Description
Assignment:
Video Role-Play: Strengths and Weaknesses of the DSM-5
(I will do video. Use 3 APA References, BE detailed in response for narration purposes and use subheadings)
Though the DSM-5 is the standard manual for mental illness diagnoses, it is not without weakness. In this Assignment, you analyze the strengths and limitations of the DSM-5 diagnostic system, and you differentiate between normal behavior and diagnosable symptoms using the concepts of dimensionality and spectrum.
To prepare: Review the concept of the dimensional approach with the DSM-5 and review the methods that the DSM-5 recommends to individualize where a person fits on a continuum of their illness in terms of subtypes, severity, and functional impairments. You will find these classifications in different parts of the manual and begin to be comfortable looking through it.
Next, imagine the following scenario:
You are a school social worker who has been asked to address a parent-teacher association meeting. Many parents in the audience have children who have been identified for special education services. They are confused about how to understand the diagnoses they are seeing. Others have worries about overdiagnosis. You have been advised that while these parents are generally well-informed, many don’t understand the dimensional or spectrum aspects. All are worried.
You will start your video with your introductory talk to the parents on these factors. After you provide your explanation, imagine that you open the meeting to questions. You will address the question noted below that is posed by a parent in the audience. Consider your audience, and practice explaining in terms a non-professional might understand. Do NOT read from the book.
Review the questions (in the Assignment instructions below) ahead of time and plan your answer before recording, as you will need to look up and integrate materials to answer the chosen question.
Submit a 3- to 5-minute video, considering the parents as your audience, in which you do the following:
- Briefly describe what the DSM-5 is and how it is organized. In your description, define the concepts of spectrum and dimensionality as explained by Paris and in the DSM-5 introduction.
- Explain why social workers and mental health professionals use diagnoses and what receiving a diagnosis means (and does not mean).
- Explain general concerns about the risks of overdiagnosis and misdiagnosis versus not diagnosing. Also explain how diagnosis is connected to services.
- Explain other details that might help your audience understand the strengths and weaknesses of the diagnostic system.
- Provide a response to the following parental questions:
- My teenager’s best friend died by suicide this year. It’s been months, and she doesn’t seem over it. Her teachers tell me she should get help for depression, but I think it’s just grief. She talks about her friend all the time and gets very upset. I am worried about her. Is it normal for her to still be feeling this way? I don’t want to put her on medication for normal feelings. What is the difference between grief and depression?
Include a transcript and/or edit closed captioning on your video to ensure your presentation is accessible to viewers of differing abilities.
References
Laureate Education (Producer). (2018d). Impact of the DSM-5: Organization, Develpment, Strengths and Limitations [Audio podcast]. Baltimore, MD: Author.
Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press. Retrieved from http://ezp.waldenulibrary.org/login?url=https://se…
Note: You will access this e-book from the Walden Library databases.
- Chapter 6, “Dimensionality” (pp 84–101)
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
Impact of the DSM-5: Organization, Development, Strengths, and
Limitations
Program Transcript
[MUSIC PLAYING]
JEANNA JACOBSEN: Each mental health profession has a different emphasis
when using the fifth edition of the Diagnostic and Statistical Manual of Mental
Disorders, frequently referred to as the DSM-5. Each play different roles in the
development of the DSM-5, but psychiatry clearly took the lead in the process.
There were significant flaws in some aspects of this process, but efforts were
generally made to make the manual more scientific. Dr. Thomas Insel, the
director of the National Institute of Mental Health at the time of the DSM-5
development points out that mental health diagnoses still have a long way to go
scientifically.
In keeping with the medical model, Dr. Insel proposes that our current behavioral
illnesses will all prove, sooner or later, to involve brain disorders. In reality, the
DSM-5 is far behind other specialties in its biological foundations, and there are
substantial problems with the subject of nature of many parts of the diagnostic
system. In contrast to the medical model, social work has always advocated for
the biopsychosocial model of mental health and illness. It was the first field to
widely focus on culture, context, environmental influences, and client’s strengths.
