TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 102 It is equally important that university and college initiatives, with involvement from offices such as those responsible for enrollment, retention and diversity, engage school counselors in conversations that explore opportunities to streamline students’ experiences from high school to postsecondary education. These partnerships can lead to collaborative efforts to develop and provide REBT-based transition programs that promote non-cognitive development. These programs can offer students, especially those from underrepresented groups, additional support as they navigate the nuances of postsecondary education. Universities are advised to build on the efforts of professional school counselors and promote non-cognitive development through evidence-based practices rooted in REBT. Conclusion The principles and tenets of REBT align and overlap with many NCFs, especially those promoted by Sedlacek (2004). The proposed recommendations for school counselor practice appear to support the aims of ASCA (2012) and the ASCA (2014) Mindsets and Behaviors for Student Success standards and competencies. It is critical that researchers and educational leaders continue to explore ways to embed the principles of REBT throughout the educational experiences of all students in an effort to close the achievement gap, foster college and career readiness, and promote postsecondary success. School counselors must evaluate the direct and indirect student services they provide. A variety of methods are available to help determine the outcomes of REBT-based services. Both formal and informal methods of data collection are useful in determining the impact of services such as core curriculum, small group counseling, consultation and collaboration. School counselors can attempt to directly measure non-cognitive development, including changes in students’ patterns of thoughts, emotions and behaviors. However, it is critical for school counselors to track changes in achievement- related data including attendance, discipline referrals and homework completion. From a distal perspective, understanding the influence these services have on high school graduation rates and persistence in postsecondary education, especially for students from underrepresented groups, is imperative. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American School Counselor Association. (2014). Mindsets and behaviors for student success: K–12 college-and career-readiness standards for every student . Alexandria, VA: Author. Ayodele, K. O. (2011). Fostering adolescents’ interpersonal behaviour: An empirical assessment of enhanced thinking skills and social skills training. Edo Journal of Counselling , 4 , 62–74. Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive and Behavioral Psychotherapies , 13 , 57–74.