Girls with behavioral problems commit fewer criminal offenses compared to boys, but working with them is often perceived by experts as „harder“ and „more demanding“. Although research indicates that most risk factors are the same or similar for girls and boys, there are risks that are specific to girls. Girls are more often victims of various forms of abuse, show more internalized behavioral problems and they are more inclined to form risky relationships with intimate partners. In relation to all of the above, it is concluded that there is a need to create and evaluate programs that effectively respond to the assessed needs of girls. The paper begins with an overview of theoretical knowledge considering the characteristics of girls with behavioral problems and it puts special emphasis on risk factors. Furthermore, the paper presents the characteristics of gender-specific programs and several evaluated gender-specific programs in Croatia and the world. The central part of the paper refers to the presentation of the Important and Strong Program (VIS). Important & Strong is a group psychoeducational program which aims to develop specific knowledge and skills in girls involved in institutional care. The content of the program includes topics related to self-image, self-esteem, relationships with others, emotions, self-care, life skills and health education. Monitoring of the program for the purpose of this thesis was carried out during the implementation of the program at Children's Center – branch Antun Gustav Matoš which provides social services with comprehensive support for children without adequate parental care. The program consists of eleven workshops, of which the introductory workshop lasts 90 minutes and the others last 60 minutes. In the addition to the basic methods used in group work, the content of the workshops was also based on the application of various creative-expressive techniques to which the participants reacted very well. Techniques of psychodrama and mindfuless were also used to ensure the diversity of teaching and acquisition of new skills. Group that was involved in the program consisted of six girls aged from 11 till 17 years old. Program implementation was documented through the monitoring form by workshop leaders. At the end of the program participants filled up a satisfaction questionnaire which determined the high satisfaction of girls with the program. In addition, the outcome evaluation revealed certain positive changes in the participants of the program. The paper provides an insight into the implementation of the program within one instituion. In the final part of the paper, the guidelines for the creation of gender-specific programs and recommendations for further improvement of the implementation are highlighted in order to ensure further quality.