Other professionals
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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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17
Helping Anxious Parents Raise Confident Children: Preventing the Intergenerational Transmission of Anxiety
This practical, skills-based workshop helps clinicians support anxious parents in building children’s confidence and resilience, reducing the intergenerational transmission of anxiety.
- Event type
- Workshop
- Location
- LIVE STREAM
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Irritability and Later Depression and Self-Harm in Adolescence
Irritability is common in early childhood and for many children, it reduces over time as they develop better frustration tolerance, language, emotional regulation, and social understanding. However, when irritability remains high across early childhood, it may signal increased vulnerability to later mental health difficulties.
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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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How to integrate AI and other digital tools into everyday clinical practice
This practical workshop from Professor Helen Pote (pic), Gemma Rides and Lisa Summerhill, helps clinicians and allied professionals safely and effectively integrate AI and digital tools into everyday practice with children, young people and families.
- Event type
- Workshop
- Location
- LIVE STREAM
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Meet the expert on mentalising – Dr. Emma Morris
Discover how mentalising therapy supports children and families facing complex trauma. Join Emma Morris at the ACAMH workshop on 14 October 2026.
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What are the most important life events for teens
Most adolescents and young adults identify positive, everyday milestones—such as education, relationships and growing independence—as the most important events in their lives, rather than crises. However, those with higher anxiety and depression are more likely to emphasise stressful experiences and interpersonal difficulties, highlighting how mental health shapes the way life events are perceived. Blog by David Bürgin on his recent paper.
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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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EBSA in young people: complexity, pressure, and the value of slowing down
When a child stops going to school, the wish to help them back quickly is easy to understand. Emotionally based school avoidance rarely has a single cause, though, and the pace of a response can matter as much as its content. One thought runs through what follows: that slowing down can sometimes do more for a child than any effort to hurry a return.
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