Lesson 1Developmental history: prenatal, perinatal, milestones, school progress, and standardised developmental screening toolsThis part looks at how to gather a full developmental history, covering prenatal and perinatal events, milestones, language and motor skills, school performance, and using standard screening tools in psychiatric checks for children in Zambia.
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 part covers assessing family, social, and environmental factors, like family mental health history, parenting ways, effects of separation or divorce, economic pressures, ACEs, and trauma exposure, and how these affect risk, strength, and treatment plans in Zambian 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 part explains the child mental status exam, stressing observation, building trust, play, testing attention and impulses, affect, thought content, and age-suitable methods for checking insight, judgement, and risk in various Zambian clinic settings.
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 part shows how to turn clinical info into clear written assessments, sort problem lists, tell provisional from confirmed diagnoses, and use DSM-5-TR coding rules properly in paediatric psychiatric work in Zambia.
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 part focuses on collecting and understanding school info, including report cards, IEP and 504 plans, teacher talks, classroom watches, and tests for learning and attention issues that impact school and social life in Zambian 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 part deals with thorough medical and neurological checks in child psychiatry, including old records, meds history, sleep, sensory and seizure worries, and warning signs pointing to physical, genetic, or brain causes of mental symptoms in Zambian children.
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 part reviews main standard diagnostic interviews for young people, focusing on Kiddie-SADS, DISC, and semi-structured ways, with tips on choosing, doing, scoring, and fitting results into DSM-5-TR diagnoses in Zambian practice.
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 part describes gathering detailed psychiatric history in children, including symptom start and pattern, triggers, sleep and eating, mood and worry, trauma exposure, and suitable substance checks, while keeping safety and trust in Zambian 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 part teaches building biopsychosocial and developmental formulations that connect symptoms to personality, relationships, stresses, and other conditions, and using them to guide diagnosis, risk checks, and team treatment planning in Zambia.
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 part outlines best ways to collect extra info from parents, teachers, and youth using structured talks and rating scales like SNAP-IV, Vanderbilt, Conners, and RCADS, and handling differing reports in Zambian contexts.
Choosing informants across settingsParent and caregiver interview structureTeacher report forms and interviewsUsing SNAP-IV, Vanderbilt, and ConnersUsing RCADS and anxiety–mood scales
