Study Guide to DSM-5-TR®

"The Diagnostic and Statistical Manual of Mental Disorders (DSM) is the most widely used manual for assisting in the diagnosis of mental disorders. As such, it has tremendous influence over research, clinical care, education, and public policy relating to these disorders and to clinicians' patients', families', and the public's understanding of these disorders. Knowledge of and facility with DSM is a necessity for professionals who work with people living with or affected by mental disorders. DSM-5-TR, the text revision of the fifth full edition of this manual, is an essential resource for those training in all fields of physical and mental health. Of note, it is a valued clinical tool when applied in the context of whole people, keeping in mind an individual's ability to adapt, thrive, and engage, and in relation to genetic, biological, psychological, environmental, familial, and cultural considerations. Revisions included changes in the writing, references, and codes (ICD-10-CM codes are now listed), as well as changes to diagnostic entities, diagnostic criteria, specifiers, and terminology. Changes in diagnostic criteria or specifiers occurred for over 70 disorders, although major changes are not involved. Three new disorders were added: prolonged grief disorder, unspecified mood disorder, and stimulant-induced-mild neurocognitive disorder. The Study Guide to DSM-5-TR should be used side-by-side with the full text of DSM-5-TR. We take a patient-centered approach, complementing the more disorder-centered organization of DSM-5-TR. A new chapter focusing on structural and cultural considerations in the diagnostic process has been added to Part I of the Study Guide to DSM-5-TR. We also introduce consistent features in the diagnostic chapters to help make the concepts of DSM-5-TR come to life. For example, each of the chapters in Part II offers case vignettes that illustrate patterns of illness, including expected and, at times, unexpected elements, and demonstrate how age, gender, and several other cultural factors influence the cases. Other vignettes highlight patient-clinician interactions in the process of an interview and provide sample questions asked by the clinician to better appreciate the patient's unique experience of a disorder. The diagnosis-oriented chapters in Part II provide "diagnostic pearls" and points of importance to daily clinical practice. Furthermore, the chapters in Part II include "elements to consider in the cultural formulation" and "changes between DSM-5 and DSM-5-TR," bringing attention to the revisions that have been made in this edition of the DSM. The Study Guide provides a context for all of the diagnoses in DSM-5-TR, but instead of covering every diagnosis superficially, we chose to dive into greater detail ("in depth") for certain very interesting or very prevalent diagnoses that illustrate each diagnostic class. Because this book is a study guide, we have tried to make it learner friendly to facilitate the processes of registering new information from DSM-5-TR, recalling it, and then considering how it will apply in the reader's work. Part I puts DSM-5-TR in context, in terms of explaining diagnostic frameworks and indicating how these might shape work with patients. Part II focuses on the diagnostic classes in DSM-5-TR. To stimulate learning about the disorders, each of these chapters has a self-assessment section, including key concepts, questions to discuss with colleagues and mentors, complicated cases, and short-answer questions and answers (the answers are generally based on information in either the Study Guide or DSM-5-TR). Part III ("Test Yourself") is replete with more than 100 questions, including brief vignettes covering a wide range of diagnoses and patient circumstances to aid the application of DSM-5-TR to clinical work and training. Because this Study Guide is a companion book to DSM-5-TR, its content intentionally parallels that of DSM-5-TR"-- Provided by publisher.