TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 91 REBT hypothesizes that extreme emotions such as anxiety, anger and depression stem from primary and secondary IBs. These unhealthy negative emotions (UNEs) lead to dysfunctional behaviors (Dryden, 2014). In turn, individuals often behave in ways that prohibit the achievement of desired goals and success. In accordance with its values and goals, REBT promotes rational beliefs (RBs), or preferential thoughts, which are logical and realistic in nature (David, 2014). RBs are non-awfulizing, demonstrate a tolerance for frustration, and do not indicate global evaluations of self, others or life. Healthy negative emotions such as bother, concern or annoyance stem from these RBs. These emotions lead to functional behaviors and outcomes related to success. The philosophy and values of REBT encourage lifelong happiness and responsible hedonism. It is at this place where the sub-goals of REBT and the NCFs promoted by Sedlacek (2004) appear to converge. Table 1 provides an overview of the conceptual relationships between these NCFs, the sub-goals of REBT and the IBs (evaluative schema) that impede success. Below, theoretical nuances and empirical evidence supporting the utility of REBT in promoting non-cognitive development are presented. It is important that school counselors are aware of the impact of REBT on NCFs as they strive to ensure that all students, especially those from underrepresented groups, are college and career ready. Table 1 Conceptual Relationships Between NCFs and REBT Goals and Evaluative Schema Non-Cognitive Factor REBT Sub-Goals Evaluative Schema Positive Self-Concept   Self-Acceptance Demands Global Evaluation Realistic Self-Appraisal   Realistic Expectation Demands Global Evaluation Leadership Experience Self-Interest, Social Interest, Low Frustration Tolerance Self-Direction, Commitment   Global Evaluation Preference for Long-Term Goals High Frustration Tolerance, Demands Self-Responsibility Low Frustration Tolerance Global Evaluation Successfully Handling the System Tolerance, Demands High Frustration Tolerance Low Frustration Tolerance Availability of Strong Support Person Flexibility, Demands   Acceptance of Uncertainty Awfulizing Global Evaluation Community Involvement Commitment Low Frustration Tolerance Knowledge in an Acquired Field Risk-Taking, Self-Interest, Low Frustration Tolerance Self-Direction Awfulizing