This monograph reports on a project designed to help teachers use Erik Erikson's concept of ego psychology as a framework to help students with school-related difficulties. It was hypothesized that a full understanding of the growth patterns of students, their orientation to their social (school and family) environment, and the development of their egos and self-concept, would enable teachers to approach underachieving students in an effective way. The assumption is made that there is a significant relationship between the teacher's psychological health and teaching effectiveness. Three variables were established to measure the participating teachers' self-evaluation: acceptance of themselves, acceptance of others, and the flexibility of their responses to students. The report is divided into five chapters: (1) In the first chapter general issues and a broad outline of the project are presented; (2) The second chapter describes the planning and evaluation of the workshop for teachers participating in the project; (3) Chapter three discusses the implementation of the project, the schedule and direction of supervision of participating teachers, and an evaluation of that supervision; (4) In the fourth chapter two case studies are presented, illustrating the methods of interaction used by the teachers and the reactions of the selected underachieveing students; (5) The final chapter contains an evaluation of the teacher participants and the resulting academic achievement of the students. It was concluded that by broadening their own self-knowledge and impartially examining their classroom behavior, teachers were better able to help students achieve a more positive adaptation to their social environment and improve their academic performance. (JD)