For Educators

Over the past four years Garry has been a speaker for PESI, the largest, most respected provider of professional seminars for educators and mental health professionals in the United States. Traveling throughout the country, Garry has presented training seminars in 100 cities in over 35 states. His seminars have been attended by thousands of educators and clinicians alike who have consistently rated his programs very highly.  ENDORSEMENTS  In addition to his PESI schedule, Garry has been invited to present at venues throughout the country as both a keynote speaker and workshop leader. By linking insight garnered from his own “potpourri” of neuro-biological/developmental conditions  SEE BIO  with his acknowledged expertise in child & adolescent mental health, Garry is a formidable, inspiring presenter. As those in attendance have said: “There’s nothing like getting it from the horse’s mouth.”

Due to his extensive travel schedule and a desire to address the need of educators to know more about the mental health challenges faced by their students, Garry took time off to rest, to write and to design a whole new series of programs specifically geared to provide educators with useful information to assist their special needs students.


“Students challenged by mental health conditions often alienate themselves and others. They feel as if no one understands them or knows how to help them. That they keep going is a testament to their courage & resilience.”

More and more, direct mental health services are being delivered through school systems. The No Child Left Behind (NCLB) special education law mandates that every child be afforded equal opportunity to an education regardless of their condition or disability. Essentially, this means that despite the existence of a legitimate diagnosis such as bi-polar disorder in a student, it is the responsibility of that student’s public school district to provide an education. Clearly, because of that mental health condition, acquiring academic knowledge is a real challenge to such a student as well as to those entrusted with educating them.
The above scenario speaks to the dilemma between the goals of clinical treatment and educational endeavors and their potential incompatibility. As I am prone to say, one cannot educate a bi-polar kid until one treats the “bi-polarness.” Unfortunately, educators, unlike me, are not clinicians. Their mandate is to educate students. Yet, in attempting to do so, they are faced with students who have a myriad of mental health conditions and accompanying issues that impede their ability to learn by traditional means. I believe it’s possible to utilize educational materials in ways that instill learning while addressing the student’s mental health condition. This is achieved by linking an understanding of the nature of the student’s mental health issues with an appropriate and accommodating delivery of educational content.
As I travel about the country, I am confronted by the almost overwhelming need of educators to know more about, for example, ADHD, Obsessive-Compulsive Disorder, Early Onset Bi-Polar Disorder, Tourette Syndrome etc. They want useful information and better ideas on how to accommodate these kids in ways that can help them learn. Accordingly, I have developed Child & Adolescent Mental Health For Educators, a series of training programs and consultation services that are intended to cover the issues encountered daily by educational personnel with these kids in their classrooms.
While there are various existing presentations, for example, Impulsive Kids & Adolescents, there is the option of having a desired program specifically designed for your particular needs. Accordingly, programs for your school district can be generated in response to your district’s specific needs. The accompanying program listing provides a starting place. All formal programs, regardless of length and content, are presented in a PowerPoint format. The presentations come with printouts of the PowerPoint slides as well as auxiliary material such as a bibliography. Appropriate references are available.
Seminars and presentations center on the basic assumption that it is important to openly identify and discuss mental health conditions and their accompanying issues. Bringing the conditions and issues “out of the closet” is accomplished by addressing them under the notion of diversity, in this instance, “different kinds of minds” and in educating those in attendance that some people are “wired differently.” This perspective also encompasses a biological (brain-based), clinical and practical grounding geared toward a realistic approach to intervention and treatment which centers on the relationship between helper and client. A major emphasis is to provide useful information to those either challenged by their condition or to those making efforts to help them. Psycho education is a crucial component in attending to and taking care of these conditions.
I invite you to peruse the program and other service options that are designed and offered with educators in mind. Please let me know how I can help you.
An informational brochure, in PDF format, is available BY CLICKING HERE.


