This applied dissertation was designed to decrease confrontation among African American females at an alternative evening school for high school students who were at least 2 years behind grade level academically. The program involved developing a small group guidance curriculum, creating and videotaping role playing scenarios, arranging for mentoring of middle school students, developing profile sheets, and organizing teacher inservices to encourage and assist the over-aged high school students in using empowering communication in school on a regular basis. Data collection focused on incident referrals and discipline reports, teacher records and grade reports, conflict mediation logs, and data on dropout and attendance rates. Results indicated that confrontational behavior decreased during the months of implementation. Participating in small group guidance sessions enhanced empowering communication and had a positive impact on school climate and academic instruction. The five appendixes contain: the phenomenal females group profile sheet; the small group guidance curriculum; the student anger scale; teacher inservices; and the teacher perception scale. (Contains 30 references.) (SM)