Differential diagnosis
-
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.
Read more -
Identifying Mental Health Difficulties in Children Living in Care: Is the Strengths and Difficulties Questionnaire enough?
This blog, by Dr. Eva Sprecher, shares new findings that suggest current UK practice may not be sufficient for identifying children in care struggling with their mental health – and we suggest what might help improve things.
Read more -
Meet the expert: Practical Updates in ADHD, with Professor Samuele Cortese
We caught up with the presenter – Professor Samuele Cortese, Professor of Child and Adolescent Psychiatry at the University of Southampton and one of the world’s most influential researchers in ADHD – about the topic itself, his career, and his hopes for the event.
Read more -
Understanding the nature and nurture of callous-unemotional traits: The role of anxiety
New research using the twin design reveals that anxiety levels in children with callous-unemotional (CU) traits can tell us something important about the origins of these traits.
Read more -
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.
Read more -
16
Autism and ADHD: diagnosis and demand in neurodevelopmental care. Emanuel Miller International Online Conference
This conference will explore current debates around autism and ADHD, focusing on how scientific evidence, diagnostic practices, and rising demand for assessment intersect within contemporary neurodevelopmental care. Bringing together leading experts, the programme will examine how changes in diagnostic frameworks, service pressures, and social contexts shape who receives a diagnosis, when, and with what implications for young people, families, and services.
- Event type
- Emanuel Miller International Conference
- Location
- LIVE STREAM
-
Creating Safety Before Speech: A Nervous System Approach to Selective Mutism
The session explores the connections between early development, emotional regulation, movement, retained primitive reflexes, and the nervous system, illustrating how these systems interact to shape a child’s capacity to engage, relate, and communicate. It places particular emphasis on how safety, predictability, and reduced pressure can support regulation and communication across both home and school environments.
- Event type
- Talk with Q&A
- Location
- LIVE STREAM
-
Navigating Diagnostic Challenges in Pediatric Bipolar Disorder
We’re delighted to offer you a chance to learn from the very best – Dr. Boris Birmaher. The goal of this presentation is to present the difficulties and differential diagnosis of pediatric Bipolar Disease and factors associated with its course.
- Event type
- Advanced session
- Location
- LIVE STREAM
-
Professor Maggie Snowling on rethinking reading disorders
We caught up with Prof. Maggie Snowling, Emeritus Professor of Psychology at the University of Oxford and Research Fellow at St John’s College, to discuss her career, and more.
Read more -
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.
Read more