Episodes
-
Dr. Jane Gilmour talks to Dr. Dominique Thompson
An important part of growing up is taking risks... but are our youngest generation still taking enough risks, or the right kind of risks? Are they in fact 'Generation Sensible', or is this a misunderstanding? How can we support them to take good risks whilst supporting their mental health? We cover all this and more in a fascinating discussion about teen risk taking.
Learning Objectives
1. To understand why teens take risks
2. To understand why this generation may be different
3. To discover some practical ways to support healthy risk taking -
DOI: 10.13056/acamh.13671
In this Papers Podcast, Dr. Lena Keuppens discusses her co-authored JCPP Advances Research Review ‘Sleep parameters and problems in adolescents with and without ADHD: A systematic review and meta-analysis’. There is an overview of the paper, methodology, key findings, and implications for practice. This paper was the recipient of the 2024 ACAMH Awards JCPP Advances Best Paper Award.
Learning objectives:
1. The rationale behind the paper and the prevalence of sleep problems in adolescence with ADHD.
2. Comparing subjective and objective sleep parameters, sleep problems and sleep hygiene in adolescence with and without ADHD.
3. The importance of taking the subjective experience of sleep problems seriously.
4. The next steps for interventions considering the importance of sleep for mood regulation and for neurodevelopment.
5. Insight into a new sleep intervention for adolescents with ADHD called SIESTA (Sleep IntervEntion as Symptom Treatment for ADHD). -
Missing episodes?
-
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. -
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. -
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. -
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? -
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. -
DOI: 10.13056/acamh.13660
In this Papers Podcast, Associate Professor Magnus Nordmo discusses his co-authored JCPP Advances paper ‘The diminishing association between adolescent mental disorders and educational performance from 2006–2019’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. If mental health difficulties have increased over time in the child and adolescent population and how different forms of symptom measurement can impact the types of trends we see.
2. What educational performance, independent of mental health conditions, has looked like in the last decade, with a particular focus on Norway.
3. Insight into the hypothesis that increases in mental health difficulties might be driven by pressure to do well educationally.
4. The mental health conditions explored in the paper and what indicators were used, as well as the indicators used for educational performance.
5. The ‘Prevalence Inflation Hypothesis’ (Lucy Foulkes) and how this applies to the findings from this paper.
6. The relationship between mental health disorders and educational performance at the extreme ends of educational performance.
7. The implications for how we view the narrative around increases in adolescent mental health disorders based on the findings and the ‘Paradox of Health’. -
Watch the video at https://acamhlearn.org/Learning/Inside_the_Teen_Brain_-_Just_be_Yourself/1cda6d0f-b326-4e89-bd94-55fbfaf0654f
Description
In this episode, Inside the Teen Brain: Just Be Yourself, Professor Deborah Christie joins Dr. Jane Gilmour to discuss the complexities of identity formation during adolescence. Professor Christie explores how creative therapeutic approaches, such as metaphors and frameworks, can provide adolescents with a safe space to reflect on their strengths, abilities, and aspirations. The conversation highlights the significant role of peers, family, and supportive networks in shaping a young person’s sense of self. Professor Christie also emphasizes the importance of fostering environments where adolescents can explore their evolving identities in a positive and empowering way. Drawing on her extensive experience, she shares practical insights for professionals to help young people navigate this pivotal developmental stage.
Learning Objectives
1. To understand the key challenges adolescents face in forming their identity.
2. To explore how creative therapeutic techniques can empower young people to reflect on their strengths and aspirations.
3. To recognize the role of peers, family, and supportive networks in shaping adolescent identity. -
DOI: 10.13056/acamh.13594
In this Papers Podcast, Professor Jennifer Hudson and Lizél-Antoinette Bertie discuss their co-authored JCPP Editorial Perspective ‘Extending IPDMA methodology to drive treatment personalisation in child mental health’. There is an overview of the paper, key findings, and implications for practice.
Learning Objectives
1. Define and summarise how Individual Patient Data Meta-analysis (IPDMA) works.
2. The limitations of randomised control trials, systematic reviews and conventional meta-analyses in terms of answering research questions about what works for an individual.
3. Why the study focused on anxiety disorders in the context of youth.
4. Messages that researchers should take from this Editorial Perspective.
5. How the researchers envisage the approach outlined in the paper moving the field towards evidence-based personalised mental health care and how this can be translated into practice.
6. Insight into PADDY (the Platform for Anxiety Disorder Data in Youth) and the need for, and importance of, the formation of a topic-based data repository.
