Writing on Adolescent OCD and Emotional Life

Why does one adolescent become preoccupied with a particular intrusive thought while another fears something entirely different? This piece explores the idea that intrusive thoughts are not random. Their content may gather around what is most emotionally alive, morally charged and developmentally unsettled in the young person’s inner world. Understanding that context can reduce shame and help explain why this thought, for this adolescent, at this moment.

By the time a young person reaches CAMHS, their OCD has usually been described many times. The clinician may know the rituals, the risk concerns and the reassurance being sought at home, yet know very little about the young person. Meltzer helps us think about what enters the room with them: the institution, the pressure for certainty and the fear that an intrusive thought will be treated as a confession. The task is to create an encounter in which thought remains possible.

What if compulsive checking is not simply an attempt to remove doubt, but a retreat from a question that cannot be answered? Drawing on Donald Meltzer’s idea of aesthetic conflict, this piece considers how adolescent OCD may convert the uncertainty of bodies, parents and other minds into rituals with rules. The compulsion offers a procedure where emotional life offers none.

“I can’t reassure them anymore.” “I feel like I’m failing.” Parents of teenagers with OCD say some version of this to me constantly, and none of them are failing. In this post, Marcus Lewton introduces his new book, When Your Teenager’s Mind Gets Loud, and makes the case that NICE guidance on adolescent OCD, unchanged since 2005, leaves parents carrying more than anyone tells them to expect.

My experience of health and illness anxiety in adolescents has gradually moved me away from thinking of it as a primarily cognitive problem. This was not where I started. My clinical training pointed clearly in a different direction, and for good reason. The cognitive model of health anxiety is a genuinely compelling one. The account offered in texts like the Oxford Guide to Cognitive Behavioural Therapy, and in the broader clinical literature, makes a strong case: that what

New book release

Not all dark thoughts in adolescence are perverse. Some are collapse. Know the difference—and listen for structure, not content.

To many in government, a child’s mind is a datapoint. But some suffering isn’t measurable—it’s symbolic, not yet sayable, still surviving.

MERP teaches us something Bion knew all along: we must think about thought—not just resist it—if we are to metabolise experience.

Repetitive thoughts aren’t always questions—they’re often cries. Listen beyond logic. It’s not about the answer. It’s about the feeling.

What if OCD isn’t one condition, but four psychic positions? A new way to understand rituals, retreat, and recovery in young people.

Not every silence needs decoding. Some states refuse meaning. This lecture teaches how to stay when the symbol won’t come.

Not every interpretation lands. Some come too soon. Learn how to recognise when a symbol isn’t ready—and why that matters in OCD work.

You don’t need to be perfect. You need to stay in the room. What to say when you’re scared to say the wrong thing to your child.

Stop cataloguing rituals. Start listening for what breaks if they don’t happen. Treat the structure, not just the symptom.

When a young person stops symbolising, rituals remain—but meaning drains out. Symbolic collapse is quiet, but devastating. (Lecture 2).

A guide for clinicians who want to practise symbolically—even within ACT, DBT, and CFT-dominated services. Hold the thread.