TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 96 The tenets and practices of REBT provide a platform for restructuring students’ cognitions related to systemic prejudice, racism and stereotyping. Gregas (2006) suggested that REBT-based skills are useful for students who face discrimination. Earlier, Sapp (1996) found that African American males who learned the principles of REBT were more successful in school. REBT guided students from beliefs associated with chance or luck (i.e., external locus of control; Rotter, 1966) toward beliefs of personal control over outcomes, which promotes empowerment (i.e., internal locus of control). Regardless of where an individual places responsibility (i.e., locus of responsibility; Jones, 1997), USA, UOA and ULA offer guidance when attempting to hold the self, others, or society accountable. REBT provides psychological resources for handling the system and demonstrating personal influence over outcomes. Students from underrepresented groups who acquire these tools and strategies will respond more effectively when faced with systemic barriers. Evidence also suggested that REBT can propel individuals to reap the benefits of other NCFs such as the availability of a strong support person. Availability of Strong Support Person Success is often contingent upon a support network and the use of personal resources. Underrepresented students with a history of supportive relationships perform better in college (Sedlacek, 2004). Individuals should engage with support persons in emotionally healthy ways and ensure that the relationship is mutually understood. USA and UOA are critical for students seeking support or mentorship in achieving their goals. USA allows individuals to confidently seek support without feeling worthless. With UOA, individuals are accepting of others regardless of faults or failings. Acceptance of uncertainty propels students to take the necessary steps to reach out to others and attempt to form support networks. Individuals who are self-directed readily seek healthy relationships and support networks. They engage in these relationships to complement their efforts rather than developing a dependency for the support. Reducing anxiety and achieving goals through the incorporation of REBT can lead individuals toward independence rather than maintaining unhealthy, dependent relationships (Wood, 2004). Chamberlain and Haaga (2001) found that USA is negatively related to anxiety, which can stifle autonomy and the confidence to reach out to others for support. Similarly, a study conducted by Davies (2006) revealed that IBs were negatively related to openness, a Big 5 personality dimension promoted by McCrae and Costa (1987). Students considered to possess openness typically have a wide range of interests, creativity and insight, which have implications for establishing a diverse system of support. As such, their relationships are likely to extend well beyond and across cultural boundaries and communities. Maintaining a strong support system can benefit students navigating difficult tasks or tackling daily life obligations. REBT appears to directly provide the tools and resources necessary for establishing, maintaining and appropriately utilizing support persons. By fostering self-direction and unconditional acceptance, REBT promotes the development of strong systems of support as described by Sedlacek (2004). The availability of a strong support person is critical for students from underrepresented groups; community involvement also plays a key role in the educational success of these students. Community Involvement Community involvement encompasses a student’s level of activity or interaction in groups within the larger society (Sedlacek, 2004). Students engaged in their community, or a subset of their community, are more successful than those who are disconnected or isolated. Through involvement