'Mind the Kids': an ACAMH podcast

The Association for Child and Adolescent Mental Health
  • 4.5 (11)
  • Social Sciences
  • Updated Weekly

These podcasts are an invaluable resource for anyone interested in child and adolescent mental health. They bridge the gap between rigorous research and practical application, featuring expert discussions on mental health. Each episode highlights cutting-edge studies offering insights into findings, and implications for practice. The series caters to clinicians, researchers, and those interested in mental health. Available on major platforms like Spotify and Apple Podcasts, it’s an accessible way to stay informed about advancements in the field. Visit our website for a host of free evidence-based mental health resources.

  1. 1d ago

    Bullied; the teenage brain under threat. An 'Inside the Teen Brain' podcast

    Watch the interview on ACAMH Learn at https://bit.ly/Teen-Brain-Bullied and get a free CPD/CME certificate by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBW In this interview, Dr. Jane Gilmour talks to Mairéad Foody, Assistant Lecturer in Psychology at University of Galway, Ireland. Bullying is a harmful experience for many children and young people, affecting their mental health, relationships, and wellbeing into adulthood. This talk will help listeners understand what bullying and cyberbullying are, and why they happens. It will discuss the impact of victimisation on children and adolescents and it will outline the different roles involved in bullying/cyberbullying situations (not just bullies and victims, but also bystanders and defenders). Overall, the goal is to provide a clearer picture of how complex bullying and cyberbullying really are and why effective responses must consider individuals, peer groups, families, and schools together. Learning ObjectivesA. To understand what bullying and cyberbullying are and their prevalence.B. To outline the impact of bullying and cyberbullying on children and adolescents.C. To describe anti-bullying interventions. Visit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    Bullied; the teenage brain under threat. An 'Inside the Teen Brain' podcast

  2. 3d ago

    ADHD and Emotional Regulation. A 'Mind the Kids' podcast

    Please email ppls.adhdstudy@ed.ac.uk if you would like to learn more. Why do so many young people with ADHD find it harder to bounce back from difficult emotions — and what can actually help? This episode of the Mind the Kids podcast features Professor Aja Murray, Professor of Developmental Psychology of Mental Health at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. Aja's research examines mental health across the lifespan, with a particular focus on the links between ADHD symptoms and co-occurring mental health issues such as anxiety and depression, especially during adolescence. Hosted by Mark Tebbs, the conversation explores the Mental Health in the Moment ADHD (MHIM-ADHD) programme of research, funded by the Medical Research Foundation, conducted with colleagues including Dejla Hoxha and Daria Melashenko at the University of Edinburgh and Amanda Russell at Northumbria University, alongside guidance from the project's young person and lived-experience advisory group. The discussion opens by unpacking two key terms: ADHD, characterised by difficulties with attention, hyperactivity and impulsivity and diagnosed in up to around 8% of children and adolescents globally, and emotion dysregulation, the breakdown of the processes people use to identify, manage and respond to their emotions. Aja explains how emotion dysregulation, while not a core symptom of ADHD, is a commonly associated feature that can show up as intense or changeable emotions, emotions that take longer to settle, or emotionally driven behaviour such as lashing out. Drawing on ecological momentary assessment methods that capture emotion regulation as it unfolds in daily life, alongside longitudinal data, Aja shares findings on how emotion dysregulation sits on the pathway between ADHD symptoms and elevated risk of anxiety and depression, and how patterns like rumination are a particularly important feature of this pathway. The conversation also explores rejection sensitivity dysphoria — the tendency to anxiously or angrily anticipate social rejection — a concept gaining significant attention within the ADHD community. The project's lived-experience advisory group specifically recommended including a measure of rejection sensitivity, informed by broader work on co-producing adolescent mental health research with young people (Health Expectations). Findings show rejection sensitivity dysphoria is linked to more negative emotions day to day, but that positive peer interactions can buffer this effect, pointing to peer acceptance as a promising avenue for support. Aja also sets out practical, evidence-based strategies for adolescents with ADHD and the adults who support them, including cognitive reappraisal, techniques for interrupting rumination, acceptance, square breathing, and the "grounding" 5-4-3-2-1 technique. The conversation covers the crucial role of parents and caregivers in modelling emotion regulation, understanding how the ADHD brain processes emotion, and responding supportively rather than dismissively to emotional expression — plus a look at positive emotion regulation, including noticing, savouring and sharing good moments. Aja closes with an update on the team's emerging work on teacher relationships, autistic traits, and a co-produced digital emotion regulation app for adolescents with ADHD. This conversation is essential listening for clinicians, researchers, educators, and parents and caregivers interested in child and adolescent mental health, ADHD, emotion regulation, and rejection sensitivity dysphoria. It offers a clear, hopeful message: emotion regulation is a skill that can be learned, practised, and strengthened over time. Learn more about the MHIM-ADHD study protocol: 'Illuminating the daily life experiences of adolescents with and without ADHD: protocol for an ecological momentary assessment study', Aja Murray, Lydia Speyer, Melissa Thye, et al. BMJ Open, published 29 September 2023. https://doi.org/10.1136/bmjopen-2023-077222 Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBWDon't miss our webinar on 04/11/26 Led by leading expert Dr. Alessio Bellato 'Assessment Tools and Interventions for Emotion (Dys)Regulation: Practical Approaches'. Emotion regulation is a key skill for well-being, yet individuals, particularly those who are neurodivergent, may experience unique challenges in managing emotions in daily life. This two-part short course provides a practical approach to understanding, assessing, and providing personalised support across diverse populations. Visit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    ADHD and Emotional Regulation. A 'Mind the Kids' podcast

