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Implications of the Coverage of the 'DSM-5' in Textbooks on Learning and Teaching of Psychology within Higher Education

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Title: Implications of the Coverage of the 'DSM-5' in Textbooks on Learning and Teaching of Psychology within Higher Education
Language: English
Authors: Bender, Sara, Stokes, Amanda, Gaspaire, Shawn
Source: Psychology Teaching Review. 2018 24(1):53-58.
Availability: British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychology, Higher Education, Mental Health, Clinical Diagnosis, Undergraduate Study, Textbook Evaluation, Textbook Standards, Educational Practices, Educational History, Relevance (Education)
ISSN: 0965-948X
Abstract: Many criticisms accompanied the development of the fifth edition of the "Diagnostic and Statistical Manual" ("DSM-5"), yet it was still released in 2013 and is used within clinical work throughout the United States. Despite on-going questions pertaining to its development and validity, many undergraduate psychology students view the "DSM-5" as the ultimate authority in diagnosis within the field of mental health. Current publication trends indicate that a focus on the "DSM-5" within college textbooks is limited in scope, which may have a profound influence on students' understanding of mental health conditions. Implications for the teaching of psychology within higher education are discussed.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1180347
Database: ERIC
FullText Text:
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  Data: Implications of the Coverage of the 'DSM-5' in Textbooks on Learning and Teaching of Psychology within Higher Education
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  Data: <searchLink fieldCode="SO" term="%22Psychology+Teaching+Review%22"><i>Psychology Teaching Review</i></searchLink>. 2018 24(1):53-58.
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  Data: British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
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  Data: Many criticisms accompanied the development of the fifth edition of the "Diagnostic and Statistical Manual" ("DSM-5"), yet it was still released in 2013 and is used within clinical work throughout the United States. Despite on-going questions pertaining to its development and validity, many undergraduate psychology students view the "DSM-5" as the ultimate authority in diagnosis within the field of mental health. Current publication trends indicate that a focus on the "DSM-5" within college textbooks is limited in scope, which may have a profound influence on students' understanding of mental health conditions. Implications for the teaching of psychology within higher education are discussed.
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