Psychiatric Diagnosis and Classification
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The Stigma of Mental Illness - End of the Story? Wolfgang Gaebel • Wulf Rössler Norman Sartorius Editors
The Stigma of Mental Illness - End of the Story? Wolfgang Gaebel • Wulf Rössler Norman Sartorius Editors The Stigma of Mental Illness - End of the Story? Editors Wolfgang Gaebel Norman Sartorius Department of Psychiatry and Psychotherapy Association for the Improvement of Mental Heinrich-Heine-University Health Programmes LVR-Klinikum Düsseldorf Geneva Düsseldorf Switzerland Germany Wulf Rössler Psychiatric University Hospital University of Zurich Zurich Switzerland ISBN 978-3-319-27837-7 ISBN 978-3-319-27839-1 (eBook) DOI 10.1007/978-3-319-27839-1 Library of Congress Control Number: 2016938229 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. -
This Paper Has Been Accepted for Publication and Is Forthcoming in History Of
This paper has been accepted for publication and is forthcoming in History of Psychiatry https://us.sagepub.com/en-us/nam/journal/history-psychiatry#description Understanding the DSM-5: Stasis and change Rachel Cooper Lancaster University Philosophy, Lancaster University, Lancaster, LA1 4YL Email: [email protected] Acknowledgements I am grateful to the American Psychiatric Association for granting me access to their archives. A version of this paper has been presented at a number of conferences (Mind, Value and Mental Health. International Conference in Philosophy and Psychiatry. Oxford, July 2015; DSM-5 and the Future of Psychiatric Diagnosis. Brocher Symposium. Geneva, July 2014; Symposium on DSM-5, Innovatie en Stagnatie; het geval DSM. Conference of the Dutch section on philosophy & psychiatry. Leiden, June 2013). I am grateful for the comments of those present at these talks. I am also grateful to Roger Blashfield who read a draft of this paper and made many helpful suggestions. Acknowledgement of funding Work for this paper was funded by British Academy Mid-Career Research Fellowship MD120060. 1 Understanding the DSM-5: Stasis and change Abstract: This paper aims to understand the DSM-5 through situating it within the context of the historical development of the DSM series. When one looks at the sets of diagnostic criteria, the DSM-5 is strikingly similar to the DSM-IV. I argue that at this level the DSM has become ‘locked-in’ and difficult to change. At the same time, at the structural, or conceptual, level there have been radical changes, for example, in the definition of ‘mental disorder’, the role of theory and of values, and in the abandonment of multiaxial approach to diagnosis. -
Special Education Eligibility Requirements
Portland Public Schools Special Education Procedures Manual Section 4 Special Education Eligibility Requirements I. General Information about Eligibility A. Disability Categories--The Oregon Administrative Rules (OARs) specify minimum eligibility criteria for eleven disabilities: autism, communication disorder, deafblindness, hearing impairment, specific learning disability, mental retardation, orthopedic impairment, other health impairment, serious emotional disturbance, traumatic brain injury, and vision impairment. For each disability, the OARs specify the definition of the disability, who may make the eligibility decision, what information must be considered, and what criteria must be met. B. Eligibility Determination-- Eligibility decisions Eligibility Codes List must be made by a special education team 10 Intellectual Disability with the membership of an IEP team. The 20 Hearing Impairment special education team must always include 40 Vision Impairment someone who is knowledgeable of and 43 Deafblindness experienced in the education of students with 50 Communication Disorder the suspected disability. The team must 60 Emotional Disturbance include the student’s regular teacher, or if the 70 Orthopedic Impairment student does not have a regular teacher, a 74 Traumatic Brain Injury regular classroom teacher qualified to teach a 80 Other Health Impairment student of his or her age. 82 Autism Spectrum Disorder 90 Specific Learning Disability C. Primary/Secondary Disabilities--A student must be evaluated in all areas related to the suspected disability, and the IEP must address all of the student’s special education needs. If the special education team determines that a student is eligible in more than one category, the team must decide which disability is the primary disability. The primary disability should be the one that most adversely affects educational performance. -
Zagreb, 7-10 July 2008
