i 
 
DECLARATION 
 
A research project submitted in partial fulfillment of the requirements for the degree of M.Ed 
(Ed Psych) by coursework and Research Report in the Faculty of Humanities, University of 
the Witwatersrand, Johannesburg, 2010. 
 
I declare that this research is my own, unaided work. It has not been submitted before for any 
other degree, part of degree or examination at this or any other university. 
 
 
 
..............................    ???day of????..2010 
Tracey Hall 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ii 
 
ABSTRACT 
 
The aim of this study was to investigate psychologist?s perceptions and willingness to 
incorporate brain technologies, such as Neurofeedback and qEEG (quantitative 
electroencephalography), into everyday practice. This research was considered important as 
numerous studies on the benefits of using these technologies have been documented, yet despite 
this not many psychologists have incorporated them into their practices. The sample consisted of 
50 psychologists in Gauteng who completed a self- administered questionnaire. The data 
collected was analysed using Thematic content analysis and the emerging themes were examined 
in line with the research aims. 
 
Results from the study indicate that Psychologists? knowledge and understanding of the brain 
technologies are limited, more so in the case of qEEG than with Neurotherapy. Resistance 
towards the incorporation of the technologies is present. The main causes of resistance appear to 
be related towards a number of concerns or reservations held by psychologists. Amongst these 
were the need for more research in terms of efficacy and concerns about costs of equipment, 
training and accreditation. Despite some of the resistance present, psychologists seem to perceive 
the technologies as useful in treating attention, concentration, learning, anxiety and mood 
disorders.  Psychologists stated that they were generally open to receiving further education and 
training on these technologies. The study looked at the suggestions and comments made by 
psychologists concerning what they considered necessary to aid in the incorporation of these 
technologies. 
 
 
 
 
 
 
 
 
 
iii 
 
ACKNOWLEDGEMENTS 
 
The author wishes to acknowledge the efforts made by a number of people who have 
facilitated the process of producing this dissertation. 
 
Grizelda Coetsee?My dear friend, thank you for all your unwavering support, help and 
guidance, especially through many long nights! 
 
Dr. Charmaine Gordon?My supervisor, for her mentorship, encouragement and guidance 
in this research. 
 
Sylvia Sharbel-Faehry?Thank you for aiding me in the transcription of my data as well as 
for the constant affirmation.  
 
Alvina Vorster?Your assistance in editing and proof-reading was greatly appreciated. 
 
Above all Thank you to my Maker. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
iv 
 
DEDICATION 
 
To my parents 
 
The journey of a thousand miles begins with a single step 
              - Lao Tzu 
 
Thank you both for always supporting me in my every step along this journey. 
 
To my dad, Graeme, for his patience, endurance and support all through my studies.  
 
In Loving Memory of my mom, Diane Hall 
1958 ? 2002 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
v 
 
Table of Contents 
Declaration i 
Abstract ii 
Acknowledgements iii 
Dedication iv 
List of Figures xii 
List of Tables xiv 
Chapter One: Introduction  1 
1.1 Background and Context 1 
1.2 Rationale 3 
1.3 Aims 5 
1.4  Summary of Chapters   5 
Chapter Two: Literature Review 6 
2.1  Neurotherapy and qEEG 6 
   2.1.1    History of EEG Neurofeedback and qEEG 6 
vi 
 
   2.1.2    What is Neurofeedback? 8 
   2.1.3    What is Quantitative Electroencephalogram? 12 
   2.1.4    qEEG, Neurofeedback and Evidence-Based Practice 14 
   2.1.5    Standards of practice for professionals Utilising qEEG and    
   Neurofeedback in the treatment of various disorders  16 
   2.1.6    Who benefits from Neurofeedback Training and qEEG? 17 
      2.1.6a       Attention Deficit Hyperactivity Disorder (ADHD) 17 
      2.1.6b       Learning Disorders (LD) 19 
      2.1.6c       Autistic Spectrum Disorders (ASD) 21 
      2.1.6d       Depression  22 
      2.1.6e       Anxiety  24 
      2.1.6f       Neurological Disorders/Epilepsy/Seizure Disorders  27 
      2.1.6g       Alcoholism and Substance Abuse 28 
      2.1.6h       Traumatic Brain Injury 30 
2.2 Perception 31 
vii 
 
