(Testimony of Mrs. Helen P. Cunningham)
Mrs. Cunningham.
I recall that there was some in the writing area.
Mr. Jenner.
This was an aptitude, a particular aptitude?
Mrs. Cunningham.
Interest, sir; I am speaking of.
Mr. Jenner.
He had an interest in doing some writing?
Mrs. Cunningham.
Mr. Jenner.
Do you recall your inquiries of him on that subject, how did you probe him in that connection? He had an interest, but the fact that somebody says he has an interest in doing something, that isn't sufficient for you, is it?
Mrs. Cunningham.
No, sir; but usually I use the aptitude test results along with the interests check list, and I could well have said something--"Yes, you have the capabilities for writing, but this is in a job area where you are not likely to get a job quickly," and I did not probe, as you are saying, as to what he wrote about or anything of that kind, sir.
Mr. Jenner.
And you did not undertake a probing to determine whether it was merely an interest to go on to determine whether there was an aptitude coupled with it?
Mrs. Cunningham.
The aptitude test indicates that there is some because the verbal score is high and the clerical score is high, but my concern was primarily to meet this family's need.
Mr. Jenner.
The immediate need?
Mrs. Cunningham.
The immediate need for income, and the young man's apparent need for employment, and in the counseling service, I attempt to do two things. First of all, to help young people to find a vocational choice which may not be an immediate thing that they can get into, but then, secondly, basically--applicants come to us for a job and I use the interest check list and the general aptitude test battery in working toward both purposes, and if the job can he in line with their vocational choice fine and good--but if it is an immediate need for employment, then the emphasis is toward what can you get with immediacy? What is available? Where are your qualifications as of today likely to be used in the present labor market?
And, basically, that is what I did with Oswald, because as he was presented to me, that was the immediate thing--was at least to get this young man into work where he could support a family and himself, and I didn't even--I would at--I would say-- attempt a vocational choice with him nor give that much time to Lee Harvey Oswald.
Also, the test results can be used in exploring what are the most likely possibilities and can be helpful to our placement staff in knowing at least where this individual has the potential for serving an employer well, and that's what some of these indications at- the lower part concerning the test data indicates.
Mr. Jenner.
Now, would you please interpret that for me? What the tests indicate?
Now, you are interpreting here the tests made by the Fort Worth District office, are you?
Mrs. Cunningham.
Yes, sir.
Mr. Jenner.
And you obtained those results by communicating with the Fort Worth office?
Mrs. Cunningham.
Yes.
Mr. Jenner.
Either on or prior to October 10, 1962?
Mrs. Cunningham.
Subsequent to 10-10-62.
Mr. Jenner.
And when you got those results, what did you find in interpreting them?
You see, the reader of this transcript will look at these forms and see nothing but figures.
Mrs. Cunningham.
Yes.
Mr. Jenner.
What do they mean?
Mrs. Cunningham.
Have you identified this form?
Mr. Jenner.
Yes; the form you now hold in your left hand, which I have marked as Cunningham Exhibit No. 2, we have identified as "Individual Aptitude Profile" and we have read into the record the figures sequentially occurring at the bottom, beginning with figure 109 and ending with 126. ,[The original of Cunningham Exhibit No. 2 is in evidence as Cunningham Exhibit No. 2-A.]
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