  3. Aug 21

    Self Harm; supporting the overwhelmed teenage brain. An 'Inside the Teen Brain' podcast

    Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBW In this interview, Dr. Jane Gilmour talks to Professor Michael Kaess and Professor Dennis Ougrin, who describe self-harm as self-injury or self-poisoning, irrespective of suicidal intent, encompassing both non-suicidal self-injury and suicide attempts.  They highlight that the lifetime prevalence of self-harm is approximately 20% among young people. They outline that initial assessment should include evaluation of risk, development of a safety plan, and a therapeutic component focused on understanding the nature of self-harm, instilling hope, and linking young people with follow-up treatment.  They discuss evidence-based approaches to intervention, noting that Dialectical Behaviour Therapy should be offered to young people with severe self-harm. They also consider preventative approaches, including school-based interventions such as the Youth Aware of Mental Health programme, which may reduce self-harm in young people. Learning ObjectivesA. To define self-harmB. To understand the prevalence and risk factorsC. To critically evaluate treatment evidence-base Visit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    Self Harm; supporting the overwhelmed teenage brain. An 'Inside the Teen Brain' podcast

  4. Aug 19

    Violence Exposure and Adolescent Conduct. A 'Mind the Kids' podcast

    Can behaviour be understood without understanding the violence that surrounds it? This episode of the Mind the Kids podcast features Susan Swingler, a researcher at the University of Oxford's Department of Social Policy and Intervention, who recently completed a PhD in social intervention and policy evaluation. Her research focuses on how young people respond to chronic stress and violence exposure in low- and middle-income country contexts, and how this shapes mental health and behavioural development through adolescence. Hosted by Mark Tebbs, the conversation explores a landmark near two-decade longitudinal study built on data from the Thula Sana birth cohort in Khayelitsha, South Africa, conducted with colleagues Qing Han, Alexis E. Cullen, Stefani du Toit, Sarah Skeen, Jane Barlow, and Mark Tomlinson. The discussion centres on adolescent conduct problems — persistent patterns of aggression and rule-breaking that place young people at higher risk of anti-social behaviour and poorer mental health. Susan explains why violence exposure between the ages of 12 and 14 is best understood in context rather than as an individual failing, and outlines how the study tracked adolescents from early into late adolescence using both self-report and caregiver-report measures across a community shaped by decades of structural disadvantage. Drawing on one of the longest-running adolescent cohort studies in a high-adversity setting, Susan shares the study's central finding: violence exposure in early adolescence predicted higher conduct problems both at the time and four years later in late adolescence, even after accounting for broader socioeconomic hardship — while the reverse pathway, from conduct problems to later violence exposure, was not statistically significant. The conversation also explores exploratory sex differences in these pathways, the extraordinary effort required to retain 70% of the original cohort across 20 years, and what genuinely contextually grounded violence prevention could look like using the WHO's INSPIRE framework. This conversation is essential listening for clinicians, researchers, educators, and policymakers interested in child and adolescent mental health, developmental psychopathology, and violence prevention in low-resource settings. It offers both rigorous longitudinal evidence and a clear message: adolescence is not too late for intervention, and understanding the context around a young person's behaviour is key to changing it. Read the JCPP paper 'Longitudinal associations between violence exposure and adolescent conduct problems in a high-adversity, South African setting'Susan Swingler, Qing Han, Alexis E. Cullen, Stefani du Toit, Sarah Skeen, Jane Barlow, Mark TomlinsonFirst published: 11 February 2026https://doi.org/10.1111/jcpp.70132Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBWVisit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    Violence Exposure and Adolescent Conduct. A 'Mind the Kids' podcast

