TPC-Journal-V3-Issue1

13 The Professional Counselor \Volume 3, Issue 1 Finally, all types of irrational beliefs were decreased, to some degree, for participants of the face-to-face consultation group. Teacher efficacy beliefs were not influenced and remained consistent with mean scores proposed by Tschannen-Moran and Woolfolk Hoy (2001). Due to the size of the sample of the face-to-face group, Type II errors may exist for LFTA and ASO and teacher efficacy beliefs. A significant difference may have existed, although not detected because of the limited number of participants. Moving forward, this study may lead researchers in several directions. For example, conducting classroom observations or interviews of teachers post-consultation would provide insight into the lasting effects of the training. Ellis (2005) and Dryden (2009) have emphasized that cognitive change occurs most readily when individuals continue to challenge irrational beliefs and practice rational thinking. Replicating this study, while exploring the influence of the addition of homework assignments on irrational beliefs and efficacy beliefs of teachers, would also offer additional insight into the amount of practice required for cognitive change. Additionally, conducting a six-month follow-up may help answer questions related to level of teacher engagement, consultation duration and degree of support needed for teachers to maintain cognitive-behavioral change. As advancements in technology occur, a redesigned online group RE-SBC model may be warranted. School counselor researchers should explore additional ways to design online RE-SBC models that are supportive and accommodating of teachers. For example, the inclusion of synchronous sessions within an asynchronous online design is worth exploring. Researchers also may want to explore synchronous, online models of consultation using technology such as webinars or three- dimensional, virtual worlds. YouTube, in particular, seems to be a useful online tool for improving online offerings for school counselors and teachers. The Halo Rational Emotive Therapy (2011) video, for example, shows the creative possibilities offered by YouTube . Apps for cell phones and tablet computing devices offer seemingly endless possibilities for convenient, online consultation and collaboration strategies for school counselors. Additionally, a modification of the face-to-face consultation to include online components may be a viable option and worth studying. Advancements in the preparation of school counselors also may influence and increase the effectiveness of school counselors’ use of technology for RE-SBC. Counselor education programs need to challenge and support graduate students in creative and inventive applications of technology in the practice of school counseling. Gerler’s (1995) early challenge for school counselors to explore the edges of technology, and then later challenges by Hayden, Poynton, and Sabella (2008) for using technology to apply the ASCA National Model offer hope that the preparation of school counselors will improve online and other technological strategies in school counseling, including the use of technology for RE-SB consultation. School counselor researchers also may want to explore the effects of RE-SB group consultation on various critical school issues. RE-SB group consultation may impact factors that influence student success, including academic achievement, bullying, disciplinary problems, motivation and teacher burnout. Warren and Stewart (2012) also suggested cognitive behavioral approaches to school counselor-teacher consultation may be effective in reducing student dropout rates. Research in these areas will be invaluable as school counselors continue to refine their roles as consultants. In conclusion, the findings of this study provide direction for school counselors providing consultation. Cognitive behavioral consultation, such as the RE-SBC face-to-face group approach, appears to influence the irrational beliefs of elementary school teachers. Specifically, decreases in self-downing attitudes and authoritarian attitudes toward students were noted. While teacher efficacy beliefs, a predictor of student achievement, were not found, the decrease in irrational beliefs alone is important and potentially a factor in promoting student success. The online group RE-SBC effort was largely ineffective in reducing irrational beliefs or increasing efficacy beliefs. The online model of consultation should be carefully considered before implementation and deemed useless pending a significant redesign. However, both formats of RE-SBC demonstrate leadership, advocacy for the well-being of teachers and students, and collaboration among stakeholders— qualities mandatory for school counselors wishing to effect systemic change. It is hoped that this study will encourage school counselors to become familiar with and implement models of consultation that promote positive mental health of teachers and have the potential to support the educational success of students and parents.