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?'

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.

Hedwig Eisenbarth, Karina Clavijo Saldias, Paul E. Jose, Johannes A. Karl, Karen E. Waldie

Welcome to "Mind the Kids," where stories, science, and lived experience collide to shed light on the mysteries of child development. What if the answer to why some children struggle with attention or language isn’t just written in their DNA, but also shaped by the world their parents create?

In this episode, “Neurotypes, Genotypes and Phenotypes,” our hosts Professor Umar Toseeb and Dr. Jane Gilmour invite Dr. Laura Hegemann to talk about her JCPP paper ‘Direct and indirect genetic effects on early neurodevelopmental traits’ and the wider implications of the topic.

Laura unravels why understanding genetic influences isn’t about fate or fatalism; it’s a nuanced story of possibility, risk, and hope. Her research offers powerful new insights: the mix of direct genetic effects and subtle environmental influences, and why “knowledge is power” for clinicians and parents trying to support neurodiverse children. You’ll hear candid reflections on why communicating these findings is fraught with risks and responsibilities—and stories of families who find both challenge and strength in their inherited traits.

As you listen, expect real talk: about how early intervention makes a difference, why neurodevelopmental traits can be both a challenge and a gift, and how science can help us support—not stigmatise—those on different developmental paths. 

This isn’t just another academic debate; it’s a conversation about how research shapes practice and lives. So settle in for a journey through dilemmas, discoveries, and transformative moments in child behavioural genetics. The story starts here.

From the JCPP paper ‘Direct and indirect genetic effects on early neurodevelopmental traits’ Laura Hegemann, Espen Eilertsen, Johanne Hagen Pettersen, Elizabeth C. Corfield, Rosa Cheesman, Leonard Frach, Ludvig Daae Bjørndal, Helga Ask, Beate St Pourcain, Alexandra Havdahl, Laurie J. Hannigan

Welcome to this episode of Mind the Kids, the podcast from the Association for Child and Adolescent Mental Health. In an episode titled 'Income(ing): Poverty and Resilience' Dr. Jane Gilmour and Professor Umar Toseeb are joined by Dr. Divyangana Rakesh from King’s College London, to discuss her groundbreaking research on cognitive resilience among children growing up in poverty.

The discussion centers on the paper 'Beyond the Income Achievement Gap: The Role of Individual, Family, and Environmental Factors in Cognitive Resilience Among Low-Income Youth' published in JCPP Advances. You can access the full article via DOI: 10.1002/jcv2.12297.

Dr. Rakesh shares insights into how some children manage to thrive cognitively despite economic hardship. As she explains, “Although growing up in poverty carries many risks, some children defy the odds and demonstrate positive cognitive outcomes. Identifying factors that promote such resilience in disadvantaged contexts is essential for informing interventions and policies.” She highlights the crucial role of family, community, and individual factors that can foster resilience and improve educational outcomes.

Join us as we explore the complex interplay of these factors and what they mean for child mental health and societal action. This episode is essential listening for anyone invested in understanding and supporting young people’s development in disadvantaged contexts.

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Does it really matter which type of therapy you choose? In this Mind the Kids episode, hosts Dr. Jane Gilmour and Prof. Umar Toseeb sit down with Professor Ian Goodyer from the University of Cambridge to unpack one of the most provocative findings in youth mental health research: different types of psychotherapy for adolescent depression work equally well—but not for the reasons we thought.

Drawing from the landmark IMPACT trial (the largest UK study of its kind with 465 participants), Professor Goodyer reveals surprising insights that challenge decades of therapeutic orthodoxy. Using cutting-edge network analysis, his team discovered that the key drivers of recovery aren't what therapists predicted—they're fatigue and insomnia, not the psychological symptoms clinicians typically focus on.

The Common Factors Debate: Why CBT, psychoanalytic therapy, and brief psychosocial intervention showed no significant differences in outcomes

The Speed of Recovery: Why most young people improved faster than any therapy manual predicted (often in just 6-12 sessions instead of 20-30)

Network Science Meets Mental Health: How symptoms influence each other over time—and why this changes everything about diagnosis and treatment

The Sleep Connection: Why addressing fatigue and insomnia might be more crucial than we realized for adolescent depression

The Role of Time: Why recovery continues for 12 months after therapy ends, with remarkably low relapse rates

This isn't just an academic debate. These findings have profound implications for:

Clinicians: Rethinking assessment priorities and treatment planning

Trainees: Understanding what really drives therapeutic change

Researchers: Opening new avenues for investigating mental health interventions

Policy makers: Allocating resources more effectively in child and adolescent mental health services

Perfect for: Clinical psychologists, psychiatrists, therapists, researchers, students, and anyone interested in what really works in mental health treatment—and why.

Madison Aitken, Sharon A.S. Neufeld, Clement Ma, IMPACT Consortium, Ian M. Goodyer

https://doi.org/10.1111/jcpp.14175

Welcome to Mind the Kids, the podcast from the Association for Child and Adolescent Mental Health.  Today’s episode takes us into the complex world of parenting programmes—the backbone of many early interventions for children with disruptive behaviour problems. This episode is entitles 'More Than Money: Nudging Parents, Breaking Barriers, Transforming Futures'.

