TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 101 Rational Emotive-Social Behavioral (RE-SB) consultation, developed for K–12 teachers, fosters student-teacher relationships and quality instruction by promoting flexibility, acceptance and realistic expectations (Warren, 2013; Warren & Gerler, 2013). School counselors use this model of consultation to address IBs and UNEs commonly associated with teaching. RE-SB consultation also can address the biases and stereotypes that lead teachers to hold low expectations of students from underrepresented groups (Holcomb-McCoy, 2007). Through RE-SB consultation, school counselors can promote the NCFs of teachers that directly impact the non-cognitive development of students. For example, students vicariously learn strategies that promote non-cognitive development from teachers who have positive self-concepts, demonstrate preferences for long-term goals and maintain strong support systems. Additionally, students are positioned to engage in realistic self-appraisal when teachers maintain high expectations. School counselors also can utilize this model of consultation when working with parents. RE-SB consultation can promote NCFs that enhance the ways caregivers interact with and support their children. RE-SB consultation can assist parents in overcoming psychosocial barriers that hinder their child’s growth and development. For example, consultation can target a parent’s thoughts, emotions and behaviors that influence their child’s decision regarding postsecondary education. School counselors can deliver RE-SB consultation in large group, small group and individual sessions. Ideally, school counselors utilize large group consultation in an effort to advance the principles of REBT throughout the systems of the school. For example, school counselors can encourage teachers and parents to develop a common language that promotes rational thoughts and promotes NCFs. Establishing a common set of REBT-based classroom rules and parental guidelines can ensure that students are immersed in environments conducive to promoting NCFs. Small group and individual RE-SB consultation is typically implemented to address specific concerns expressed by individual teachers or parents. Students from underrepresented groups can benefit greatly from interacting with parents and teachers who model NCFs. Collaboration. School counselors can collaborate with parents, as well as educators and community members, in many ways. These collaborative efforts are aimed at establishing equity and access for all students (ASCA, 2012). As a result of the relationships established through collaboration, members of the school community (e.g., parents) may reach out to the school counselor for consultation and other services more readily. Through collaborative efforts such as parent trainings, school counselors can inform parents about the value of non-cognitive development and its role in determining postsecondary success. Efforts to engage the school community in initiatives that directly support student success can strengthen the relationships between the school counselor and parents. Collaboration establishes the school counselor as a leader, student advocate and partner in advancing NCFs and college and career readiness. School counselors also can partner with local universities to promote a college-going culture and set high expectations for postsecondary success for all students. For example, university and school partnerships can establish mentoring programs that couple K–12 students with local college students from similar underrepresented groups. These relationships would reciprocate non-cognitive development for both the mentor and mentee. This experience can empower and create opportunities for K–12 students from underrepresented groups.