This volume serves as a source of information about the relationship of Teacher Corps Youth Advocacy Project activities to the field of secondary school reform for troubled youth. This document presents major theories about educating troubled youth, theoretically-based programs, and research and evaluation on their effectiveness. Theories are grouped under two broad perspectives: (1) the individual in interaction with social institutions; and (2) the individual's behavior. This dual focus is maintained throughout the volume as each perspective, its definition, application, and relevant research are identified. In examining the interaction between individuals and social institutions, four phenomena are considered which contribute to troubled behavior: negative labeling, norm diversity among subcultures, blocked opportunity, and lack of affiliation with conventional institutions. The theories about these phenomena are the basis for intervention efforts for those who try to alter characteristics of institutions where the phenomena are operating. Discussions are given of individual characteristics of youth to determine their relationship to troubled behavior. The origin of these characteristics may be attributed to physiology, personality, learning disabilities, cultural membership, peer influence, family relationships, or contact with substance abuse (alcohol or drugs). The intervention, prevention, or treatment is centered in the belief that remediation of these individual characteristics will have long-term effects on reducing troubled behavior. (JD)