The extension of the instructional programming process, as outlined by Markle and Tiemann (1967), to the treatment of psychiatric in-patients is described. Three case studies are presented as examples of the application of the programming procedures as derived from the Constructional Model of Dr. Israel Goldiamond. The emphasis throughout all three cases is on self control and the extablishment of analytic repertoires by the patient/client. A short discussion emphasizes that no aversive, deprivation, or eliminatative procedures are used nor are extraneous or "artificial" consequences employed to maintain behavior. As a result of the explicitness and emphasis on self-control, the procedures outlined increase the possibilities of behavioral interventions being applied where other models are predominate. (Author)