Assessment
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Cultural Formulation: When Does It Become Stereotyping?
Cultural formulation can help clinicians understand how culture shapes distress, help-seeking and experiences of illness. However, when cultural knowledge replaces curiosity about the individual, it can become the very stereotyping it is intended to prevent.
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Meet the expert on ADHD and Depression – Prof. Sinead Rhodes
Discover why ADHD and Depression often co-occur in young people and how understanding these mechanisms changes the way clinicians should treat co-occurring ADHD and Depression. Join Prof. Sinead Rhodes at the event on 15 September 2026.
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Nutritional Risk Beyond Weight in Autistic Children
Some autistic children eat a very narrow diet for years while their weight and growth stay on track. Because the numbers look reassuring, the nutritional risk underneath can go unnoticed. A stable weight measures whether a child has enough energy. It says little about whether the diet holds everything a body needs, and that gap is where serious harm can build unseen.
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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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The Adolescent Story Stem Profile (ASSP): A Clinical Tool for Exploring Attachment, Affect, and Mentalization
Dr. Saul Hillman, Senior Research Fellow at Anna Freud and an Honorary Lecturer at UCL, introduces the Adolescent Story Stem Profile (ASSP), an online assessment designed to help practitioners explore adolescents’ internal worlds, including attachment representations, affect regulation, mentalization, and interpersonal functioning. JUST £5! FREE TO MEMBERS
- Event type
- ACEs SIG Monthly seminars
- Location
- LIVE STREAM
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Why Depression May Look Different in Young People with ADHD
Depression commonly co-occurs with attention-deficit/hyperactivity disorder (ADHD). When this combination occurs is associated with greater clinical complexity and poorer outcomes. Yet depression in young people with ADHD may not always be straightforward to recognise, some symptoms of depression overlap with ADHD, some may be expressed through irritability, sleep problems, or behavioural difficulties, and young people with ADHD may not always report depressive symptoms in the same way as their parents.
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Safeguarding & Suicide Risk in CAMHS: Assessing and Managing Risk in Children and Young People
This set of talks explores updated best practice in suicide prevention within CAMHS, highlighting a shift toward personalised, collaborative safety assessment, formulation, and management following new 2025 national guidance. It also examines suicidality in autism, multiagency learning from recent cases, and broader safeguarding approaches including child exploitation and forensic CAMHS perspectives.
- Event type
- Introductory and Update Session
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Understanding and Managing Adolescent Sleep Problems
Sleep difficulties are common during adolescence and frequently arise in clinical practice, yet their causes and treatment are often misunderstood. In this evidence-based session, Professor Michael Gradisar will explore adolescent sleep problems from a circadian perspective, while also considering the “insomnia-like” experiences many young people report.
- Event type
- Introductory and Update Session
- Location
- Online
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Assessing and Treating PTSD in Young Children
Learn how PTSD appears in young children, why it’s often missed, and how PTSD-YC criteria and CBT-3M improve early identification and treatment. Blog by Professor Francisco Musich.
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Trauma in Care Experienced Children: Improving Access to Trauma-Informed Care
Care experienced children and young people are much more likely to experience trauma and trauma-related mental health difficulties than their peers. Yet many do not receive timely support or access to treatments that are backed by evidence. Recent research highlights that the challenge is not simply identifying distress but ensuring that care-experienced children can access effective interventions, particularly trauma-focused cognitive behavioural therapies (TF-CBTs). In this blog, we explore these barriers, as well as what effective trauma-informed care could look like. Blog by Professor Francisco Musich.
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