
Child Psychology and Psychiatry
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Inhalt
- Cover
- Title Page
- Copyright
- Contents
- Notes on Contributors
- Section 1: Developing Competencies 1a: Contextual Influences Upon Social and Emotional Development
- Chapter 1: Family and Systemic Influences
- Family Relationships and Parenting
- Parent and Family Characteristics
- Sibling Relationships
- Changing Family Patterns
- Parental Separation and Divorce
- Childcare and Schooling
- Wider Social and Environmental Influences
- Poverty and social disadvantage
- Neighbourhood and Community Contexts
- Multiple Stressors
- References
- Chapter 2: Child Development and Cultural Considerations in Clinical Practice
- Introduction
- Developmental Niche and Eco-Cultural Pathways
- Childhood and Parenting Across Cultures
- Infancy
- Developmental stages
- Attachment
- Parental Involvement in Play and Learning
- Middle Childhood
- Adolescence
- Culture and Disability
- Ethnicity and Mental Health
- Conclusion
- References
- Chapter 3: Neurobehavioural Development in Infancy: the Buffering and Transducing Role of the Mother/ Caretaker-Infant Dyad
- Introduction
- Infant Neurobehavioural Capacities
- Culture
- Mutual Regulation and Buffer-Transducer Models
- Conclusion
- References
- Chapter 4: Genetic and Biological Influences
- Introduction
- How Many Genes Are There?
- Sources of Genomic Variation
- Mechanisms of Genomic Regulation
- Mechanisms Influencing Neurodevelopmental Integrity
- Measuring Genetic Susceptibility to Psychiatric Disorders
- Gene-environment interactions
- Genome-Wide Association Studies (GWAS)
- Epigenetic Variation
- Future of Psychiatric Genetics: Precision Medicine
- Conclusions
- References
- Section 1: Developing Competencies 1b: General Patterns of Development
- Chapter 5: Clinical Evaluation of Development from Birth to 5 Years
- Child Development and Neurodevelopmental Disorders
- History-Taking
- Observation and Interactive Assessment
- Developmental Domains
- Gross Motor
- Visual Behaviour, Eye-Hand Coordination and Problem-Solving
- Early Visual Behaviour
- Eye-Hand Co-Ordination
- Object Concepts and Relationships
- Imitating and Copying Cube Models
- Drawing
- Language and Communication
- Play and Social Behaviour
- Development of Attention
- Cognitive Development
- Clinical Decision-Making and Severity of Developmental Delay
- Physical Examination
- Planning Medical Investigations and Making Diagnosis
- Further Reading
- Chapter 6: Emotional Development in the First Year of Life
- Introduction
- Infant Emotional Expression
- The Development of Infant Emotional Expressions
- Crying
- Smiling or Joy
- Surprise, Anger and Sadness
- Fear
- Infant Detection of the Emotional Expressions of Others
- The Interactive Context
- References
- Chapter 7: Young People with Learning Disabilities
- Introduction
- The Changing Context
- Human Rights, Equity of Access to Services and Social Inclusion
- Assessment and Intervention
- Quality of Life, Developmental and Mental Health Factors
- Child and Family Factors
- Educational and Service Influences
- Types of Intervention
- The Development of Services
- Conclusion
- References
- Internet Resources
- Chapter 8: Language Development
- Processes and Components of Language Development
- Milestones of Speech and Language Development
- Developmental Phases
- Atypical Language Development
- Future Directions
- References
- Internet Resources
- Chapter 9: Development of Social Cognition
- Early Social Cognition
- Social Cognition in Preschool and Beyond
- Individual Differences in Social Cognition - Implications for Children's Social Lives
- Individual Differences in Social Cognition - Where Do They Come From?
- References
- Chapter 10: Social and Emotional Development in Middle Childhood
- Introduction
- The Preschool Years
- Middle Childhood
- Adolescence
- Factors Contributing to SED
- Positive SED
- Problematic SED
- Consequences of SED Problems in Middle Childhood
- Addressing SED Problems
- References
- Chapter 11: Social-Cognitive Development During Adolescence
- Humans Are Exquisitely Social
- The Social Brain
- Development of Mentalizing During Adolescence
- Online Mentalizing Usage is Still Developing in Mid-Adolescence
- References
- Section 2: Promoting Well-being
- Chapter 12: Attachment in the Early Years: Theory, Research and Clinical Implications
- What is Attachment?
