This practical, evidence-informed workshop will explore how clinicians can safely and meaningfully integrate digital tools, including AI, into everyday practice with children, young people and families. Through expert guidance, competency-based reflection, case examples and interactive exercises, participants will consider both the opportunities and ethical challenges of digital practice in child and adolescent mental health.
Register for the event & pricing
Sign up at this link or on the Book Now buttons, and complete the form that follows. You’ll then receive an email confirmation and a link to the webinar, plus we’ll send you a calendar reminder nearer the time.
Delegates will have exclusive access to recordings for 90 days after the event, together with slides. Plus you will get a personalised CPD/CME certificate via email. Recordings from the session will be available to delegates from 5 working days after the event.
- ACAMH Members MUST login to book onto the webinar in order to access this webinar and get a CPD/CME certificate.
- Non-members: this is a great time to join ACAMH, take a look at what we have to offer, and make the saving on these sessions.
| Ticket Type | Price |
|---|---|
| ACAMH paying Members (Online, Concession) | EARLY BIRD £99 (until 15/09/26 then £129) (Join now and save) |
| ACAMH Learn Account Holders | EARLY BIRD £129 (until 15/09/26 then £159) |
| Non Members | EARLY BIRD £129 (until 15/09/26 then £159) |
| ACAMH Undergraduate/ Postgraduate Members | £15 |
| LMIC Members | Free |
Who should attend
This workshop is designed for clinicians and allied professionals working with children, young people and families across health, education and community settings. It is particularly relevant for those interested in using digital tools and AI safely, ethically and effectively in everyday practice. No prior experience with AI or digital technologies is required.
About the session
The workshop opens with an introductory overview from Professor Helen Pote, Gemma Rides and Lisa Summerhill, covering the current digital and AI landscape in child practice. This 45-minute session establishes the evidence base, explores ethical considerations, and introduces emerging guidance, alongside a look at the common digital tools already being used in clinical practice with children and young people.
Professor Helen Pote then leads a 45-minute session on digital practice, focused on working safely and effectively through structured training. This introduces the British Psychological Society digital practice competencies and AI guidelines, and includes a practical exercise where participants map their own competencies using the DCAPP (digital competence self-assessment) tool.
Lisa Summerhill follows with a 30-minute case study illustrating a real-world application of digital tools in day-to-day clinical work: Mixed Reality Psychosocial Screening in Paediatrics. This walks through the key learning points from each stage of developing and implementing the tool within an NHS Trust.
Professor Helen Pote and Lisa Summerhill then jointly lead a 45-minute interactive exercise, giving participants the chance to work through the practical and ethical considerations of applying digital tools within child services in a hands-on, discussion-based format.
The workshop closes with a 15-minute questions and summary session, wrapping up key takeaways and giving participants the opportunity to ask any outstanding questions.
Meet the speaker
Helen Pote is Professor of Clinical Psychology at Royal Holloway, University of London. She has over 25 years’ experience developing clinical training programmes and working with children and families across a variety of health and education services, in-person and online. She is Director of Clinical Programmes for Psychological Practitioners at RHUL and Programme Director for the Doctorate in Clinical Psychology, one of the largest Doctoral Programmes training Clinical Psychologists for the NHS in the UK.
Helen’s research focuses on digital competences, child mental health and behaviour, adolescent cognitive processes, family functioning and mental health literacy, with a particular focus on digital interventions. She is a mental health lead for the StoryFutures Creative Cluster, ensuring that the best psychological research evidence informs immersive solutions for mental health and wellbeing that are developed by the Cluster and its industry partners. This work draws primarily on CBT and systemic psychological intervention evidence. Recently Helen has been focusing on immersive, VR and AR-game-based learning and psycho-education apps to support youth mental and wellbeing in schools. She developed MindAid – a mental health literacy app for teachers and young people trialled across many schools in the UK.
Helen has been supporting the take up of innovative digital solutions by psychology practitioners in the UK, and chairs the Digital Healthcare Committee for the British Psychological Society (Clinical Division). She established the UK digital practice competence framework for psychological practioners and developed elearning to ensure effective take-up of digital solutions by health staff which has been rolled out in HEIs and the NHS in the UK.
Helen established and chairs the South East Research Network for Schools (SERNS) at RHUL, bringing together best practice from researchers and education staff to enhance children’s learning and wellbeing.
Helen is on the editorial board of the Journal of Family Therapy and wrote a manual for systemic therapy which is used internationally for research and psychotherapy education (MRC funded).
Dr. Lisa Summerhill is a Consultant Clinical Psychologist with 26 years of NHS experience working across CAMHS, neurodevelopmental assessment, and currently leading a paediatric and neonatal psychology service. She has extensive expertise in psychological assessment, formulation, and therapeutic support for children, adolescents, young people, and adults. Passionate about innovation and service transformation, Dr Summerhill has led the development of integrated care pathways across health and education, co-produced resources with children, young people, and families, and championed collaborative approaches to improving care. More recently, she has focused on co-producing digital solutions within the NHS, developing technology-enabled gamified tools to support the early identification, screening, and monitoring of psychological needs, improving access to timely support, service efficiency, and patient experience.
Gemma Rides – I am interested in the relationship between adolescents’ social media use and mental health variables. My PhD research is focused on understanding the links between adolescents’ online social communicative behaviour, in particular their use of likes, comments and shares, and their levels of anxiety and depression. I am a member of the Social Development Lab at Royal Holloway, University of London. I work as a Teaching Associate in the Department of Psychology at Royal Holloway, University of London. I currently run workshop and lab classes on the Introduction to Psychological Research module (PS1010) for first year undergraduate students.