'Mind the Kids': an ACAMH podcast

 This Mind the Kids episode, ‘Therapy and Autism: Actions for Adaptations’, asks what does truly neurodiversity affirming therapy look like for autistic young people with co occurring mental health difficulties?  Dr Jane Gilmore and Professor Umar Toseeb are joined by clinician researcher Professor Francisco Musich to step inside the therapy room and examine how it actually feels for autistic children and adolescents with co occurring conditions to navigate CAMHS support. Across the conversation, they move beyond theory and guidelines to the lived details that make or break engagement: the speed and style of language, the sensory impact of the clinic environment, and how far therapists are willing to adapt around special interests, alternative media and different processing speeds.  Along the way, they weigh personal clinical instincts against a still emerging evidence base, asking which accommodations genuinely improve outcomes and which might be comforting but ineffective, and what this means for designing neurodiversity affirming, research informed care.  Professor Francisco Musich will be delving into this topic more in February 2026 at the ACAMH webinar - Autism and Co-occurring Conditions: Adapting Psychological Therapies https://www.acamh.org/event/autism-cooccurring-conditions/  Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at www.acamhlearn.org 

What actually is a ‘meltdown’, and when do big feelings in kids become a problem that families and schools can’t ignore? In this episode of Mind the Kids, hosts Dr. Jane Gilmour and Professor Umar Toseeb sit down with Associate Professor Erin Gonzalez from the University of Washington School of Medicine, to unpack meltdowns in real-life, everyday language rather than just research jargon. Drawing on her clinical work with families in crisis, Erin explores what happens in a child’s brain and body during a meltdown, why these episodes are so common in neurodivergent children, and how screens, sleep, and anxiety can create a ‘perfect storm’ for explosive behaviour. She offers practical, evidence-informed strategies for parents and teachers, including how to respond in the moment, why “doing less” can sometimes de-escalate faster, and how to use meltdowns as opportunities to build emotional literacy instead of shame. The conversation also previews Erin’s upcoming ACAMH webinar, ‘Mastering Meltdowns: Managing Big Feelings in Kids’, and highlights why emotional competence should be treated as just as fundamental as learning to read. This episode is essential listening for parents, carers, educators, and clinicians supporting children whose emotions sometimes feel bigger than they are. Don’t miss Associate Professor Erin Gonzalez deliver the ‘Mastering Meltdowns: Managing Big Feelings in Kids’ from just £5, details at https://www.acamh.org/event/no-more-meltdowns/ 

‘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

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.

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