Association for Child and Adolescent Mental Health (ACAMH)
The Association for Child and Adolescent Mental Health
We focus on bridging the gap between rigorous research and best practice relating to children's mental health. We hold a body of knowledge and act as informatio...
Peer 'Inside the Teen Brain' with Dr. Jane Gilmour
Dr Jane Gilmour talks about the new ACAMH series 'Inside the Teen Brain'.
Jane is a Consultant Clinical Psychologist (Hon) at Great Ormond Street Hospital, and Course Director for postgraduate child development programmes at University College London, where she lectures on neuropsychology, neurodevelopmental conditions (Tourette’s syndrome, autism, OCD) and therapeutic issues. She has published numerous academic articles and chapters on these topics.
Her media presence, commenting on young people’s well-being, includes appearances on BBC TV, BBC radio and broadsheet press commissions.
How to Have Incredible Conversations with your Child (co-authored with Dr Bettina Hohnen) is her latest book. Using an innovative format, families use the book together in a shared experience to strengthen communication skills and their relationship. She wrote (with co-authors Dr Bettina Hohnen and Dr Tara Murphy), best-seller The Incredible Teenage Brain Book (Everything You Need to Know to Unlock Your Teen’s Potential) which has been translated into numerous languages.
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19:00
Optimization of Self- or Parent-reported Psychiatric Phenotypes in Longitudinal Studies
DOI: 10.13056/acamh.13668
In this Papers Podcast, Dr. Franjo Ivankovic discusses their co-authored JCPP paper ‘Optimization of self- or parent-reported psychiatric phenotypes in longitudinal studies’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. The reliability and validity of consistent self-endorsement of a given psychiatric diagnosis.
2. Insight into the low agreement between parent-reported, child-reported, and clinician reported psychiatric phenotypes and why these different informants might report different levels of mental health difficulties when the target child is the same.
3. The over-endorsement and under-endorsement of symptoms of mental health difficulties when self-reporting and the impact on the prevalence of mental health conditions.
4. Insight into the Adolescent Brain Cognitive Development (ABCD) study and the narrow diagnosis construct.
5. Whether there is evidence of a relationship between the over-endorsement of symptoms of mental health conditions and a high level of public awareness of the symptoms of those conditions.
6. The implications of this study for other researchers and to what extent over-endorsement is a problem across the board in cohort studies and population level investigations, as well as recommendations moving forward.
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28:09
2: Inside the Teen Brain - A State of Independence
DOI: 10.13056/acamh.13664
In this episode, Inside the Teen Brain: Youth Experience in CAMHS, Isabella Plows shares her lived experience of accessing Child and Adolescent Mental Health Services (CAMHS) and reflects on the key factors that supported her recovery. She highlights the importance of building trusting, consistent relationships with professionals, the value of clear communication, and the need for structured and goal-oriented care. Isabella also discusses the challenges young people face while waiting for services, offering practical suggestions such as regular updates, access to resources, and community-based support to bridge this gap. Emphasizing the importance of continuity, she highlights the value of extending CAMHS support to age 25 to better align with ongoing brain development and life transitions. This insightful conversation provides invaluable perspectives for professionals striving to improve services for young people.
Learning Objectives
A. To understand the importance of building trusting and consistent relationships with young people in mental health services.
B. To explore strategies for supporting young people during waiting periods for CAMHS interventions.
C. To identify opportunities for improving continuity and structure in mental health care for adolescents and young adults.
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24:37
Special Educational Needs (SEN) Provision and Academic Outcomes: Exploring the Impact of Teacher Reported Language Difficulties at School Entry
DOI: 10.13056/acamh.13665
In this Papers Podcast, Dr. Sarah Griffiths discusses her co-authored JCPP Advances paper ‘Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. Definition of Developmental Language Disorder and other language difficulties, as well as insight into the Surrey Communication and Language in Education Study (SCALES).
2. Context around the English education system and insight into when the identification of various types of difficulties typically starts to happen.
3. The types of Special Educational Needs (SEN) that children might be identified as having during the Primary years at school and the need to distinguish between children who have language impairments and other children who have English as an additional language.
4. The relationship between teacher reported language difficulties at school entry and academic performance at key assessment points throughout primary school.
5. For children with teacher-reported language difficulties at school entry, what predicts receipt of special education provision during primary school?
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28:16
Emotion Regulation Difficulties and Differences in Autism
DOI: 10.13056/acamh.13662
In this Papers Podcast, Dr. Nicky Greaves discusses her JCPP Advances Clinical Review paper ‘Emotion regulation difficulties and differences in autism including demand-avoidant presentations—A clinical review of research and models, and a proposed conceptual formulation: Neural-preferencing locus of control (NP-LOC)’.
Learning Objectives
1. Insight into a definition of emotion regulation and emotion dysregulation and what the research says about the emotion regulation difficulties and differences in autistic young people.
2. The impact of core autistic features on emotion regulation in autistic individuals and the relationship between emotion regulation difficulties and demand-avoidant presentations in autism.
3. Effective and ineffective strategies for emotion regulation and the current models for emotion regulation differences for autistic young people.
4. How emotion regulation abilities develop in neurotypical populations.
5. Insight into the Neural Preferencing Locus of Control (NP-LOC) formulation hypothesis in autism and how the NP-LOC model can contribute to our understanding of anxiety and depression in autistic individuals.
6. The practical implications for education and clinical practice and the impact of early interventions and social understanding on emotion regulation in autistic children.
About Association for Child and Adolescent Mental Health (ACAMH)
We focus on bridging the gap between rigorous research and best practice relating to children's mental health. We hold a body of knowledge and act as information hub for sharing best practice to benefit all of those who work with children. Visit our website (https://www.acamh.org/) for a host of free evidence-based mental health resources.
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