- Attachment Variations and Their Measurement
- Causes of Variation in Attachment
- Attachment Disorders
- Consequences of Variations in Attachment
- Interventions
- Preventive Interventions
- Interventions with Fostered and Adopted Children
- Conclusions
- References
- Chapter 13: Promoting Infant Mental Health
- Why the Early Years Matter
- Pregnancy and the Perinatal Period
- Intervention
- Antenatal and Postnatal Interventions
- Intervention During Early Childhood
- The Need for Supportive Services
- Primary Health Care Services
- The Role of Child Mental Health Services
- References
- Chapter 14: Promoting Children's Well-Being: The Prevention of Depression and Anxiety
- Prevention
- School-Based Prevention
- Depression Prevention Programmes
- Anxiety Prevention Programmes
- Future Developments and Challenges
- References
- Chapter 15: Fostering Resilience in Adolescents
- Introduction
- What Do We Mean by Resilience?
- Agency in Resilience
- Mobilizing Social Networks to Foster Coping and Resilience
- Implications for Policy and Practice
- Mobilizing Resilience: An Illustrative Example
- Summary of the Project
- Implementing the Project
- Conclusion
- References
- Chapter 16: Sexual Orientation, Sexual Health and Gender Dysphoria
- Introduction
- Sexual Orientation
- Defining Sexual Orientation and Its Importance in Clinical Evaluation
- An Overview of ?the Literature Relating Sexual Orientation and Mental Health
- Understanding the Associations Between Sexual Orientation and Mental Health
- Intervening to Prevent Adverse Mental Health Outcomes
- Sexual Health
- The Influence of Mental Health on Sexual Behaviour
- The Influence of Mental Health Treatment on Sexual Behaviour
- Clinical Implications
- Gender Dysphoria
- Diagnostic Issues
- Epidemiology
- Aetiology
- Clinical Management in Childhood
- Clinical Management in Adolescence
- Non-specialist care
- Specialist Care
- Summary
- References
- Chapter 17: Child Users of Online and Mobile Technologies - Risks, Harms and Intervention
- Aggressive Risks: Cyber-Aggression and Cyberbullying
- Sexual Risks: Pornography, Sexting, Stranger Danger
- Trends Over Time
- The Harm Associated with Mobile and Online Risk
- Aggressive Risks and Harm
- Sexual Risks and Harm
- Factors that Increase Risk of Harm or Protect Against Them
- Interventions
- Challenges to Research
- Policy Implications
- References
- Internet Resources
- Section 3: The Impact of Trauma, Loss and Maltreatment 3a: Trauma and Loss
- Chapter 18: Children Bereaved by Parent or Sibling Death
- Children's Understanding of Death
- How Children Express Grief
- Early Childhood
- Middle Childhood
- Adolescence
- Resilience and Positive Outcomes in Bereaved Children
- Psychopathology in Bereaved Children
- Prolonged Complex Bereavement
- Hypothalamic-Pituitary-Adrenal Axis (HPA) Dysregulation
- What Influences Child Outcome?
- Interventions with Bereaved Children
- Theoretical and Cultural influences
- What Do Bereaved Children Need?
- What is Helpful for Parents?
