There have been exercises introduced for the purpose of improving the interpersonal skills of the pupils. However, this research indicates that, in previous studies, there was a fundamental lack of evaluation for the nature of individual perspective changes on the parts of both teacher and pupil, as well as for the practical application of the exercise. This paper examines the relationship between the degree of the improvement of the communication skills and the degree of feeling positive approval or lack of self-respect in the case of the individual junior high school pupil for the purpose of showing the basic material of communication improvement program. Before and after the project, we conducted questionnaire surveys, examining the degree of desire of belonging, being espected etc, based on the Mazlo’s theory of hierarchical need. The result of the survey shows the improvement in the items like reliability by the classmates, evaluations from the classmates, or individual eagerness for the achievement, however feelings of self-respect were not altered dramatically. According to the evaluations of both terchers and pupils, there was positive engagement with the exercises. Although this research indicated that dissipation into applied exercises such as verbal peer appraisal within the group of the individual pupil's efforts, as well as self-evaluation, does not yet occur, this exercise helped improve interpersonal skills within the group and strengthened their bonds.

生徒の対人関係改善を図るためのエクササイズが数多く紹介されているものの，その実施よって得られる教師や生徒の意識変化や実践自体に対する評価が不足している実態が見られる。そこで，対人関係改善の教育プログラムの基礎資料の提供を目的として，個々の中学生の自尊感情の欠如や他者からの肯定的な承認を感じる度合いと対人関係スキルの改善の度合いとの関係を調査した。対人関係スキルを高める取り組みの前後には，生徒にマズローの欲求階層説に基づいた所属や尊敬の欲求等の充足の度合いをはかる質問紙調査を実施し，その効果と課題を明らかにした。調査の結果，クラスの人から頼りにされている，クラスの人からほめられる，自ら進んでとりかかる等の項目で改善が見られたが，自尊感情にはあまり変化が見られなかった。また，対人関係改善エクササイズ自体に対する評価については，参加の積極性について教師・生徒ともに高い評価を示した。さらに，「班の人の頑張りを言葉で伝える」「自分のよさに気づく」等の応用部分への波及は，それほど進んでいないものの，班の仲が前よりも良くなり，コミュニケーションに役立ったと高く評価していることがわかった。