Conducted at Father Flanagan's Boys Home, the study investigated the relationship between a "teacher-advisor" educational program and students' attitudes toward school and toward classroom climates. Two methods of training were investigated: the Teacher-Advisory Training Program and the Teacher Effectiveness Training Program. A group of 27 volunteer teachers, para-professionals, and administrators were randomly divided into three equal groups: one-third received Teacher Effectiveness Training; another third received Teacher Advisory Training; and the final third received no training. Data were collected from both teachers and students with the Classroom Environment Index and the Tennessee Self-Concept Scale. Results indicated that the teacher training groups exhibit less defensiveness in reporting their self-concept than the group with no training. The results also supported the hypothesis that interpersonal training designed specifically to promote teacher-student interaction affects student self-concept and student attitude toward classroom climate, as well as having behavioral ramifications on such variables as grade point average and absentee rate. Although it was found that changes in self-concept are difficult to accomplish, positive results do occur when teachers participate in training designed to promote teacher-student interaction. (Tables illustrating data are included.) (SK)