The study investigated the relationship of teacher affective behavior changes to pupil affective behavior changes in the presence of elementary school guidance services for both populations. Specifically, the study asked: Is teacher change in Intimacy and Esprit related to pupil change in Self Perception and Peer Acceptance? Activities were designed to: (1) provide children with counseling opportunities, individual and group; and (2) provide teachers with consulting activities which included classroom video-taping, private and group focused video-tape feedback sessions, and discussions of classroom management techniques. Analyses of covariance yielded significantly higher Self Perceptions scores among pupils whose teachers' Esprit and Intimacy scores evidenced the greatest change, and Peer Acceptance scores among pupils whose teachers made the greatest gains in Esprit. Additionally, correlated t-tests indicated no significant gains in either Esprit or Intimacy for teachers. On the other hand, significant gains were observed for pupil Peer Acceptance scores. It should be noted that significant decreases were observed for all but one factor of the Self Perceptions Index. It was concluded that positive changes in teacher affective behaviors were associated with positive changes in pupil affective behaviors. Further, the findings suggested that comprehensive guidance services have the potential for influencing such behavior changes. (Author)