Neuroscience concepts can influence what information is gathered during the intake process. Various schools of psychotherapy support obtaining information in various specific areas of psychological and personal functioning, but consideration of brain function encourages collection of a broader range of information while maintaining awareness of how the various pieces of information relate to each other. Psychodynamic (Fenichel, 1945) and object relations (Mahler et al., 1975) theories emphasize gathering information regarding the family dynamics within which the patient developed. Behavior analysis (Bellack et al., 1990) emphasizes the identification of environmental stimulus events, description of problem behaviors, and delineation of consequences of behavior. Traditional cognitive behavioral therapy encourages the identification of irrational thoughts that occur in response to specific events and ideas (Beck, 1976). A brain-based model of psychotherapy directs the therapist to gather information related to each of these areas so a full understanding of brain-based behaviors related to problematic functioning can be obtained. A brain-based model provides for identification of all possible contributors to the current shape and function of the brain, and calls for as complete an understanding as possible of how these contributors interact.

The intake interview designed to support a neuroscience-based model of intervention includes information from the following areas:

• Genetics

• Biological events

• Early interpersonal patterns

• Later interpersonal patterns

• History of family structure and events

• Current behavioral functioning

Information from these areas might be collected in support of therapy based on any of the various schools of intervention, but using the brain to guide assessment leads to changes in the process of gathering intake information as well as in the content of intake interviews.