- Services for Bereaved Children
- The Role of Professionals
- Conclusions
- References
- Internet Resources
- For Families
- Resources for Schools and Teachers
- Advice on Different Faith and Belief Communities
- Chapter 19: Stress and Reactions to Stress in Children
- Reactions
- Cognitive Model of PTSD
- Evidence-Based Interventions
- Conclusion
- References
- Chapter 20: Children's Developing Sense of Moral Agency, and the Disruptions Associated with War Exposure
- The Development of Moral Agency
- Challenges Posed by Exposure to War
- Numb Agency
- Imbalanced Agency
- Essentialized Agency
- Conclusions
- References
- Section 3: The Impact of Trauma, Loss and Maltreatment 3b: Maltreatment
- Chapter 21: Child Maltreatment
- Introduction
- The Nature of Maltreatment
- Epidemiology
- Social and Family Factors
- The Harm to the Child
- Psychosocial Development
- Educational Progress and Employment
- Recognition of Maltreatment and Assessment of Harm and Need
- Professional Response to Child Maltreatment
- Treatment and Future Prevention
- Conclusion
- References
- Chapter 22: The Neuroscience and Genetics of Childhood Maltreatment
- The Impact of Maltreatment on Brain Development
- Structural Differences
- Subcortical Structures: The Hippocampus and Amygdala
- Cortical Structures: The Prefrontal Cortex and Cerebellum
- Corpus Callosum and Other White Matter Tracts
- Functional Differences
- FMRI Studies
- Event-Related Potential (ERP) Studies
- The Role of Genetic Influences
- Clinical Implications
- References
- Section 4: Atypical Development in Children and Adolescents
- Chapter 23: Autism Spectrum Disorder - An Evolving Construct
- The Dimensionality of ASD
- The Fractionation of the Autism Triad
- The End of Asperger's Disorder
- Gender Differences in ASD
- Higher Social Motivation
- Distinct Pattern of Risk for Co-Occurring Conditions
- A Better Capacity to Camouflage and Compensate for Autistic Difficulties
- Conclusions
- References
- Chapter 24: Attention Deficit Hyperactivity Disorder
- Definition
- Epidemiology
- Aetiology
- Cognitive and Neurobiological Correlates
- Diagnostic Assessment
- Information from Parents
- Child Information and Observation
- Report from School or Other Informants
- Physical Examination
- Treatment
- Pharmacological Intervention
- Stimulants
- Non-Stimulants
- Other Medications
- Psycho-Social Interventions
- School Interventions
- Other Interventions
- Clinical Course
- References
- Chapter 25: Anxiety Disorders in Children and Adolescents
- Diagnostic Features
- Epidemiology
- Aetiology
- Temperament
- Genetic Factors
- Environmental Factors and Parent-Child Interactions
- Neurobiology/Neuropsychology Factors
- Respiratory Dysregulation
- Assessment
- Prognosis
- Treatment
- Cognitive Behavioural Therapy (CBT)
- Pharmacotherapy
- Conclusion
- References
- Chapter 26: Childhood Behavioural Disorders
- Introduction
- Diagnostic Classifications and Subtyping
- Epidemiology
- Aetiology
- Prevention and Treatment
- Conclusion
- References
- Chapter 27: Depression and Suicidal Behaviour
- Introduction
- Depressive Disorder
- Epidemiology
- Aetiological Factors
- Diagnostic Assessment
- Outcome
- Management
- Initial Assessment
- Treatment
- Managing Associated Co-Morbidity and Risk Factors
- Preventing Relapse
- Suicidal Behaviour
- Epidemiology
- Aetiological Factors
- Predisposing Factors
- Individual
- Family
- Wider Environment
- Precipitating Factors
- Risk Associated with Self-Harm
- Course
- Management
- Type of Assessment
- Treatment
- Prevention
- References
- Chapter 28: Eating Disorders in Adolescence
- Diagnosis and Classification
- Epidemiology and Aetiology
- Managing Eating Disorders
- Medical Aspects
- Psychiatric Aspects of Management
- Key Messages and Future Directions
- References
- Chapter 29: Emerging Personality Disorder
- Definitions
- Temperament
- Personality
- Childhood Personality Traits and Adult Outcomes
- Relevant Neuroscience Findings
- Personality Assessment and Personality Disorder in Clinical Practice
- Why Assess Childhood Personality?
- Diagnostic Issues
- Conclusions
- References
- Chapter 30: Literacy Disorders
- Definition, Incidence, Persistence and Co-occurrence
- Acquiring Literacy Skills
- The Nature of Impairment in Children with Literacy Disorders
- Patterns of Impairment from Preschool to Adolescence
- Assessing Literacy Disorders
- Teaching Children with Literacy Disorders
- References
- Chapter 31: Challenges in Child and Adolescent Obsessive Compulsive Disorder
- The 'Hidden Problem'
- When Do Ordinary Childhood Rituals Become OCD?
