Professor Francisco Musich

Professor Francisco Musich, PhD is a Clinical Psychologist, Professor of Childhood Psychiatric and Neurological Disorder at Universidad Favaloro, Argentina, Head of the Department of Child and Adolescent Psychology at the Institute for Cognitive Neurology – INECO – Argentina, and Head of the Department of Psychopathology and Differential Diagnosis – ETCI – Argentina.
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Professor Francisco Musich, PhD is a Clinical Psychologist, Professor of Childhood Psychiatric and Neurological Disorder at Universidad Favaloro, Argentina, Head of the Department of Child and Adolescent Psychology at the Institute for Cognitive Neurology – INECO – Argentina, and Head of the Department of Psychopathology and Differential Diagnosis – ETCI – Argentina.
  • Portrait of Teenage girl with Down syndrome listening to music in headphones sitting on sofa at home

    Understanding self injury in children with learning disabilities

    Self-injury in children with learning disabilities requires an assessment that brings together health, communication, learning and individual differences (Richards et al., 2024). The evidence supports investigating the circumstances surrounding behaviour while remaining alert to pain, poor sleep and difficulties regulating behaviour. These influences can interact, making an individualised understanding essential (Oliver et al., 2020).

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    Engaging young people in therapeutic conversations about self harm

    Conversations after self-harm can help young people understand their experiences and identify changes that matter to them. McCabe et al. (2026) describe how the Supporting Adolescents with Self-Harm (SASH) intervention combines therapeutic assessment, enhanced safety planning and solution-focused brief therapy. Through four young people’s cases and one carer’s case, they illustrate collaborative work grounded in each person’s language, relationships and hopes, offering examples of practice and proposed mechanisms of change, rather than trial results demonstrating that SASH reduces subsequent self-harm.

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    How Neurobiology Can Inform Our Understanding of Non-Suicidal Self-Injury

    Why does non-suicidal self-injury develop and what sustains it? Explore Kaess et al. (2021) on biological, psychological, and social factors, including stress, pain, emotion regulation, and vulnerabilities linked to ongoing self-injury.

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    Rethinking Autistic Camouflaging

    What is autistic masking, and does it always harm wellbeing? Explore new research on camouflaging, impression management, identity, social pressures, and autistic burnout.

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    When ‘Insomnia’ Is Not Insomnia: Understanding Circadian Delay in Adolescents

    Could teenage “insomnia” actually be circadian delay? Explore how puberty, school schedules, and biological sleep timing may shape adolescent sleep problems.

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    Self-Harm in Young People: Turning Contact with Services into Opportunities for Care

    New research explores self-harm, service contact, and suicide among young people, highlighting the need for comprehensive assessment and coordinated support.

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  • Portrait of happy mother and daughter hugging each other in bedroom at home

    Self-Guided Intervention for Intergenerational Anxiety

    Could supporting anxious parents help reduce anxiety in children? Explore research on a self-guided online parenting intervention and its effects on child anxiety.

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    When Family-Based Treatment Stalls: Can We Adapt Earlier and More Precisely?

    Family-Based Treatment (FBT) has the strongest evidence base among psychological treatments for adolescents with anorexia nervosa, yet a substantial proportion of young people do not achieve full recovery. A 2024 trial found that adding Intensive Parental Coaching did not improve outcomes overall for adolescents with limited early weight gain. However, it may help families with low parental self-efficacy, supporting a more targeted approach. Blog by Professor Francisco Mucish.

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  • young girl sat on sofa psychologist discussing mental health

    Mentalising and Emotion Regulation in Children and Families

    Midgley et al. (2023) describe the Emotion Regulation in Children (ERiC trial), the first large randomised clinical trial designed to evaluate a brief form of Mentalization-Based Treatment for children aged 6–12 with co-occurring internalising and externalising difficulties. The intervention aims to strengthen children’s and parents’ ability to understand behaviour in relation to thoughts, feelings and intentions, seeking to improve emotion regulation within the child and across the parent–child relationship.

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  • Girl playing with toys at white table during consultation with professional child psychologist indoors

    Using Assessment to Build Better Case Conceptualisations

    Case conceptualisation is central to psychological practice. It helps clinicians organise information, understand how a person’s difficulties may have developed and been maintained, and decide what treatment would be adequate. However, conceptualisations can become overly intuitive, static, or disconnected from both assessment evidence and treatment research. Christon, McLeod, and Jensen-Doss (2015) propose a science-informed approach designed to connect evidence-based assessment with evidence-based treatment.

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