زیرشاخه پژوهشیروانپزشکی کودک و نوجوان
مقالهها، منابع و پژوهشهای تازه حوزه روانپزشکی کودک و نوجوان
جستوجوی چندمنبعی
PubMedدسترسی آزاد2026
Current psychiatry reportsTomoya Hirota, Anthony Guerrero, Bennett Leventhal, Daniel Fung, Norman Sartorius, Takashi Okada, Phyllis Chan, Chawanun Charnsi, Keun-Ah Cheon, Oyunsuren Dava…
PURPOSE OF REVIEW: The Far East is highly vulnerable to natural disasters and mass trauma, underscoring the critical need for child and adolescent psychiatrists (CAPs) equipped to deliver disaster mental health care. To understand regional capacity and preparedness, we conducted the third wave of a 12-year longitudinal survey tracking CAP postgraduate training systems and workforce trends in the Far East. RECENT FINDINGS: In 2024, representatives from 16 of 17 countries and functionally self-governing areas completed a standardized online questionnaire. Data regarding CAP training structures, specialty recognition, and workforce size were descriptively compared with previous survey waves (2012 and 2017). The CAP workforce has steadily increased, with new specialists emerging in Cambodia, Mongolia, and Myanmar. By 2024, 75% (12/16) of regions offered postgraduate CAP training-up from 59% in 2017-and recognition of CAP as a distinct specialty increased to 75%. Curricula have diversified, frequently integrating school consultation (83%) and forensic psychiatry (58%). However, national guidelines, board certification (44%), and institutional support remain highly uneven across the region. While CAP training in the Far East has significantly expanded, persistent workforce disparities limit the region's ability to deploy skilled specialists during humanitarian emergencies. Strengthening CAP training systems is an essential public health measure to fortify regional resilience and address child and family disaster psychiatry needs.
PubMed2026
Current psychiatry reportsStephen Cheng, Elizabeth Kim, Rina Bhalodi, Tevin Um, Dustin Wong, Eunice Y Yuen
PURPOSE OF REVIEW: This narrative review examines recent literature of artificial intelligence (AI) in child and adolescent psychiatry. With increasing mental health disorders in young people along with persistent workforce shortages, AI has emerged as a potential tool to improve efficiency and support clinical decision making. However, using AI raises important ethical concerns which are summarized in our review. RECENT FINDINGS: Most AI applications in child and adolescent psychiatry remain early in development and are not ready for routine clinical use. AI scribes are likely impractical in many child psychiatry settings because of multiparty visits, consent concerns, and sensitive clinical discussions. Many multimodal diagnostic tools using machine learning still require further testing and can be impractical when relying on costly diagnostics like neuroimaging. Similarly, AI-assisted therapeutics requiring physical hardware like robotics and virtual or augmented reality devices can also be prohibitively expensive. One of the few exceptions includes AI-enabled video and eye-tracking approaches for autism diagnosis. Chatbots and robot companions may provide modest improvements for depression, but evidence remains limited in the pediatric population with risk of serious harm. Concerns of AI include misinformation, algorithmic biases, privacy risks, crisis mismanagement, and excessive emotional attachments to chatbots. AI may eventually support child and adolescent psychiatry, but current evidence supports cautious, supervised use rather than broad clinical adoption. Clinicians should help families understand AI's limits, encourage digital literacy, and ensure that AI remains an adjunct to human care rather than a substitute.
PubMed2026
Tijdschrift voor psychiatrieE D'hoore, E Van Raes, N Vliegen
BACKGROUND: The therapeutic relationship is an important predictor of the effectiveness of psychotherapy. Within this relationship, the balance between distance and closeness plays a crucial role. However, within child psychiatry, little is known about the conceptual scope and clinical interpretation of these concepts. AIM: To investigate how child and adolescent psychiatrists, in their contact with minors, give meaning to distance and closeness in the therapeutic relationship and what considerations they make in clinical practice. METHOD: In this qualitative study, semi-structured interviews with ten child psychiatrists explored various perspectives that describe the experience of distance and closeness in clinical practice. Thematic analysis identified meaningful patterns and themes from the interviews. RESULTS: The following themes emerge: 1. Space, time and availability as regulators of distance and closeness; 2. Physical contact: the tension between providing good care and maintaining professional boundaries; 3. Emotional involvement as a source of professional tension; 4. Personal and professional identity in the therapeutic relationship; 5. The doctor as a human being; 6. Professional role and clinical assignment as a framework for establishing distance and closeness. CONCLUSION: Distance and closeness take shape in various ways in the therapeutic relationship with children and adolescents. Child psychiatrists seek an appropriate balance in their own way. This article offers an initial thematic framework to support further dialogue and research.