Data were collected regarding the problem of the effects of the Human Development Program procedures on the generation of linguistic tools for the written expression of feelings. Two classes of elementary students participated in the experiment, one a sixth grade of denied children and the other a fifth grade identified as gifted on an intelligence test. Each group of children participated in two sessions per week over an 8-week period of sequenced task-directed conversations about their feelings regarding specifically stated situations. The treatment was conducted by the investigator. An instrument was designed which caused narrative reaction in written form to visual and auditory stimuli. The instrument was administered prior to and following the treatment period. Scoring was based upon teacher and investigator word counts from each subject's written narratives. Interjudge reliability exceeded .96 for all four administrations of the instrument. A "t" of 4.42 and 3.24 was found in the sixth and gifted fifth groups, respectively, exceeding significance at .01 in both cases. It was concluded that the Human Development Program procedures constitute a measurable effective treatment for the generation of effective linguistic tools. (Author)