'Mind the Kids': an ACAMH podcast

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.

'Mind the Kids': an ACAMH podcast is a science podcast hosted by Unknown Host, with 425 episodes on record and a Required Pod Score of 80.

Unknown Host hosts 'Mind the Kids': an ACAMH podcast, a science show with 425 episodes published.

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  Episode #425

  425: Rates of Anxiety: Is It Time to Press the Panic Button? 'Mind the Kids' podcast

  Sep 30, 202651 min

  Professor Sam Cartwright-Hatton is hosting an ACAMH webinar, 'Helping Anxious Parents Raise Confident Children: Preventing the Intergenerational Transmission of Anxiety' , on 17 November 2026 at 2pm UK time. Follow Fearless Labs on Instagram for practical, evidence-based tips for parents and professionals: @fearless.labs In this episode of Mind the Kids, hosts Dr. Jane Gilmour (Honorary Consultant Clinical Psychologist and Child Development Programme Director at UCL) and Professor Umar Toseeb (Professor of Psychology at the University of York) sift through the data, dilemmas and debates around childhood anxiety disorders — before bringing in special guest Professor Sam Cartwright-Hatton, Professor of Clinical Psychology at the University of Sussex and Director of Fearless Labs. Drawing on Tamsin Ford's influential editorial, 'Why I am now convinced that emotional disorders are increasingly common among young people in many countries' , published in the Journal of Child Psychology and Psychiatry, Jane and Umar open by questioning society's mixed messaging around anxiety, before Sam joins to unpack the evidence on prevention, parenting and treatment. In this conversation on childhood anxiety, parenting and prevention, mental health literacy, and digital interventions, the trio unpack: - Why distinguishing "I'm anxious about this" from "I have an anxiety disorder" matters — and why avoidance, not anxiety itself, is often the real problem - The latest UK prevalence data: around 3.9% of 5-10 year-olds and 13.1% of 17-19 year-olds have a diagnosable anxiety disorder, according to the British Child and Adolescent Mental Health Survey - Why it's genuinely difficult to know if anxiety disorders are truly increasing, given changing questionnaires and growing openness about mental health — and the "dark side" of destigmatisation flagged by researcher Lucy Foulkes - Why anxiety is an adaptive personality trait that evolution needed — and what determines whether it tips over into a disorder - Sam's "Three L's" framework for parents: Love, Limits, and Little -Pushes — and why good behaviour management matters just as much for anxious kids as for behaviourally-challenged ones - Why universal, whole-classroom anxiety and mindfulness programmes (including findings from the MYRIAD trial) show weak or even harmful effects — and why targeted, opt-in approaches may work better - How the school environment itself — nutrition, exercise, relationships — functions as a passive mental health intervention - Evidence from a randomised controlled trial of over 1,800 families showing that a scalable, unsupported digital parenting course, Parenting with Anxiety, produced real reductions in child anxiety symptoms with no reported harms - Why an app being popular or "feeling helpful" doesn't mean it's evidence-based — and why unregulated mental health apps could do more harm than good 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.org Facebook and LinkedIn search / ACAMH Instagram https://www.instagram.com/assoc.camh Bluesky https://bsky.app/profile/acamh.bsky.social X https://x.com/acamh Subscribe to Mind the Kids for more conversations with leading researchers and clinicians on child and adolescent mental health, evidence-based interventions, and the latest findings shaping youth mental health care. #MindTheKids #ACAMH #ChildAnxiety #AnxietyDisorder #ParentingSupport #ChildMentalHealth #AdolescentMentalHealth #DigitalMentalHealth #FromTimidToTiger #FearlessLabs #EvidenceBasedParenting #ChildPsychology #JCPP #MentalHealthAwareness

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  Episode #424

  424: Parenting Intervention: Finding the Goldilocks Zone. A 'Mind the Kids' podcast

