Disciplines: Speech-Language Pathology
Hours: 2 Contact Hours
Author(s):
  • Edward A. Selby, PhD
  • Amy Hasselkus, MA, CCC-SLP
Peer Reviewer(s): Patricia A. Joyce, DSW
Item#: O2515
Contents: 1 Course Book

A Clinician's Guide to DSM-5, Updated 1st Edition



Price $19.95
Item # O2515
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

Release Date: January 16, 2018

Expiration date: June 1, 2020

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. 

 

This program is offered for 0.2 ASHA CEUs (Intermediate-Level, Professional Area)

Course Objectives

  • 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 psychiatric diagnoses that are newly included in DSM-5.
  • Identify changes to psychiatric diagnoses that have been made in the transition from DSM-IV-TR to DSM-5, including the recategorization, renaming, and modification of criteria.
  • List psychiatric disorders and their criteria that have been recommended for further study by DSM-5.
  • Describe the controversies and criticisms that have arisen from the publication of DSM-5, and the alternative 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- and undergraduate-level courses on psychopathology and diagnostic assessment.

Amy Hasselkus, MA, CCC-SLP, is a licensed and ASHA-certified speech-language pathologist. Amy obtained her master’s degree in speech-language pathology from the University of Georgia and worked in a hospital in Harrisburg, Pennsylvania, providing services to children and adults with speech, language, cognitive, and swallowing disorders. She then went to work for the American Speech-Language-Hearing Association (ASHA), before getting a second master’s degree in communication (with a focus on health communication) from George Mason University. She now teaches as an adjunct instructor at George Mason and a local community college, and works on continuing education programs for speech-language pathologists.

 

Financial – The authors received an honorarium from Western Schools for this work.

Nonfinancial – The authors have no other relevant financial or nonfinancial interests to disclose.

 

Patricia A. Joyce, DSW, is an associate professor at Adelphi University School of Social Work, where she teaches in the human behavior sequence. She recently revised and taught the required advanced-year MSW course on diagnosis and assessment according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Dr. Joyce received her BA from St. John’s College, Annapolis, Maryland, her MSW from Hunter College, and her DSW from the CUNY Graduate Center. Dr. Joyce has published and presented nationally and internationally; her research focuses on trauma, culture, mental health, interpersonal violence, and online learning. She has worked in a child abuse treatment program and inpatient psychiatric units with children, adolescents, and their families. In addition to her scholarly work, Dr. Joyce has consulted to social service and mental health agencies in the New York area.

 

Financial – Patricia A. Joyce received an honorarium from Western Schools for this work.

Nonfinancial – Patricia A. Joyce has no other relevant financial or nonfinancial relationships to disclose.

  • Contact hours will be awarded for up to one (1) year from date of purchase.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course to earn ASHA CEUs and/or 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.
  • See author and peer reviewer tabs for disclosures. All other 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.