Dr David Gleason is a clinical psychologist who provides counselling and consulting services, as well as neuropsychological assessments, within public, independent, and international schools. Dr Gleason served as Administrative Director of Student Support Services at St. Paul’s School in New Hampshire before opening his own practice in Concord, Massachusetts in 2000. At that time, Dr Gleason joined Concord Academy as that school’s Consulting Psychologist. In addition, Dr Gleason serves as Senior Neuropsychologist at Wediko Children’s Services in Boston, where he supervises pre and post-doctoral neuropsychology interns and he co-teaches a professional development seminar. Dr Gleason has taught psychology at the secondary, undergraduate and graduate levels, and he presents workshops and seminars at schools, national conferences in the United States, and at international conferences around the world. Dr Gleason’s new book, At What Cost? Defending Adolescent Development in Fiercely Competitive Schools, is scheduled for release in January, 2017.
Strike the Balance: When School Expectations and Students’ Abilities Collide
Anxiety, disillusionment and depression emerge, sometimes with devastating outcomes, as conflicts between school expectations and students’ abilities persist. Today’s ‘internet generation’ of students are ‘at the forefront of the worst mental health crisis in many decades.’ Since unprecedented insights from human brain research now reveal that environment not only affects adolescent identity, but shapes the brain itself, for all our students, striking the right balance now has crucial lifelong implications.
Dr Gleason has investigated these concerns in schools around the world, and has found almost complete unanimity in how educators and parents have responded to his interviews. In sum, these caring and dedicated adults fully admit to overscheduling, overworking and, at times, overwhelming their students and teenaged children. In this workshop, participants will engage a highly interactive exercise designed to dislodge previously unforeseen barriers to creating and sustaining ‘developmentally empathic’ practices that return educators’ to their primary mission of wanting to educate adolescents in healthy, safe and balanced ways without simultaneously, overscheduling, overworking and overwhelming them.