Lesson 1Developmental history: prenatal, perinatal, milestones, school progress, and standardized developmental screening toolsDis part reviews how to get full developmental history, including before birth and birth events, milestones, language and body movement development, school progress, and use of standard screening tools for psychiatric checks.
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 part talks about checking family, social, and environment factors, including family mental health history, parenting ways, separation or divorce, money and life stresses, ACEs, and trauma exposure, and how dem shape risk, strength, and 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 part explains di child mental status exam, stressing observation, building trust, play, attention and impulse testing, feelings, thought content, and ways fit for development to check understanding, judgment, and risk in different clinic places.
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 part explains how to turn clinic data into clear written checks, arrange problem lists, separate temporary from sure diagnoses, and use DSM-5-TR coding rules right in child psychiatric work.
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 part focuses on gathering and understanding school info, including report cards, IEP and 504 plans, teacher talks, classroom watching, and screening tests for learning and attention problems wey affect school and social life.
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 part covers proper medical and brain review in child psychiatry, including old records, medicines, sleep, senses and seizure worries, and main signs wey point to body, gene, or brain causes for mental 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 part reviews big standard diagnostic talks for young people, focusing on Kiddie-SADS, DISC, and half-structured ways, with advice on choosing, doing, scoring, and mixing 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 part describes how to gather detailed mental health history in children, covering start and flow of symptoms, triggers, sleep and hunger, mood and worry, trauma exposure, and age-fit substance screening, while keeping safety and trust.
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 part teaches how to build body-mind-social and development explanations wey link symptoms to nature, relationships, stresses, and other problems, and how to use dem to guide diagnosis, risk check, and joint treatment planning.
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 part outlines best ways to collect side info from parents, teachers, and youth using structured talks and rating scales like SNAP-IV, Vanderbilt, Conners, and RCADS, and how to fix different reports from informants.
Choosing informants across settingsParent and caregiver interview structureTeacher report forms and interviewsUsing SNAP-IV, Vanderbilt, and ConnersUsing RCADS and anxiety–mood scales
