This section of the site contains selected open access papers from our journals:
Use the links above to access the index of JCPP and CAMH.
This section of the site contains selected open access papers from our journals:
Use the links above to access the index of JCPP and CAMH.
Mark J.D. Jordans, Wietse A. Tol, Ivan H. Komproe, Joop V.T.M. De Jong.
Key Practitioner Message includes; Most descriptive papers lack a comprehensive presentation of treatment modalities and either report single interventions or are limited to position statements.
Judith A. Cohen, Anthony P. Mannarino.
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Erin M. Warnick, Michael B. Bracken, Stanislav Kasl
Key Practitioner Message includes; Dimensional symptom scales can be used to help identify areas of difficulty associated with mental health disorders in children and adolescents.
Paul H. Harnett, Sharon Dawe.
Key Practitioner Message includes; Understanding the mechanisms of change is important in the future development of mindfulness‐based family interventions
James Law, Penny Roy.
Key Practitioner Message includes; Although they (CDIs) are versatile, efficient and valid, they should not be considered a panacea for child language assessment and particularly for predicting persistent language delay.
Tony Charman, Katherine Gotham.
Key Practitioner Message includes; Screening and diagnostic instruments help clinicians least in the cases where they are most in want of direction as their accuracy will always be lower for marginal cases
Kannan Kallapiran, Siew Koo, Richard Kirubakaran, Karen Hancock.
Key Practitioner Message includes; MBIs are a useful addition to the armamentarium for the treatment of children and adolescents
David R. Lubans, Ron C. Plotnikoff, Nicole J. Lubans.
Key Practitioner Message includes; Clinicians working with at‐risk youth are encouraged to consider specific physical activity programmes to support social and emotional well‐being and general health in this group
Katherine L. Dix, Phillip T. Sle,e Michael J. Lawson, John P. Keeves.
Key Practitioner Message includes; Given the known relationship between student academic achievement and mental health, many nations are mounting school‐based mental health interventions: however, the quality of program implementation remains a concern.