Lesson 1Developmental history: prenatal, perinatal, milestones, school progress, and standardised developmental screening toolsThis section reviews how to obtain a thorough developmental history, including prenatal and perinatal events, milestones, language and motor development, school progress, and the use of standardised developmental screening tools in psychiatric evaluations within Namibian communities.
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 screeningThis section addresses assessment of family, social, and environmental factors, including family psychiatric history, parenting practices, separation or divorce, socioeconomic stressors, ACEs, and trauma exposure, and how these shape risk, resilience, and treatment planning in diverse Namibian families.
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 methodsThis section details the child mental status exam, emphasising observation, rapport, play, attention and impulse testing, affect, thought content, and developmentally appropriate techniques for assessing insight, judgement, and risk in diverse clinical settings across Namibia.
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 nuancesThis section explains how to transform clinical data into clear written assessments, organise problem lists, distinguish provisional from confirmed diagnoses, and apply DSM-5-TR coding rules accurately in paediatric psychiatric practice in Namibian healthcare systems.
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 testsThis section focuses on gathering and interpreting school-based information, including report cards, IEP and 504 plans, teacher interviews, classroom observations, and screening tests for learning and attention disorders that affect academic and social functioning in Namibian schools.
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 causesThis section covers systematic medical and neurological review in child psychiatry, including past records, medications, sleep, sensory and seizure concerns, and key red flags that suggest organic, genetic, or neurological contributors to psychiatric symptoms in Namibian youth.
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 standardised diagnostic interviews: Kiddie-SADS, DISC, and semi-structured approaches for DSM-5-TR diagnosesThis section reviews major standardised diagnostic interviews for youth, focusing on Kiddie-SADS, DISC, and semi-structured formats, with guidance on selection, administration, scoring, and integrating results into DSM-5-TR diagnoses adapted for Namibian contexts.
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 screeningThis section describes how to gather a detailed psychiatric history in children, covering onset and course of symptoms, triggers, sleep and appetite, mood and anxiety, trauma exposure, and age-appropriate substance use screening, while maintaining safety and rapport in Namibian settings.
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 comorbiditiesThis section teaches how to build biopsychosocial and developmental formulations that link symptoms to temperament, relationships, stressors, and comorbidities, and how to use formulations to guide diagnosis, risk assessment, and collaborative treatment planning for Namibian children.
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)This section outlines best practices for collecting collateral information from parents, teachers, and youth using structured interviews and rating scales such as SNAP-IV, Vanderbilt, Conners, and RCADS, and for reconciling discrepant informant reports in Namibian multicultural environments.
Choosing informants across settingsParent and caregiver interview structureTeacher report forms and interviewsUsing SNAP-IV, Vanderbilt, and ConnersUsing RCADS and anxiety–mood scales
