Primer
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From COP29 to Net Zero Mental Health Care: What does it mean for Child and Adolescent Mental Health professionals?
Climate change and biodiversity loss are affecting the mental health of children and young people worldwide. Although many of us care deeply about ecological issues, they can seem less relevant to clinical practice and research. In this blog, Dr Shuo Zhang and Shailpriya Nand briefly summarise the literature on climate change and youth mental health before considering how Child and Adolescent Mental Health professionals can play a vital role in both reducing the carbon costs of healthcare and strengthening population mental health.
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Sixty-Five Years Working With Children
Emeritus Professor Philip Graham delivered this Keynote lecture ‘Sixty-Five Years Working With Children’, on Thursday 7 November at the 2024 ACAMH Awards. Professor Graham was the recipient of ACAMH’s Michael Rutter Medal for Lifetime Contribution to Child and Adolescent Mental Health.
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Professor Edmund Sonuga-Barke – Editor in Chief
Editor in Chief, Professor Edmund Sonuga-Barke is Professor of Developmental Psychology, Psychiatry and Neuroscience working in the Department of Child and Adolescent Psychiatry at the Institute of Psychology, Psychiatry and Neuroscience, King’s College London.
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Dr. Cornelius Ani – Deputy Editor in Chief
Dr. Cornelius Ani is an Honorary Clinical Senior Lecturer at the Division of Psychiatry, Imperial College London, and a Consultant Child and Adolescent Psychiatrist at Surrey and Borders Partnership NHS Foundation Trust. He is a member of the Executive Committee of the African Association for Child and Adolescent Mental Health. Dr Ani is responsible for the Letters to the Editor section and he contributes editorial expertise in the area of Low and Middle Income Countries, inequalities, and physical health.
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Dr. Pasco Fearon- Deputing Editor in Chief
Dr. Pasco Fearon is Chair of Developmental Psychopathology in the Division of Psychology & Language Sciences at University College London (UCL).
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AI for Peer Review
Peer Review Week 2024 (23-27 September 2024) explores the theme “Innovation and Technology in Peer Review.” In light of this, Nicholas Fabiano explores the role of Artificial Intelligence (AI) in Peer Review in this fascinating blog.
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ACAMH Learn – a new, free online CPD resource for those working in child and adolescent mental health
The Association for Child and Adolescent Mental Health (ACAMH) has launched ACAMH Learn acamhlearn.org, a new, free online learning platform offering video and podcast content from more than 200 world-leading mental health experts.
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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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Psychotherapies seem to be especially effective in low- and middle-income countries
Youth psychotherapies appear to be about twice as effective in low- and middle-income countries (LMICs) compared to high-income countries. However, disproportionately little research on youth psychotherapies has been conducted in LMICs; 90% of the world’s youth live in LMICs, but only 5% of randomized controlled trials of youth psychotherapies have been conducted in LMICs to date. Therefore, there is great need for more research on psychotherapies for youth in LMICs and for funding directed to LMIC-based investigators, clinicians, and organizations. We do not know why psychotherapies appear more effective in LMICs, but discovering why could help to identify ways of improving youth psychotherapies worldwide.
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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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