The central question of this study was: could interventions of an affective nature be consistently applied in a controlled manner over a sufficient period of time to assure multi-dimensional growth in pre-adolescents that could be measured by a battery of instruments? The subjects of the study were two school principals, students from grades 2, 4, and 6 in the control and the experimental schools, parents of experimental classes, teachers from both experimental and control classrooms, and volunteers from the school and local community. The research lasted three to four years and components consisted of: (1) use of multidimensional measures in comparable school environments for experimental and control subjects; (2) the application of instructional materials designed to promote personal and value development in the designated classroom; (3) the engagement of classroom teachers in inservice or professional development activities; and (4) attempts to assure collaboration as an extension of the classroom interventions. The research revealed serious weaknesses in the inability to control important variables and particularly in the inconsistency of the application of the interventions. Programs of an affective nature that claim significant causal relationships for outcome gains demand much more careful assessment. On the other hand, there is evidence that specific variables and controlled interventions can be powerful facilitators of affective growth. Appendices include supplementary studies on gender differences on three measures and social education in Canada. A three-page bibliography concludes the document. (JAZ)