  Sep 23, 202648 min

  This episode of the Mind the Kids podcast is called "Parenting Intervention: Finding the Goldilocks Zone." Hosts Dr. Jane Gilmour, honorary consultant clinical psychologist and Child Development Programme Director at UCL, and Professor Umar Toseeb, Professor of Psychology at the University of York specialising in children and young people's mental health and special educational needs, are joined by a trio of experts: Julia Ruggiero, advanced PhD student in clinical psychology at the University of Oregon, Dr. Xiaolan Liao from the University of Oklahoma, and Professor Elizabeth Skowron from Penn State University. The guests are co-authors of " Effects of Parent-Child Interaction Therapy Dosage on Child and Parent Outcomes: Differentiating Child-Directed Interaction and Parent-Directed Interaction Session Impacts in Child Welfare-Involved Families," published in the Journal of Child Psychology and Psychiatry (JCPP). Drawing on a sample of 204 child welfare-involved families, the study examines how the dosage of the two phases of Parent-Child Interaction Therapy (PCIT) — child-directed interaction (CDI), which builds warmth and relationship quality, and parent-directed interaction (PDI), which teaches safe, effective discipline and limit-setting — shapes parenting skills and child behaviour outcomes. The conversation explores: - What Parent-Child Interaction Therapy actually looks like in the room, including the therapist "in the parent's ear" coaching model - Why the relationship-building CDI phase and the limit-setting PDI phase teach parents distinct skills, and how the two phases interact with each other - The evidence base for PCIT with child welfare-involved families, including striking three-year re-abuse rates and cost-effectiveness data - Why the study's key finding — that dosage in one phase interacts with dosage in the other — challenges the assumption that "more sessions" always means "better outcomes" - Barriers to engagement facing families experiencing deprivation, and practical strategies (transport, childcare, food, community-based delivery) that improve treatment completion - How the core principles of PCIT, connection before correction, might translate differently across developmental stages, from preschoolers to teenagers - Why caution is needed before drawing strong causal conclusions from dose-response data that wasn't itself randomised This episode is essential listening for clinical psychologists, child welfare practitioners, family therapists, researchers, and policymakers interested in evidence-based parenting interventions, child welfare services, and how treatment dosage and sequencing affect outcomes for vulnerable families. Read the full paper, published in the Journal of Child Psychology and Psychiatry: 'Effects of parent–child interaction therapy dosage on child and parent outcomes: differentiating child-directed interaction and parent-directed interaction session impacts in child welfare-involved families' Xiaolan Liao, Julia P. Ruggiero, David E. Bard, Adon F. G. Rosen, Elizabeth A. Skowron First published: 03 February 2026 https://doi.org/10.1111/jcpp.70106 Mind the Kids is brought to you by ACAMH (Association for Child and Adolescent Mental Health), translating the latest child and adolescent mental health research into evidence-based conversation. Subscribe for more conversations on child development, social policy, and the evidence shaping child and adolescent mental health. 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.org Facebook and LinkedIn search / ACAMH Instagram https://www.instagram.com/assoc.camh Bluesky https://bsky.app/profile/acamh.bsky.social X https://x.com/acamh #MindTheKids #ParentChildInteractionTherapy #PCIT #ChildWelfare #EvidenceBasedParenting #ChildMentalHealth #ParentingSupport #ACAMH #MentalHealthResearch

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  Episode #422

  422: Diagnosed; The Teenage Brain Experience. An 'Inside the Teen Brain' podcast

  Sep 11, 202633 min

  Watch the interview on ACAMH Learn at https://bit.ly/Diagnosed-Experience and get a free CPD/CME certificate by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBW In this episode of Inside the Teen Brain, Dr. Jane Gilmour speaks with Rayne Huggins about the experience of being diagnosed with Tourette syndrome. Drawing on personal lived experience, Rayne reflects on what a diagnosis can mean for a young person and explores the pros and cons of receiving one. Together, they consider how a diagnosis can shape not only how a person understands themselves, but also their sense of identity and connection to a wider community. Honest and thought-provoking, the conversation offers a valuable first-hand perspective on living with Tourette syndrome and what diagnosis can come to represent. Learning Objectives A. To understand what it means to be diagnosed with tourette syndrome. B. To explore pros and cons of attaining a diagnosis of tourette syndrome. C. To explore how this may shape identity and community 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.org Facebook and LinkedIn search / ACAMH Instagram https://www.instagram.com/assoc.camh Bluesky https://bsky.app/profile/acamh.bsky.social X https://x.com/acamh

