If you are a first-time author it is very important that you read these preliminary guidelines on how to write for us before starting on your manuscript. Writing for BJPsych Advances is not like writing for most other journals. The formal Instructions for Authors focus on word counts, structure and house style. The guidelines below are intended to help you in the writing of your article.

What is BJPsych Advances

• BJPsych Advances aims to provide clinical knowledge, distilled in a handy compendium. Each article offers an overview of a particular psychiatric subject, written by expert clinicians.
• The journal is aimed primarily at consultants (who are not necessarily specialists in the specific field of a given article), but its readership includes any practising mental health professional who needs to be kept informed of current ideas, techniques and developments in psychiatry.
• BJPsych Advances is largely (but not exclusively) clinical in orientation, its articles are not scientific reviews as such, and are at all times practical – covering all areas of Good Medical Practice and Good Psychiatric Practice.
• The literature is reviewed to be broad, reflecting different viewpoints, contemporary and supportive to the theme, but it does not need to be exhaustive: this is not the place for large systematic reviews.

How to write for BJPsych Advances

• Be clear about why you are writing; be clear about what you are writing.
• Have the article’s learning objectives in mind from the start.
• Look at and consider the Instructions for Authors
• Primarily you are writing because you wish to communicate, to share your ideas and contribute to furthering knowledge. In the case of BJPsych Advances you are looking to contribute very directly to the learning plans of others.
• You may also view writing as a way of advancing yourself and your career (although you are unlikely to be making your personal fortune from commissions for BJPsych Advances).
• You may be starting from a position of enjoying the act of writing itself. If not, you will need to be disciplined and set out in project form a timetable for preparation, writing the first draft, revising and submitting the article. If you are writing with others, such a plan is invaluable and must be accompanied by clear records of who is doing what and when!
• So be clear that you have something to say, know what that is and bear in mind who you are saying it to throughout the writing process.
• Start with a basic search of the literature and prepare an outline. It seems obvious but this is essential: you are most unlikely to achieve your aim without a plan.
• Check the plan. Does it convey what it is you intend to say in the article? Next, check with a couple of members of your prospective audience (peers who read BJPsych Advances) – does it say the same thing to them? If so, you are ready to proceed; if not, go back to the beginning.
• Complete your search of the literature and write a first draft. References are best incorporated as you write: leaving them to the end often results in loss and inaccuracy.
• Leave the article for a brief period of time.
• Return and read the article afresh, bearing in mind your start points of what you are trying to say and to whom.
• You may wish to edit at this stage. Manage your document carefully. When saving the article make sure to title accurately in a way that clearly distinguishes versions and makes the document easy to find. Save it in more than one place!
• Ask trusted others to read and criticise.
• Continue to revise and edit until you reach your final version.
• Then read it through, checking spelling, grammar and formatting before submitting.

How to write learning objectives

SMART objectives

Guy Brookes, 2013

Learning objectives describe what the reader will be able to do or do differently after reading and reflecting on your article. You should consider how the person’s practice would be expected to change as a result of the time invested in reading the article and reflecting on it in relation to their current practice. It might be helpful to consider whether the objectives you set are SMART:

• Specific – what will be the noticeable difference for the reader after reading the article? What change are you aiming for? Are you aiming to improve knowledge, develop skills or change attitudes?
• Measurable – how will someone know or be able to demonstrate that they have met the objectives?
• Achievable – understand what your audience’s starting level will be and, given the length of the article, be realistic. You might need to identify your priorities – someone might be able to identify indications for CBT after reading your article but not become a credible therapist!
• Relevant – keep in mind your intended audience and what they will want from the article. There needs to be a reason for someone to pick up your article in the first place.
• Time-bound – be aware of the limited length of your article and the time that your readers will spend on it. Articles for BJPsych Advances should be easily accessible.

Having read your article, the reader should be able to explain to their peer group how it has improved/reinforced their practice or changed their attitudes.

The alignment of learning objectives with assessments

David Castle, 2013

The notion of ‘constructive alignment’ is, in essence, to ensure that learning objectives are aligned with the content of your article and with the MCQ questions. As an example, I have written learning objectives for an article published in BJPsych Advances on adult ADHD and bipolar disorder (open access: Gleason & Castle (2012) 18: 198–204). Each of the learning objectives below maps to each of the MCQs. Note that you should create only three learning objectives for your article.

Learning objectives 1 Weigh up the veracity of different sources of information, in making the distinction between ADHD and bipolar disorder in adults. 2 Consider a clinical response to a patient with bipolar disorder who complains of ‘trouble concentrating’. 3 Delineate the differential diagnosis grandiosity in someone with ADHD. 4 Appreciate the differential diagnosis of ADHD. 5 Understand the extent of comorbidity between bipolar disorder and ADHD.

MCQs

Select the single best option for each question stem. (Please include 4 false options and 1 true option for each MCQ, see format below).

1. Which of the following have well-demonstrated sensitivity and specificity sufficient to make a diagnosis of ADHD in adults who have bipolar disorder?

a patient self-report of poor attention at primary school
b Conners’ Adult ADHD Rating Scales
c Wender Utah Rating Scale
d Current Symptom Scale
e none of the above. (T)

2. A university student with well-established bipolar disorder treated with lithium complains of ‘trouble concentrating’ that is affecting his ability to function academically. What is the least reasonable next step:

a assess him for signs and symptoms of mania/hypomania
b check his serum lithium level
c commence a stimulant (T)
d screen for drug and alcohol misuse
e ask him to bring teachers’ reports from primary school to the next appointment.

3. Grandiosity in a person with bipolar disorder and ADHD is least likely to be associated with:

a a psychological defence mechanism
b alcohol withdrawal (T)
c hypomania/mania
d a personality disorder
e non-adherence to mood stabilisers.

4. Differential diagnosis for ADHD includes:

a past head injury
b epilepsy
c substance misuse/dependence
d major depression
e all of the above. (T)

5. Based on current research, what proportion of adults with bipolar disorder is thought to also have ADHD:

a 0.1–1%
b 2–4%
c 5–8%
d 9–35% (T)
e 36–50%.