- Aetiology
- Assessment of ?the Young Person with Possible OCD
- Differential diagnosis and identifying OCD
- Phenomenology of Obsessions and Compulsions
- Obsessions May Cause More Distress Than Compulsions
- Co-Morbidities
- Treatment
- Young People Becoming Experts
- Cognitive Behavioural Therapy
- Anxiety
- OCD as An 'Intruder'
- Medication
- Prognosis and Ongoing Care
- References
- Further Reading
- Internet Resources
- Chapter 32: Medically Unexplained Symptoms/Functional Symptoms in Children and Adolescents
- Introduction
- Epidemiology
- Factors Relevant to the Development, Severity and Persistence of FS
- Course of Illness
- Assessment
- Treatment
- Effectiveness of Psychological Treatment
- Psychopharmacological Treatment
- Current Challenges and Future Directions
- References
- Chapter 33: Paediatric Bipolar Disorder
- Introduction
- Diagnostic Criteria
- Differential Diagnosis
- Epidemiology
- Assessment
- Prodrome and Longitudinal Course
- Suicide
- Treatment
- Acute Phase
- Treatment of Depression in Bipolar Disorder
- Longer-Term Treatment
- Psychological Interventions
- References
- Chapter 34: Early Intervention in Psychosis
- Introduction
- Early-Onset Psychosis
- The Psychosis Prodrome
- The Clinical High-Risk State
- Detecting the Clinical High-Risk State
- The BS Approach
- The UHR Approach
- Using High-Risk Criteria with Children and Adolescents
- Transition to Psychosis
- Intervention
- Future Directions
- References
- Chapter 35: Developmental Language Disorder
- What is Developmental Language Disorder?
- What Causes DLD?
- Biological Bases of DLD: Genetic and Neurobiological Factors
- Cognitive Bases of DLD: Non-Linguistic and Linguistic Factors
- Environmental Influences
- What Types of Language Difficulties Do Children with DLD Have?
- Distinctive Features of Language in DLD
- Developmental Progression of Language Skills in DLD
- Associated Developmental Problems and Outcomes
- Implications
- References
- Internet Resources
- Chapter 36: Substance Misuse in Young People
- Introduction
- Epidemiology
- Defining Substance Misuse in the Young: A Developmental Perspective
- Definitions
- Alternative Classifications in Young People
- Aetiology: Risk and Protective Factors
- Antecedent and Co-Morbid Mental Health Problems
- Consequences and Associated Features of Substance Misuse
- Clinical Assessment
- Treatment
- Evidence Base for Treatment
- Role of Child and Adolescent Substance Mental Health Services (CAMHS)
- Conclusions
- References
- Appendix 36.1 Clinical Assessment
- Mental State Examination and Physical Examination
- Investigations
- Section 5: Assessment and Approaches to Intervention
- Chapter 37: New Perspectives on the Classification of Child Psychiatric Disorders
- Introduction
- The Modern Area of Classification of Psychiatric Disorders
- Classification in Child and Adolescent Psychiatry
- Child and Adolescent Psychiatric Disorders in DSM 5 and as Proposed for ICD 11
- The Neurodevelopmental Disorders
- Autistic Disorders
- Developmental Language or Communication Disorders
- The Classification of Disruptive, Dissocial and Conduct Disorders
- Future Approaches to Classification
- Classification and Child and Adolescent Mental Health Practice
- Final Considerations
- References
- Chapter 38: Paediatric Neuropsychological Assessment: Domains for Assessment
- Introduction
- Why Undertake a Specialized Neuropsychological Assessment?
- When is a Specialized Neuropsychological Assessment Justified?
- Measurement Considerations
- Developmental Considerations
- Be Sure of Why the Child Fails a Task - What is Their Route to Failure?
