Lesson 1When fi refer an collaborative care models: criteria fi urgent psychiatric referral, outpatient therapy referral, collaborative care integration wid school an community resourcesExplains criteria fi urgent, routine, an specialty referrals, outlines collaborative care models linkin primary care, psychiatry, school, an community services, an offers practical steps fi shared care plans an communication.
Red flags requirin urgent psychiatric referralIndications fi routine therapy referralDesignin shared care plans wid specialistsWorkin wid school-based mental health teamsPartnerin wid community an youth servicesLesson 2Follow-up, documentation, an safety plannin: follow-up intervals, relapse prevention, documentation templates, crisis resource planninAddresses structurin follow-up visits, monitorin symptoms an functionin, documentin assessments an plans, buildin individualized safety plans, an providin crisis contacts an relapse prevention strategies fi adolescents an families.
Settin follow-up intervals by risk levelTrackin symptoms wid brief ratin scalesKey elements of clear clinical documentationDevelopin written safety plans wid teensCrisis lines, apps, an local emergency optionsRelapse prevention an early warnin signsLesson 3Focused psychosocial history: symptom onset, sleep, appetite, concentration, school functionin, relationships, substance use, family history of mental illness or suicideGuides a focused psychosocial an psychiatric history, includin symptom onset, sleep, appetite, cognition, school performance, relationships, trauma, substance use, an family history of mental illness or suicide fi inform diagnosis an risk.
Clarifin symptom onset, duration, an triggersAssessin sleep, appetite, an energy changesSchool performance, attendance, an bullyinPeer, family, an online relationship stressorsScreenin fi substance use an risky behaviorsFamily history of mental illness an suicideLesson 4Epidemiology an how presentations differ by age an sex, common comorbidities (substance use, ADHD)Reviews prevalence of adolescent anxiety an depression, how symptoms differ by age an sex, an patterns of comorbidity wid ADHD, substance use, an other conditions fi guide targeted screenin an early intervention in practice.
Prevalence an global burden in adolescentsAge-specific symptom patterns 12–14 vs 15–18Sex differences in presentation an help-seekinOverlap wid ADHD an learnin disordersLinks wid substance use an risk behaviorsLesson 5Validated screenin tools an administration: PHQ-A/PHQ-9 modified fi adolescents, GAD-7, Columbia-Suicide Severity Ratin Scale (C-SSRS), usage an scorinCovers selection an administration of PHQ-A, PHQ-9 modified fi teens, GAD-7, an C-SSRS, includin scorin, interpretation, cultural issues, an integratin results into clinical decisions an shared discussions wid families.
Choosin tools fi anxiety versus depressionAdministerin PHQ-A an teen PHQ-9Usin an interpretin de GAD-7 in teensColumbia-Suicide Severity Ratin Scale basicsScorin, cutoffs, an false positive handlinCommunicatin results to adolescents an parentsLesson 6Pharmacologic strategies an monitorin: SSRIs wid evidence in adolescents (fluoxetine, escitalopram), dosin principles, side effect monitorin, black-box concerns an informed consentReviews evidence-based SSRI use in adolescents, includin indications, medication selection, dosin an titration, monitorin side effects an suicidality, black-box warnin counselin, an shared decision-makin wid teens an caregivers.
When fi start medication versus wait or referChoosin between fluoxetine an escitalopramStartin doses, titration, an trial durationMonitorin side effects an activationDiscussin black-box warnings an consentCombinin SSRIs wid psychotherapy effectivelyLesson 7Initial nonpharmacologic management: cognitive behavioral therapy fundamentals, brief behavioral interventions in primary care, parental involvement an school liaisonExplores first-line nonpharmacologic strategies, includin CBT principles, brief interventions feasible in primary care, motivational techniques, psychoeducation, an structured collaboration wid parents, schools, an community supports.
Explaining diagnosis an normalizin help-seekinCore CBT concepts fi anxiety an depressionBrief behavioral strategies in short visitsEngagin parents as therapeutic partnersCoordinatin wid school counselors an staffWhen fi add structured psychotherapy referralLesson 8Safety assessment an suicide risk triage: direct questions about self-harm, plans, means, protective factors, when fi enact emergency protocolsDetails structured suicide risk assessment, includin direct questionin about ideation, intent, plans, an means, evaluatin protective factors, determin risk level, an decidin when fi activate emergency or higher level care pathways.
Creatin a safe, private interview settinDirect questions on ideation, intent, an plansAssessin access to means an recent behaviorsEvaluatin protective an bufferin factorsRisk stratification an triage decisionsIndications fi emergency referral or hold
