White Counselors Research Articles

Correlations between the Pintner, Otis-Lennon, Peabody, and Wechsler Intelligence Scale for Children—Revised

TO compare four intelligence tests: the Pintner-Cunninghzm Primary Test -Revised Edition, the Otis-Lennon Mental Ability Test, Elementary I Level, Form J, Forms A and B of the Peabody Picture Vocabulary Test, and the Wechsler Intelligence Scale for Children-Revised, data were collected from 48 second-grade 7-yr.-old public school children who were from low-income urban families and were being considered for placement in classes for the educable mentally retarded. The Pintner, Otis-Lennon, and Forms A and B of the Peabody were administered in random order as screening instruments by the white female school counselor one to two weeks prior to the individual administrations of the Wechsler by a white male educational psychologist. The mean IQ on the Pintner (62.95; SD = 10.65) was significantly lower than those on the Otis-Lennon ( M = 71.79; SD = 7.65), Peabody Form A (M = 74.58; SD = 11.07), Peabody Form B ( M = 72.70; SD = 12.34), and Wechsler Verbal (M = 71.45; SD = 6.69), Performance ( M = 70.62; SD = 7.39), and F d Scales ( M = 68.83; SD = 6.93). The Otis-Lennon mean IQ was not significantly different from those of the Peabody, Forms A and B, and the Wechsler Verbal, Performance, and Full Scales. Mean IQs on Forms A and B of the Peabody were not significantly different from those of the Wechsler Verbal and Performance scales. The Peabody Form B IQ did not differ significantly from mean IQs on the Wechsler Full Scale or Form A of the Peabody. The Peabody Form A mean IQ was significantly higher than the Wechsler Full Scale mean IQ. Pearson rs between IQs on the Pintner and Otis-Lennon, Peabody Form A, Peabody Form B, and Wechsler Verbal, Performance, and Full Scales were .45, .25,.27, .47, 33 , and .46, respectively. Correlation coefficients between the OtisLennon and Peabody Forms A and B and Wechsler Verbal, Performance, and Full Scales were .17, .18, .59, .26, and .44 respectively. Peabody Form A correlated 3 1 , .13, -.31, and -.I1 with Peabody Form B and the Wechsler Verbal, Performance, and Full Scales, respectively. The Peabody Form B correlated .04, -.24, and -.I6 with the Wechsler Verbal, Performance, and Full Scales, respectively. These results suggest that the Pintner is probably about as useful as the Otis-Lennon as a screening device and the Peabody is not very useful.

The white counselor and the black client

the white counselor and the black client

Counseling black college students in special programs

The black college student's encounter with special programs gives rise to special counseling needs which this article describes. In effect, the counselor's task is to assist the student to cope with institutional demands and overcome the alienating effect of the impersonal, white, middle class institution. To do this, the counselor must establish a unique relationship with the student at a critical moment through an outreach approach. Subsequently, the counselor will also be called upon to assist the student in the resolution of an identity crisis. White counselors are not disqualified, but they may need to modify their style of counseling.

Black and White Students' Attitudes Toward White Counselors

Articles and studies dealing with the question of who should counsel black students are inmonclusive. In separate studies Barney and Hall (1), Green (3), and Vontress (7) concluded that, under certain conditions, white counselors can adequately and effectively counsel black students. On the other hand, Carmichael and Phillips (2, 4) suggest that effective counseling of black students can only be done by black counselors.

Identity and Therapy in the Black Community

Counselors working in the black community must understand the special problems of black people in discovering and affirming their identity. Black Power, proclaiming the integrity of the black community, has special relevance for black people in search of an identity. Counselors cannot ignore the new self‐awareness which many black clients bring to counseling. An approach to counseling black clients is suggested, and some techniques are reviewed that may facilitate their full freedom. The role of the white counselor may be one of supervisor of lay therapists in the black community or change‐agent and interpreter in the white community.