TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 99 functional behaviors among children and adolescents. REE lessons can empower students from underrepresented groups who are often subjected to beliefs and emotions related to their perceived inability to succeed (Holcomb-McCoy, 2007). More recently, Vernon (2006a, 2006b) developed an REBT-based curriculum geared to promote emotional education across K–12 settings. This curriculum fosters non-cognitive development by helping students establish a positive self-concept, engage in realistic self-evaluation, and navigate difficult and challenging situations. REBT has failed to take root in educational settings and is often overlooked when considering evidence-based social-emotional curriculums. However, schools in Australia are beginning to demonstrate the effects of rational emotive behavior education (REBE) on the social-emotional development of children and adolescents (personal communication, G. Bortolozzo, April 15, 2015). School counselors who utilize these or similar REBT-based curriculums have the opportunity to foster the non-cognitive development of all students. Opportunities for students to apply, practice and test the strategies they learn must accompany these curriculums. For example, school counselors can coordinate and encourage experiences that allow students to become involved in the community (e.g., food drive), acquire knowledge in a field (e.g., job shadowing), and gain leadership experience (e.g., class representative). These experiences, coupled with REBT-based instruction, are especially beneficial for students from underrepresented groups. Students in K–12 settings who develop knowledge, attitudes and skills based on the REBT framework and have guided opportunities for practice will position themselves for postsecondary success. Individual student planning and advisement. This direct service affords school counselors the opportunity to help students develop, monitor and manage long-range goals and plans (ASCA, 2012). Student advisement is especially important for students from underrepresented groups who may require additional guidance and support (Holcomb-McCoy, 2007). Through planning and advising, school counselors assess and evaluate students’ attitudes, knowledge and skills related to academic, personal and social, and career development. Using an REBT framework, school counselors can assist students in uncovering IBs that may impede their goals of attaining a postsecondary credential (e.g., certification, degree). In some cases, students may not aspire to pursue postsecondary education due to IBs associated with unrealistic self-appraisal. School counselors can teach students REBT-based strategies that help establish healthy beliefs and emotions related to academic, personal and career planning. In turn, students are more likely to seek and acquire knowledge in a field or strengthen their support network, both keys to postsecondary success. By realizing the influence of thought, students from underrepresented groups become empowered as active participants of their educational pursuits and are positioned to “reach higher.” Responsive services. School counselors can promote non-cognitive development through counseling and crisis response. Individual and small group counseling are often short-term and designed to address concerns that impact student success (ASCA, 2012). School counselors also assist students in overcoming crisis situations. It is important that interventions utilized during responsive services are evidence-based and promote academic achievement, personal and social growth, and career development. REBT offers school counselors a framework for providing responsive services that are evidence- based, targeted, brief and solution-focused. School counselors can utilize cognitive, emotional and