Child and Adolescent Psychiatrists support children and young people with a variety of mental health conditions, from autism to attachment disorders.
The role of a Child and Adolescent Psychiatrist is full of complex challenges and you’ll need to combine the rigours and science of medicine with the creativity of therapy.
Your first step is medical school to train as a Doctor. If you already have a degree, you could study for a four-year postgraduate degree in medicine.
After medical school, you’ll join the paid two-year NHS Foundation Programme where you’ll work in six placements in different settings.
After your foundation programme, you can apply for paid specialty training to become a child and adolescent psychiatrist.
- Child psychiatrists need an ability to understand issues from a range of perspectives as it usually involves working with the child/young person’s carers as well as the child or young person.
- Working within a multidisciplinary team, alongside a patient’s family and carers, their school teachers and other specialists
- Providing advice and leadership to the wider team, often delivering your expertise to other professionals rather than the patient themselves.
- Advocating for children and young people and improving public mental health, which requires an excellent understanding of legal frameworks, educational provision and safeguarding.
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I specialize in treating a wide range of mental health conditions in children and young people, including mood disorders, anxiety disorders, eating disorders, psychosis, OCD, gender dysphoria, and medically unexplained symptoms (MUS). During the early part of my consultant career, I primarily worked as an adolescent psychiatrist in both inpatient and outpatient settings, supporting young people with complex mental health problems.
Currently, as a community child and adolescent psychiatrist, I have a particular interest in neurodevelopmental conditions such as autism, ADHD, intellectual disabilities, and trauma-related conditions. Alongside my clinical work, I actively pursue teaching and management roles, focusing on workforce development, interprofessional education, and service improvement to enhance care for children and young people.
My fascination with the brain and mind, particularly the neuroscience elements that underpin mental health and illness. As I progressed in my training, the focus on prevention and early intervention in child psychiatry deeply resonated with me. I realised how transformative it can be to support children and young people during critical periods of development, potentially altering the course of their lives for the better.
Working in child psychiatry also appealed to me because of the flexibility and better work-life balance it offers compared to many acute medical specialties. The opportunity to collaborate with multidisciplinary teams, families, and professionals in education and social care further enriched my interest, as I find great value in learning from others and contributing to a holistic approach to care. This combination of intellectual curiosity, impactful work, and a supportive working environment made child psychiatry the perfect fit for me.
A typical day involves a mix of clinical assessments, multidisciplinary team meetings and consultations and leadership responsibilities. I also dedicate time to supervising and mentoring trainees, teaching medical students, collaborating with partner organizations, and driving quality improvement projects.
Roughly 60-70% of the time is dedicated to both direct and indirect clinical work, 30% to 40% of the time is spent on education, management, and service-based research work.
To keep up with my continuing professional development (CPD) as a psychiatrist, I take a proactive approach. I ensure ongoing development by meeting the RCPsych CPD requirements through activities like attending RCPsych conferences and regional CAMHS network meetings to stay updated on the latest developments, connect with peers and experts in the field.
I engage with leading journals such as the Journal of Child Psychology and Psychiatry, the British Journal of Psychiatry and the American Journal of Child and Adolescent Psychiatry, as well as relevant podcasts, to stay current with research and diverse perspectives. Platforms like MindEd and NHS e-Learning for Healthcare provide valuable modules tailored to child psychiatry and broader training needs.
Additionally, Pennine Care Foundation NHS Trust offers bespoke CPD programs and training sessions designed specifically for CAMHS psychiatrists, which I actively participate in to enhance my skills. I also engage in leadership training through the NHS Leadership Academy and MedEd Leaders, alongside regular involvement in journal clubs, multi-disciplinary team discussions, teaching, and research activities to support reflective practice and professional growth.
The most rewarding aspect of my job is seeing young people progress in their recovery and witnessing the positive impact on their families—it’s incredibly fulfilling to know that our work can help change the trajectory of their lives and most young people do not go on developing chronic mental health problems. Additionally, working with supportive colleagues who share a passion for improving mental health services is deeply motivating and fosters a friendly collaborative environment. The flexibility within child psychiatry is also highly rewarding. For example, the ability to connect with schools or families remotely to undertake reviews makes a significant difference in accessibility and convenience. Moreover, the specialty provides ample opportunities for growth, whether through leadership roles, teaching or engaging in innovative service improvements and research. This combination of meaningful work, flexibility, and balance makes my role deeply satisfying.
Key attributes of a child psychiatrist include a combination of reflective thinking and analytical precision, enabling both a broad understanding of complex scenarios and detailed problem-solving.
Perseverance is vital, as meaningful change often takes time, alongside emotional resilience to handle the challenges of the role.
Effective communication with young people and diverse individuals is essential, as is the ability to tolerate uncertainty, embody cultural sensitivity, and embrace others’ perspectives with kindness and understanding.
Flexibility and quick thinking are crucial to adapting to rapidly changing situations, while a broad world view and openness to flattened hierarchies foster collaboration. Above all, being grounded in fundamental human qualities—compassion, understanding, and empathy—makes this specialty incredibly rewarding, offering the unique opportunity to transform young lives.
If you are a sixth form student, gain work experience in mental health services or volunteer with organisations supporting young people to understand the field and show your commitment. All psychiatrists are qualified doctors, so first you need to secure a place at medical school.
If you are a medical student, maximize your psychiatry placements by shadowing CAMHS professionals. Join the Royal College of Psychiatrists (RCPsych) as a student associate member for discounted conference access, free journals, and networking events. Consider entering the RCPsych medical student essay prize or audit & research prize to deepen your engagement.
If you are a foundation doctor, become an RCPsych foundation associate member for tailored resources and opportunities. Arrange CAMHS placements and use specialist interest days to explore the specialty further.
If you are a core psychiatric trainee, engage in quality improvement projects, audits, or research by connecting with research teams in Greater Manchester trusts. These experiences can strengthen your application for higher training.
At any stage, seeking mentorship and staying proactive in your learning will help you succeed in this rewarding specialty.
Completing MRCPsych and a certificate of completion of training (CCT) in child and adolescent psychiatry are essential for entering the field. Additional training in evidence-based psychological therapies such as cognitive behavioural therapy, and systemic/family therapy can significantly enhance clinical expertise.
Pursuing research or educational fellowships and qualifications is highly valuable. Participating in service quality improvement projects involving service users and co-production approaches can help drive impactful change. Developing leadership skills through structured programs further equips professionals.
We use technology regularly to streamline clinical, educational, and administrative tasks. Voice-to-text tools assist with transcribing meeting notes, summarizing reports, and dictating clinical documentation, though accuracy and professional oversight remain essential.
In medical education, we utilize generative AI for creating teaching materials, including simulated cases, objective structured clinical examination scenarios, and multiple-choice questions. As part of Pennine Care’s pilot with Microsoft NHS Co-Pilot, embedded in electronic records, AI-driven tools help reduce documentation burden, though clinical judgment is always prioritised.
The resilience of children and young people is deeply inspiring and keeps me motivated in this field. Each case offers the opportunity to make a meaningful difference, helping young people and their families overcome challenges and thrive.
Difficult cases, though challenging, highlight the importance of advocacy and compassionate, evidence-based care. They push me to refine my skills and approach each situation with empathy. Knowing that even small changes can positively impact young lives, and their communities drives my commitment to this rewarding specialty. I am also inspired by the passionate and supportive colleagues I work alongside, whose dedication to improving young lives strengthens my own commitment.
The video below published by NHS Health Careers describes the role of a Child and Adolescent Psychiatrist working within the NHS.
