Neuroeducation: Integrating Brain-Based Psychoeducation into Clinical Practice

Understanding and integrating neuroscience research into clinical practice represents a rapidly growing area in mental health. An expanding body of neuroscience literature increasingly informs clinical practice by validating theory, guiding clinical assessment and conceptualization, directing effective interventions, and facilitating cross-disciplinary communication. Little attention, however, has been given to the use of neuroeducation with clients. In this article, the author provides mental health counselors with a definition of neuroeducation and a rationale for incorporating neuroeducation into clinical practice. The author identifies common neuroeducation topics and offers activity suggestions to illustrate their use in counseling. Finally, the author offers best practices for implementing neuroeducation, including attention to counselor competence, client readiness, and neuroscience of learning principles. Implications for research are also discussed

Interpersonal Neurobiology: Applications for the Counseling Profession

Counselors are increasingly interested in how neuroscience research applies to the counseling profession. Evidence of that interest includes a growing number of session offerings on topics related to neuroscience at counseling conferences, publication of new “neuroscience for counselors” textbooks and the availability of this monthly column in Counseling Today

Does Adlerian Theory Stand the Test of Time: Examining Individual Psychology from a Neuroscience Perspective

The authors explored foundational principles of Individual Psychology through a neuroscience lens. In particular, the authors identified neuroscience support for the principles of social embeddedness, purposefulness of behavior, and holism. The authors also offered suggestions for expanding Adlerian theory through the integration of neuroscience-informed developmental theory, conceptualization of functionality, and interventions

Experiences of Middle School Counselors Learning and Applying Principles of Neuroscience

Adolescence is a critical period of development during which time individuals’ brains experience increased neuroplasticity and structural reorganization (Albert, Chein, & Steinberg, 2013; Bava & Tapert, 2010; Casey, Getz, & Galvan, 2008). Neuroplasticity is the brain’s ability to change in response to new learning and environmental influences (Siegel, 2012). A number of factors influence an individual’s brain development and associated changes in affect, cognition, and behavior, including genetic predispositions, early childhood experiences, and temperament (Steinberg, 2014). For example, adolescents who have a history of Adverse Childhood Experiences (ACEs), a set of toxic experiences such as abuse or having a caretaker who is dependent on substances, often have unique patterns in brain development and are at an increased risk for engaging in anti-social behavior and/or experiencing psychological distress (Andersen et al., 2008; Duke, Pettingell, McMorris, & Borowsky, 2010). Keeping in mind the complexity and uniqueness of individual experience, we will briefly review some of the most influential changes in adolescents’ brains below

Binge-Eating Disorder: A Primer for Professional Counselors

Binge-Eating Disorder (BED) is a primary diagnosis listed in the Feeding and Eating Disorders chapter of the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5; American Psychiatric Association [APA], 2013). Although BED is considered one of the most common eating disorders, symptoms often go unrecognized and untreated (Striegel-Moore et al. 2010). In this article, BED criteria are reviewed and guidelines for assessment, diagnosis, and treatment are offered. A case study is also provided to illustrate the application of BED utilizing best practices

The Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, and Attitudes Toward Evidence-Based Practices

This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on post-training knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants (N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%) and nursing professionals (4.3%) who selected the one or two day workshop for continuing education credit. Participants attended either a Basic MI training workshop (one day) or a Basic MI training plus an Advanced MI/SBIRT training workshop (two day) to assess if exposure to two EBPs would improve training outcomes. Participants in both the one day and two day workshops reported posttraining increased perceived knowledge and skills, decreased negative attitudes toward EBPs, and increased interest in implementing EBPs from pre-training to post-training. There were no differences between participants in the Basic MI or MI plus Advanced MI/SBIRT training conditions. Implications for reducing the research-practice gap in EBPs are discussed

Interpretative Phenomenological Analysis: A Contemporary Phenomenological Approach

Interpretative Phenomenological Analysis (IPA) is a contemporary qualitative research method grounded in phenomenology, hermeneutics, and idiography. The philosophical principles and rigorous methodology make this approach well suited for research in counselor education and supervision. This primer introduces counselor educators to IPA theory and methodology and discusses considerations for implementation

Counselor Allegiance and Client Expectancy in Neuroscience-Informed Cognitive-Behavior Therapy: A 12-Month Qualitative Follow-Up

This article presents summative findings from a 12-month multiphase mixed-methods pilot study examining counselor and client perceptions of neuroscience-informed cognitive-behavior therapy (nCBT) following clinical application. Results from the first 6 months of the study indicated that the counselor\u27s and client\u27s beliefs about the credibility and effectiveness of nCBT (i.e., expectancy) remained stable from pretreatment to 6 months into treatment. The fourth phase of data collection at the 12-month interval followed an explanatory sequential process whereby the qualitative data were connected to earlier merged quantitative data to better understand initial findings from the first 6 months of the study. Results indicate that counselors\u27 initial comprehension and familiarity with the model, counselor–client trust, counselor delivery and suggestion, and client willingness to practice outside of session were key components to the development of counselor and client belief (expectancy) in the model. Implications for nCBT theory development and application are discussed

Age of Drinking Initiation as a Mediator of the Relationship Between Sensation Seeking and Heavy Drinking Among High School Seniors

Sensation seeking has been identified as a significant risk factor for adolescent alcohol use. Little is known, however, about the process by which sensation seeking impacts heavy alcohol use. The current study used structural equation modeling (SEM) to examine the relationships among sensation seeking, age of drinking initiation, and heavy alcohol use in a sample of high school seniors (N = 221). Results supporting age of drinking initiation as a mediator of the relationship between sensation seeking and heavy alcohol use. Implications include providing personality-targeted prevention to adolescents who display sensation seeking traits to delay drinking initiation among these students

The Impact of Neuroscience-Informed Cognitive-Behavior Therapy Training on Knowledge and Interoceptive Awareness

This study evaluated the impact of a three-day Neuroscience-Informed Cognitive Behavior Therapy (nCBT) training on participants’ post-training nCBT knowledge and interoceptive awareness. Results indicated a statistically significant increase in knowledge for the majority of the items and for interoceptive awareness, with effect sizes in the medium to large range. Implications for future nCBT trainings are discussed