Self-efficacy, a person's perceived capacity to execute a behavior required to produce a desired oucome, can affect motivation and behavior. It appears that individuals gain self-efficacy information from performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. Effective clinical interventions must promote informational changes in these four areas. Self-efficacy research with children can provide treatment implications for child psychotherapy. Most of the self-efficacy research has focused on performance accomplishments and has shown that actual experience is a powerful intervention for strengthening the self-efficacy of children. Other research has found that: (1) a comprehensive intervention to enhance self-efficacy can be structured in a psychotherapeutic day camp setting; (2) attributing achievement to children's effort and ability increases their self-efficacy; (3) self-efficacy increases when children master social competence skills in conflict-free settings and then generalize these skills to conflicted settings; (4) the impact of vicarious experience may vary with the child's locus of control orientation; (5) modeling can have either a positive or a negative impact on self-efficacy; and (6) short-range goals stimulate children's motivation better than do long-range goals. Self-efficacy research with children needs to focus more on the impact of vicarious experience, verbal persuasion, and emotional arousal on the self-efficacy of children. Further research is needed to clarify the cognitive processes in children that produce the efficacy expectation. Five pages of references conclude the paper. (NB)