Part I summarizes data on the final version of the Student Self-Report, an affective, multiple-chioce questionnaire developed to measure the kinds of behavioral and attitudinal chanqes which elementary counselors most often attempt to produce when providing services to students in Grades 3-6. Part I contains reliability and validity data for the instrument, a model of affective development resulting from a path analysis done on these data, a measure of the traits exhibited by students referred for counseling services, and a measure of the effects of counseling services. The measure does not consistently show gains for students receiving counseling services. Nevertheless the data provide insight into the development of affective problems in elementary children and the way in which counseling programs address these concerns. A parallel instrument was developed to measure similar affective content for children in Grades 1-2. Part II presents validity and reliability data collected in developing a pilot version of the Student Self-Report. In general, results suggest that this instrument measures the same attitudes and behaviors measured by the upper level instrument. However, the instrument is difficult for primary children and invalid results are produced for many of these students. (Author/AL)