TPC-Journal-V6-Issue1

89 Jeffrey M. Warren, NCC, is an Assistant Professor at the University of North Carolina at Pembroke. Robyn W. Hale is a School Counselor at Scurlock Elementary School, Hoke County Schools, NC. Correspondence can be addressed to Jeffrey Warren, 1 University Drive, Pembroke, NC 28372, jeffrey.warren@uncp.edu. Jeffrey M. Warren, Robyn W. Hale Fostering Non-Cognitive Development of Underrepresented Students Through Rational Emotive Behavior Therapy: Recommendations for School Counselor Practice The non-cognitive factors (NCFs) endorsed by Sedlacek (2004) appear to align with the core values of rational emotive behavior therapy (REBT). This article explores theoretical and empirical evidence that suggests REBT fosters the development of NCFs. School counselors can promote non-cognitive development by embedding REBT throughout direct and indirect student services. REBT-based strategies and interventions can aid school counselors in their efforts to close the achievement gap and foster college and career readiness among students, especially those from historically underrepresented populations. Recommendations for school counseling practice are provided. Keywords: non-cognitive factors, REBT, school counseling, college and career readiness, underrepresented populations Non-cognitive factors (NCFs) include strategies, skills, attitudes and behaviors upon which individual success is often dependent (Farrington et al., 2012). While knowledge and ability are important, NCFs are mediating factors that can either assist or hinder individual achievement in educational and career settings. These factors often determine college and career readiness as well as lifelong success. For example, positive self-concept (Brown & Marenco, 1980), grit (Duckworth, Peterson, Matthews, & Kelly, 2007), growth mindset (Dweck, 2006) and social belonging (Walton & Cohen, 2011) are linked to positive outcomes for students and employees and typically lead to a better quality of life. Sedlacek (2004) noted that NCFs are predictive of the success of students with non-traditional experiences. These students generally include students of historically underrepresented populations such as African Americans, American Indians, and Hispanic and Latino Americans. Students from these groups face higher rates of suspension (Losen, Hodson, Keith, Morrison, & Belway, 2015) and are more likely to have lower GPAs and poorer attendance (Burke, 2015) as compared to their Caucasian counterparts. In the United States, 7% of African American students and 12% of Hispanic students fail to complete high school (Kena et al., 2015). American Indian students are three times more likely to drop out of school than Caucasian students (Burke, 2015). These disparities widen the achievement gap and serve as barriers to postsecondary credentials for students from these groups. In an effort to close the achievement gap, increase college and career readiness, and promote postsecondary success, many educational organizations and institutions have invested in initiatives that promote NCFs. The American School Counselor Association (ASCA; 2014) endorsed the value of non-cognitive development in a set of standards titled “Mindsets and Behaviors for Student Success.” Professional school counselors use these standards as guides to develop competencies that promote NCFs among students across academic, career and social-emotional domains. Squier, Nailor, and The Professional Counselor Volume 6, Issue 1, Pages 89–106 http://tpcjournal.nbcc.org © 2016 NBCC, Inc. and Affiliates doi:10.15241/jw.6.1.89