Lesson 1Developmental History: Prenatal, Perinatal, Milestones, School Progress, and Standard Developmental Screening ToolsThis part looks at how to gather a full developmental history, covering prenatal and birth events, growth milestones, language and movement development, school performance, and using standard screening tools in mental health checks for children in Botswana.
Prenatal and perinatal risk factorsMotor, language, and social milestonesEarly temperament and attachment patternsSchool readiness and academic progressDevelopmental screening tools in practiceLesson 2Family, Social, and Environmental History: Family Psychiatric History, Separation/Divorce Impact, Parenting Practices, Socioeconomic Stressors, ACEs and Trauma ScreeningThis part covers evaluating family, social, and environmental factors, including family mental health history, parenting ways, effects of separation or divorce, economic pressures, adverse childhood experiences, and trauma checks, and how these affect risk, strength, and care planning in Botswana contexts.
Family psychiatric and medical historyParenting styles and family dynamicsImpact of separation, divorce, and lossSocioeconomic and cultural stressorsACEs, trauma screening, and resilienceLesson 3Mental Status Exam for Children: Observation Techniques, Attention/Impulse Testing, Affect, Thought Content, Speech, Play-Based Assessment MethodsThis part explains the mental status exam for children, focusing on watching behaviour, building trust, using play, testing attention and impulses, mood, thoughts, speech, and suitable methods for checking understanding, judgement, and risks in various Botswana clinical settings.
Setting up a child-friendly interviewObserving appearance and behaviorAssessing mood, affect, and play themesEvaluating thought content and perceptionAttention, impulse control, and cognitionLesson 4Documentation and Diagnostic Coding: Writing Assessment Summaries, Problem Lists, Provisional vs Definitive Diagnoses, and DSM-5-TR Coding NuancesThis part shows how to turn clinical information into clear written reports, list problems, tell temporary from final diagnoses, and use DSM-5-TR coding correctly in child mental health practice across Botswana.
Structuring pediatric assessment summariesPrioritizing and updating problem listsProvisional versus definitive diagnosesDSM-5-TR coding rules in childrenCommon pediatric coding pitfallsLesson 5School-Based Information: Interpreting Report Cards, IEP/504 Plans, Classroom Observations, Teacher Interviews, and Academic/Learning Disorder Screening TestsThis part focuses on collecting and understanding school information, like report cards, individual education plans, teacher talks, class observations, and tests for learning and attention issues that impact school and social life in Botswana schools.
Reading report cards and commentsUnderstanding IEP and 504 documentationPlanning classroom observationsInterviewing teachers and school staffScreening for learning and attention issuesLesson 6Medical and Neurological Review: Reviewing Past Medical Records, Medication History, Sensory/Hearing/Vision, Sleep Disorders, and Red Flags for Organic CausesThis part discusses thorough medical and neurological checks in child psychiatry, including old records, medicine history, sleep issues, senses like hearing and sight, and warning signs of physical, genetic, or brain-related causes for mental symptoms in Botswana children.
Reviewing pediatric medical recordsMedication history and psychotropic effectsScreening vision, hearing, and sensory issuesSleep disorders and behavioral overlapRed flags for organic or neurological causesLesson 7Use of Standardised Diagnostic Interviews: Kiddie-SADS, DISC, and Semi-Structured Approaches for DSM-5-TR DiagnosesThis part reviews key standard interviews for young people, like Kiddie-SADS and DISC, with tips on choosing, doing, scoring, and using results for DSM-5-TR diagnoses in Botswana psychiatric care.
Overview of structured and semi-structured toolsKiddie-SADS indications and proceduresDISC administration and scoring basicsSemi-structured DSM-5-TR interview skillsIntegrating interview data with clinical judgmentLesson 8Detailed Psychiatric History: Onset/Course of Symptoms, Situational Triggers, Temporal Patterns, Sleep, Appetite, Mood, Anxiety, Trauma Exposure, Substance Use ScreeningThis part describes gathering detailed mental health history in children, including when symptoms start and progress, triggers, sleep and eating, mood and worry, trauma, and suitable checks for substance use, while keeping safety and trust in Botswana settings.
Clarifying onset and symptom timelineSituational triggers and temporal patternsSleep, appetite, and somatic complaintsMood, anxiety, and trauma questioningSubstance use and risk behavior screeningLesson 9Formulation Skills: Constructing Biopsychosocial and Developmental Formulations Linking Symptoms to Context, Stressors, and ComorbiditiesThis part teaches building biopsychosocial and developmental summaries that connect symptoms to personality, relationships, stresses, and other conditions, using them to guide diagnosis, risk checks, and team care planning in Botswana child psychiatry.
Core components of a good formulationDevelopmental pathways and risk factorsLinking symptoms to context and stressorsIncorporating comorbidity and complexityUsing formulations to guide treatmentLesson 10Collateral Information Collection: Structured Interviews and Rating Scales for Parents, Teachers, and Child (eg, SNAP-IV, Vanderbilt, Conners, RCADS)This part outlines good ways to get extra information from parents, teachers, and youth using structured talks and scales like SNAP-IV, Vanderbilt, Conners, and RCADS, and handling differing reports in Botswana practice.
Choosing informants across settingsParent and caregiver interview structureTeacher report forms and interviewsUsing SNAP-IV, Vanderbilt, and ConnersUsing RCADS and anxiety–mood scales