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  Episode #421

  421: Poverty, Policy, and Politics. A Mind the Kids podcast

  Sep 9, 202642 min

  How does research actually change government policy? In this episode of Mind the Kids, hosts Dr Jane Gilmour (UCL) and Professor Umar Toseeb (University of York) sit down with Baroness Ruth Lister — Emeritus Professor of Social Policy at Loughborough University, Fellow of the British Academy, and a Labour peer in the House of Lords — to unpack how evidence, political will and public appetite combine (or collide) to shape social policy for children living in poverty. This conversation goes behind the headlines of the UK's child poverty strategy, including the abolition of the two-child benefit limit from April 2026 — a change expected to be the single biggest reduction in child poverty any UK government has delivered at a stroke, after CPAG research linked the policy to roughly 109 children entering poverty every day. In this episode we cover: – How the House of Lords scrutinises legislation, and Baroness Lister's role as a backbench "critical friend" – Why politicians cherry-pick evidence — and when evidence gets overridden by ideology or public appetite – The real story behind scrapping the two-child benefit limit, and why the benefit cap remains in place despite similar evidence of harm – Why UK child poverty sits at 27% (down from around 30% following a measurement change) and what's really driving it — frozen benefits, insecure work, and rising housing costs – The civil service vs. ministers vs. MPs: who academics should really be talking to for policy impact – Why "child poverty," not "family poverty," was the deliberately chosen framing that built public support – The power of lived experience in policymaking, including the Changing Realities project and the Timms PIP review – Interpersonal relationships and community interventions as a positive, low-cost buffer against the harms of poverty – Why child poverty is a mental health issue — and how squeezed welfare budgets often resurface as pressure on CAMHS and schools Whether you're a researcher trying to translate evidence into real-world impact, a clinician working with families affected by poverty, or simply want to understand how policy really gets made in Westminster, this episode is essential listening. Mind the Kids is brought to you by ACAMH (Association for Child and Adolescent Mental Health), translating the latest child and adolescent mental health research into evidence-based conversation. Subscribe for more conversations on child development, social policy, and the evidence shaping child and adolescent mental health. 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.org Facebook and LinkedIn search / ACAMH Instagram https://www.instagram.com/assoc.camh Bluesky https://bsky.app/profile/acamh.bsky.social X https://x.com/acamh

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  Episode #420

  420: ADHD; Risk, Reward and the Teenage Brain. An 'Inside the Teen Brain' podcast.

  Sep 4, 202645 min

  Watch the interview on ACAMH Learn at https://bit.ly/ADHD-Teen-Brain and get a free CPD/CME certificate by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBW In this conversation, Dr. Jane Gilmour and Professor Susan Young explore what it means to understand ADHD through the lens of the teenage brain. Adolescence is a period of rapid change, marked by increased risk-taking, emotional intensity, and a drive for novelty—characteristics that are also central to ADHD. She considers what happens when these developmental processes intersect, and how to distinguish between what is typical, what is neurodivergent, and what may be misunderstood. Professor Young reflects on how ADHD presents and evolves across adolescence and into young adulthood, challenging dominant narratives, including debates around overdiagnosis and late identification. She also examines more complex and often overlooked issues in practice, such as the relationship between ADHD and trauma, risk-taking behaviours including substance use, and pathways into the criminal justice system. The discussion moves beyond theory to consider what works in practice, including how clinicians can better engage young people in evidence-based interventions such as CBT, and what practical changes can make a meaningful difference. Overall, this conversation brings together research, clinical experience, and real-world challenges to better understand and support neurodivergent young people. Learning Objectives A. To understand ADHD through the lens of adolescent development B. To recognise areas of debate and uncertainty in ADHD (e.g. diagnosis, trauma, risk) C. To identify practical approaches to supporting and engaging young people 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.org Facebook and LinkedIn search / ACAMH Instagram https://www.instagram.com/assoc.camh Bluesky https://bsky.app/profile/acamh.bsky.social X https://x.com/acamh

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