First, it is not a therapy per se. While it does completely modify the wiring in the brain, it is not a medicine. It is not even therapeutically advised or delivered session. It is a solely self-motivation. Physiologically (according to Physioepistemological model), associated neuronal networks interconnected in presence of self-directed motivators (drivers), which essentially are the neuromodulators presented in the site of the activation in particular moment of the process. Those drivers/motivators are responsible for mood and internal bias formation. While mood is a result of associated emotions (simple and complex), biases are cognitive attachments related to attention and internal thought interpretation. It is worth to mention that biases are the basis for creative nature of the imagination and from some perspective could be considered as imagination itself.
All sort of techniques related to cognitive modification are inevitably related to the modification or adjustment in creative portion of intellectual process. Because it is strictly self-induced and strictly self-controlled process, it could not be considered as an intervention.
Second, and most important, is a process of learning. Any behavioral/cognitive modification is a learning process. If we start recognize education as an intervention, very soon we end up it the point where specific education will be prescribed by certified specialists. It is extremely dangerous and totally unacceptable from any perspective, while we already have instituted the complex system of educational advisers and all kind of oversees, who de-facto decide for our children what level and kind of education they can get.
Final point is that as we progress in obtaining knowledge in neuroscience, public policies should be adjusted. It should not be only financial side of it, but more ethical and empirical implications and consequences taken in consideration. We curtail our abilities to progress by solely relying on governmental body to decide and establish educational standards. While some standardization might be necessary in practical drilling, pedagogical, theoretical and methodological skills are subjects of artistic nature, which could be irreparably damaged by unnecessarily over-regulation.