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

Authors

Sara Bender, Central Washington UniversityFollow
Amanda Stokes, Central Washington University
Shawn Gaspaire, Central Washington University

Document Type

Article

Department or Administrative Unit

Psychology

Publication Date

2018

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.

Comments

This article was originally published in Psychology Teaching Review. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Recommended Citation

Bender, S., Stokes, A., & Gaspaire, S. (2018). Implications of the Coverage of the "DSM-5" in Textbooks on Learning and Teaching of Psychology within Higher Education. Psychology Teaching Review, 24(1), 53-58.

Journal

Psychology Teaching Review