Social class may impact the ways people are perceived and treated by others. The social class attributions of therapists may influence the manner in which they conceptualize their clients' problems and their relationship with their clients. There is a gap in the literature concerning the link between therapists' social class attributions and their responses toward low socioeconomic status (SES) clients in actual clinical settings, which could impact the therapists' interaction with their clients and the treatment process. The purpose of this qualitative descriptive case study was to examine the links between therapists' social class attributions and their experiences with low SES clients in clinical settings. The rationale for this study was based on treatment exhibited by therapists towards their low SES clients as evidenced by their treatment plans and peer interactions. Guided by attribution theory, research questions inquired into the attributions of 10 purposefully chosen masters- and doctoral-level therapists concerning the issues of social class, their low SES clients, and treatment outcomes for those clients. Interview data were interpreted using a cross-case synthesis technique and content analysis. The participants related to the issue of poverty in the way it impacted them or the way it impacted their clients. Findings could contribute to social change by increasing awareness among therapists concerning the impact of poverty, reducing bias and misconceptions among therapists, improving training of students and therapists, and improving understanding among therapists of the way social class attributions could impact their work with low SES clients.

The purpose of this research was to investigate possible examiner bias in scoring the Verbal subtests of the Wechsler Intelligence Scale for Children (Revised) due to the level of facial attractiveness of the child. Sex of the child and sex of the research subject were also included as independent variables. No main effect for attractiveness or sex x attractiveness interactions were found. Thus, little evidence emerged to suggest attractiveness stereotyping effects in an intelligence testing context. However, female children received significantly higher Comprehension and total Verbal scores than did male children. In addition, while male subjects did not provide differential Verbal scores for male and female children, female subjects tended to be biased toward female children, regardless of attractiveness level. A secondary goal of this study was to determine if the research subjects differentially attributed positive characteristics to attractive versus unattractive children. Indeed, it was empirically established that, in this testing environment, adults attributed more positive personality and social characteristics to attractive than unattractive children. Implications for clinicians/diagnosticians are discussed. It is suggested that future research attempt to delineate a continuum of diagnostic measures wherein one pole represents objective measures with little risk of bias and the other pole is the extreme of subjective instruments with high resk of examiner bias.

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