Interpersonal Neurobiology (IPNB) combines multiple fields of thought into one integrated framework. It has been utilized to expand conversation of the "mind" and promote well-being across disciplines. Current literature outlines the IPNB framework, including suggestions for its application to psychotherapeutic practice; however, limited research has examined clinicians' experiences of using the IPNB framework. This study aims to add to the discussion on IPNB by examining the lived experiences of psychotherapists employing IPNB as a framework for their clinical practice. This study uses thematic analysis procedures to analyze data from a focus group consisting of psychotherapeutic practitioners. The investigation explores how the participants perceive the impact of their implementation of IPNB; as well as how they believe that using the IPNB framework has changed case conceptualization and intervention. Findings and implications are also discussed. / Master of Science

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 semi-structured 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 occurred in a learning environment characterized by emotional engagement, experiential activities, and group process. Limitations to this research, as well as further discussion of the results are included. Implications for future research, clinical practice, and counselor education are also offered.

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Den psykiska ohälsan bland barn och ungdomar i Sverige har ökat under 2000-talet. Socialstyrelsen rekommenderar psykologisk behandling för de flesta psykiatriska tillstånd hos barn och unga samtidigt som utskrivning av läkemedel ökar. Förändrade strukturer och synsätt inom vården riskerar att viktig kunskap och kompetens går förlorad och att behandlingsutbudet inom vården minskar. Forskning kring hjärnan och barns utveckling kan bidra med värdefulla aspekter att ta hänsyn till i beslut kring det psykoterapeutiska arbetet och utbudet inom BUP. Studiens syfte var därför att belysa och undersöka hur modern neurovetenskap och mer specifikt teorin kring interpersonell neurobiologi kan användas i psykoterapi med barn, unga och familjer. Genom en litteraturstudie har tre centrala aspekter lyfts fram som viktiga när man försöker integrera denna kunskap med den kliniska tillämpningen: Hjärnutvecklande interventioner, Psykoedukation och Relationsfokus. Även om studiens avgränsning medför vissa svagheter, bedöms dock resultaten kunna vara intressanta för både kliniskt verksamma och andra individer och grupper i samhället. / The mental ill health among children and adolescents has increased in Sweden during the last two decades. The National Board of Health and Welfare recommends psychological treatment as a primary intervention for most of the psychiatric conditions seen in children and adolescents, at the same time as medical prescriptions continue to increase. Changes in organizational structure and perspectives within mental health care applies risk of losing important knowledge, experience and narrowing the range of treatment methods. Modern neuroscience has an opportunity to provide valuable aspects in decisions regarding the content and variety of treatment methods provided in child and adolescent psychiatry. The aim of this study was to illustrate and investigate how modern neuroscience and specifically the theory of interpersonal neurobiology can be applied in the clinical practice of psychotherapy with children, adolescents, and families. A literature review was carried out where three central themes emerged as important aspects of integrating this perspective in the clinical practice: Interventions for positive brain development, Focus on relationships and Psychoeducation. The selection of literature is relatively narrow and a limitation of the study, but the results could nonetheless be useful for both clinicians and other individuals and groups in the larger community.

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Emergent change is a pervasive force in modern organisations. However, the subjective experiences of emergent change for frontline individuals and teams have not been explored in organisational change literature. The integrative field of applied neurosciences offers valuable insights into the underlying neural mechanisms that shape these experiences and drive responses in order to meet basic psychological needs. Using interactive qualitative analysis (IQA), this study involved a focus group and follow-up interviews with nine participants at a South African software development company to explore the experiences of emergent change at work. System dynamics reflected that these experiences are significantly more complex than literature and practice currently account for, and that individuals and teams find their experiences of emergent change to threaten their sense of safety and basic psychological needs. The physiological and emotional experiences were found to be driving elements. Peak performance state and the relational environment were found to be salient outcomes. Findings present the opportunity for the reconceptualisation of emergent change, a shift in focus from change itself to the human experiences thereof and the importance of embracing new possibilities, tools and practices for meeting needs and thriving in an ever-changing world. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)