Blog
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Congratulations to Professor Tamsin Ford CBE
We are delighted for ACAMH Board member, Professor Tamsin Ford who has been awarded a CBE for services to psychiatry.
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Leading lights celebrated in the ACAMH Awards
We are delighted to announce the inaugural winners of the ACAMH Awards, recognising the work of individuals whose work advances our understanding of mental health in children and young people.
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Ordo ab chao: The need for systematic reviews
…researchers are expected to strive exhaustively in their effort to gather a number of studies and research findings before rigorously assessing them for their quality and then presenting the conclusions in a reasoned, fair, and impartial summary.
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‘To strive, to seek, to find’: A call for RCTs
A randomised controlled trial (RCT) is widely held as the gold standard for clinical trials.
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Child anxiety could be factor in school absences, research concludes
New research has concluded that anxiety can be a factor in poor school attendance among children and young people.
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Bipolar debate
In the latest edition of the Child and Adolescent Mental Health (CAMH) journal we have a series of papers debating Bipolar. Get involved and give us your views.
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In Conversation… Professor Tasmin Ford the importance of schools in a child’s mental health
Professor Tamsin Ford, Professor of Child and Adolescent Psychiatry, University of Exeter Medical School, talks about attachment and early intervention, and explains why schools are an important setting in relation to child mental health.
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In Conversation… Tourettes Syndrome
In this podcast, Dr Seonaid Anderson and Helen Eadie, of Tourettes Action, define Tourettes Syndrome and expand on its impact.
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How well children read is largely down to their genes
Children who are avid readers are typically good readers, and children who seldom read a book voluntarily often have dyslexia. Is their reading ability the consequence of how much they practised?
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Getting help with parenting makes a difference – at any age
Parenting interventions for helping children with behavioural problems are just as effective in school age, as in younger children, according to new Oxford University research.
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