Currently we are the largest professional group that will actually use diagnoses
as we provide mental health care.
Your resources this week reveal the implications for social workers and keeping
perspective on the DSM-5, along with significant limitations of the new system
and recommendations about how social work should approach diagnostic
assessments. While the DSM-5 has moved closer to the biopsychosocial
perspective, including more on gender, age, and cultural and psychosocial
problems as a focus of care, there are a lot of cautions about issues. In spite of
these dialectics between the professions, there is widespread acceptance of the
practical need to have a common comparison point for different syndromes, a
common language, albeit a limiting one, and a shared knowledge of what is
known about the course of illnesses.
Knowing how the manual’s organized and why it was done that way will help you
use it effectively, as we’ll know in the limitations of this particular version. During
the process of development, many changes were made between the former
version, DSM-IV-TR and DSM-5. You can read about these both in the manual
itself. Social workers need to understand these individual changes between
manuals to be able to read and interpret client histories.
In the many years since the DSM-IV-TR, we have learned a great deal about
individual illnesses. Many details of the older manual is refuted by updated
© 2018 Laureate Education, Inc.
1
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
research and required a change from thinking of diagnosis in a more simplified
way, by checklist categories, to a dimensional model that places connected
illnesses on a continuum that can be individualized by how you detail a diagnosis
and uses assessments.
One problem arising from that shift is that finding the boundary between health
and illness can become more difficult. Some illnesses in the DSM-5 are far more
accurate at reliably locating that common base of information than others. DSM-5
is the common base at this point in time, but it should not be thought of as the
bible of psychiatry, as often touted in the media. Looking beyond the limitations,
one of the strengths of the manual is that the DSM-5 clearly shows an increased
consideration of holistic blending if properly used.
In summary, on an individual level, it matters the social workers know the
changes that occurred for a particular mental disorder, as many individuals who
come to you for help will have a DSM-4-TR diagnosis in their history that will
need assessment. Diagnoses were originally developed in the 1980s when
Medicare was put into place as a way to help psychiatrist bill insurance carriers
for services.
Over the years, the DSM system has been so widely used in our health care and
accessing services that few clinicians stopped to consider the powerful impact of
assigning any diagnosis. It is sometimes far too routine. In fact, there is an active
debate in our profession as to whether or not the DSM-5 should be used at all, as
the tendency to over diagnose is stronger in this addition than any that have
gone before it.
In professional settings, a diagnosis has many important functions, but chief
among them is concise, accurate communication. As Laura Weiss Roberts and
Mickey Trockel point out, a diagnosis rapidly tells the informed reader a great
deal about associated common details of the illness it defines. At the simplest
level, when you give someone a diagnosis, the professionalist communicating
that a particular pattern of symptoms is present. A diagnosis also says that the
symptom has passed the range of typical or normal distress and is now
substantially causing problems in functioning for the individual.
It also conveys ideas to the professional about other features of the illness that
might be present and about healthful treatment plans to address the specifics of
the illness. Sadly, to the untrained, diagnosis can also mislead. Even
experienced professionals will associate illnesses with incorrect facts as our
knowledge keeps changing or with stereotypes. Take a moment to consider the
different impact that the following two statements have, both from Roberts and
Trockel.
Jay is a 16-year-old Asian woman who was seen by an outpatient provider on an
emergency basis after she was found sitting in her bedroom closet overnight.
© 2018 Laureate Education, Inc.
2
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
She was discovered by her mother the next morning, still there, anxious and
muttering. She had been out earlier that evening for a gathering and came home
quite later than expected complaining that she had to hide from the police. Her
mother brings her to session the next day for an assessment, reporting that she
has been increasingly isolating herself over the last few weeks.
