An Exploratory Study of Prevalence and Predictors of Neuromyths Among Potential Mental Health Counselors

Current neuroscience research demonstrates that counseling changes the mind and the brain. Several clinical mental health counseling (CMHC) programs are infusing neuroscience information into their curriculum. Learning about potential students' knowledge and attitudes about neuroscience could h...

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Bibliographic Details
Published inJournal of mental health counseling Vol. 41; no. 2; pp. 173 - 187
Main Authors Kim, So Rin, Zalaquett, Carlos
Format Journal Article
LanguageEnglish
Published American Mental Health Counselors Association 01.03.2019
Subjects
College students
Curriculum
Education
Evaluation
Evidence-based medicine
Medical misconceptions
Mental health
Mental health counselors
Neurosciences
Psychiatric counselors
Psychology
Regression analysis
Teachers
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Summary:Current neuroscience research demonstrates that counseling changes the mind and the brain. Several clinical mental health counseling (CMHC) programs are infusing neuroscience information into their curriculum. Learning about potential students' knowledge and attitudes about neuroscience could help guide these efforts. This study investigated general neuroscience knowledge, attitudes toward neuroscience, presence of neuromyths, and intention to apply neuroscientific knowledge among undergraduate students in the helping professions. Participants included 125 undergraduates enrolled in rehabilitation counseling, psychology, or education programs. Descriptive statistics and hierarchical regression analysis revealed the existence of neuromyths and high intention to apply correct and incorrect neuroscience knowledge. General knowledge was significantly associated with more neuromyths, but additional learning reduced neuromyths. Practical implications to improve the teaching of neuroscience to students in helping professions and to guide infusion of neuroscience in CMHC programs are discussed.
ISSN:1040-2861
2163-5749
DOI:10.17744/mehc.41.2.06