The effects of human relations training on 222 students in organizational behavior labs were measured in this study. Eighty students were randomly assigned to one of four sections taught by the same instructor--two traditional sections and two stewardship sections-in a Solomon Four-Group Experimental Design. The two stewardship sections used individualized goal selection and accountability procedures with discussions and readings incorporating religious principles. Four data-gathering instruments were used to measure the social, emotional, and moral development of the students . A one-way analysis of variance on pre- and posttest questionnaires from all 222 students showed no significant differences among any of the groups. Posttreatment observation ratings, class ratings, and student interviews from the 80 students in the traditional and stewardship sections showed some significant, but slight gains for the stewardship sections. The results of the comparison between traditional and stewardship methods were probably not generally significant because stewardship principles were not rigorously applied. Another study using tighter methodology to integrate instructional procedures with religious and human relations principles was recommended.

This study was an investigation of the different effects of three procedures of human relations training in changing the personality characteristics and attitudes of preservice teachers. The purpose of this study was to determine whether there is a difference between a structured group laboratory experience, a non-structured group counseling experience, and a regular classroom lecture experience on the development of interpersonal attitudes of preservice teachers, and to ascertain the extent to which attitudinal and personality changes take place.

The problem of this study was to survey the perceived effectiveness of a human relations training program for a select group of Public Safety Officers at the Dallas/Fort Worth Airport. In relation to this select group of Public Safety Officers, the purposes of the study were as follows: (1) to describe the selection procedures, (2) to provide a general overview of the procedures involved in a thirteen-week police training program, (3) to describe the human relations training aspects of the thirteen-week police training program, (4) to describe the public safety officer trainees in terms of their performance on various criteria measurements, (5) to assess and describe the personality characteristics of the Public Safety Officer trainees, and (6) to determine the Public Safety Officers' perceptions of, and reactions to, the human relations training aspects of the thirteen-week police training program.

The main purpose of this study was to examine the efficacy of a human relations programme for high school students in Years 7, 8 and 9. The programme, based on the course devised by Varenhorst (1976; Appendix B), was run as a non-assessable option for one semester in an A.C.T. high school by the author, who was the counsellor at the school, and a volunteer teacher. Humanistic, behavioural and cognitive methods of implementation were used. As well as trying to achieve more effective interpersonal relations between students, so that they could more successfully relate and resolve differences, a secondary aim was to try to make the counsellor's role a more preventative rather than a largely remedial and crisis-laden one. Twenty-eight students enrolled for the course. Fourteen were assigned to the experimental group and experienced the human relations programme; the fourteen in the control group undertook a variety of other options they had chosen. Both groups completed pre- and postquestionnaires from which quantitative data was gathered. As a check on these quantitative results, post-study qualitative data were also gathered from the experimental group. The course taught verbal and non-verbal communication skills, decision-making and problem-solving skills, particularly in relation to such areas as the peer group, the family and the school. The ethics of helping others experiencing problems in any of these areas was an integral part of the course. iv The study showed that human relations skills can be taught, although the findings were interpreted cautiously because of design and methodological difficulties. The lack of randomisation and reported, rather than behavioural, change per se are two areas which restrict the generalisability of the results. It is suggested that, to achieve more widespread gains, such a course could be incorporated into the existing pastoral care programme of the school in which all teachers and students took part. It is further suggested that, for optimal effectiveness, parents and teachers, as well as students, would need to be aware of, and know how to put into practice, the skills taught in this programme and relate them to interaction generally. A first step was made by the experimenter towards widening the role of the school counsellor away from crisis cases towards prevention of problems. Ideally, the programme could be expanded to include teachers and parents who could, in turn, become human relations educators, thus serving the whole student population. The teaching, learning and practising of skill became the main focus of the programme. Although some peer counselling was involved in assignments, time precluded an experimental study of effectiveness in this applied area. All students but one wanted to proceed with this practical work.