TPC Journal-Vol 10- Issue 2-FULL ISSUE

The Professional Counselor | Volume 10, Issue 2 211 determinism ( n = 25). These connected, yet discrete, subthemes reflected participants’ particular areas of apprehension. These areas of concern centered on either giving too much weight to biological, brain-based conceptualizations at the cost of clients’ subjective worlds (e.g., “undervalue subjective experience”) or reducing human experience in a way that neglected human agency (e.g., “reducing human experience to just science”). Theme 2: Neuroscience Is Outside the Scope of Counseling Practice The second theme was reflective of participants’ reservations that neuroscience was within counselors’ scope of practice based on educational backgrounds, training, knowledge, and/or skills. Three subthemes were identified as follows: Subtheme 2.1) training and education ( n = 59), Subtheme 2.2) lack of standards for training and practice ( n = 21), and Subtheme 2.3) competence ( n = 69). Sample responses from this theme included feeling “woefully untrained.” Some participants focused more on academic background and elements of training (e.g., continuing education, supervision) as indicative of scope, whereas other participants highlighted counselors’ understanding of neuroscience concepts, focusing more on knowledge and application skills. A smaller group of responses emphasized the absence of current training and/or practice standards (e.g., “inadequate training standards”). This line of responses included concerns around an absence of qualified trainers, certification opportunities, and/or general laws and regulations. Theme 3: Challenges With Neuroscience and the Nature of Neuroscience Research The third theme captured participants’ varied reservations about the general field of neuroscience and the accurate translation of neuroscience research into clinical work. Participants expressing concerns in this area seemed to be asking, “How can we be sure this is done right or well?” Subtheme 3.1, ever- changing and evolving ( n = 14), included responses related to challenges counselors might face in staying current with neuroscience findings. These concerns were centered around the vastness of the field and the fast pace at which research is emerging. Subtheme 3.2, quality of research ( n = 23), included more critical commentary on the type of research being conducted in the neuroscience field (e.g., relevance of lab-based research to clinical practice, insufficient applied research). Subtheme 3.3, interpreting and applying research ( n = 52), emphasized concerns with counselors overstating, speculating, misrepresenting, and misinforming clients of neuroscience research and concepts. Participants voiced concerns with “overhyping findings,” “unknown practical use,” and the “ever-changing and not fully understood” research base. Theme 4: Potential for Harm to Clients The fourth theme reflected participants’ concerns that integrating neuroscience into counseling could put clients, and potentially counselors, at risk. A total of 18 participants used the exact phrase “potential harm” or the related idea of informed consent. Fourteen participants referred to concerns with potential harm, and four people noted concerns with informed consent. In Subtheme 4.1, neuroscience information may be intentionally misused in a way that harms clients ( n = 21), participants feared counselors deliberately using “embellishment” and “manipulation.” Subtheme 4.2, unintended potential negative side effects ( n = 18), reflected ways that integration could inadvertently harm clients or harm counselors These concerns included giving false hope and creating problems with insurance claims to issues with liability and malpractice.