Dakota King-White, Ph.D., LPC

Dakota King-White, Ph.D., LPC

Certifications:

Licensed Professional Counselor
Licensed Professional School Counselor

Education:

Ph.D., Counselor Education & Supervision, University of Toledo
M.A., Counseling,  Heidelberg University

Area of Focus:

Mental Health in K-12 Education
Children of Incarcerated Parents
Trauma-Informed Care in K-12 Schools

Dakota’s Recent Articles

Professional Background

Dr. Dakota King-White has a bachelor of arts in psychology from Notre Dame College of Ohio, a master of arts in counseling from Heidelberg University, and a doctorate of philosophy in counselor education and supervision from The University of Toledo.  She is an assistant professor in counseling and coordinator school counseling program at a local university in Cleveland, Ohio. Dr. King-White is a professional licensed school counselor and a professional counselor. As a counselor, she has designed and implemented curricula that have focused on improving the lives of children and adolescents psychologically, emotionally and academically.

Dr. King-White is a sought-after speaker who has presented locally, nationally, and internationally. Speaking engagements include programs at The Ohio State University, Aspire Program at Hathaway Brown, All Ohio Counselors Association Conference, Cleveland Heights-University Heights City Schools, Warrensville City Schools, the American Counseling Association Conference, the International School Counseling Association and KCA University in Nairobi, Kenya. Dr. King-White has done extensive research on developing mental health models in K-12 schools to support children and adolescents socially and emotionally. Through her research she has developed curricula in various settings to promote the overall mental health of youth.

Professional Affiliations

American Counseling Association
Association for Counselor Education and Supervision
Delta Sigma Theta Sorority Incorporated
Ohio School Counseling Association
Ohio Department of Education Whole Child Advisory Board, 2019-Present

Publications

King-White, D., Vega, S., & Petty, N. (2019). Five social, emotional and mental health supports that teens need to succeed. Counseling Today. Retrieved from https://ct.counseling.org/2019/09/five-social-emotional-and-mental-health-supports-that-teens-need-to-succeed/

King-White, D. (2018). Five strategies to develop mental health models in schools. Counseling Today, 60(9), 44-47.

King-White, D. (2018). Oh no! When a parent goes away. San Antonio, Texas: Halo Publishing International.

King-White, D. and Rogers, E. (2018). Strategies to promote self-care and a balanced-quality of life for adult practitioners in higher education, presented at Adult Higher Education Alliance Conference, Orlando, FL, 2018. Retrieved from https://files.eric.ed.gov/fulltext/ED590245.pdf

King-White, D. & Kurt, L. (2019). The Role of School Counselors in the RTI Process at the Secondary Level. In P. Epler (3 rd Edition), Advanced Strategies and Models for Integrating RTI in Secondary Schools (pp. 78-88). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8322-6

King-White, D. and Jeffries, S. (2019). An eight-session exploratory group model for children of incarcerated parents. School Social Work Journal, 43(2), 1-17.

King-White, D., Kurt, L. & Seck, M. (2019). A qualitative study of online school counselors’ ethical practices in K-12 schools. Journal of Counselor Practice, 10(1), 40-58.

King-White, D. L. (2019). The role of school counselors in supporting mental health models in schools. Journal of School Counseling, 17(4). Retrieved from
http://www.jsc.montana.edu/articles/v17n4.pdf

Gachigi Njoki, P., King-White, D., Kinai, T., & Kigen, E (2019). Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya. Journal of Education and Learning, 8(3), 102-111.