TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 90 Carey (2015) recently developed a construct-based approach to developing, implementing and assessing school counseling programs based on several NCFs. Initiatives to develop non-cognitive skills continue to emerge in higher education as well (Sedlacek & Sheu, 2013). Through a series of conference calls, the College Access Affinity Group organized by the United States Department of Education (2015) also acknowledged the impact of NCFs on career and college readiness. An assortment of interventions demonstrates the potential impact of NCFs on academic and career outcomes. Mentoring programs, service learning and social-emotional learning programs show positive effects, although the magnitude of these effects is relatively small (Gutman & Schoon, 2013). Gaps exist in the research when considering long-term outcomes and the transferability of NCFs across contexts (Farrington et al., 2012). Additionally, researchers often identify, describe and measure NCFs in different ways (Duckworth & Quinn, 2009; Dweck, 2006; Farrington et al., 2012; Goldberg, 2001; Tracey & Sedlacek, 1984; Walton & Cohen, 2011). Many of these factors are interrelated; some appear fixed, yet others are malleable (Gutman & Schoon, 2013). Concepts and terms that describe NCFs continue to emerge; however, those identified by Brown and Marenco (1980) and promoted by Sedlacek (2004) are of the most widely researched and linked to college and career success. Ellis and Bernard (1986) outlined several core values of rational emotive behavior therapy (REBT), a cognitive behavioral framework developed by Ellis (1962). When practicing the principles of REBT, individuals subscribe to a philosophy of life and an accompanying set of sub-goals. This set of sub- goals, based on a philosophy of life rooted in responsible hedonism and preferential, logical thinking, serves as a guide for individuals striving to maintain happiness and life success (Ellis, 1962). These sub-goals parallel the NCFs endorsed by Brown and Marenco (1980), Sedlacek (2004), Duckworth and Quinn (2009), and Dweck (2006). Dryden (2011) described how the REBT philosophy is broadly applied to increase motivation, tolerance and self-control, as well as other NCFs. This paper highlights the core values of REBT and explains how they align with the NCFs endorsed by Sedlacek (2004). An overview of the philosophical tenets and the theory of REBT is provided. Theoretical and empirical evidence is explored which suggests that REBT can directly and indirectly promote non-cognitive development. Recommendations for school counselors supporting underrepresented students are presented and directions for future research are discussed. Rational Emotive Behavior Therapy Developed by Albert Ellis in the mid-1950s, REBT encourages self-actualization and seeks to minimize distress, lengthen life and maximize happiness during all aspects of human development (Ellis, 1962). These core values are woven throughout the philosophical tenets of REBT and serve as guides for rational thought, healthy emotions and functional behavioral outcomes. Several sub- goals, as described by Ellis and Bernard (1986), help facilitate these values: (a) self-interest, (b) social interest, (c) self-direction, (d) tolerance, (e) flexibility, (f) acceptance of uncertainty, (g) commitment, (h) self-acceptance, (i) risk-taking, (j) realistic expectations, (k) high frustration tolerance, and (l) self- responsibility. Ellis (1962) proposed that humans are genetically predisposed to think in a rigid, irrational manner. Irrational beliefs (IBs) are the root of emotional disturbances according to REBT. While demanding is the core or primary IB, three secondary IBs exist: awfulizing, low frustration tolerance (LFT), and global evaluation (David, 2014; David, Lynn, & Ellis, 2010; Dryden, 2011).