School
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Inclusion and Advocacy for Women with ADHD: Addressing Inequities and Challenging Diagnostic Bias on International Women’s Day
March 8th, 2024 is International Women’s Day and this year’s theme is “Inspire Inclusion.” Unfortunately, women who hold multiple intersecting identities that are systemically oppressed world-wide are often excluded from discussions. One example includes women who are neurodiverse, and more specifically for this post, women with attention-deficit/hyperactivity disorder (ADHD). Women and non-binary folks are often excluded from appropriate diagnosis of ADHD due to bias in providers, boy/men-dominated symptoms in the DSM-5 (Barkley, 2023; Hinshaw et al., 2021), socialization to mask and internalize symptoms, and sexism and other forms of discrimination. As with most discrimination, this is even worse for women with ADHD who also hold other systemically oppressed identities. This blog will focus on how to increase equity for women with ADHD with concrete solutions for multiples systems that affect them.
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Social Emotional Mental Health (SEMH) and Alternative Provision in Education
In this In Conversation podcast, we are joined by the President of PRUsAP, Sarah Johnson. Sarah also advises the Department for Education for Alternative Provision and is the Director of Pheonix Education Consultancy. This episode will explore Social Emotional Mental Health (SEMH) and Alternative Provision in education.
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RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health
Video abstract from Setareh Ekhteraei and Choden Dukpa on their co-authored CAMH journal Short Research Article ‘RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health’.
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Bridging the Child Mental Health Care Gap in LMICs: RESEED and Task-shifted, Teacher-led Care
In this Papers Podcast, Dr. Christina Cruz (pic), Dr. Michael Matergia, and Priscilla Giri discuss their co-authored CAMH journal Short Research Article ‘RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health’.
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Stress and mental health presentations in secondary school-aged young people – recording
This was organised by ACAMH’s Adverse Childhood Experiences (ACEs) Special Interest Group, and was led by Dr. Ruth Blackburn and Sorcha Ní Chobhthaigh from UCL Great Ormond Street Institute of Child Health present research on mental health in secondary school-aged young people.
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“I’m not going and you can’t make me!” – how to support children and young people with emotionally based school avoidance (recording)
Delegates only. Over the last few years, there has been an increase in referrals to CAMHS for young people struggling to attend school. Young people can present with significant distress and family relationships may become strained. It can be challenging for CAMHS professionals to know how to support young people and their families. This half-day session provided a useful overview of current research and practical tips for clinicians.
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Friendships and Mental Health: Insights from the OxWell Student Survey
The ‘Insights from the OxWell Student Survey‘ series is a new mini-in conversation series that will explore the OxWell study and the impact of its findings for parents, teachers, policymakers and mental health professionals.
In this episode, Tanya Manchanda comments on the friendship findings from the OxWell survey, including an insight into the impact of friendships on mental health outcomes and friendship interventions for young people.
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Insights from the OxWell Student Survey
Hosted by Clara Faria, ‘Insights from the OxWell Student Survey’ series is a new mini-in conversation series that will explore the OxWell study and the impact of its findings for parents, teachers, policymakers and mental health professionals.
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Academic Motivation in Youth With and Without ADHD (Attention-Deficit/Hyperactivity Disorder)
In this Papers Podcast, Dr. Zoe Smith discusses her JCPP paper ‘Academic motivation decreases across adolescence for youth with and without attention-deficit/hyperactivity disorder: Effects of motivation on academic success’. Zoe is the first author of the paper.
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Redistributing power in schools and how this can impact young people’s agency and identity
Recent Guardian articles have been reporting how this year’s GCSE exam results have been impacted by the crisis in young people’s mental health. There is increasing concern among school leaders about school absence and abnormal levels of anxiety. As I embark on the third blog related to my research, I explore how the research processes I developed, positively impacted the young people involved and acts as a counter to much of what young people see as being wrong with schools.
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