This paper describes an innovative program for teaching self-management to children in elementary and secondary schools. The background of techniques for teaching self-management is briefly reviewed, the application of self-management techniques is noted, deficits in self-management programs are considered, and Lazarus's multimodal model of therapy is explained. This discussion is followed by an outline of a training program which has been developed and offered as a workshop to help teachers instruct themselves on student self-management techniques. The workshop detailed here provides an holistic, systematic, and integrative approach which instructs teachers in comprehensive self-assessment and treatment strategies based on Lazarus's Multimodal Therapy, and provides them with methods for teaching these skills to students. The specific assessment instruments and self-change techniques are detailed and a variety of classroom exercises and teaching activities are suggested. The workshop outline includes an introduction which states the purpose of the workshop and explains the application of self-management principles. This is followed by a discussion of the multimodal conceptualization of change which concentrates on the seven modalities identified by Lazarus and an examination of children's problems, and by a general assessment of problems. The remainder of the workshop outline concentrates on students' personal and academic problem identification in the areas of affect, behavior, and cognition. Therapeutic interventions discussed include systematic desensitization and emotive imagery for affective problems; stimuls control, contingency management, and behavioral rehearsal for behavioral problems; and rational emotive therapy for cognitive problems. A four-page bibliography lists references cited for use in the workshop outline. (Author/NRB)