- Psychometrics
- Reliability and Validity
- Interpreting Scores
- Domains of Specialist Assessment
- General Ability
- Memory
- Language
- Attention
- Spatial Ability
- Motor Skills
- Executive Function
- Social Cognition
- Conclusions
- References
- Chapter 39: Cognitive Behavioural Therapy for Children and Adolescents
- Basic Premises of the CBT Approach and its Administration
- Developmental Considerations
- Recent Advances and Future Directions for CBT for Children and Adolescents
- Conclusion
- References
- Further Reading
- Chapter 40: Psychodynamic Psychotherapy for Children and Adolescents
- Introduction
- Basic Premises of a Psychodynamic Approach
- The Evidence Base for Psychodynamic Child Psychotherapy
- Examples of Research with Children and Young People Presenting with Various Clinical Problems
- Children Who Have Experienced Abuse
- Internalizing and Externalizing Disorders
- Disruptive Behaviour Disorders
- Internalizing Disorders
- Mixed Diagnoses
- Young People with Poorly Controlled Diabetes
- Long-Term Outcomes
- The Anna Freud Centre Long-Term Follow-up Study
- Potential Adverse Effects of Treatment
- Conclusion
- References
- Chapter 41: Systemic and Family Approaches to Intervention
- Introduction
- Externalizing Disorders
- Attention Deficit Hyperactivity Disorder (ADHD)
- Conduct Problems in Adolescence
- Substance Misuse in Adolescence
- Emotional Problems
- Anxiety
- Depression
- Self-Harm and Attempted Suicide
- Eating Disorders
- Adolescent Anorexia Nervosa
- Obesity
- First Episode Psychosis
- A Different Sort of Evidence
- References
- Chapter 42: Mentalization
- Introduction
- Definition
- Development
- Relevance
- Applications
- The Mentalizing Stance
- Specific Interventions
- Mentalization-Based Treatment
- MBT-Families
- Adaptive Mentalization-Based Integrative Treatment (AMBIT)
- References
- Chapter 43: Parenting Programmes for Conduct Problems
- Evidence Linking Parenting to Child Psychopathology
- Programmes for Children Based on Social Learning Theory
- Format of a Typical Social Learning Programme
- Teaching a Child-Centred Approach
- Increasing Desirable Child Behaviour
- Imposing Clear Commands
- Reducing Undesirable Child Behaviour
- Interventions with Youth
- Family-Based Interventions
- Multi-Component Interventions
- Effectiveness
- Social Learning Approaches
- Youth Interventions
- Mediators and Moderators of Change
- Dissemination: The Role of Therapist Skill
- Conclusion
- References
- Chapter 44: Paediatric Psychopharmacology - Special Considerations
- Introduction
- Information to Assist Judicious Prescribing
- Medication as a Part of Multi-Modal Treatment Package
- Symptom-Based Pharmacotherapeutic Strategy
- The Art of Prescribing Medication
- Use of Non-Licensed Psychotropic Medication
- Factors Affecting Pharmacotherapy in Children
- Medications
- Stimulants
- Antipsychotics
- Second-Generation Antipsychotics (SGAs)
- Mood Stabilizers
- Disruptive Mood Dysregulation Disorder (DMDD)
- Drug Interactions
- Ethical Issues in Paediatric Psychopharmacology
- Conclusion
- References
- Chapter 45: Paediatric Liaison
- Overview
- Paediatric Liaison and Child and Adolescent Mental Health Emergencies
- Paediatric Liaison and the Mind-Body Interface
- Paediatric Liaison: Management, Commissioning and Value for Money
- Conclusions
- References
- Chapter 46: Promoting Educational Success: How Findings from Neuroscience can Guide Educators to Work Optimally with the Brain
- Education and Neuroscience: The Debate
- Neuro-Myths
- Optimum Context for Learning: A Neuroscientific Model [10]
- Background to Brain Development
- Level 1
- Level 2
- Level 3
- Level 4
- Level 5
- Level 6
- Developmental Changes in the Brain: The Case of Adolescence
- 1. Reward
- 2. Regulation
- 3. Relationships
- 4. Creativity and Higher-Order Thinking
- References
- Chapter 47: Continuities and Discontinuities in Youth Mental Healthcare
- Introduction
- Service Characteristics
- Client Characteristics
- Ways Forward
- Evaluation of Transition Outcomes
- Conclusions
- References
- Internet Resources
- Youth mental health support
- For Professionals and Commissioners of Services
- Chapter 48: The Children and Young People's Improving Access to Psychological Therapies (CYP IAPT) Programme in England
- Introduction
- Challenges Facing CAMHS
- Implementation
- Partnerships and Collaboratives
- Implementation Initiatives
- Training Initiatives
- User Participation Initiatives
- Monitoring User Participation and Training Initiatives
- Service Development Outcomes
- Evaluation
- Improved Access and Efficiency
- Evidence-Based Interventions
- ROM and User Engagement
- Challenges to Implementation
- Future Directions
- References
- Internet Resources
- Index
- EULA
Notes on Contributors
Gillian Baird is Professor of Paediatric Neurodisability at King's College London and Consultant Paediatrician in Neurodisability at Guy's and St Thomas' Evelina Children's Hospital. Her research interests have been in speech, language and communication disorders, autism and cerebral palsy.