Now look at what happens when we attach a short piece of diagnostic
information to the story, again, from Roberts and Trockel. Jay is a 16-year-old
Asian woman with a previously well-established diagnosis of schizophrenia, is
seen by an outpatient provider on an emergency basis after she was found sitting
in her bedroom closet overnight. She was discovered by her mother the next
morning, still they’re, anxious and muttering. She had been out earlier that
evening for a gathering and came home quite later than expected complaining
that she had to hide from the police. Her mother brings her to a session the next
day for an assessment, reporting that she has been increasingly isolating herself
for the last few weeks.
As Roberts and Trockel go on to say, in the second version of the story, you’ve
seen the schizophrenia label tends to narrow down the listener’s awareness and
exclude other potential explanations for the symptoms. It also evokes whatever
level of knowledge or belief or even stigma that the reader has about
schizophrenia. This error of framing can easily lead to inaccurate diagnosis by
the outpatient provider, a client’s family, or Jay herself. The error of labeling
someone with a diagnosis they do not have is called a false positive. Both false
positives and over diagnosis are on the rise in the United States.
There are many reasons for that trend, but false positives are often harmful to
individuals who are labeled. In addition to stigma, a false positive often means
that recovery is delayed or undermined altogether as treatments fail. Worse,
individuals can be put through the wrong medication trials and experience long
periods of using ineffective medications with all the side effects and despair
involved. Failure to make a correct and necessary diagnosis can also happen.
These are called false negatives.
In the case of Jay, a commonly found false negative diagnosis would be to miss
giving Jay a needed substance use assessment, as that could be the true
diagnosis. Imagine the harm to her if the drug issues lead to a intoxicated driving
fatality. Diagnostic labels for an individual can easily be widely spread. Even with
professional confidential procedures in place, diagnostic formulations are
commonly shared between the social worker and the client, with other
practitioners on the treatment teams, to families as authorized and to
organizations, such as insurance carriers and health care administrators, and
even pharmaceutical companies in some instances.
These days clients often share their diagnosis informally. Social media and the
internet are full of cases of self diagnosis. Old diagnostic labels can also endure
© 2018 Laureate Education, Inc.
3
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
over time. For example, some employers will inquire about prior mental health
histories. In communicating with diagnostic labels, mental health professionals
hope to accurately and efficiently share information about someone’s illness, but
also to guard against mistakes, misuse, and coming to a diagnostic impression
too quickly.
Part of that process is developing the habit of thinking about diagnosis of closer
to a hypothesis than as a finished identifier. The DSM-5 has moved towards a
dimensional and more culturally sensitive approach to understanding mental
disorders, rather than the categorical classifications that dominated DSM-4. As a
result of this transition, DSM-5 mixes both categorical and dimensional
approaches.
The resulting classification system, while very helpful to treatment planning
professionals, has many shortcomings. One shortcoming is that the system is
complicated. That problem is especially problematic for professionals who are
trying to set the boundary between normal levels of distress and mental illness.
Further complexity comes in when we think about age, gender, and cultural or
racial variations.
Putting the strengths and limitations of the diagnostic system into simple and
meaningful terms for clients and for the public is something you will do many
times in your career. You will often need to explain the particular ailments of a
professional diagnosis, where it fits in the system and the limitations. Explaining
dimensional boundaries is a frequent example of that difficulty, but also
something that helps to normalize a diagnosis, to transmit hope, as well as
knowledge.
[MUSIC PLAYING]
Impact of the DSM-5: Organization, Development, Strengths, and
Limitations
Additional Content Attribution
FOOTAGE:
GettyLicense_122374856 (Brain)
Credit: [Science Photo Library – PASIEKA]/[Brand X Pictures]/Getty Images
GettyLicense_146203540 (Homeless man)
Credit: [lewkmiller]/[Creatas Video+ / Getty Images Plus]/Getty Images
GettyLicense_541975802 (Group Therapy)
Credit: [g-stockstudio]/[iStock / Getty Images Plus]/Getty Images
© 2018 Laureate Education, Inc.
