Lesson 1Developmental history: prenatal, perinatal, milestones, school progress, and standardized developmental screening toolsDis section review how fi get a thorough developmental history, includin prenatal an perinatal events, milestones, language an motor development, school progress, an di use a standardized developmental screening tools in psychiatric evaluations.
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 screeningDis section address assessment a family, social, an environmental factors, includin family psychiatric history, parenting practices, separation or divorce, socioeconomic stressors, ACEs, an trauma exposure, an how dese shape risk, resilience, an treatment planning.
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 methodsDis section detail di pickney mental status exam, emphasizin observation, rapport, play, attention an impulse testing, affect, thought content, an developmentally appropriate techniques fi assessin insight, judgment, an risk in diverse 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 nuancesDis section explain how fi transform clinical data into clear written assessments, organize problem lists, distinguish provisional from confirmed diagnoses, an apply DSM-5-TR coding rules accurately in pediatric psychiatric practice.
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 testsDis section focus on gatherin an interpretin school-based information, includin report cards, IEP an 504 plans, teacher interviews, classroom observations, an screening tests fi learnin an attention disorders dat affect academic an social functionin.
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 causesDis section cover systematic medical an neurological review in pickney psychiatry, includin past records, medications, sleep, sensory an seizure concerns, an key red flags dat suggest organic, genetic, or neurological contributors to psychiatric symptoms.
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 standardized diagnostic interviews: Kiddie-SADS, DISC, and semi-structured approaches for DSM-5-TR diagnosesDis section review major standardized diagnostic interviews fi youth, focusin on Kiddie-SADS, DISC, an semi-structured formats, wid guidance on selection, administration, scorin, an integratin results into 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 8Detailed psychiatric history: onset/course of symptoms, situational triggers, temporal patterns, sleep, appetite, mood, anxiety, trauma exposure, substance use screeningDis section describe how fi gather a detailed psychiatric history in pickney, coverin onset an course a symptoms, triggers, sleep an appetite, mood an anxiety, trauma exposure, an age-appropriate substance use screenin, while maintainin safety an rapport.
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 comorbiditiesDis section teach how fi build biopsychosocial an developmental formulations dat link symptoms to temperament, relationships, stressors, an comorbidities, an how fi use formulations fi guide diagnosis, risk assessment, an collaborative treatment plannin.
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)Dis section outline best practices fi collectin collateral information from parents, teachers, an youth usin structured interviews an rating scales such as SNAP-IV, Vanderbilt, Conners, an RCADS, an fi reconcilin discrepant informant reports.
Choosing informants across settingsParent and caregiver interview structureTeacher report forms and interviewsUsing SNAP-IV, Vanderbilt, and ConnersUsing RCADS and anxiety–mood scales
