College students underwent group training on human relations skills and were rated by their trainers. Results indicated that: (1) females received slightly higher ratings on all skills examined; and (2) male students received higher ratings from male trainers than from female trainers, but a comparable same-sex effect was not demonstrated for…

Emotional arousal was studied during sensitivity training groups. It was concluded that the rise-and-fall pattern found in this and earlier studies is dependent on adequate time for the elicitation of negative affect and may require the isolation of the group from contact with other groups. (Author)

Describes a structured role-play session for a university library staff in the context of human relations training. The role play stimulated discussion and a greater awareness of communication barriers. (Author)

Several methodological issues related to Carkhuff's human relations training model are discussed with an emphasis on developing research guidelines. Each discussion of an issue is accompanied by research guidelines for evaluating the present literature and conducting further research. Several research suggestions are offered which might resolve…

Twelve human relations training subjects received training in Carkhuff's seven core counselor conditions. Twelve microcounseling subjects were trained in use of attending behavior, minimal activity responses, verbal following behavior, open inquiry, and reflection of feeling. Microcounseling subjects gained significantly more on empathy than did…

Systematic Human Relations Training (SHRT) is predicated on the basic assumption that there are certain core helper-offered conditions that are necessary in a helping relationship, i.e., empathy, respect, warmth, concreteness, genuineness, self-disclosure confrontation, and immediacy. This, however, is only part of the model. The second basic…

This paper describes a curriculum in human relations, written from a behavioral frame of reference, the primary objective of which is the development of teachers who can act freely and spontaneously, i.e. with intentionality. Intentionality defines a central objective of teacher training, namely the teacher who can respond and act appropriately in…

This document, which is a presentation of a philosophy of education and human relations, is written in two distinct sections by two different authors. The two authors believe that human relations is very important in education and that the open classroom actually depends on the openness of the teacher. The authors hold in common the view that the…

This study is concerned with determining from a comparison of terminal attitudes and behavior what changes, if any, occur in student and supervising teachers when they are paired according to divergent attitude scores. The Minnesota Teacher Attitude Inventory (MTAI) was administered to teacher supervisors and student teachers before the semester…

This article examines and discusses differing levels of accuracy in the communication of feelings provided by teachers in the classroom, and the effect upon development. The findings suggest the need for school personnel to acquire increased skills with regard to interpersonal communications in an effort to maximize student development. (LPG)

Described a structured group experience designed to improve communication and to encourage support among a population of elderly persons residing in a retirement community. Group activities and suggestions for counselors are provided. (Author)

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)

Developed a preliminary attitude scale to measure attitudes toward the Carkhuff (1969) human relations training model. A survey of 146 students in a human relations training course showed a generally positive response and provided feedback regarding trainees' perceptions and intent to use the skills taught. (JAC)

Assessed the relationship between individual facilitation skills and a set of personal variables, including age, race, sex, and years of experience, to determine whether human relations training affects individuals. Subjects were 103 second- and fifth-grade teachers in 13 schools. Results showed that training is effective in increasing…

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)