4
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
GettyLicense_487729535 (Depressed girl)
Credit: [PeopleImages]/[DigitalVision]/Getty Images
GettyLicense_507509878 (Professional)
Credit: [Caiafilm]/[Creatas Video]/Getty Images
GettyLicense_169937846 (Brain Activity)
Credit: [cgtoolbox]/[Vetta]/Getty Images
GettyLicense_174901169 (Hospital)
Credit: [EscoLux]/[E+]/Getty Images
GettyLicense_155286366 (Diagnosis)
Credit: [asiseeit]/[E+]/Getty Images
GettyLicense_151218134 (Client)
Credit: [simonkr]/[Creatas Video]/Getty Images
GettyLicense_125268997 (J)
Credit: [Best View Stock]/[None]/Getty Images
GettyLicense_114390982_75 (J’s mom)
Credit: [Eduardo Jose Bernardino]/[iStock / Getty Images Plus]/Getty Images
GettyLicense_508066929 (Party)
Credit: [Hero Images]/[Hero Images]/Getty Images
GettyLicense_451087687 (Counsel)
Credit: [www.joehoughtonphotography.ie]/[Moment]/Getty Images
GettyLicense_125268997 (J)
Credit: [Best View Stock]/[None]/Getty Images
GettyLicense_133415199 (J in closet)
Credit: [ideeone]/[E+]/Getty Images
GettyLicense_507267204.jpg (J’s mom)
Credit: [Layland Masuda]/[Moment]/Getty Images
GettyLicense_579977967.jpg (party gathering)
Credit: [Granger Wootz]/[Blend Images]/Getty Images
GettyLicense_451087687 (Counsel)
Credit: [www.joehoughtonphotography.ie]/[Moment]/Getty Images
© 2018 Laureate Education, Inc.
5
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
GettyLicense_169082316 (Prescription)
Credit: [Martin Barraud]/[OJO Images]/Getty Images
GettyLicense_122524533 (Pills)
Credit: [Ingram Publishing]/[None]/Getty Images
GettyLicense_91254550 (Car crash)
Credit: [Wayne Howard]/[iStock / Getty Images Plus]/Getty Images
GettyLicense_185008344 (Lady online)
Credit: [Emel Yenigelen]/[iStock/Getty Images Plus]/Getty Images
GettyLicense_160463144 (Mental inquiry)
Credit: [simonkr]/[Creatas Video]/Getty Images
GettyLicense_470928002 (Inside brain)
Credit: [DNY59]/[iStock / Getty Images Plus]/Getty Images
GettyLicense_172588621 (Distressed client)
Credit: [Wavebreakmedia Ltd]/[Wavebreak Media / Getty Images Plus]/Getty
Images
GettyLicense_171631786 (Distressed lady)
Credit: [Tom Merton]/[OJO Images]/Getty Images
MUSIC:
SC_Light&Bright06_T32 and/or SC_Business01_T41
Credit: Studio Cutz
© 2018 Laureate Education, Inc.
6
EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 12/6/2018 10:02 PM via WALDEN UNIV
AN: 939818 ; Paris, Joel.; The Intelligent Clinician’s Guide to the DSM-5®
Account: s6527200
Copyright © 2015. Oxford University Press. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted
under U.S. or applicable copyright law.
Purchase answer to see full
attachment
Impact of the DSM-5: Organization, Development, Strengths, and
Limitations
Program Transcript
[MUSIC PLAYING]
JEANNA JACOBSEN: Each mental health profession has a different emphasis
when using the fifth edition of the Diagnostic and Statistical Manual of Mental
Disorders, frequently referred to as the DSM-5. Each play different roles in the
development of the DSM-5, but psychiatry clearly took the lead in the process.
There were significant flaws in some aspects of this process, but efforts were
generally made to make the manual more scientific. Dr. Thomas Insel, the
director of the National Institute of Mental Health at the time of the DSM-5
development points out that mental health diagnoses still have a long way to go
scientifically.
