This project was implemented in response to an increasing need for a preventative approach to mental health problems in elementary school children. The major purposes of the study were to: develop a package of affective educational materials; train classroom teachers in the philosophies and techniques of the program; and implement and evaluate the programs in the schools involving children, their parents, and community resources. Subjects included 677 elementary school children, in kindergarten through fourth grades, from three socioeconomic groups who were divided into experimental and control groups. Data for the study was collected by several standardized self-report instruments, teacher and parent questionnaires, and on-site observations of the subjects. Conclusions were as follows: (1) the program can provide significant and positive changes in knowledge of the principals of social causality; (2) social behavior in the classroom can be significantly improved through the program; (3) the program has a tendency to produce positive changes in female pupils, and no change or negative changes in male pupils; (4) subjects in the low socioeconomic group exhibited lower pretest scores than did the high socioeconomic subjects and significantly greater posttest changes than did the control group; (5) parents need to be educated on the philosophies of the program to make it successful. (Author)