Gerry Douglas

Photo Gerry Douglas GBD  IMG_0281

M.Phil.Hons. (Education)  University of Auckland

B.Soc.Sc. (Psychology)  Dip.Tchg. University of Waikato

Applied Educationalist

Counsellor (Member of NZCCA)

Psychological Assessor (Registered with NZCER to use Level D Psychological Tests -highest level)

Gerry Douglas

You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete” ~ Buckminster Fuller


Gerry Douglas is an Applied Educationalist, Counsellor, and Psychological Assessor. He works with adults, teens, and children. Careful listening to a client is an on-going feature of his approach. In addition to a range of traditional counselling approaches, his point of difference is the use of nutrition, physical exercise, stretching, breathing, biofeedback, neurofeedback, and synchronised metronome training, to re-educate the brain-body back into a self-regulating functional state.

Gerry is attuned to spotting chronic dysregulated patterns of Autonomic Nervous System (ANS) function.

An example would be habituated raising of the rib-cage when breathing in, rather than the extension of the abdomen. Via a series of ANS functions, this dysregulated breathing pattern has the unfortunate result of curtailing neural activity in the Prefrontal Cortex (immediately behind the forehead), which leads to overactivity in the parts of the brain strongly associated with ADD/HD,  anger, anxiety, and depression. In this situation medication or talk therapy without an initial re-regulation the Autonomic Nervous System, is like having one foot on the brake and the other on the accelerator at the same time. Whereas getting the Autonomic Nervous System re-regulated early in the counselling process, leads to optimising the internal chemist shop, and potentiating comparatively rapid -sometime spontaneous- healing.

Many of Gerry’s clients are children challenged with a variety of behavioural and/or learning disabilities. Gerry has extensive experience in carrying out pre-school and classroom observations, to monitor social, emotional, or cognitive behaviour and/or development.