A Qualitative Study of Counseling Students’ Experiences with Neurofeedback: Learning, Self-Efficacy, and Perceptions of Neurocounseling

Abstract

Neurofeedback is a neuroscience-based intervention that trains individuals to consciously regulate brain activity and has gained increasing attention in global mental health care. However, its integration into counselor education in Malaysia remains very limited. This qualitative study aims to explore the experiences of Master’s students in Clinical Mental Health Counseling who participated in neurofeedback training. Guided by Kolb’s Experiential Learning Theory and Bandura’s Self-Efficacy Theory, the study examines how students engage with the training process, their confidence and sense of self-efficacy in applying neurofeedback, and their perceptions of its relevance to future counseling practice. Data were collected through semi-structured interviews with five participants and analyzed using thematic analysis. Three main themes were identified: (1) transformative learning experiences through hands-on neurofeedback training; (2) self-efficacy in understanding and applying the technique; and (3) perceptions of neurocounseling as a complement to talk therapy, particularly for clients with trauma or difficulty expressing emotions. While the training provided meaningful experiences, participants also reported challenges such as limited access to equipment and curriculum constraints. The findings indicate that experiential neurofeedback training fosters deep reflection, strengthens clinical confidence, and broadens students’ perspectives on integrative counseling approaches. This study highlights the need for curriculum reform, faculty development, and institutional support to bridge existing training gaps, offering a valuable foundation for advancing neuroscience-informed counselor education in Malaysia.