School-based interventions
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Does mental health awareness do more harm than good? A response from Prof Tamsin Ford to The Spectator
The Spectator recently published an article on mental health awareness. Professor Tamsin Ford responds, “The dismissive tone of the article is unfortunate and undermines the important point that the author could have made, which is that policy should be evidence-based and evaluated for unexpected consequences.”
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The Olympics’ loss is psychology’s gain
Discover what was Professor Gordon Harold’s somewhat unlikely start in psychology.
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The family environment mediates risk of self-harming
Non-suicidal self-injury (NSSI) constitutes any deliberate physical injury to oneself that is not life-threatening. It is a behaviour that commonly starts during adolescence. Childhood family adversity (CFA) is associated with NSSI, but the risk pathways between CFA and NSSI are unclear.
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I have one of the best jobs in the world
“For me words just can’t do justice to the pride and importance I attach to working for ACAMH, I think I’ve got one of the best jobs in the world working with a team of professionals who are really evidently passionate about their work and how it impacts on the wellbeing of children and adolescents.”
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In Conversation… Professor Tamsin Ford
Tamsin Ford is a Professor of Child and Adolescent Psychiatry at the University of Exeter Medical School. While Tamsin set out on her career path aiming to become an old age psychiatrist working as a clinician, she ended up as a child psychiatrist working in research. Discover more about Tamsin’s career and her research group assessing the effectiveness of services and interventions which aim to support the mental health and wellbeing of children and young people.
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School-based interventions
Children and young people spend a great deal of time at school, so it has an important role to play in their development. Time spent in school impacts not just on academic and cognitive progress, but also on social interactions, peer relationships, emotional regulation and behaviour. All these areas affect, and are affected by, mental health (Fazel et al, 2014).
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Mental Health in Schools
Blogs about mental health in schools from the March 2018 issue of The Bridge, ACAMH’s journal of secondary publication.
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In Conversation… Happiness in Schools
Dr John Ivens talks to ACAMH about the role of schools in mental health provision, the Government’s green paper on children and young people’s mental health, and assessing students’ experiences of happiness in schools in order to develop personalised approaches.
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The Bridge – Mental Health in Schools Issue
Welcome to this mental health in schools themed edition of the Bridge.
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The early ASD screening debate continues
The debate about screening and providing early treatment for young children with, or with high likelihood of, autism spectrum disorder (ASD) is ongoing, but limited data are available to support either side of the argument. Now, a systematic review of randomised controlled trials (RCTs) of interventions for children ≤6 years with (or with high likelihood of) ASD has concluded that the available data is currently insufficient to support the argument for early intervention.
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