The search for methods of competence, culminating in better service to humanity, should be endless

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, drawn from work published between 1970 and 1987, spanning 3 journals. Those papers have been cited 33 times in total.

Supporting evidence — 4 representative gaps

• Key issues in family counseling with gifted and talented black students (1983) · Roeper Review · cited 9× · doi

  The following recommendations have proven useful for counselors who wish to improve their effectiveness in working with Black families. Firstly, the counselors should attempt to increase their knowl- edge about the community in which their services are to be offered. Population characteristics, availability of resources, prevailing community and neighborhood networks or availability of public trans- portation and community leadership styles, and the particular types of problems which usually come to the school counselor's at- tention are essential types of information. They all have a direct bearing on the life- styles of the families in the community. T he counselor may learn this infor- mation by regularly viewing local public affairs programs devoted to the Black community, by interviewing community leaders, or by subscribing to Black community newspapers in areas in which they are available. These are all ex- cellent ways to understand the problems, issues, and values of the families with which one intends to work. Secondly, counselors should attempt to heighten their visibility in the Black com- munity. The counselor may accomplish this by serving on a board of directors of a community organization or by serving on some other committee which has multi- cultural or multiracial representation. Also the counselor may frequent Black- owned businesses. Thirdly, the counselor needs to be flexi- ble in scheduling appointments. Very few Black parents can attend sessions during the regular work day. The evenings and weekends are generally the best times to schedule appointments with Black fami- lies. However, more and more often, counselors have to contend with union regulations regarding working hours. In general, the counselor should seek to build personal relationships with Black families. Parents are much more respon- Downloaded by [University of Strathclyde] at 09:24 30 October 2014 sive to counselors whom they believe have a genuine personal interest in their chil- dren. They are much more willing to trust a person who is visible in their own community. Black parents tend to be community oriented. The most successful counselors are those who are perceived as members of the community by virtue of their genuine concern for it. The preced- ing recommendations have been helpful to school counselors who wished to build this image. REFERENCES Billingsly, A. Black Families in White America. Engle- wood Cliffs, New Jersey: Prentice Hall, 1968. Colangelo, N. & Exum, H. Educating the culturally di- verse gifted: Implications for teachers, counselors, and parents. Gifted/Creative/Talented Children (Gifted and Talented) Journal, 1979, 6, 23-24, 54-55. Cross, W. E. The negro to black conversion experience. Black World. July, 1971, 13-27. Exum, H.& Colangelo, N. Enhancing self-concept with gifted black students. Roeper Review, 1979, 1, 3, 5-6. Jackson, B. Black identity development. Meform: Jour- nal of Educational Diversity and Innovation, 1975, 2, 19-25. Jackson, T., McCullough, W., & Grum, G. Group iden- tity development within black families. In McAdoo, (Ed.), Black Families. Beverly Hills: Sage Publica- tions, 1981, 252-264. Jenkins, M. D. Intellectually superior negro youth: Prob- lems and needs. Journal of Negro Education, 1950, 19, 322-372. Thomas, C. W. Blackness as a personality construct. Paper presented to the XIV Inter American Congress of Psychology. Sao Paulo, Brazil, April 15, 1973. U.S. Bureau of the Census, Statistical Abstract of the United States: 1981 (102 ed.). Washington, D.C., 1981. Williams, I. J. An investigation of the developmental stages of black consciousness. Unpublished doctoral dissertation. University of Cincinnati, 1975.

  generalrecommendations
  Keywords: black community counselors families counselor parents gifted negro recommendations working attempt availability public styles types
• The Impact of Race on Teacher Recommendations for Special Education Placement (1985) · Journal of Multicultural Counseling and Development · cited 9× · doi

  How can Black counselors ameliorate the problem of the disproportionate placement of Black, male students in special education programs? T h e following suggestions are offered as strategies to assist teachers, adminis- trators, parents, and students with this problem. 1. Counselors must be proactive rather than reactive. They must search for and find ways to educate teachers who come in contact with Black children who manifest perceived antisocial behavior or behaviors perceived as not being conducive to teaching and learning in the classroom. This education could be in the form of group meetings, in-service training, or general awareness programs. 2. Counselors must help teachers and administrators to become aware of their personal feelings toward children who are significantly different. This awareness process must be done in a nonthreatening manner and without ridicule. It should be stressed that as teachers become more edu- cated about these children, their awareness levels will rise. Activities should be avoided that tend to alienate those persons with whom many Black youngsters have contact in school situations. 3. Counselors must find time to devote to teaching White teachers and administrators about the background strengths of Black children. 4. Mercer (1979) has developed an Adaptive Behavior Scale to aid in the process of the evaluation of emotionally disturbed and retarded chil- dren from racial minority groups. Counselors from racial minority groups should consider strategies to provide instruction for teachers in the use of this instrument. 5 . Parental support is very desirable, but many White teachers believe that Black parents are uninterested. McIntyre (1983) has outlined a series 118 J O U R N A L OF MULTICULTURAL COUNSELING AND DEVELOPMENT of steps that have been successfully used to involve minority parents in the education of their children. 6. Gunnings and Gunnings (1983) suggested: One way that counselors can be active beyond their own office is to get on district-wide committees to review curricula offerings and test materials. This input can be invaluable in helping to assure that these materials do not discriminate on the basis of race or economic status. In reviewing curricula materials the counselor can monitor offerings to make sure that the materials do not systematically exclude minorities’ contributions in particular subject areas. An awareness of racial contributions is best taught as an integral part of the course of study rather than as a singular emphasis such as during Black History Week or as a unit of the “ten most famous Black Americans.” The counselor can make valuable contributions toward the development of integrated curricula. Finally, we must ask ourselves, “Where are the Black males?” They

