Child and Adolescent Mental Health最新文献

Documentation comprises a large proportion of Child and Adolescent Mental Health Service (CAMHS) clinicians/practitioners' work burden and is often completed outside contracted working hours, either requiring overtime pay and/or contributing to burnout. Ambient voice technology (AVT) combines AI-driven automated transcription and reporting and is a promising tool to mitigate these challenges. Multiple commercial products have been deployed in clinical settings internationally, including mental health services. Guidance on safe and effective use is yet to be established, and specific regulation of AI-based health technology is still in its infancy or does not exist in many countries. Further, to date, evidence on safety, acceptability, system-level efficiency gains, performance and economic value is sparse. As a cross-disciplinary group with direct implementation experience, we provide a broad overview of the clinical, technical, ethical, regulatory and economic aspects of introducing AVT to CAMHS and neurodevelopmental clinical settings to guide decision-makers and highlight evidence gaps.

Understanding the mental health impact of climate change is of paramount importance to promoting youth resilience and pro-environmental engagement. Here, we reflect on the study of Park et al. (Child and Adolescent Mental Health, 2026) on the prevalence and mental health correlates of climate worry in young adolescents. We propose that terminological clarity and abstinence from evaluative judgments on the adaptiveness of climate worry are necessary to unravel its role and function in young people's mental health and lives. We also provide suggestions for future research and practice that aim to deepen on three key implications of the study: (a) that climate worry has multiple unique links to a host of mental health problems in young adolescents; (b) that gender differences in climate worry are present already from a young age; and (c) that adults should promote both resilience and pro-environmental engagement in youth, in a developmentally appropriate manner.

Background: Smartphones/social media have been hailed as offering educational benefits, but widespread concerns highlight multiple negative effects, including for learning and well-being. Some countries enforce school phone bans, whereas others (e.g., England) have guidance promoting 'phone-free environments' but no legal mandate at present. There is limited evidence on the benefits of such policies, including whether they promote safeguarding.

Methods: We used freedom of information (FOI) requests to investigate the relationship between mobile phone policies and digital safeguarding incidents in 114 schools in England (>90,000 pupils). We examined the prevalence and content of policies during the 2023/2024 academic year and digital incident reporting.

Results: Sixty of 114 (52.63%) schools had a mobile phone policy. Policy type and content varied significantly, with inconsistent use of 'ban' terminology. Digital safeguarding incidents made up only 4.9% (4183/85,540) of all incidents but varied substantially (>10% in 36/114 schools; >25% in 9), suggesting inconsistent reporting. Schools with policies, regardless of restrictiveness, reported more digital incidents. Schools with restrictive policies were more likely to refer incidents and reported more school-based incidents, although most still occurred outside school.

Conclusion: Safeguarding incidents involving smartphones or social media are occurring in schools throughout England. Schools with mobile phone policies were more likely to report digital safeguarding incidents, suggesting an association between policy presence and reporting. Vast variation in policy content and inconsistent 'ban' rhetoric undermine the potential for effective safeguarding. These findings underscore the need for standardised definitions of digital risks and consistent policy approaches.