Shyrea J Minton
Ed.D., Leadership for Educational Justice, University of Redlands, 2011; M.A., Educational Counseling, University of Redlands, 2007; B.A., Psychology, UC Santa Barbara, 2001.
Licensure and Credentials
Licensed Professional Clinical Counselor, California; Pupil Personnel Services Credential in School Counseling, California
Multicultural Counseling in Schools; School Counseling Fieldwork; Professional Identity; Leadership in School Counseling
The role of the Professional School Counselor; Social Justice counseling in schools; Professional identity and effectiveness of Professional School Counselors; Multicultural and diversity issues in P-12 education; African American students and their experiences in the P-12 education system; Critical Race Theory and its use in P-12 education; 21st Century School Counseling
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Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competence in order to effectively engage diverse students in counseling. This study explores the cross-cultural counseling competence of five professional school counselors-in-training and seeks to offer recommendations for counselor educators teaching cross-cultural counseling courses and coordinating school counselor training programs. Finally, implications for professional school counselors engaged in cross-cultural counseling in light of current societal events will be explored.
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.
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.
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
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.