Editorial
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JCPP Editorial: Volume 63, Issue 08, August 2022
Editorial: Schools on the frontline of suicide prevention by Rebecca C. Kamody, Michael H. Bloch
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Adverse childhood experiences: what support do young people need?
Recent research funded by the National Institute for Health and Care Research (NIHR) identifies the types of support young people feel they need from services, and offers ways to support the mental health of children in care and those adopted from care.
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JCPP Editorial: Volume 63, Issue 07, July 2022
Editorial: Transdiagnostic research: transitory or transformative? by Angelica Ronald
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Genetic and environmental influences on temperament development across the preschool period
This is the first study to examine genetic and environmental sources of developmental growth in three temperament dimensions: surgency, negative affectivity, and effortful control, during the preschool period. Chang Liu et al.
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ACAMH Awards 2022 Nominees Long list
See who made the nominees longlist for the 2022 ACAMH Awards.
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JCPP Editorial: Volume 63, Issue 06, June 2022
Editorial: ‘Prevention is the best cure’ by Geertjan Overbeek
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Strategic Priorities 2022-23
Download the full strategy and take a look at some of the headline objectives.
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Refugee Week 2022; Encouraging Inclusivity, Resilience, and the Right to be Safe
This Refugee Week (20 – 26 June), we encourage you to explore the learning opportunities available on our website, and to share with your networks. We have gathered a range of FREE learning resources from leading academics, clinicians, and researchers to raise awareness this Refugee Week.
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Wiley Transitional Agreement with Jisc included in UKRI Open Access Policy
Wiley, ACAMH’s publishing partner, reassure that authors who are funded by UKRI, and who are based at an institution that is part of a Wiley Transitional Agreement, can publish in any of Wiley’s ‘hybrid’ journals, due to transitional agreement with Jisc.
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NICE guidelines for self-harm: a new school of thought
New NICE guidelines for the management of self-harm in the UK emphasise the important role of non-specialists. In this article, Holly Crudgington and Dennis Ougrin discuss this guidance, focusing on the new advice for schools and its implications.
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