In schools with the focus on milder disorders and goals of early detection and prevention there remains no evidence that any mental health intervention is better that general advice and support from teachers and schools support staff.
For these cases a second therapeutic protocol of a change medication and high intensity CBT may alleviate disorder in up to 50 % or so. Treatment resistance is however likely in some 20 % of cases. For treatment responders there is no evidence that psychological treatment alone is likely to induce remission within 12 weeks. The studies confirm the value of treatment over no treatment for moderate to severely depressed patients generally seen in specialist mental health services. This evidence base provides a powerful set of new information for the revision of current treatment guidelines. Three of these have been on clinical cases and one on a school based cohort. Molecular biology will allow us to apply genomic prediction of therapies we shall learn howĪ1-03 The Treatment of Unipolar Depressions in Adolescents Ian Goodyer University of Cambridge, Department of Psychiatry, Cambridge, UK Over the past decade there have been four key randomised controlled trials conducted with depressed adolescents. Child mental health will also need to cope with increasing technological power. It follows that we should not let our training become so committed to the same curriculum for everyone but have the ability individually to personalise our training. Knowledge increases much more rapidly than the power of the brain to digest it. Also-and this is not a contradiction-we need to cope with increasing specialisation. We are a discipline with a broad training we are needed for those complex and refractory cases in which several modes of intervention need to be applied and most of us should train for breadth rather than for the intensity of a single therapeutic modality.
We are a scientific profession we need to encourage the development-not only of those who will be professional researchers but also of those who will develop and apply the clinical evidence base. There are however specific and important roles for which child and adolescent psychiatrists can prepare themselves. Keywords: Research opportunities.Ī1-02 The Future Direction of Child Psychiatry Eric Taylor Kings College London, London, UK There are many gloomy predictions around at the moment, mostly about the place of medical approaches in a context of shrinking funding in Europe and increasing managerial control of professional activity.
We will discuss how best to identify research opportunities and the necessary skills to successfully bring a research project to a conclusion by publishing your work in a peer reviewed journal. Small steps in the right direction can lead to bigger opportunities depending on whether the desire is to publish papers and enhance future prospects or to pursue a career as an Academic Child and Adolescent Psychiatrist. However there are many research opportunities to be availed of and important topics that can be investigated. Identifying a research area of interest and pursuing a research question can seem daunting and there can often seem to be limited support or guidance available to assist the process.
Trinity College Dublin, HSE Beechpark Autism Services/National Childrens Hospital, AMNCH, Dublin Research in Child and Adolescent Psychiatry is a fulfilling way to enhance skills and to develop an area of expertise that may guide future career choices. Keywords: Funding scientific clinical evidence specialisation. Child psychiatrists will need to include adaptability for their personal development as well as for their therapies. To apply neuroimaging to individual diagnosis and subtyping we shall become able to monitor drug actions directly on brain function neurocognitive knowledge will lead to more focussed psychological interventions. Eur Child Adolesc Psychiatry (2013) 22 (Suppl 2):S87–S313 DOI 10.1007/s0078-9Ī1-01 Research and Getting Published Louise Gallagher