In keeping with the medical model, Dr. Insel proposes that our current behavioral
illnesses will all prove, sooner or later, to involve brain disorders. In reality, the
DSM-5 is far behind other specialties in its biological foundations, and there are
substantial problems with the subject of nature of many parts of the diagnostic
system. In contrast to the medical model, social work has always advocated for
the biopsychosocial model of mental health and illness. It was the first field to
widely focus on culture, context, environmental influences, and client’s strengths.
Currently we are the largest professional group that will actually use diagnoses
as we provide mental health care.
Your resources this week reveal the implications for social workers and keeping
perspective on the DSM-5, along with significant limitations of the new system
and recommendations about how social work should approach diagnostic
assessments. While the DSM-5 has moved closer to the biopsychosocial
perspective, including more on gender, age, and cultural and psychosocial
problems as a focus of care, there are a lot of cautions about issues. In spite of
these dialectics between the professions, there is widespread acceptance of the
practical need to have a common comparison point for different syndromes, a
common language, albeit a limiting one, and a shared knowledge of what is
known about the course of illnesses.
Knowing how the manual’s organized and why it was done that way will help you
use it effectively, as we’ll know in the limitations of this particular version. During
the process of development, many changes were made between the former
version, DSM-IV-TR and DSM-5. You can read about these both in the manual
itself. Social workers need to understand these individual changes between
manuals to be able to read and interpret client histories.
In the many years since the DSM-IV-TR, we have learned a great deal about
individual illnesses. Many details of the older manual is refuted by updated
© 2018 Laureate Education, Inc.
1
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
research and required a change from thinking of diagnosis in a more simplified
way, by checklist categories, to a dimensional model that places connected
illnesses on a continuum that can be individualized by how you detail a diagnosis
and uses assessments.
One problem arising from that shift is that finding the boundary between health
and illness can become more difficult. Some illnesses in the DSM-5 are far more
accurate at reliably locating that common base of information than others. DSM-5
is the common base at this point in time, but it should not be thought of as the
bible of psychiatry, as often touted in the media. Looking beyond the limitations,
one of the strengths of the manual is that the DSM-5 clearly shows an increased
consideration of holistic blending if properly used.
In summary, on an individual level, it matters the social workers know the
changes that occurred for a particular mental disorder, as many individuals who
come to you for help will have a DSM-4-TR diagnosis in their history that will
need assessment. Diagnoses were originally developed in the 1980s when
Medicare was put into place as a way to help psychiatrist bill insurance carriers
for services.
Over the years, the DSM system has been so widely used in our health care and
accessing services that few clinicians stopped to consider the powerful impact of
assigning any diagnosis. It is sometimes far too routine. In fact, there is an active
debate in our profession as to whether or not the DSM-5 should be used at all, as
the tendency to over diagnose is stronger in this addition than any that have
gone before it.
In professional settings, a diagnosis has many important functions, but chief
among them is concise, accurate communication. As Laura Weiss Roberts and
Mickey Trockel point out, a diagnosis rapidly tells the informed reader a great
deal about associated common details of the illness it defines. At the simplest
level, when you give someone a diagnosis, the professionalist communicating
that a particular pattern of symptoms is present. A diagnosis also says that the
symptom has passed the range of typical or normal distress and is now
substantially causing problems in functioning for the individual.
It also conveys ideas to the professional about other features of the illness that
might be present and about healthful treatment plans to address the specifics of
the illness. Sadly, to the untrained, diagnosis can also mislead. Even
experienced professionals will associate illnesses with incorrect facts as our
knowledge keeps changing or with stereotypes. Take a moment to consider the
different impact that the following two statements have, both from Roberts and
Trockel.
Jay is a 16-year-old Asian woman who was seen by an outpatient provider on an
emergency basis after she was found sitting in her bedroom closet overnight.
