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Wheels are turning
Who We Are  

We are:

well-trained, highly experienced professionals

committed to the ongoing development of our clients, and ourselves

innovative and creative while adhering to
professional standards and ethics

committed to providing pro bono services;
this element of service has been in existence for over 20 years

committed to advancing the welfare of the community through charitable works and other endeavors (See Wheels are Turning)

service providers who believe that “change” is possible in almost any problem situation; change is most often the product of hard work, information, thoroughness, motivation, and a commitment to counter-intuitive, outside-the-box thinking.

dedicated professionals; we persevere and are committed to seeing the most difficult project or case through to the best
possible outcome

individuals who can make connections with a wide range of people

dedicated to the importance of information and its singular value in any decision-making moment


Harry MacGregor Leichtman
Massachusetts License: 3004

1998 Mediation certification/Center for Dispute Resolution Boulder, CO
1979 - Continuing education programs, conferences, case experience, life experience  
1978 Ph.D., Northwestern University Evanston, IL
1976-1983 Supervision/Peer Supervision with Bessie Sperry, Ph.D.; Chief Psychologist/Judge Baker Guidance Center
Boston, MA
1975-1976 Pre-doctoral internship/Judge Baker Guidance Center; Children’s Hospital Medical Center
Boston, MA
1973 MA, Northwestern University Evanston, IL
1972 BA, College of William and Mary Williamsburg, VA

Professional organizations
Massachusetts Psychological Association (Life member)
American Orthopsychiatric Association (Fellow)
Society for Research in Child Development 
Association of Family and Conciliation Courts
Association for Conflict Resolution

Harry LeichtmanI wear four hats professionally and enjoy the fit of each:
As a clinician, I respect the value of therapy while mindful of the many factors that determine its quality and ultimate benefit. I view any therapy as a mutual educational process with all parties truly collaborating if meaningful change is to be achieved. The means for “change” vary from case to case but the underpinning of all productive therapies is an alliance sturdy enough to endure and learn from the twists and turns along the way. In sharp contrast to the notion held by some, I do not view therapy as a medium for the faint-hearted and impaired. To the contrary, I view effective therapy as involving competent and accomplished individuals who have the courage to be different in an effort to stay on track developmentally. Through my clinical experiences over twenty five years, I have developed competencies in effectively addressing a wide range of issues: anxiety, mood disorders, regulating struggles (e.g., anger management and addictions), attentional problems, post traumatic stress disorder, panic, personality disorders, and family distress. And over the years I have come to be viewed by my colleagues as very effective with “difficult” adolescents. 

As a mediator, I continue to be impressed with one of the truisms of the field, “There is always a solution in the room.” I have found mediation to be a remarkable vehicle for the formulation of constructive agreements provided the parties involved can move from a “combative” to a “cooperative” mindset. In promoting this transition, a mediator must take on three initiatives: (1) he or she must maintain a concerned but fair-minded stance, (2) he or she must facilitate the process by facilitating the injection of “new” information and understandings whenever possible, and (3) he or she must help the parties, if necessary, acquire the skills, e.g., active listening, needed to be more effective problem solvers. As an aside, the efficacy of mediation has led to the incorporation of some of its concepts and techniques into my clinical efforts.

As an organizational consultant, my sole focus is on work groups. Specifically, I’m very interested in the relationship between “information” and the activities of a group’s members. How is pertinent information identified and brought into the group? How does information move within the group? Does everyone have access to all the information or is it held selectively? How is the information used in the decision-making process? When and why are decisions made (or not made)? How are decisions implemented? And what are the methods in place to measure the soundness of the decisions? Every work group wants to be “successful.” However, personal interests (e.g. maintaining a preferred role in the group, securing a promotion within the larger organization itself, or maximizing one’s stock options) and/or fears on an individual or group level (e.g., insisting on a model of service that has been successful in the past but potentially “out of synch” in a constantly changing world) can and do undermine this goal. I believe information-focused consultation can help subordinate personal needs and harness personal and institutionalized fears in relation to the stated goals for the work group. In doing so, “change” is manifested in greater productivity and improved morale. 

Learning can be a lot of fun. I am reminded of this pleasure in all aspects of my work life and especially when I have the opportunity to “teach.” The concept of “teaching” is a bit misleading because it often fails to acknowledge the teacher becomes the student many times within a dynamic, viable learning process. Whether it is with graduate students, middle school students, alternative program students, faculty members, work groups, or parents, I strive to construct a forum where everyone gets to take turns being the student and teacher.

How I work:
How and with whom I work is dictated by the needs of the work situation in front on me. I work on my own frequently. I also work with colleagues (e.g., co-therapist, consulting psychiatrist, other organizational consultants, other mediators) in situations that require resources beyond mine and/or additional resources. Sometimes I seek out others for a collaborative effort; other times I am sought out to participate in some type of joint project.

Wherever I work and with whomever I work with, I am guided by ethical and professional standards.