Peer Intervention Network (PIN) began in New Jersey in 1980, as a group process intervention for improving the school performance of 7th and 8th grade students with motivational and attitudinal problems which interfered with their learning. Traditionally, these students tend to develop a "delinquent" profile and frequently became classified for special education programs in high school. Through the PIN program, low achieving students are referred and evaluated for the peer counseling and support program. Once accepted, teacher and parental approval and cooperation are obtained. Group participation is mandatory. Sessions meet once or twice a week, with emergency times set aside in the morning and evening for additional meetings. Internal resources (peer "experts" in various academic subjects, peer "shadows," and peer "consultants") and external resources (teachers, counselors, and parents) are identified for each member. Meetings, based on gestalt therapy principles of "here and now" focus on progress reports, identification of roadblocks, and scheduling times for "shadow" meetings. Results of the 3-year study found that group development progressed from resistance to polarity to unity. Grade point averages improved from 1.0 to 2.0 and 80 percent of the PIN members were promoted. Further, PIN students were more active in peer support programs and human relations projects in their high school years. (BL)