The goal of the Peer Helping Program in the Bayonne (New Jersey) Public Schools is to develop in students a high degree of self-respect, respect for each other, and respect for their school environment. (Author)

Describes a process for circumventing concerns that a large college lecture class would be impersonal, intimidating, and counterproductive by linking together two related courses on human relationships and sexuality and designing assignments that stimulate a high level of student achievement. Course has been evaluated positively by students.…

This guide presents a model for developing a team planning approach for optimum community involvement in San Diego City Schools in order to promote quality integrated education. Following a brief introduction basic purposes, goals, and tasks for implementation are listed. Next, the model is outlined as a step-by-step process. For each major topic…

Relates the growing concern (professional vs. public) over the role and professional standards of human relations group leaders. Presents a set of standards which fall into two main categories: entry criteria and maintenance criteria. A system of observation is discussed to help insure the implementation of standards. (PC)

In fulfillment of a new Minnesota law, all teachers must complete a training program in human relations. Some 300 programs have been in operation. This study attempts to determine to what degree those programs have been successful. (Author/HMV)

Designed to help the teachers in preparation of ethnic studies units and exhibits during the bicentennial period, this resource manual lists 387 publications, resource organizations, audioviaual aids, learning kits, music and records, and student readings published from 1935 to 1975 that deal with various ethnic groups. The major portion of the…

This study tested the hypothesis that education students who participate in a structured human relations laboratory will demonstrate attitudes which are significantly different from those of students trained in a traditional approach to a general methods course. Ninety-one students in three sections were randomly assigned to an experimental…

The University of Massachusetts School of Education has developed a curriculum in human relations--Human Interaction--written from a behavioral frame of reference, whose primary objective is the development of teachers who can act freely and spontaneously with intentionality. Building from materials in sensitivity training, traditional human…

This report presents the 1973 Distinguished Achievement Award entry from the graduate program in counselor education at Rhode Island College--a performance-based program on effective selection, training, and evaluation procedures which leads to either a master's degree in counselor education (Ed.M.) or a Certificate of Advanced Graduate Study in…

The SET program's purpose is to teach effective communicating styles so that students can improve interpersonal communications with friends, parents, teachers, and others. Topics covered include nonverbal communication, attending behavior, feelings in communication, listening behavior, and communication responding and sending styles. The program…

Describes a program designed to help children learn respect for themselves and for others. Briefly discusses two approaches which are part of 270 activities contained in a book developed in connection with the program. (BR)

The present study was designed to determine the effectiveness of a short (20 hours) training program in human relations skills for elementary student teachers. (Author)

For over ninety years the Organization for Rehabilitation through Training has been concerned with the rehabilitation of displaced adults and has further extended its priorities in developing manpower for vocational shortages throughout the world. (RK)

Paper presents a course design which attempts to effect a meaningful integration of both concepts and experience and to deal with some of the problems and issues of doing laboratory training in the university setting. (Author)

The three major dimensions in which laboratories differ are focus," modality," and participant-mix." (Authors)