Researcher / Academic
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Autism Assessment Across the Lifespan: Why Follow-Up Matters
Autism assessment is often organised around a single visit, while developmental changes in autistic children and adults may unfold gradually over time. Longitudinal research suggests that some of these changes can go unnoticed, while some apparent changes may reflect something other than development. Repeated assessments can offer insights that a single visit may miss.
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To categorise or not to categorise: the use of transdiagnostic approaches to better understand complexity in neurodevelopment
Explore the prevalence of neurodevelopmental conditions in children, including ADHD, autism and intellectual disability, and the limitations of categorical diagnosis in capturing individual strengths and support needs.
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Understanding self injury in children with learning disabilities
Self-injury in children with learning disabilities requires an assessment that brings together health, communication, learning and individual differences (Richards et al., 2024). The evidence supports investigating the circumstances surrounding behaviour while remaining alert to pain, poor sleep and difficulties regulating behaviour. These influences can interact, making an individualised understanding essential (Oliver et al., 2020).
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Adverse Childhood Experiences (ACEs): Latest Research, Child Mental Health Insights & Trauma-Informed Interventions
This issue of the ACAMH ACEs SIG Newsletter highlights the latest research on adverse childhood experiences (ACEs), exploring their impact on mental and physical health across the lifespan. It also showcases emerging evidence on resilience, attachment, trauma-informed care, and interventions that can help prevent and mitigate the effects of childhood adversity.
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Engaging young people in therapeutic conversations about self harm
Conversations after self-harm can help young people understand their experiences and identify changes that matter to them. McCabe et al. (2026) describe how the Supporting Adolescents with Self-Harm (SASH) intervention combines therapeutic assessment, enhanced safety planning and solution-focused brief therapy. Through four young people’s cases and one carer’s case, they illustrate collaborative work grounded in each person’s language, relationships and hopes, offering examples of practice and proposed mechanisms of change, rather than trial results demonstrating that SASH reduces subsequent self-harm.
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The Transition Dip: Why School Transitions Are a Systemic Challenge for Adolescent Wellbeing
The transition to secondary school coincides with major adolescent neurodevelopment changes, creating unique challenges during a period of heightened neuroplasticity.
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How Neurobiology Can Inform Our Understanding of Non-Suicidal Self-Injury
Why does non-suicidal self-injury develop and what sustains it? Explore Kaess et al. (2021) on biological, psychological, and social factors, including stress, pain, emotion regulation, and vulnerabilities linked to ongoing self-injury.
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ACAMH Awards 2026
Join us for the ACAMH Awards 2026. It is completely free to attend and open to Members and Non-members alike.
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Rethinking Autistic Camouflaging
What is autistic masking, and does it always harm wellbeing? Explore new research on camouflaging, impression management, identity, social pressures, and autistic burnout.
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When ‘Insomnia’ Is Not Insomnia: Understanding Circadian Delay in Adolescents
Could teenage “insomnia” actually be circadian delay? Explore how puberty, school schedules, and biological sleep timing may shape adolescent sleep problems.
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