The potential relevance of psychology in the development of a program for training teachers of the disadvantaged is the focus of this report. Strategy employed to examine the psychology area consisted of: (1) a consortium, made up of five leaders in the field and a moderator; (2) an extensive search of contemporary literature, with abstracts of relevant items, and organization of the abstracts as to statements of empirically supportable facts, statements not empirically supported, recommendations, and needed comments. This report presents: (1) the deliberations of the Psychology consortium; (2) a condensed version of the material abstracted in the literature search; (3) a conceptual mapping of the field, accompanied by brief listings of relevant facts; and (4) a final summation. The abstracted information appears under the headings of: The Disadvantaged Family; The Disadvantaged Environment and Cognition; The Disadvantaged Environment and Language; Self-Concept; Expectations; Attitudes; Teachers; and Programs. The summation discusses the Nature of Psychology and A Psychology of Disadvantage. In broad terms, it is concluded that psychological insight and understanding will help the teacher to understand disadvantaged children. For related documents, see ED 050 300-301 and ED 050 303-306. (DB)