2.3 Resistance 33 
   2.3.1    Psychology of innovation resistance  37 
Chapter Three: Methodology 39 
3.1 Research Questions  39 
3.2 Method 39 
   3.2.1    Sample and sampling 39 
   3.2.2    Procedure 40 
   3.2.3    Research design  41 
   3.2.4    Instrument 42 
3.3 Data Analysis 42 
3.4 Ethical Considerations  45 
Chapter Four: Results  46 
4.1 Biographical Information  46 
4.2 Emerging Themes 48 
   4.2.1    Main theme 48 
viii 
 
   4.2.2    Sub theme one: Lack of knowledge and understanding of the  
   Technologies 48 
   4.2.3    Sub theme two: Perceived utility of these technologies to the  
   field of Educational Psychology  53 
   4.2.4    Sub theme three: Perceived benefits of incorporating these  
   technologies into practices 54 
   4.2.5    Sub theme four: Resistance or willingness to incorporate  
   these technologies  56 
   4.2.6    Sub theme five: Psychologists have many concerns regarding  
   the use of these technologies and these are influencing their  
   perceptions of and willingness to incorporate them into their  
   practices 59 
   4.2.7    Sub theme six: Experience of benefit  60 
   4.2.8    Sub theme seven: Perceptions on what is needed to assist in    
   the incorporation of these technologies 61 
ix 
 
   4.2.9    Sub theme eight: Psychologists interest in receiving further  
   training in these technologies  62 
   4.2.10    Sub theme nine: Psychologists suggestions  63 
Chapter Five: Discussion  64 
5.1 Biographical Information  64 
   5.1.2 Common disorders reported 64 
5.2 Emerging Themes 65 
   5.2.1    Main theme 65 
   5.2.2    Sub theme one: Lack of knowledge and understanding of the  
   Technologies 65 
   5.2.3    Sub theme two: Perceived utility of these technologies to the  
   field of Educational Psychology  68 
   5.2.4    Sub theme three: Perceived benefits of incorporating these  
   technologies into practices 68 
   5.2.5  Sub theme four: Resistance or willingness to incorporate these                  
technologies  69 
x 
 
   5.2.6    Sub theme five: Concerns regarding these technologies 70 
   5.2.7    Sub theme six: Experience of benefit of using these technologies 72 
   5.2.8    Sub theme seven: Perceptions on what is needed to assist in    
   the incorporation of these technologies 73 
   5.2.9    Sub theme eight: Psychologists interest in receiving further  
   training in these technologies  73 
   5.2.10    Sub theme nine: Psychologists suggestions  73 
5.3 Conclusion  74 
5.4 Limitations of the Study and Recommendations  75 
References 77 
Appendices 91 
Appendix A Subject Information Sheet 91 
Appendix B Consent Form 93 
Appendix C  Self-Administered Questionnaire  94 
Appendix D Letter of Permission from Site  99 
xi 
 
Appendix E Ethical Clearance Certificate 101 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
xii 
 
List of Figures 
  Page 
Figure 2.1 EEG recordings of the various brain waves 9 
Figure 2.2 The Neurofeedback training session 10 
Figure 2.3 Measurements from the 19 sites are converted into a 
colour map showing abnormalities in brainwaves 13 
Figure 2.4 A qEEG depression profile showing abnormal deviation 
in the right frontal lobe 14 
Figure 4.1 Common problems reported 48 
Figure 4.2 Psychologists knowledge and understanding of 
Neurofeedback 51 
Figure 4.3 Psychologists knowledge and understanding of qEEG 52 
Figure 4.4 Perceived utility of the technologies 54 
Figure 4.5 Willingness of psychologists to incorporate these  
Technologies 58 
Figure 4.6 Experience of benefits 61 
xiii 
 
Figure 4.7 Psychologists interest in receiving further training and 
Education 62 
 
xiv 
 
List of Tables 
  Page 
Table 4.1 Participants biographical information 46 
Table 4.2 Frequency table of perceived benefits of incorporating 
the technologies 55 
Table 4.3 Frequency table of psychologists reasons for not  
incorporating the technologies 56 
Table 4.4 Psychologists concerns regarding the incorporation of  
brain technologies 59 
Table 4.5 Frequency table of perceptions on what would assist in 
the incorporation of the brain technologies 61