TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 100 behavioral strategies to help students overcome irrational thoughts and extreme emotions that are often detrimental to student success. Non-cognitive development is promoted as students learn strategies to effectively navigate classroom, school and community experiences. Most school counselors lack training in REBT and therefore do not fully understand its theoretical principles. However, resources are available that school counselors can use to promote the principles and philosophy of REBT during the delivery of responsive services. For example, Vernon (2002) developed a resource that offers a variety of individual activities based on the principles of REBT. This set of activities includes strategies and techniques that address issues related to self-acceptance, problem-solving, underachievement, relationships and transitions. More recently, Warren (2011) provided a variety of rational rhymes school counselors can use to promote the tenets of REBT. School counselors can help students memorize and rehearse these short songs in an effort to develop more preferential philosophies of life. These resources help school counselors equip students with tools and strategies that promote rational thought, foster NCFs and lead to empowerment. In addition to direct student services, school counselors also can provide a variety of REBT-based indirect student services. These services are complementary and aim to support non-cognitive growth in all aspects of student life. Indirect Student Services Indirect student services include referrals, consultation and collaboration. While often viewed as ancillary in nature, these services are an integral component of school counseling programs. School counselors should consider integrating the philosophy and principles of REBT throughout the delivery of these services. For systemic change to occur, school counselors must remain vigilant and not waiver in their efforts to close the achievement gap and promote student success. Indirect student services can advance this mission by promoting the development of NCFs. Referrals. School counselors refer students and families to a variety of community based services. Prior to making a referral, it is important that school counselors have a clear understanding of the concerns and presenting issues. As such, school counselors who operate from an REBT perspective assess students for non-cognitive strengths and deficiencies that impact academic, personal and social, and career development. Using this framework, school counselors can more readily identify the root or underlying issues of concern and make appropriate referrals. School counselors should consider making referrals to community agencies and organizations that understand the framework and philosophical principles used to determine the need for referral. For example, school counselors can refer students and families to mental health agencies that specialize in cognitive behavioral therapies since these frameworks promote NCFs. Local organizations that foster community involvement and establish supportive relationships with their clients also can serve as referral options. Community agencies and organizations that understand the mission of the school counseling program and the benefits of non-cognitive development are key partners in promoting the success of students from underrepresented groups. Consultation. Consultation is a triadic interaction in which school counselors support teachers’ efforts to promote student success (Warren & Baker, 2013). School counselors also provide consultation to parents, administrators and other educational stakeholders. Consultation is a highly effective means of evoking systemic change and positively impacting the educational experiences of students. Rather than relying on eclectic approaches, school counselors are strongly encouraged to invest in the delivery of evidence-based consultation that promotes NCFs.