Five articles address current teaching and programming practices in the education and treatment of behaviorally disordered youth. In "Down the Up Staircase: The Teacher as Therapist," P. Nichols explores the premise that teachers should not limit their potential as child helpers by excluding counseling and psychotherapeutic interventions. "Videotape Feedback as a Therapeutic Tool" (D. Raschke et al.) describes ways in which educators can effectively use videotape feedback to help behaviorally disordered students become more aware of the consequences of their behavior and develop constructive alternatives. In "Job Training/Career Awareness Partnership Program for Emotionally Disturbed Juvenile Delinquent Youth," M. Weber outlines components of a community-based alternative to incarceration or institutionalization. "Extending Emotional Responses through Poetry Experiences" (J. M. Harms et al.) illustrates how poetry can encourage a more flexible and creative view of life experiences for children with emotional and behavioral problems. Finally, "A Transitional Education Model for Reintegrating Behaviorally Disordered Students from Residential Treatment Centers to Public School Programs" (H. S. Muscott and R. Bond) describes a model for systematically preparing students for less restrictive environments, using the Transition Classroom as the linkage between the treatment facility and the local school district. (JW)