Volume_6_Issue_1_Digest

12 TPC Digest N on-cognitive factors (NCFs) are skills, strategies, attitudes and behaviors that contribute to student success. While aptitude and general intelligence are important, NCFs are the mediating factor that can assist or hinder achievement in academic and career settings. Examples of these factors include positive self-concept, grit, growth mindset, and social belonging. NCFs align with the tenets and principles of rational emotive behavior therapy (REBT)—a cognitive behavioral framework developed by Ellis. By implementing REBT-based strategies, school counselors can cultivate NCFs to close the achievement gap and foster a college-going mindset, particularly for students from historically underserved groups. Ellis proposed that humans were genetically predisposed to think in a rigid and irrational manner. REBT seeks to encourage self-actualization, minimize distress, lengthen life and maximize happiness in all aspects of an individual’s existence. Several sub- goals that help facilitate REBT values include (a) self-interest, (b) social interest, (c) self-direction, (d) tolerance, (e) flexibility, (f) acceptance of uncertainty, (g) commitment, (h) self-acceptance, (i) risk-taking, (j) realistic expectations, (k) high frustration tolerance, and (l) self-responsibility. These REBT values promote rational beliefs (RBs), or preferential thoughts, which are logical and realistic in nature. RBs are non-awfulizing, demonstrate a tolerance for frustration, and do not indicate global evaluations of self, others or life. Healthy negative emotions such as bother, concern or annoyance stem from these RBs. These healthy negative emotions tend to lead to functional behaviors and outcomes related to success. The core values of REBT overlap with NCFs endorsed by Sedlacek. The eight NCFs that predict educational outcomes for students, especially those from underrepresented backgrounds, are (a) positive self-concept, (b) realistic self-appraisal, (c) leadership experience, (d) preference for long-term goals, (e) successfully handling the system, (f) availability of strong support person, (g) community involvement, and (h) knowledge in an acquired field. Various research studies have demonstrated the impact REBT can have on NCFs. For instance, REBT can be used to promote self-concept through an emphasis on unconditional self-acceptance. When REBT interventions were used with second graders, their self-concept flourished. School counselors can work to promote the non-cognitive development of students in elementary, secondary and postsecondary settings. Numerous psychosocial barriers impede students’ educational goals and lead to disparities in graduation rates, discipline referrals, and teacher expectations. In the United States, 7% of African American students and 12% of Hispanic students do not complete high school. Likewise, American Indian students are three times more likely to drop out of school than Caucasian students. Using the REBT framework, school counselors can help students uncover beliefs that impede their ability to attain postsecondary credentials, as some students may not aspire for postsecondary education due to irrational beliefs and unrealistic self-appraisal. Through comprehensive programs that incorporate REBT, school counselors can deliver direct and indirect student services that enhance student educational experiences and prepare them for college and future careers. Jeffrey M. Warren, NCC, is an Assistant Professor at the University of North Carolina at Pembroke. Robyn W. Hale is a School Counselor at Scurlock Elementary School, Hoke County Schools, NC. Correspondence can be addressed to Jeffrey Warren, 1 University Drive, Pembroke, NC 28372, jeffrey.warren@uncp.edu . Read full article and references: Warren, J. M., & Hale, R. W. (2016). Fostering non-cognitive development of underrepresented students through rational emotive behavior therapy: Recommendations for school counselor practice. The Professional Counselor , 6, 89–106. doi : 10.15241/jw.6.1.89 12 Jeffrey M. Warren, Robyn W. Hale Fostering Non-Cognitive Development of Underrepresented Students Through Rational Emotive Behavior Therapy Recommendations for School Counselor Practice