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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https://acamhlearn.org/Learning/Healthy_body%e2%80%94Healthy_mind_Does_exercise_benefit_people_with_ADHD/1af29c01-c497-46f9-a6e7-7c1cff5972e4

Shu-Shih (Stone) Hsieh discusses his JCPP Editorial Perspective ‘Healthy body—Healthy mind? Does exercise benefit people with attention-deficit/hyperactivity disorder?’ (). There is an overview of the paper, key findings, and implications for practice.

Learning Objectives
1. Learn about some of the common treatment plans for attention-deficit/hyperactivity disorder (ADHD) and their limitations.
2. Discover the key findings from research into the impact of exercise on ADHD symptoms.
3. Understand the different types of exercise and whether the type of exercise (such as group) and the intensity has an impact.
4. Explore the mechanisms through which exercise may benefit people with ADHD. 5. Examine the extent to which the mechanisms through exercise and medications work on ADHD symptoms and the associated cognitive deficits are similar and whether one effect is stronger than the other.
6. Recognise the main challenges in translating exercise-based interventions from controlled research environments to real-world applications.
7. Learn about the critical gaps in the current research on the relationship between exercise and ADHD and how strong the evidence base is.

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https://acamhlearn.org/Learning/Impact_of_Type_Timing_and_Duration_of_Exposure_to_ACEs_on_Adolescent_Self-harm_and_Depression/969af1f1-aa36-4341-935d-8db171153a64

Bushra Farooq discusses her JCPP paper ‘The relationship between type, timing and duration of exposure to adverse childhood experiences and adolescent self-harm and depression: findings from three UK prospective population-based cohorts’.

Learning Objectives
1. Insight into the three UK prospective population-based cohorts used and why the use of three cohorts.
2. Exploring the structured life course modelling approach and the accumulation of risk hypothesis.
3. The impact of different developmental stages of adverse childhood experiences (ACEs) on depression and self-harm.
4. Why the prevalence of adolescent depression and self-harm differed between the cohorts.
5. Why it is necessary to look at self-harm and depression separately.
6. The association between individual ACEs and depression and self-harm.
7. Exposure to parental mental health problems as the most prevalent ACEs in all three cohorts.
8. Implications for clinical practice and other researchers.

For this special In Conversation podcast, we are honoured to spend time talking with Dr. Mark Lovell about the launch of ACAMH Learn.

Learning Objectives

• Insight into ACAMH’s vision and mission and how this has influenced the creation of ACAMH Learn.
• The core aim of ACAMH Learn and why it is needed now.
• Why Continuing Professional Development (CPD) and Continuing Medical Education is so important for child and adolescent mental health professionals.
• The importance of ACAMH Learn being open access and having a global reach.
• The three levels of content (Introductory, In Practice and In Depth) and why the content has been pitched this way.
• The functionality of ACAMH Learn to improve the learning experience and accessibility.
• How ACAMH Learn will ensure that content is both academically and clinically rigorous.
• Exciting features of ACAMH Learn – including pick and play where you left off and personalised libraries of content – and future plans for the platform.

DOI: 10.13056/acamh.35725

In this In Conversation Podcast, Clara Faria is joined by Tanatswa Chikaura, a mental health researcher and advocate, Founder and Director of Ndinewe Foundation, and PhD candidate in the Department of Psychiatry in the University of Cambridge.

Tanatswa’s research interests include suicide prevention, trauma, and mental health among autistic children and adults. Tanatswa was acknowledged in 2023 with a Diana Award for her mental health advocacy work.

The focus of this podcast is on Tanatswa’s research journey, her mental health advocacy work, and how she conciliates both.

Discussion points include:

• The experience of moving from Zimbabwe to the UK to do an MPhil in Translational Neuroscience at Cambridge, and the process of adapting to a new country whilst studying.
• Tanatswa’s interest in studying anxiety and autism.
• Tips for choosing a research topic and supervisor when applying for PhDs.
• Insight into the Ndinewe Foundation, including what inspired its creation, the main goals and its achievements so far.
• Advice for young people from low- and middle- income countries who want to apply for postgraduate training in the UK.

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DOI: 10.13056/acamh.33251

In this Papers Podcast, Dr. Isabel Morales-Muñoz discusses her JCPP paper ‘Shorter night-time sleep duration and later sleep timing from infancy to adolescence’ ().

There is an overview of the paper, methodology, key findings, and implications for practice.

Discussion points include:

• Definition of poor sleep health and what the hallmarks are of poor sleep health.
• The typical trajectory for sleep duration and sleep timing from 6 months to 16 years of age.
• Persistent shorter sleep and the impact of later chronotype on adverse outcomes.
• The association between family adversity, as well as lower maternal socioeconomic status during pregnancy, and poor sleep health from infancy to adolescence.
• Implications for clinicians and CAMH professionals in terms of how patients are screened as well as in terms of treatments and interventions.
• Recommendations for policymakers.

In this series, we speak to authors of papers published in one of ACAMH’s three journals. These are The Journal of Child Psychology and Psychiatry (JCPP); The Child and Adolescent Mental Health (CAMH) journal; and JCPP Advances.

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