Abstract
Neuroscience is increasingly part of the national dialogue regarding mental health and yet little is known about the experiences of mental health professionals learning and integrating neuroscience into their work. In this study, the authors explored mental health professionals' experiences learning Interpersonal Neurobiology (IPNB). Four super-ordinate themes emerged from an interpretative phenomenological 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. Three higher-order constructs appeared embedded within and across themes: learning as ongoing, person of the participant, and person of the instructor. These findings suggest learning IPNB through experiential-based means had a profound impact on participants' personal and professional development, specifically in areas related to characteristics of effective counselors. Implications for future research and mental health practice are discussed.
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