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 neuroscien-tific 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.
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1 March 2019
NEUROCOUNSELING|
March 01 2019
An Exploratory Study of Prevalence and Predictors of Neuromyths Among Potential Mental Health Counselors
Carlos Zalaquett
Correspondence concerning this article should be addressed to Carlos Zalaquett, Department of Psychology, Counseling, and Special Education, Pennsylvania State University, 327a Cedar Building, University Park, PA 16802. E-mail: cpz1@psu.edu
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Journal of Mental Health Counseling (2019) 41 (2): 173–187.
Citation
So Rin Kim, Carlos Zalaquett; An Exploratory Study of Prevalence and Predictors of Neuromyths Among Potential Mental Health Counselors. Journal of Mental Health Counseling 1 March 2019; 41 (2): 173–187. doi: https://doi.org/10.17744/mehc.41.2.06
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