TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 97 in the community, students from underrepresented groups can hone their self-concept, leadership skills and ability to navigate the system. Ellis and Bernard (1986) suggested that individuals who are actively engaged in something other than themselves are happier. REBT directly promotes community involvement through UOA and ULA. When students are accepting of others and life and remain assertive, they become self-directed and often take interests in the welfare of others and their community. As noted by Sedlacek (2004), a commitment to community initiatives invokes the development and attainment of other goals and skills, which all foster happiness and success. Warren and Dowden (2012) noted the negative relationships between IBs and depression, anxiety and stress. These psychological disturbances can often impede or debilitate individuals and prevent meaningful interactions within the community. For example, university students were found to moderate their anxiety levels by removing themselves from an activity common in communities of learning (Nicastro, Luskin, Raps, & Benisovich, 1999). Imperative or irrational thinking was related to the speed of the departure, thus demonstrating the influence of thought processes on community engagement. REBT is effective in promoting social skills, which leads students to engage with society and build a sense of community. For example, Safdari and Hadadi (2013) utilized REBT-based group counseling to reduce symptoms among individuals with mild to moderate depression. The group experience led to a reduction in ruminations about consequences, which often paralyze and prevent a satisfying life. In a study of students enrolled in secondary schools in Nigeria, Ayodele (2011) found that two interventions based on REBT were effective in promoting interpersonal behavior. Students can develop social-emotional competence, a commitment to the community, and other interpersonal skills as a result of participating in REBT interventions. REBT also can position students to more readily acquire knowledge in a field. Knowledge Acquired in a Field Knowledge obtained from traditional and non-traditional experiences affords students the opportunity to gain valuable insights into their “place” or “degree of fit” within a particular industry or field (Sedlacek, 2004). While operating in a field, individuals should take full advantage of the opportunities to absorb knowledge and obtain as many skills as possible. These experiences are invaluable for underrepresented students attempting to navigate their chosen field of study or work. REBT indirectly supports the acquisition of knowledge in a field or career path. For example, individuals must maintain self-direction in order to have varied experiences in a desired field. Drive and determination are required as well as self-interest. REBT suggests that happiness stems from one’s willingness to place personal interests before others (Ellis & Bernard, 1986). Although any experience may lead to benefits, knowledge obtained from a field of interest is gratifying and rewarding. Individuals also must take risks when seeking knowledge. Students who maintain positive emotional health will take appropriate risks when attempting to acquire field experience. Using the REBT framework, Dryden (2000) described the manner in which procrastination related to work experience, interests, opportunities and advancement hinders self-development and knowledge acquired in a field. Procrastination is related to factors that impact the acquisition of knowledge, such as motivation (Klassen & Kuzucu, 2009) and stress (Stead, Shanahan, & Neufeld, 2010). Harrington (2005b) found that discomfort intolerance, a variation of LFT, was a predictor of procrastination. Students who experience discomfort intolerance will delay experiences that would