Host Mark Tebbs speaks with Dr. Nathan Hodson, child and adolescent psychiatrist and researcher at the University of Warwick, whose work explores how financial incentives might help bring more parents into these transformative programmes. Drawing on behavioural economics and evidence from a systematic review and meta-analysis, Nathan and Mark delve into one of the field’s most pressing challenges: engagement. 

As they discuss, the question isn’t whether parenting support works—the evidence is clear that it does—but how to ensure families facing the toughest circumstances can access and stay with it. Could small, well-targeted incentives help remove barriers such as transport, childcare, or lost work time? And what does it mean for equity, motivation, and policy design?

This episode is as much about compassion as it is about data. It’s a conversation that asks us to see every parent not as “hard to reach,” but as balancing complex lives where practical help can make all the difference. Whether you’re a policymaker, practitioner, or researcher, you’ll find insight here into how behavioural nudges and empathy might work hand in hand to build fairer, more effective systems of support.

Mind the Kids brings research to life—because improving children’s mental health starts with understanding the stories behind the studies.​

This episode relates to ACAMH's Child and Adolescent Mental Health Journal paper 'Review: Systematic review and meta-analysis – financial incentives increase engagement with parenting programs for disruptive behavior problems'

Nathan Hodson, Madiha Majid, Richard James, Eileen K. Graham, Daniel K. Mroczek, Rinad S. Beidas

What began on a cold November night with a simple cup of hot chocolate and some open ears grew into a vibrant, inclusive space where young people, often misunderstood by schools and society, found a place to be themselves.

In this episode of Mind the Kids, ‘Home fae Home: Hot Chocolate Helping Trauma’ we step into the heart of a community transformed by compassion, creativity, and co-design. 

Join host Mark Tebbs as he meets the passionate team on a remarkable project; Charis Robertson, Anne McKechnie, Gary Kennedy, and Lindsey McIntosh—experts from diverse backgrounds including community development, clinical psychology, architecture, and design.

Hear how the Hot Chocolate Trust in Dundee — a grassroots organisation that for over 25 years has offered refuge and belonging to young people often on the margins. 

Through a remarkable collaboration between youth workers, trauma-informed psychologists, architects, and designers, this episode explores an inspiring journey of transforming a historic church building into a sanctuary designed by the young people themselves. Using innovative and playful methods, the team engaged these youths in the co-creation process, listening deeply to their stories, needs, and visions to shape a space that truly feels like their own.

Hear the stories of small moments that sparked big change — from impromptu pancake parties to spray paint workshops — and discover how trauma-informed practice goes beyond therapy to embrace community, trust, and empowerment. This is about creating safe spaces that honour identity, choice, and belonging, where healing happens naturally through connection and creativity.

Whether you’re a youth worker, mental health professional, designer, or simply someone who believes in the power of community, this episode offers a deeply human perspective on how to listen, engage, and build environments that help young people not just survive, but thrive.

Read the paper in the CAMH journal 'Home Fae Home: A case study in co-designing trauma-informed community spaces with young people in Dundee, Scotland'

Picture a young person arriving at their first mental health appointment, weighed down not only by their difficulties but also by the puzzle of navigating referrals, assessments, and uncertainty. Beneath the clinical process is a story shaped by hope, resilience, and the powerful impact of relationships and evidence in shaping outcomes. From stories of children and families seeking answers to frontline professionals looking for better ways to help, this episode, ‘Diagnosis with Heart: The Promise and Challenges of SDA Tools’ journey’s beyond statistics—asking how new tools can foster partnership, streamline care, and preserve the personal moments that make a real difference.

Welcome to the Mind the Kids podcast series. In this episode host Mark Tebbs invites listeners to step into the world of assessment through both the lens of rigorous research and lived experience.

Mark is joined by Dr. Salah Basheer and Dr. Sue Fen Tan, whose review article in the Child and Adolescent Mental Health journal ‘The acceptability and effectiveness of standardised diagnostic assessment approaches in children and young people's mental health services – an updated systematic review’  asks: can SDAs provide clarity and fairness for families, protect against missed diagnoses, and support clinicians facing daunting demand and stretched resources? Mark and his guests reflect on what’s needed to turn hope into lasting change: robust research, authentic collaboration, and the courage to keep listening to every child’s story.

As Salah reflects, “We are not talking about these tools replacing clinical practice—we’re asking whether, used as an add-on, they can help clinicians provide the right care at the right time.” Sue Fen Tan, meanwhile, reminds us that, “A tool is only as good as its real-world application. If clinicians and families don’t find it user-friendly and meaningful, it won’t make a difference. Empathy and the human touch must remain at the heart of clinical care.”

Whether a clinician, policymaker, or someone passionate about mental health, listeners leave with new questions, practical insights, and the reminder that the path to better outcomes is built as much on compassion as on evidence. If the episode moves you, please share or review to help spread fresh perspectives in child and adolescent mental health.