ACAMH

Case conceptualisation helps clinicians move from a description of a young person’s symptoms to an account of what may be keeping them going. In the session on science-informed case conceptualisation, Professor Bryce McLeod illustrated his five-step model with a single case of social anxiety in a young adolescent girl. The case shows how a formulatio...

Conversations after self-harm can help young people understand their experiences and identify changes that matter to them. McCabe et al. (2026) describe how the Supporting Adolescents with Self-Harm (SASH) intervention combines therapeutic assessment, enhanced safety planning and solution-focused brief therapy. Through four young people’s cases and one carer’s case, they illu...

The transition from primary to secondary school is widely recognised as one of the most difficult (Zeedyk et al., 2003) and stressful (Coelho & Romão, 2016; Jindal-Snape et al., 2020) milestones in an adolescent’s life, marked by considerable individual emotional, social and physical (e.g., puberty) changes (Anderson et al., 2000). Students face fragmented teacher relatio...

Why does non-suicidal self-injury develop, and what might sustain it? In their review, Kaess et al. (2021) examine biological findings alongside biological findings alongside psychological and social processes. They distinguish vulnerabilities that may precede self-injury, characteristics associated with ongoing behaviour, and temporary changes surrounding individual episodes...

During her talk on treating ADHD and depression, Dr Ramya Srinivasan opened with a case. A teenager, diagnosed with ADHD at nine and started on medication at eleven, had stopped handing in schoolwork and was attending school less regularly. At home, his parents had noticed that h...