TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 98 otherwise lead to knowledge acquisition. Researchers have established that REBT can help individuals overcome barriers to taking risks and obtaining knowledge in a field. For example, during a demonstration session, Dryden (2012) explained how REBT can assist individuals in overcoming procrastination. More recently, Balkis (2013) found that RBs about studying were a mediating factor in the degree of academic procrastination and level of achievement among college students. It is important that school counselors consider the vast ways in which REBT promotes NCFs and prepares students for college and the world of work. Recommendations for Developing NCFs Through School Counseling The values of REBT align with many NCFs, including those endorsed by Sedlacek (2004). A variety of research studies demonstrate the impact REBT can have on NCFs. Through cognitive, emotional and behavioral support, REBT promotes NCFs in direct and indirect ways. When these factors or skills are developed and strengthened, students in elementary, secondary and postsecondary settings are more likely to experience positive educational outcomes. Students from underrepresented groups are especially susceptible to barriers that impede their educational efforts and goal attainment. As such, disparities in graduation rates, disciplinary referrals and teacher expectations remain prevalent (Holcomb-McCoy, 2007). In order to close the achievement gap, it is imperative for school leaders, specifically school counselors, to establish evidence-based strategies that support non-cognitive development and college and career readiness. Through comprehensive programs, school counselors can deliver a variety of direct and indirect student services that enhance educational experiences and prepare students for postsecondary success. School counselors can use REBT-based student support services to help students, parents and teachers develop strategies that foster NCFs and lead to college and career readiness. It is important that these services are innovative, extend beyond modifications to the classroom and school environments, and offer all students, especially those from underrepresented groups, skills for lifelong empowerment. Direct Student Services School counselors deliver direct student services through the core curriculum, student planning and responsive services (ASCA, 2012). Direct interactions that target academic achievement, personal/ social growth and career development occur between school counselors and students during the delivery of these services. Professional school counselors can promote non-cognitive development by incorporating the tenets of REBT into many aspects of direct student services. Core curriculum. The core curriculum is delivered through instruction and group activities that advance the mission and goals of the school counseling program. School counselors advance knowledge, attitudes and skills that align with standards and competencies based on Mindsets and Behaviors for Student Success (ASCA, 2014). Because these standards are based on non-cognitive research (Farrington et al., 2012), REBT appears to be a viable framework for delivering the core curriculum. Rational Emotive Education (REE; Knaus, 1974) can promote NCFs while serving as a central component of the school counseling core curriculum. This social-emotional curriculum is based on the philosophy of REBT and aims to foster rational thought, emotional awareness and