This guide to affective social skill development discusses these points: (1) The targets of our efforts are first of all teachers, then the peer group, and finally individuals, (2) Systematic training of teachers, both in the cognitive and experimental basis of human relationships, is a necessary prerequisite to the implementation and development of an affective-social skills program, (3) needs assessment of individual problems and support systems constitute an imperative prerequisite for implementing an affective-social development program, (4) Risk factors and support systems can be optimally identified for individuals in a group setting through the use of multi-method, multi-trait assessment and computer analysis and feedback; (5) Developmental strategies of intervention can be parsimoniously grouped under three functional classifications (feedback, social modeling and reinforcement, and environmental change), (6) Developmental interventions are easier than crisis reconstructions, and are most effective when teachers are provided direct information regarding high-risk, low-support children that they can apply individually and in small groups; (7) Change is developmental and multi-dimensional. It does not occur uniformly; (8) Temperament-aptitude clusters are associated with risk-support dimensions and mediate susceptibility to treatment and change outcomes; and (9) change in affective-social skills can and should be measured by an array of indicators. (Author/JLL)