  5. Aug 14

    Education; Leveraging the power of the teenage brain. An 'Inside the Teen Brain' podcast

    In this episode of Inside the Teen Brain, Takako Yeung explores how neuroscience can inform everyday teaching practice. Drawing on more than twenty years of experience driving systemic change in education, Takako discusses how the adolescent brain's heightened sensitivity to social and emotional cues makes the student–teacher relationship a powerful lever for both wellbeing and academic attainment. In conversation with Dr Jane Gilmour, Takako reflects on what it means to truly value and believe in each young person, and how that belief shapes the way teachers respond, set expectations, and support students through the ups and downs of adolescence. Her insights offer a thoughtful look at how small shifts in practice can make a lasting difference. Learning ObjectivesA. To understand how the adolescent brain's heightened sensitivity to social and emotional cues shapes learning and influences academic attainment.B. To explore how strong student–teacher relationships can be built and used to support young people's wellbeing, motivation, and engagement.C. To consider practical strategies for setting appropriately high expectations and supporting students through challenges without fuelling stress or perfectionism. Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBWVisit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    Education; Leveraging the power of the teenage brain. An 'Inside the Teen Brain' podcast

  6. Aug 12

    Breaking the Cycle of Violence: 3-Generation Study. A Mind the Kids podcast

    Can the cycle of violence that passes from one generation to the next be broken? This episode of the Mind the Kids podcast features Dr. Laura Gorla, a postdoctoral fellow at the Center for Child and Family Policy at Duke University. Originally from Italy and now based in the United States, Dr. Gorla's research focuses on parenting, parent-child relationships, and child and adolescent mental health from early childhood through late adolescence. Hosted by Mark Tebbs, the conversation explores a landmark three-generation study built on data from the Fast Track intervention, conducted with colleagues Dr. Rotenberg, Dr. Godwin, and the Conduct Problems Prevention Research Group, alongside Fast Track principal investigators Dr. Jennifer Lansford and Dr. Kenneth Dodge. The discussion centres on early emerging conduct problems — persistent patterns of aggressive and disobedient behaviour that place children at higher risk of anti-social behaviour, criminal involvement, and mental health difficulties later in life. Dr. Gorla explains the theory of intergenerational transmission of violence, describing how cycles of harm can pass from one generation to the next, and outlines how this study uniquely tracked three generations — grandparents, parents, and children — using prospective rather than retrospective data, a rare advance in this field of research. Drawing on Fast Track, one of the most influential randomised controlled trials in developmental psychology, Dr. Gorla shares the study's central finding: intimate partner violence in the first generation predicted parent-child violence in the second generation, which in turn led to poorer mental health in the third generation — but only within the control group. Crucially, this negative chain was disrupted among families who received the Fast Track intervention, offering compelling evidence that early, multi-component prevention can break cycles of violence across generations. This conversation is essential listening for clinicians, researchers, educators, and policymakers interested in child and adolescent mental health, early intervention, and violence prevention. It offers both rigorous longitudinal evidence and a genuinely hopeful message: outcomes for children are not predetermined by family history, and investment in early intervention protects not just today's children, but generations to come. Read the JCPP paper 'The randomized controlled trial Fast Track multilevel intervention for children with early-emerging conduct problems breaks intergenerational transmission of violence across three generations'Laura Gorla, W. Andrew Rothenberg, Jennifer Godwin, Conduct Problems Prevention Research GroupFirst published: 11 February 2026https://doi.org/10.1111/jcpp.70133 Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBW Visit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    Breaking the Cycle of Violence: 3-Generation Study. A Mind the Kids podcast

  7. Aug 7

    Depression; through the lens of the teenage brain. An 'Inside the Teen Brain' podcast

