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.

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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.

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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.

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