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.

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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.