Lesson 1Validated screenin' instruments: PHQ-9, GAD-7, AUDIT-C, C-SSRS — administration, scorin', interpretation, an' cutoffsDis section review core self-report tools fi depression, anxiety, alcohol use, an' suicide risk. Learners practice standardized administration, scorin', cutoff use, an' clinical interpretation, includin' when fi repeat measures an' how fi discuss results wid clients.
Selecting appropriate screening instrumentsStandardized administration proceduresScoring rules and severity cutoffsInterpreting scores in clinical contextCommunicating results to patientsLesson 2Assessment workflow fi first 2–3 sessions: sequencin' questions, buildin' rapport, an' structurin' session timeDis section teach how fi structure di first two to three sessions, balancin' rapport buildin' wid information gatherin'. Learners plan question sequencin', pacin', transitions, an' time management while maintainin' warmth, collaboration, an' clinical focus.
Setting agenda and expectations earlyPrioritizing urgent assessment domainsSequencing sensitive questions thoughtfullyBalancing rapport with data gatheringTime management and session closureLesson 3Documentation an' legal/ethical requirements fi initial assessment, consent, an' confidentialityDis section outline documentation standards an' legal-ethical duties inna intake. Learners review informed consent, confidentiality limits, mandated reportin', an' risk documentation, an' practice writin' clear, defensible notes dat 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: assessin' suicidal ideation, intent, plan, protective factors, an' safety plannin'Dis section cover structured suicide an' violence risk assessment, includin' ideation, intent, plan, means, an' protective factors. Learners practice usin' tools like C-SSRS, documentin' risk level, an' developin' collaborative, practical safety plans wid clients.
Eliciting suicidal thoughts and historyAssessing intent, plan, and access to meansIdentifying protective factors and buffersDetermining risk level and monitoringDeveloping collaborative safety plansLesson 5Identifyin' strengths an' resources: social supports, work functionin', motivation, prior copin' skillsDis section emphasize identifyin' client strengths, values, an' resources alongside symptoms. Learners assess social supports, work an' role functionin', copin' history, an' motivation, an' integrate dese assets into case formulation an' collaborative treatment plannin'.
Mapping social and community supportsEvaluating work and role functioningIdentifying past effective coping skillsAssessing motivation and readinessIntegrating strengths into treatmentLesson 6Culturally responsive assessment: askin' bout family norms, stigma, language, an' preferred terms fi distressDis section focus on integratin' culture into assessment, includin' beliefs bout mental illness, family roles, language, an' idioms of distress. Learners practice respectful inquiry, adaptin' questions, an' avoidin' stereotypin' while honorin' 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: presentin' problem, symptom timeline, functional impairment, substance use, trauma, family an' social historyDis section detail components of a comprehensive psychiatric intake fi adults. Learners organize information on presentin' problems, symptom course, functional impact, substance use, trauma, an' family an' 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 fi major depressive disorder, generalized anxiety disorder, an' differential diagnoses (bipolar, PTSD, substance-induced, medical causes)Dis section review DSM-5-TR criteria fi major depressive disorder an' generalized anxiety disorder, emphasizin' differential diagnosis. Learners distinguish unipolar from bipolar depression, rule out PTSD, substances, an' medical causes, an' 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 an' biopsychosocial formulation: gatherin' information from PCP, partner, medical records, an' cultural contextDis section explain how fi gather collateral information an' build a biopsychosocial formulation. Learners coordinate wid medical providers an' family, integrate records an' cultural context, an' translate data into clear hypotheses bout symptom drivers.
Obtaining releases and contacting collateralsReviewing medical and psychiatric recordsIntegrating cultural and contextual factorsBuilding a biopsychosocial case modelCommunicating formulation to the clientLesson 10Assessin' sleep, circadian factors, an' digital behavior (social media) inna di intakeDis section teach how fi assess sleep quality, circadian rhythm, an' digital behavior as dem relate to mood an' anxiety. Learners practice targeted questions, brief sleep screenin', an' evaluatin' social media an' device use patterns dat worsen symptoms.
Screening insomnia and hypersomniaAssessing circadian rhythm disruptionsNighttime rumination and worry patternsEvaluating social media and device useLinking behavior patterns to symptoms
