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Research

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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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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. 

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Tovar, E. & Simon, M. A. (2010). Factorial Structure and Invariance Analysis of the Sense of Belonging Scales. Measurement and Evaluation in Counseling and Development, 43, 199-217.

Abstract

This research article was awarded The 2010 Patricia B. Elmore Award for Outstanding Research in Measurement and Evaluation. Association for Assessment in Counseling and Education/Measurement and Evaluation in Counseling and Development. The award was given as the article was "deemed to have made the greatest contribution to the professional literature."

Using a diverse sample of university students, this article describes outcomes of a confirmatory factor analysis and a group invariance analysis conducted to validate the factorial structure of the Sense of Belonging Scales. Accordingly, a modified factor structure departing significantly from that of the original authors is proposed.

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Tarver Behring, S. & Spagna, M. E. (2010). Counseling with exceptional children. A. Vernon, (4rd Ed.)  in   Counseling Children and Adolescents, Denver, Co.:  Love Pub.
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Gehart, D. (2012). Mindfulness and acceptance in couple and family therapy. New York: Springer.
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Professional Identity and Professional School Counselors