A Neuroscience Perspective for Working With
Children and Adolescents continued from page 18
Step 3 : Effective delivery
Delivering neuroeducational information to clients comes only after steps one and two have been completed . Once the counselor gains clarity ( which goes beyond the initial discussion ) and a general assessment of the client ’ s ability to understand neuroeducational concepts , the counselor can provide more technical information to the client . When delivering effective neuroscience information , the counselor should do three things :
1 . Connect the information to the problem : First , the CMHC should connect the information to the presenting situation . Making clear connections to the client ’ s problems is most likely to help the client develop self-understanding , self-acceptance , and hope for change . Without this , the client will likely appraise the information as a distraction , as confusing , or even as unhelpful .
2 . Distill information without diluting it : Second , be selective about the concepts shared with the client so as not to overwhelm them . Be cautious about the extent to which you use neuroscience-specific terminology with clients . For example , a brief discussion of the Hypothalamic-Pituitary-Adrenal ( HPA ) axis and the role of adrenaline and cortisol during heightened threat detection might be appropriate . However , detailed descriptions of the HPA axis , such as details about corticotropinreleasing factor and adrenocorticotropic hormone , would likely be unnecessary and overwhelming for most individuals , especially those of younger ages .
3 . Facilitate optimism and hope : Facilitating optimism and hope is paramount to any counseling relationship and even more so in cases when a child or adolescent has experienced traumatic situations . For example , CMHCs can emphasize to clients that the brain is adaptive and plastic , and therefore capable of change . This statement alone is likely to facilitate some hope within the client .
CMHCs should be mindful that children and adolescents often feel they have limited control over their own lives and that developing hope in our clients helps to combat this . Sharing neuroeducation that highlights the brain ’ s plasticity facilitates the client ’ s optimism and hope that they can make positive changes in their life .
More information about the concepts discussed in this article is provided in our book , “ Neuroscience-Informed Counseling with Children and Adolescents ,” which was published in 2020 by the American Counseling Association amzn . to / 3NxUwbo .
LET ’ S SHARE NEUROSCIENCE FINDINGS THAT ARE FACTUAL AND EMPOWERING
Providing neuroeducation to our child and adolescent clients — and their caregivers — can empower them as they face obstacles in their development . Learning to share nuanced information without feeling overwhelmed as the provider also helps us to empower children and adolescents to understand difficult concepts about the brain , and it facilitates hope for change .
Clinical Mental Health Counselors must be intentional about refining our knowledge of fundamental neuroscience and about developing skills in delivering neuroscience information . Continual and ongoing practice is essential for counselor competence in these areas .
The Advocate Magazine 2022 , Issue # 2 American Mental Health Counselors Association ( AMHCA ) www . amhca . org 19