TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 94 Several studies demonstrated how REBT directly promoted a realistic, functional philosophy of self and life. For example, Chamberlain and Haaga (2001) found that non-clinical university students who scored high on a measure of USA could more objectively evaluate their performance on tasks. Alternatively, McCown, Blake, & Keiser (2012) indicated that college students who procrastinated engaged more readily in global evaluations of self, others and life. Negative mood, stemming from irrational thought processes, was associated with procrastination. Similarly, a study conducted by Davies (2006) of a non-clinical sample of adults yielded findings that suggested IBs and USA are negatively related. Davies (2008) later found a causal link between these concepts. Participants exposed to IBs scored lower on a measure of USA, yet scored higher when exposed to RBs. These studies support the premise that promoting a preferential philosophy of life can enhance realistic self-appraisal. Through realistic self-appraisal, students are positioned for success and equipped to respond effectively to adversity and failure. Leadership Experience Students can develop abilities to lead through traditional and non-traditional experiences (Sedlacek, 2004). These experiences are often directly related to cultural and community affiliation. A degree of assertiveness is required to accept leadership roles and achieve related tasks. Assertiveness is a predictor of success (Sedlacek, 2003), while passivity and aggressiveness often hinder success. REBT encourages self-direction by promoting rational thoughts and minimizing the need for support or approval from others. As such, the importance of assertiveness in leadership endeavors is emphasized in REBT. Rational thoughts lead to assertiveness; IBs tend to result in either passivity or aggression. When assertive, individuals are poised to promote self-interests and social interests in a functional and effective manner. Additionally, individuals often are happier when committed to a cause or invested in a social interest. By responding to challenges or adversity in rational ways, individuals will position themselves as leaders while developing cumulative skill sets adaptable to a variety of settings. REBT is employed in a variety of settings to directly and indirectly promote leadership skills including assertiveness. In a model of leadership presented by Grieger and Fralick (2007), REBT principles were embedded to enhance training procedures. Murthy (2014) and Nottingham (2013) also described how REBT is used to develop effective leadership practices. Coaches and consultants frequently employ concepts rooted in REBT to establish effective leadership attributes among clients. For example, Woods (1987) found that basic REBT strategies and techniques taught during a series of workshops led to reductions in discomfort and increased assertiveness among participants. REBT also can address perfectionist tendencies, which are often seen as barriers to effective leadership (Ellam-Dyson & Palmer, 2010). When effective leaders are emotional, they often garner the support of others through the development of interpersonal relationships (George, 2000). However, Filippello, Harrington, Buzzai, Sorrenti, and Costa (2014) found that emotionally intolerant individuals often become distressed when practicing assertiveness. When the principles of REBT are practiced, leaders are viewed as flexible, realistic and authentic in their aim and scope (Fusco, Palmer, & O’Riordan, 2011). Students, especially those from underrepresented groups, can benefit from learning strategies that enhance their ability to serve effectively in leadership roles. Preference for Long-Term Goals The establishment of long-range goals often precedes achievement and attainment of those