Course on the Development of Leadership and Professional Skills For Young Psychiatrists Zagreb, 7-10 July 2008 LIST OF PARTICIPANTS CANTEMIR Dumitru Adrian, University Hospital of Psychiatry “Socola”, Str. Soseaua Bucium, nr. 36, 700282 Iaşi, Romania. E-mail: [email protected] CREPULJA Marina Letica, Ministry of Justice, Imprisonment System Administration, Prison of Rijeka, Croatia. E-mail: [email protected] DEMŠAR Silva, Specializing in psychiatry, Psychiatric Clinic, Ljubljana, Slovenia. E-mail: [email protected] DUMITRESCU Iolanda Maria, « Alexandru Obregia » Clinica Hospital, Bucharest, Romania. E-mail : [email protected] GLAVAN Daniela Gabriela, Assistant, Department of Psychiatry, University of Medicine and Pharmacy, Craiova, Romania. E-mail: [email protected] HERTA Dana Cristina, Assistant, Department of Clinical Psychology and Mental Health, University of Medicine and Pharmacy „Iuliu Hatieganu“, Cluj-Napoca, Romania. E- mail: [email protected] HRANOV Georgi Lachezarov, Resident in the University Specialised Hospital for Active Treatment in Neurology and Psychiatry « St. Naum”, Sofia, Bulgaria E-mail: [email protected] JOVANOVIC Nikolina, Psychiatric trainee, Clinical Hospital Centre Rebro, Department of Psychiatry, Kišpatičeva 12, Zagreb, Croatia. E-mail: [email protected] MINODORA Manea Marinela, Assistant, Department of Clinical Psychology and Mental Health, University of Medicine and Pharmacy „Iuliu Hatieganu“, Cluj-Napoca, Romania. E-mail: [email protected] MUFIĆ, Ana Kovak, Resident in psychiatry, University Department of Psychiatry, University Hospital „Sestre Milosrdnice“, Vinogradska cesta 29, Zagreb, Croatia E-mail: [email protected] NASTASE Sorina Elena, Resident psychiatrist, „Alexancdru Obregia“ Psychiatry Clinical Hospital, Bucharest, Romania. E-mail: [email protected] PETEK Anamarija, Junior doctor, University Department of Psychiatry, University Hospital Osijek, Croatia. -
Together Against Stigma” Conference Fact Sheet About the Conference
The 7th International “Together Against Stigma” Conference Fact Sheet About the Conference • The 7th International Together Against Stigma Conference is one of the largest mental health gatherings in the world, and the only one solely focused on the topic of stigma. • The conference is a forum for people with lived experience, researchers, practitioners, advocates, members of the media and policymakers to discuss effective interventions to combat stigma and discrimination on an individual, community and societal level. • This is the first time the International Together Against Stigma Conference will be in the U.S. since it began in 2001. • It has previously been held in England, Germany, Japan, Turkey and twice in Canada. • The conference is being held at the Hyatt Regency in San Francisco from February 18-20. • It is hosted collaboratively by the California Mental Health Services Authority, World Psychiatric Association, California Institute for Behavioral Health Solutions and the County Behavioral Health Directors Association. • More than 500 delegates from across the nation and at least a dozen countries are expected to attend the conference. About the Program • The three-day agenda is structured around the theme of “Each Mind Matters: Empowering Community Mental Health through Research, Practice, Policy and Advocacy.” • The program includes more than 30 different options for educational symposiums, workshops and oral presentations to share research, programs, best practices and personal stories. • Topics range from reducing social injustices to promoting cross-cultural collaboration to advocating for improved quality of services through research, policy, and practice. • In particular the conference will be discussing and hearing from diverse youth and young adults with the aim of empowering the next generation as partners in eradicating stigma, preventing mental illness and supporting mental health promotion. -
PSYCHIATRY Problems, Resources, Responses
UNMET NEED IN PSYCHIATRY Problems, resources, responses Edited by Gavin Andrews and Scott Henderson published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK www.cup.cam.ac.uk 40 West 20th Street, New York, NY 10011–4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarco´n 13, 28014 Madrid, Spain © Cambridge University Press 2000 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2000 Printed in the United Kingdom at the University Press, Cambridge Typeset in Minion 10/12pt [vn] A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication data Unmet need in psychiatry : problems, resources, responses / [edited by] Gavin Andrews and Scott Henderson. p. cm. Includes index. ISBN 0 521 66229 X hardback 1. Mental Health Services – Utilization Congresses. 2. Medical care – Needs Assessment Congresses. 3. Mental Illness – Epidemiology Congresses. I. Andrews, Gavin. II. Henderson, Scott, 1935– . [DNLM: 1. Community Mental Health Services Congresses. 2. Health Services Needs and Demand Congresses. 3. Mental Disorders – Therapy Congresses. WM 30 U603 2000] RA790.5.U565 2000 362.2–dc21 DNLM/DLC for Library of Congress 99–25835 CIP ISBN 0 521 66229 X hardback Every eVort has been made in preparing this book to provide accurate and up-to-date information which is in accord with accepted standards and practice at the time of publication. -
1 Serious Emotional Disturbance (SED) Expert Panel