Dickon Bevington is a child and adolescent psychiatrist in Cambridgeshire and Peterborough NHS Foundation Trust, specializing in youth with substance use problems and multiple co-morbidities. He is Medical Director of the Anna Freud National Centre for Children and Families and a developer of mentalization-based treatments (MBT-Families, co-lead of AMBIT). Previous publications include co-authorship of the second edition of What Works For Whom: A Critical Review of Treatments for Children and Adolescents (Guilford, 2015).
Sarah-Jayne Blakemore is Professor of Cognitive Neuroscience at UCL. She is Deputy Director of the UCL Institute of Cognitive Neuroscience and leader of the Developmental Cognitive Neuroscience Group. Her group's research focuses on the development of social cognition and decision-making in the typically developing adolescent brain.
Ruma Bose was Consultant in Child and Adolescent Psychiatry at the East London NHS Foundation Trust, Tower Hamlets, London, for several years. Prior to her appointment in the UK, she had worked as a psychiatrist in India. She has researched, published and taught on the subject of cross-cultural psychiatry and medical anthropology, particularly in relation to child and adolescent mental health.
Helen Bruce is a Consultant Child and Adolescent Psychiatrist in Tower Hamlets for East London NHS Foundation Trust and Honorary Senior Clinical Lecturer at Barts and the London School of Medicine and Dentistry. She is also an Associate Dean at the Royal College of Psychiatrists and Senior Teaching Fellow at University College, London. Her particular interests are medical education and transition to adult care.
Alan Carr is Professor of Clinical Psychology and Head of the School of Psychology at University College Dublin in Ireland. He also has a family therapy practice at the Clanwilliam Institute in Dublin. He has published over 20 books and 200 papers in the fields of clinical psychology and family therapy.
Elaine Chung is a Consultant Child and Adolescent Psychiatrist at the Royal Free Hospital working in paediatric liaison, neurodevelopmental psychiatry and general CAMHS. She is Vice Chair of the London and South East Branch Committee of the Association of Child and Adolescent Mental Health (ACAMH.)
Gina Conti-Ramsden is Professor of Child Language and Learning at the University of Manchester, UK. She is a Fellow of the Royal College of Speech and Language Therapists, a Fellow of the British Psychological Society and an Academician of the Social Sciences. Gina is interested in raising public awareness of language disorders in childhood, adolescence and adulthood. She is a founder member of the RALLI campaign to raise awareness of language learning impairments (www.youtube.com/RALLIcampaign).
Anna?Coughtrey?is a Clinical Psychologist working in the Psychological Medicine Research Team at UCL Great Ormond Street Institute of Child Health. Her research focuses on the integration of mental healthcare for children and young people with long-term physical illness with co-occurring common mental health difficulties, including anxiety, depression and behavioural problems.
Cathy Creswell is a Professor in Developmental Clinical Psychology and a National Institute of Health Research (NIHR) Research Professor at the University of Reading. Her work focuses on the development and treatment of common mental health problems in childhood, particularly anxiety disorders, with the overarching aims of improving both treatment accessibility and outcomes.
David Dossetor is a Child Psychiatrist with a special interest in intellectual disability and autism, Director of Mental Health at Sydney Children's Hospital Network and Associate Professor at Sydney Medical School. He is head of the Developmental Psychiatry Team that has developed emotions-based social skills training for autism spectrum disorder and also the free electronic Journal for the Mental Health of Children and Adolescents with Intellectual and Developmental Disabilities (www.schoollink.chw.edu.au).
