The Family Involvement Communication System (FICS) model provides a human relations umbrella'' approach for parent and teacher input and participation in a school's elementary guidance program. FICS is designed as an ongoing consultative services program in which the counselor functions as the initial trainer of paraprofessionals and as…

Evaluation research of the human relations component of a larger project that attempts to bridge the black-white cultural gap in the Louisville school system is the basis of this paper. The overall purpose of this major component is to enhance positive attitudes toward intercultural, racial, and ethnic relations and understandings through…

Authors explored the characteristics of effective nonschool learning settings, such as a marine laboratory, a human-relations workshop, and classes in a state mental institution. They contended that school environments could be enriched by the incorporation into their programs of aspects of these stimulating field settings. (Editor/RK)

This publication was prepared as a guide to dealing with school human relations problems, with a focus on leadership training. It describes one method of organizing and training teams of administrators, teachers, support staff, parents, and others to pursue desirable human relations goals. The model program presented here was developed to aid…

SOME OF THE FACTORS THAT HELPED ST. LOUIS' SCHOOLS TO INTEGRATE ARE PRESENTED. INCLUDED WERE ACTIVITIES OF KEY CIVIC AND RELIGIOUS ORGANIZATIONS AND SOCIAL AGENCIES, WHICH WORKED TO CHANGE THE PATTERN OF SEGREGATION. ANOTHER FACTOR WAS THE FINE QUALITY OF THE RELATIONS BETWEEN NEGROES AND WHITES ON THE SCHOOL'S PROFESSIONAL STAFF. THE SCHOOL…

Describes a training program in human relations for camp directors. Intended for groups of 8 to 12 people over 15 to 20 hours of group time. Lists topics for discussions about group process. Addresses participant concerns about feelings generated by workshop activities. Provides 22 references for experiential learning. (CS)

Discusses four organizationally manageable factors that encourage productive human relations: (1) the availability of useful feedback, (2) human relations training, (3) an environment of positive norms, and (4) recognition and rewards for human relations excellence. Also discusses how to make training more relevant. (CT)

"Human resource development" is a term commonly used to describe the learning programs provided by business, industry, or government for employees and nonemployees. The specifics of this approach may have implications for education as well. (Author)

The present study was conducted to determine the applicability of human relations training in the rehabilitation of selected prisoners in a Southern prison. Inmates who participated in the study were able to learn discrimination between helpful and nonhelpful communication and to make positive gains in their work behavior. (Author)

Describes the international operations of the world's most extensive private training mission and the lesson to be learned from its example. (Author/RK)

Several trends are noted which may lead future cohorts of older persons to belong to voluntary associations to a greater extent than current cohorts. This study presents detailed age profiles of membership in 16 types of associations. Various patterns of age differences in belonging to associations are identified and discussed. (Author)

Describes components of Anytown, a group model designed to promote direct, intergroup contact and to increase racial tolerance among high school students. Examines dynamics of Anytown program: how activities are intended to affect participants' thinking and relationships with others and how direct contact is used to promote favorable human rights…

As an expansion of ED 026 320, the model for a Human Relations School sketched in this document is an attempt to answer these questions: What would it be like if a school were to see itself as a laboratory for living and learning in which the test that is known about human interaction were utilized? How would it be organized? What would be its…

The University of Maryland's Intergroup Dialogue and Leadership Program (IDLP) is coordinated by the Office of Human Relations Programs (OHRP), an arm of the Office of the President. Because of this organizational location, OHRP has campus-wide scope which has been foundational to its ability to adapt the Intergroup Dialogue Program (IDP)…