EMDR:
“I work for a university teaching social work and health sciences and am doing a PhD in social work. Throughout my adult life, I’ve had help for the childhood trauma I experienced. Still, I knew that more healing needed to happen, which talk therapy wasn’t reaching, especially as I continued to choose men, who, while they were kind on the outside, all had addiction and trauma histories. I’ve also struggled with anxiety the whole of my adult life. EMDR has been a powerful and effective therapy that has healed the childhood trauma and in turn the anxiety. I am now so much better able to cope with challenging situations, and I can securely work through and process heavy emotions. Most importantly, I have had significant improvements in my quality of life and my intimate relationships.”
Whilst there are advantages to having face to face appointments, this person worked entirely online, with six EMDR appointments over a three month period in the middle of 2022, and a last appointment in January 2023.
EMDR, Neurofeedback Training, and Interactive MetronomeTraining:
“This is … to let you know I’m well and so thankful for all the skills, care, sensitivity, [and] insights you were able to bring to your therapeutic treatments”. Received October 2025
The above comment is part of a longer communication received from a client in October 2025. They took close on 40 appointments between 2020 and 2022. This person faced a complex challenging situation. Middle-aged, and a health professional, their history included multiple serious no-fault car accidents, and burnout symptoms whilst engaged in a demanding professional administrative position. The client was very committed to attaining holistic recovery and healing across the physical, social, emotional, cognitive, and spiritual domains. Therapeutic modalities included psycho-spiritual counselling, EMDR, Neurofeedback, and Neurotiming Therapy using Interactive Metronome technology.
Learn about Neurofeedback Training at this Link
Learn about Interactive Metronome Training at this link
Neurofeedback Training and Interactive MetronomeTraining:
“Our son was struggling with Obsessive Compulsive Disorder, washing his hands constantly and melting down over little things. I was worried to try another professional, but Gerry just ‘got’ our son. In just one term, we are seeing a different kid. He is no longer showing any signs of OCD and is more tolerant, cheeky and patient with us all (even his little sister!) I highly recommend [this] therapy. It just works.” Lisa Bodley SLT
Video Interview Testimonial: Outcomes for Speech-Language Therapist Lisa Bodley’s 8-year old Son
Otaki College Project 2019: Using Neurofeedback and Interactive Metronome®
Helping Students Discover and Develop Better Focus & Attention, and Better Emotional Self-Regulation, using: Interactive Metronome® Training & Neurofeedback Training: For Students A, B, C, D at Otaki College
Sample of Results for Student A, Year 9 at Otaki College:
Margaret Priest (MP) was Student A’s mathematics teacher. Quotes below are from a recorded interview with Gerry Douglas (GD).
MP: He isn’t disrupting the class anymore. So that’s the big difference.
GD: Can you give some descriptions of his behaviour? What sort of things was he doing, and is not doing now?
MP: He was incredibly oppositional. So if you say one thing he would do exactly the opposite. He’d be hanging out the windows … shouting, he’d be talking to other students and trying to rauk them up, he’d storm out of the classroom, he was always making a lot of noise. If he had his ball he was always bouncing [it] if you didn’t take it off him.
GD: If you were to guess what percentage of his time in the class he was disruptive, are you talking 10, 15, 20 percent of his time in the class?
MP: In the past? Oh 100 percent … [Now] he will listen while I’m talking to the class, which he wouldn’t do before … The other thing is he’s not constantly moving.
GD: Describe that in more detail. What parts of his body would he be moving?
MP: It was everything. He’d be wriggling in his seat. His legs bouncing. Everything was moving. I describe it as “agitato”, he was always moving. But that has stopped. I don’t see that at all now … I see a huge difference in him …
What I have noticed, that will also help him, is that the [other] students like him a lot more now. The class, now they will talk to him, and it’s good-natured stuff, they’re not fed up with him … they like him, he’s an accepted member of the class now.
…. Now he’s listening, and actually I think there’s quite a bit of ability in him. [I] think he’s quite clever, but he hasn’t been able to settle.
… it must feel so different for him, I just see he looks more peaceful all the time. And sometimes you’ll see a lovely expression on his face, he’ll smile, which I would never have seen, and he’s much more reasonable.”