Paul C. Harris

Molt of Capon Feathering with Prolactin.

Summary Adult capons were treated with prolactin (LTH), follicle stimulating hormone (FSH), luteinizing hormone (LH), singly or in combination with a constant progesterone (Pg) dosage. In addition, Pg was administered alone. Pg was effective in activating the castrate feather papilla, these findings confirming earlier responses obtained in both intact sexes of fowl by others. FSH and LH were both ineffective in stimulating capon feather regeneration; in combination with Pg, the reaction was similar to that toward Pg alone. LTH uniformly caused molt of the capon feathering whether given alone, in combination with Pg, or alone as a highly purified preparation. The positive performance of LTH in the male castrate feathering described here, together with the observed lack of response toward FSH and LH in this fowl, suggest that prolactin may be the immediately effective agent in stimulating the feather papilla to production of a new plumage.

Local Effects on the Feather Papilla of Thyroxine and of Progesterone.

Summary The respective local actions upon the feather papilla of thyroxine and of progesterone were examined. Application was made by intradermal injection to the immediate vicinity of the resting, quiescent and plucking-stimulated papillae. thyroxine was effective in causing proliferation in all 3 circumstances; progesterone proved negative with this technic in the resting and quiescent states; it may have exerted a slight augmentation in the third.

Creating a College-going Culture for African American Males in Middle School: A Blueprint for School Counselors

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.

Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

Counselor Educator Perceptions: College and Career Readiness of African-American Males

This paper presents the findings of a pilot quantitative study, investigating counselor educators’ perceptions of the importance of pre-service school counselor training in college and career readiness of African American males, and the ability to train pre-service counselors to facilitate the college and career readiness of AfricanAmerican males. A significant difference was detected between groups in terms of their perceived ability to prepare school counselors who could implement college and career readiness programs for African American males. Authors Notes Correspondence concerning this article should be sent to Paul C. Harris at pch3y@virgina.edu

Meeting the Academic and Socio-Emotional Needs of Twice Exceptional African American Students through Group Counseling

Abstract There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.