INSTEAD OF A STRICTLY QUANTITATIVE DESCRIPTION OF THE SOCIALLY DISADVANTAGED LEARNER'S INTELLECT AND APTITUDE, GUIDANCE PERSONNEL SHOULD EMPHASIZE A QUALITATIVE ANALYSIS OF THE "TOTAL LIFE EXPERIENCES" WHICH INTERACT WITH, AND SOMETIMES IMPEDE, THE LEARNER'S INTELLECTUAL DEVELOPMENT. AN UNDERSTANDING OF THE ENVIRONMENTAL AND PERSONAL-SOCIAL INFLUENCES IN A DISADVANTAGED CHILD'S LIFE WILL HELP EDUCATORS TO PRESCRIBE MEANINGFUL, EFFECTIVE LEARNING EXPERIENCES FOR HIM. HOWEVER, JUST SUCH AN UNDERSTANDING MAKES PAINFULLY EVIDENT THE INADEQUACY OF THE INTERVIEW TECHNIQUE IN COUNSELING, WHICH AT PRESENT SEEMS TO STRESS THE CHILD'S ADJUSTMENT TO HIS DISADVANTAGED CONDITION. RATHER THAN MAINTAIN THIS APPROACH, COUNSELORS SHOULD IDENTIFY AND ACTUALLY CORRECT THE SOCIAL AND ENVIRONMENTAL INFLUENCES WHICH CAUSE EDUCATIONAL DISADVANTAGE, AND INVOLVE THE HOME AND COMMUNITY IN THIS ENDEAVOR. ALSO, BOTH COUNSELORS AND TEACHERS SHOULD DRAW UPON THE CHILD'S FEELINGS ABOUT NEGRO AUTHORITY FIGURES, SUCH AS CIVIL RIGHTS LEADERS, WHO CURRENTLY ARE STRUGGLING TO ELIMINATE SOCIAL DISADVANTAGEMENT. THUS, BY ACKNOWLEDGING THE EFFECTS OF, AND ACTUALLY CONTROLLING, THE CHILD'S ENVIRONMENTAL ENCOUNTERS, EDUCATORS WILL BETTER BE ABLE TO INCREASE HIS SOCIAL AND INTELLECTUAL DEVELOPMENT. (LB)