School
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University Students and Imposterism: Its Relationship with Happiness, Self-Efficacy, and Perfectionism
Imposter syndrome is a pertinent issue in academia. A recent article from May 2023 titled “The imposter phenomenon and its relationship with self-efficacy, perfectionism and happiness in university students” (Pákozdy et al., 2023) sheds light on this pressing issue. This blog aims to summarise the key findings of the article, discuss its strengths and limitations, evaluate its evidence, and provide a personal perspective on how this evidence can inform practice and future research.
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The Sustainability of the Incredible Years Teacher Classroom Management Programme: Insights from UK Primary School Teachers
The current youth mental health crisis highlights the need for preventive and early intervention strategies like the Incredible Years programmes. The Incredible Years Teacher Classroom Management programme has shown positive effects on teachers’ classroom management strategies and pupil mental health. In this blog, we discuss teachers’ views on the sustainability of the programme, necessary to maintain its desired benefits in the longer term.
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What are the mental health impacts of school anxiety and emotional based school avoidance (EBSA)?
EBSA refers to severe difficulty attending school due to emotional factors. It’s estimated to affect 1-5% of school-age children and is more prevalent in secondary schools. This blog explores the mental health consequences of these issues.
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Loneliness and Early Career Researchers: An Evidence-Based Perspective
Loneliness is a significant and often overlooked issue among early career researchers (ECRs). This phenomenon can have profound implications for both personal well-being and professional development. Recent studies have highlighted the prevalence of loneliness among academics, particularly those in the early stages of their careers, suggesting that this issue warrants serious attention from both research and policy perspectives.
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National Mentorship Month: A Reflection on my Internship with ACAMH
Following National Mentorship Month 2024, Hannah Shakespeare, a postgraduate student currently pursuing a Master’s in Publishing from City, University of London, shares her experience of her work placement with the ACAMH Publications department. National Mentorship Month, celebrated every January, aims to raise awareness about the power and impact of mentoring.
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#InspireInclusion: Addressing the Undue Service Burden Placed on Women Faculty in Psychology
Psychology is often highlighted as a STEM field that has “overcome” the gender gap present in academia; while it is true that significant progress has been made in our field over the last 20 years, gender gaps still remain with regard to service responsibilities. This burden is one contributor to the well-established differences in publication and grant rates and the under-representation of women at the full professor level. This blog highlights literature on this topic and some strategies for overcoming this undue service burden.
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Inclusion and Advocacy for Women with ADHD: Addressing Inequities and Challenging Diagnostic Bias on International Women’s Day
March 8th, 2024 is International Women’s Day and this year’s theme is “Inspire Inclusion.” Unfortunately, women who hold multiple intersecting identities that are systemically oppressed world-wide are often excluded from discussions. One example includes women who are neurodiverse, and more specifically for this post, women with attention-deficit/hyperactivity disorder (ADHD). Women and non-binary folks are often excluded from appropriate diagnosis of ADHD due to bias in providers, boy/men-dominated symptoms in the DSM-5 (Barkley, 2023; Hinshaw et al., 2021), socialization to mask and internalize symptoms, and sexism and other forms of discrimination. As with most discrimination, this is even worse for women with ADHD who also hold other systemically oppressed identities. This blog will focus on how to increase equity for women with ADHD with concrete solutions for multiples systems that affect them.
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Social Emotional Mental Health (SEMH) and Alternative Provision in Education
In this In Conversation podcast, we are joined by the President of PRUsAP, Sarah Johnson. Sarah also advises the Department for Education for Alternative Provision and is the Director of Pheonix Education Consultancy. This episode will explore Social Emotional Mental Health (SEMH) and Alternative Provision in education.
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RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health
Video abstract from Setareh Ekhteraei and Choden Dukpa on their co-authored CAMH journal Short Research Article ‘RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health’.
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Bridging the Child Mental Health Care Gap in LMICs: RESEED and Task-shifted, Teacher-led Care
In this Papers Podcast, Dr. Christina Cruz (pic), Dr. Michael Matergia, and Priscilla Giri discuss their co-authored CAMH journal Short Research Article ‘RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health’.
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