Épisodes

  • Dr. Michelle Sader; ARFID and the Brain

    Dr. Michelle Sader; ARFID and the Brain
    Feb 24 2025
    What is ARFID? Are there structural differences in the brains of children with ARFID symptoms? Does autism and ARFID share neuroanatomical similarities?

    All this and more answered as Dr. Clara Faria interviews Dr. Michelle Sader about her research into brain differences in children who show symptoms of avoidant/restrictive food intake disorder (ARFID).
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    29 min
  • No decision about me, without me: Collaborating with young people in mental health research

    No decision about me, without me: Collaborating with young people in mental health research
    Feb 17 2025
    DOI: 10.13056/acamh.13672

    In this Papers Podcast, Dr. Alex Lloyd and Romana Saleh discuss their co-authored JCPP Advances Methodological Review ‘No decision about me, without me: Collaborating with young people in mental health research’. There is an overview of the paper, methodology, key findings, and implications for practice.

    Learning Objectives
    1. Insight into what is meant by Patient Public Involvement (PPI), co-production and co-design and the difference between these terms.
    2. Why it is important to include young people with lived experiences in mental health research and how to convince researchers that people with lived experiences have a meaningful contribution to make to the research process.
    3. What counts as lived experience and whether it is necessary to have a formal diagnosis to be regarded as having lived experience.
    4. Insight into the ‘ladder of participation’ and other frameworks for participation.
    5. How researchers can ensure that their engagement with people with lived experience is meaningful and not tokenistic and recommendations for researchers who want to engage with young people with lived experiences in their research.
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    33 min
  • 3: Inside the Teen Brain - 'Risky Business'

    3: Inside the Teen Brain - 'Risky Business'
    Feb 11 2025

    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

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    29 min
  • Sleep Parameters and Problems in Adolescents With and Without ADHD

    Sleep Parameters and Problems in Adolescents With and Without ADHD
    Feb 10 2025
    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).
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    16 min
  • Peer 'Inside the Teen Brain' with Dr. Jane Gilmour

    Peer 'Inside the Teen Brain' with Dr. Jane Gilmour
    Feb 6 2025
    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 min
  • Optimization of Self- or Parent-reported Psychiatric Phenotypes in Longitudinal Studies

    Optimization of Self- or Parent-reported Psychiatric Phenotypes in Longitudinal Studies
    Feb 4 2025
    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 min
  • 2: Inside the Teen Brain - A State of Independence

    2: Inside the Teen Brain - A State of Independence
    Jan 27 2025
    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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    25 min
  • Special Educational Needs (SEN) Provision and Academic Outcomes: Exploring the Impact of Teacher Reported Language Difficulties at School Entry

    Special Educational Needs (SEN) Provision and Academic Outcomes: Exploring the Impact of Teacher Reported Language Difficulties at School Entry
    Jan 27 2025
    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 min