School
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Editorial: Schools on the frontline of suicide prevention
Free Access paper from the JCPP – “The world has experienced an unprecedented mental health crisis associated with the COVID-19 pandemic (Liu et al., 2020). After more than two years navigating the associated uncertainty and distress, the impact on youth mental health continues to be a pressing concern”. Rebecca C. Kamody and Michael H. Bloch
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How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study
Open Access paper from the JCPP – “We linked data on ADHD symptoms of inattention and hyperactivity and parent–child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools”. Rosa Cheesman (pic), et al.
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Mental health outcomes of the Daily Mile in elementary school children: a single-arm pilot study
Paper from the CAMH journal – “This study is the first to examine TDM (a daily one mile outdoor run/walk performed at a self-selected pace during school hours) on mental health, self-esteem and self-perceived competence of elementary schoolchildren”. Anke Arkesteyn et al.
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Helping Teachers Help Pupils With Mental Health
ACAMH commits to developing a comprehensive series of resources that disseminate research-informed, evidence-based practice in schools, to support children & young people’s mental health & wellbeing
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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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What CAMH Professionals Need to Know About Student Mental Health
On University Mental Health Day, Rhiannon Hawkins discusses several factors that impact on university students’ mental health, and she explains her top tips for clinician actions to address these factors and improve mental healthcare for university students.
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Improving research-informed practice in schools
We have recently launched an initiative aimed at teachers, to enable schools to access and put to use resources that can genuinely make a difference to the mental wellbeing and educational outcomes of young people.
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‘NDC Learning Series’ – NDCs in schools – recording (members)
We welcomed Dr. James Galpin with a session that focused on ‘NDCs in schools’. The Chair of this session was Dr. Mark Lovell. This was the fourth of the ‘NDC Learning Series’ aimed at health professionals who come into contact with children and young people who have Neurodevelopmental conditions (NDCs). ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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How effective are tools to help school staff better respond to young people who self-harm?
Aureliane Pierret and colleagues at the University of Cambridge carried out a systematic review into the effectiveness, feasibility and acceptability of interventions and tools to support school staff to better respond to young people who disclose self-harm.
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Do autistic girls talk differently about social groups?
New data, published in the Journal of Child Psychology and Psychiatry, suggest that pronoun use during natural conversation might inform us about clinically meaningful social function.
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