School is the basic institution introducing into the world of civic values and shaping prosocial attitudes and behaviors. Properly shaped social and intercultural competences are essential for proper functioning in everyday life, which is why in the education process they should be constantly developed and concern both teachers and students. By taking an active part in the mutual learning process, individual individuals can become citizens of the world with high competences. In addition to theoretical considerations regarding the desirable competences of teachers and educators working in a multicultural classroom, the article presents statements of representatives of the pedagogical group allowing to estimate their social and intercultural competences and their self-esteem in this regard.

The article deals with the most important results of the grant research into interpersonal relations in young offenders institutes. The young offenders institutes are resocializing and reeducational establishments for maladaptive children and teenagers. In these institutes the research was done into relations between management workers and educators, relations among the educators themselves, relations between educators and wards and the attitudes of staff to the interpersonal behaviour. Information on results gained mostly by standardized methods are rather illustrative in the article. The main emphasis is put on the results of the so called non-structured participative observation. Students of the resocialization branch of counselling examined the communication of the pedagogical workers as well as the wards during the period of 4-10 weeks in 10 different institutes. The article informs mainly about the communication between management workers and educators and also between educators and wards.