Linda Dowdney is a Consultant Child Clinical Psychologist who has worked extensively in child and adolescent mental health services. She has a particular interest in the impact of bereavement upon children's well-being. She was Head of the Doctoral Clinical Psychology course at the University of Surrey, and an honorary Senior Lecturer at University College London.
Kevin Durkin is Professor of Psychology at the University of Strathclyde, Glasgow. His research interests span areas of developmental and social psychology, including the development of language and communication in typical and atypical children, media use by young people, problem behaviour in adolescence, and social adjustment in young adults with language impairment.
Pasco Fearon is both a developmental and a clinical psychologist. He is joint Director of the Doctoral Clinical Psychology training programme at University College London. His research focuses on understanding how children's social and emotional development, and mental health difficulties are influenced by parent-child interactions, attachment relationships and biological and genetic factors. He contributes to a range of clinical studies focusing on the development of mental health interventions for parents, infants and young children.
Peter Fonagy is Head of the Research Department of Clinical, Educational and Health Psychology, University College London; Chief Executive of the Anna Freud National Centre for Children and Families; and National Clinical Lead of NHS England's CYP IAPT programme. His clinical and research interests centre on the development and dissemination of evidence-based psychotherapeutic treatments for children, young people and adults, as well as issues of early attachment relationships, social cognition, borderline personality disorder and violence.
Paolo Fusar-Poli is a Consultant Adult Psychiatrist at the South London and Maudsley NHS Foundation Trust and leads the largest European clinical service for those at clinical high risk for psychosis. He is a Clinical Senior Lecturer at the Department of Psychosis Studies, Institute of Psychiatry, Psychology and Neuroscience, King's College, London. His research focuses on the assessment and treatment of individuals at risk for psychosis and on youth mental health. Paolo has been recognized as one of the most influential scientific minds in the 2015/2016 Thomson Reuters Highly Cited Researchers.
Elena Garralda is Emeritus Professor of Child and Adolescent Psychiatry at Imperial College London and Honorary Consultant Child and Adolescent Psychiatrist with the CNWL Foundation Trust, London, UK. Her clinical and research interests include the interface between physical and mental health in children and young people. She is involved in the 11th revision of mental disorders in the International Classification of Diseases (ICD).
Jane?Gilmour?completed her PhD and DClinPsy at University College London, where she has senior teaching fellow and clinical lecturer roles. Her publications reflect her research interests, including growth disorders, appetite dysregulation, neuropsychology and neurodevelopmental disorders. She also works as a clinical psychologist developing interventions for children and families who have neurodevelopmental conditions, particularly autistic spectrum disorders, obsessive compulsive disorder and Tourette's syndrome.
Danya Glaser, previously a developmental paediatrician, is Honorary Consultant Child & Adolescent Psychiatrist at Great Ormond Street Hospital for Children, and Visiting Professor at University College London. Within the field of child maltreatment she is a clinician, researcher and teacher, and has written widely. She is a past president of the International Society for the Prevention of Child Abuse and Neglect (ISPCAN).
Julia Gledhill is a Consultant Child and Adolescent Psychiatrist in Harrow CAMHS and Honorary Clinical Senior Lecturer at Imperial College. Her research has focused on the outcome and management of adolescent depressive disorders in primary care, with her MD thesis investigating the outcome of depressive disorder and subsyndromal mood symptoms in adolescents consulting their GP. Her other research interests have focused on psychiatric outcome for children and parents following acute life-threatening illnesses and paediatric intensive care unit admission.
Isobel Heyman?is a consultant Child and Adolescent Psychiatrist who leads the Psychological Medicine Team at Great Ormond Street Hospital for Children. She is Honorary Professor at the Institute of Child Health, University College London. She is nationally/internationally known for her clinical and research work on obsessive compulsive disorder and neuropsychiatry. She has a commitment to the integration of physical and mental health care. In 2015 she was awarded Psychiatrist of the Year.
Peter Hindley is a retired Consultant Child and Adolescent Psychiatrist and Chair of the Faculty of Child and Adolescent Psychiatry at the Royal College of...
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