TPC-Journal-V3-Issue1

11 The Professional Counselor \Volume 3, Issue 1 Discussion The findings of this study contribute to the literature on consultation as an indirect, responsive service school counselors can incorporate in comprehensive programs. In this study, teachers participating in the face-to-face RE-SBC group reported fewer irrational beliefs as compared to the control group. While low frustration tolerance attitudes (LFTA) and attitudes of school organization (ASO) were not statistically different, participants reported significant differences in irrational beliefs related to self-downing attitudes (SDA) and authoritarian attitudes toward students (AATS). The face-to-face RE- SB consultation appeared successful; however, the online consultation was not found to be effective in decreasing teachers’ irrational beliefs. Inconsistent with expectation, the online group consultation appeared to increase irrational beliefs experienced by participants. Therefore, the hypothesis that both modes of consultation would reduce the irrational beliefs of teachers was partially supported. The apparent impact of the face-to-face RE-SB group consultation on teachers’ irrational beliefs is consistent with previous studies exploring face-to-face REBT group consultation (see Forman & Forman, 1980; Warren, 2010b, 2013a). In each of these studies, group consultation was found to reduce irrational beliefs and promote positive mental health among teachers. In this study, the influence of RE-SB on specific teacher beliefs is particularly noteworthy, given the negative impact of self- downing and authoritarian teaching styles on student success (see Bernard & DiGiuseppe, 1994; Phelan, 2005). RE-SB face-to-face group consultation did not appear to influence teacher efficacy beliefs. Efficacy beliefs remained relatively unchanged for this consultation group, as compared to the control group. This finding is important to note when considering concurrent lack of change in LFTA among face-to-face group consultation participants. In an explanation of school counselors’ use of cognitive behavioral consultation, Warren and Baker (2013) posited that teacher efficacy beliefs and low frustration tolerance beliefs converge. Teachers with low self-efficacy for engaging students, for example, essentially think student engagement is “too hard” or “unbearable,” signature thoughts of low frustration tolerance. Warren and Dowden (2012) supported this claim in a study exploring the relationships between irrational beliefs and efficacy beliefs of teachers. In short, since low frustration tolerance beliefs were not impacted by the consultation, a lack of change in efficacy beliefs is expected. The findings of this study may further support the relationship between these constructs. However, an alternative explanation for the lack of change in efficacy beliefs and LFTA of teachers participating in the face-to-face group consultation may lie with the presentation of the consultation. It is plausible that the delivery of the consultation, related to these constructs, was slightly flawed. Positive relationships have been noted between teacher efficacy and student achievement (Goddard, Hoy, & Woolfolk Hoy, 2004; Henson, 2001; Pintrich & Schunk, 1996; Ross, 1998). More emphasis on low frustration tolerance and teacher efficacy beliefs may be needed in this consultation model if a goal for school counselors is to indirectly impact student achievement. Regarding the online group consultation, decreases in efficacy beliefs were found among these participants. The difference in efficacy in student engagement (ESE) was significant for participants in this group as compared to the control group. On-line consultation participants reported decreases in efficacy beliefs. This finding was contrary to the hypotheses that the consultation groups would increase teachers’ efficacy beliefs. Because neither consultation group was deemed to significantly increase efficacy beliefs of teachers, this hypothesis was not supported. Implications and Recommendations for School Counselor This study offers promise for school counselors eager to implement responsive services that have the potential to support teachers and effect systemic change. The study is consistent with current literature on school counseling practices suggesting the value of multilevel, responsive interventions that support teachers and students (see ASCA, 2012; Erford, 2011; Lee & Goodnough, 2011). Maximizing the success of students is a crucial role of professional school counselors (Dahir & Stone, 2012; Lapan, Gysbers, & Kayson, 2007). School counselors providing group consultation to teachers systemically influence student success (Parsons & Kahn, 2005). This consultation model, in its face-to-face format, has the potential to offer multilevel support, directly promoting positive mental health of teachers and indirectly influencing the success of students and parents. Teachers who think in rational ways will respond more favorably during encounters with students and parents, thus enhancing the relationship and the potential for educational success.