7. The ethical risks and logistical challenges of the formulation of a data repository and how such challenges can be met. -
With our children being our future and our long-term societal wellbeing depending on them, Professor Kate Pickett and Professor Richard Wilkinson provide insight into their recent CAMH journal Editorial ‘Socio-economic inequality and child and adolescent mental health’. Richard and Kate are co-authors of the bestselling and award winning The Spirit Level (2009) and The Inner Level (2018). Described by Penguin as ‘the most influential and talked-about book on society in the last decade’, The Spirit Level won the 2010 Bristol Festival of Ideas Book Prize and was the 2012 Publication of the Year of the Political Studies Association. The New Statesman listed it in the Top Ten Books of the Decade, and the Guardian among the 100 most influential books of the century.
Learning Objectives
1. The relationship between socio-economic inequality and child and adolescent mental health.
2. What causes the lack of good data in low-and-middle income data.
3. The pathways and mechanisms through which socio-economic inequality affects child and adolescent mental health.
4. The three ways in which inequality effects mental health.
5. The framework for how socio-economic inequalities between societies interacts with socio-economic positions within societies.
6. Issues of causality.
7. What can be done to mitigate the impact of income inequality on child and adolescent mental health.
8. Current gaps in the literature that would be fruitful to address. -
https://acamhlearn.org/Learning/For_better_or_for_worse_Intended_and_unintended_consequences_of_science_communication/97fc6c78-93ac-485d-98c4-dd35e9272c51
Recently, there has been an increase in the amount of effort dedicated to ensuring that scientific knowledge can be mobilised to make a positive impact on individuals and society. In this Papers Podcast, Dr. Fatos Selita and Professor Yulia Kovas discuss their co-authored JCPP Editorial ‘For better or for worse? Intended and unintended consequences of science communication’.
Learning Objectives
1. The pressures and challenges that scientists often face regarding communicating their findings.
2. The three risks that might lead to confusion or unintended consequences of science communication.
3. Insight into the extent to which scientific miscommunication is a problem and examples of where science miscommunication in the field of child psychology and psychiatry can go wrong.
4. The importance of training scientists in science communication and some of the key elements that would be most effective in bridging the gap between scientific research and public understanding.
5. Recommendations for how to avoid and mitigate the impact of key risks in science miscommunication.
6. What journalists and the general public can do to understand science better.
For a FREE CPD certificate for listening to this podcast sign up for a free ACAMH Learn account acamhlearn.org -
DOI: 10.13056/acamh.13575
In this In Conversation podcast, Professor Sam Wass is joined by Dr. Celia Smith to discuss the science-facing findings of their JCPP Annual Research Review “‘There, the dance is – at the still point of the turning world’ – dynamic systems perspectives on coregulation and dysregulation during early development” and the implications of their findings for practitioners.
Learning Objectives
1. Brief overview of the methods used to study early child-caregiver interactions.
2. How new measurement techniques is driving new theory.
3. An overview of the clinical interactions currently available focused on child-caregiver interaction in the 0-3 age range.
4. Insight into six key areas relating to different processes of coregulation and dysregulation in the parent-infant pair.
5. What the reviews find in terms of cultural bias, especially as ideas around caregiver and infant interactions are often based around wester ideals, and how this can be addressed. -
Maternal Disapproval of Friends: Impact on Peer Status and Child Conduct Problems
In this Papers Podcast, Professor Goda Kaniušonytė and Professor Brett Laursen discuss their co-authored JCPP paper ‘Maternal disapproval of friends in response to child conduct problems damages the peer status of pre- and early adolescents’. There is an overview of the paper, key findings, and implications for practice.
Learning Objectives
1. Definition of what ‘low peer status’ looks and feels like from the child’s perspective.
2. The types of things mothers were doing to show their disapproval and how this impacted their children.
3. Why this type of parental interference proved counterproductive in terms of conduct behaviours and the children’s peer status.
4. Why peer status decreases when mothers disapprove of friends and why this leads to greater behaviour problems. 5. Advice for parents who disapprove of their child’s friends.
6. Implications of findings for Child and Adolescent Mental Health (CAMH) professionals. -
https://acamhlearn.org/Learning/Nature_and_Nurture_in_Fussy_Eating/5c0f0111-dbef-4837-9064-9c5620bbb96a
In this Papers Podcast, Dr. Ali Fildes, Dr. Moritz Herle, Dr. Zeynep Nas, and Dr. Clare Llewellyn discuss their co-authored JCPP paper ‘Nature and nurture in fussy eating from toddlerhood to early adolescence: findings from the Gemini twin cohort’. There is an overview of the paper, key findings, and implications for practice.
