A structured model is presented for brief training and evaluation of role-taking skills in young children. Using a within-subjects design, 16 emotionally disturbed boys (M = 6–7 yr.) received brief training in role-taking and discussion with one story in the first condition and discussion only of another story in a second condition. No differences between conditions were found in subjects' recall, number of affective words used, and amount of eye movement. The use of this model in a control-group design, with separate groups of children receiving role-taking and discussion conditions, is suggested, and the importance of using a structured Technique in role-taking training is emphasized.
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