Lesson 1Validated screening instruments: PHQ-9, GAD-7, AUDIT-C, C-SSRS — administration, scoring, interpretation, and cutoffsThis section reviews core self-report tools for depression, anxiety, alcohol use, and suicide risk. Learners practise standardised administration, scoring, cutoff use, and clinical interpretation, including when to repeat measures and how to discuss results.
Selecting appropriate screening instrumentsStandardized administration proceduresScoring rules and severity cutoffsInterpreting scores in clinical contextCommunicating results to patientsLesson 2Assessment workflow for first 2–3 sessions: sequencing questions, building rapport, and structuring session timeThis section teaches how to structure the first two to three sessions, balancing rapport building with information gathering. Learners plan question sequencing, pacing, transitions, and time management while maintaining warmth, collaboration, and clinical focus.
Setting agenda and expectations earlyPrioritizing urgent assessment domainsSequencing sensitive questions thoughtfullyBalancing rapport with data gatheringTime management and session closureLesson 3Documentation and legal/ethical requirements for initial assessment, consent, and confidentialityThis section outlines documentation standards and legal-ethical duties in intake. Learners review informed consent, confidentiality limits, mandated reporting, and risk documentation, and practise writing clear, defensible notes that support continuity of care.
Elements of informed consentExplaining confidentiality and its limitsMandated reporting and duty to protectWriting clear, defensible intake notesManaging records and information sharingLesson 4Risk assessment protocols: assessing suicidal ideation, intent, plan, protective factors, and safety planningThis section covers structured suicide and violence risk assessment, including ideation, intent, plan, means, and protective factors. Learners practise using tools like C-SSRS, documenting risk level, and developing collaborative, practical safety plans with clients.
Eliciting suicidal thoughts and historyAssessing intent, plan, and access to meansIdentifying protective factors and buffersDetermining risk level and monitoringDeveloping collaborative safety plansLesson 5Identifying strengths and resources: social supports, work functioning, motivation, prior coping skillsThis section emphasises identifying client strengths, values, and resources alongside symptoms. Learners assess social supports, work and role functioning, coping history, and motivation, and integrate these assets into case formulation and collaborative treatment planning.
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 section focuses on integrating culture into assessment, including beliefs about mental illness, family roles, language, and idioms of distress. Learners practise respectful inquiry, adapting questions, and avoiding stereotyping while honouring client preferences.
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 section details components of a comprehensive psychiatric intake for adults. Learners organise information on presenting problems, symptom course, functional impact, substance use, trauma, and family and social history into a coherent clinical 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 section reviews DSM-5-TR criteria for major depressive disorder and generalised anxiety disorder, emphasising differential diagnosis. Learners distinguish unipolar from bipolar depression, rule out PTSD, substances, and medical causes, and document clear rationales.
DSM-5-TR criteria for major depressionDSM-5-TR criteria for generalized 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 section explains how to gather collateral information and build a biopsychosocial formulation. Learners coordinate with medical providers and family, integrate records and cultural context, and translate data into clear hypotheses about symptom drivers.
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 behaviour (social media) in the intakeThis section teaches how to assess sleep quality, circadian rhythm, and digital behaviour as they relate to mood and anxiety. Learners practise targeted questions, brief sleep screening, and evaluating social media and device use patterns that worsen symptoms.
Screening insomnia and hypersomniaAssessing circadian rhythm disruptionsNighttime rumination and worry patternsEvaluating social media and device useLinking behavior patterns to symptoms
