Dennis Ougrin

Dennis Ougrin

Consultant Child and Adolescent Psychiatrist & Clinical Senior Lecturer at the Institute of Psychiatry
London, UK

Dr. Ougrin graduated from a medical school in Ukraine in 1998 and came to England to undertake his post-graduate training. He completed his higher training in child and adolescent psychiatry at Guy’s and Maudsley and is currently a consultant child and adolescent psychiatrist leading Supported Discharge Service at South London and Maudsley NHS Foundation Trust. Dr. Ougrin is also a clinical senior lecturer at the Institute of Psychiatry, Psychology and Neuroscience. Dr. Ougrin leads a programme of information exchange between the UK and Ukraine. His main professional interests include prevention of Borderline Personality Disorder and effective interventions for self-harm. Dr Ougrin is the author of Therapeutic Assessment, a novel model of assessment for young people with self-harm. He is the chief investigator of a randomized controlled trial of Supported Discharge Service versus Treatment as Usual in adolescents admitted for in-patient care and a principal investigator of a randomized controlled trial comparing intensive mental health intervention versus usual social care in Looked After Children. Dr Ougrin also works on developing a modular psychotherapeutic intervention for self-harm and on understanding the pathophysiology of self-harm in young people.

 

 

Short Description of the Lecture:

1. Therapeutic Assessment for Self-Harm: An Autism Perspective
Therapeutic Assessment (TA) is a manualized, evidence-based approach to the assessment of teens presenting with suicide attempts or non-suicidal self-injury (NSSI). It provides a therapeutic component to the assessment process with a view to improving compliance with follow-up treatment. The talk reviews the latest understanding and evidence around the aetiology and epidemiology of teen suicide attempts and NSSI; considers the issue of engaging adolescents in follow-up and treatment; reviews the factors that impact on engagement both positively and negatively; and teaches the concepts of TA so participants are familiar with the principles of constructing TA diagrams and have an understanding of how to derive “exits” from the diagrammatic cycle of maladaptive behaviours.