TO TEST THE EFFECTS OF SENSITIVITY TRAINING ON STUDENTS, RANDOMLY-SELECTED 12TH GRADE SOCIAL STUDIES STUDENTS PARTICIPATED IN A T-GROUP FOR THE FIRST THREE WEEKS OF THE FALL 1966 SEMESTER. ANOTHER GROUP, TAUGHT BY THE SAME TEACHER, WAS NOT EXPOSED TO SENSITIVITY TRAINING, WHILE A SECOND CONTROL GROUP WAS TAUGHT BY A TEACHER WITHOUT T-GROUP EXPERIENCE. EACH GROUP WAS GIVEN (1) MEYER'S SOCIAL ATTITUDE SCALE--A PRE-TEST AND A POST-TEST, IMMEDIATELY AFTER THE EXPERIMENTAL PERIOD AND 6 MONTHS LATER, (2) THE LIPHE-VALED SCALE, WHICH WAS DEVELOPED BY THE T-GROUP TEACHER AND ADMINISTERED IMMEDIATELY AFTER THE FIRST 3 WEEKS AND 6 MONTHS LATER, (3) A COMPOSITION "WHAT HAS MEANT MOST TO ME DURING MY SENIOR YEAR" TO WRITE, AND (4) A TASK TO PERFORM--THE SELECTION OF A SONG, 3 PICTURES, AND A 10-MINUTE TAPE RECORDING WHICH BEST REPRESENTED THEIR CLASS, TO BE PUT INTO A TIME CAPSULE. IT WAS FOUND THAT (A) T-GROUP TRAINING HAS AN IMPACT ON THE CLASSROOM GROUP AS EVIDENCED BY STATEMENTS OF STUDENTS, TEACHERS AND PARENTS AND BY TAPE RECORDINGS OF THE 3 CLASSES WHICH REVEALED A CHANGE IN THE LANGUAGE AND PROCESS OF THE EXPERIMENTAL CLASS. (B) THE TESTS USED DID NOT HAVE A BROAD ENOUGH RANGE TO DETECT THESE CHANGES, (C) BOTH THE COMPOSITION AND THE TASK REVEALED THAT THE EXPERIMENTAL GROUP'S BEHAVIOR WAS DIFFERENT FROM TRADITIONAL CLASSROOM BEHAVIOR. THE PROGRAM IS CONTINUING WITH MODIFICATIONS. (AW)