Interpretative phenomenological analysis (IPA) is a contemporary qualitative research method grounded in phenomenology, hermeneutics, and idiography. Philosophical principles and rigorous methodology make this approach well suited for research in counselor education and supervision. In this primer, the authors introduce counselor educators, counseling students, and counseling researchers to IPA theory and methodology and discuss considerations for implementation in counseling research.
Understanding and integrating neuroscience research into clinical practice represents a rapidly growing area in mental health. An expanding body of neuroscience literature increasingly informs clinical practice by validating theory, guiding clinical assessment and conceptualization, directing effective interventions, and facilitating cross-disciplinary communication. Little attention, however, has been given to the use of neuroeducation with clients. In this article, the author provides mental health counselors with a definition of neuroeducation and a rationale for incorporating neuroeducation into clinical practice. The author identifies common neuroeducation topics and offers activity suggestions to illustrate their use in counseling. Finally, the author offers best practices for implementing neuroeducation, including attention to counselor competence, client readiness, and neuroscience of learning principles. Implications for research are also discussed.
Neuroscience is increasingly part of the national dialogue regarding mental health. The field of interpersonal neurobiology may offer a framework for helping mental health professionals identify and apply the most relevant neuroscience principles to counseling. This study explored mental health professionals' experiences learning IPNB. I conducted semistructured interviews with participants (n = 6), all of whom were licensed mental health professionals and had completed a year-long study in the application of IPNB through Nurturing the Heart with the Brain in Mind. I analyzed the data, along with a research partner, according to interpretative phenomenological analysis (IPA) protocol. Four super-ordinate themes emerged from the analysis: (1) learning process as dynamic and engaging, (2) deepening knowledge and understanding of self and others, (3) personal and professional growth, and (4) impact on therapeutic practice. A number of sub-ordinate themes also emerged through the analysis , including experiential learning; learning through group process; influence of the past on the present; increased understanding of the change process; increased compassion, empathy, and acceptance for self and for others; increased confidence; using IPNB to educate clients; using IPNB to conceptualize clients; and using IPNB to select interventions. Finally, I identified three higher-order constructs that appeared embedded within and across themes: learning as ongoing, person of the participant, and person of the instructor.The findings in this study suggest that participants' learning of IPNB had a significant impact on their personal and professional development, specifically in areas related to characteristics of effective counselors. The findings also suggest that these meaningful changes
The purpose of this study was to obtain feedback to inform a modification of a brief, schoolbased bullying intervention originally developed for elementary and middle school students to be age appropriate for the high school level. We investigated the in-depth, inner experiences of high school students randomly selected to participate in a brief, bystander bullying intervention program. Thorough qualitative analysis, we found students spoke about (a) the complexity of bullying in high school, (b) cyberbullying and increased potential consequences related to social media, (c) the normalization and minimization of bullying, (d) lack of adult support, (e) an appreciation for the program's strategies for students to take action, and (f) the importance of training activities to help build rapport and increase awareness. We discuss implications for counselors and counselor educators based on our findings.
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