© 2018 Laureate Education, Inc.
2
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
She was discovered by her mother the next morning, still there, anxious and
muttering. She had been out earlier that evening for a gathering and came home
quite later than expected complaining that she had to hide from the police. Her
mother brings her to session the next day for an assessment, reporting that she
has been increasingly isolating herself over the last few weeks.
Now look at what happens when we attach a short piece of diagnostic
information to the story, again, from Roberts and Trockel. Jay is a 16-year-old
Asian woman with a previously well-established diagnosis of schizophrenia, is
seen by an outpatient provider on an emergency basis after she was found sitting
in her bedroom closet overnight. She was discovered by her mother the next
morning, still they’re, anxious and muttering. She had been out earlier that
evening for a gathering and came home quite later than expected complaining
that she had to hide from the police. Her mother brings her to a session the next
day for an assessment, reporting that she has been increasingly isolating herself
for the last few weeks.
As Roberts and Trockel go on to say, in the second version of the story, you’ve
seen the schizophrenia label tends to narrow down the listener’s awareness and
exclude other potential explanations for the symptoms. It also evokes whatever
level of knowledge or belief or even stigma that the reader has about
schizophrenia. This error of framing can easily lead to inaccurate diagnosis by
the outpatient provider, a client’s family, or Jay herself. The error of labeling
someone with a diagnosis they do not have is called a false positive. Both false
positives and over diagnosis are on the rise in the United States.
There are many reasons for that trend, but false positives are often harmful to
individuals who are labeled. In addition to stigma, a false positive often means
that recovery is delayed or undermined altogether as treatments fail. Worse,
individuals can be put through the wrong medication trials and experience long
periods of using ineffective medications with all the side effects and despair
involved. Failure to make a correct and necessary diagnosis can also happen.
These are called false negatives.
In the case of Jay, a commonly found false negative diagnosis would be to miss
giving Jay a needed substance use assessment, as that could be the true
diagnosis. Imagine the harm to her if the drug issues lead to a intoxicated driving
fatality. Diagnostic labels for an individual can easily be widely spread. Even with
professional confidential procedures in place, diagnostic formulations are
commonly shared between the social worker and the client, with other
practitioners on the treatment teams, to families as authorized and to
organizations, such as insurance carriers and health care administrators, and
even pharmaceutical companies in some instances.
These days clients often share their diagnosis informally. Social media and the
internet are full of cases of self diagnosis. Old diagnostic labels can also endure
© 2018 Laureate Education, Inc.
3
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
over time. For example, some employers will inquire about prior mental health
histories. In communicating with diagnostic labels, mental health professionals
hope to accurately and efficiently share information about someone’s illness, but
also to guard against mistakes, misuse, and coming to a diagnostic impression
too quickly.
Part of that process is developing the habit of thinking about diagnosis of closer
to a hypothesis than as a finished identifier. The DSM-5 has moved towards a
dimensional and more culturally sensitive approach to understanding mental
disorders, rather than the categorical classifications that dominated DSM-4. As a
result of this transition, DSM-5 mixes both categorical and dimensional
approaches.
The resulting classification system, while very helpful to treatment planning
professionals, has many shortcomings. One shortcoming is that the system is
complicated. That problem is especially problematic for professionals who are
trying to set the boundary between normal levels of distress and mental illness.
Further complexity comes in when we think about age, gender, and cultural or
racial variations.
Putting the strengths and limitations of the diagnostic system into simple and
meaningful terms for clients and for the public is something you will do many
times in your career. You will often need to explain the particular ailments of a
professional diagnosis, where it fits in the system and the limitations. Explaining
dimensional boundaries is a frequent example of that difficulty, but also
something that helps to normalize a diagnosis, to transmit hope, as well as
knowledge.
