"Exploring Neuromyths in Counselor Education: A Neuro-Informed Cognitiv" by James R. Spears, Natasha Villalobos et al.
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Teaching and Supervision in Counseling

Author ORCID Identifier

James R. Spears
https://orcid.org/0000-0003-3735-6775

Natasha Villalobos
https://orcid.org/0009-0002-1451-4689

Whitney Zahar-Rich
https://orcid.org/0009-0005-8904-5234

Priscilla R. Prasath
https://orcid.org/0000-0003-1045-210X

Author Biographies

Dr. Ross Spears is an Assistant Professor in the Department of Psychology and Counseling at the University of Texas at Tyler. His research interests include neuro-informed counseling practices, cultural humility, and creative teaching and learning strategies. In conjunction with teaching and research, Dr. Spears continues to provide counseling services to the community.

Natasha Villalobos is a Licensed Professional Counselor and a graduate of the University of Texas at San Antonio. In the San Antonio community, they currently provide mental health counseling services to individuals, specifically those whoe identify as neurodivergent.

Whitney Zahar-Rich is a doctoral student at the University of Texas at San Antonio. Her research interests included neuro-informed counseling approaches and traditionally underserved populations.

Dr. Priscilla Rose Prasath is an Assistant Professor of Counseling in the Department of Counseling at the University of Texas at San Antonio. Dr. Prasath graduated with a Ph.D. in Counselor Education and Supervision from Ohio University, Athens, Ohio. The overarching focus of Dr. Prasath’s research is to augment counselor competence in the promotion of mental health and well-being by leveraging a strengths-based positive psychological lens.

Willie Ray is a graduate student at University of Texas at San Antonio pursuing a degree in Clinical Mental Health Counseling.

DOI

https://doi.org/10.7290/tsc07jkay

Abstract

Although advances in neuroscience validate the therapeutic practices and professional identity of counselors, educators struggle to infuse accurate neuroscience knowledge into the classroom. Utilizing a quasi-experimental, repeated measures design, this study examined the effectiveness of a neuro-informed lecture in reducing neuromyth endorsement among graduate students enrolled in the counseling theories course. Participants (n = 62) completed a demographics questionnaire and identical neuroscience pre- and post-surveys. The intervention group (n = 32) received the lecture-based intervention, while those in the comparison group (n = 30) did not. Results revealed significant improvement in neuroscience knowledge scores for those receiving the lecture (pre: M = 41.47, SD = 3.689; post: M = 45.25, SD = 3.203; t (31) = -4.082, p = 0.0003, Cohen’s d = -0.722), while the comparison group experienced minimal change. Findings suggest the effectiveness of lecture interventions in enhancing neuroscience understanding and reducing neuromyth endorsement in counseling theories students.

Public Significance Statement

This study utilized a quasi-experimental, repeated measures design to examine if delivering a Neuro-informed Cognitive Behavioral Therapy lecture would minimize the acceptance of neuromyths from counselors-in-training enrolled in a foundational theories course. Results suggest that the integration of accurate neuro-informed knowledge into pre-practicum counseling classes increases students’ general neuroscience awareness and ability to dispel neuromyths.

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