Lesson 1Validated screening instruments: PHQ-9, GAD-7, AUDIT-C, C-SSRS — administration, scoring, interpretation, and cutoffsThis part looks at main self-report tools for depression, anxiety, alcohol use, and suicide risk. Learners practise standard ways to give them, score them, use cutoffs, and explain results in clinic, including when to repeat and how to share findings sensitively.
Selecting suitable screening toolsStandard ways to administer proceduresScoring rules and severity cutoffsInterpreting scores in clinical settingsSharing results with patientsLesson 2Assessment workflow for first 2–3 sessions: sequencing questions, building rapport, and structuring session timeThis part teaches how to organise the first two to three meetings, mixing rapport building with gathering info. Learners plan question order, timing, changes, and time control while keeping warmth, teamwork, and focus on health matters.
Setting agenda and expectations earlyPrioritising urgent assessment areasSequencing sensitive questions carefullyBalancing rapport with data collectionTime management and session endingLesson 3Documentation and legal/ethical requirements for initial assessment, consent, and confidentialityThis part outlines record-keeping standards and legal-moral duties in intake. Learners check informed consent, confidentiality bounds, required reporting, and risk records, and practise writing clear, strong notes that aid ongoing care continuity.
Elements of informed consentExplaining confidentiality and its limitsRequired reporting and duty to protectWriting clear, strong intake notesManaging records and info sharingLesson 4Risk assessment protocols: assessing suicidal ideation, intent, plan, protective factors, and safety planningThis part covers organised checks for suicide and violence risk, including thoughts, intent, plan, means, and protective elements. Learners practise tools like C-SSRS, record risk level, and build joint, useful safety plans with clients.
Eliciting suicidal thoughts and historyAssessing intent, plan, and access to meansIdentifying protective factors and buffersDetermining risk level and monitoringDeveloping joint safety plansLesson 5Identifying strengths and resources: social supports, work functioning, motivation, prior coping skillsThis part stresses finding client strengths, values, and resources beside symptoms. Learners check social supports, work and role functions, coping past, and drive, and mix these assets into case planning and joint treatment designs.
Mapping social and community supportsEvaluating work and role functioningIdentifying past effective coping skillsAssessing motivation and readinessIntegrating strengths into treatmentLesson 6Culturally responsive assessment: asking about family norms, stigma, language, and preferred terms for distressThis part centres on mixing culture into checks, including views on mental illness, family roles, language, and ways to express distress. Learners practise respectful asking, adjusting questions, and avoiding stereotypes while respecting client choices.
Exploring cultural identity and migrationAssessing family roles and expectationsUnderstanding stigma and help-seeking normsAsking about language and preferred termsAddressing religion, spirituality, and meaningLesson 7Comprehensive psychiatric intake: presenting problem, symptom timeline, functional impairment, substance use, trauma, family and social historyThis part details parts of a full psychiatric intake for adults. Learners organise info on main problems, symptom path, function impact, substance use, trauma, and family and social past into a clear health picture.
Clarifying the chief complaintMapping symptom onset and timelineAssessing functional impairment domainsScreening substance use and traumaGathering family and social historyLesson 8Standard diagnostic criteria: DSM-5-TR criteria for major depressive disorder, generalized anxiety disorder, and differential diagnoses (bipolar, PTSD, substance-induced, medical causes)This part reviews DSM-5-TR standards for major depressive disorder and generalised anxiety disorder, stressing different diagnoses. Learners tell unipolar from bipolar depression, rule out PTSD, substances, and medical causes, and record clear reasons.
DSM-5-TR criteria for major depressionDSM-5-TR criteria for generalised anxietyScreening for bipolar spectrum disordersDistinguishing PTSD and trauma reactionsSubstance-induced and medical conditionsLesson 9Collateral information and biopsychosocial formulation: gathering information from PCP, partner, medical records, and cultural contextThis part explains how to gather extra info and build a biopsychosocial plan. Learners work with medical providers and family, mix records and cultural setting, and turn data into clear ideas about symptom causes.
Obtaining releases and contacting collateralsReviewing medical and psychiatric recordsIntegrating cultural and contextual factorsBuilding a biopsychosocial case modelCommunicating formulation to the clientLesson 10Assessing sleep, circadian factors, and digital behavior (social media) in the intakeThis part teaches how to check sleep quality, body clock, and digital habits as they link to mood and anxiety. Learners practise aimed questions, short sleep checks, and looking at social media and device patterns that worsen symptoms.
Screening insomnia and hypersomniaAssessing circadian rhythm disruptionsNighttime rumination and worry patternsEvaluating social media and device useLinking behavior patterns to symptoms
