Lesson 1Validated screening instruments: PHQ-9, GAD-7, AUDIT-C, C-SSRS — administration, scoring, interpretation, and cutoffsThis part examines main self-report tools for depression, anxiety, alcohol use, and suicide risk. Learners practise standard administration, scoring, cutoff application, and clinical meaning, including when to redo measures and how to share results sensitively.
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 part shows how to organise the first two to three meetings, balancing relationship building with data collection. Learners plan question order, timing, shifts, and time control while keeping warmth, teamwork, and clinical attention in Namibian practice.
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 part describes record-keeping standards and legal-ethical obligations in intake. Learners check informed consent, confidentiality boundaries, required reporting, and risk records, and practise writing clear, supportable notes for ongoing care continuity.
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 part covers organised suicide and violence risk evaluation, including thoughts, intent, plan, means, and protective elements. Learners practise tools like C-SSRS, record risk levels, and create joint, useful safety plans with clients in local contexts.
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 part stresses finding client strengths, values, and resources next to symptoms. Learners evaluate social aids, work and role performance, coping background, and drive, and blend these into case summaries and joint treatment plans for Namibian clients.
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 part centres on weaving culture into evaluation, including views on mental illness, family roles, language, and ways of expressing distress. Learners practise respectful questions, adjusting queries, and steering clear of stereotypes while respecting client choices.
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 part outlines parts of a full psychiatric intake for adults. Learners arrange details on main issues, symptom path, functional effects, substance use, trauma, and family and social past into a clear clinical view suitable for Namibian healthcare.
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 part checks DSM-5-TR standards for major depressive disorder and generalised anxiety disorder, stressing differential diagnosis. Learners separate unipolar from bipolar depression, exclude PTSD, substances, and medical reasons, and record clear explanations.
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 part describes collecting supporting information and forming a biopsychosocial summary. Learners work with medical providers and family, blend records and cultural background, and turn data into clear ideas about symptom causes in Namibian environments.
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 part teaches evaluating sleep quality, body clock, and digital habits related to mood and anxiety. Learners use focused questions, short sleep checks, and assess social media and device patterns that heighten symptoms in daily life.
Screening insomnia and hypersomniaAssessing circadian rhythm disruptionsNighttime rumination and worry patternsEvaluating social media and device useLinking behavior patterns to symptoms
