEM LIST OF SELECTED READINGS, A LIST OF FIVE BIBLIOGRAPHIES, AND 22 REFERENCES. THIS DOCUMENT WAS PUBLISHED BY THE UNIVERSITY OF NEW YORK, BUREAU OF PUBLICATIONS, ALBANY, NEW YORK 12224. (MM)