TPC-Journal-V6-Issue1

The Professional Counselor /Volume 6, Issue 1 95 goals. A preference for long-term goals requires that students have the ability to plan and delay gratification. Sedlacek (2003) and Duckworth et al. (2007) suggested that perseverance and determination when striving toward long-range goals are prerequisites of academic achievement. REBT encourages responsible hedonism, or enjoyment of life. This concept implies a delay of gratification while individuals behave in ways that lead to the attainment of goals. Self-responsibility and high frustration tolerance (HFT) are required to overcome obstacles that impede progress toward goals. Rather than giving up or blaming the self, others or life for these challenges, REBT recommends individuals take responsibility for their thoughts, feelings and behaviors (Dryden, 2014). HFT is promoted by REBT and lies in opposition to LFT, or the inability to persevere during difficult or challenging situations. Preferential thoughts related to challenges or discomforts are realistic and lead toward healthy emotions and functional behaviors. When ownership of thoughts and feelings are accepted and frustrations are tolerated, individuals are better positioned to work toward distal goals that lead to success. Rodman, Daughters, and Lejuez (2009) described the positive relationships between HFT and distress tolerance (i.e., persistence) and the pursuit of goals despite potential discomfort. HFT is associated with optimism, preferences, non-awfulizing and acceptance—factors that support goal attainment and enhance the quality of life (Morley, 2014). Alternatively, Harrington (2005a, 2005b) found that frustration intolerance was a predictor of procrastination behaviors, including issues of self-control, among students. When working toward goals, especially ones that create discomfort, self-responsibility and HFT help move individuals forward and toward success. Responsible hedonism, a core value of REBT, appears to directly promote a preference for long-term goals rather than simple, rudimentary accomplishments. School counselors can assist students in developing and working toward distal goals such as completion of postsecondary credentials. Successfully Handling the System Students from underrepresented groups are not afforded the same benefits as those from privileged backgrounds. The educational system maintains barriers (e.g., racism) that impede the efforts of students from underrepresented groups. The manner in which individuals handle challenging circumstances within the system offers insight into their ability and potential for success (Sedlacek, 2004). Persistence and perseverance are crucial qualities for students who attempt to navigate or handle the system. REBT can provide direct support to students navigating the educational system. Rather than placing demands on the system, which can lead to UNEs and unproductive responses, REBT encourages acceptance of system inequities through ULA. Additionally, HFT is fundamental to ULA when attempting to navigate the system. REBT promotes tolerance and an understanding that individuals experience difficult situations as a function of life. Tolerance is a key to self-advocacy efforts and helps students move forward productively without condemning others or life. Responding to or interacting with the system can leave students, especially those from underrepresented groups, emotionally charged or drained and prone to respond in irrational ways. Harrington (2013) described how IBs play a central role for individuals who believe in a just or utopian world. When beliefs are rigid, individuals have difficulty adapting to adverse situations and may retaliate, thus prohibiting success (Veale, 2002). Dryden and Hurton (2013), however, acknowledged that individuals may not always act on their beliefs. When navigating the system, individuals who maintain rigid beliefs tend to be aware of their action tendencies yet refrain from responding in detrimental ways.