What resource can be given to the profoundly socially, economically and educationally disadvantaged adolescents found in a juvenile residential correctional institution that will have significance to them not only in school, but in the conduct of their everyday life? It is proposed that argument skills, with their required reflection on one's own thinking, are such a resource. A goal-based argument skills curriculum developed by Kuhn and Udell [2003], previously used successfully with at risk students in an urban middle school, is used with the male residents of such a facility in a northeastern urban area. In the present study the experimental group, consisting of 28 students, participated in a preliminary interview and dialogue, followed by the curriculum. The control group, consisting of 24 students in the same correctional facility, took part in the preliminary interview and dialogue only and did not participate in the curriculum.

In dialogues with a peer at a final debate on capital punishment the experimental group demonstrated argument skills superior to those of the control group. They demonstrated greater use of effective argument strategies and lesser use of ineffective argument strategies compared to the control group. In addition, the experimental group generated more reasons of higher quality in support of their position on capital punishment compared to the control group. It is speculated that effective discourse strategies which include patient listening, understanding and thoughtful response may enhance the ability of these adolescents to recognize discussion and negotiation as a means of resolving conflict in their lives.