Lesson 1Validated screening instruments: PHQ-9, GAD-7, AUDIT-C, C-SSRS — administration, scoring, interpretation, and cutoffsThis part looks at main self-report tools for sadness, worry, alcohol use, and suicide risk. Learners in South Sudan practice standard ways to give them, score them, use cutoffs, and explain in clinic, including when to do again and how to talk results with patients.
Picking right screening toolsStandard ways to give themScoring rules and severity levelsExplaining scores in clinic settingSharing results with patientsLesson 2Assessment workflow for first 2–3 sessions: sequencing questions, building rapport, and structuring session timeThis part teaches how to set up the first two to three meetings, mixing building trust with getting info. Learners plan order of questions, speed, changes, and time use while keeping warmth, teamwork, and clinic focus in South Sudanese contexts.
Setting agenda and hopes earlyPutting urgent check areas firstOrdering sensitive questions carefullyMixing trust with info gatheringTime use and ending meetingLesson 3Documentation and legal/ethical requirements for initial assessment, consent, and confidentialityThis part explains record-keeping rules and legal-moral duties in intake. Learners review agreement to treat, privacy limits, must-report rules, and risk records, and practice writing clear, strong notes that help ongoing care in local laws.
Parts of agreement to treatExplaining privacy and its limitsMust-report and duty to keep safeWriting clear, strong intake notesHandling records and sharing infoLesson 4Risk assessment protocols: assessing suicidal ideation, intent, plan, protective factors, and safety planningThis part covers planned checks for suicide and harm risk, including thoughts, will, plan, ways, and safe factors. Learners practice tools like C-SSRS, record risk level, and make teamwork, real safety plans with clients in South Sudan.
Bringing out suicide thoughts and pastChecking will, plan, and ways to do itFinding safe factors and shieldsDeciding risk level and watchingMaking teamwork safety plansLesson 5Identifying strengths and resources: social supports, work functioning, motivation, prior coping skillsThis part stresses finding client strengths, values, and helps besides signs. Learners check social helps, work and role doing, coping past, and drive, and mix these goods into case planning and teamwork treatment in community settings.
Mapping social and community helpsChecking work and role doingFinding past good coping waysChecking drive and readinessMixing strengths into treatmentLesson 6Culturally responsive assessment: asking about family norms, stigma, language, and preferred terms for distressThis part focuses on mixing culture into checks, including beliefs on mind sickness, family roles, tongue, and ways to say pain. Learners practice kind asking, changing questions, and avoiding wrong groups while respecting client choices in South Sudan.
Looking at cultural self and movingChecking family roles and hopesUnderstanding shame and help-seeking waysAsking about tongue and liked wordsHandling religion, spirit, and meaningLesson 7Comprehensive psychiatric intake: presenting problem, symptom timeline, functional impairment, substance use, trauma, family and social historyThis part details parts of full mind health intake for grown-ups. Learners organize info on main problems, sign path, daily impact, substance use, harm past, and family social past into clear clinic view for South Sudanese clients.
Making chief complaint clearMapping sign start and pathChecking daily impact areasScreening substance use and harmGathering family and social pastLesson 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 reviews DSM-5-TR rules for big sadness disorder and wide worry disorder, stressing other diagnosis. Learners tell one-way from two-way sadness, rule out harm stress, substances, and body causes, and record clear reasons.
DSM-5-TR rules for big sadnessDSM-5-TR rules for wide worryScreening for two-way mood disordersTelling harm stress and harm reactionsSubstance-caused and body conditionsLesson 9Collateral information and biopsychosocial formulation: gathering information from PCP, partner, medical records, and cultural contextThis part explains getting side info and building body-mind-social plan. Learners work with body doctors and family, mix records and cultural setting, and turn data into clear ideas on what drives signs in local contexts.
Getting releases and contacting sidesReviewing body and mind recordsMixing cultural and setting factorsBuilding body-mind-social case modelSharing plan with the clientLesson 10Assessing sleep, circadian factors, and digital behavior (social media) in the intakeThis part teaches checking sleep good, body clock, and digital ways as they link to mood and worry. Learners practice aimed questions, short sleep screen, and check social media and device use that make signs worse in South Sudan.
Screening no-sleep and too-much sleepChecking body clock breaksNight worry and fear patternsChecking social media and device useLinking ways to signs
