This practicum was designed to reduce the instances of negative behavior exhibited by students in a special education setting. Various interventions were initiated and implemented, such as engaging students in conflict resolution workshops, involving student in extracurricular activities so as to help them use leisure time constructively, and encouraging them to write letters and keep journals. These implementations gave mixed results. The number of physical and verbal conflicts between students decreased in both the classroom and the lunch room; however, the students' covert negative behavior patterns remained constant and there was no marked improvement in self-esteem. Even so, some of the students displayed a sense of significance and capability that many of them had not experienced before. The most encouraging part of the implementation focused on a number of students who came to understand that they had control over the escalation or de-escalation of conflict, and these students' willingness to employ positive techniques to resolve conflict. It was concluded that decreasing the negative behavior patterns of students would be more effective if conflict resolution workshops remained a permanent part of the curriculum, coupled with family involvement and support. (RJM)