Exploring Neuromyths in Counselor Education: A Neuro-Informed Cognitive Behavioral Therapy Approach

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.

Keywords:

• neuromyths Keyword: neuromyths
• neuro-informed cognitive behavioral therapy Keyword: neuro-informed cognitive behavioral therapy
• student learning Keyword: student learning
• counselor education Keyword: counselor education
• course lecture Keyword: course lecture

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