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.
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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Brief Mental Health Interventions in Youth: What They Are and Who They Help
Explore how brief mental health interventions, including single-session interventions and one-session treatment, can improve access, support young people, and deliver timely evidence-based care.
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Experience-Sensitive Approach to Neurodivergence
Clinical environments are often organised around neurotypical/general population expectations of communication, attention, pacing, and sensory tolerance. For neurodivergent people, including autistic individuals, people with ADHD, these expectations can increase distress, reduce engagement, and shape how behaviour is interpreted by clinicians.
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ADHD in the Classroom: Strategies to Improve Attention, Engagement, and Self‑Regulation
Attention‑Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in school‑aged children and adolescents. In classroom contexts, ADHD is often associated with difficulties in sustained attention, organisation, behavioural and emotional regulation, and academic engagement. These challenges can affect both learning and social functioning if not appropriately supported.
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What Is Autism Now?
Autism was first described as a clinical condition in the mid-twentieth century and was long considered of low prevalence. Since the 1990s, autism prevalence has increased substantially, particularly in high-income countries. This rise has prompted public and professional debate, including concerns of over-diagnosis and suggestions of an “autism epidemic.” Current research and conceptual analysis suggest that these interpretations are not supported by the available evidence. Instead, changes in diagnostic practices, alongside shifts in social, educational, and economic environments, have reshaped how autism is recognised and understood.
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Obsessive-Compulsive and Related Disorders in Children and Young People: Current Evidence and Clinical Approaches
Obsessive-Compulsive and Related Disorders in Children and Young People: Current Evidence and Clinical Approaches Short summary Obsessive-Compulsive Disorder (OCD) and related disorders, including Body Dysmorphic Disorder (BDD), often begin in childhood or adolescence and can be associated with marked distress, impaired school functioning, family disruption, and increased risk of comorbidity and co-occurring symptoms.
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Attention-Deficit/Hyperactivity Disorder in Girls and Women
ADHD has historically been conceptualised as a predominantly male condition, contributing to delayed recognition and underdiagnosis in girls and women. Longitudinal research suggests that ADHD in females is associated with long-term risks, including internalising disorders, self-harm, and psychosocial impairment, particularly when symptoms go unrecognised and untreated. Current evidence raises concerns about both over- and under-diagnosis, aiming for a better understanding of ADHD female presentation.
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Attention-Deficit/Hyperactivity Disorder in Children and Adolescents: Current Evidence and Clinical Practice
Research over the past decade have refined our understanding of ADHD epidemiology, neurobiology, diagnosis, and treatment, with growing emphasis on evidence-based assessment, multimodal intervention, and shared decision-making with young people and families.
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Dialectical Behaviour Therapy for Adolescents: Evidence, Applications, and Emerging Considerations
Dialectical Behaviour Therapy for Adolescents (DBT-A) is a developmentally adapted, evidence-based intervention for young people experiencing emotion dysregulation, self-harm, and suicidal ideation. In recent years, a growing body of evidence such as randomised trials and meta-analyses have suggested DBT-A’s effectiveness across outpatient, inpatient, and community settings (Mehlum et al., 2014; McCauley et al., 2018; Kothgassner et al., 2021; Syversen et al., 2024).
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Rethinking Reading Disorders: Language Foundations, Risk Pathways, and Protective Factors
Understanding how children learn to read requires a comprehensive understanding of language, phonology, cognition, and environmental factors. While phonological processing deficits have long been considered central to dyslexia (Snowling, 2000; Vellutino et al., 2004), growing evidence suggests that reading difficulties can emerge from multiple developmental pathways, influence by a diverse combination of risk and protective factors (Hulme & Snowling, 2016; Catts et al., 2017). These individual differences underscore why some children struggle primarily with decoding, others with comprehension, and many with both.
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Promoting Mental Health in Schools: Evidence-Based Strategies for a Stepped, Collaborative Approach
Recent research has highlighted the advantages of comprehensive school mental health (SMH) systems, particularly those organised around Multi-Tiered Systems of Support (MTSS). MTSS provides a coherent structure integrating prevention, early intervention and intensive support to meet diverse student needs (Barrett et al., 2018) acknowledging the interdependence of academic outcomes, mental health and social-emotional development.
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