All full day programs run from 5-6 hours, depending on your situation. The longer programs include small group discussions around a specific case example. Metaphors, analogies and allegories are used to make complicated material easy to understand.
Child & Adolescent Mental Health: Basic Information for Educators.
This workshop provides basic information and understanding about the various child & adolescent mental health conditions encountered on a daily basis in classrooms. ADHD, OCD, Bi-Polar, ODD, Depression & Suicide and Tourette Syndrome are presented and discussed in ways that allow educators to grasp the basics of these conditions. Co-morbidity, undeniable and inherent amongst these conditions, is factored in and elucidated.  FULL DESCRIPTION.
Who’s In Charge?: Working With Distracted & Disorganized Children.
This program address the issue of Executive (Dys)Functioning, primarily a cognitive, brain-based condition that is reflected in ADHD and other cognitively inflexible conditions such as Autism, OCD and Traumatic Brain Injury.  FULL DESCRIPTION.
Out of Control Kids: Intervening With Temper Tantrums, Meltdowns & Rage Attacks.
This presentation focuses on emotional episodes that range from “mild to wild.” A workable paradigm that outlines various types and levels of emotional episodes is presented in conjunction with strategic concepts to assist educators in working with those challenged by emotional and behavioral dyscontrol.  FULL DESCRIPTION.


Half day programs are designed to run from 2-4 hours. They are applicable as a “mini in-service training.” Two different half day programs can be combined for a full day program.
An Insider’s Guide to The Impulsive Mind.
As I have various co-morbid conditions that make up my own personal clinical picture, this workshop, presented in a “direct from the horse’s mouth” approach, allows participants to obtain information about impulsivity and corresponding issues that disrupt children and adolescents. This workshop is designed to be highly interactive. It is an opportunity for all those in attendance to ask me about what it’s like to confront such challenges and to benefit from my insight and efforts to assist you in helping your students. This format is also utilized for parent, community and student forums.
Impulsive Kids & Adolescents: Understanding & Intervening With Emotional & Behavioral Dyscontrol.
This program is an abbreviated version of the full day Out of Control Kids seminar. While it is a distilled version of that program, it highlights the basic features.
Pay Attention! Minimizing Distractions & Helping Students Focus.
This half day presentation is the highlighted version of the full day Who’s In Charge? program. Much like the Impulsive Kids & Adolescents half day program regarding impulsivity, it provides the highlights of cognitive inefficiencies.
What Exactly Is It? The Differences Between Early Onset Bi-Polar Disorder & ADHD.
In order to effectively assist and educate a student it is imperative to understand the differences between various conditions. Nowhere in child & adolescent mental health is there more debate than about these two conditions that are often misunderstood and misdiagnosed, resulting in mixed signals for educators. This workshop reviews the basic criteria for these conditions, describes their differences and similarities and addresses the co-morbid aspects and their implications.


In addition to the “pre-planned” programs listed above, more informal presentations are available for parents, students (e.g. school assemblies), school personnel and community gatherings. For instance, a more casual presentation that allows for considerable question and answers in a community forum has been successful. Sharing and discussing experiences with students about what they have in a relaxed atmosphere can be quite inspirational for them. And, case consultations with a group of guidance counselors, as a follow-up to a formal presentation, are beneficial.
All seminars focus on child & adolescent mental health conditions and the classroom implications. While there is no intent to convert educators into clinicians, it is important for those struggling to educate these kids to have basic knowledge about these conditions in order to understand and appreciate the challenges these kids face. I am committed to bringing these conditions “out of the closet,” to humanizing these kids and to affording educators more constructive and beneficial ways of working with this population.


I regularly consult with educators, clinicians and parents both locally and nationally. These consultations assist in several ways. Clinicians are helped by my insight and perspective about particular clients. Parents benefit by getting “pointed in the right direction” for information and in ways to help their child/adolescent. Teachers are helped by being able to discuss the ins and outs of either specific student issues or classroom issues as a whole. Consultations can take place over the phone, face-to-face with an individual or family or as part of an overall on-site program.


I engage in on-going efforts to keep abreast of the voluminous material available in the field of child and adolescent mental health. I am constantly seeking and discovering new insights that I translate into comprehensible and meaningful ways for educators, clinicians, parents and interested others. I am adept at consolidating and distilling complex situations into easily understood presentations. I help others make sense out of the often irrational and illogical situations these kids present.
My extensive informational research efforts are available in various forms on the RESOURCES page of this website. Bibliographies, articles and links to other internet sites, among other resources, are available at no charge. When downloading and printing material, please observe all copyrights. Thank you.


2005-09 by Garry L. Earles, L.I.C.S.W. & Bridging The Chasm.

All material on this website ©2009 by Bridging the Chasm and Garry L. Earles, L.I.C.S.W.