    Dr. Jane Gilmour returns with Inside the Teen Brain. In this episode Jane talks to Dr. Victoria Pile about depression. This talk explores the presentation, recognition, and psychological intervention for depression in adolescence, a developmental period marked by heightened vulnerability and significant opportunity for intervention. Depression commonly emerges during adolescence and is associated with substantial long-term consequences, including social and academic impairment.  Despite its prevalence and impact, the majority of young people with depression do not receive timely or effective support. The talk highlights how adolescent depression is often under-recognised, perhaps due to its overlap with developmental changes and its heterogeneous clinical presentation.  Recent work that highlights central symptoms of depression is discussed. Current treatment approaches are described and evidence explored that suggests many established interventions show only modest efficacy, and a substantial proportion of young people do not respond. In response, emerging approaches are discussed that aim to improve both access and effectiveness. These include school-based delivery models and the co-development of treatments with young people.  Finally, the talk considers a shift toward targeting specific symptoms and psychological mechanisms, such as self-compassion, sleep, and emotional mental imagery. Novel interventions are presented as promising avenues for improving outcomes. Overall, the talk suggests a more developmentally informed, accessible, and mechanism-focused approach to addressing adolescent depression. Learning Objectives To understand the presentation and challenges of recognising adolescent depression. To appreciate the effectiveness and limitations of current psychological interventions for adolescent depression To explore emerging, developmentally informed approaches to intervention Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBWVisit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    Depression; through the lens of the teenage brain. An 'Inside the Teen Brain' podcast

  8. Aug 5

    Inhibitory Control vs Emotion Regulation. A Mind the Kids

    Have you ever wondered how a child's ability to manage their emotions and impulses might shape their later mental health? And, what if one of the most important predictors isn't about how clever they are, but how well regulated they are on the inside? This episode of the Mind the Kids podcast features Lilja Jónsdóttir, a PhD student at the Department of Psychology at Uppsala University, Sweden, who will shortly take up a postdoctoral research position in child and adolescent psychiatry at Uppsala's Department of Medical Sciences. Hosted by Mark Tebbs, the conversation explores her paper, Examining Early Inhibitory Control and Emotional Regulation as Predictors of Childhood Internalizing and Externalizing Problems: A Longitudinal Study, co-authored with her supervisor Professor Karen Brocki, co-supervisors Dr. Matilda Frick and Dr. Andreas Frick of Stockholm University, and fellow PhD researcher Emma Heemann. The discussion unpacks the hierarchical development of self-regulation, examining how simpler skills such as inhibitory control — the ability to override an automatic impulse, illustrated through the classic marshmallow test — feed into more complex abilities like emotion regulation. Drawing on data from the long-running Effect Project, a longitudinal study following 94 typically developing children in Uppsala from infancy, Lilja explains how inhibitory control was measured at age four using the day-night Stroop task, emotion regulation was assessed at age six via validated parent-report measures, and internalizing and externalizing problems were captured at nine to ten years using the Strengths and Difficulties Questionnaire. Contrary to prior research and theoretical expectations, the study found no link between early inhibitory control and later emotion regulation or behavioural outcomes. Instead, emotion regulation at age six emerged as a robust, transdiagnostic predictor of both internalizing problems (such as worry and withdrawal) and externalizing problems (such as impulsivity and defiance) three to four years later — a finding that held even within a relatively advantaged community sample, strengthening the case for universal, early support. This conversation is essential listening for clinicians, educators, and parents interested in child development, self-regulation, and early intervention. Lilja discusses the importance of co-regulation between caregivers and children, promising directions for emotion-regulation-focused support, and why publishing null results — such as the absence of an inhibitory control effect here — matters for advancing the field. Read the JCPP Advances paper 'Examining early inhibitory control and emotion regulation as predictors of childhood internalizing and externalizing problems: A longitudinal study'Lilja K. Jónsdóttir, Matilda A. Frick, Andreas Frick, Emma J. Heeman, Karin C. BrockiFirst published: 07 January 2026 https://doi.org/10.1002/jcv2.70093 Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBW Visit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

    Inhibitory Control vs Emotion Regulation. A Mind the Kids
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Ratings & Reviews

4.5
out of 5
11 Ratings

About

These podcasts are an invaluable resource for anyone interested in child and adolescent mental health. They bridge the gap between rigorous research and practical application, featuring expert discussions on mental health. Each episode highlights cutting-edge studies offering insights into findings, and implications for practice. The series caters to clinicians, researchers, and those interested in mental health. Available on major platforms like Spotify and Apple Podcasts, it’s an accessible way to stay informed about advancements in the field. Visit our website for a host of free evidence-based mental health resources.

Information

  • Creator
    The Association for Child and Adolescent Mental Health
  • Years Active
    2018 - 2026
  • Episodes
    418
  • Rating
    Clean
  • Copyright
    © 2025 Association for Child and Adolescent Mental Health. All Rights Reserved.
  • Show Website
    'Mind the Kids': an ACAMH podcast

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