Bridging the Brain–Body Divide: A Commentary and Response to Wilkinson.

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Title: Bridging the Brain–Body Divide: A Commentary and Response to Wilkinson.
Authors: FIELD, THOMAS A.
Source: Journal of Humanistic Counseling. Jul2019, Vol. 58 Issue 2, p108-118. 11p.
Subjects: Cognitive therapy, Consciousness, Counseling
Abstract: In response to Wilkinson's (2018) critique of humanistic counseling's alliance with neuroscience, the author explores the concept of the brain–body divide, proposes an adjustment to Wilkinson's quadripartite model, and suggests ways for humanistic counselors to integrate levels of consciousness and the brain–body connection into their work with clients. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Humanistic Counseling is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: In response to Wilkinson's (2018) critique of humanistic counseling's alliance with neuroscience, the author explores the concept of the brain–body divide, proposes an adjustment to Wilkinson's quadripartite model, and suggests ways for humanistic counselors to integrate levels of consciousness and the brain–body connection into their work with clients. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Humanistic Counseling is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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