'Mind the Kids': an ACAMH podcast

• S4 Ep6: Mind the Kids - Mental Health Needs in Care, but Missed Out

  ‘Mental Health Needs in Care, but Missed Out’ takes listeners inside the realities and challenges faced by children in the UK care system. This episode brings real human stories and statistics together, highlighting that care experiences are diverse and often compounded by instability, repeated moves, and separation from familiar environments.  The team’s guest, Dr. Eva Sprecher, unpacks not only the scale of the issue but also the pitfalls of current screening tools—revealing how many children’s trauma-related mental health needs go undetected. The episode ultimately advocates for holistic, individualised approaches, emphasizing that recovery and positive trajectories are possible when we truly see and support the whole child, rather than focusing solely on their status in the care system.  Hosts Dr. Jane Gilmour and Professor Umar Toseeb not only discuss powerful research but also weave in personal anecdotes, legal definitions, and hard-hitting societal themes—from the nuances of terminology like “in care” versus “looked after children,” to the impact of pivotal legislation such as the 1989 Children’s Act. The conversation spotlights stark realities: young people enter care due to layered adversities—neglect, abuse, poverty, parental mental health difficulties, and more—which frequently lead to complex emotional and behavioural needs. Listeners will leave with real takeaways, fresh understanding, and hope that with the right awareness and policy change, outcomes for these vulnerable young people can be transformed. More information Read the Open Access JCPP Advances paper 'Sufficiency of current practice: How well does the Strengths and Difficulties Questionnaire detect clinically elevated PTSD, anxiety, and depression symptoms in children in care?' Eva Sprecher, KH Shelton, Lisa Holmes, Bethan Carter, Charlotte Robinson, Maryam Javed, John Macleod, Jeongeun Park, Julie Selwyn, Rachel Hiller

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• S4 Ep5: Mind the Kids - Special Educational Needs to Label or Not to Label? That is the question.

  In this episode ‘Special Educational Needs to Label or Not to Label? That is the question’ Dr Jane Gilmour and Professor Umar Toseeb address the nuanced and complex issue of diagnostic labels within education. Together, they delve into whether the use of diagnostic labels such as ADHD, autism, and dyslexia should continue or if it is time to reconsider their role. The discussion explores the challenges and benefits of these terms, as well as the deeper philosophical questions surrounding how such classifications shape understanding, support mechanisms, and young people’s identities. They examines the current framework used: communication and interaction, cognition and learning, social, emotional and mental health difficulties, and sensory and physical needs. It considers the impact these labels have on children’s educational provision and inclusion, weighing them against a potential shift towards a needs-led system that might allow for a more personalised and human-centred approach. Drawing from both professional experience and current research, the conversation reflects on the delicate balance between the necessity of shared terminology for effective communication and the risk that such labels may oversimplify complex individual needs or contribute to stigma. This episode invites listeners to reflect on how best to support neurodiverse young people within education, ensuring their unique strengths and challenges are both recognised and respected without losing sight of their individuality. It offers fresh perspectives for academics, practitioners, families, and educators alike on the practice of diagnosis, its effects on young people, and the possibilities for creating a more inclusive and supportive educational environment.

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• S4 Ep4: Mind the Kids - Does minor aggression have a major impact?

  In this episode ‘Does minor aggression have a major impact?’ we confront a sensitive but crucial area: the effects of intimate partner violence and aggression on children. Dr. Jane Gilmour and Professor Umar Toseeb are joined by Dr. Hedwig Eisenbarth from Victoria University of Wellington in New Zealand, the lead author of the paper The Impact of Less Severe Intimate Partner Aggression on Child Conduct Problems, published in JCPP Advances. This paper focuses on lower levels of violence, so they use phrases like ‘minor’ or ‘less severe’. This phraseology, of course, does not imply that they are considered acceptable.  They explore how attachment theory, social learning, and even genetic factors may intersect with a child’s experience of aggression in the home. The discussion covers the importance of the home environment, the need for intervention, and the complex challenge of studying these behaviours across different cultures. More information Read the Open Access paper from JCPP Advances ‘The impact of less severe intimate partner aggression on child conduct problems’ Hedwig Eisenbarth, Karina Clavijo Saldias, Paul E. Jose, Johannes A. Karl, Karen E. Waldie https://doi.org/10.1002/jcv2.70024

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• S4 Ep2: Mind the Kids - Neurotypes, Genotypes, and Phenotypes

  Welcome to "Mind the Kids," where stories, science, and lived experience collide to shed light on the mysteries of child development. What if the answer to why some children struggle with attention or language isn’t just written in their DNA, but also shaped by the world their parents create? In this episode, “Neurotypes, Genotypes and Phenotypes,” our hosts Professor Umar Toseeb and Dr. Jane Gilmour invite Dr. Laura Hegemann to talk about her JCPP paper ‘Direct and indirect genetic effects on early neurodevelopmental traits’ and the wider implications of the topic. Laura unravels why understanding genetic influences isn’t about fate or fatalism; it’s a nuanced story of possibility, risk, and hope. Her research offers powerful new insights: the mix of direct genetic effects and subtle environmental influences, and why “knowledge is power” for clinicians and parents trying to support neurodiverse children. You’ll hear candid reflections on why communicating these findings is fraught with risks and responsibilities—and stories of families who find both challenge and strength in their inherited traits. As you listen, expect real talk: about how early intervention makes a difference, why neurodevelopmental traits can be both a challenge and a gift, and how science can help us support—not stigmatise—those on different developmental paths.  This isn’t just another academic debate; it’s a conversation about how research shapes practice and lives. So settle in for a journey through dilemmas, discoveries, and transformative moments in child behavioural genetics. The story starts here. More information: From the JCPP paper ‘Direct and indirect genetic effects on early neurodevelopmental traits’ Laura Hegemann, Espen Eilertsen, Johanne Hagen Pettersen, Elizabeth C. Corfield, Rosa Cheesman, Leonard Frach, Ludvig Daae Bjørndal, Helga Ask, Beate St Pourcain, Alexandra Havdahl, Laurie J. Hannigan https://doi.org/10.1111/jcpp.14122

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• S4 Ep2: Mind the Kids - Income(ing): Poverty and Resilience

  Welcome to this episode of Mind the Kids, the podcast from the Association for Child and Adolescent Mental Health. In an episode titled 'Income(ing): Poverty and Resilience' Dr. Jane Gilmour and Professor Umar Toseeb are joined by Dr. Divyangana Rakesh from King’s College London, to discuss her groundbreaking research on cognitive resilience among children growing up in poverty. The discussion centers on the paper 'Beyond the Income Achievement Gap: The Role of Individual, Family, and Environmental Factors in Cognitive Resilience Among Low-Income Youth' published in JCPP Advances. You can access the full article via DOI: 10.1002/jcv2.12297. Dr. Rakesh shares insights into how some children manage to thrive cognitively despite economic hardship. As she explains, “Although growing up in poverty carries many risks, some children defy the odds and demonstrate positive cognitive outcomes. Identifying factors that promote such resilience in disadvantaged contexts is essential for informing interventions and policies.” She highlights the crucial role of family, community, and individual factors that can foster resilience and improve educational outcomes. Join us as we explore the complex interplay of these factors and what they mean for child mental health and societal action. This episode is essential listening for anyone invested in understanding and supporting young people’s development in disadvantaged contexts. Don’t forget to like, subscribe, and share with your networks.

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