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The DSM-III-R personality disorders: an overview
T A Widiger1, A Frances, R L Spitzer
1Department of Psychology, University of Kentucky, Lexington 40506-0044.
The American Journal of Psychiatry
|July 1, 1988
Summary
The Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R) significantly altered personality disorder diagnoses. This review examines changes in criteria, diagnostic format, and the addition of new disorders.
Area of Science:
- Psychiatry
- Psychological diagnostics
- Clinical psychology
Background:
- The Diagnostic and Statistical Manual of Mental Disorders, Third Edition (DSM-III) established a framework for diagnosing personality disorders.
- Subsequent clinical experience and research highlighted areas for improvement within the DSM-III classification system.
Purpose of the Study:
- To critically review the revisions made to the axis II personality disorders in the Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R).
- To identify and discuss key changes in diagnostic criteria and format.
- To propose directions for future research in personality disorder classification.
Main Methods:
- Critical review of the DSM-III-R revisions concerning personality disorders.
- Analysis of changes in the multiaxial system and diagnostic format (categorical vs. dimensional).
- Examination of shifts from monothetic to polythetic criteria sets and reduced diagnostic overlap.
Main Results:
- DSM-III-R introduced substantial revisions to axis II personality disorder criteria sets.
- The manual shifted towards polythetic criteria, aiming to decrease inferential clinical judgment.
- Two new personality disorders were added to an appendix, with significant revisions to existing criteria.
Conclusions:
- The DSM-III-R represents a significant evolution in the classification of personality disorders.
- Further research is needed to refine diagnostic criteria and explore dimensional approaches.
- The revisions aim to improve diagnostic reliability and reduce ambiguity in clinical practice.