Serious Emotional Disturbance (SED) Expert Panel Meetings Substance Abuse and Mental Health Services Administration (SAMHSA) Center for Behavioral Health Statistics and Quality (CBHSQ) September 8 and November 12, 2014 Summary of Panel Discussions and Recommendations In September and November of 2014, SAMHSA/CBHSQ convened two expert panels to discuss several issues that are relevant to generating national and State estimates of childhood serious emotional disturbance (SED). Childhood SED is defined as the presence of a diagnosable mental, behavioral, or emotional disorder that resulted in functional impairment which substantially interferes with or limits the child's role or functioning in family, school, or community activities (SAMHSA, 1993). The September and November 2014 panels brought together experts with critical knowledge around the history of this federal SED definition as well as clinical and measurement expertise in childhood mental disorders and their associated functional impairments. The goals for the two expert panel meetings were to operationalize the definition of SED for the production of national and state prevalence estimates (Expert Panel 1, September 8, 2014) and discuss instrumentation and measurement issues for estimating national and state prevalence of SED (Expert Panel 2, November 12, 2014). This document provides an overarching summary of these two expert panel discussions and conclusions. More comprehensive summaries of both individual meetings’ discussions and recommendations are found in the appendices to this summary. Appendix A includes a summary of the September meeting and Appendix B includes a summary of the November meeting). The appendices of this document also contain additional information about child, adolescent, and young adult psychiatric diagnostic interviews, functional impairment measures, and shorter mental health measurement tools that may be necessary to predict SED in statistical models. -
Depression Treatment Guide DSM V Criteria for Major Depressive Disorders
MindsMatter Ohio Psychotropic Medication Quality Improvement Collaborative Depression Treatment Guide DSM V Criteria for Major Depressive Disorders A. Five (or more) of the following symptoms have been present during the same 2-week period and represent a change from previous functioning; at least one of the symptoms is either (1) depressed mood or (2) loss of interest or pleasure. Note: Do not include symptoms that are clearly attributable to another medical condition. 1) Depressed mood most of the day, nearly every day, as 5) Psychomotor agitation or retardation nearly every day indicated by either subjec tive report (e.g., feels sad, empty, (observable by others, not merely subjective feelings of hopeless) or observation made by others (e.g., appears restlessness or being slowed down). tearful). (Note: In children and adolescents, can be irritable 6) Fatigue or loss of energy nearly every day. mood.) 7) Feelings of worthlessness or excessive or inappropriate 2) Markedly diminished interest or pleasure in all, or almost all, guilt (which may be delu sional) nearly every day (not activities most of the day, nearly every day (as indicated by merely self-reproach or guilt about being sick). either subjective account or observation). 8) Diminished ability to think or concentrate, or 3) Significant weight loss when not dieting or weight gain indecisiveness, nearly every day (ei ther by subjective (e.g., a change of more than 5% of body weight in a account or as observed by others). month}, or decrease or increase in appetite nearly every day. (Note: In children, consider failure to make expected 9) Recurrent thoughts of death (not just fear of dying), weight gain.) recurrent suicidal ideation with out a specific plan, or a suicide attempt or a specific plan for committing suicide. -
Superior Health Council DSM (5): the USE AND
Superior Health Council DSM (5): THE USE AND STATUS OF DIAGNOSIS AND CLASSIFICATION OF MENTAL HEALTH PROBLEMS JUNE 2019 SHC № 9360 COPYRIGHT Federal Public Service Health, Food Chain Safety and Environment Superior Health Council Place Victor Horta 40 bte 10 B-1060 Bruxelles Tel.: 02/524 97 97 E-mail: [email protected] All rights reserved. Please cite this document as follows: Superior Health Council. DSM (5): The use and status of diagnosis and classification of mental health problems. Brussels: SHC; 2019. Report 9360. Public advisory reports as well as booklets may be consulted in full on the Superior Health Council website: www.css-hgr.be This publication cannot be sold. ADVISORY REPORT OF THE SUPERIOR HEALTH COUNCIL no. 9360 DSM (5): The use and status of diagnosis and classification of mental health problems In this scientific advisory report, which offers guidance to public health policy-makers, the Superior Health Council of Belgium provides recommendations on use of classifications in mental health for professionals, policy makers and researchers. This version was validated by the Board on June - 20191 SUMMARY The SHC notes that the most commonly used tools for diagnosing mental health problems (the Diagnostic and Statistical Manual of Mental Disorders (DSM), or the International Classification of Diseases and Related Health Problems (ICD)) pose several problems and recommends that they be used with caution and that the DSM categories not be at the centre of care planning. From an epistemological point of view, classifications are based on the assumption that mental disorders occur naturally, and that their designations reflect objective distinctions between different problems, which is not the case. -