[MUSIC PLAYING]
Impact of the DSM-5: Organization, Development, Strengths, and
Limitations
Additional Content Attribution
FOOTAGE:
GettyLicense_122374856 (Brain)
Credit: [Science Photo Library – PASIEKA]/[Brand X Pictures]/Getty Images
GettyLicense_146203540 (Homeless man)
Credit: [lewkmiller]/[Creatas Video+ / Getty Images Plus]/Getty Images
GettyLicense_541975802 (Group Therapy)
Credit: [g-stockstudio]/[iStock / Getty Images Plus]/Getty Images
© 2018 Laureate Education, Inc.
4
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
GettyLicense_487729535 (Depressed girl)
Credit: [PeopleImages]/[DigitalVision]/Getty Images
GettyLicense_507509878 (Professional)
Credit: [Caiafilm]/[Creatas Video]/Getty Images
GettyLicense_169937846 (Brain Activity)
Credit: [cgtoolbox]/[Vetta]/Getty Images
GettyLicense_174901169 (Hospital)
Credit: [EscoLux]/[E+]/Getty Images
GettyLicense_155286366 (Diagnosis)
Credit: [asiseeit]/[E+]/Getty Images
GettyLicense_151218134 (Client)
Credit: [simonkr]/[Creatas Video]/Getty Images
GettyLicense_125268997 (J)
Credit: [Best View Stock]/[None]/Getty Images
GettyLicense_114390982_75 (J’s mom)
Credit: [Eduardo Jose Bernardino]/[iStock / Getty Images Plus]/Getty Images
GettyLicense_508066929 (Party)
Credit: [Hero Images]/[Hero Images]/Getty Images
GettyLicense_451087687 (Counsel)
Credit: [www.joehoughtonphotography.ie]/[Moment]/Getty Images
GettyLicense_125268997 (J)
Credit: [Best View Stock]/[None]/Getty Images
GettyLicense_133415199 (J in closet)
Credit: [ideeone]/[E+]/Getty Images
GettyLicense_507267204.jpg (J’s mom)
Credit: [Layland Masuda]/[Moment]/Getty Images
GettyLicense_579977967.jpg (party gathering)
Credit: [Granger Wootz]/[Blend Images]/Getty Images
GettyLicense_451087687 (Counsel)
Credit: [www.joehoughtonphotography.ie]/[Moment]/Getty Images
© 2018 Laureate Education, Inc.
5
Impact of the DSM-5: Organization, Development, Strengths, and Limitations
GettyLicense_169082316 (Prescription)
Credit: [Martin Barraud]/[OJO Images]/Getty Images
GettyLicense_122524533 (Pills)
Credit: [Ingram Publishing]/[None]/Getty Images
GettyLicense_91254550 (Car crash)
Credit: [Wayne Howard]/[iStock / Getty Images Plus]/Getty Images
GettyLicense_185008344 (Lady online)
Credit: [Emel Yenigelen]/[iStock/Getty Images Plus]/Getty Images
GettyLicense_160463144 (Mental inquiry)
Credit: [simonkr]/[Creatas Video]/Getty Images
GettyLicense_470928002 (Inside brain)
Credit: [DNY59]/[iStock / Getty Images Plus]/Getty Images
GettyLicense_172588621 (Distressed client)
Credit: [Wavebreakmedia Ltd]/[Wavebreak Media / Getty Images Plus]/Getty
Images
GettyLicense_171631786 (Distressed lady)
Credit: [Tom Merton]/[OJO Images]/Getty Images
MUSIC:
SC_Light&Bright06_T32 and/or SC_Business01_T41
Credit: Studio Cutz
© 2018 Laureate Education, Inc.
6
EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 12/6/2018 10:02 PM via WALDEN UNIV
AN: 939818 ; Paris, Joel.; The Intelligent Clinician’s Guide to the DSM-5®
Account: s6527200
Copyright © 2015. Oxford University Press. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted
under U.S. or applicable copyright law.
Purchase answer to see full
attachment
Categories: