When available, the Online Course format is included with the hard copy, eBook, or audio book formats!
Designed for clinicians who are familiar with diagnosing, this short, basic-level course aids clinicians who are transitioning from DSM-IV-TR to DSM-5 by providing them with the most essential information about the manual’s structural and diagnostic changes in a single easy-to-use source. The course lists the newly added and classified disorders, removed or reclassified disorders, and any major modifications to diagnostic criteria for disorders retained in DSM-5. The course describes the history of the DSM and the development process used in creating the diagnostic system’s new structure. The course addresses the controversies and criticisms that arose with the publication of DSM-5 and the alternative diagnostic systems recently proposed. The quick reference lists and charts included in the course are an indispensable resource for those clinicians ready to use DSM-5. For clinicians interested in a more in-depth explanation of the categorical and diagnosis changes and greater diagnostic guidance, a longer version of this course is available.
Participants will receive 1 (Clinical Content) continuing education clock hour upon successfully completing this course.
This course is an extraction of, and should not be taken in conjunction with, the 3-hour course A Clinician’s Guide to DSM-5 (B4152).
- Describe the history of the Diagnostic and Statistical Manual of Mental Disorders (DSM).
- Explain the structural and organizational changes made in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5).
- Identify changes to diagnoses and criteria that have been made in the transition from DSM-IV-TR to DSM-5.
- Describe the controversies and criticisms that have arisen from the publication of DSM-5, and the alternate diagnostic systems that have been proposed in lieu of DSM-5.
Edward A. Selby, PhD, is an assistant professor in the clinical psychology program at Rutgers University in New Brunswick, New Jersey. Dr. Selby has sought, through extensive research and clinical experience, to improve the understanding and treatment of psychopathology. He has written more than 47 peer-reviewed scientific articles and book chapters, many of which examine various forms of psychopathology, including personality disorders and eating disorders. Much of his work is aimed at understanding the emotional experiences that precede the onset of maladaptive behaviors, such as nonsuicidal self-injury and binge eating episodes, as well as the negative emotional and social consequences that result from such behavior. He and his colleagues have also been investigators and proponents for the inclusion of a nonsuicidal self-injury disorder in a future version of the Diagnostic and Statistical Manual of Mental Disorders. Dr. Selby’s research has been funded by the National Institute of Mental Health, the Brain and Behavior Research Foundation, and the Association for Behavioral and Cognitive Therapies. Dr. Selby has been extensively trained in cognitive behavior therapy, dialectical behavior therapy, and mindfulness-based interventions. Dr. Selby’s recent work has expanded to include developing new treatments for emotional and behavioral problems using daily digital assessment via smart phones. At Rutgers, Dr. Selby regularly teaches graduate level and undergraduate level courses on psychopathology and diagnostic assessment.
- Contact hours will be awarded for up to one (1) year from the date the course is ordered.
- You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
- Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
- All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.