This study tested the effects of two group-oriented supportive and educational approaches on the parents of children with cystic fibrosis (CF). Thirteen families were randomly assigned either to a group which received information on medical and technical aspects of CF or to a group which received instruction in communication skills in addition to medical and technical information. Didactic and experiential techniques were used to present communication skills. Measures of family interaction, child adjustment, locus of control, and understanding of CF were collected from parents and children prior to the intervention, immediately after the 4-session series and 6 months after completion. (Instruments used are included in the appendices.) Analysis of results indicated no differences between groups from the first to the final data collection times; communication training did not improve family functioning. However, parents reported greater satisfaction with didactic than with experiential techniques. The authors speculate that families in "chronic crisis" may find disease-related educational material more relevant and reassuring than process-oriented instruction and caution that clinical interventions with such populations need to be systematically evaluated because techniques designed for psychiatric populations may not translate directly to families coping with chronic medical problems. (Author/DB)