The DSM-V in Mental Health Assessment

DSM-V
DSM-V

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The DSM-V in Mental Health Assessment

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Though the philosophy and values surrounding couple and family counseling emphasize prevention and wellness, awareness of diagnosis is important when interacting with other mental health professionals who may view mental health issues through the medical model. The DSM-V, the primary diagnostic system/manual used in the United States by such professionals, identifies and describes individual mental health disorders, not relational issues or disorders.

Those mental health professionals who adopt a systems or relational view of mental health have been able to implement small changes within the DSM in its subsequent editions, and these changes acknowledge the systemic influence on certain individual disorders. Nevertheless, there is not yet an adopted diagnostic structure for relational problems.

Therefore, you may sometimes need to negotiate your relational perspective with other professionals and communicate client matters with insurance reimbursement boards (who see mental health problems as individual in nature) in their language.

For this Discussion, you will examine the DSM-V and how it informs your professional practice. You also explore the advantages and disadvantages of being familiar with the DSM-V.

By Day 4

Post an example of a specific instance in which you may need to consult with another mental health professional who utilizes the DSM-5. Then, explain how your familiarity with the DSM-V may influence this consultation. Next, explain one advantage and one disadvantage of a couple and family practitioner being familiar with the DSM-V. Be specific.

Be sure to support your postings and responses with specific references to the resources.

For the first attachment it is their directions for the assignment the questions are highlighted. Please use headings identify each question. The second attachment is the article.

Required Readings
Lebow, J. L. (2013). Editorial: DSM-V and family therapy. Family Process, 52(2), 155–160.

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