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Michael D. Eisner College of Education

College of Education

Personnel Directory

Shyrea J Minton

Shyrea J Minton
Assistant Professor
Department of Educational Psychology and Counseling
Office:ED 3128
Phone:818 677 4976
Email:shyrea.minton@csun.edu

Profile

Education

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

Teaching Interests

Multicultural Counseling in Schools; School Counseling Fieldwork; Professional Identity; Leadership in School Counseling

Research Interests

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

Research

Click each research item to view details on it.

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Graduate Student Engagement in Counseling Services with Diverse Populations in K-12

Abstract

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.  Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competence.  This study explores the multicultural 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.

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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. 

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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.

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Join an Advocacy Dialogue: Supporting individuals and families affected by current societal issues

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). 

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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. 

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