Neuroscience Attitudes, Exposure, and Knowledge among Counselors

Abstract

The purpose of this study was to explore the attitudes, exposure, myths, and knowledge regarding neuroscience among counselors at various stages of their careers. Descriptive statistics were used to highlight the current state of neuroscience attitudes, exposure, myths, and knowledge among a sample of counselors. The results showed that participants held positive attitudes towards neuroscience, experienced exposure to neuroscience information through various methods, believed neuroscience should be integrated in over half of the counselor education curriculum, and possessed high levels of neuroscience knowledge and average levels of neuromyths endorsed. The results provide insights that can guide the infusion of neuroscience into the counselor education curriculum.

The influence of teaching philosophy on coverage of LGBTQ issues in counseling courses

“…Adapting an assessment procedure used by Beeson et al. (2019) to explore the importance of and exposure to neuroscience concepts during counselor training, we developed items asking how important adult education, experiential learning, constructivist teaching, and critical pedagogy were to their participants’ own teaching. The participants were asked to rate each teaching philosophy with a four‐anchor, Likert‐type scale ranging from not important to very important.…”