A Handbook for Parents Whose Children Have Emotional Disorders
DOCUMENT RESUME ED 385 098 EC 304 132 AUTHOR Kelker, Katharin A. TITLE Taking Charge: A Handbook for ParentsWhose Children Have Emotional Disorders. 3rd Edition. INSTITUTION Portland State Univ., OR. Research and Training Center on Family Support and Children'sMental Health. SPONS AGENCY National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.;Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental HealthServices. PUB DATE Sep 94 CONTRACT H133B90007-93 NOTE 119p.; For first edition,see ED 293 287; for second edition, see ED 304 801 AVAILABLE FROMResearch and Training Centeron Family Support and Children's Mental Health, RegionalResearch Inst. for ) Human Services,Portland State Univ., P.O. Box 751, Portland, OR 97207-0751 ($7.50). PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Behavior Patterns; *Child Rearing;Clinical Diagnosis; Coping; Court Litigation;Decision Making; Definitions; Disability Identification;Educational Legislation; Elementary SecondaryEducation; *Emotional Adjustment; *EmotionalDisturbances; Emotional Response; Etiology; *Intervention;Models; Parent Attitudes; *Parent Rights; SocialServices; Specialists; *Symptoms (Individual Disorders); Therapy ABSTRACT This handbook was written to sharethe feelings, experiences, and knowledge of parents of childrenwith emotional disorders. The first chapter, "FeelingsCome First," considers recognition of unusual behaviorpatterns underlying emotional disturbances and -
Somatic Symptom Disorders
Lecture Notes - Classification 1 “Who in the rainbow can draw the line where the violet tint ends and the orange tint begins? Distinctly we see the difference of the colors, but where exactly does the one first blendingly enter into the other? So with sanity and insanity.” Herman Melvile What is Abnormal? 1. Suffering - person or family 2. Maladaptiveness (not being able to function) 3. Irrationality and incomprehensibility (thought disorders) • M'Naghten Rule – legal rather than psychological • Irresistible impulse is a defense by excuse the defendant argues that they should not be held criminally liable because they could not control those actions. • Policeman at the elbow – 4. Unpredictable and loss of control 5. Observer discomfort 6. Statistical infrequency – if 99% of behaviors are X and 1% of behaviors are Y then Y is abnormal. 7. Violation of moral & ideal standards o Connotative norms – based on society- • Anorexia is really only found in US, England and a few western European Cultures • TKS - Taijin kyofusho – Japanese fear of doing something really embarrassing and breaking social norm. Lecture Notes - Classification 2 Elements of Optimal Living - Positive Psychology – Martin Seligman 1. positive attitudes of self (like/accept self) 2. growth & development 3. autonomy (independence) 4. accurate perception of reality (see the world as it really is) 5. environmental competence (“When in Rome …”) 6. Positive interpersonal relationships Adaptation: changing to fit circumstances Adjustment: changing the circumstances Vulnerability: how likely we Resiliency: the ability to function effectively in are to respond maladaptively the face of adversity. to certain situations. Coping: how people deal with difficulties and attempt to overcome them. -
Trauma and Recovery in Post-Conflict Northern Uganda: an Analysis of Trauma and Its Effects on the Family Shelby Logan SIT Graduate Institute - Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2016 Trauma and Recovery in Post-Conflict Northern Uganda: An analysis of Trauma and its effects on the Family Shelby Logan SIT Graduate Institute - Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the African Languages and Societies Commons, Domestic and Intimate Partner Violence Commons, Family, Life Course, and Society Commons, and the Mental and Social Health Commons Recommended Citation Logan, Shelby, "Trauma and Recovery in Post-Conflict Northern Uganda: An analysis of Trauma and its effects on the Family" (2016). Independent Study Project (ISP) Collection. 2344. https://digitalcollections.sit.edu/isp_collection/2344 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Logan 1 “Trauma and Recovery in Post-Conflict Northern Uganda: An analysis of Trauma and its effects on the Family” Shelby Logan School for International Training Advisor: Dr. Kitara David Lagoro Academic Director: Martha Nalubega Wandera Gulu Spring 2016 Logan 2 I would like this to be dedicated to the late Akena Fred David. Your passion and care for your students is the reason I pursued this topic further and I am regretfully sorry that you did not get to see your ideas come to fruition. Thank you for your contribution to this paper, Kitgum lost a great educator.