Learning Objectives
1. A definition of ‘food fussiness’ and why we should be concerned with it.
2. How do you determine between ‘food fussiness’ and people liking different things.
3. Adverse outcomes of fussy eating and how common this is in childhood.
4. At what point does fussy eating become an issue?
5. Key findings from the JCPP paper including the trajectory of fussy eating and the impact of genetic differences and environmental influences. -
https://acamhlearn.org/Learning/Social_Media_Experiences_and_Proximal_Risk_for_Adolescent_Suicidal_Ideation/d4b12557-f441-4539-89f1-822fb18e1681
Social media has received considerable attention as a potential risk factor for adolescent suicide. In this Papers Podcast, Dr. Jessica Hamilton discusses her JCPP paper ‘Positive and negative social media experiences and proximal risk for suicidal ideation in adolescents’. There is an overview of the paper, key findings, and implications for practice.
Learning Objectives
1. The perceived narratives around social media and suicide risk.
2. The importance of the inclusion of young people in the research process.
3. The complex and nuanced relationship between social media and suicidal ideation.
4. Is too much emphasis placed on screen time with regards to suicide risk factors and mental health?
5. The different types of negative and positive social media experiences and the effects these have on suicidal ideation.
6. How this research can inform Child and Adolescent Mental Health (CAMH) professionals in terms of interventions and prevention of suicide in children and young people.
7. Insights for policymakers and stakeholders. -
https://acamhlearn.org/Learning/Associations_between_Developmental_Trajectories_of_Emotional_Problems_and_Early_Adult_Alcohol_Use_Behaviours/b43ab080-1dc5-4a54-9b13-ee81a1a9d3ed
In this Papers Podcast, Dr. Tong Chen discusses her JCPP paper ‘Developmental trajectories of child and adolescent emotional problems: associations with early adult alcohol use behaviours’. There is an overview of the paper, key findings, and implications for practice.
Learning Objectives
1. Why it is important to investigate the relationship between developmental trajectories of emotional problems in childhood and adolescence and subsequent alcohol use in adulthood.
2. The difference between the association between emotional problems in childhood and alcohol use in adulthood in comparison to the association between emotional problems in adolescence and alcohol use in adulthood.
3. Insight into the dataset used (the Twins Early Development Study) and the benefits of the twin-design.
4. The gender differences in the developmental trajectories of emotional problems in childhood and adolescence and subsequent alcohol use in adulthood.
5. The potential clinical implications of the findings. -
https://acamhlearn.org/Learning/Artificial_Intelligence_and_its_Potential_for_Supporting_Clinical_Observations_of_Child_Behaviour/54bf300d-d331-4ebe-8a06-b130497db5f8
How can artificial intelligence be used to support clinical observation of child behaviour? Professor Helen Minnis and Professor Alessandro Vinciarelli discuss their recent CAMH paper on ‘The use and potential of artificial intelligence for supporting clinical observation of child behaviour’.
Learning Objectives
1. What is currently known about the use of social artificial intelligence (AI) within child and adolescent mental health services.
2. An overview of their recent CAMH paper (https://doi.org/10.1111/camh.12714), including insight into methodology and key findings.
3. Can social AI replicate the kind of implicit feel that clinicians have as a result of their training and experience?
4. The translation of AI into clinical practice.
5. Might policymakers push for the overuse of AI at the expense of clinicians?
6. How social AI might be further developed in the future to support child mental health -
In the run up to Developmental Language Disorder Day on Friday 18 October we talk to Shaun Ziegenfusz, Lecturer, School of SHS - Speech Pathology, Griffith University, and Co-CEO of The DLD Project, Australia.
Shaun discusses:
1. What Developmental Language Disorder (DLD) is and the typical age of onset.
2. Common co-occurring difficulties that individuals with DLD may present with.
3. The prevalence of DLD and the identification process.
4. DLD and co-morbid mental health conditions and behavioural problems.
5. Helping young people with DLD to recognise and label their emotions and alternative means of mental health support that doesn’t rely on oral language.
6. The efforts being made to raise awareness of DLD, including DLD Awareness Day.
7. Suggestions of resources where you can learn more about DLD.
#ListenLearnLike -
https://acamhlearn.org/Learning/Time_to_Prioritize_Mental_Health_in_the_Workplace%3a_Teacher_Mental_Health_and_Wellbeing/cfb51caf-e43d-4f7d-a7c4-13bf32e4466c
In this special In Conversation podcast for World Mental Health Day, we are joined by Professor Jonathan Glazzard. The theme for World Mental Health Day 2024 is ‘It is time to prioritise mental health in the workplace’ and this podcast will focus on teacher mental health and wellbeing.
Learning Objectives
1. A definition of mental health in terms of teacher wellbeing and the current state of teacher mental health in the United Kingdom.
2. What influences teacher mental health and wellbeing and why teacher mental health and wellbeing is getting worse.
3. The similarities and differences across school sectors, career development, and role types.
4. Is there more that training providers can do outside of what is mandated by the government guidelines?
5. The impact of poor teacher mental health and wellbeing on students.
6. The experiences of marginalised groups and their mental health.
7. The potential solutions and what can be done differently to support resilience.
#ListenLearnLike - Show more
