Our Practices

Lynn’s Practice

TEENS & ADULTS

My clients are teens and adults. About half of them come from out of town, including both coasts and Canada. Partly for this reason, I see clients start to finish on two consecutive six-hour days.

Many clients fly in on Sunday and fly home Tuesday night. Some bring their families and spend time in this beautiful mountain town in the Prescott National Forest. Most of my new clients hear about me from past clients or from other family members who have had significant and often highly visible changes after brain integration.

About half of my clients are students, young men and women who are struggling with their studies (even if getting good grades) or have already dropped out of high school or college. The other half are adults who are facing challenges in their work and in their lives for the same reasons – both struggle with often undiagnosed symptoms of ADD/ADHD and sometimes trauma or head injuries. Both often have significant problems with memory, especially remembering what they read, even if they sound like “good” readers. Focus and concentration seem out of reach and so do completing projects and staying organized.

I frequently get calls saying, “I don’t know what you did with Jack, but I see such big changes – whatever it was, sign me up.” I also get quite a few referrals from local psychotherapists who have seen their clients who are “stuck” get “unstuck” and become able to move ahead in their therapy and in their lives.

I am happy to have a phone consultation to discuss your specific situation and needs.

– Dr. Lynn Leu

Take a brief tour of where Prescott Brain Integration’s Dr. Lynn Leu will apply Brain Integration Technique.

Haley’s Practice

CHILDREN, TEENS & ADULTS

I work with clients of all ages. I take teens and adults through the protocol over two consecutive six-hour days. I work with children 12 and under for 3 hours on two consecutive days over two consecutive weeks.

I truly enjoy working with the full age range of clients. That said, I am particularly drawn to working with school age children experiencing difficulties in the classroom or at home. The opportunity to positively impact a young person’s experience before they identify as someone who “can’t do math”, “doesn’t read well” or is simply “difficult” is at the heart of my practice.