An inservice training project has been designed for secondary school teachers who deal with emotionally disturbed adolescents in their regular classrooms. The objective of the training is for teachers to develop generic affective competencies for creating an affective classroom climate, managing conflicts and crises, and using positive classroom management practices. A primary assumption underlying the training model is that educators, like students, have different abilities, motivations, and perceptions. Rather than attempt to standardize the competencies of school personnel, the model proposes recognizing and enhancing these differences and facilitating the use of faculty strengths. The model includes: (1) awareness activities and very general levels of training; (2) a thorough grounding in affective skills within a "positive growth" orientation for dealing with emotional and behavioral problems of adolescents in general; (3) development of demonstration projects and specific implementation skills in key individuals; and (4) a withdrawal phase which emphasizes school personnel carrying on the kinds of activities the project would advocate. An analysis and evaluation is included of the results of one such inservice training project. (JD)