INCREASING SENSITIVITY IN TEACHERS TOWARD PUPILS ’ BEHAVIOR BY MEANS OF STRUCTURED SENSITIVITY TRAINING RIVKA ITSKOWITZ

This study examines the impact of structured sensitivity training on teachers ’ perception of their pupils. Thirty-four female teachers were exposed to one of four programs: Group 1, the main experimental group, took part in structured training in which everyday situations in school were analyzed. Case-study protocols from the Bar-Ilan Picture Test for Children, a semiprojective interview, were used as a didactic tool Group 2 participated in unstructured sensitivity training focused on group processes according to the classical model of T-training. Groups 3 and 4 were comparison groups. Group 3 discussed topics concerning school proposed by the group. Group 4 listened to lectures on the topics raised in Group 1. The results showed a significant improvement in sensitivity for Group I (experimental) The rate of improvement for Group 2 (unstructured) fell between those for Group 1 (experimen-tal) and Groups 3 and 4 (comparison). The success of group counseling, human relations training, and other forms of group work is contingent on the degree to which transfer of training to everyday life takes place. The results of research on group work suggest that such transfer occurs only whe