Assignment: Video Role-Play: Strengths and Weaknesses of the DSM-5


 

Though the DSM-5 is the test manual for intellectual ailment diagnoses, it is not outside faintness. In this Assignment, you irritate the strengths and limitations of the DSM-5 symptom method, and you particularize among recognized bearing and diagnosable symptoms using the concepts of dimensionality and spectrum.

To prepare: Re-examination the concept of the dimensional vestibule after a suitableness the DSM-5 and re-examination the methods that the DSM-5 recommends to mention where a peculiar fits on a continuum of their ailment in stipulations of subtypes, tyranny, and administrative impairments. You obtain furnish these classifications in incongruous compatability of the manual and prepare to be snug faceing through it.

Next, apprehend the aftercited scenario:

You are a school political worker who has been asked to oration a creator-teacher fraternity discussion. Numerous creators in the hearers feel upshot who feel been identified for exceptional counsel services. They are abashed encircling how to learn the diagnoses they are vision. Others feel worries encircling balancediagnosis. You feel been advised that suitableness these creators are publicly well-informed, numerous don’t learn the dimensional or spectrum aspects. All are worried.

You obtain initiate your video after a suitableness your prefatory colloquy to the creators on these factors. After you arrange your exposition, apprehend that you disclosed the discussion to interrogations. You obtain oration the interrogation noted beneath that is posed by a creator in the hearers. Consider your hearers, and usage interpreting in stipulations a non-professional capability learn. Do NOT decipher from the body.

Review the interrogations (in the Assignment instructions beneath) onwards of occasion and delineation your retort antecedently recording, as you obtain shortness to face up and blend materials to retort the separated interrogation.

By Day 7

Submit a 3- to 5-minute video, regarding the creators as your hearers, in which you do the aftercited:

  • Briefly delineate what the DSM-5 is and how it is organized. In your style, settle the concepts of spectrum and dimensionality as interpreted by Paris and in the DSM-5 entrance.
  • Explain why political workers and intellectual sanity professionals use diagnoses and what receiving a peculiarity resources (and does not average).
  • Explain public concerns encircling the risks of balancepeculiarity and mispeculiarity versus not diagnosing. Also interpret how peculiarity is alike to services.
  • Explain other details that capability succor your hearers learn the strengths and faintnesses of the symptom method.
  • Provide a defense to the aftercited creatoral interrogations:
    • My teenager’s best adherent died by suicide this year. It’s been months, and she doesn’t look balance it. Her teachers count me she should get succor for lowering, but I meditate it’s sound sadness. She colloquys encircling her adherent all the occasion and gets very subvert. I am worried encircling her. Is it recognized for her to quiet be touch this way? I don’t shortness to put her on medication for recognized touchs. What is the dissonance among sadness and lowering?

 

Required Readings

American Psychiatric Association. (2013i). Introduction. In Symptom and statistical manual of intellectual disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.Introduction
Barsky, A. (2015). DSM-5 and the ethics of peculiarity. The New Political Worker. Retrieved from https://www.socialworker.com/feature-articles/ethics-articles/dsm-5-and-ethics-of-diagnosis/
Neukrug, E. S., & Fawcett, R. C. (2015). Peculiarity in the impost manner. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and impost: A trained superintend for counselors, political workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Peculiarity in the impost manner. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and impost: A trained superintend for counselors, political workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.
 
Paris, J. (2015). The sharp clinician's superintend to the DSM-5 (2nd ed.). New York, NY: Oxford University Press
Chapter 6, “Dimensionality” (pp 84–101)

Required Media

Accessible player --Downloads--Download Video w/CCDownload AudioDownload TranscriptLaureate Counsel (Producer). (2018d). Impact of the DSM-5: Organization, Develpment, Strengths and Limitations [Audio podcast]. Baltimore, MD: Author.
University at Buffalo School of Political Work (Producer). (2014). Episode 139—Dr. Robert Keefe and Dr. Barbara Rittner: The Fifth Edition of the Symptom and Statistical Manual of Intellectual Disorders: A colloquy [Audio podcast]. Retrieved from http://www.insocialwork.org/episode.asp?ep=139
Singer, J. B. (Producer). (2016, January 25). Critiques of the DSM-5: Interview after a suitableness Jeffery Lacasse, Ph.D. [Audio podcast]. Retrieved from http://www.socialworkpodcast.com/2016/01/DSM5critique.html/p> 

Optional Resources

American Psychiatric Association. (2013n). Preface. In Symptom and statistical manual of intellectual disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.x00preface
American Psychiatric Association. (2013s). Use of the manual. In Symptom and statistical manual of intellectual disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.UseofDSM5
Lasalvia, A. (2015). DSM-5 two years later: Facts, myths and some key disclosed issues. Epidemiology and Psychiatric Sciences, 24(3), 185–187. doi:10.1017/S2045796015000256
Paris, J. (2015). The sharp clinician's superintend to the DSM-5 (2nd ed.). New York, NY: Oxford University Press
Chapter 3, “How Symptom Manuals Are Made” (pp. 33–55)
Wakefield, J. C. (2013b). DSM-5: An balanceview of changes and controversies. Clinical Political Work Journal, 41(2), 139–154. doi:10.1007/s10615-013-0445-2