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Teaching and learning DSM-III

A E Skodol, R L Spitzer, J B Williams

    The American Journal of Psychiatry
    |December 1, 1981
    PubMed
    Summary

    This article offers training recommendations for the Diagnostic and Statistical Manual of Mental Disorders, Third Edition (DSM-III) to ease mental health professionals' apprehension. It outlines educational goals and methods for mastering the new diagnostic system.

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    Area of Science:

    • Psychiatry
    • Clinical Psychology
    • Mental Health Training

    Background:

    • The transition to the Diagnostic and Statistical Manual of Mental Disorders, Third Edition (DSM-III) introduced a new nomenclature and multiaxial evaluation system.
    • Mental health professionals expressed apprehension regarding the adoption of the DSM-III.

    Observation:

    • Apprehension among mental health professionals is a significant barrier to the effective implementation of the DSM-III.
    • A structured approach to training is necessary to facilitate the adoption of new diagnostic systems.

    Findings:

    • Recommendations for training programs in DSM-III are presented, including educational objectives, didactic curricula, and clinical application methods.
    • Supervision strategies for patient intake and evaluation using DSM-III are discussed.
    • Mastery of DSM-III is an ongoing process, acknowledging its strengths and limitations.

    Implications:

    • Effective training programs can mitigate professional apprehension and improve the accurate application of the DSM-III.
    • Standardized training enhances diagnostic consistency and facilitates research.
    • Continuous learning regarding the strengths and limitations of diagnostic systems is crucial for professional development.

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