  generalrecommendations
  Keywords: black teachers counselors must children awareness materials education parents racial minority curricula contributions problem students
• Minority Students' Perceptions of High School: Implications for Canadian School Personnel (1987) · Journal of Multicultural Counseling and Development · cited 4× · doi

  This exploratory study, inolving a nonrandom sample from one urban environment is, naturally, limited in generalizability. The Canadian liter- ature, however, suggests that similar patterns exist in multicultural schools in other Canadian cities. Canadian counselors working in multicultural contexts must incorporate new models in order to work effectively with minority students, whose expectations and perceptions of their school ex- periences seem to differ from those of nonminority students. Considering the findings of this study, we suggest that the following recommendations be considered: 1. Counselor education should incorporate cross-cultural counseling the- ories and internships as a compulsory component of all programs in rec- ognition of the multicultural nature of Canadian society. Similar programs should be made available to graduates in the form of continuing education and in-service training programs. 2. Counselors should use various strategies for making contacts with minority students and their parents and disseminating information to in- crease minority students’ knowledge and understanding of the counselor’s role in relation to academic programs and career development. 3. Counselors should play a prominent role in documenting why an increasingly high number of Black students are being labeled slow, reluc- tant, or problem learners, and seem likely to drop out of school. Particular attention should be paid to the students’ perceptions of their educational experience. 4. Along with other personnel, counselors should seek to establish in schools a positive learning environment that is free of discrimination and includes the contributions of minority Canadians, and should monitor how well such an environment is maintained in their school. JANUARY 1987 13 5 . Efforts should be made to recruit minority persons as volunteers and paid staff who can assist counselors in their efforts to present positive, culturally sensitive role models for Blacks and other minority students. 6 . T h e parents of students experiencing academic, behavioral, or psy- chosocial problems should be involved in all aspects of educational decision making and career planning for these students. 7. Ongoing contacts with liaison officers representing the various ethnic and racial communities should be established and maintained. The results of this exploratory study suggest that minority students’ educational experiences and perceptions, including their use of school per- sonnel, may differ from those of White students and that Black students’ experiences and perceptions may differ from those of students from other ethnic groups. Canadian counselors must become actively involved in cre- ating a school environment that provides a positive and relevant experience for ethnic and racial minori

  generalrecommendations
  Keywords: students minority counselors canadian school environment perceptions programs multicultural differ role educational positive ethnic exploratory
• Counselee Preferences for Counselors: Some Implications for Counselor Education (1970) · Counselor Education and Supervision · cited 11× · doi

  The search for methods of competence, culminating in better service to humanity, should be endless. Toward this goal, the following recommendations are made: improving counselor 1. Counselor education programs should be designed with a wide base the characteristics of the various subgroups in for learning about our society. 2. Counselor educators should attempt to attract members of minority groups to train them to meet the needs of the fellows. ,3. Counselor education practicum experiences should include the counselor's working with a wide spectrum of counselee types. 4. Counselors representing all cultural and racial groups should be available to the students in a school setting. 5. Students should not be deprived of exposure to the customs and mores of members of other subcultures. 6. Students should be given an opportunity to select the counselor they wish to see. Presently, practices in most educational settings do not afford the counselee this privilege. Students are usually as signed to a counselor by means of grade level. 7. A study involving counselors working with students of cultural lean ings and racial origin different from theirs should be undertaken. Conducted over a long period of time, the investigation should at tempt to ascertain whether or not an initial request for a counselor and final selection of a counselor would remain the same. REFERENCES EDWARDS, A. L. Statistical analysis, New York: Holt, Rinehart & Winston, 1960. P.225. ROSEN, A. Client preferences: An overview of the literature. Personnel and Guidance Journal, 1967,45,785-789. Fall, 1970 45

  generalrecommendations
  Keywords: counselor students education wide members groups working counselee counselors cultural racial search competence culminating better

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