This study was designed to determine the effectiveness of 18 selected lessons from Dupont's Toward Affective Development (TAD) program for creating an awareness in students of alternatives to psycho-social situations. Using a sample of 60 subjects randomly selected from 111 sixth-grade students in northwest Wisconsin, two experimental and two control groups were formed. The experimental groups were presented with lessons from the TAD program. A Solomon Four-Group design was used. Pre- and posttesting involved presenting three discussion pictures which depict different psycho-social conflict situations involving dependency and aggression. Individual responses to the pictures were scored. Posttest data showed a positive effect of treatment upon the ability of students participating in the TAD program to generate alternatives to psycho-social situations. Thus, the hypothesis that the experimental groups would make positive gains over the control groups in developing alternatives to psycho-social situations proved true. Analysis of variance indicated that some of the participants minimized the use of responses already given in the pretest situation. Limitations of the study include the location and characteristics of the community, sample size and description, and the newness of the materials. A review of related literature and research and the implications of the findings are included in the document. (Author/ND)