Based on the evidence that college students are their own primary resource for psychological services, a training program in help-giving skills was developed as a supplement to an academic course in the psychology of adjustment. Training for 73 students involved readings, lectures, modeling, and experiential learning in small groups. Pre-post measures included reported help given and received, a situation type of empathy test, and two global measures of adjustment--self-rated overall adjustment, and rated severity of three personal problems. Following the course, students evaluated the training with respect to attempted use and perceived usefulness of the training. Results indicated a significant increase for level of empathy. Also, significant changes in the direction of better adjustment were reported for the two adjustment measures. These pre-post changes, as well as student evaluations of the program, were interpreted as supportive of the training of help-giving skills in the classroom context. (Author)