Lesson 1Medical and neurological review: reviewing past medical records, medication history, sensory/hearing/vision, sleep disorders, and red flags for organic causesThis section outlines systematic medical and neurological checks in child psychiatry, including old records, medicines, sleep issues, sensory or seizure problems, and warning signs of physical, genetic, or neurological causes for mental symptoms.
Reviewing pediatric medical recordsMedication history and psychotropic effectsScreening vision, hearing, and sensory issuesSleep disorders and behavioral overlapRed flags for organic or neurological causesLesson 2Use of standardised diagnostic interviews: Kiddie-SADS, DISC, and semi-structured approaches for DSM-5-TR diagnosesThis section discusses key standardised interviews for children like Kiddie-SADS and DISC, with tips on choosing, conducting, scoring, and using results for DSM-5-TR diagnoses.
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 3Developmental history: antenatal, perinatal, milestones, school progress, and standardised developmental screening toolsThis section covers taking a detailed developmental history, covering antenatal and perinatal events, milestones, speech and motor skills, school performance, and using standardised screening tools in psychiatric assessments.
Prenatal and perinatal risk factorsMotor, language, and social milestonesEarly temperament and attachment patternsSchool readiness and academic progressDevelopmental screening tools in practiceLesson 4Family, social, and environmental history: family psychiatric history, separation/divorce impact, parenting practices, socioeconomic stressors, ACEs and trauma screeningThis section deals with evaluating family, social, and environmental factors like family mental health history, parenting styles, effects of separation or divorce, economic pressures, ACEs, and trauma screening to understand risk, strengths, and treatment needs.
Family psychiatric and medical historyParenting styles and family dynamicsImpact of separation, divorce, and lossSocioeconomic and cultural stressorsACEs, trauma screening, and resilienceLesson 5Mental status exam for children: observation techniques, attention/impulse testing, affect, thought content, speech, play-based assessment methodsThis section explains the mental status examination for children, stressing observation, building rapport, play techniques, testing attention and impulses, assessing affect, thoughts, speech, and suitable methods for insight, judgement, and risk in various settings.
Setting up a child-friendly interviewObserving appearance and behaviorAssessing mood, affect, and play themesEvaluating thought content and perceptionAttention, impulse control, and cognitionLesson 6Documentation and diagnostic coding: writing assessment summaries, problem lists, provisional vs definitive diagnoses, and DSM-5-TR coding nuancesThis section teaches converting clinical findings into clear written reports, preparing problem lists, differentiating provisional from confirmed diagnoses, and correctly applying DSM-5-TR coding in paediatric psychiatry.
Structuring pediatric assessment summariesPrioritizing and updating problem listsProvisional versus definitive diagnosesDSM-5-TR coding rules in childrenCommon pediatric coding pitfallsLesson 7School-based information: interpreting report cards, IEP/504 plans, classroom observations, teacher interviews, and academic/learning disorder screening testsThis section emphasises collecting and analysing school data like report cards, IEP and 504 plans, teacher feedback, classroom observations, and tests for learning and attention issues impacting studies and social life.
Reading report cards and commentsUnderstanding IEP and 504 documentationPlanning classroom observationsInterviewing teachers and school staffScreening for learning and attention issuesLesson 8Collateral information collection: structured interviews and rating scales for parents, teachers, and child (eg, SNAP-IV, Vanderbilt, Conners, RCADS)This section covers best ways to get information from parents, teachers, and children using interviews and scales like SNAP-IV, Vanderbilt, Conners, RCADS, and handling differing reports.
Choosing informants across settingsParent and caregiver interview structureTeacher report forms and interviewsUsing SNAP-IV, Vanderbilt, and ConnersUsing RCADS and anxiety–mood scalesLesson 9Formulation skills: constructing biopsychosocial and developmental formulations linking symptoms to context, stressors, and comorbiditiesThis section teaches creating biopsychosocial and developmental summaries that connect symptoms to personality, relationships, stresses, and other conditions, guiding diagnosis, risk checks, and joint treatment plans.
Core components of a good formulationDevelopmental pathways and risk factorsLinking symptoms to context and stressorsIncorporating comorbidity and complexityUsing formulations to guide treatmentLesson 10Detailed psychiatric history: onset/course of symptoms, situational triggers, temporal patterns, sleep, appetite, mood, anxiety, trauma exposure, substance use screeningThis section describes gathering detailed psychiatric history from children, including symptom start and pattern, triggers, sleep and eating, mood and worry, trauma, and suitable substance checks, while ensuring safety and trust.
Clarifying onset and symptom timelineSituational triggers and temporal patternsSleep, appetite, and somatic complaintsMood, anxiety, and trauma questioningSubstance use and risk behavior screening
