I coordinate the M.S. in Counseling degree program, with specializations in College Counseling/Student Services and School Counseling. My research interests include social justice counseling in schools; professional identity and effectiveness of professional school counselors; multicultural counseling competency in school counselors-in-training; African American students and their experiences in the P-12 education system; and the use of clinical intervention in a school based mental health model to promote P-12 student social/emotional and academic development. My teaching interests include multicultural counseling in schools; school counseling fieldwork; collaborative consultation in schools; leadership in school counseling; counseling theories; and foundations of school counseling. I am licensed in CA as a professional clinical counselor (LPCC), and I hold a Pupil Personnel Services (PPS) credential in CA with an authorization in school counseling.

  • Ed.D 2011, University of Redlands
  • M.A. 2007, University of Redlands
  • B.A. 2001, University of California Santa Barbara

    This person has not added any Research Interests.


Class # Catalog # Title Days Time (Start-End) Location Syllabus
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Works_in_progress

Title Professional Identity and Professional School Counselors
Collaborators
Publish Date 2017
Citation
Abstract
Title Professional Identity and Professional School Counselors
Collaborators
Publish Date 2017
Citation
Abstract

Presentations

Title Join an Advocacy Dialogue: Supporting individuals and families affected by current societal issues
Collaborators Cara Maffini, Margaret O'Hara, Peggy Lucchesi, Dean Porter, Kristin Phillips-Matson, Grace Malonai
Presentation Date 2017
Location American Counseling Association (ACA)
Citation
Abstract Have societal events triggered anger, fear or hopelessness? Come and explore culturally-responsive strategies and advocacy efforts for micro/macro-level change. The impact of recent events on racial, ethnic, sexual minorities, and persons with disabilities will be discussed, along with ethical implications, so that attendees can support individuals and families affected by these issues. A panel/dialogue will be led by California Association of Licensed Professional Clinical Counselors (CALPCC).
Minton, S. J., & Maffini, C. (2017, April). Building awareness to build competence: Developing culturally-responsive counseling practices.  Presentation presented at the 2017 CALPCC Conference, Redlands, CA.
Title Building Awareness to Build Competence
Collaborators Cara Maffini, Ph.D.
Presentation Date 2017
Location 2017 CALPCC Conference
Citation Minton, S. J., & Maffini, C. (2017, April). Building awareness to build competence: Developing culturally-responsive counseling practices.  Presentation presented at the 2017 CALPCC Conference, Redlands, CA.
Abstract Counselors strive to provide quality services within their competence and ethical boundaries. However, in an increasingly diverse country, we encounter clients who are of a culture of which we are unfamiliar or have limited knowledge. In this interactive session, we address the complexities of cultural identities and strategies for providing culturally-responsive services to clients. Attendees will engage critically to examine how the counselor’s self-awareness affects their counseling practice. Additionally, attendees will participate in experiential activities and discussions to raise awareness about their identity and abilities to advocate with and on behalf of clients, and identify culturally-responsive strategies to engage diverse clients. Lastly, there will be reflection on how one’s theoretical orientation may guide one’s work with culturally diverse clients.
Minton, S. J., & Masmela, K. (2017). Unpacking school mental health: An
overview of services and students in need. Presentation presented at the meeting of the What Really Works in Education Conference, Northridge, CA.
Title Unpacking School Mental Health: An Overview of Services and Students in Need
Collaborators Karissa Masmela
Presentation Date 2017
Location Northridge, CA
Citation Minton, S. J., & Masmela, K. (2017). Unpacking school mental health: An
overview of services and students in need. Presentation presented at the meeting of the What Really Works in Education Conference, Northridge, CA.
Abstract There is continued acknowledgement that students have difficulty performing academically when they have psychosocial, mental, and physical health problems (Adelman & Taylor, 2012).  This presentation will focus on the provision of mental health services in schools, and offer take-away strategies and applications to be used to improve student mental health. 

Articles

Minton, S. J. (2017). Examining graduate student engagement in counseling services with diverse populations in P-12 education. International Journal of Multicultural Education, 19(3), 103-130. doi: http://dx.doi.org/10.18251/ijme.v19i3.1380
Title Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education
Collaborators
Publish Date 2017
Journal International Journal of Multicultural Education
Citation Minton, S. J. (2017). Examining graduate student engagement in counseling services with diverse populations in P-12 education. International Journal of Multicultural Education, 19(3), 103-130. doi: http://dx.doi.org/10.18251/ijme.v19i3.1380
Abstract Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competency in order to effectively engage diverse students in counseling. Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competency. This study explores the multicultural counseling competence of five professional school counselors-in-training and offers recommendations for counselor educators teaching cross-cultural counseling courses and coordinating school counselor training programs. 
Minton, S. J. (2016). Evidence-informed recommendations to promote Black student engagement. Journal of School Counseling, 14(12). Retrieved from http://www.jsc.montana.edu/articles/v14n12.pdf
Title Evidence-Informed Recommendations to Promote Black Student Engagement
Collaborators
Publish Date 2016
Journal Journal of School Counseling
Citation Minton, S. J. (2016). Evidence-informed recommendations to promote Black student engagement. Journal of School Counseling, 14(12). Retrieved from http://www.jsc.montana.edu/articles/v14n12.pdf
Abstract In 2012, Black students dropped out of school at a rate of 7.5% (NCES, 2013a). While this is the second lowest dropout rate for this population in 55 years, Black students are still dropping out at nearly twice the rate (4.3%) of their White counterparts. This paper includes a review of literature related to this phenomenon and offers evidence-informed recommendations taken from the literature for professional school counselors to utilize to improve academic engagement of Black students. These recommendations include: facilitating difficult dialogues on race, using a Student Success Skills program, and entering into school-family-community partnerships. 

Faculty

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MailDrop: 91330-8265


shyrea.minton@csun.edu

P: 818-677-4976